February 5, 2026, Meet & Confer

001are on. Use the microphones when you are responding to questions or making statements. Uh when the we're in small group, the cameras will be off. If you need to call for a caucus, cameras will be off. And um and lunch and break times, obviously, those will be off as well. So, One of the other things I want to talk about is and this was shared uh last time was the governing board guiding principles which are I believe exactly the same as they were last year which are uh alignment with student outcome focused governance goals. a sustainable salary for all staff, sustainable health care benefits, explore uh revenue generation options, and adhering to budgetary recommendations. So, those are the guiding principles from your governing board. And then my hope is inside each of your folders, you've

002got a copy of the norms. Just if everybody could pull that list out, he wasn't here last time. >> Oh, Vas. Okay. >> That email is not coming through. Maybe because it didn't have a subject, it might be getting caught in our filters. >> Okay, one second here. Okay, this now has a subject in it and even an intro statement. So, hope let me know. All right. If I may, I would like to ask um two people to two at a time. We're just going to coral read some of these out. So, I've got start with James and Brian. If you would read the first norm out loud for everybody. >> Stay focused and on task. >> Be the second one. >> Uh no, just the first one. Thank you. Amber and Eve. Second one.

003Be fully present and actively listen. >> Thank you. Carolyn, Ivonne, and neighbor. Would you read the third one? >> Thank you, Justin and Yolanda. The next one >> Wait, which one? Sorry, >> the fourth one. >> Ensure all voices are heard. >> Thank you, Kelly and Daniel. engage thoughtfully and purpose >> and Ariel and Ally the last one >> the work in fact and productive discovery >> thank you Ally all right so what I also want to do I wanted to I'm hoping Russell is >> ge few seconds away because I wanted to review some of the grows and glows from our last uh session together because there are some things that were pointed out um primarily around uh faster pacing and alignment with the agenda. So, we're off to a late start. So, I'm

004trying to uh make up for that, but I do want to recognize that there there is a sense of urgency in the room and as a result thank you. Uh, as a result, I'm going to be a little tighter on things and make sure that everybody's staying on task, but I'm also when you're in your small groups today and even within the whole groups, it's incumbent upon all of us that we are sticking to the norms that we are holding each other accountable to those norms. Uh, redirecting if somebody is straying away from a norm. I gave you some some pointers on how you might be able to do that. uh should that happen. So um let me advance. Do I have my clicker? Do you >> So let me show you these. There we

005go. >> So faster pacing. Uh these are just general themes that showed up on things that we could grow uh and get better on. Stronger norms around technology use and engagement. So I don't know if the norm needs to be stronger or alignment responsiveness to the norm is really what was meant. There was se several comments about folks that are still using technology throughout the day that are not sticking to the norm that we have about um putting technology away. Um and then more balanced participation and equitable voice. There was comments about uh the stack working well, but also I think you all need to be mindful if you see your name on the stack list a lot, you need to step back and invite others in. And I need to do that as well

006to make sure that everybody is participating. And those of you that are those of you that are not not necessarily contributing, I'm going to ask you to bring your voice into the room as well because every voice in here is important and everybody needs to be heard. And again, sometimes that happens in small group. It's a little easier sometimes, but we do need to hear from everybody because everybody's got a different perspective. And then let's talk about glows. So there was uh comments about the facilitation being good. Uh good that people like the back and forth between small and whole group. Uh there seem to be respective productive culture going on and then time schedule and breaks. I should note back on the grows that there was a comment about food and bugs. I didn't

007think that wasn't like an overwhelming thing, but I'm just going to make note there are some healthy snacks, but uh I don't think some of those things were were in our control as much as as >> personally every apple [laughter] >> this morning. >> Good. >> All right. May and maybe Yeah, if you want a piece of fruit, grab one now. All right. Any comments about the grows? the glows the agenda for today. Uh I'm going to go back to that. I builtin breaks. You've got a 1 hour lunch starting at 11:45. We'll try to stick to that time frame as well. Um just and then some issues we're going to try to address. Yes. >> Just curious if anybody has time constraints that they need to be away from. >> Yes. >> Thank you,

008Billy. Good morning. >> Go ahead. >> Yes. Uh good morning. Time constraints. Um the assistant superintendent asked all of the directors to support sites today at dismissal like around 1:30. So I'll be stepping outside to go to gateway school. If I'm needed longer then I'll stay. If nothing happened then I'll come back to join the meeting. >> Okay. Very good. Thank you. >> Yes. I heard >> it's not dismissal. >> Oh. You going to stop the kids from walking out or >> has to be support. >> Okay. >> All right. And Roxanna is going to also help us with the stack again. Thank you for that. Um so before uh Valley Schools gets here, which is going to be in about 10 minutes, we're going to do a little game. So, I'm going to ask

009everybody to um stand up and I want you to come inside the the U-shape here if you would. >> You can still come play. >> Yeah. All right. So, we're gonna play a silly game and uh called would you rather. And this is a uh professional would you rather exercise. So, I know there's one that might be a little more uh less professional out there, but I'm keeping it on the up and up. So, what I'm going to do is I'm going to ask you a question. A would you rather? Would you rather this or that? And if you're if you would rather do the first thing that I mentioned versus the last, you're just going to step forward. And so the idea is for you to look around and see who who may be

010thinking similar to you or who may not be. So just to understand each other a little bit better. And again, some of these are ridiculous questions that I'm going to ask you. So, it's all all uh in in good fun, I hope, and and good getting to know you. All right. So, the first question, and remember, if you answer if your answer is you'd rather do the first part, then step forward, okay? You don't need to step too close to each other. Just step forward. All right. Would you rather be on a survival reality show or a dating show? [laughter] >> The first one. Survival. Um, got to six. Got to 100,000. You had six. He would have expected six. You only had three. So, you see all those green arrows. you were performing better

011in both prevalence and severity because you could see your highest cost was around $200,000 and nobody below that. Uh the first column uh that's under 2324. Sorry. Yeah. Yeah. Yeah. So uh I know you just jumped to what I did and what I've always done is we do visual and we look. So you can see all the green arrows on the first uh grouping which is your first year. you have kind of half red and half green on the second and then predominantly red um this year and but [clears throat] let let's just also just quickly go through that middle column um which is the 2425 year the last full year completed um you had actual claims above 50,000 was $1.1 million and so the expected liability was $750,000 or $715,000. So in this one

012is opposite the first column where we added more money into you performed worse on some of the severity or the prevalence. And so we're taking out 460 because we don't want to over project um based on bad numbers this current year. And you can see that's the it's not the it's not the uh severity on how deep it goes down on those claims, it's the prevalence. You had a lot more people. So where they expected 15 at 50,000, you had actually 21 people went over the 51,000, but you could see it stopped. Nobody was above the 225. So nobody got to the 250. So you didn't go as deep um as could have um and you but you stayed um the between the 50 and the two um really it was the first two that

013you really popped the highest. Now [clears throat] the third column, that's this year. It's a partial year. um 650 members. Um actual claims above 50,000 was 715 and we would have expected the liability to be $350,000. So you're So we're taking 365,000 out of the number. So another reduction. Your claims were actually higher than they should have been. We're going to take it out. Remember, you do have stop loss. So he's looking at actual claims. Stop loss is not considered in this. So you have other u other um uh components that are saving the plan to put some financial security in there so that there's so Vanessa doesn't cry at night or um worry about things too much. Um and so but this is not taken into stop loss. This is just actual claims where

014they're at. And you can see this one does have the prevalence all the way down to or the severity all the way down to $400,000 and that's in this year so far. This is the normalization of how he's looking at what was actually happening, taking that out, and putting in what he expected to happen just to normalize you. But you're seeing how he's doing all of that. The next page is the actual underwriting. [clears throat] So on the medical side, so on the left hand side first, you [clears throat] can see the three columns. Once again, we're talking the same three years, two full years, and then this year's partial year. This is bringing in those information um that we just talked about on the normalization page. So it's bringing in the medical claims at

0152.4 4 um actual claims above taking out the 650 or 601 pushing in the 745. So you have the 2.5 2.9 and 1.3 across. So you're bringing in the normalization that just happened over there. The next lines 5, 6, 7, and 8. Those are normally if there's other specific situations that need some adjustments. Most common is a laser. You [clears throat] can see you have none of those. But sometimes a laser is we're not going to cover something with stop-loss and so the plan needs to cover it. So you would increase this say to 1.25 or 1.1 to generate more expenses that need to be underwritten for that would produce higher premiums. You have none of that. So it is all just same number um coming in from normalization is the same number on line

016nine. But we're talking total cost right now. And the best way to do any comparison is per member per month. And so now we're going to take what he does is takes a snapshot every single month in that plan year and takes the number of members, adds them up. And so you had 8,38 members uh member months in that time. And just [clears throat] for I think I kind of explained it right, but if I was on that plan on July 1 and ended on that plan on June 30th, I would have counted for 12 member months. So each person, how many times they're on the plan or not, is counting a member month. So that's how you got the 8,300. And then you take the the total claims as um um normalized uh divide

017by the 8,300 and now you have a 309 per member per month um for that year. the most recent full year completed that middle column. Doing the same thing with 7969 member months divided into the claims comes down to 36955. And doing the same thing for this partial year, this most the year we're in right now, taking the 1.3 divided by the 3,899 uh produces $35347 per member per month. And so those [clears throat] are the actual costs per member per month of your plan the last two and a half years. But what he needs to do is he needs to apply trend to it because we're taking a look at say that first column from two and a half years ago. We're looking at claims that actually happen and what the costs are and

018we need to project them to next year to set a rate. And so he's looking at what we talked about that annual trend that medical inflation. And the best way to do that is take the midpoint of that time. So that would be um January of 2024 to the midpoint of next year which is December of 2026. That's [clears throat] 36 months. And so he's taking the 7.1 times the those number of months to get a 1.2285 amount. He does the same thing, but now you have 12 less months um with the same uh medical trend. And so he's applying 1.1470. and for this year 1.0895. So he's inflationing up and medical trending up those claims. So he has a projection that those claims that happened uh two and a half years ago for next

019last year or for next year would be around $379.73 per member per month, $423 and 385. And so that's how he's getting what his medical projection should be. >> [clears throat] >> um we waited. So we have claims that were for two and a half years ago. Last year, which is the last full year, and this year, we're going to wait it on a 20 30 50% basis. And so those claims only that were happened two and a half years ago, we're only going to give them 20% weight. But because we're talking partial year with this year, it's not an equal. So we have to readjust it based on that partial year. And so by doing that he adjusts it by 27% weight. The middle column is at 39% and the current year is at

02032% based on the member months. How many member months are in each one um to realize it. And so he comes out with a projection that he needs $399.7 per member per month for next year which represents 63% of the total um claims. Um [clears throat] which obviously that means the pharmacy is 37% 6337 that is um a little off. Normally what he's looking for about benchmark is a 7030 split. So that's that's telling us that your RX spend is a little higher um that what was projected. We'll go into that right now. Any questions so far on how he came down to that projection? You guys are everybody's paying attention. Everybody this is amazing. >> Does the the decrease in membership have anything to do with it? Like I noticed we went from whatever

021it was 690 something to 650. >> That is a great question. The reason why we take the total claims then divide by per member per month is to kind of equalize against that so that a huge drop is not having the effect because we're only looking at per member per month. So [clears throat] yes, >> um, not to not to jump ahead, but from what you were saying earlier about the cost increases, it seems like the increase is coming from an increase in price from the providers allegedly due to inflation rather than anything like higher utilization of our insurance plans necessarily. >> That is a good question. I would say right now I'm looking so we haven't done in the pharmacy. You're above benchmark on the pharmacy. So you are utilizing higher so you're having

022higher prevalence on the pharmacy side. So it might be a blend of the two because there is a little bit of yes with the inflation coming is pushing that up but also the RX spend is a little high too. >> Good observation. Uh jumping to that pharmacy side, we're doing the same thing. U no normalization with RX though. Um the inflation uh the normalization is not there. Those are all real and true. So there's no adjustments. So you spent 1.3 1.5 and 800,000 this year on RX claims. The only network discount adjustment is as [clears throat] we were meeting with as Valley Schools was meeting with UHC um in November and looking at everybody's claims where they're at and um they identified multiple programs they try to sell us. Um a lot of them we

023just quickly look at and doesn't think it's going to bear fruit. There was one that our consultant said would probably be beneficial and we're implementing it next year. um uh UHC is implementing next year. We've authorized them to. It's called RX Advisor. It happens behind the scene. Uh but it is something and it's not a lot. It's only reducing the projected RX spend by 1.5%. But it is something that they're going to work on the background to make sure that we're build looking for certain discounts in certain marketplaces that if there's a discount out there, they'll grab it and apply it and then reduce the cost. So, we send it to a thirdparty consultant to verify so that we're not listening to a sales pitch and getting rosecoled glasses and thinking everything's great. They confirm

024that they do believe this will save money. And so, we're passing that savings on and that program. [snorts] So, that readjusts the numbers a small amount, but 1.3, 1.5, and $860,000. We're going to do the same thing and divide by the total number of member months to get a cost uh 158, 194, and 220. And part of why I was saying the RX spend is high. The benchmark for RX is 170. So if you're above 170, your uh pharmacy spend is high. And you could see in the middle year at 194, you're above and this year you're way above. And so the the RX spend is really pushing a lot of that um higher cost coming in. Have to do the same thing with RX, which is trending it. And so doing those calculations, you're

025now at 212, 236, and 249. and then also doing the weight from 2030 and 50 with a partial year splitting that back up and a combined projection of 23409. And so between that that's around 633, but we've been talking per member per month and um the way Valley Schools we do a fixed fee on employee um count. So we need to convert this from the member to employee. And so that's uh down below on the current membership 668. We divide that total amount uh the four the 399 plus 234 times the 668 and then divide by the 5.49 and that has a total cost um per employee per month of $770.40 per employee per month. The [clears throat] uh Valley Schools fixed expense is the $100.60 60 which has a total cost now of pushed

026up to $871 because we do um services to uh ver you know 34 different districts. Not all are with UHC. So of the UHC on um our contract there's um 24 districts. The average on the total fixed in claims PM is around $900. So you're just on the underside of that comparison. Um we have some that are at the 600, we have some in the thousands. Um and so they've had some really challenging years, some uh high cost claimments um that will push that up. But so you're I would say you're right around average of those 24 districts. So that for his projections that means that he's looking at an annual a monthly spend of 478,000. uh projected annual he needs 570 or 5.7 million. Uh currently this was generating his calculations of 5 million.

027So that shows a increase of 677,000 which is that 13.4% that we showed on the first page. So that's how we come around to that whole thing. Any questions? >> Yes. >> Can you give some context? We have a couple of new folks. What how does this percentage compare to increases in previous years? >> Um, your two previous years you saw was only a 4.2% increase and a 0% increase. And I'm sorry, I don't know if you guys did plan design changes to get those down. You did do some. So it might have come in higher. So prior to that we had >> use a mic. >> Well, >> prior to that we had switched from was it Blue Cross Blue Shield >> Etna. Okay. So we had uh switched from Etna over to the

028United uh healthcare and we saw savings from that for a couple of years. Uh then that led to that plan balancing out. So we had the zero year and then last year we had the 4% and change year uh with the knowledge that we were going to be seeing increases in the in the future. So and and here we are. Um the cool thing about where we are though is that we're starting because of the choices that we made in the past. Again, it comes back to making good fiscal decisions in these groups. Um, especially with the insurance uh decisions that were made. We're starting lower than other districts going into the increase season. And I, you know, I'm just trying to look for silver linings. Um, uh, so that keeps us lower than our

029surrounding partner districts, right? Um, and, uh, our costs still tend to trend lower for, uh, staff. We do have some analysis. It's a a year out of date, but that's um for later when I'm presenting. But again, we come in lower than the other districts uh into bad increase season. >> Yeah. So, even more context. I know I think I alluded to Valley Schools of our members, the average increase was 13.5. So, you say, "Oh, that's only a little bit lower." We had um seven new members this year. And when you come over from a fully insured plan into a self-insured world, you're living high on the hog because you have no run out of claims. So there, so anything that happened on June 30th is the responsible of that fully insured plan. So those

030districts were all they're all got singledigit increases. So if you take that out, the average is more like a 16 17% which so you guys are on the better side of those more mature um entities with it. Um, now as a self-funded plan, you guys decide a lot of what levers you want to pull because um, and and this committee I assume is making the recommendations because you understand it's more about finances. Um, from a CFO's perspective, I would be making lots of changes and everybody to hate us and everybody be leaving. That's not a good decision. It might be a good financial decision, but there's disruption. And so that's part of understanding. Um, and I would say that a lot of your plans as we were going through them, they're already set up very

031well. Um, what you're seeing for the next year going forward, the projection is a lot of the costs going in, not a ton of utilization of medical. The RX is higher. Um, but I think I think what we were trying to set the table over over the last couple meetings was the singledigit increases are probably not there for the next few years until something major happens. Um, all those contracts that I talked about at the beginning, they all were approved. they come back up for re renegotiation I think in two years they all had escalators in them so every year it doesn't drop down to the end back it goes even higher so there might be a three four 5% increase escalator of those contracts for the next two more years so that's why Jameson

032[clears throat] they're seeing that nationally that's why we're seeing and we're trying to prep our miners where we were having single digits two to four% or two to 6% renewals on an annual basis everything was great that is not the future right now. Um, and so that's the that's the bad news, sad news. Um, it's probably akin to everything that's happening in our economy and our world right now that everything's a little chaotic and upside down, but um, that is where we're going in the future. Sorry about that. I keep ending on sad notes on things. Um, >> they're [snorts] used to it. >> They're used to it. Okay. I should have started with every time I come to your district and I drive by one of your schools, I love they're so beautiful and

033they look so good and I love that your community supports you guys. So I should since I've been in Daart, Poria, Littleton, Talison, Higgley, I've been in lots of places where the community does not support a district and so it's nice to be in a good place. >> We only have 15 more. I'm sorry I could go all day on this stuff. All right, so let's go uh to the next page. And this really is just saying with those increases, here's what it's looking like. Here's the change. And [clears throat] so the top top half, just looking at the top half, that's your current plans and how they're designed in summary right now. Um what the current rates are. Um and then yeah, and so that's where your total is showing the premium generating 5,60,000.

034Down below is what it's projected in increases. And really the only thing changing is the increase in the premiums. Uh we've talked about some looking at some plan design changes. Um right now the only thing that would probably if you wanted to reduce this rate down there could be a change in your maximum out of pocket. Right now it's at 4,000 um when on your um buy plan. when we look at our kind of like our um 24 different districts um through our UHC plan with our contract um I think the average is closer to 5500 on that. So, there's an opportunity you could do that. You guys know what does that mean? When you increase it out of pocket, you're just transferring the cost. The cost didn't go down. It's who's playing the cost

035is where it got changed from. So, it saves the plan a little bit. Um, but it doesn't save money. It's just who's paying it. Um, and so that is probably the only area that we saw anything that would be there's been a lot of plan design modifications and changes to put it in a good position and that's where we kind of are right now. Um, and so I know uh on the sheet so and this yeah let me just keep going to the next. So this is also then looking at first side on the left side is the 2526 that's the current year with these changes uh with this increase you have the middle is the plan year and so you could see what that would mean with a even proportional split of the 13.4%

036being applied to the employee and the employer both. And so you can see just on the the plan where we have the most people on the choice base, you [clears throat] still have an employee um option where 436 the majority of people are um that's at no cost to the employee. So that would stay that way. But for say the nine people on employee plus spouse um that's going up from uh currently they're at uh they're paying 665 it would go up to $754. So you could see if you follow that line over that's an $89 a month increase. Uh so you have on the right side what those plan changes would be and what the employee cost changes. So $11 115 67 and 164 on the buy plan increases the employee the district has

03781 106 95 and 118. You can see there's that 13.4% split on each covering the same proportional share. for context. [clears throat] Um, looking in that middle section, plan year 2627, going to the very bottom bolded row where it says 5.7 million is monthly budget rates. The employee would be contributing $531,000 and the district 5.2 million. And where it says the employer percent is 90%. Of those 24 districts that I've been talking about in Valley schools, the average is the district normally covers 85%. So right now the district is paying is covering a greater share than the valley the 24 that's not representative of all districts. It's just the 24 that have the UHC um contract with us, which is the primary book of business. That's about 42,000 lives on it. So very good sample

038set. That is not saying you should change that at all. Uh just to give context on that. So the next two pages was if we wanted to change the deductible, if you wanted to change the um maximum out of pocket, I think deductible staying the same. Deductible [clears throat] stays the same. So looking at that same page we saw a couple sheets ago, but this time changing that 4,000 to 6,000 and changing that 5,000 to 6,000 also. So choice base and choice buy up would both move to the 6,000 out of pocket and up to 12,000 for family. And then what change that would have, you could see now that changes the increase to 9.99% and not a 13.4%. 4%. And so that cost shift, that's not reducing the cost, that's just moving the cost

039from employer to employee. The last page is just showing um how that um would change projections to change. >> That was that was okay. >> Just to reflect. So on a on an employes's paycheck, every other every paycheck, they would have less taken out on this increased uh out-of- pocket maximum, but they would then be on the hook if there were bills that came in that they would have to pay more of that proportionally. So uh rather than 4,000 be 5,000, >> 6,000. Yeah. >> So that is the common as we've been going around for renewals. That's a lot of districts have it at the four. Not a lot, maybe a third. They're all looking for options to move up and that is one. They're doing the same consideration you're doing right now. Any questions?

