January 8th 2026 Meet and Confer

001our day open and I gave an hour for lunch because I got some feedback that it was an hour last year. So, I'm gonna I put that back in. All right. So, what I'd like to do is have everybody just take a look at the boards or the monitors. And uh these are our outcomes for today is that we're going to take a look at the norms and uh representation responsibilities for us in the room. We're going to take a look at some data from both human resources and finance today so that we've got some awareness of things as we move forward with our discussions. My hope is that we can identify and prioritize some of the issues for interpace negotiation based on your staff survey that you all um put out a couple months

002ago and that we begin the structured work on some priority issues that we identify. So it's it's a lot but I think we can do it. >> Yes. >> Um I know we have a team member missing from the district side. So, I just wanted to make everyone aware of that. And then if anybody else has any time constraints, if we could share those, too, just so we know if somebody's missing what's kind of going on. >> Does does anyone have any time constraints today? We have a uh we're supposed to end at 3:30 today. So, James, >> the agenda said that we're >> James Mike. >> James. >> Oh, sorry. >> Good morning. Hi. >> Good morning. [laughter] Hi. Um, uh, if it ends at 3:30, I shouldn't have. >> Okay, great. >> I'm

003okay as well as long as we end at 3:30. I have a virtual I have to be on it. >> Okay, no worries. My that will be my goal to get us finished and out the door by 3 or at least finish talking and >> I'm missing um, Ivon Carvajal. So, Caroline is stepping in. Good morning. Thank you for being here. Um, and I think everybody else, the rest of the team should be good. >> Okay. Thank you. I was going to say I have I have to step out for a phone call at 1:45. That's usually my break time. I forgot when scheduling. >> Okay. All right. Very good. I'm just stealing a marker. Um I'm going to talk about Let me get a good color here. Utilizing Oh, that's your folder. The stack

004today for when we're having conversations. So, I'm going to utilize this uh chart up here to put people's names just so we keep track on who needs to talk because I'll forget. And um and also to take a moment to see if your name's up there too many times to make sure that everybody else has an opportunity to speak and uh but we'll talk about that in a in a bit. Any other housekeeping? Good. Okay. All right. So, if you recall, and it's uh been a minute since we were together, but at the end of our last meeting, I asked you all to write down some things that you learned, some uh questions that you might have, some hopes that you had for our our next meeting together. So, what I did is I took

005all of them and compiled them and put them kind of group them into uh themes. So, I want you to just take a look at key learnings. I'll have you read those on your own. Just give you about two minutes to review those. >> Oh, thank you. >> Morning. How are you? So again, this was just what did you learn after our first meeting and that if you recall that was uh we did some training docu Mr. man was here to talk about student outcomes, focused governant and mindset. And um so really uh I was pleased to see that a lot of people wrote that they had a understanding of the IBN process or that it confirmed previous learnings about IBN. Um, some folks reference knowing what the difference between a position and interest was

006and some strategies on how to talk to someone if somebody's being positional. Um, we developed our norms at our last meeting. We're going to do some work on that today and talked about consensus. I think we're going to have to review that again today as we talk about policy and some of the questions that showed up on the next slide. So, thank you for sharing what you learned. And then these were some of the questions that uh people had after that. And there were a couple mentions about consensus people. There was question how much money do we have? So, uh what about compression? I think there's going to be some data shared around that later this morning. So, we'll get to that. And then there were some questions about norms and voices being heard. So

007hopefully when we get to the norms today to review what was developed that we answer some of those questions and are able to stick to that. So that showed up a few times and it also showed up on the next slide which was uh the key hopes that were shared from folks. Is that a moth or a bee flying over here? Okay. So, what I'd like you to do at this time is when you take a look uh at the hopes and what you just read, I'd like you to turn to your partner and share what you thought was uh what are your takeaways from what you just read? What do you what do you see? What do you think? What are you worried about? And have a conversation with your neighbor and then we'll

008come back together. So, Just take a couple minutes, make sure each person has an opportunity to share. >> Yes. >> Really? >> Yeah. and I'm looking for someone to share what you or your partner shared in your conversation. What did you notice? What did you see? What do you remember from a month ago? Eve, thank you. >> Um, my partner and I just discussed that there was a lot of emphasis on following norms and then that we might need some clarification um on the process especially when we uh utilize the thumbs down. >> Okay, good. others. >> James, thank you. >> Um, so, uh, what we were talking about is, uh, the one of the most difficult things is trying to really identify what the problem is. Um, solutions tend to flow very easily. um

009usually they end up in some sort of financial uh commitment too. So that's a separate thing altogether. But a solution is an easy aspect to to come up with once you identify the problem. But most of uh my my impression is most of the debate and most of the interaction um surrounds like trying to identify what the problem really is uh so you can move forward from there. So that's those are kind of one of the things that wrapped my mind around. >> I appreciate that. I think it is normal for that to happen where people start to jump to solutions and ideas on how to solve the issue uh at hand. So my I have a refresher on each part of the process and I've got some sentence frames. Um, I have some sentence

010frames that hopefully will help us. >> Do you need me to hang? There we go. >> Sentence frames to help us keep keep us in the area within the process. So, what is the issue and how how do we define what the issue is? What is the story? Uh, and how do we tell that story? What our interest? And you'll see I've got a little guide for you to use when we get there. So hopefully that will help today and as we move forward. Yes. >> And connected to that also is one of the comments that were before about like position versus person. Um I think of that's that's a that tends to kind of be muddied into that identifying of what the problem is. Um we we were talking about like oftentimes sometimes you're

011you're trying to you you'll either say something is you know this this and this when it's actually like your perception of it or you have a limited view of it and you don't see the larger picture of it. There's a lot of uh variables that go into that thing. >> Sure. I think uh it's about again all natural things that occur right when people say things and we maybe we don't agree right we tend to get right back in our position I mean you think about it if you have arguments with your significant other or whatever we get defensive like it's a natural tendency so our job is going to be to try to take a step back and ask questions to really get behind what is somebody's interest around a particular position if you

012will and and to you know as facilitator my job will be to try to keep us adhered to our norms but as I said last time it is also everyone's responsibility in here to do that as well and we're going to I'm going to give you some prompts to help when someone is not adhering to the norms and so it's not an attack on that person it's just a gentle reminder about what the expectations are, what we agreed to today, um, about our norms are. So, I appreciate you bringing that up. And we're going to talk to Eve about the the thumbs up and and that as well. Okay. Anyone else want to share something that either you shared or your partner shared as you looked at the learnings and the questions and the hopes?