040>> Um for clarity, could you just summarize our like options for renewal? >> Yeah. Yeah. So right now looking at the underwriting um the recommendation the presentation what we proposed when we came out for the renewal not trying to commit one way or the other was a 13.4% 4% increase and that's both to the employee and the employer [clears throat] looking at one of the things we always as a CFO when I was sitting there I was always saying well what are option are we outside the norm if we're an outlier what is it going to take to get us to the end to get back in line and so we saw the only thing that really stood out was that maximum out-of- pocket change and so we wanted to present the option if you

041wanted to move to ox maximum out of pocket with that would then yes there's a cost shift it's not being representative of what who's paying picking up that extra 2,000 or 1,000 depending on what plan. But then it lowers all the rates because they know from claim standpoint they're still getting their money. It's just coming from a different source, not from the district. It's coming from an individual use basics. When they go to use it, they have to pay a little bit more because they have to hit that maximum out of pocket and that would make it a 10 9.9 or 10%. There could be others if you have other things. Unfortunately, I don't have the the underwriting table in front of me. Um if Jameson was here, you he could tell you on the

042fly what impact that would be. [clears throat] Um a lot of districts would say, um why not move up the deductible from 500? Let's move that up to a,000. That doesn't [clears throat] have as much uh doesn't bear as much fruit of lowering the rates as you'd think. And I think Jameson normally says somewhere around 0.4. four to 6%. You could lower that maybe 13 down to to 13 13.4 down to 13 or 12.9 if you move that up to a thousand, but um it doesn't really move it as much. The maximum out of pocket moves it a little bit more. And so that's why we've been sharing with some districts. Trying to think of who has said yes to go up to 6,000. Actually, everybody's looking at it right now. And I haven't I

043know that there's been about three or four presentations to people about moving it up from 4,000 to 6,000 or 5,500 something around there. Um [clears throat] I can't tell you that anybody's committed to that or signed off on that increase yet. Vanessa, any questions funding? >> Talk about the [snorts] change. >> Oh, um, Brianna um, knows all about the change in vision. I focus more on the medical u, but she has all the ancillary and other products. Do you want to talk about that? >> So, this is also linked here. Give me >> one second. So currently Kraton is with United Healthcare for vision with uh Valley Schools. That contract is up this year. So we are not renewing that. However, we do have VSSP poolled plans that are um right in line with what

044you guys are already offering except for they are enhanced a bit. So, um bear with me one moment. >> Um no, that that's totally fine. I just wanted to I didn't have that up on on mine. Um, so currently your current rates are about $101 for an employee, $201 for an employee spouse, $2141 for an employee and child, and employee plus family is 3421. Um, that contract, like I said, is going away. However, if you guys did offer the VSSP pool plan, we would offer two plans so employees could pick what worked for them. Um, and what is great is your plan that you guys currently have is actually right in line with being in the middle of both of our offerings. So employees wouldn't have to choose if they could afford one or the

045other or get stuck into one. They can pick whatever works for them, which is great. So if they are picking the base plan, that is about $68. So you're going from $10 down to $6. That is a savings for those individuals. Um, and then the buyup plan is $11.78 for an employee only. So when you when you're talking about um $101 or $11.78, that's obvious obviously a little bit of an increase. However, there are benefits that do change with that. And part of that is, and I apologize I have to walk over. Um, there is a a premium progressive lenses. you your employees would get a larger allowance for lenses. Also, for contacts, they're on the buyup plan, they would get 175 allowance. So, for those people that do need vision care, eye care, it's

046really great because they can get a little bit extra with their benefits on the frames and and other things along those lines. So, it is a de uh excuse me, a slight increase when it comes to one plan, but a decrease in the other plan. So, it's really great because then employees, like I said, could pick whichever fits for them depending on their situation. I don't know. Do you want me to let you know about the other plans that I did get in? Your your current dental does not have an increase. No change. So, that's great. It's an exciting end on a good note. I'd like to say something we did add to the VSSP vision plans this year is something called light care. So for those individuals that maybe um the district pays for

047vision, I'm not entirely sure, so I apologize on that one. But if the vision if the vision were covered and they don't actually wear glasses, it's kind of like well what's the point of that? However, we do offer a light care which is um nonprescription blue light glasses, um safety glasses, those kinds of things for those individuals that maybe don't need a prescription glass glasses but could benefit from eye care of some kind. So that would be included within their plans now for as of 7126 we did add that. Any questions? Perfect. >> Well, hey, is that that no increase on the dental is great, right? >> And at this point, there are no other uh options for additional products. I know last year, those of you who are on the team, we brought in

048Colonial Life and we had a couple other things that were added to our benefits package. Uh there's no change in those either, right? Except for coms, uh which you may have seen in the Kraton connection last week. Um, we have a EAP program that we used to have through a organization called Interface. Uh, that is available or was available to all employees regardless of whether or not they qualified for benefits uh or chose benefits. That company it doesn't exist anymore apparently or who knows. But um what what's happened is that uh Valley Schools worked really quickly to migrate to coms which in a a meeting that we had last week a webinar that product seems superior to interface and the things that are available. Again, this is available to any employee in the district and

049their family members uh at no charge and you get up to six sessions per need. Right? So, if you have uh you have anxiety and you have six sessions that that work through anxiety or or help you with your anxiety and then you have a financial issue, you can bring in a different consultant to work with you financially. And that's six for the uh anxiety and six for financial. Did I miss anything? >> The only other thing is you guys do offer a Sigma dental DHMO plan. Um that did increase by 5%. So that is the only the only increase there on on the ancillary plans. Um just to put in that to put that into perspective, the employee only cost right now is $10.30. That would go up to$10.82. So we're we're talking cents

050but it is an increase >> and HMO is covered by the district. >> Yeah. >> So DHMO >> the the Delta dental did not go up that is I believe the employee in employee cost but the employer paid one did increase by 5%. >> Sorry I also have a question. So for the um vision United Healthcare is no longer a choice. So, BSP, but for the medical, we still have United Healthcare. >> Correct. Yep. >> Thank you. >> All right. Any other questions? I know that's a lot of uh numbers and a lot of information that was shared with you, but you know, we have Vanessa, myself that can help kind of navigate some of the background to the extent that we we have that information. If we have other questions, we can reach out

051to our partners and they'd be happy to to help us out with understanding how we got to where we are. Uh the meet and confer is the team that will make the recommendation for plans moving to the governing board. Uh so that's going to be part of our conversation as we move forward. So thank you much and and Briana, we appreciate it. >> Thank you [clears throat] for having us. All right, thank you Valley Schools. And then um our next uh update is with human resources and then uh finance. We are going to take a break at 10:00. So uh Joel's going to get started and then Vanessa will then we'll take a break and then Vanessa will come back to finish up her presentation. So feel free to stand up and stretch while you're

052listening to Joel, but know that at 10 o'clock we're going to take a break. Okay, I'll turn it over to you, Dr. Lauren. All right, I'm trying to get my mirroring back up here. Also, just uh in case you think of something now that they've gone, that is what happens to me is I'm like, "Oh, I meant to ask." There's a parking lot chart over here, just take a post-it and write down whatever your question is about benefits. Um if there's questions during uh Joel's presentation, uh we'll try to answer them, but we're going to try to stay on time. So, if something doesn't get answered, please make sure you put it on the a post-it note and put it on the parking lot. Same for Vanessa's piece as well. So, thank you. >> All

053right. So, uh we already kind of worked through uh the insurance information. So, if you had questions and thanks Ariel for pointing out about the access. I tried to I try to do good with the access stuff, but you know, never always is completely foolproof. So, um if you're having a hard time accessing some of the documents, just let me know and I'll make sure I correct the per permissions. Uh I did want to reflect on a question that came from Dorothy in our chat. She asked uh there was a question was posed to her colleague that was viewing online and wanted access to the information that was shared. Um so what I did was I created in our internet. So this is when you go into the Kraton school district website and you go

054under staff it brings you to CE CSD employee internet. This is the the landing page. If you go under human resources, I've created an IBM meet and confer page. This is a link to the YouTube channel. And then I'm putting PDFs of the information that's shared. Some of the I think some of the things that are really complex, I'm not sure how helpful it would be in a PDF. So, we might want to refer. So, for instance, I know Vanessa is going to talk about compression, a lot of spreadsheets, right? A lot of information, and we're happy to share what we need to share, but it's also very overwhelming. So, I think if there are some specific questions about those kinds of things, it might be better to reach out. Um, but this is available

055for last meeting. I'm going to add PDFs for this meeting tomorrow or Monday. So that'll be available and we'll put a notice in the um information that we share in Kraton connection. All right. Um we're not going to go through too much. I just want to share that on your link we do have an analysis of 100th day class sizes. Um 100th day versus 40th day. [clears throat] Some of you may have already taken a look at this. Um, but our class sizes overall stayed pretty consistent. Um, we stayed at about a 23:1 effective ratio instead of a 27.5 to1, which is what we were staffing at. Um, so our numbers did decrease slightly uh with the number of students that are uh classes that are 30 students or more. Um so those decreased slightly

056and excellency actually stayed stable with their enrollment over the course of that time. So all the withdrawals enrollments and withdrawals enrollments Excellency was the only school that didn't see a change either positive or negative. So that's available for you to look at. Yes sir. >> Um I noticed at the bottom of the 100 day chart some of the schools are highlighted. >> Yes. >> What's up with that? those schools are uh those highlights are for preschool programs. So I was I was I have a different look and I can add that to about the numbers in preschool but for our class size allocation that's it was more relevant to try to figure out where those preschool programs were. Not that we needed to figure it out but to identify them quickly. Thank you. There was

057a question about contractors that are paraprofessionals because we have increased the use of paraprofessional a agencies that supply pair professionals to us in our mostly our self-contained programs uh regional special education programs. Um so I just created the same view that I did for classif or for certified u compared to last year and this is the information that we have. What I did want to note is that we have already bought out three the company Zen. So we bought out three Zen pair professionals at a cost to the district of about $8,000 um for all three employees. So, Zen does a a a model where if an employee works with us starting on day one and they work 50 days and they're going to prorrate what our buyout is based on the amount of time

058that they've been with us. So, if it most of these three were right at the beginning of the school year, so that was a higher cost. Um, but if we get closer to the end of the school year, that would be a lower cost for buyout. So, as you're looking at that, any questions about the information what I can uh share, so it might be a little confusing. FTE calculation for pair professionals is different depending on which program you're in. So some of the self-contained regional programs are a 0.9 FTE which means they work 36 hours a week. Some of them are 39h hour a week employees which is 975. So what I did was I tried to normalize and calculate just based on 1.0 FTE. So it was a little bit cleaner to look

059at the numbers and the overall cost impact. So when you look all the way to the right with the amount of money that we're spending on contractors, we're really looking at about two FTEEs for the classified staff. >> Yes. How many 1.0 positions? Some of them are 0.9, some are.975. So I just equalized it. So effectively two positions, two full-time 40 hours, so 80 hours. Does that make sense? Okay. >> that are contracted. Yeah. >> How about how many classified staff do we have in the district? Like how does that compare? >> Classified staff also includes all of the non-certified. So we've got about Lisa left. Uh I think we're at about 360 classified. >> Okay. So very small. Okay. Good. Thank you. >> But remember that includes crossing guards and SSAs and you know

060uh district employees that work full-time. So >> that's less. Yeah. What are you saying that we only have two contracted pair professionals? >> No. >> Right. I think >> the contracted pair professionals are in the first column. That's 8.25. >> Okay. >> We we have 8.25. Right. What that two number is is that that's the amount if we were to have them hired by the district, we're actually paying for two additional FTEES, >> right? >> Effectively because of the contract fee, >> right? I just wanted to make sure you understood that. Okay. Okay. Got >> all right. Thanks, Dorothy. on the postit. There was a question and I hope I got the gist of it right. Uh in the last uh presentation we talked about the turnover information. Um and there was a request to

061break down who was in that group of certified non-administrators. So that includes teachers, some related service providers, that includes 64 teachers, four OTP and three psychologists. So of that 71, that's the breakdown. So 64 of them were teachers, four were um uh uh motor skills related service providers and three were psychologists from last year this year. Yeah. So um the sped conversation is always going to happen, right? there was a request to reach out to districts that have eliminated or greatly reduced their dependence on contract agencies. Um so without knowing exactly who fell into that situation um what I did is I provided an anal uh just copies of um salary schedules from each of those schools districts. So, we've got Gilbert, Irene, Madison, Phoenix Elementary, Osborne, and Scottsdale. I also met with um someone

062that I know well in Scottsdale School District um who works in the HR department. Um and one of the conversations that we had, and I'm sorry this wasn't in there on Monday, we just met yesterday. The plan for Scottsdale really was to, in her words, eradicate contractors, which I thought was maybe I shouldn't have said that out loud. >> I probably shouldn't have shared that on the video. Anyway, I'll deny it. Um, but the way that they did that, so what's interesting is that their process looked very similar to what I showed you and shared with you as far as what the rates were for the actual employees in the district, benefits, um, all of the other factors, and then what we're paying and average costs to contractors. Obviously, Scottsdale is a much bigger district,

063so they have a wider variety of school allocations, right? So they have a lot of resource teachers. We have what we have, right? So one of the things that she identified was they had to figure out what the tipping point was for where they would create space to have additional dollars to put toward this issue. And that was on the ratio that teachers have for the students that they serve as case managers. uh they've they increased the ratios to right about where we are with our current ratios and that was able to s uh I think about 1.8 million that they save from that something like that. So obviously Scottdale's much bigger so we don't really have that benefit of making adjustments to our ratios probably that's not going to be where we save money.

064Uh the other factor is that in our process and maybe Dorothy can correct me the way ratios are calculated it's not necessarily kid to teacher it's service minutes for the kid to the teacher right so if you have a student yeah it's weighted. So, if you have a student that's a level A placement that has minimal number of minutes, then that case manager, their load might look a little different because they're having maybe five kids on a level A, but there might be another teacher that has three level B's, right? So, all of that is factored into it. So, it's not as clean for us to say ratio is the solution. So, then we have to figure out where that extra money might come from. Thank you. All right. Uh so I kind of go

065back to the conversation we had when we looked at contractors for certified and Vanessa had shared some thoughts about well we've got about $900,000 that we're spending above what we would be spending if we were paying for employees to be those in those positions. So just to remember that context. So this is available for you to review. So, are we saying that? >> So, we're saying that this is what Scottdale did, but we're already doing something similar when it comes to like the 23 to1 >> ratio of students to teacher, >> but our ratio but our ratio is based on proportional waiting. >> Okay. And so we're not looking to increase that. >> Uh I was asked to provide this information. >> Okay, >> that would be a So the thing that that was really

066clear about Scottsdale's process is that it wasn't in a vacuum. They had the exceptional student services department. They had members of the team that work with the special education department. They had business services. So it wasn't in isolation that they said, "Oh, we're going to go to 23 to1." That's not how that conversation happened. So there's a lot of preparation that went into making those changes and a lot of consultation. And what seemed to make the most impact in the in the final analysis was the ratios and increasing stipens. So there were actual conversations with contractors. Hey, what would it take to move you from a contractor to Scottdale? What if we had $5,000 more? No, that's not going to work. What about 75? No, that's not going to be it. 10,000. Well, we can

067talk. Right. So, those are sort of the analyses that were happening at Scottsdale for that process >> because I'm sure something that also gets considered Dorothy is not is the even if it's fewer minutes, you still have more meetings, right? More IEP meetings and then more actual reports to write. So that factors into the workload, right? >> Thank you for asking. So the um the formula for workload includes the student count as well as the service minutes. So there's a portion of it that is the student count. Um so that takes into account the meetings and the things that every student with an IEP is required no matter their minutes. And then there's a portion of it that's based on their service minutes. So it's a it's a combined working Yeah. [clears throat and cough]

068>> Joel, do we have something similar to what you just shared that um kind of summarized Scottsdale for some of these other districts that you looked up? Okay. I'm just curious. I have salary schedules is what I have because I didn't know I don't have a clear understanding of how many districts have completely eradicated their dependence on >> on contractors. >> Gotcha. >> Um so that's what my focus was was to try to identify with that group. >> All right. Thanks. >> And they're next door >> like we can throw a rock and hit Scottdale district. Not that we would >> well but they didn't eliminate their contractors. So we always throw rocks at the woods. Okay. All right. The last uh the last piece of information that we were requested to bring from HR

069is an analysis of student teachers over the span of a certain amount of time. So what we did Robin went back through two 2020 which is when we were paying student teachers. So in the columns you'll see at a certain point uh I think row 17 that was when there was a decision that we didn't have the funds available to pay student teachers as teachers and residents. So what you can see is that the effect of that was um that we vastly reduced the number of student teachers that we have. When I say student teacher, I'm talking about they start at the beginning of the semester, they go all the way through to the end of the semester. This is the last step in their credentiing process, right? They're getting ready to graduate, they get

070their uh degree, they go to AD, they get their certification. That's different than on the other side of that column is internships. And we thought it would be helpful for you to see that we have a lot of individuals that are coming to us that have to do 20 hours, 40 hours and they're in the classrooms and they're observing. Um, so that's that's where that divide is. So, uh, also kind of give you an idea of where they were coming from, ASU, NAU, GCU. Um, couple of things as we're looking forward. We have a partnership with ASU. We're now a partner that is um a preferred student teacher district. So there are three districts in central Phoenix, Madison, Scottsdale, and Kraton that ASU will partner with us. teachers that have been encouraged to apply and

071are hired by ASU uh can now be student teachers, get paid by ASU, be an employee of ASU, get tuition waiverss that are transferable, and um also they get PD hours. So, it's a significant benefit to our employees. It's a benefit to our district if we can get more student teachers in the door and help recruit them. Yes. Um I don't know yet because the process ended last week for signing up teachers. >> So the you're saying that the mentor teacher gets paid to host the >> correct the student. >> That's like a thousand bucks. >> 900. >> Okay. For for the year for semester >> for the semester >> because they host them for the semester. >> Right. Right. And if they if it's a dualert individual, so they're coming in doing six weeks

072with general ed and then six weeks with exceptional student services, then it's split in half between those two teachers. >> The two teachers. >> Yeah. >> But what's nice is that's not a cost to us. That's ASU that's paying for. >> Correct. >> Yep. >> The only other addition to that is that we are uh developing a partnership with Ottawa University. We've not worked with Ottawa specifically um and we're hoping that that'll increase some of the related service provider um you know school psychologists OTPT um as interns they also do teachers so we might see an increase in student teachers through Ottawa. >> So any questions about that? >> You're welcome. And I think I'm I'm good unless there are other questions. >> Are we are we targeting certain degrees teachers or is just like

073any student teacher that wants to come? >> Any student teacher that wants to come or an area in which we have certified teachers, right? So obviously if they're trying to get a CTE certification in wood shop, Kraton is not going to be where they come. They'll go to Scottsdale for that. I think I'm all set. >> All right. Again, if you have a question that comes to mind, please put it on your post-it note and stick it on the parking lot. Vanessa's going to do just about a five, six minute uh finance intro >> and then um and then we'll take a break and come back and let her finish up. So, it's all you Um, I was going to ask, did you want to go ahead and put up the link for for the

074um maybe that information that um >> the one with the the headlines I don't know what it's called on here. Oh, okay. [laughter] Okay. Um, so you know, obviously when I come in early, I talk about the doom and gloom of the budget because we are in declining enrollment. Um, I think we've said declining enrollment so many times that it becomes like just a nothing um reaction, right? Oh, declining enrollment. We always have declining enrollment. So, uh, this year it'll be really important to kind of dig into those declining enrollment stats and the cliffs that occur. uh these cliffs are occurring throughout the state and um you'll see the the headlines um are talking about cuts, they're talking about uh closing schools, they're talking about layoffs. Um what's interesting is uh who gets in the

075news and who doesn't because I'll tell you that in declining enrollment, we navigate uh decreased staff through attrition. um Chandler just put their whole um information out there. It's a I feel like a really negative public lens to talk about things that we do on a regular basis and these are just the administrative working things. It is a uh you know that you have something approved by your board either a staffing ratio um in some fashion. So discussing the inner workings um and not the end results, I'm just not not sure why. Uh because Chandler was able to handle all of the cuts that they were talking about uh just through attrition. They didn't cut anybody. Um just like we do every year we lose a certain amount of staff and we make decisions in

076this room about you know what type of funding and how much we're going to put where. That then is a a budget calculation. It's numbers. Um and then through attrition we just don't open up those positions when we have less kits. So um the headlines are interesting. If we go to the the next one um the next slide there is talking about the district closures and staff reductions. Again you know just trying to bring some of this into perspective. There's a lot of sensationalism when this goes out um on the news. It gets people talking. So you say, "Oh, we closed a school and you know all the poor staff there." No, maybe like depends depends on their enrollment. About 10% maybe a cut to uh the teacher FTEES when you close a school. Um

077maybe a little higher depending on their declining enrollment. But what happens when you close a school? There's still a bunch of kids in that school. They go to another school that you're keeping open and they take the staffing with them. So when you close a school, you're looking at the savings in a staffing lens of about 10% of uh certified teaching staff, but you got 100% for a principal, an AP. Um maybe a little less, 95% when it talks about the office support staff because you may need to uh if you make a a school bigger, you may need a little bit more front office uh staff support. you end up losing about I don't know you get about a 60% savings when it comes to the other type of staffing which is like your

078grounds and your maintenance. They still have to go out there. They still have to clean things up, mow lawns, get things keep your campuses uh in good order. Um and then you have some energy. So, you know, it is what this is. uh there will be we feel at some point there's going to be uh more teachers out there in the market looking for jobs and one of the things we want to you know focus on is our future and so in Kraton we've done a really good job in the past looking forward to the future I feel like now is the time to really fix our uh salary schedules and that compression we have the tools and the ability we found a way forward if we focus there we bring those salaries up for

079teachers it makes us a a little more uh appetizing and it also gives us some ability in the future to have some selection uh if you're paying more and then you have a good pool of teachers uh you get some selection there. So you know this is just regular stuff that happens and then uh the last screen is our enrollment where we're talking about cliffs. So you'll see here in Kraton we do about three years then we have a cliff. Three years we have a cliff. Three years we have a cliff. We'll talk about uh why this year's cliff was very interesting um and how once again the the choices and the decisions made in this group have helped us navigate that uh to where it isn't as impactful as it could be for other

080districts who aren't planning ahead, who don't have fund balances, uh who maybe have overturning staff, and so their plans aren't staying consistent. Um consistency is king when it comes to dollars and planning forward. So you can kind of see um enrollment. We're going to talk about it again. Uh and hopefully this um we're able to show that this cliff was very significant this year. Um, so when we get back from our break, I'll be digging into as much as possible, um, you know, our initial budget numbers, uh, why they are what they are and what we're planning, uh, with that and how the dollars that we're potentially bringing to the table, um, are created. And then I'd like to spend the rest of the time discussing the salary schedules, uh the work that's gone into

081that with the committees and the recommendations uh for the years of service corrections and then fixing um broken schedules, repairing broken schedules is going to be very critical. Again, planning forward so that this group will have lots of options when we come to the table. you can just very clearly and transparently see a schedule and make decisions to say move the whole schedule up, move people on the schedule further away from the base. Um different strategies of stretching um how much dollars we get when we get additional PD uh when a teacher moves from maybe a BA and a BA plus 15. How much do they get when that happens? will have the ability with a repaired schedule to really make some strategic decisions there. And then how much uh do we get when we

082try to move people away from the base? This is uh your recruit and retain. Um do they get you know $100? Do they get $400, $500? Depends on the schedule uh and and what makes sense. So, um there's uh some pros and cons to the things that we've done to the schedules, but it is what has allowed us to move forward and bring um strategic decompression to the compression committee. So, that's what we'll be discussing when we come back and uh hopefully I can get through it quickly. >> Thank you. >> It's 10:01. I'll see you back at 10:16. >> Leave this one for you. Oh, >> please stretch. Sitting is the new smoking. My hips can attest. >> Yeah, just let them see my talking note. My talking points. It don't make sense to

083me. Bunch of numbers. What is your >> birthday party? >> I'm so sorry. I haven't looked at chats. I've just been focused on getting data. >> Is it cool if I go to the deal for >> sure? or do you miss ahead? >> Um I don't I mean other than just really understanding the information that we're bringing and so you'll wanna Oh, there it is. Um you'll want to understand how we got to the numbers and things like that. We can discuss some of that later. Um, but just that's good information for you to >> No, I don't think you need to say. Um, I just think it's important that um, you get the inner workings of how we physically plan forward. Um, and so just maybe that part of the conversation and as we

084talk about, you know, This morning I woke up to understand like five years out from now. So it's good to have someone who has the knowledge along the way and make sure we share all that with you. >> I'm still [laughter] the temptation. >> I know the temptation is gonna be so >> [laughter] >> I could go right now. >> I won't, but I just I know me. I won't. I got two years, but that'll go real fast. >> You're still young. >> That will go really fast. >> Thank you. >> Yeah, for sure. >> David. >> Okay, cool. That's nice. >> I would like to figure out what we're doing with it then. It was kind of stuffy. >> Me and Rachel have been discussing juicing our >> direction. Bless you. years it and

085then you know static >> they just keep paper supplies and something >> and some custodial paper and custodial. So the other part is you know recouping some of that space you know the family resource center you know more space we got you know we just got some space >> let's set up the video >> and you know I when I walk through the warehouse and I just entire shelves out shelves of decorated paper >> right So, you know, it's obviously not something, right? >> So, that's that's priority for next year. going to continue with the finance information >> presentation. Russell. >> Hey Russell. Oh jeez. I'm not on like it's not doing anything. I plugged in. >> Having issues again. Can you send me a presentation? on screen. >> Oh, okay. [clears throat] Uh, just

086email it. Or Joel, do you >> I don't mind. >> Yeah, it just some of it's not in the links. All right, that's fine. I can I can make do. Okay. Uh, I guess let's just go to the What do you guys want to hear about first? Budget or compression? >> Compression. Okay. Um Joel in the meet and confer links can you move um can you click into the complex uh compression review folder and then show the folder. Okay. So in the folder uh let me go to the folder too because I can't see that far away. Okay. Um there's quite a few documents in here uh to look at at your leisure. Um these are the compression uh revised schedules. You can see that there's the original schedules are there and then there Oh,

087that benefit analysis is in there. Huh. I put it in the wrong place. Okay. Um, and I think what I want to start with is that classified uh PNP years of service costs, no PII. Let's take a look at that. Uh, no, it's up the second one from the top. Okay. All right. So when we um did our years of service for our certified, we applied the same rationale uh to all of the other um schedules. And obviously we're focusing on classified first as our next biggest group. And what we found when we started going through this uh were some interesting uh data points. So, um, when you look at the calculated years of service, uh, you can see that the the 1691 is our starting rate. We're not recommending any like rate changes. Um,

088but what we did need to do is we have an A to K placement schedule. It doesn't give us enough space to bring all of the broken schedules back into one schedule. So, one of the things that's keeping us from addressing compression consistently was every time we tried to go back out and compare everybody, um over the years through some uh choices with the parody study and the Gallagher thing, um they did adjustments to staff. They put them on their own schedule and then they they they have them separate from the main schedule that probably 60 to 70% of staff are on. um because of that they got hung out there and very um frequently didn't get addressed other than if we did like 2% raises for all. Uh if we tried to do any

089salary movement, they wouldn't have been captured in that. So some of them uh were already off the schedule uh based on whatever was going on at the time with the people who were here. Same thing happened with the certified staff. some certified staff were just so far off the schedule uh that we have to cap it somewhere. You can't have a schedule that just goes on to infinity. It's not fiscally responsible and it's not manageable. Um so what we've done is we've doubled down on the schedules and moved them from A to K's uh to A to Z's and then anyone past a Z on the schedule and of that breakdown is um considered off the schedule and they would grandfather out. So, we have a do no harm policy. We're never going to redo

090the schedules and take money away from anyone. So, that was the process. Um, and then here's the process kind of looking at uh and we did the same thing with certified now doing it with classified. You figure out how many years of service. Uh, you figure out what is their current rate of pay, put them on the current schedule that has then been expanded in placement so we can uh put them somewhere. get them all on one schedule. So, as you um scroll down, you'll see like so right here, this is a good one. Um uh 22. Sure. Any line. So, um this person's making 1723. They have zero years of service. What that means is they came in on the placement schedule with some experience. Um and so we need to match that on

091the new schedule. So, on the old schedule, they were an F. On the new expanded schedule, they're an E. We got as close as we could to the rate. You can't put in special rates. You just have to get as close as you can. And then we use the um logic of do no harm. So we we don't move them down. We move them to the the next closest. In this case, that person um for the entire year will get $25 more in their salary. $25 for the whole year. It's an annual um cost there. So you can kind of see as we're navigating it. Sometimes it's 10, sometimes it this is exactly what happened to certified. Some uh certified got nothing. Some certified got 10. Some certified got four or 5,000. Okay. So now

092if we just uh go ahead and scroll all the way to the bottom. So that's the logic and it's followed consistently. This is where it starts getting a little interesting. If we scroll back up to as many as we can get on the page there. Okay. So, uh, I just want to call your attention to, uh, like line 304. No, let's say line 301. 301. This person has been in the district for 30 years. They're one of the ones that got stuck out on a on a schedule. Uh, they're on E uh, in that old schedule. Um, 30 years of service on the new schedule would put them at $20. Just at $20. the person above them, 30 years of service, not even $20 an hour. Um, this is some interesting data, right? 30 years

093of service, you make $17 an hour in Kraton. So, I just want that to sit with you for a second. This is the stuff that we're trying to get in and fix. This is the first fix. So, just like with the certified years of service, it isn't the whole fix, but we have to start somewhere. And the way to do that is to start with repairing a schedules, getting everybody on one schedule so we can see this kind of data. We couldn't see this before. Um, and then, uh, make the adjustments for years of service adjustment done. It is not the full fix for compression. Uh, the schedules are still kind of broken. So, um, with that being said, yeah, Dorothy, [clears throat] so as depressing as it is, um, those two rows were those

094two two 30, >> it goes up further. So, >> um, and there's 29s, there's 28s, there's there's a lot of long-term. When I look across at row 301, they're going to get one's going to get 38, $3,880 more, and one's going to get $4,388 more. >> Correct. So, I mean, we're >> one time one time adjustment. >> Just a onetime adjustment. So, but not it's not a onetime adjustment because then from now on they're going to get that >> exactly >> compared to what they [clears throat] been getting which is ridiculously embarrassingly low. They're going to now get that bump. >> But makes sense. It makes sense on a 10-year give you experience placement schedule. >> Okay. Yeah. No, I'm I I just It's a good thing. >> Yeah. >> Right. Yeah. But but so

095keep in mind um when you have a 10year placement schedule that you give someone 10 years of experience when they walk in the door, you don't know who they are. They they've got 10 years of experience out here nonraton, right? Um but in order to get higher level staff, people with experience, um we we want to keep that placement schedule and bring them in. What it means though is that every 10 years the district needs to take a look at years of service and make a years of service adjustment. It needs to just be on the on the books that we're constantly putting away a little bit of money so that every 10 years we can get everybody back into alignment. If you do it every 10 years, you can have the 10-year placement schedule

096and you you make the adjustment. You make the adjustment because you're not going to have the money every single year to do it. That's why step schedules with years of service adjustments failed over and over and over again because districts wouldn't have the money to give everybody one step. Even when they would make these crazy schedules really big, you know, well, let's just give everybody 20 cents uh just to keep them moving along. It's just not really effective. Um so you have to do a combo of both. Fix the schedule and then have a plan. Yeah. >> But our longevity helps deal with this too. >> Absolutely. You guys did a great job on >> longevity. provider are also getting the longevity. Y I mean we haven't touched it for the last two or three

097years but I mean it's that that is also >> that does help help to mitigate it. It does help to mitigate it but when you're trying to look at one schedule you can't start picking and choosing well this one gets longevity and this one don't doesn't. It it's not um administratively feasible. We don't have the work power to be able to navigate at that level. So, um, get them on one schedule and then move from there. Uh, making adjustments as what we have dollars for and what you guys see value in. So, when we're talking about that, let's just go ahead and look at um, so years of service, that's for the the classified. Um, Joel, going back to that folder, can we look at the certified compression schedules? Okay. So, um here is what

098the certified compression schedule looks like right now. Um you'll notice, you know, last year we got it to 50,000 is the starting pay for a brand new teacher with no experience. Um then you move along the path uh as you get PD. Um, and you can move along the path as we have opportunities to move people away from the base. That's what we do for um, retain. Uh, we bring the whole schedule up for recruit and we try to make that 50,000 as high as possible over time so that you're constantly increasing that schedule to bring um, new teachers in, right? But to take care of the teachers that exist here, you try to move them away from that 50,000 as much as you can. When you have dollars, it makes sense to try to

099do a combination of both. Some years it may may make sense to leave the schedule alone, just move people. Some years it may make sense to move it up and don't move people. Um, that's what you get the ability to do in this type of schedule. You have the ability of choice. Okay. As we scroll down a little bit to the next section of data. So, right now, what happens in certified? Uh we had to repair the schedule last year a bit, a tiny bit. Uh that's what creates the 4,000s and the 100s. Um because in the past what was on here was uh a um so this is amount horizontal. So as you move from uh BA to a BA + 18, you would get 1,13. I don't know if you see a pattern

100right now that may be something we want to look at. um BA plus 36 to MA you get a 1266 you get the next one the next oh MA plus 30 you only get 844 there's no consistency in here uh consistency is king when it comes to addressing compression being consistent and formulaic will allow us to do lots of things very quickly and efficiently Daniel can do napkin math when all this stuff is tied up really quick at the table very quickly Okay. All right. Uh, scroll to the Mount Vertical. Okay. So, Mount Vertical, there's a cliff in all of our schedules that you go from A to B and you get a big old bump. I'm sure that was for a reason at some point. Um, I don't recommend it as a strategy for

101us to work on compression. It always gives one certain group just it puts them ahead uh in in weird ways. and it creates more compression problems. So, um, last year when we did the years of service, our A to B's got a bigger bump. They got over a thousand dollars. Um, and, uh, everybody else got less. And this is one of the reasons why because we didn't have authority to completely change the schedule yet. Um, we did have authority to go in and do a years of service. So, we fixed the schedule to the minimum need to do that. Okay. So, as you scroll, you can see we did do a slight fix. There is some rounding going on in there. 306 to 309. It's mimicking the prior schedule. So, uh, when you scroll down

102one more, this is where we start getting into some of the recommendations. Um, and now we'll go to the other screen. This is a summary. So, all of the schedules are in there. We're still working, you know, really hard on the classified. We got ourselves to a years of service, but we have to work on this part, the compression part. And that needs more than just uh some spreadsheets. It needs our teams to get together and look at job responsibilities. I'll talk about that in a minute, but I do want to get to our um if you go back to the the main folder of the compression and it's the meet and confer summary, the second from the bottom. Okay, so this is the work we've done so far. Okay, so years of service, um,

103that's what it costs last year up there for certified. You can see at the top, these are the current salary schedules that we have. I recommend that we move from some of the stuff that I put together when I first got here. Um, I was just trying to use my history and my experience. And so I gave you guys 1%s for certified, classified, admin. You know, we broke it up into certain categories. Last year I realized those categories were lumped up uh off schedule. So like psyches were on there with nurses that's not shouldn't be together. Um so what I'm recommending is we go to in the future we look at our schedules and our groups based on who's on the schedule. So if you scooch across you see we have certified regular certified STEM

104ESP hourly uh classified exempt who are salary psychologist. This is the schedule where the nurses, OT's, speech langs uh live, speech therapists, OT's, PTS, and then the last one is admin. So, um I haven't worked on admin. It just wasn't a priority. That's why there's no numbers there. Um if we scroll back to the beginning, u there's the years of service adjustment. That's not included. So, some of the feedback we got from the committee was we want to make sure that we have options out there to discuss and look at. So when we uh went in and started doing schedule repair for certified, that's that sheet that was just open. So you can go back and kind of look at it. But um here uh so you'll see A is an average. Um let's go

105back to that sheet real quick and just look at that. So there's an average. Uh if you scroll up, uh Joel, to the top of the original one, sorry. Or down, whichever way. If you see those pink cells, those are where I just kind of ran some averages of the columns both ways horizontally and vertically and then compared them and then got, you know, an average. So in this average it's 112333 rounded to 1230 11:30. Um the vertical average is 336. Um and so I took an average to try to fix the schedule. So let's just take an average of what already lives there and let's see what happens when we apply it. So now if we go back to the meet and confer summary. Okay, that's what happens. People lose money and you can

106go down into that schedule and see exactly where people lose money. But you can see the average schedule for certified regg and stem uh 10,000 and 15,000 we people would have to have money taken away from them. Um, we did a low. The low was 250 and it's on the other sheet. I'm sorry that it's not on there. Uh, it the reason it's not on there is cuz we're going to do mitigation um schedule repairs for all of the schedules. So, the average, low, mid, high, and alt will look different for classified than it does from certified, which is why I didn't put the amounts in here. The mid I believe is $500 from going from A to B. And then the high is or maybe the high was the a thousand. The high was

107mo if you go from A to B it's $1,000. So that's kind of the transition of it. The alt is I wasn't seeing anything successful in any of the salary uh repairs scenarios. um just based on the kind of dollars that I know we have on the table potentially. I was like, man, like none of these are going to work. Uh so we went and created an an alternative which is a combination of all of them. I think it's 336 A to B and 1,200 from BA to to BA plus 15. And it's consistent. So, every time you go up in education, it's 1,200 1200 1200. Um Joel, if you'll go back to the schedules, go all the way to the bottom, you'll see each one of those scenarios are in here for detail. So,

108if you get to E, um that's probably high. Yep. High was a,000 and 5,000. Here is a alt. It's 336 and 1250. These are the things that we can keep expanding in the future. So, we might not have the dollars to move this from 336 to 500. Um, we may want to in the future. We may want to incentivize PD and moving from BA to BA + 15. Uh, you might want to move that up to 2,000 or whatever, 1,500. Right now, these are just reasonable numbers, high, mid, and low, average, and then an alternate that would work with our dollars, which is a combination of the process. So, with this one, when you scroll down for the hor horizontal and vertical, check vertical, everybody gets 336, no matter where they're at to go to