013No one. Okay. All right. Well, I'm going to get you all moving and acting silly this morning because uh it is a new year and we've got a a lot of heavy work ahead of us today. So, we're going to play a little game called Lion, Shark, and Eagle. And this is a spin-off of Rock Paper Scissors. Anyone played the Lion, Shark, Eagle? duck, >> bear, duck, moose. And I've se I've done ninja, bear, cowboy. >> They're all good. They can all work. So, I'm not saying this is actually how things happen in the wild. So, let me be clear about that. I'm not sure that lions are necessarily anywhere remotely close to sharks, but for the purpose of our game today, I want you to indulge me here. Okay. So, what we're going to

014do is we're going to have uh a physical gesture as well as a verbal gesture uh for each one of these. So, this is what I'd like I if I have somebody brave enough to come up here and be my volunteer to help me model this because if you don't volunteer, I'm going to I'm going to volunt someone. Thank you, Justin. All right. So, I've got all the different animals up here and who outranks the other or who wins, if you will. So, the first one we have is a lion. So, Justin, the lion. This is going to happen to me all day. The lion looks like this. All right, let's do it again. One more time. Lion. All right, I need all of you to stand up, please. And Justin's gonna have you all

015show you show uh your best lion. So on the count of three, everybody show me your lion. One, two, three. >> Very good. All right. >> Very scary. All right, Justin. Here is my best shark. >> We've got a fin. And the only thing I can think of that a shark might do is from the movie Jaws, which isun or something along those lun. >> All right. So, Justin, can you show everybody here how to do that? >> Count three. One, two, three. >> Very good. All right. >> They're just getting warmed up, so we'll give them a minute. All right, Justin. The eagle beats the lion, believe it or not, because the eagle is a is a big bird and is up above and can attack the the lion from up above. And the

016eagle, of course, flies and makes a screeching noise like >> Exactly. All right. All right, team Justin. >> All right. Now, we're going to do it one more time. So, everybody has has their animal down. Are you ready? So, we're going to start with your lion. So, everybody on the count of three. One, two, three. Sharks. One, two, three. And eagles. One, two, three. Ah, not don't roar. Eagles don't roar. Remember, they're kind of screech. Okay. All right. I want you to just do a practice round with each other on each animal and then then I'm going to give you the rules for the game. So, just get your your things down because when we do this, you got to know what the motion is and what the sound is. So, do a couple practices

017with your partner nearby. Just start with the lion. >> Yeah. Thank you, Justin. Can I see that eagle again one more time? YouTube. Very good. All right. All right. Now, this is this is how it's going to work. You are going to be backto back with your neighbor. So, find your partner and go back to back. Right now, we'll do a practice round. Everybody has a partner. Perfect. So, I'm going to count. You're going to say lion, shark, eagle, and then you're going to turn. And then you've got to do whichever animal that you have decided. So, don't be like me and turn around and forget what you were going to do. Think about it right now. Have your your motion and your sound in your head and get ready. So after I say eagle,

018then you turn. Okay. All right. Are you ready? Lion, shark, eagle. >> Okay, let's do another practice. Another practice. Back to back. Ready. Lion, shark, eagle. Go. Okay. All right. Is everybody warmed up? Everybody ready to go? Those were just practice. So now we're going to do the best two out of three with your partner. So what you keep score for yourselves and then as you finish your I'll do three rounds and then we'll talk about what we do after that. Okay. Ready? Okay. Back to back. Lion, shark, eagle. Go. Okay. >> Okay. >> Ready. Lion, shark, eagle. >> Okay. You He already won. Okay. Do we still have Oh, is this for the winner right here? Are you tied? One- one. >> If you're tied, this is the tiebreaker right here. Do you have

019a winner here or you're tied? Tied. >> Tied. Okay, so back to back. Tied. >> The same one, right? >> Oh, well, you're gonna have to keep going. Interesting. Okay, here we go. >> Ready? Lion, shark, eagle. Okay. >> Got Are you finished or do you still need to keep going? >> Done. You have a winner. Okay. All right. Now, we're going to do it one more time. The winner of this one gets to go match up with the winner of this one. Winner of this one. If you do not win, you have to go and cheer your partner on against the other person. Everybody ready? >> Start with your same start. We're going to do it one more time. >> Even if we already have a winner. >> Even if you already have a

020winner, just to p just so we can get into the group thing. So, let me clarify. If you already won, but you don't win this one, then you still get to move on >> if that's okay. Who's your winner right now? Okay, let's let I probably messed this up. Sorry. Let's do this. Let's take the winners and have them go compete. So, if you did not win, start cheering right now for your person. Match up with your new person. >> You're gonna stand behind Daniel and cheer him on. >> Okay, are we ready? Okay, are we ready? >> Oh, we've got odd numbers. >> There you go. All right. Are we ready? Okay. >> Lion, shark, eagle, go. I need to hear cheering. I need to see and hear cheering. All right, round two. Second

021round. I need to hear cheering. I need to hear che. Lion, shark, eagle, go. [laughter] This is cracking me up. All right. If you won, you're gonna go on to the compete against the next winner over here. Are you tied? >> Okay. Do Are you guys still competing? >> You're tied. Hold on. We got one tie we got to work on here. Ready? Lion, shark, eagle. >> All right. Now, you got to cheer on Ally. Go behind Ally. Ally, join this group over here. Who? I don't know who's competing. >> James, come on over. >> All right, let's We can all do it. Let's do it. Three. >> All right, here we go. You ready? >> Okay. Back to back. Back to back. Here we go. Lion, shark, eagle. Go. >> Okay. Cheerleaders, I can't

022hear you. Ready, ladies? Lion, shark, eagle, go. >> Okay. Did [laughter] she win? You got one more to go, >> right? >> Because you tie. >> Lion, shark, eagle, go. >> Cheerleaders, cheerleaders, James, you and Dorothy, come on in. Come on, cheerleaders. Get on in here. I can't hear you. Come on in. Come on in. Here we go. Ready? >> Lion, shark, eagle, go. >> Okay, hold on. We got you got two out of three. Here we go. Lion, shark, eagle, go. Were you an eagle or >> I don't know what >> what were you >> eagle beats lion. >> Okay, listen. This is for this is for all the bragging rights for the rest of the day. Cheerleaders, you got to pump them up. Are we ready, >> Dorothy? >> Lion, shark, eagle. Go.

023>> All right, let's give Dirty a big round of applause. My goodness, there were a lot of >> eagle lions out there. Legals, egans. I don't know what those some of those animals were. Uh, this is a fun thing you can do in a meeting. You can do it in your classroom. It's uh you can have peeves. We might do this again later when the if your energy is waning wherever that may be. Um so think about this fun little competition. Nobody loses. Uh everybody gets to participate. >> Everybody lost. I won >> that. This >> you you're right. You're right. >> Sorry, Dorothy. James doesn't like women. >> Wow. >> All right. >> Fire. >> All right. Let's get back to business here. Uh, I want to do if you have your laptop to

024me this is an appropriate time for you to be on it because I did not want to print out all of the um all the papers for the policy. So, if you're able to and if you're not able to, perhaps your neighbor can take a look at the link. Joel, I think you sent out an email that has a link to this folder and inside that folder is the governing board policy about um meet and confer. And so I just want to talk about that a little bit so that we have a good understanding of what what our policy is. So is everybody able to access or at least somebody uh able to access it in your Okay. All right. So what I want you to do is just take a look at it. I'm

025going to give you about two minutes to read through it on your own or shared with your partner if you could please and just review the policy on interest base meet and confer because you've got some guidelines in there. Um, so if you could take a couple minutes and read over Just do a check in to see does anyone have any questions or is any excuse [clears throat] me part of the policy unclear? And it looks to me like this was just adopted a few months ago. Is that correct? in September. Um >> the changes they made to it, right? Not theire policy. >> Yeah, it's been has been >> So it's been in place. It just was recently updated. Okay. >> Any questions about what you see in the policy are pretty clear. >>

026Yes. James, >> what were the changes? I do not have a uh understanding of what the previous version looked like. So, Kelly, can you speak to that? >> It's just a little more fleshed out like some of the dates that table, it wasn't written that way with the specific dates about timelines and like when the team members were selected. Um, yeah, there wasn't a lot of like sweeping changes. >> I think some of the communication pieces too might look a little different. Yes. Uh and just as a matter of [snorts] um recognizing how this came about, uh board member heirs and the dis the governing board law uh legal representative crafted it and then brought it to um CA and to exec team to give feedback uh and then that was the the feedback was