109A to B. Uh, we get rid of that cliff at the beginning, which is inappropriately compressing the schedule. And then if you go from this way to this way, it's,200. Does that make sense? And does anybody have questions about process? Okay, cool. Let's go back to the meet and confer summary. So, this is where Oh, nope. It's on the end. Your last tab. There you go. Uh, this is where the data will start uh filling in as we get more and more. Um, we're we're working feverishly on the classified. We were able to uh as you go across the top, we were able to get years of service adjustments out for everybody except admin. If you scroll all the way over to the end, each one, you can see the total amount there. So, the

110total amount is to do a years of service adjustment for all the other groups, not including admin. Um, I don't think average is going to work. I don't think we want to take money away from people. I don't think low is going to work. Uh we then now have on the table mid, high, and alt. So those are selections. You would pick one. Uh it' be like a menu of of what you're trying to shop with the dollars you have. Um for the other groups, when you see total A, B, C, D, and E, that's because we'll have other schedule repairs for classified, probably certified exempt, and then um potentially the other schedules. Uh that's the order of priority that we're working on right now. So those totals for like classified the total would include

111the years of service adjustment and whatever schedule repair that you choose. That's why the totals look this way for certified because certified is not including years of service. Anyways, math is math. Sorry. Okay. Um then if you scroll down, these are where we talk about some of those compressions. So once we fix the schedules then we have the ability um we still have to do our job responsibility compression for classified uh a years of service compression would be one move up the chain like A to B. Um if we moved everybody up not including admin it's 147,000 right now if it's on the alt schedule. I just picked one. I I don't I'm not telling you which one to pick. I'm just I had to pick one to get you some numbers. Um, if we

112do a recruit compression fix, that's moving the whole schedule up. So, everybody on that schedule moves up. The 50,000 moves up and it's a 1% across the board. Like everyone moves up on the whole schedule. Um, let's go back to the to the certified schedule again. I want to show one thing. In order to make alt work, if we go to the top of e alt right there, notice it's 50,835. That's how I got rid of the cliff. I absorbed it into a so that now you don't go A to B to get that. We just move the schedule up, which is why people would get more dollars. And when you look at the cost of the schedule, that's where it's coming from. So that would mean that our new schedule kind of already has

113some built-in moving the 50 to 835. Yes, this year's B is next year's A. I had to get rid of that. Trying to do it averaging in it just kept losing people money. Um if I kept the 50, it just kept either being too expensive or not expensive enough. So finally I was like, well, let's just move B to A and see what happens. And that's what happened. It just came out nicely. Um, so it handles a lot of different things. It could look different in the other schedules. This is what worked for this schedule. The other schedules have that same cliff, the A to B cliff. So um, so that's the background. If we go back to that other tab, Joel. Okay. Then uh, so there's some dollars. We're putting it together. It's obviously

114not completely done. Let's talk about what's below. So, a couple questions I have. Should district subs get years of service updates? I have them out of the they're not really in. They're on the teacher schedule. Oh, district subs are on the district sub schedule. Yeah. Yeah. So, I mean, we just there's some of them that have some years. I we need I just need to know what you guys want me to do. I can price something out and come up with some ideas there. Um, emergency certified. I saw some emergency certified have like four years. How long can they be emergency certified? Oh, so it's because I added their year of service. Okay. So, they only go up to three years. Maybe we just don't look at them at all. I think we're fine with

115them. Yeah. Get certified and then get the more money. Um part of that um I call it PBP. We don't call it PBP here, but the performance plan that Joel talked about before, depending upon what you know, a lot of this stuff is I got to wait to see what gets chosen. And um so one of those plans or that plan has like a a possible um 1,00 SOFG in addition to the 1,00 extra to certified. So So it's a,000 to certified, 35 to the I think it's the right math. >> Yeah. So we're going to bring we're going to bring the plan for you to look at uh just for your input. This is the work of the compression and compensation committee over the last half a year. Um there are several options but

116all the options include a baseline increase to >> from 3500 so00. So, uh, and the the plan that the the committee seemed to like the most was, uh, the first $3,500 are not part of the evaluation or PD requirement. That's just an off-the-top $3,500 classif uh, certified teacher stipend. >> Just get it. And then above that, that $1,000 added would be 70% or 80% for this, 20% or 10% for that, 30% for this. So that the the impact of the evaluation process would be less because it only be based on $1,000 rather than the whole 4500. Uh in addition then the SOFG bonus would be on top of that as a potential extra thousand >> 500 per goal. If the school site makes the goal then it's an extra 500 for the it's at the

117school site level. So another thousand potentially >> what is the SOFG cohort? Okay. So, in looking to create some um ability across the district to dig into the SOFG lens, um uh we were a I want to point out too, there was a option on the table for the classified uh performance to move from 500 to a,000. So, they get $500 right now. So, we're we're the committee's been looking at a recommendation for 500 to a,000, but there's no option for um classified or other support staff to lean into SOFG and get additional PD or get um the cohort is just it's a commitment. Um we're willing to send people to the cohort. I think we've talked to CEA about sending some staff to the cohort. So, it's an ability to either uh participate in

118the cohort or uh as we keep offering additional SOFG mindset work and um PD, we're spinning up more of that to bring them in so that uh more people besides teachers and leadership can get in front of our SOFG experts. So this would be something that as people participate in that they would be able to qualify uh for an additional that again is nothing out there in stone. It is just a option that got put out there. >> Is it a grant from SOFG that money falls from the sky? >> Wouldn't that be nice? Uh no it's part of an efficiency of budget preparation with an SOFG lens. >> So um and a lot of that comes from efficiencies of practice, efficiencies of schedule. we are spending a lot of time and effort on trying

119to fix compression and an unfixable situation. Um it also comes from building SOFG focus into our daily processes. So what happens is we make it in the foundation. So you just it's like breathing. You don't have to think about it every time. I know that when someone puts in a budget request, it's already going through an SOFG process to ensure that it's in alignment with SOFG goals and guard rails. So, like we're building those into operational processes. And this would be the same thing. Um, just adding some some pieces. Again, this is not a done deal. It's not even priced out. It's an option on the table to be comparative to something that certified would have access to that the rest of the district wouldn't. [clears throat] >> Yeah. Yeah. It could be certified go

120to a cohort and they get both, you know, just depends. Um, okay. So, let's talk about the budget. Um, that's compression. Any any more questions about compression? That's about where we're at. Yes, Yolanda. >> Um, I know you went over the um what was it? The classified PNP. Uh is that that is just that is not including exempt that time in that >> that's only classified hourly classified exempt salary schedule is in that folder >> is in >> wanted to look at the but we haven't started um pricing out movements well I think they are priced out in the folder maybe >> I didn't see years of service on the exempt >> oh okay um so because we're making our um uh because we're making our information available to the public. The years of service

121um at this point in time has personally identifiable information in it. So I was able to show you the classified um that had been pulled out. So we'll create that same thing for the other schedule. So there's no identifying information for the years of service. Again, this is a lot of work. And um and we uh I'm so sorry. I just got distracted. My daughters called me. So I'm like waiting to see if it happens again. I'd have to step away. Uh that means emergency. Okay. Um bless you. So yes, we will provide that too for you. Uh it just takes a second. This was a lot. If you go through those, there's probably triple what you see in my folder. >> One more question. Um I know you're you were talking about the SOFG

122um for classify currently receiving 500. I know there was talk >> no currently receiving merit of 500 it has nothing to do with sof >> moving us that merit to thousand sof would be a separate thing it's it's not you know >> okay >> anything that's a part of it would be totally separate from merit okay >> um budget I guess we could go back to that meet and confer summary um oh is that where we Okay, let me get to my talking points. Okay. Uh, I mean, I'm just going to do really high overview. Um, we can obviously dig into my numbers, but I'll be presenting information to the board in more detail. So, um, just so you know, there was a $2 million decline in budget decrease because of the enrollment cliff. And

123I'll explain how that happened. So, um, each year we start looking at staffing in February. That's before, uh, anybody's even shown up for the next year. We do historic, uh, enrollment projections and also move our kids from grade level to grade level. So that means that our projections heavily weigh on our kindergarten uh enrollment. Um then we apply a percentage to that to what we think we're going to decrease in enrollment so that then we can get our staffing lined in. Um on the flip side, I start doing budget planning and then that's when I start calculating where I think our ADM is going to decline to. ADM is not necessarily comparable to enrollment except for path. So if enrollment's going down, ADM will go down. If enrollment's going up, ADM will go up. It

124is not comparable as a percentage though because the numbers are so differently calculated. ADM is 100 days. Enrollment is a point in time. It's one day. So there you can get trends comparing them, but you can't say, well, if our enrollment dropped 300, then that means our ADM is going to drop this. It's way more complex than that. You've got um sped weighted categories, so it depends on what kind of kid declines. Um uh so each one of those things creates a cost. You've got transportation miles that go in there um that factor into the budget. So again, those numbers are not comparable, but you can do trend. So, we staffed um based uh last year what we were seeing with our and we talked about it with our immigration. We kept a really close

125eye. I did some research and studies from SB1070 that showed that in Kraton our two worst declining years in enrollment were during uh SB1070. Those were the two biggest hits that Kraton ever um ex experienced. So, we started uh we staffed with a it was two and change, so I rounded to 3%. We staffed with a 3% decline with a 5% worst case scenario going off in the background in the budget part of it. Um, so that meant a worst case scenario of 8% enrollment decline. Worst case, it was 10. It was 2% more. It was 10% enrollment decline, 2% more than our worst case scenario based on all of our historic data, our research, all the best minds at the table. It was 10. Um, we actually grew last 100 day in enrollment. We

126actually had a bump up. We started, we projected and we grew like 30 kids. We were not seeing the day-to-day immigration impacts that we're seeing today. So roll into when school actually starts in August and we saw a decline of 484 kids. Um I have talking points. Yep. And again this goes into my my board budget study. So if you attend the budget study for the board, uh we'll be showing the backend spreadsheets. I would be flipping through like 10 spreadsheets right now. I don't have a PowerPoint prepared just yet. I wanted to give you guys the overview. We're not uh presenting this to the board until late February or March. I think I'm going to move to March. Um so I'm just giving you my talking points uh and you'll have all the backup

127for the numbers. Okay. Um so those are the numbers. But with ADM, we projected a 4.4% decline in ADM just again based on budget factors that happened. Uh we declined 5.73. So what the overall effect means is that ADM loss through the budget calculations uh was 511,000. So about 500,000 uh but our staffing decline because we had more staff than the ratio for the kids was 1.5 million. So that's about a little over 2 million loss uh due to declining enrollment cliff. We did not expect to lose that many kids in enrollment. Um so 100 day to 100 day we gained last year 18 kids and we lost 484 this year. That is substantial. Okay. But um I think you've seen that sheet before where we have the five 7.5 10 15 20% for our

128fund balance reserves. taking this information to the fiscal stewardship committee. Fiscal stewardship committee uh recommended in 2526 a 20% budget balance carry forward uh to mitigate for declining enrollment because we know that these kind of hits are going to hit us and we just there's you can't always save all the money. You have to put the money in people's pockets but we have to do planning too. So it's a balance, right? So the committee recommended 20%. Um, I came back and said to the committee, I feel like at our risk level, um, I think 15% is going to be more in the bucket of of where we might land. And then we did our revised budget. $2 million was I had to wait for 100 day. I kept telling you guys, 100 day, it tells

129all. Well, 100 day told me $2 million. So, um, hm. >> No, $2 million was the total of the staffing and the ADM decline. So, the enrollment decline and the ADM decline is $2 million. Um, luckily the difference between the 20% and a 15% budget balance carry forward in our reserves is $1.95 million. So, we almost completely recoup the $2 million with fund balance reserves. It's exactly what they're there for. It is why we put it in place. It did exactly what we intended it to do. uh fiscal stewardship committee was actually very proud of themselves uh because we got to see it in action. Uh plan ahead, plan for the worst uh hope for the best and then have the reserves to mitigate when we have something that we just couldn't anticipate. Um but

130we did anticipate I mean we did but we just didn't anticipate how harsh that decline was going to be. So now the challenge for fiscal stewardship will be to try to determine how much we think it'll decline next year. uh we're seeing some, you know, we'll be watching this year closely and we will try to make decisions at uh closer to the end of school um and and see where we vet out. So, we're not anticipating another 400 plus student decline. It could happen and we need to make sure that we have reserves for that. I know. Okay. So with all that being said, Doom, um we have um a process that allows us through attrition to decrease staffing, which will absolutely happen for this next year. Um and it'll be more to alignment with

131our staffing ratio. Um and then a percentage decline uh and that goes into the budget calculation again. But with the 2% from the state, which is projected about 660, 661, um some potential one-time monies, uh we we just aren't sure on the onetime monies, but they've been coming in every year. Uh but there it's a hit or miss every year if it's coming or not. Uh the governor seems to be indicating some of that will be there. It's on average anywhere from 100 to 300,000 those onetime monies. Um, if we put those a portion of those onetime monies into that 661,000 we're expecting, that gets me on a rounded number of about 750,000 that I think that we will be to the good. Um, and this is supported by consisting declining enrollment staffing decreases through

132our ratios. So, uh, I know that's a lot. Um, but when we go back to that meet and confer summary page, that's why I have 750 on the table. We also have medical costs that came in. So, uh, I'll quickly go through medical costs. I knew medical costs were going to increase. They've been telling us for a year. They told us last year. I go to lots of seminars and I get updates on, uh, pharmacy use and medical use. Uh, we get trend analysis throughout the year. So, when I planned it into this year's budget, I planned 15% increase. I knew we were headed for a big one. 0 and four. 0 and four. No way we weren't going to get an increase. So, I planned for 15%. It came back 13.8. So, that savings

133goes into the 750. Okay. Right now, we got to make a choice. Are we going to cover the employees side this year? I don't know. But we covered them last year. It was hold no harm last year. We covered them last year for the 4%. If you look at um the district's portion of that, I mean, he brought it up. It's it's over $5 million. So, I have to take those dollars out of the dollars bringing forward because I have to cover that. So, the math is the 15% savings. We got 660 here. If you guys make the choice to do increase the uh maximum out of pocket, it gets us to a 10% instead of the 15%. So, of that, if we needed to cover for um staff, we'd have to cover those numbers

134are a little different because I I added my savings in there to give us a little cost bump. At the end of the day, if you choose to increase the maximum out of pocket, I can get us to the 750. If we choose to do keep the maximum at the same, our uh number moves to 593815. That is on the sheet of the meet and confer summary. Um also on the sheet if you scroll over we will have to take the um cover e medical increase that's that's on that bottom row a little above the above go up top Joel please scroll that way it's in the blue under potential options for meet and confer so it's the very last one in that box if you scroll up a little right there cover e medical

135increases Um, so if we cover it at the not maximum, it's 62. If we cover it at the uh do do the maximum increase, it's 46. Both those numbers have to come off R 750 or R5, whichever. Does that make sense? >> Yeah. 13.4, 9.9. And that's what it would cost to the employee, and it needs to come out of our dollars. But I gave us credit in our dollars because of I had budgeted for 15 loss, right? So I gave us back those pennies and then I mean they're not pennies, but um and then that just again I don't know where to put it on the sheet until you guys make some decisions and uh that'll push what these numbers end up looking like. Okay. So essentially, we need to decide if it goes

136to the employer and they're paying at the doctor's office or comes off their paycheck right now. >> So first decision you got to decide if you're going to increase the maximum out of pocket. It only affects some people, right? >> Right. >> The next thing you have to uh decide is are we going to have the employees take the hit on the increased um premium that affects every employee. The numbers I put there is 100% coming back to the district to cover the employee increase cost. We could do other scenarios if you guys want to do half and half. The district covers half. I'm thinking as we move into think about the progression we have here, we're hearing from insurance that we're going to have some increases. I'm hearing from our property insurance, all the

137different insuranceances. um we are getting feedback that we're getting increases uh for the next few years. So, do we want to wait with employees until the district can't afford to cover it for them and then say, "Okay, now you got a 15%, 20%, whatever increase." Do we want to start sliding that into the employees helping to cover the costs for the district? So we have some like this year covered 100% cover at 50% cover at 75% you have options we can cost out any of that think about the scenarios think about the future put a little bit of increase this year and before we make those decisions I want to share one last thing with you Joel can you go into the um the folder again the compression review folder where I put that benefit

138thing in appropriately and it's the 2425 benefit analysis in the compression folder. There we go. Okay. Uh in 2425, we didn't really get a chance to bring this out um at the time because we were going to cover the cost anyways. And so it just so we had done some analysis. This is still holding true. I mean, we can get new numbers for 2526 maybe. Uh I I just I don't think anybody's substantially changing their plans. So I wanted to show you what our plans look like compared to everybody else. Um, Scottsdale's total annual cost for employee only is 8,900. Our total annual cost, I really want to point this out, is 707803. This is because of plan design because we're in a selffunded medical plan and that they look out for us in a

139deep level more so than other medical insuranceances do because we're self-funded. They're always looking to cut our costs. So, when you're in that kind of plan, you're gonna track less than everybody else. Um, some of the plans, like Roosevelt's doing a great job with their EE spouse and their EE family. They're kind of slightly beating us in total annual cost, but when you come over and look at the percentages covered by the districts, you can see that we're beating everybody pretty much down the line. So, Roosevelt might have a little bit less cost on the employee spouse. uh monthly cost to employee is 327. Ours is 333. It's because their co their annual plan is less and ours is more. But we cover 57% of the plan for the employee. We cover 69% of the

140children and we cover 51% of family. The reason that we have these coverages is because we're actively trying to get children into our plan. When you have children in your plan, it brings the cost of your uh claims down. you get a much better bang for your buck when it comes to self-funded insurance when you've got young healthy kids in it. Um, so that helps the more kids we can get in the plan. That has been a strategic choice of Kraton for the last I don't know however long you guys have been doing this insurance stuff. Um, and there's no interest in changing it. So, um, keep that in mind as we're talking about the cost to the employee and we could calculate the the employees monthly cost. I think that's on that that blue

141sheet, but we can plan out scenarios if you want to say the employee share cost. If we go up 10%, maybe we only increase five for them. All sorts of options out there. You guys just have to think about what what um and I'm happy to make recommendations from my lens, but it doesn't mean that's what I'm saying we have to do. It's just utilizing me as a a resource. So, that's where we're at. Um once we're done on that summary page, you'll be able to go we're going to choose years of service. Click. We're going to choose to do the compression fix for certified classified and maybe not everybody. I mean, it's going to be a pick and play. Uh, so once we have all of the numbers vetted out, you'll be able to

142say, "We want to do this or this or this. These are the choices that we're going to make on the fixes of the schedules. We want to do a move or not do a move this year, do moves next year, uh, whatever the dollars will support, you'll be able to just at the far end of the totals, go click this one, this one, this one, this one. Add it up. Does it make it? Does it not?" Okay, let's go back. Let's look at this one. So you guys will have an opportunity to make a lot of choices this year and how we move forward with compressed schedules, how we move forward with our medical coverage and how you utilize the dollars that we've brought to the table this year. That's it. Okay. I know. Yay.

143Bad news. Uh no good news though. I mean good news. Good news. fund balance reserves did exactly what they needed to do which allowed us to operate as usual and bring dollars to the table like we plan to do every year. So, uh those are the takeaways and we have choices. We have lots of choices. All right. Yes. >> So, the 1.5 million in declining enrollment was from over staffing essentially that we lost. It was from staffing that we did in February with no anticipation of how far the decline would happen in August. And you're not going to fire everybody because the kids didn't show up, >> right? Okay. And then so next year, you know, through attrition >> through attrition, >> essentially going to recoup that money into the budget. >> Yep. Absolutely. >>

144Which we are intending to do what with >> fund this the budget continuing to fund the existing budget needs, >> right? and including the 750 increases for the staffing that are left. >> Okay. But like um does the does that factor into the staffing or the 750 at all or >> cuz like we're spending $1.5 million this year that we're not going to spend next year, >> but our budget's also decreasing by 2 million >> because of the ADM. >> Yeah. So our budget decreased 2 million. >> So we have to get our budget in alignment and get the 2 million out entirely, right? Yes. >> So that'll happen through attrition. So we won't be spending that 2 million at all. We're making up the 2 million loss this year with the fund balance reserves.