027accepted and um submitted to the board for approval. Thank you for >> just a quick pet question, Russell and Deo. Do we need to speak directly into the mic or is it okay to have it? So >> there's amplification inside the room. It's better if you're a little bit closer. It does pick up a little bit better for the stream. Um but a little bit closer than where you are is probably preferable. >> Okay. >> But it doesn't have to be right up. >> Okay. Great. Thank you for the clarification. You don't have to no eating the microphones. Okay. >> Uh I want to draw everyone's attention to section B the scope of meet and confer. So in here uh much like we discussed at our first meeting the subjects that we can talk about

028are wages compensation. So salary salary schedules would all fall under that hours of work. Uh compensation related to French benefits and districtwide conditions of work. So working conditions, you see benefits, you see compensation. So that is the scope of what we will um try to address while we're together doing this. Um I appreciate the information about the timeline. I believe that we have hit these markers uh so far. Yeah. And we've got a minimum of four planned. Uh, and those dates, I think, have been shared with everybody as well. And if those are issues, we certainly need to talk about those. At the end of the day, I've got reminders about what the next dates are, so we can take a look at that and make sure. Um, >> Alexis, can we um make sure

029that we're uh keeping in mind that the scope also notes that they're non-instructional in nature. So if there are topics or interests that are brought forward that are instructional in nature then they would be outside of the scope of this meeting. >> Okay. Thank you for the clarification. >> Okay. Any other questions, insights, observations about anything? Everybody feels solid about what we're doing here? How why we're doing this? This is a pretty thorough uh policy regarding interpace meet and confer. Um, so I think, you know, it is our job to make sure that we're adhering within the constraints of the policy, which I think we are going to do. Um, but if we should skirt outside of that, I think we need to check each other if that happens. I don't foresee it happening, but

030just in case. Okay. >> Sorry, you've brought it up already and it's in the policy as far as the down voting was discussed last year. Are we going to have more time to talk about it or >> we can talk about it right now if you want. I have I have another slide about it. So I don't think it hurts to talk about it multiple times because I think it's because it came up so much in the questions and in the hopes um I it feels like that's that is an area of concern. So let's um let's talk about it a bit. So, in your policy, it it talks about thumbs up, sideways, and down voting as part of the consensus process, but it doesn't necessarily define exactly how all of that functions if you

031were or even how a vote might function. Um, so in this process, this voting is not like what you see at the governing board meeting, right? where it's uh you've got five folks, the majority uh vote either approves or does not approve a particular issue that may be on the agenda. So that is that happening that happens in the governing board that happens in other elections. That is not h how we're defining it in this context. So as I explained last time, a thumbs down is not a a final no. It just means I'm not there yet. I need some more information. I might need some more discussion about this or maybe an adjustment is needed. It shouldn't you should not when you get to the part where we're coming to consensus most of the

032time we've covered just about everything. So for example when we put options out there for a particular let's say working condition um by my hope is by going through the issue statement the story the interest and looking at all the options that we have uncovered unpacked everything that lies beneath and that we get to consensus everybody is ready to say I'm fully here I can live with it doesn't mean I'm crazy about it but I live with it. If you're here then you've got a question or you need further clarification. Um so I think again if you're doing this you it's not just to say no it's you got to have something paired with this that you need more exploration around. Does that make sense Dorothy? So, I just had a question then. Um, if

033there's a uh option, right, >> an option >> that's that we're having the big discussion on and you truly disagree with it. What how do you signal that? I mean, are you not allowed to actually disagree with an option then? So when we get to that part of of the process, >> when we're brainstorming options, you can put an option out there. What ultimately happens after that when we evaluate that option through criteria, which are standards, if you will. We then determine which which of these options is going to be our solution. And so you may have, and I think I gave a crazy example last time, an option that is just preposterous. And usually people don't do that because, you know, they're well thought out. Um, we've got folks from finance, you know, if

034we have an option that has to do with money that would be able to say, okay, this is >> this is this is not feasible or it's not legal or whatever it may be. Um, so you we don't want to say no to any options during that part of the process, but when we get to evaluating those options and we're selecting a solution from those options, we should be ready to to be at consensus. >> So essentially, you would have expressed your disscent before we come to the actual vote and it wouldn't be >> a veto, right? >> It's not. So what I want to stay away from is um to right in in a typical vote right let me I'll go back to the governing board example a vote means there is a majority

035rule that that happens here and like I said in other areas but when we're talking about here within the context of IBN it's not necessarily a vote or an expression of dissent as it is I just need more information. The reason I try to stay away from some of that and I'll tell you when I saw the word vote it gave me a little bit of angst but I can still say okay look when we're talking about consensus voting it's this this or this and this is not a no this is I just need more information. So when you get when we go through if I were to use if I said everybody's going to get double their salary and we go through the standards there's an there's a criteria for example that says is

036it fiscally >> sure >> responsible and sustainable >> right >> a a objective evaluation of that would likely be uh like a one or a two right it's not going to happen so you'll see that those tend to flesh out during the evaluation part. >> That part I get. But for example, let's say compensation, right? That's a very typical one. You could have um a couple of different options that turn into solutions that we would be trying to reach consensus on that could conflict or or theoretically be at odds with each other. The way you're describing it almost makes it feel like there's no room for us to literally say, "I agree with this solution. I disagree with this solution." Or, "How does >> I fully support this solution, I can live with this solution,

037or I don't have enough information to be in one of these areas, if that makes sense." Um, so if I were to even like add on to Dorothy's from years past, let's just give an example that we said [clears throat] when it comes to compensation, um, classified staff gets zero raise, principles get all of the raise, and you know, um, certified staff gets part of the raise. And then the other option is the opposite of that. I in the past there are I mean of course there are people who say even after all the questions and after we've both of those things are fiscally responsible there you know they they fall under everything and then we get to these two different options there are going to be people who say this is the one I

038disagree with and this is the one I agree with. Is that is that not the case? >> I I have not seen it happen when I've facilitated. I'm not bragging. I'm just saying I've not seen it because if it's done well, you're going to flesh out some of those things. If you're just doing this just to be a no, then that's not part of the process. If you're just being disagreeable to be disagreeable, then that is not that's not part of the IBM process. >> Yes. >> So, as a as a classified person, I'm gonna go ahead and jump on her thing. If we are at if we fleshed everything out and we've talked about everything and we are voting on that and you're saying that the classified people are not going to get any

039extra money, I'm going to be a no >> and it's not and it's and there's and I know hang on just a second. I it feels to me like you're saying that we're not allowed to >> 100% disagree with that. What I'm saying is is is trust the process, which I know is hard and may be different than what you all have done or seen or heard in the past. Um, I think if there's enough information given that we have all of the facts and the data on the table and that you all have to get outside of your position because you're in here for all employees, right? And when you go through some of those standards, for example, if there is a standard, I'm not saying there is because we haven't developed every single

040standard. If there's a standard that speaks to fairness, that might be evaluated less than another particular option, if that makes sense. Does Caroline does that? >> It's hard to it's hard to imagine it, right? If this has been an issue previously, it's hard to not get positional, right? when you're especially in this particular example. But I think you we have to stay away from being in a position to say no because the point of IBN is to make sure that everyone walks out of here feeling like their voices have been heard that we mutually agreed upon things as a whole group and not an us versus them. Steve, >> I I think I just wanted to um kind of summarize or or give my perspective about um what I think I hear you saying is