145Next year we need to get back to not spending all our money and rolling whatever percentage uh into fund balance reserves. >> So it'll go into the carry forward again. >> It would go into the carry forward. Yeah. >> That's what I was looking for. Okay. Thank you. I have I know that um some groups were >> some groups were addressed for the compression um this past school year or this for this school year um or that were recommended. Is that same is that different than what the pay scale compression is? >> Yes. >> Okay. >> So some of those compressions like we did some changes for nurses. We added the dollar for the bus drivers. We did that out of a 200 Oh, I forgot to talk about that. We did that. This some

146more of that money is a 200,000 that the committee has um or meet and confer has recommended for two years in a row to continue that 200,000 to keep working on compression. So just so you know whatever compression um will get we keep that to the side and uh if it's actual compression so schedule fixes are need to be part of our dollars but the compression of um so an example is A12 right now on the classified is the lowest rate that's the one making if we were at minimum wage you would make minimum wage you do have minimum wage uh positions in district, it's usually like a part-time crossing guard. They're getting like an hour and a half a day or a duty aid that's uh just coming on to help, you know, invol,

147you know, on the campus and get paid a little bit for that. Um, unfortunately, we have like six positions on our lowest tier. Um so for classified compression we're recommending to take that 200 and go and spread the classified tiers out so that they have uh depth for um uh job advancement. So right now the way the schedules are set up is it Joel you said our ed sex or something are on one of our lowest tiers comparable to a crossing guard. I don't know. I would say when my years in school, the responsibility of crossing guard was very different than an edech. So um uh some of our or uh operational departments don't have spread so they have no upward mobility and like all the techs are making this you know level um we

148want to spread that out so that techs can have room for growth and improvement. Supervisors have the ability to move people and give them more responsibilities. So, that's kind of what we're going to come back after we do the work with the committee. That's the committee work and that's what we're hoping uh to come out of here as another recommendation to continue uh with the 200,000. We don't always use it all. So, you know, we'll cost it out and bring it back and tell you, but anything we don't use just rolls to the into the budget balance carry forward to help the budget. So to clarify the 200 the 200,000 given yearly is to work with the compression with all groups and the pay scale compression is another part to it. Correct. >> In order

149for us to even work on job compression we got to fix schedules and that's what we committed to doing here. And that's what we um as a committee need to agree on on what groups versus the 200,000 currently yearly are being addressed already. Correct. For certain for continuing groups, >> those are the extra compression that isn't a part of the salary schedule fixes. So salary schedule fixes is for us to be able to have the ability in the future to negotiate wage increases for all staff across the board. individual positions fall under the the 200,000 that we're trying to hit those hot points. We get we know we got facilities issues. We know we've got school site issues. We know we've got HR issues. Yeah. And we we just haven't it's hard. That's why we

150haven't brought a bus driver plan because until we fix it all, we can't even look at the bus drivers. >> Way over. Sorry. Got more questions. >> All right. >> Okay. Okay. I I just wanted to ask just to make sure that I'm feeling good about the summary. We have about $750,000 to spend depending on medical choices. But well, hold on. But in order to and we've talked about things like you know adjusting things for compression, adjusting things for the salary schedule, um trying to eliminate or not not eradicate but eliminate or lessen our reliance on um uh contractors, insurance costs, bus drivers, all of that. Anything and everything has to come out of that 750,000. The reliance on contractors is not in the 750. >> That could be actually a cost savings, right? >>

151Correct. So that that one thing is separate. >> That's separate. >> Everything else is 50,000. >> The 200,000 is separate for job compression for classified that we'll discuss. >> That doesn't have to come out of the 750. >> That doesn't come out of the 750. Years of service and schedule repair would come out of the 750. And any movement on the repaired schedules would come out of the 750. And the 750 is 750 depending on the medical choice. >> Right. >> If it's a different medical choice, it could be five whatever. >> Right. Okay. >> Yeah. Thank you for clarifying. And maybe we need to put it in. I It's a lot of data. Sorry, guys. I haven't slept a lot last week trying to get all this stuff ready for you today. So, um,

152>> thank you for clarifying what goes into what bucket. I could maybe put something together. It's just like a quick summary of that. Yeah. Uh let's give it up for Vanessa. That is a lot of information. I do believe um it might be helpful to what you were saying to say, okay, we here's what has to be addressed potentially with the 750 because the compression you've already allotted in a different bucket. So, um >> you get a list so we can see it at all times. be right on the paper there everything that has to be considered and I said 15 >> I think before we do that because we're not gonna I think she should put that together and put it in the shared folder because we're not going to tackle that just now

153and I need to talk to Joel about when and how and Vanessa about how but I agree that we need that list so we know exactly what has to be considered what we have and exactly so Okay, we're going to do a um Russell, can you bring my uh stuff back up, please? Thank you. >> So, we've got about I think 30 minutes before lunch, so I'm going to adjust the agenda just because we went a bit over. But I think that don't apologize because I think information is power and that was necessary. Um, and the part I'm going to adjust we can cover at our next session. Uh, it's not necessarily we don't necessarily need it today, but if if we do, I I can cover it quickly. So, what I want you to

154do now is um, thank you, sir. We're going to do a 180 from what you just heard. That was a lot of info. I want you to just take a deep breath, process that couple of deep breaths if you need to. Um, really good information, but I want to make sure that we uh tackle this next issue that we need to do. So, last time we were together, we started talking about workload. Um, but what we're going to do now and we created our story. What and we have a statement that we developed together. We developed interest around the issue of workload, but I feel like we need you to do a little bit more work around workload because I'm going to bet if I were going to ask each one of you what workload

155means to you, it's going to be different than what it means to you versus what it means to you. And so I just want to do a little bit of drilling down into that to make sure that we capture everyone's perspective on that. So, what I want you to do right now is um you can grab a piece of paper, post-it notes, whatever works for you. And we're going to do we're going to uh first you're going to do this individually, no talking, just on your own. And then we're going to work in small groups with like employees. So, we're going to do some small group, whole group, small group, whole group. and we're going to do it before lunch. So, get ready to get ready to rumble as they say. So, what I want

156you to do is individually on your own. You're not talking with anybody. What is workload? What drives workload for you? I will give you some examples. These are not all of them, but when you think about it, workload could be related to time. It could be re related to volume of work. It could be coverage, right? Whether that's you covering somebody else's thing while they're out or you don't have an employee for that. It could be covering a class because there was no substitute. I mean, there's multiple ways of looking at this. So what I want you to do is I want you to write down what you think is driving the workload issue. So just two or three things. Bullets are fine. You're going to be sharing this. So make it make sense for

157you. So on your own, I'm going to give you three minutes. Bless you. You have 30 seconds. 10 seconds. Capture your final thoughts. Okay. All right. Now, what I want you to do is we're going to move into Sorry, I'm losing my voice. Uh, certified classified administrator groups. I'm going to give each of you a sheet that has roles for your group. So, one of you is going to be the process and norms facilitator. I've got guidance for you on what that means your responsibility is. One of you is going to be the recorder. One of you is going to be the timekeeper. All outlined on the front and back of this um sheet. When you are in your groups, each person is going to read what they wrote down. So, don't explain it unless

158somebody needs clarification of it. Don't justify it. Just read what you wrote. Each person is going to read what they have written. Your job is then to see what are our priorities. Hopefully, there is some alignment between some of what you've captured. But as a group, you're going to have to decide what are our two to three top priorities. And when you have figured that out, you're going to chart them on your paper. So classified, you're going to be here. Admin over here. Certified over here. Is everybody clear about what your task is? Okay. Read what you wrote down. Don't interrupt. Don't try to overexlain it. Just read what you have. Only explain if somebody asks questions because they're they're not sure. as a group come to agreement about what you think the top two

159or three priority areas are that you identified and then put those two or three on your paper on your chart paper. Okay, Dorothy, >> are you assigning us roles or are we as a group deciding on >> I'm hoping you can decide on your own, but if I need to make assignments, let me know. Okay, if you just number off before you even look at the paper, one, two, three, four, I think I have five rolls. If there's five people, then everybody, whatever your number is is what your role is. You can just move your chairs over to your area classified, you can move chairs back here, certified over here. I'm going to give you eight minutes to accomplish this task. >> Okay. Thank you. Um, >> yeah. Check, Kelly, and see you guys. I'm

160gonna have I'm gonna give you this paper to stick on that wall of >> Thank you, Oh, there it is. >> Katie is at Katie Cardier. principal. >> Okay. >> Um >> or you can >> if you want. >> All right. Here are your rolls. If you only have a few people, you might have dual rolls. >> You guys, if you want to take your chairs to sit down and do that, that's fine. If you want to stand, that's fine, too. >> Here are your rolls. Right. If I can have everybody turn this way. Now, what I'm going to have you do is each group is going to report out if you hear something that they say that is also on your chart, put a star by it. Okay. And then we'll do a double

161check to see if you had something that doesn't show up. So, certified, we'll start with you. >> Um, at the top we had time versus volume of work. Those are like really the two inputs that I think we kind of determine workload. You have so much time to do your work and you have x amount of work. And so we're thinking about what the problem is. It's usually either too much work given the time you have or not enough time to do the amount of work you have or some or like you know not enough paid time is also factor in this, right? Theoretically we all have infinite time to do work but we're not paid for all of it. Um equitable equitable division of responsibilities. just the like there is a fact of life

162that across the same position at different school sites or at different areas like if I'm a history teacher at one school I might teach 36 kids whereas a history teacher at another school teaches 24 right and the type of division of responsibilities that comes with you know being in these different positions and different positions within sites means that it's not the workload is not always shared in a way that makes sense and then lastly essential versus non-essential work I mean in everyone's job there's things that are for example legally required by statute do versus things that it would be nice to have done, right? I mean, we the example that someone gave is, you know, when the custodians are short staffed, they can't vacuum every classroom, right? That's because it's not it's not that it's

163not helpful, but it's not essential. No one's going to come in and say you're breaking the law if like a classroom doesn't get vacuumed, right? Versus things that have to act absolutely be done or else there's some sort of legal or severe ramification and making sure that the work is being divided properly. >> All right, thank you very much. Let's give that group a round of applause. This group, I want you to say we also had X if you did >> and then read whatever that you have that you did not hear. >> Um we also had uh two similar um issues to the certified staff which time to adequately complete daily tasks. Um, which that kind of falls into uh people were just talking about they get called to do something else that necessarily

164to help out somewhere if there's a shortage somewhere. Um, which goes into our second one which is staff shortages and coverage. And we also had compensation relevant to the volume of task and experience and staff experience needed. >> Can you say that last one one more time? Compensation >> relevant to volume of task and and staff experience needed. >> Okay. All right. Uh, so you had time very similar and then you starred >> volumes >> but you had it related to compensation. >> Yeah. I think part of that too was me and Justin were talking like on our what we see um we like we can't attract staff like I've interviewed people and they won't take the job because pay is not there the starting rate or not even necessarily starting like they might have

165experience but it's not comparable to what they can make elsewhere. >> Okay, I want to be clear because right that is that is a real thing. I'm not denying that, right? That absolutely exists out in the in the real world of things. But as a result, uh, which I think is similar, you're talking somewhat about division of responsibilities that it might be very similar to to the staff shortage coverage thing. Is that a fair statement that I'm making? what we talked about as often you mentioned that when people are short staffed it's just like >> oh microphone sorry >> um we were talking about with like shortages I mean that was like one of the things that causes a wonky division of work is when people are short staffed you get dumped with the extra

166work right >> okay I'm going to lump division of responsibility coverage together uh and we have time to complete task for both groups okay does that sit okay with you guys about where there's some similarities at least on those. >> Not to do away with this one. All right, let's hear last from our administrators. >> We also put check marks on the number of tasks and responsibilities as mentioned by the other two groups and uh the time uh to get all of those responsibilities done. And we said that uh with the number of task for responsibilities sometimes when people uh bring their value added to a position they do more than the job description and then when that person leaves those expectations are for the new rather than to be perfectly aligned to the job

167description and not to the what that person was doing uh above. And we said the workload is also affected by school climate uh behaviors of adults and um and students. Um if we always in conflict uh we don't have uh collaboration or camarity and so then we might be reluctant to even do our own responsibilities need needed to say additional responsibilities. But if we have good climate then everybody works as a team and said absolutely it's understandable. I'll do more you do that part but I know that you have got my back and I have your back. >> Okay. And then we just said the unpredict unpredictability of the job affects uh the stress and the time taking work home uh being early leaving late all of those things >> because it's unpredictable what might

168h excuse me happen during a school day that impacts your ability to do those things. I just want to make sure I understand. >> I think I think it's that something will come up and take four or five hours that you had planned to you know >> do something else. Um but I also I feel like the workload then is um affected by the stress level because there's different obviously different stress stress levels associated with different tasks right dealing with I rate parents is going to be a higher stress level than you know working on something in your office type thing and where a lot of that high stress um can happen happen. Yeah. So I hear alignment about the number of tasks and responsibility is impacting which we heard in this group and also

169in this group and then time uh which I you have a different take on the time the two groups had time impacted by the number of tasks and responsibility in a day. you have it related to things come up, right? Which is true for any group potentially, right? >> I think that goes back to um what Daniel was saying too because um things come up, but then you still have certain legality things. So things come up during the day, I can't do this, but I have to get this turned in to the state or to HR or whatever. So then I'm working on it at, you know, 9:00 at night to try to get it done because I couldn't do it during the day because of a walk out by the students or I rate

170parents coming in and those sort of things. >> Okay. When you talked about school climate, sorry to ask more questions. I just want to make sure I'm understanding. What I heard was that sometimes you've got people that are willing to pitch in, share the load in the absence of staff or coverage or is it specifically related to this is my mindset about what needs to happen >> both. For example, if somebody is on maternity leave and it's a secretary, there's only one secretary. Nobody else at that responsibility. So now that needs to be splitted with the other staff members. If there is camaraderie and there was cross trainining since the beginning in collaboration then the team will meet together and say we understand it's for a limited time of time we're committed we're passionate about

171it we're going to do so much percentage in addition to our job >> okay >> if there's no good climate then >> got it >> that is not even uh a possibility of a conversation >> okay yes >> um just to kind of add to what he was saying too I think it's it's it the the the number of tasks and the importance of the tasks is also connected to that uh the climate issue as well because oftentimes you have a conversation where you for for lack of a better phrase you have to protect somebody from themselves, right? They're they're they're they do have good climate. They do want to help out. They do go above and beyond. Um but that leads to burnout. Um and that leads to stress. That leads to sickness. That

172leads to absence. that leaks leads to we're always talking to people about work life balance as well and you got to kind of like ask people to take a step back and say hey you know do you really want to take on 15 things like this just because you do have that climate so >> gotcha okay so if I captured this correctly what I heard are the primary two drivers around the issue of workload really are about the number of things to be done in a day and the time to get them done in some way, shape or form, whether it's impacted by unexpected things that happen or just the comp the the load itself. Um, and then I also heard I some a division of responsibilities which also is connected in some ways to

173coverage. So whether you are pitching in to help out because somebody's out or you don't have staff because you haven't been able to hire so somebody's got to carry another load. And I think that was a similar uh thought from this group as well. So are we okay when we talk about this issue of workload to leave it to these two items because these were your priority areas to address. Okay. All right. Um so you can sit back down. Thank you. Yes, hang on to your small group rolls. Those can go in your folder because you're going to need them. Um, I'm just capturing what we said here. So this is our new uh issue statement. The story remains the same. We're just narrowing down so that we can actually try to come up with

174some options on how to address that. Does that make sense to what I did here? Okay. So, what I'm saying is there are concerns about time to complete tasks and coverage and we we'll I'm going to put staff um that are impacting all employees because all three groups mentioned it in some way, shape or form, right? All employees in ways that affect And then we named some of those up here. Health, safety, student outcome, work life balance. Is there any additional impact that we're missing here or or interest I should say. So if you look at your interest on the bottom, it's impacting retention of staff potentially. It's in it's impacting work life balance. It's impacting fair workload distribution. It's impacting time to do high quality work. Does everybody see where we're pulling this all

175back together? Okay. So now what we're going to do, unless it's already lunchtime, which it is. Okay. 12:45 sharp. We're going to come up with options to address this issue. So, come if you want to start thinking about it while you're enjoying your sub sandwich or whatever it is you're going to eat. Uh we're going to get back into small groups to come up with some options on how to address this. I'll see you at 12:45. And I know we're missing four people, but I feel like in the interest of time, we need to keep going. >> Let's make some hard decisions right now. Uh Russell is gonna or bring up my slide if you would again and then we're going to just revisit real quickly what we finished up with and then start creating

176options. So, right before you rushed out of the door to go have something hopefully yummy to eat, we were talking about um the workload issue and you guys did some work in your small groups as well as whole group. I'm going to go back here a little bit. And so we rewrote our statement as there are concerns about time to complete tasks and staff coverage that are impacting all employees in ways that affect retention, quality of work, work life balance, equitable and fair workload distribution and morale. Now what we're going to do is we're going to try to imp or come up with some options to meet the interests that we've identified around this issue of workload and we're going to do this again in small group to start and then we'll come back together

177as a whole group. So I'm going to do this a lot because I think it's important that you hear from your colleagues in your small group and then really because we're working as a whole group as you've seen we've already found a lot of alignment in some of the work that we've been doing. So I think that's a good thing about IBN is that we get to see others are thinking similarly. We all have interest about retaining people. We all have interest in recruiting new folks when necessary. Um we all have interest around morale. So what I want you to do is when you get into your small groups, you are going to develop a few options that will meet the interest as outlined on the uh on the display board here for this issue

178specific to tasks and staff coverage. What I want you to do is split the issue of ta time to complete task and come up with options for that and then options for coverage or equitable distribution of responsibilities. So for example, if I'm on this chart, I might have time to do task. Put a line here. If you want another piece of paper, that's fine. And then you're going to list the options for the time to do the task and then options for coverage or equitable distribution of responsibilities. Everybody understand what I want you to keep in mind about your options. They need to be aligned to the governing board's guiding principles. They need to be you need to be thinking about SOFG when you come up with this particular option. An option can also be

179to do nothing. That is an option. And if somebody says do nothing, you don't get to attack them. You don't get to criticize any option. If it's somebody's option, they you write it down. The other options that can happen are that you may need to refer this to an outside committee for further exploration. I believe you did that last year with your compression issue, right? We may not have all the answers today or you may come up with an option or options that might need further exploration. So remember options can be whatever you think of to potentially address this issue. An option can be to do nothing or maintain the status quo. An option can be to refer it to committee for more work. and um no arguing about somebody's option. Okay, keep your guiding

180governing board guiding principles, your SOFG. We will talk about standards. That was the part I skipped earlier. We'll come back to that when it's time to evaluate. We're not going to do that today. Today, you're going to come up with options. I'm going to see where we go from there. So, back to your small groups. If you want more chart paper, um there's paper here. You can have one piece of paper for time to do task options and one piece of paper for coverage. If you can fit them on your paper, great. Whatever works for you. Everybody clear? Take your roles so you know what to do and who's doing what. You might consider switching up the role. Uh you might want to keep it the same as you had this morning. Whatever works. You

181know, the light Uh, >> I just have a question. Does that not affect the >> Hang on one second. >> Dominic, can you guys there? >> That's okay. I just I have ADD and it is I don't really I just self diagnose. Um, but it's hard for me to track. So, thank you. All right, Yolanda. Everybody >> maybe Dorothy could probably might have an answer, but wouldn't that affect the service hours that students are supposed to receive? >> Yeah. We would never say that that was okay for someone who needed to provide services. >> Okay. >> Yeah. And to clarify, we're not at all advocating that anybody who's sick is attending a meeting, even from home. So, nope. All right. Okay. You're all right. So, what I what I have here are I'm going to