041that by the time it gets to consensus, we will have already had those conversations about whether or not it's something that we can live with. So by the time we get to consensus we will have already said this is not something that I can live with because of this. So we will have fleshed it out through discussion and those questions or rubric or whatever in order to make sure that by the time we get there it's not going to be that way. >> That is the hope. >> So it's more more of a formality >> which part is >> formality the final because because everything's been determined. >> There should not be any surprises when we get to that, right? And and maybe when we start going through the an actual uh and we'll do

042like a working condition today just to kind of keep it keep it simple. I mean based on what we see on the survey. Um but stories will have been told, interests will identified. For example, one typically an interest that comes up a lot is around morale. We want to keep or retention or recruitment or attracting employees. And so you have to look at options and say does this option meet the interest. It may not meet every single one. you might have to retweak an option and we may somebody may put forward another option that that more accurately addresses the interest if that makes sense. Okay. If if we're going to enter this conversation as as one group versus another group, then then it won't work. And so I'm going to ask you all to be

043mindful, right? Because you've all got different folks in the room. You've got classified people here. You have certified people. You have administrators. And so your lens as a representative here is to represent the interest of your respective groups. Not advocate, not to get positional, not to fight, but to represent interest. It's it's murky. I get it. But once we start doing my hope is it gets a little bit more clear. And I know it's I think a little bit different perhaps than maybe what you've done in the past. And so I'm just gonna hope [laughter] >> No, I know that's not true. Okay. Any other anything else about consensus? I think it I think it my hope my belief is that this this idea around consensus still honors your policy. It still honors the voices

044in the room but still keeps us within the guard rails, if you will, of interest negotiation. Okay? And we'll keep talking about it if we need to. Okay? All right. So, now we're going to do a little bit with uh norms. So, what I want to do is pass out the norms that you all developed at our last meeting. Thank you. Perfect. So, while Joel is passing those out, I just want to talk a little bit about them. If you recall, you worked in small groups. You came up with norms. We then shared out from our small groups. We found alignment because some of you had almost exactly the same thing or very similar language in your small group. And then what I did and then we spend or spent dots on norms that we

045thought were most impactful or the most important. Take my Thank you. as we uh finished up our work. And then what I did is I took your work and just summarized them within the context of what had been written. So, what I want you all to do right now as an individual, well, first of all, before I get to that part, what I want you to to understand is that these norms only matter if we understand them the same way and are willing to hold ourselves and each other accountable to them. I'm going to say that one more time. And I'm saying it one more time because it showed up so much in your feedback. They only matter. Norms only matter if we understand them the same way and are willing to hold ourselves and

046each other accountable to them. So, we're not going to rewrite these for the sake of word smithing, but we're checking to make sure they are clear, if they support the behaviors that we want, and whether they are asking us to do something meaningful of each of us, even when it's uncomfortable. Okay. So, first I want you to individually review this on your own. So, read it for yourself. If you want to make notes on that, that's fine. I can print more for our next meeting. I want you to look at the monitors and ask yourself what language clear what what is clear and what works as it is written or where might some clarification not rewriting but just clarifying excuse me what you Hey, heat. I want you to look at specific words or phrases

047that look concrete or actionable on there. So, for example, let's do one of these together. I think your norm is uh the very first one. Stay focused and on task. It's pretty clear when it says no side conversations. Is that pretty clear to everybody? That language is pretty clear, right? Engage fully in the work. Can you observe this behavior? The side conversation and engaging fully in the work. >> Side conversation. >> Okay. will look different when they engage. So, I'm not sure if that's fully measurable. >> Okay. How might it be? >> Oh, you mean how to make it work? >> Yeah. Again, not to rewrite it, but let's just put it out here in the open about what does that mean when we look at that to engage fully in the work and activities.

048>> You could say like participating, right? We're like for example last session we had the little activity with the interest or the um >> positions and interest. >> So completing the activity or doing whatever's being if you're supposed to turn to your partner to them right >> participating in whatever >> okay >> test >> yeah and I think that actually shows up on the next one be fully present and active but again those are ways we can check for engagement. You can also listen I understand there are moments when we need to check our phones, but if if it is all day long and I walk by and I see you're on Tik Tok, that's very different. Unless the Tik Tok happens to be about interestbased negotiation, I haven't necessarily seen some of those. What

049>> we're going to put them all out there now. So, does that make sense? So what I want you to do is you've had a minute to look at this as an individual. I can give you one more minute. I want you to look at the second part of the monitor here. So what is the intended behavior the norm is trying to support and what does it look like when this norm is being honored in the room. So for example on the second norm tracking the speaker is one of the ones that you all shared. I don't expect you to stare me down 247 the whole time I'm here. But there should be some level of that, right? Just like in your classrooms or when you're conducting a meeting or participating in other meetings. Okay.

050I think the last thing I want you to do is we've got to address this part because it's going to happen. Is what part of the norm might be hardest to live into, but why is it still important? I'm going to tell you, if I was in your seats, I am addicted to my phone. I have to put it in another room. I am here. I can admit that I have a problem. I think that's the first step. Um, so that would that is one that that I would expect I need to hold myself accountable to and I expect if I were sitting on your side of the table that I might need need my neighbor to give me a gentle reminder every now and again about not being on my phone or on my

051laptop or whatever it may be. Okay? And I'm going to try to give you some some sentence frames around that, too. Okay? So, what I want you to do first, I'm going to give you one more minute to go through and look at these questions. If you need to make note on the paper, you can. If you want to make them on another piece of paper, that's fine, too. Make notes for yourself. Then, we're going to get into small groups to discuss what you have and identify where if, for example, when Dorothy said she's not sure about this engage fully, what would the intended behavior be? How might you share what that would look like or sound like? Okay, ask yourself which one is going to be the hardest for yourself or for others, but

052why is it still important? So, I'll give you one more minute to do that and then we'll break up into groups. Good. You about 15 more seconds and then we'll move into small group. Okay, I'm going to have you count off uh one through five and then we're going to uh break into small groups and you're going to do the exact same activity you just did as an individual as a small group. So you're going to share I'm going to give you an assigned norm for your group and you're going to go through these questions you're with each other in your small group to make sure that we are all understanding all think that these are observable behaviors to clarify if something seems a little broad or vague. Again, not to rewrite it per se,

053but just to call call it out and maybe give an idea or an example of what that might look like. Everybody clear on what we're doing? Okay. Uh, we'll start with you. One, >> two, >> three, >> four, five, >> one, >> two, >> three, >> five. >> One, >> two, >> three, >> four. >> Okay. Am I missing somebody or is that it? Oh, we have 14. >> Okay. Okay. So, ones you can gather wherever you would like. Make sure you remembered who you were. There's only going to be about two of you. And you're going to be ones, uh, you have the second norm, be fully present. Twos, you have demonstrate respect and positive intent. Threes, ensure all voices are heard. Four, engage thoughtfully and with purpose. Fives, you've got ground the works

054and facts and productive discomfort. Is everybody clear? Okay. All right. Ones, decide where you're going to go. Twos, you can stay at the table. You can stand up. You can move your gets your steps in. How are >> [clears throat] >> strategies. work in facts and productive discomfort. So it says base statements and facts take time to process before responding be willing to be uncomfortable when the work requires it. So we also agreed that it was pretty straightforward that most of them were um observable. We talked a lot about the take time to process specifically and what I said that I might add is the um opportunity to caucus for each of the groups. So if you feel like you just need a minute or things are unclear or you're um yeah just needing more