182just read through what we have. Update job descriptions. Make sure tasks that are being done are aligned to SOFG. Uh increase AP contracts to 12 months. Add a prep for teachers. uh change ed secretaries to 12 months. Um rotating extra preps. Can I get a little more information about that? >> Yeah, so it's something that's been done at some sites where we have specialists teachers who have more than one prep and different sites use their add the specialist teachers additional prep time for different things. And in the past they've used them to provide a grade level and extra prep like so in a day they'll have two preps instead of one. I see. >> Like if you're a band teacher and in a day you have four preps or whatever, right? You'd use two of

183those to go or three of those to go cover another teacher to give them an additional prep instead of being used for some other thing. >> Got it. >> Alex, if I can give you a little more context, too. >> Thank you. >> When we had Prop 123 money first come on board, we were able to have additional special area teachers allocated and the specific use of those teachers was to provide an extra prep. >> So, uh, and that was done on a rotation. So in a six day cycle, every teacher had an additional 45 minute period. That was the the beginning of that. And then it sort of morphed like Daniel was saying, it's changed from sight to sight and uh those open periods are used for different things and it's no longer prop

18423. So all that good stuff. >> So some people, just for my own understanding, some they may have this extra prep. The special area teacher may still have an extra prep. Is that correct? special teacher will most likely have extra preps because of the way that master schedules are configured and they have common planning time. So all third graders go at the same time. So then with that there might be some gaps in their schedules. >> Some sites use those gaps for support in their um calming room or in their u >> uh power hour or things like that. >> Okay. All right. So it's not standardized across the district as to how they utilize them. Okay. >> I think that's a really great point. >> Thank you. >> Uh we talked about a work

185from home option specifically for certified support staff for meeting not services. Is that accurate? >> Not services. >> Uh working hours like a designated start stop time. Uh that's >> yeah. >> Okay. inservice days, possibly adding an inservice day after a break or before a break or something like that. Uh designated times for preps. >> Designated times for sorry meetings. >> Yeah, professional development. >> Thank you. >> I could put meetings and PD. Correct. Okay. All right. >> Understand that resource teachers are providing services. How can you work from home? You're providing services. But there is time when something come up the last minute and you cannot go to work anyway. But you but so you won't gonna be five services that day anyway, but you still have a meeting that has to happen that

186day. I just want to throw that out there. >> Okay. Done. >> Could I also since um extending the CEO's uh contract for 10 months instead of nine >> extending CEO? >> CEOs. What's a CEO? >> Um, community education and outreach specialist. >> Okay. >> Comparable to >> to 12 months. >> No, no. To 10 >> to 10. From 9 to 10. >> Okay. All right. So, this is what we're going to do. We're not going to evaluate these just yet because I think we need more information because if you're going to extend folks contracts, we're going to need a cost analysis for that. Does everybody agree with that? If we go if you're >> want to know what are they going to be doing? I think teachers going to be like, okay, what are

187people going to be doing? Where is any of their contracts? >> Like at AP is going to go 12 months. It's currently 11. We need to know how much that's going to cost. >> Mike, thank you. Thank you. Thank you. >> So, so just to clarify in terms of work, the the APS are 12 months. We are 12 months now. We just don't have a two week vacation that all other 12-month employees go. We work 11.5 months and we have two weeks off technically, but every other 12-month employee has that same contract, but they have a two week vacation. >> So, you have an 11.5 contract, >> but your contract is 11.5, >> correct? Okay. So, you're not 12 weeks. >> So, you're not obligated to work. I mean, >> I get it. >> Some

188people do. I see what you're saying. >> I would argue that, but Okay. >> All right. So, now what we're going to do the same thing with the options. Can we add in the make teachers 10-month employees too? I'm joking. I'm joking. >> I don't know. That's definitely because you can certainly add a inservice day and not pay. That is an option. Okay, let's talk about coverage options. So, uh let's start with classified. This time >> our um coverage options were create flat rate accommodation for additional duties for hourly employees not to exceed a certain number of hours. We were thinking 40, but we're unsure. Um hire additional staff and that's compensated appropriately. Sorry. Sorry. Is it additional staff or is it fill vacancies? >> I I think it's both. >> Both. Okay. >> Yeah.

189We We felt like as far as coverage goes, if we had more staff, the vacancies were filled and we had more people, then the coverage wouldn't be such a problem. >> Okay. Tell read your first one. A flat rate for employees Oh yeah. Create a flat rate for additional duties for hourly employees. >> They go over 40 or >> Can you explain in what you guys were talking about? Well, so we weren't really sure about that part, but basically what we were saying is sometimes there are hourly employees that I'm going to use this as an example that are landscapers, but they get pulled to do the school cleaning because that has to happen and the landscaping can wait, but it's a different rate of pay. and so their job isn't getting done, but then

190they're also doing the same job as somebody that may get paid more. So, that was part of the conversation. And then the other part of the conversation was um when hourly employees get pulled to do different things that may be after their 40 hours, like certified has $35 an hour for any extra duties that they do. Classified doesn't have that. It's all different rates of pay and so it gets complicated. >> Okay, let's Joel's gonna speak to that. >> For classified employees, it becomes what's called a blended rate. So depending on what that task is, right? So the minimum right now and this might be something you look at is the um extra duty pay for classified staff is at the lowest cell in the this classified pay. Um but if it's it starts to

191be blended with their current salary or current rate of pay and then that's a calculation on the other side that um sort of blends those two rates together. Uh and so it it and then we also had the additional challenge of what the new overtime rules are which is not exactly what I think people thought it was uh when it was announced um through the big bill. So, so it's I think that would be another one that we might need more studying. >> Yeah, I think we um we also have to keep in mind that um hourly staff are looked at under u FLSA laws differently than uh salary. Um so there's a cost there uh of how you calculate pay and um even with the blended rate depending upon what happens to them during

192that pay week or pay period uh we have a obligation to pay them at the higher rate for all hours versus just their blended hours depending upon the scenarios and the situation. So it's just a lot more complex when you're talking about hourly pay versus the salary. Not to say not to do it, but just >> yeah, just might need some more info. >> Need legal stuff. >> Okay. >> All right. >> Thank you for that input. >> Any other options for coverage from classified? >> No. Thank you. Certified options for coverage or division of labor. >> Um we have equitable prep time. So that was related again to this the special areas teachers. Standardized duty across sites. Um, we talked a little bit about breakfast in the classroom versus morning duty, etc. Um, paras

193for gened for K2 specifically. We have a lot of high need students in K2 that are not in special education and so having Jed Paris would help with that. Um, and then clerical assistant for sites with virtual psychologists. So, we talked about how we have some contract psychologists who are entirely 100% virtual. Um and they people have to make copies and get signatures and people just currently do that without there being any sort of compensation or employee in charge of that. >> Okay. Equitable prep standardized duty across sites paras for K2 gened and uh clerical assistant for sites >> with the virtual psych contracted. All your virtual psyches are contracted. Is that correct? >> Yes. >> Okay. Um, two that are not >> okay. Good. Anything over here for coverage? Thank you, Brian. >> We

194had site like a site behavior interventionist, site assessment person. Um, many of the sites have a kind of a behavior interventionist, but it's paid out of like different different ways or it's done in different different styles. Um, so making that kind of like a mandatory um, position, maybe even a certified position. Um, and then an assessment person to help with um, district testing, state testing, CFAs, all all that sort of stuff. >> Okay, so here's what I have. Thank you. Flat rate for classified employees. Um, blended rate. We need some more explor exploration around that. hire additional staff and fill vacancies, equitable prep time. Uh, this was specifically around special area teachers. Is that correct? >> Or how they're used? >> Yeah. >> Okay. Everybody gets the same prep like if it's is it 40

195minutes across all sites? >> Yeah. >> Okay. Uh, standardized duties across site. That's about breakfast in the classroom. Don't have breakfast in the classroom. might have supervision duties something along those lines. Paras K2 paras for gened a uh clerical assistant for contracted site behavior position site assessment position >> check. Yes. I just have a question. >> Only if you have a mic. >> Is the the the option about the special areas is that related to the previous conversation about the whole one, two, three thing and having uh the the preps and used for other things. Is that >> it's just like we we've noticed that the in so at many sites special areas teachers have additional preps. how they're utilized is not standardized in any way, shape or form. And so it's like, you know,

196people would feel people don't feel that it's always equitable depending on the site and depending on the implementation how that time is being used. >> It's also an imbalance of workload compared to other certified staff in the building. >> So is the message that special areas have more preps and other groups do not have as many? Is that >> Yes. When you compare them to other certified? >> Yeah. I guess it's more about how the the time is being used. >> Oh, I thought it was about the fact that they get so many more compared to other certified stuff on campus. >> I mean, if they were >> That's that was my question because I heard two competing things >> because if they're I mean, if they're breaking rocks in the courtyard, I don't think

197anyone would complain and say, "Sign me up." Right. But it just it depends on how the time is being used. >> I mean, I would rather >> Sounds like we need more information to actually know what's happening from sight to sight. Yeah. >> And what I'm going to go out on a limb here and say for all of these options, similar to our time, you've created some options that uh may have an impact on the budget, hiring additional staff, um hiring paras, hiring a clerical assistant, hiring a site behavior, hiring a site assessment position. >> The theoretically, I mean, the PAR one, in my opinion, doesn't necessarily have to be an addition. And it could be just reallocation of their the current uh sorry not the PAR the clerical uh could just be a reallocation

198of what the current uh front office is doing. You're like you're doing this you're doing that or you're if they're already doing X Y and Z now they get to do A B and C kind of thing. Not I guess my point is not necessarily. I and I think what I'm saying is similar which is I think there's more additional information needed because I'm hearing different things are happening at different sites expectations >> and so before we go on to evaluate these and come to consensus on oh yeah we're going to try this option it sounds like we need more information for both the time and the coverage option we've developed and sorry Joel and Vanessa or Dominic or whomever is going to have to look into this and maybe teaching and learning. Uh Lisa,

199I like how you just put threw her under the bus. >> When they're when they're doing that research, can you also add in like school size cuz schools the population I think also has an effect on that as well, you know, like this school has these many students and that, you know, just to have that be part of the research part. >> Anything's possible. All right, let me have you >> I have a question. >> Come back to your tables and then uh >> I just have >> Let's get the microphone real quick. >> Well, you said that we need to do um collect more data. Do we need to put like official This is a request for next meeting or can you just pick up on what the request would be? >> Yeah. >>

200Okay. Uh we're Joel is saying, you know, it'd be great if we have a list of what the data is that we need to collect. And so if you guys are okay, it sounds like we're going to go through this list and say, okay, we're need >> how much would it cost and what would that position be? Like if if you do a site behavior and it's a certified position, then you're going to use a teacher salary, right? uh how much would it be to add a clerical assistant if you got that sort of thing? So, we'll help Joel come up with that to-do list at later. Not in this moment if that unless you guys you can speak to it right now. >> I agree. I think we can that way we don't forget

201to come back, right? Okay. >> I'm happy to hand you these lists. All right. So, what I want to do next is um there were other items within working condition that showed up in your survey. >> Is that what I >> I'll give it to you right now. You want it right now? >> Okay. And you probably have some teaching and learning tasks on here. I don't know. There's this one and there is this one. I'll leave this one here. So, you had two other issues, and I'm not saying that we need to dive deep into these because we may have just talked about it, even though it might have been framed differently, but I don't want to not look at them. So, scheduling, when you guys prioritize your issues under working condition, scheduling showed

202up. Now that could have been something that we tackled here in division of labor or coverage and staffing similar but there could be other ideas around it. So I don't want to squash it if we need to be more specific about each of these issues. But I want to ask you all as a group what your thoughts are. Do we need to do a deep dive into scheduling? Do we need to do a deep dive into staffing beyond what we did just now? Kelly Um to me staffing is the same as coverage. So I don't see that we would have different options beyond the ones we already came up with for coverage. Okay. >> And I was going to say I think scheduling is also like uh the time issue right like it's just we

203time is a more all-encompassing like a lot of our options are related to scheduling. >> Okay. Um, I think for speaking on excellency behalf, I think when we when we say scheduling, I think we mean our end of day. >> Why didn't Why didn't you add that as an option when we start with time? >> I thought that was I thought we were talking about time versus volume of work. That wasn't about end and start time. >> Can you can you tell me a little bit more about that and maybe we can just add it as an option? Excellency has the latest end time. We get out of school at 4:00. Kids are usually gone between 4:15 and 4:30. So, we usually leave around 4:30, but we have the latest start school. >> You start

204later than the other sites >> by 20 minutes. 20 or 30 minutes. >> And you end the same are the is the hour the instructional day the same number of minutes? >> Yes. Okay. >> I'm guessing that's a transportation desire. Okay. >> But when the decision was made originally because I have a very good memory and I was there when it was said Excalencia was not supposed to stay like this for what now a decade. It wasn't supposed to be this long. They originally it was supposed to be we were going to switch. We weren't told in the beginning we were always going to stay at four o'clock. We got to we got to solve the transportation issue though. >> That doesn't sound like an excellency or teacher problem. We were told something and we

205want what was promised to us. >> Well, you were promised that it would go away. >> We were told when it first happened. >> It was going to rotate. It has never rotated in a decade. >> Okay. So, do we need to add an option under under time for I'm just going to evaluating start I don't know want to say start I want to capture it differently than um instructional day for the various >> start >> I don't want to call it start and end well maybe I do want to call it start and end >> okay >> it's not >> the start and end time for school the school day >> do you want to add that >> our interest >> oh where's I can you add that on just for put uh start

206eating time for a school. >> You're the only school that has that time. Okay. >> And one of the four schools in the district, so they're penalizing us for having more kids than you know >> transportation. >> Okay. >> I'm not sure process. [laughter] So >> story is there a district story for that just that there's an interest. >> Yeah, let's use a microphone here. Maybe for those of us who haven't been here for a decade since this started. Let's hear >> Well, I can't speak to the the what was promised at the time 10 years ago. But uh there's an an interest in the district side also to get that change to happen. We did uh work on that in this committee last year. we added a dollar to the bus driver schedule um

207to try to bring in more bus drivers. It was ineffective. Um we know that even with that dollar, we're at the bottom of the pile for transportation dollars. Um and we know what the solution is to make it occur and happen. We have to have um an increase in driver capability. So, uh the district is very interested. It it affects work life balance. It affects our ability to train teachers. It affects our ability to have events that all teachers can participate in. >> So, uh that is >> yeah the dollars would be the transportation which is waiting for us to do the classified. Uh it's really hard to look at them separate until we do some of the schedule repair which is why we're trying to rush that through our committee. >> Okay. So it

208is kind of coming and then dollars are going to be put to it uh as a part of the whole the whole thing. >> So in a perfect world all the schools would start at the same time end at the same time. >> Gotcha. Okay. >> Okay. >> But until we get more bus drivers, can we put an option on there to rotate? We would like to pass the torch. [laughter] So, we'd have to explore that issue, right? Because there are lots of ramifications. >> I feel like I feel like rotating start and end times would confuse the heck out of parents. >> Yes. >> If you if your child is in a school for five years and the start date, the start time changes every year. I feel like that's kind of a large

209ask for >> Yeah. But wait, aren't we just spitballing options right now? >> All we're doing is talking about it. So, let's just do some research on it and then we can come back to evaluate it uh later. Yeah. Okay. >> Our parents. >> Yeah, let's just throw it on the chart paper and we can come back to it. >> It's on the paper. All right. Anything else about scheduling? Do we need to further explore the issue of scheduling or do we feel like given what we just added, are we okay with this moving forward or I'm happy to dive in and have you all do more work? Have we captured it when we talked about time and coverage? Do you feel confident in that? >> I spoken to you. >> Use the microphone. Thank

210you. >> Thank you, Dorothy. >> I can't think of any other issues that we haven't already talked about that I've heard from other people personally, okay, that are concerned under this category. >> Hang on one second, please. You haven't heard anything else around this particular issue? I am looking for consensus then that we are not going to do a deeper dive into con into scheduling based on the work that we just did is everybody I support it I can live with it I'm not sure >> clarification we added excellencia okay >> okay I'm going to ask you the same question about staffing do we need to do a deeper dive into staffing There are multiple ways to to tackle this issue around staffing, some of which you talked about when you talked about coverage. >>

211Are do we need to do a deeper dive in staffing? >> Uh uh are we okay not addressing style? Do it frame it the same way I did before. Sorry. Thank you for the check. Are we okay with what we've done thus far around the workload issue and we feel like staffing is covered as we talk about time and division of labor? >> I see it. Do you have a question about it? Ariel, >> um I just remember a conversation we had about staffing. Did we address we had about staffing in there? >> Can we take what you call that thing? Will you take >> a caucus? Give me caucus really quickly. Can they tell me how many minutes? >> Five minutes. really quick. >> If you guys can if you can cut the video

212and audio Is there anything that um I >> back on mics? >> We're back on microphones unless we think we need to turn the mics off for this discussion. Okay. So, first I want to check in with certified to hear. You don't have to tell me all the gory details, but anything you >> Yeah, we So, we discussed that. >> Wait, wait, before before you go, just I don't mean to interrupt, but it's not certified versus not certified. Both teams like our caucus included classified certified, too. So, just so that you don't just refer to us as certified when we're caucusing CA. >> Got it. So, CA stepped out. I apologize. Thank you. >> Um, we discussed on around staffing. There are two specific options that came up. um like just in general about staffing

213that we didn't get onto the paper because the division of labor category was like a little or like too focused on something else. And so we discussed um a coaching model that involves halftime teachers, halftime coaches instead of a full-time coaching position. >> It's going over here. >> Yeah. >> Okay. It would be under division of labor and the intention is as a way to retain good teachers in the classroom. Well, and then also to root coaching in good teaching. >> This is something that came from her ship but luckily >> Yeah. >> Okay. >> And then the um other thing is we we had a conversation around um we have two schools that are designed around like an open concept intended to facilitate like cooperation between teachers, but we our staffing model doesn't do

214that. And so we felt that maybe the school district needs to be aligned their staffing model needs to align with our architecture where either we are having we're staffing for the open concept or we're not building any more open concept buildings because the intention is when you have a you know you have three classrooms with no wall with no walls between them you know you have a teacher with like either two student teachers or like a first year teacher and like a student teacher and they work together in like a you know a combo class or whatever. um or you have walls and it seems like our staffing model is suggesting more walls maybe where as an option I don't know exactly how to phrase that but that was what we were talking about >>

215is it evaluate open open >> yeah what do we call open classroom >> concepts staffing >> yeah staffing thank you >> evaluate Eight. Evaluate staffing for open concept classrooms. Thank you. Okay. All right. While you were gone, uh, we had another option that I wrote down here. Sorry, pointing, but no, I didn't. I wrote it. Where did I put it? Right here. Assistant parent assistant. There was clarification to this option, which is assistant principal contracts become 11 or 12 months with no change in pay. They're currently 11 and a half. If they go to 11, they would not lose any money. If they go to 12, they would not lose any money, but they could earn additional >> vacation. >> It's just a two week paid vacation. >> Okay. >> Question. So, if we went

216from 12 months from like for you 11, you don't lose any money, but then you go to 12 and you don't gain any money. But when you go to 12, you guys are gaining the two weeks of pay vacation, right? >> You are gaining that's compensation. >> Yeah. So, what we're saying is like no additional compensation, but you will get the two week paid vacation. >> So, you get two weeks approved vacation time. >> Approved two weeks >> administrative vacation time. Yes. which carry over which could eventually turn into a paid benefit once you leave the district. >> It's still a benefit. It's a benefit but without cost. >> Correct. >> Yes. Okay. >> It's all right. >> Yes. >> Okay. >> Um >> is it going under time or coverage? Well, I would say