055of that processing time that that is an option that's available. Um and that would be obviously actionable so that you can take that time to >> um and then we talked about the be willing to be uncomfortable when it requires it. That kind of goes along with what Justin was just saying about not just being a devil's advocate or being um I don't know yeah contrary that's a good way to put it just to be so but actually doing it for a purpose and to move the group along but also in the same vein or parallel to that not shying away from it if that's what it requires and that's will what will move the group forward not biting your tongue or feeling like you can't speak up because something might be a little awkward

056but is important to do that if you if that's what it calls for. Okay. So, if I understand, it's sort of like not not what you're saying, but how you put it out there. Is that Did I capture that? Yeah. On that last one? Okay. >> I think so. And I think just um yeah, being thoughtful about how you're saying it, but also if you do need to say something that you think might be a little controversial, don't shy away from that just because you're worried about how it may be perceived because I think we're all students. So maybe uh be willing to disagree but not disagreeable. >> Right. Right. >> Is that okay? Good. All right. Great. Thank you. Let's give that group a round of applause. Thank you for tackling that, Norm. Next

057group. [laughter] >> Nice try. >> Maybe somebody likes being on you. >> He was holding out hope there at the very last minute. >> Um >> that means you don't have to do it next time. Ensure all voices are heard and the first point is one voice at a time which we thought was pretty understandable and the the impact is obvious. The second bullet point is create space for all members to contribute which that was the one where we were wondering what would that look like? What is the intent? And we kind of decided that it's maybe inviting others to make sure that we're hearing from the different groups, the different perspectives. Um, and and we talked a little bit with Alexis about this being streamed and how that can maybe cause people to not

058want to or to want to participate more. Um, so making sure that we're being aware of that and inviting people. And then the last one is using use strategies to ensure balanced participation. Um, I recently learned of the stack strategy. So, we were thinking that's probably what it was to make sure that not only are we hearing everyone who wants to speak, but that we're seeing who is participating and making sure that they all get to participate. >> Very good. Any of those that uh is that >> Oh, yeah. Go ahead. >> Yeah. Um, we were thinking um the the stack just because you hear something and you want to have an immediate response to it, but then it it's hard to not respond in the moment. So to go on the list and have

059to wait for your response or thoughts. >> It it it can be both a blessing and a curse, right? You know, it's can help give everybody time to process and not just react. And I think we have another group that might speak to that too. And um but also helps to keep mindful. There are other strategies, right? Uh when I I had a student who asked 50 million questions a day and I at one point had to use an intervention strategy to give uh popsicle sticks and say this is how many questions you get a day and eventually he understood, right? And then chose his questions carefully, more carefully if you will. Um so that's another strategy, right? or for me to call on different people or whatever it may be. So, um, thank you

060for sharing that. Let's give this group a round of applause for their work on that. Thanks for bringing it into the room. I think we're going in reverse order. Okay, we are the third norm uh which is demonstrate respect and positive intent. Um, the sub bullets are show empathy and respect for others ideas. demonstrate open openness through neutral language and body cues and address concerns respectfully and focus on ideas rather than individuals. Um, so our initial discussion kind of focused on the the body cues because I was um that's something I brought up. I was like, you know, a lot of times people can't really maybe control their body cues or it might be taken a different way than it was really. And um so Daniel kind of opened up my eyes to this because

061I missed I didn't really focus on that second portion of our main which is positive intent. So it's a two-way street. So you know you have to assume positive intent when you see someone else's body cues. You can't just lie off the hook and be offended by it because they rolled their eyes or they furrowed their brow or something like that. Um so that was kind of our main discussion and then that makes sense to me you know and and we also discussed you know yes there is a line you know if you start stomping the table or you're like come on you know um then you've gone over it but just a a simple you know look of in inquiry or something is not it shouldn't be offensive to the the person who is

062who is uh saying something. >> Okay. Do you feel like that's the one that might be the most difficult? >> I I don't know if it's gonna be the most difficult. It was just one that I was thinking uh kind of analyzing because I know a lot of times body cues are not they're more what is it not intentional. I don't know. They're just they just reactive. Um >> and as I said then Daniel was like well then you got to make sure that you're showing positive intent towards that that it's it's a two-way two-way street. So >> I would agree and I don't know if if that's going to be an issue, but um >> yeah, go ahead. >> Um from having participated in years past, me and Dorothy also talked about like the

063respect for other ideas part like we were talking earlier about consensus. Um and like part of showing respect for other people's ideas is like participating in the process thoroughly and probably even more so when we're discussing ideas that you disagree with, right? So when we're building um you know the interest based negotiations like process if there's an idea you disagree with it's best to like to show the respect for that person and their idea you have to engage in the process throughout instead of being like oh I don't like that I'll wait till the end and then you know give my no vote or whatever right um because I I you know I think it's a bad idea you actually have to part of showing respect is like engaging with it >> good I think

064the key word and you guys talked about it when I was visiting with your group Right? There are these neutral body cues, right? I can raise my eyebrows and that might mean I'm curious, I'm shocked, I'm surprised, I want to know more, you know, and so to your point, that particular one, right, I might interpret it as like, I cannot believe you just said that. That's not assuming positive intent, right, about me as the receiver or or of the information that you're sharing to me and I roll. I'm not so sure there's there's something intended to be positive. Me and I roll like what what words would come out of your mouth if your eyes were talking in an eye roll? What I mean, if you were going to put words, right, it'd be like,

065>> "Oh, come on. >> Come on. I can't believe you just said that. Give me a break." You know what I mean? All these things, those are not neutral, right? Those are confrontational, if you will. So, to me, there's a little there's a difference between an eye roll and a raised eyebrow. Um, crossed arms, right, is one thing. I tend to do this a lot because I just rest my arms. But it can look very defensive to other folks. So, I'm not saying you cannot do it. Just be aware that it might be signaling something different to somebody else. So, >> and we could always, you know, wear sunglasses like the poker players just to disguise any kind of facial reaction. >> I I want us to really work on those things. you I I

066the poker player definitely gets an advantage if if you will and I have to work on my poker face admittedly. I was talking to Joel this morning that um I have to be mindful of that uh even as a facilitator. So thank you. Let's give that group a round of applause. Thank you for sharing. And our last group here >> uh uh we had be fully present and actively listen. I think this is probably the hardest for all of us being representatives of the technology generation. Uh put put technology away and crack the speaker. Be present. Step out if calls or distractions are needed. Listen with the intent to understand interests and impact. Um I think it's kind of I mean it kind of affects everything. We were having a conversation about how this is

067really really challenging to do because we're all have like you're sitting down and you're thinking, "Oh my god, as James Diaz is talking, I'm thinking about 10 different things that I need to go and get done." Um, and I'm sure those conversations in your head happen all the time, right? Uh, but most of what we do is about relationship building, right? Being a part of the process, being engaged, and being in that. And you may be thinking to yourself, "Okay, I've heard this before. I've heard uh something like this 10 different times. I'm going to let you go and say what you're going to do, but then I'm going to go and do my little side work off to the side. Essentially, the message that you're sending is that person who believes passionately about that,

068uh, they're they're thinking in their head, you're not listening to me. You're not paying attention to me. And that does have an effect on the I don't know of a better way to say this other than the spirit of the group. Um, um, it's very difficult for us to go because we're a small group, right? But we represent the entire district. That's our jobs. That's our goals, right? So, if we're not on the same page, I mean, we can argue, we can debate, we can go through all those process, but if we're at the end of the time, if we're not on the same page and believe in the same things, then I promise you, it will be torn apart and everybody else will not believe in the process that we're building here today and