217uh to return to the model that we had a couple of years ago where coaches are at sites not at the district level because the model that we have now uh coaches are at the district level and they are assigned based on needing a different subject. uh but in the past we were uh uh coaches were assigned to a specific set which was our model that we had for >> so is that a coverage issue or a time to complete task during the day >> what's your reason behind saying that is it coverage help for the admin or are you saying it for >> so I think if it's right are we analyzing are we talking is that part of I just want to know which part to put it on >> because the thought

218process behind it is that it is very difficult to schedule coaching to coaches to where uh they need because they're assigned to multiple sites and uh multiple sites have different like we need them on Monday. Another site may have team meetings on Monday as well too. So it really have the uh best uh the best use of time for that particular coach and it limits the ability to pivot uh if we have a need that arises later on. Um it's just it's an >> so I put it on coverage division of responsibilities because it sounded like coverage for >> scheduling and such uh was there. So, I just put return to former instructional coach model at the school, not at the district. >> Can I add something to that since we're adding stuff? Can we

219add um something that says that special educa education teachers get the option to come in three additional days before the school year starts? >> So, extend special education contracts or just three additional days. And where is that going in? Time. >> Time. Yes. >> Okay, Joel, I will help you decipher this later. I promise. Maybe Dorothy will help you. Yes. >> So, I'm assuming we're going to pair this list down. >> What we're going >> Are we Are we going to have HR and payroll or and business services scrap the next month of work to come up with all this stuff? >> Sorry, little editorial. >> It's all good. What I like to do is, and you're not wrong, right? This is a long list of of info and research that has to be done

220by uh district admin folks or others could be school folks as well to look at some of this information. Um we can take this list and further prioritize it and say look these are the options that we want evaluated because to your point right we now have 1 2 3 4 5 6 10 another dozen 22 things that may or may not need additional information or research or data. um that is an option is to e group them or pair it down or prioritize so that the group is not spinning their wheels. But we also had a conversation during our caucus that I think is relevant to this uh somewhat. Um so I want to make sure I talk about that as well. But Dorothy, I'm going to answer your question. >> I guess my

221my main question is that it would be difficult for me to prioritize some of these. I don't want business services at all doing all that hard work. >> And knowing for example the A that would help me know whether that's a high priority for me if I knew it cost $10,000 versus $200,000. Right? So some I don't know if it can be an all or nothing. It feels like can we I don't know. >> Can we do what we did in the past? Um >> so in past meet confer I think um we came up with the options and then allowed us to look at it to see what kind of resources and work effort we thought it was going to take just kind of putting our eyes on it and then we came back

222and said okay there's no way we're going to be able to get this one done. We'll need to either put it out to committee or get a bigger group working on it and then some of them we were able to say oh yeah we can cost those pretty quickly and it it's not time consuming. Um, we we could do that if if you guys are open to it. We can just kind of go through them and say, "All right, we can easy easy or hard hard or >> whatever." >> More time. More time. >> Yeah. Yeah. I just kind Okay with that idea to give them time to look through the list and then say, "Okay, look, this one's going to take a little longer. We need to >> push this out a bit." Um,

223>> because we may not be able to get to it at the next meeting, but maybe the second or third. Can I also remind us that we need to focus on the scope of meet and confer that's noninstructional in nature. So if any of these options have an instructional component even though I know we could maybe justify or stretch but we really need to be mindful uh of options that might bleed into instructional because that's not in our policy. Our policy says working conditions etc etc non-instructional in nature. >> Appreciate the check. teaching model. >> Can you use a microphone? >> Teaching models, could be coaching models, it could be um you know like the the time stuff is different, but the the things that would affect teaching and learning are outside of the realm

224of the scope of mean confer. I think >> would uh are any of these on here possibly in violation of mean confer policy? >> Well, I think it would depend it depends highly on the specifics, right? So, if we said, you know, this is the content that the coaches need to be coaching on, that's instructional. But if we're talking about we would like to see a halftime coaching, halftime teaching position, that's like a working conditions and staffing issue. So, I think it depends as the options get more specific. I think it would reveal what if it's instructional nature or not possibly. >> Well, sure. Sure. I mean, that's why I said it's kind of a permeable or semi-p permeable membrane, right? that we're we're going across different strategies. But the other thing to consider is

225how it aligns to SOFG goals. And I know um and I'm just going to editorialize again, but coaching model for instance is something that's been developed through the lens of S. So through the ongoing work of the governing board prioritizing coaching in a way that is this model, right? So any any kind of thought that this group brings related to that would have to be non-instructional and it's going to have to make sure that aligns with SOFG. I don't know, Vanessa, if you had anything more to add to that. >> Trying to think. Just trying to think. >> Well, can I also >> like where where to take it to take if it's not here? I know we we get that a lot of times. Well, if it's not here, what committee? What this? What

226that? And I know in the past we've had things that said, oh, go handle that in committee. And then in the committee and and then the committee's like, well, no, you got to handle that over here in meet confer or no, that has to go. So, I guess I I I've heard it come up and I want to try to find the solution of where to have the conversations uh that the people can review or whatever and and I think we can try to dedicate to bringing some of that information back. Um but not just saying it we don't cover it here. Does that make sense? >> Yeah. I also think the thought process behind the model we talked about with the halftime coaching halftime teacher is cuz teachers we talk amongst ourselves and you

227know we have members that they would like to go and visit a coach teaching a concept that they're having you know they're trying to teach a teacher to do like for example the EOD model they would love to go see a coach actually implement it in their classrooms and then maybe debrief in afternoon when that coach is no longer teaching. So a place that teachers can go and visit to actually see the things the district is telling them what to do and a teacher who actually doing it in a classroom. So it's not this abstract idea that was developed in district office. Now they're telling teachers to go out there and do it but they're not even doing it type situation. >> I know. But what I'm saying is teachers want to go and see

228the coaches doing it. They want that model >> which sounds I don't it sounds instructional to me. I am not the expert in SOFG but I do think to your point both your points everybody's that you've got a list here and maybe maybe some of the experts not that not that you all are not would take a look at this and say look this feels like an instructional one that >> may not be addressed during this doesn't mean at some point you know you can talk about it but it may not be an option moving forward. Um, and then the same for letting the group go back and say, "Okay, this one's going to need more time. We need how and then you guys let us know how much more time you need or to

229say, look, we can't do this because we've got contract staffing, you know, whatever. But it is something we can maybe bring back next year." So, does that sound reasonable? Let you all have the time to look at the list and then say, "Here's how much time we need to get this information." And and I hope this one on top of your regular jobs >> built some trust with that because we've done a couple of years of it where we said all right we can't get it in this session but we will get this data back to you guys or some response back to you uh by like next December because we look at workload u because we do recognize that in the past there were things that would go out and me would never hear

230it again. So, I just want you to know the history is that we've been really intentional about getting things uh documented in a way we've never documented in before, getting information out to the groups ahead of time. So, we're hoping to that that's working for us all. >> Okay. So, is everybody I'm sorry, James. >> Thanks. You can cross all the others off, James. And then Dorothy, you have a question. No, you're just passing. Um uh so after that process if it comes back that some of these things are not in the realm of meet and confer cuz I kind of keyed in on what she said uh when she said that like if there if this is not the place then what is the place um can that be part of the message too

231saying well this is not me for meet and confer but here's your avenue to go and explore this that way that there's an opport so it's not just like well sucks to you. We can't really talk about this. Um, at least there's an opportunity and people don't feel like they're kind of shut down. And then like what Dr. Lauren referred to, I we had a a coaches meeting yesterday and I know one of my teachers was telling me how excited he was because the cohort that he was a part of, the person that was running that cohort, um, one of part of that process was he was going to go and see this expert actually go and teach. So he was so it is it is part of that process is going through and it

232is something that teachers really value too. So >> not in that mind. No. >> Okay. >> So it is 2:12. We're a little bit past our uh allotted break time. So I'm giving you 15 minutes. So back at 2:27. Okay. And then we'll talk about what we talked about during the caucus as well. a conversation that came up when uh the groups were at caucus. Now that I'm thinking about this, since it was a caucus, I'm not sure. Were we okay with cameras being on or what was discussed during caucus? >> I was going to say it was on for you guys, right? Okay. So just to I want to clarify there was a concern brought up when we were looking at uh the issues around let me jump ahead here. Whoops. This one where

233I asked you about these and did we feel like we had unpacked these issues enough and there were thumbs up agreement about this that we didn't need to do any further exploration. But what did happen afterwards is another option was brought forward. You all others brought other options forward. We captured all of them on the on the sheet. But there was a concern that when we agre came to consensus that we've addressed the scheduling, we've addressed the staff and we talked about the time, we talked about the coverage that that it can't be brought up again. And so I did clarify that the way I've run IBN is that that is true. So, for example, you can't and this happens. I've seen it happen. I've seen it sabotage a process. I can also see it

234interrupt a process and you don't ever get to the end and you can't bring anything forward because you're still talking about it. Um, when when I was asking you about this, what I was saying was we're finished talking about this issue. We're not going to bring any options forward down the road to address this. >> Well, then those options come up like as we were doing >> consensus quick. >> The issue around it is is you might leave this room today and you might have a think tank moment like I do in the shower sometimes where something comes into my head and I think it's the greatest idea. But when does it stop? We have three days left. We haven't even started talking about compensation. I mean, we have some information, but we haven't talked

235about options or anything about what we're going to do. So, the reason I say that we we've finished talking about this is that we are finished talking about it and we're not going to come back and bring more options, which could bring additional work for somebody to explore. Um, it it just carries the process out much longer. You're you might have people sitting here watching us right now saying, "Well, why didn't you talk about this option?" Well, what are you going to do when the next person says it? And then the next person brings you their option and another person brings you and now we've just added a couple hundred more options. So, I want to make sure because there was a feeling that maybe others didn't understand when I said, "Are we finished with

236this issue?" That they understood that. So I want to make sure that that we do. So first Daniel had his hand up. Roxan, if you don't think he >> Yeah, I feel like we brought this up like those option additional options up as we were doing consensus for these. So like the excellencia thing was brought up as we're doing consensus for the scheduling and then we did the caucus as we were doing consensus for the staffing. Right. So >> I also think that we did that we did that initial activity where we wrote things on the note cards and we prioritized. I feel like we should have just used these instead of coming up with new ones. Well, they here's what happened is if you look at your survey, you all identified workload as the

237priority area. But when I started thinking about well what is workload and what you saw is in some cases it was time in some it was coverage and it was different things to different people. So the idea and I will be better moving forward to make sure that I'm more specific in unpacking what does that mean because I can look at scheduling and I know what I'm thinking about scheduling but I don't know what neighbors thinking about. He's thinking a whole different thing probably. So it's fine in the context of what we did today. But what I'm saying is my take on this is uh regarding the issue of workload that we have tackled this particular issue of workload in the subcategories time coverage scheduling staffing and that's what I heard from you all. So

238is everybody does everybody understand that and understand that at the next meeting you can't say hey I came up with another idea for time or another idea for coverage because you see where I'm going it it may never end. So is everybody clear about that? Okay. Everybody in agreement that once we say we're finished discussing the issue, we're finished discussing the issue because we could be here. I'm happy to come back as long as Joel wants to keep paying me. As long as you guys want to keep having >> Okay. So, what you're saying is if we don't put it on the chart paper, >> can you use a microphone? Thank you. Sorry. >> That if we don't um >> are you saying that if we don't write it on the chart paper then that's

239it? What she say once we come to consensus? >> Oh, come to consensus that we're done with the like the thumbs up and thumbs down. We did >> we have come to consensus on this and this and we're saying we're not doing a deeper dive into these two things because everybody understood that those things were captured in this. >> Okay. So, that part where you asked us to put a thumbs up or thumbs down if you felt that we had did a deep dive into scheduling, that part's not going to happen anymore. If it didn't get put on the chart paper, then that's it. >> Correct. >> Okay. All right. And I just remind you about norms, about non-verbal body language, too, that we need to be making sure we're not saying things with our

240eyes or other things that we wouldn't say out loud. Um, so if we're clear on that, I'm going to move forward. the issue that we need to to talk about and um is where do we go next? Because if I'm looking at your survey, the biggest thing and you all saw this on your survey, compensation was overwhelmingly the biggest thing everybody wanted you to tackle. Second to that was working conditions and we prioritized that. I do not know or see that there are any more issues around working conditions, but that doesn't mean that there isn't. Um, so we're going to need to take some time maybe to talk about I can talk to Kelly and Joel and we can do a deeper dive into the survey and we may bring that back to the whole

241group to do a deeper dive next time. We're not going to do that today because we're getting close to our end time. So depending on how things go compensation wise, I don't know. We may start tackling that at our next meeting and coming up with options based on information you heard today. And then depending on how much Joel and Vanessa, whatever they can bring back about these those issues that we the working condition stuff, we may address that either at that next meeting or the following one. Everybody good with that? >> Yes. So my I guess my clarification is um looking at the list from Vanessa and me coming back in March on March 5th if we're unable to complete or get the information that should be our report out. So I'm going to give

242you an example because it's right there at the top. uh evaluating job description for task alignment to SOFG. We have 80 job descriptions um and it's not going to happen, right? So there's we're not going to be able to evaluate job descriptions before March 5th, probably not even before the end of the year. And it's also a task that's being done in departments to look at um alignment to current work and that's already an ongoing that's a process that's already started. That's good. So, um, would we then come back and say, "Here's an update on where we are with that process," or do we in this group say, "Let's not worry about job descriptions at this time, knowing that there's work being done." >> I appreciate the question. I think what you all as as

243much as you can is you look at the list of options and you say we can get the information for what it would take to move somebody to an 11 or 12-month AP contract if that's feasible. To your point about job descriptions, thank you. To your point about job descriptions, we I think everybody can understand that that obviously is a big take. It doesn't mean that we remove the option, but it may be something that we say, look, we've got to create a task force or we got to hire outside company that, you know what I mean? Whatever that may be. Um, so it's just information I think. So I what I think is would be helpful to this group is here are the things we were able to cost out. If we need other

244folks in the room to explain a particular option and help people understand what it is or isn't, uh, we could do that. But I if you can communicate either with me ahead of time or even with the group or have some of the information in there, then I think that's okay. I think what this group needs to understand is just like you all, everybody's got their day-to-day job, right? We just talked about workload and now you've added some additional things. And so we need to give the time and space to get that information so that we can make the best informed decision. And if your information, I'm just looking at the two of you because you're here is that look, we can't get this information until the April meeting or we can get this information

245by this meeting, but we're going to need to revisit this particular thing at a later date. I think just say that and I think this group needs to be and has been if I'm understand what happened previously is open to this idea. I don't know who went first Roxson >> Jo uh Kelly then Dorothy >> and then Brian Brian >> uh I was just going to say Whoa. >> Sorry weird noise. I was just gonna say maybe we can utilize the chat so that Vanessa if you can't get to all of it today or have an answer to us today. >> What's making this >> feedback? >> No, I think this guy's like broken um that you can just let us know via chat like where you're at or this one's too much or exactly

246what um Alexis was just saying. >> Is everybody okay with that? There's just like a update that says look we're working on this. We think we'll have it ready by March or April or not until next year >> 2029 when Joel retires. Is that what it is? >> Okay. Does that >> Sorry, I messed it up. >> That's okay. I was just saying like just an update if you guys are okay with anformational update about the request and that how much time it may need. >> And then everyone just don't touch the top part cuz that one's definitely broken. So you don't yank the top. Just pull this part closer to your mouth. >> Got it. >> Thanks. >> All right, Kelly, then Dorothy, then Brian. >> One of the things that I thought about

247is that we also should try and remember that we're not the only body that works on some of the financial things. >> So like the executive team at the district also does some >> meet some challenges on their own, right? So like they fixed some things in um like for example some schedules last year or this year whenever they did it that you know could have been done here but wasn't done here. So the same thing could happen this year too. Like there might be things we can't get to but that doesn't mean it just stops. They could continue to work on it. Correct. >> And you know so or I mean there there's a reason they're in the room, right? They're hearing what we're wrestling with what we're working on. So, >> or or

248they may be working on things, but you aren't aware >> aware that they're working on >> and so maybe that communication. Right. >> Yeah. >> Good point. >> Okay. >> Right. Yeah. >> Brian, >> uh just I just wanted to clarify to Joel because that that came from our group, I believe. And James, tell me if I'm wrong. We we weren't expecting a that fully done. We we just we just wanted the option of of that happening. So, it sounds like So, we weren't wanting all that by the next meeting or anything like that. So I know you were just giving that as an example. Sure. But yeah. >> Yeah. >> I I think you know I have had standards around timely uh like when you're evaluating an option is is it timely? Can it

249be done in a certain time frame and if it's not then it is something that is goes on a list like you had last year is like this is what we need to review or continue to work or create a course or whatever. So everybody good with that? Okay. All right. We're going to talk quickly. This is the part I skipped this morning. I'm going to come back. I'm not we're not going to address any other issues today just because it it is takes time. But I want you to know what you did today. I know we had a lot of information update this morning and I know pacing was a concern, but I'm feeling good about where we are. I think we're still we got three full days. I'm feeling like we're going to

250be able to tackle it. um knowing that we may have to farm out a task force or whatever it may be for certain uh things. So, what I want to talk to you about right now are standards. Um, which is part of the process when you are evaluating your options. And I I went over it quickly when we did our uh kickoff meeting, the very first one, but I didn't dive into it. And we're not going to do this today, but when we get the information and everything we need, we're going to start evaluating these options through the lens of these standards. It's my understanding that these are the same standards. Maybe a little tweak and we can adjust uh that you previously had. So again, this is how we're looking through options and assessing

251how well the option aligns with our interest so that we are making good decisions about which options that we move forward. So what I want you to do is I want you to think about a past IBN issue. I wasn't here last year, so I don't know what all of them were, but I heard a conversation about compression that got animated. Maybe that is the thing. And I want you or maybe it was another district related decision. Maybe it doesn't have to do with IBM. And I want you to look at these standards aligned to student outcome focused governance. Is it legal? It's got to be legal. It's got to be aligned to the law, both federal and state. Your policy uh and any regulations I have fiscally responsible and sustainable. We can look at

252that in two different ways. And we'll talk about if we need to add one more standard. So, does it work today, but will it work long term? Right? Earlier I gave the crazy idea about everybody getting a 50% raise. That's great for maybe one year, if even that. probably not definitely going to put you in receiverhip uh pretty quick. Okay, so you've got to think about as great as that might be, is it going to be sustainable? Uh and is it in the best interest of children? Now, this was my definition of that. It's supporting their well-being, safety, positive school experience, which is a little bit different than your sof um so if I need correction, please please let me know. I I'm glad to hear that. So, what I want you to do is

253I want you to think about a past IBN issue. So, think on your own or a district decision. Which of these four standards was the most relevant when you were making that decision or when you were in IBN? So just think to yourself an IBN issue and which standard was the most relevant. Everybody got one in mind and you've got your standard chosen? I want you to turn to the person sitting next to you and talk about what was the IBN issue or the decision and which standard and why you thought it was the most relevant. Go ahead and talk to your neighbor next to you. Your neighbor neighbor. >> How many times does that happen? You're like, "What? All right. If I can have everybody's attention, anyone willing to share what their IBN issue

254or a district decision was and which standard you thought was the most uh relevant to it? neighbor. Thank you. He couldn't help it. I was staring at him. Oh, thank you. >> Here we go with the mic. >> Don't touch the top. Use the arm. >> Um, [clears throat] me and Justin pretty much came to agreeance on like the same issue. So, I feel like it's a bigger one. We always, it always comes up. I've been in IBM, I think, through this my third year, maybe fourth. Um, compensation compensation. >> Um, it's come up every year. I mean, other topics have and like one of the biggest things that I think about when we talk about compensation is it fiscally responsible and sustainable because we can't like like you said, you're exaggeration. You can't give

255everybody 50% raise and it ain't we can't do that forever, >> right? >> But everybody always wants more money. >> Good. >> Did anyone else talk about compensation but view it through a different lens? No. Same. Okay. another IBN issue that you and your partner talked about in a different standard that you utilize. Thank you, neighbor, for sharing. Don't make eye contact with me. I see you all looking away. Amber, >> I'm just kidding. She doesn't want me to share her. >> Oh, she doesn't? Okay. Anyone else? another IBN issue and a different standard that you thought was most relevant. Nothing. FMLA came up in IBN or just as a >> FMLA came up and and unfortunately there's legal ramifications for it. So we weren't able to >> move forward's legal restrictions. >> Absolutely. Very

256good. But you might also be talking about that in the best interest of children with regard to FM. I'm making a real stretch here, but I don't want anyone in a classroom or doing their job if they are injured or they should be spending time with their newborn baby. I you know what I mean? I'm I again I'm making a stretch, but I don't know that that's always in the best interest of kids, especially >> right. >> Yes. >> Wow. I don't think that flew under the legal one either, did it? Okay. >> It was option. >> All right. So, now what I'm going to have you do is I'm going to read out a scenario and you need to decide. I have four corners. Well, sort of align to SOFG, best interest of children.