069the work that we do will not be honored because they're just like, well, you can't even agree amongst yourselves. Why should we agree with anything that comes out of there? You know what I mean? So, it's a lot to do with messaging and technology is a big big part of that. I am so guilty of this. I'm sure we all are. Uh trying to go and keep that away. Um and then being present. I think it's probably I mean I think it's a little bit easier. I don't know about easier but it's easier to kind of step out if you want to step out. Um listening with intent to understand interest and the impact. I think those are uh those are probably the more challenging ways to go about that. you know, the eye contact,

070the way that you go and uh like show people, and I literally mean that, show people that you're actually paying attention to what they're saying, that makes a big deal. Um, and people see that, right? They notice that when you're having those conversations. So, it's kind of connected to like uh that demonstrating respect and the positive intent that goes along with that. So, >> great. Thank you. Let's give this group a round of applause. >> So, I would ask you to please come back to your seats. I'm going to have you do a couple last things with this. >> Whose was this? >> Yeah, that's what was coming. But I was trying to turn my mic off and I couldn't. [laughter] All right. Thank you. All right. So, I'm going to ask you to uh

071get out a pen or whatever your preferred writing utensil is for uh on your norms, and I'm going to have you I'm going to give you uh like a a redirect about the particular norm that you can use. I'm going to use if people are strained from our norms. So, let's take a look at the first one that stay focused and on task. What you might say if you see that someone is not focused or on task is let's let's pause and reconnect this back to the topic that we're working on. >> So, if you want to write it to help yourself remember and this is gentle language. You notice I didn't say Alexis, get back on track. Let's pause and reconnect this back to the topic we're working on. Your next one, be fully

072present and actively listen. A gentle redirect here would sound like, "Let's slow down and make sure we understand what was shared. or before we respond, let's be sure we understand what was just shared. for demonstrating respect and positive intent. Let's assume positive intent and focus on the idea being raised. No problem. To look at what I wrote myself. Let's assume positive intent and focus on the idea being raised. And what I'll do is I'll retype these with the redirections for you and have a clean version for our next meeting. So this is just for today. Uh, am I on ensure all voices are heard? >> Yes. >> Thank you. >> I want to make space for voices we haven't heard yet. I want to make space for voices we haven't heard yet. I want to

073make space for voices we haven't heard yet. The next norm, engage thoughtfully and with purpose. What question would help us understand this better? What question would help us understand this better? Or you might try this one. Can you say more about how that connects to the issue? Can you say more about how that connects to the issue? Can you say more about that? How that connects to the issue? Our last norm, ground the work in facts and productive discomfort. What information or data is this based on? What information or data is this based on? Kelly. >> Um, I just have a question on the be fully present, actively listen. I feel like James talked about this because we all have jobs that we're currently away from and have on our mind >> and want to

074maybe catch up like on the side even though that's not >> fully being active. So I don't know that that slow down and make sure we understand really captures. >> Okay. >> You know what I'm saying? >> Sure. >> How do we gently nudge someone to participate so that we all can >> if you if you if you rephrased it as um can you share what you understood about what was shared? Can that's redundant. Can you share what you just heard? Does that help or no? >> I think I'm more mean like a reminder to stop being on your devices. >> Okay. [laughter] >> I'm noticing some >> Could you just like >> if it was >> How about I notice a distraction >> in the room? Let's come back together and fully engage. >>

075Does that work? >> Sure. Yeah. And I think like we all >> and then would we just all like stare at the person at the same time? No, I'm just kidding. Well, like I was thinking if like if it was neighbor because neighbors always guilty of this. Um [laughter] I would just say, "Oh, are you with us?" Like, you know, if it was somebody right next to me, right? I feel like we could do it in a >> gentle casual. It wouldn't have to be >> uh I I want to call out the fact that, right, it could just be simple. >> Absolutely. >> I might be the one using some of these, too, but you might as well. So, it could be just like Dorothy just said, like a gentle reminder, a gentle nudge

076to your neighbor to say, "Hey, don't don't forget we need to fully engage in this work." That's real quick and easy. It's not a side conversation. It takes two couple seconds and hopefully neighbor gets right back on track. >> Justin, did you have a question? Okay. Sorry. >> Labor could be code for everyone. I know. [laughter] We're not going to we won't call them out like that. So, but agreed. Please do that gently and carefully with the people closest to you without causing a scene. I'm gonna use some of these things, but if you are noticing it elsewhere and I am not noticing it elsewhere, let raise your hand and just say, I'm noticing that several people are on their laptops and appear not to be fully engaged. Can we get everybody engaged? Right? And

077we're not calling the person out now. What are we going to do about frequent frequent flyers, as we call them, frequent norm breakers? James Can you move the microphone a little bit closer to you? >> Hello. >> Um, so, uh, I I don't know if this would work, but it's an idea. Um, is like I said before, a lot of what we do is based on relationships, right? So if you notice patterns with people or patterns with an individual and you maybe don't have that relationship, I would uh like what I would do and I've done this before too is uh if I don't have that kind of relationship with a person, I would try to identify somebody who does that I you know sort of like a a mediator person and say, "Hey, can

078you talk to soand so uh about blah blah blah blah blah? We've noticed some patterns about different things." um doesn't work all the time. Uh but at least there's an acknowledgement of how it works out because in uh in my experience, what I've noticed is those types of behaviors uh don't don't often change if people are not made aware of it. But if you don't have that relationship with that person, they could get kind of defensive about it, too. So, >> I think uh >> I don't know if it's a good idea or not. >> Dorothy, you want to respond? >> Yeah. Can I just say something about that? To me, that starts to then go against the last bullet, which is be willing to be uncomfortable when the work requires it. Like I I

079have relationships that are pretty decent with most people in this room, but I don't want to be the one that always is like because that'll hurt that relationship with that person if someone's constantly coming to me to, hey, can you tell so and so this? Can you tell us? Like, no, but you can. And that's part of how you build relationship is figuring out how you can do that in a respectful and polite way. But if it's just always about avoiding having the conversations whether they're tough or not, then I'm not sure that is helpful to the overall relationship building. Just my two cents worth. >> Just to piggyback on that, I've had it backfire on me too when I did do that and the person came up to me and said, "Why didn't you

080just come talk to me individually?" >> Absolutely. I I am a firm believer in having uncomfortable, difficult, crucial conversations with folks. But again, it's uh it's it's usually not what you say, but how you say it to the person, right? If you say, "Hey, I notice that you have always been blah blah blah," versus, "Hey, I'm noticing that technology seems to be a distraction uh for you today. do you think you could, you know, re-engage with the work? And then it takes a little bit more of the there there may be a time where you may say, I I need a pause or we need to pause the group here and address this. It's not to humiliate it. We just need to re refocus back to our norms. There may be a time where I

081may have to have individual conversations with folks and say, "Look, we've addressed this as a group. we have these norms. We went through this process. Um, and I've noticed that this continues to be an issue. So, I really need you to be more mindful as we move forward. Okay. Okay. Before we take a break, I want you to review these norms one more time, and I am going to look for consensus on using these norms for our work for IBN this year. So when you are ready, you can show me that I fully support them. I can live with them or I've got questions still unanswered. So I'm looking for thumbs. All right, we have full fully support consensus for our norms for IBN. So All right, I think everybody should give yourselves a hand

082for coming to our first full consensus on norms. Good work. All right, we're going to take We're a little bit early, but it's a I think a a good time for us to take a break. It's 9:51. Uh let's come back, excuse [clears throat] me, come back together at 1010. That's a longer break. 10:10. So now you can get on your phones and check your emails. Stretch your legs. seats. We're going to go ahead and get started again. Cameras are back on. Microphones are on. We've all got our norms somewhere on our tables next to us so we can refer to them if needed. Um, also briefly want to talk about uh before I turn this over to Joel, I will admit that I have not used the stack previously, but I have read through

083and understand that it's really just a sort of conversation tracking or question tracking uh strategy. So Roxanna has been very generous to offer to um assist in this. So, the way I believe that it's been used here is Joel is going to uh or whomever is speaking uh talking, presenting their information. If you have a question that you just raise your hand, Roxanna will write your name. So, make sure that you've got your name tag. Scott, I think she's learning names like I am. Is that right? Good. Um, and she will write your name on there so that when finished, we can go to each person and and if you're like me, I tend to forget if it's submit before you get back to me about my questions. So, jot it down so you don't

084forget whatever that may be. We also have a uh parking lot on the door over here. So, Joel is going to be going over some data with you all. Um, there are two things of note that you can ask questions, but if you go into like a deep dive within the specific data, that's probably a parking lot item. Um, like if you want to know what the formula is, then that's not something we're necessarily going to address here. It's just going to do a general overview of of some data. And then if there are more requests or new items, new requests for data, then that would go in your notes, which I think is linked in your um in your >> Thank you. Um so just go in there and and write that in there

085so that the team knows what they need to work on in preparation for the next meeting. So everybody clear on that? Okay. And I'm going to turn it over to Dr. Lauren. Russ, I have my >> but it's not showing up >> on the board Apple TV. [laughter] >> I didn't I didn't do it completely incorrectly. So, thank you, Russell. I appreciate that. All right. So uh as in past practice there have been requests for data and we take some time to orient you to what you're looking at. Uh so it's not necessarily a deep dive in this presentation to get um uh you know a granular understanding of what the data represents. It's there as a resource for you. So as we're starting to talk about things that that data might be important for

086you to have at your disposal as you're coming up with interests and options. Uh this is not obviously the the exhaustive number of data sets that you could have. So um as we're having these conversations if there's more that you would like to see like Alexis was saying we can add it to the parking lot. If it's a different set of data, then we can put it on the notes uh document that's linked in the in the agenda. And what I would prefer is that if we can put those down under action items, then I can assign them. So, if it's something that's a finance department uh need, then I can assign it to Dom or to Vanessa. uh if it's something that's more HR related or if it's something that's maybe completely out the

087realm of uh departmental thing um then we can add that there. So I'm going to direct you to our spreadsheet first. Most of you are there. Um, so our governing board guiding principles didn't open where I wanted to. There we go. We talked about this last time. The governing board does meet to discuss the interestbased negotiation process and to give principles that they would like the team to have in mind as they're going through the IBN process. Uh the board met in executive session on Tuesday and then in a public session directly following it and they determined that they weren't going to make any changes. So the principles that we worked under last year are the principles for this year. Uh you can see which ones those are up here. So alignment with SOFG goals,

088uh sustainable salary for all staff, sustainable health care benefits, exploring revenue generation options, and adhering to budgetary recommendations. So, any questions about those principles? Yes. >> I I know you can't discuss the the private conversation part of it, uh, but I'm curious in terms of how the process of how that conversation took place. Um, uh, [snorts] is it is it that they kick it around and decide themselves? Do you present new information to them? I guess I I was just curious. Um what I can say because I you're absolutely right. Uh in an executive session, just for those of you who are familiar with the law around this, um it is not allowable for anyone who is part of that executive session to discuss the nature of the conversation or the information that was shared.

089That's protected by statute. In fact, I could be fined. Um so I I'm going to try to avoid that. Um but what I could tell you is that the executive session is helpful for the governing board to be able to talk freely uh in that space and get information that they've requested presented to them about whatever that topic is. So there were presentations there was information shared by M Shapiro Dom and myself they had an opportunity to have that discussion and then when they close the executive session they open the public section session then that's when they can ex discuss it openly uh so that it's part of the um discussion that's on record for that governing board meeting and then they a vote to adopt or not. >> Yes. What was that for? >>

090That means that we are going to adhere to the budgetary recommendations that are brought forth from the budget side and that's been in place for the last several years. This is nothing new. This is the same standard that we've had for a long time. >> What exactly does that mean? There's a budget that will be presented to this team >> and you need to work within that budget. >> Okay. Okay. I was just wondering whether something discussed, you know. Yeah. Okay. I get it. >> Dom's going to go through some of that information today and then there'll be more budget information coming from Vanessa in a future meeting, I think. Right. And then part of that also is that there are certain aspects of the budget that you can't discuss until the governing board has

091that presented to them. So there's a whole bunch of other things that go with that. You'll have a beginning of a start of an overview today though. All right. Um so when we think about our class sizes uh that's often an area of conversation that we have in this team and there was a request to have this data from last year or from this current year sorry uh last year's data is also in this spreadsheet. It's a little further down on some of the tabs. Currently this represents 40th day for this school year. Our 100th day is January 15th, which will then determine budgeting and planning for the next school year. So, as most of you know, budgets are set by the 100th day in districts for the most part. So, we'll I will update

092that on the 16th or 17th whenever we get all the numbers. the way this data is gathered. Make this a little bigger here. I go into synergy. I run reports for rosters for every teacher that has a home room. So, this is just classroom teachers. I write down the number of students that are in each class. I do not include self-contained regional programs. We don't forget about them. and they're here at the bottom. Whoops. That group is at the bottom of the page. We just take them out of the general education setting because that's where your M funding is most impacted. There are different revenues and different ways to support the self-contained classes. So, we want to make sure that we're capturing in the ratios or in this class size view um how many actual

093students are registered and enrolled in each class. Um, what I did this time is we kind of took a look because if you take a look at the class sizes, generally speaking, if they're below the allocated ratio, which is 27.5 to1 in that particular class, that will be a green cell. If they're not, then it would be anywhere from light yellow to deep red. the whoops the percentages and the count of where that those non-aligned C classes are listed. It's also on that page as well. So you can see that districtwide we have one class that has 35 students. If you wanted to know which classroom that is, you would be able to scroll and find out that it's at Gateway in seventh grade and that's one of their homes. Remember, this is the 40th

094day. So, it may have changed slightly and may maybe not. You know, we get students that leave and come back. Um, so we'll make sure that we have the information for the other day at the next meeting. Yes, >> I saw that we have two classes. One is listed as one student, one is listed as four students. What's up with that? >> I missed the first part of your question. >> Oh, like there's two classes on the spreadsheet like at TCA in the sixth grade. One says that they the class has one student and one says the class has four students. >> Yeah. So, if you look the color of the border would indicate that they're part of a different group, right? So that one student combines with that 19 and combines with that 10.