257Uh Vanessa's going to go over there because I have legal over here hanging by a thread on my post-it. And Vanessa because she's the money person is guess which one she's gonna have fiscally responsible and sustainable. So I'm going to read the scenario. You are going to go to whichever area you think should apply. Everybody ready? Okay. Here's your first one. What which one you think is the most important? Uh the district is considering reducing elementary security staff due to budget constraints. >> These are hypothetical scenarios. >> Say it again. >> The district is considering reducing elementary security staff due to budget constraints. That's legal. fiscal best interest of children. Okay, >> Vanessa, I don't I'm not sure where you would land and I know you're not participating in this, but I'm curious if you

258would be standing where you're standing on this particular issue. >> The district has made a decision to >> is considering reducing elementary security staff due to budget constraints. You can think about it. >> I'm here. >> Okay. >> And Daniel, you're moving to this side. >> Now, what I want you to know, you're not right. You're not wrong, and you're not right. And you're not wrong. What I want you to see is there are different ways to evaluate this particular option. It's not that this is the most important, but what you can see is that different people depending maybe on their role or what they're doing or what they're thinking about may look at a standard different than someone else. So, it's not a matter of right or wrong. It's just a matter of knowing

259first of all you all are wallto-wall. You're not just a teacher. You got to think about everybody else in the room. And some of you are thinking about some of you are thinking just about your own position. But what I want you to do is look around and see who else is thinking slightly different. Doesn't mean they're wrong and it doesn't mean they're right. And the same goes for you. Does that make sense? All right, let me do another one. A transportation supervisor wants to reduce bus routes to improve efficiency. A transportation supervisor wants to reduce bus routes to improve efficiency on the book of time. What's that one? >> This is aligned to SOFG. This is legal. This is uh fiscally responsible. This is in the best interest of children. You're in this one.

260Okay. Thank you. All right. Uh Brian, would you mind sharing why you picked this >> alignment best interest because I thought if uh it would be less less bus stops so kids would have to walk longer from whatever they got dropped off on which could be dangerous especially along McDonald. >> Great. One way to look at it Caroline were you looking at it the same way or slightly different? Um, it was kind of looking at the same like definitely, but I felt like was it more efficient for the kids? I felt it was kind of more efficient for transportation, which isn't necessarily a bad thing, but it could be with like you said with the kids walking farther. >> Okay, good. How about someone over here? Why why did you pick fiscally responsible and sustainable?

261I thought it was this kind of responsible and there was a study a research basic efficiency of the last rout that's what we need to do but it was expensive and I really don't mind walking I think it's good to move it's healthy promotes well [laughter] >> and the district right >> become adults and behaviors are when they're young and I mean, we don't open doors >> there. There is a component to that. Yeah. And again, to your point, depending on what the route is. I mean, I don't know about you guys, but I back in the day, I always worried about my McKenna Vento that were sometimes on the bus for an hour in the morning, an hour in the afternoon, uh, which makes for a very long day. Dorothy, and then Yolanda, I'm

262coming to you. I just want to say that don't assume that if we're standing here that we don't think that walking is good for kids because I'm over here because I would like that to be part of consideration that it is okay to walk two or three blocks instead of one block but that's again best interest of students as opposed to >> absolutely because I think that I agree with you. I'm like, I'm okay with there being less bus stops. >> And that's what I'm saying. >> But because do not stand in judgment of this group and you guys can't do the same thing for them. But do you see the lens they look through may not have been your lens and you look through a lens that was a little bit different and Yolanda

263looked through another lens. Tell us about yours. >> Action taken because the transportation person decided to cut down um and maybe safety for their children. >> Okay. So, there might be you could have some potential legal implications. Um >> that's right. And then there are no laws, correct me if I'm wrong, transportation people that that you have to transport within a particular radius. Correct. So there's >> other miles, >> right? >> You could increase it, right? Which could be what this option is. I don't know. But again, not wrong. Different different lens, different idea. All right, come on back to your seats. Thank you, Vanessa, for holding my sign up. >> Yeah, >> I you are not wrong. [laughter] Even if the option is walking to school, right? >> Not true though. do something else

264even if it was okay. >> Thank you. >> All right. So, >> lastly, I want to talk about the evaluation scale that we will use when we are evaluating the options. So, the options we came up with today, I'm going to ask you all and we have to do this in an equitable fashion uh to make sure that the groups are balanced and represent balanced. does a four means that that option fully aligns with standard. And we do this one by one. So, I'm going to say, "Okay, is this option legal?" I'm going to look around. You're all going to hold your fingers up. You're not going to look and wait to see what your neighbor does. This is your evaluation of that particular option. So, I'll do uh with kids, I'll say one, two,

265three, and you'll have to hold up your numbers. >> You're talking about standard that you chose. >> I'm talking the standard you chose. So, if we had the option to uh give a 50% raise and the first standard is legal. Let's do a little test run. I'm going to say 1 2 3. Is it legal to give a 50% raise? 1 2 3. So, you can see what I'm going to do is then I go around and I add up and we're going to see how much that option. So, then I'm going to same option 50% raise. Is it aligned to SOFG? One, two, three. So, you can see people have different ratings and that's okay. The next uh 50% raise, is it fiscally responsible and sustainable? >> Hurry up. >> Can you fire half

266the people? >> Okay. >> So, do you see? And sometimes, right, it's really easy. We'll say, "Okay, everybody had a one." Like when they're outrageous like that, that tends to happen. Um, and then is it uh in the best interest of children, show me your evaluation score for a 50% raise. One, two, three. Some of you think so. Some of you do not. You got to think about it, right? Because if you wipe out half your staff because you or you go into receiverhip and there are no more uh what what happens that they come in and they take over and they're going to tell you what to do and who knows what might change. But again, you can see how we'll go through each option and evaluate it through that criteria. So I just

267wanted you to get a a understanding of what standard evaluation is. Good. All right. We are going to end probably a little bit early. Is everybody okay with that? Alexis thinks she's got a cold or something coming on. >> Uh whoops, whoops, whoops, oops, oops. All right, our next meeting is March 5th in the interim. We're going to hopefully get some information that says we we have this info or we don't or we need more time or whatever that may be. Uh we're going to talk about what's going to um we may be able to start addressing compensation. I don't know. I'll have to talk to Vanessa. Um, we need to think about what other issues that we have. Again, we unless I'm missing something, we've tackled working conditions, but I want to make sure

268uh at our next meeting that we're all comfortable with that and benefits was one of your lowest rated. Uh, and based on the data I saw today, now I know why. Because the they're pretty solid here. Uh, I know it's not that way for those people that have family coverage. It's a lot of money, but um we'll have to make some Vanessa is who's in charge of benefit? You have a benefit or insurance committee. >> This group is going to make. Okay. So, we'll take whatever their recommendations are and this group has to approve. Okay. So, we may tackle that as well. >> Any questions about that? >> Dates of when I think I can bring what. Um, not just yet, but we we could potentially put that in the chat. That might be helpful.

269Dorothy, >> I I guess I have um so we've we've always done some kind of data collection, but we've never been so um specific that it must every conversation must be driven by the survey. And I 100% appreciate that the survey was large enough to reach the percentage that is whatever that thing is >> statistically relevant, right? Significant, whatever. Um and while people might not have prioritized benefits in the past, I can guarantee you um if for the first time ever we start cost sharing, it will be their top issue next year. >> Oh, sure. So, I mean, I don't I I think we have to be careful not to make assumptions about people's priority for things that haven't ever had been something they had to really >> like, do I I want to cost

270share insurance and get a raise or like those kind of offset each other. Why would I? Right. So, I just think >> I I did not mean to come across that way. I'm just saying on the on your survey priorities, it was compensation, working condition, benefits. That does not mean we're not going to talk about it and come up because you are right because I think from what I'm hearing today, you're gonna have to make a decision about if we do this then can we do this or not or whatever that may be. So, okay. All right. We need to come up with a collaborative statement for the work that we did today. You already got it. Read it out loud for us, please. That will save my Ah, even better. Dorothy would relinquish the

271microphone. That'd be great. All right. Uh mean confer uh we met today. Scope of meeting and confer includes wages, salaries, etc. That's the boilerplate beginning. Um then our schedule I just went through as we were working. So Valley Schools medical group insurance presentation reviewed insurance renewal information with Valley Schools uh to discuss how our insurance claims impact next year's rates and plan designs. Discuss changes to EAP program and vision program for 2027. Uh HR update review class uh requested information gathered by HR including class size based on 100th day compared to 40th day. information regarding contracted pair professionals versus district employees. Additional clarification in the definition of certified non-admin uh student teacher trends over time. And I forgot to put in sped. So I'll add that too. SPED comparison across districts. Uh finance update overview

272of current context to budget outlook and declining enrollment. Review of compression work focused on process to align salary schedules for certified and to begin the process of alignment for other employee group salary schedules including classified reviewed comparison medical benefits costs assumed by CSD and a sampling of other districts. Uh workload issue continued. We developed a common definition of workload to revise interest statement divided into small jobike groups to discuss is revised issue related to workload. Options were categorized between task completion and coverage/ division of responsibilities. Uh we also reviewed standards uh that would be used to evaluate options through the lens of established standards aligned to SOFG legal fiscally responsible sustainable best interest of children. So that's that's what I have so far. Is there anything that I should change or add to that >>

273standards just suggested at this point or are they established? Uh well, I think you've got some non-negotiables on there for sure, right? You have to have the you can't break the law and uh your guard rails from your governing board are have to be aligned to SOFG. Um fiscally, you have to have something in there around budget because that's also a guardrail. Now, we can frame it differently if you'd like. >> No, suggest you change them. because it says suggested instead of like decided on >> Does anyone have uh does anyone want to add a standard that we either you've before or you think might be pertinent to this discussion? Kelly, >> I was just going to ask if the standards were determined by the board uh guard rails or what do we call those?

274The board >> uh >> recommendations. >> Principles. Yeah, guiding principles. That's still the the same practice. >> Yes. Okay. >> Yeah, because we we share those. Those are in that um Google sheet sheet to review >> and they haven't changed from last year. >> Okay. Okay. So, to me that would make sense to just use those plus the SOFG which I think they're already baked in at this point. What about the one we talked about with timeliness or I don't know like if you are >> feasibility >> um you can I I've done timely or feasible. Uh sometimes people get confused about that when but we could specify what it means if we think we need to do that because again if you get to something that maybe cannot be implemented right away >> uh

275or before the then you can't it may fall right if you evaluate it and it's a one because it's not timely it may reduce that option or it could go to next year it could be farmed out to a task force or committee >> might help with that being so long. True. >> Yeah. Is anyone else feeling that way about adding timely? And time, we need to define timely. You know, I in the past I've said, can it be done within the next six months? Um, that could be helpful. And to your point, you might reduce some that are on that list. Do we want to add timely as a standard or are we good with the four? I I was thinking but I I I I think time should be specified there because it

276all goes back to people to the same people who implement everything. So I think it's a good recommendation there. So, I see a couple heads nodding. Do we have consensus to add timely as a as an additional standard to these four? I'm looking for thumbs. >> Feasible instead of timely. >> Explain feasible. >> Like feasibility is a combination of like timely and possible. So, for example, Joel said like going through and editing every single job description may not be feasible, right? and either it takes so much time that it's not worth discussing or it's just like with the the the staff that we have we could not implement this because that's not really captured by any of the other standards like you know something just we could say oh 10 10 preps for teachers and

277maybe that's legal maybe it's fiscally responsible we just don't it's not possible to do that with the schedule right it's not feasible >> so your definition of feasible would be timely and >> like doable possible >> realistic realistic. >> Reasonably possible, I guess. Yeah, [laughter] >> realistic is a little >> how about possible. >> I suppose anything is possible. May >> that's why reasonable. >> I don't like realistic because people tend to disagree. >> Okay. So now we've got another proposal on to change it from timely to feasible which includes language about time being timely and reasonably possible. >> Yeah, we could just do one. We do two standards. One timely feasible. >> Yeah, >> I I I would >> and timely and feasible. >> What's the reason? >> Wait, you want two standards now?

278>> No, that's one standard. >> Timely feasible is one standard. Got it. Like that. Okay. So, are there questions about feasible timely? Do is everybody comfortable with that versus just timely? >> So, we're saying if we make a recommendation thumbs up voting. So what we're saying is when we do the thumbs up voting types come to consensus one of the things we're going to look at is is timely can it be implemented or can it be researched in a certain amount of time >> it's not the thumbs though it's the 4 >> it's the evaluation of the option is the option feasible mean or is it timely and feasible >> so then we just give the one two three four so we're yeah so we're saying that timely meaning it can be done and researched

279quickly. >> Not research the option can be implemented in a timely manner. >> So if something cannot be implemented in a timely manner then it's >> you might score it lower. >> You got to score it lower a year. >> So it can't implement >> three if it's something been four years. So if something's going to take like two years to do, do we have to score it lower when we do the whole finger things? >> When you evaluate it, you would be thinking on that particular standard, is this a timely and feasible option >> for let's use the job description one. If you were going to take all 80 job descriptions and reassess them, if you if we we could say this is legal, you might score that out of three or four, right?

280It's legal. Uh maybe I don't know how you're score fiscally responsible, sustainable. When you get to timely and feasible, can this be done in a timely manner? Is it feasible to get done in that timely manner? You're likely going to score it lower because of 80 job descriptions needing to be evaluated. What a question. What if we are okay with something taking two or three school years to do? >> It's still an option that can move forward, but you would have that understanding that it may not be implemented for two or three years. >> So that's what I was going to add. Something we've done in the past is put a time stamp on the option. So instead of making it a standard that we're going to evaluate, we just say, you know, put it

281at the end like by whatever school year or by we've even gotten really specific. I remember with the Esser ones we did the committee will have the sunset plan or whatever by December 2025. So there might be even like as specific as a month date. I remember the one with um the benefits explanation was like by the month of April each year this will happen. So >> I would propose that instead of making a standard we just add it to the end of the option. It could be two years it could be a certain month or whatever. >> Okay. So now we've got an option to not put it as a standard but add it to the particular option. So, we've got three things. We talked about timely, we talked about timely and feasible, and

282we talked about nothing. We'll add it to the option. No, I just want to make sure. So, I don't know where to start. Do you want to start with the last one, which is don't put the standard, just use it when you are looking at the option as you've done in past practice. >> Do we have consensus to go around that way? I have a question. >> Okay, Ivonne and then Daniel. >> So the question is if we use the standards and somebody's an option is rated a one that means that we can revisit next year, right? >> No. Because what you're going to do is you're going to have let's say option is X whatever X is you're going to go through every standard legal fiscal SOFG um children right and if you keep

283timely or feasible then you're going to score this option against each standard. So, in the 50% raise, we're going to say um I'm doing this two I definitely one maybe uh probably Whoops. No. And I timely I don't know if it can be done in a year or right away by before May before addendums. This is just me scoring, right? You may score differently. What Kelly is saying is take that off and just say this and then you're gonna add clarifying >> timelines by April, by 2027, by FY 28, whatever. >> What is asking for if we score them low? Does that option get eliminated? Is that what you'll see? >> If you got all these other options, right? Because we came up with a slew of them today. At the end, you're going to

284have a total over here, right? Let's say 2, three, what is that? Seven. And this option has eight and this one has 12 and this one has three. We're going to say, okay, look, by by the way we've evaluated it, it looks like we need to take maybe these two options. Well, this one's kind of close because it's seven. Maybe we're taking these three options forward. If you're in in a really low or really high, it you'll see where it starts to weigh out. So, it doesn't you may not be able to do all of them. We don't even get compensation done by May. So the the guidelines were timely and feasible. If by May we don't even get compensation by May. >> Um my question was that if we are leaving it out of

285the standards and we're just doing it in the language of the options. I mean is it cool if people are thumbs downing an option saying I don't think that's timely or feasible? >> We're not thumbming down options. We're evaluating them through the criteria and then >> Yeah. But I'm saying if we leave this out of the evaluation, something can pass all of our evaluative criteria and still not be timely and feasible. So, >> but it's included. >> But to Kelly's point, you could add it on to the option. >> But something but something could pass all of the evaluative criteria without that language in the option. >> Well, that's okay. >> Cool. >> So, this team, this year's team might make decisions that are going to not be implemented for two years from now. And

286if we say no to something, it can't come up next year. I'm confused now. Why couldn't it come up again next year? That's what Ivonne just asked is couldn't we consider it again next year even if we decided not to do it this year. >> No, no, no. I was just saying if it's doesn't move forward for the next year. I was trying to sorry if I'm asking that you guys already know but I missed the second meeting because of surgery. So I just wanted to understand the the standards evaluation that the clarity of the pro the procedures that's all but I do have the question I think Daniel and and you said it. So if a rates low on the standards then is it moving forward or we're going to revisit it next year

287>> or by putting the time stamp as Kelly suggested it's it's approved but we're just getting more time. uh we you came up with a list of options and some of them are going to pass the criteria and some may not. Some are going to rise to the top and some are going to fall to the bottom. If you think about like your survey, right? Some things were prioritized and some things were not. Doesn't mean that we may not address it, but we may not. and that and you may have an option that falls low and you just say, you know what, it didn't meet much of the criteria at all, so it's not going to move forward this year. Somebody in here could bring it up again next year and somebody's going to say,

288well, we talked about this last year and you know, whatever. So, you may not bring it back up or you may. It depends on I've I've seen it both ways. I'm I'm wondering if maybe there's a con the scoring is not meant to be um the the um a veto, right? So if if it scores low in feasibility or timeliness or since we're talking about that one, let's say um uh fiscally fiscal and sustainable. So if it scores low in that but in the aggregate the score puts it at uh an eight then that might be an option that still is put forward even though it scored lower on that criteria. >> Correct. >> So it's not that having a one in in timeliness would prevent it from being moved forward. It's in the aggregate

289of all the scores all 20 people evaluating right um across every option that we have. the ones that rise to the top are the ones that get moved forward. If I if I'm >> Thank you for being more succinct about it. >> Okay. So, if I understand correctly, we're not going to add the standard of timely and feasible. We are going to try to tighten up the option by adding the timely feasible aspect to it. Okay, everybody good? Thumbs. I'm looking for thumbs. up sideways or I need I have more question. >> Okay. So, we got consensus on not adding that standard. So, we'll move forward with these four. Um, is there anything else for the good of the order before we part way? Oh, I have one more thing for you to do. Sorry.

290Uh again, at the end of all of these, I'm looking for information from everybody as to what your thoughts were on today's work. Today, it's a little bit different. It's called a rose, a bud, and a thorn. So, a rose is a highlight, something that was successful, something was positive. A bud is something's emerging. There's some potential, something you're looking forward to. a thorn is something that was a challenge or a pain point and then we'll see if we can't address those. So, if you take the time, if you want to put your name on there, great. If you don't, that is totally fine. But I would like everybody to complete this and then you can either turn it upside down or put it up here on the table and say adios to your neighbors.

291We'll see you on March 5th. That's two minutes. supposed. Well done. Thank you. That means