095So there are actually 20 students in that home room. >> I understand it's a combo. Okay. >> Yeah. Yeah. It just looks TCA looks a little different or >> and it is a little different model, right? TCA has a little different spread. So if you look at other sites that have combo classes like LCK and Monav Vista, um they're more traditionally aligned, right? So you have a K1 at LCK, you have a one two at Monav Vista, you have a 45 at Monav Vista. So that that kind of is probably what we're used to seeing. Uh just TCA is different. Any other questions about this look? We also did um calculate an uh effective class size rate based on our enrollment based on the FTEES that we have and we're actually more at 23 to1

096right now. If we take all the classrooms uh and all the students and all the FTEEs that we have represented, we're at 23 to1. Yes, Dorothy, >> I just had a quick um kind of I guess it's process question. Um so when you see trends, I don't know who you is. um when the district sees trends with particular schools maybe being higher in a grade band or something is that I know right now that's fully left up to the site team to make those decisions right we have the 27 27.5 to1 but then each school can decide on their own how they're going to distribute that that um people power is there if you start seeing things that that make you go make you take pause. Is there um coaching that happens or is there

097any kind of guidance that is provided by the district especially if you like see a pattern like that over years or is it really just you're autonomy you're the principal? >> Yes, there's coaching that happens. There are conversations that happen because what one of the things that we're really intentionally uh focused on is the equity of it also. Right. So we do have some sites that have some hotter spots than others. And so those conversations with the principles are centered around what their needs are on their campus and the rationale too. Um you know there might be some sites and I'm not going to call out any specifically but there's a cohort of students who've been split or divided or had challenges with staffing over the course of several years. And so there might be

098an intentional we're going to keep this group smaller because they have more need for support and accept that that's going to squeeze out, you know, like one of those stress balls. It's going to make a more hot spot on this grade level because of this decision. Um, so those conversations happen especially at the beginning of the year when we're going through the 100 or the 10th day 10day drop period. uh and then we have those conversations one-on-one with those principles. Um there also some programmatic reasons why we may shift numbers. Um you know we had we have a challenge with uh LCK you can see it on the board. They had one kindergarten teacher and we needed to work out a way to make sure that we didn't have 45 kindergarteners in a class. So

099um so those conversations are ongoing. But that does that answer your question? Yeah. >> All right. Um, moving on to the next. So, we provided this overview. Uhhuh. Do >> you know we can get last year's document for that? >> For which one? right now. >> It's right underneath it. >> It's right there. >> That's the last year's one. >> Yeah. >> But mean with all the dollar amounts. >> It's there. >> Oh, this is Well, so the one on the bottom is last year, the one on top is this year. >> Yeah. My [snorts] intention is to keep doing that. Just adding to this particular tab every year so you can start to see patterns over time. I did add, let me let me give you the overview and then I can give you

100a couple more thoughts about that, Ariel. Um, what you're looking at with this view is you're looking at the impact or the use of contract employees as as um replacements for vacancies that exist because we don't have a district hired employee in those positions. Uh we really tried to separate them out so that you could see the impact in different departments or needs. Yes, Ariel. >> Um I have a question. >> Could you use the microphone, please? >> Yeah. Um yeah, I'm noticing that the agency salary employees are growing at a higher pace than the district employees. Like last year, for example, general ed teacher like the average agency was like 87. Um but last year it was 72. Last year the average district was 50,000. This year is 54. So contractors their salaries are

101growing faster than ours. So it will actually benefit all of us to walk away and just become contracted employees. >> They know the rate they're making, >> right? That so that number includes the administrative cost and the c the costs that we have to pay to the agency. So it's not necessarily what out of pocket that teacher is getting paid or that psychologist or that >> oh agency the last box is like 3,000 up there at the top it jumped to 12,000. >> So let me just do a quick a quick process check just because I think you were going to go through sorry >> never mind my question for later. Keep going. >> That would be good. Let's just put Ariel's name on there and we'll come back and then I thought I saw

102another hand come up, James, uh after her. So, let's let let him go through some of the data and then um we may have time to ask some questions that we may not have all the answers to today, but maybe need some further development or explanation. Okay, >> James, the process question. >> It's a process. It's not It's not really a question. It's a comment. >> Okay. But I can not do it if you don't think it's >> a comment about the data or a comment about what we're doing >> data in this step in the process as I see it. But it it can wait till >> let let's let him go through and then we'll come back to that. Make sure you write down what you have and then let's make sure that

103we're um reconnected to the speaker uh at this time. So thank you. >> Thank you Alexis. Uh I one of the things that I add to this look this year was uh on the last two or three columns J through M was to sort of do a comparison about what that impact is budget-wise. Right? So, I think this really helps with sort of the bottom line view that right now we're paying an additional $964,969 because we are using agency hires for those positions. What that represents is in the last column if we're using our 27.5 to1 ratio that essentially is 13 FTEES. Um part of that conversation would be what is the benefit of having those contractors? What is the need for that um role to be filled? Is it compliance? Is it, you know,

104an additional FTE that we could cut because we don't need that position any longer. So there are some other conversations that can happen with this set of data. Um, and as you look through individual groups, keep in mind that we do have some challenges. And I'm going to specifically point to school psychologists. We have currently we have two district hired school psychologists, which is why that row has such a high number of dollars that are uh that are allotted to it. um nurses, registered nurses, same thing. And you can see where our registered nurses salaries are very different than what our contract agency payments are. So, um any questions about how to orient yourself to this look and keep in mind that the purple table below is last year's data. And then next year, for

105those of you who are with us next year, I'll just add to it so that we can continue to have those comparisons year-over-year. >> Thank you for this. I just want to say column I where where it says the difference between agency versus CSD, that means if we just had district employees, we would essentially save that money. Okay. Thank you, >> Ariel. Was there anything else that you wanted to >> So just so I'm understanding correctly. So >> Sure. >> When it says the agency average is what we're paying the agency. >> Yes. And that's not necessarily one specific agency. That's the average. So remember we have >> people higher. >> I'm sorry. >> There could be some agencies that are higher. >> Yes. >> And some that are maybe a little bit lower. >>

106Yep. Absolutely. Because we often hear like there's no money to pay employees more, but it seems like we're willing to pay more for non-employees. >> Well, I think we're put in a situation where we have to pay a non-employee. Otherwise, we don't have seven school psychologists, which makes it impossible for us to be compliant with sped law. Right. >> That's true. If we don't have a classroom teacher to meet kids in the classroom, then we have a class of 60 kids. So, you have absolutely we would so much prefer to use that $964,000 toward our employees, but in the absence of that, we have to have those positions filled, right? >> So, is there because I know you guys are working on behind the scenes and whatnot. Is there any talk behind the scenes on

107what we can do to get those people to come in as employees? Maybe increasing salaries or doing something or advertising so that the extra 900,000 we're putting towards non employees we should put towards our own employees. >> I'm going to hold on that. Um the the short answer is yes. And that's also something that meat confer can talk about. Um, so that's that's the short answer. We do have intentions to hire, but we don't have people applying. So if you don't have someone applying for a position, you're kind of in a in a catch 22, right? >> I agree. Do we How many student teachers do we currently have in the district? >> I would have to look. I don't have that on top of my head. Yeah, if you could add it to the

108parking lot or put it on the task, then we can get you that information. >> There are post-it notes in your box. So, if you have something that or put it in notes as Joel said and then I just want to make sure we're coming back. Ariel, are you finished with your questions? >> Thank you, Ariel. James. >> Um, so, uh, just for, uh, for people new to the process, uh, this is the best equivalent I can think of for this is like we're if you've been in staff meetings or part of staff meetings, this is kind of like where you're looking at data analysis in the I notice, I wonder uh, type of stage of looking at the information that Dr. Lauren is presenting. Um, and the reason I want to point that out

109is because uh, it's very easy to get caught up into the little nuances and the little details about stuff and uh, and it circles back to that idea of identifying what the problem is, right? We talked about this yesterday in a meeting uh where you're trying to figure out you know what what information is missing from the data or what information do we need in order to make uh in order to correctly identify the problems so we can move to that next step of solutions. Um and the best example is that I can think of is that uh the class sizes that we had in the previous slide. I was I was looking and I I hesitate to bring this up because it's like you're being punished for doing really well. Uh but uh tooting

110our own little horn here at Gateway, we have some of the highest uh uh class sizes in the middle school of anybody in the district, we also have some of the highest scores in the district for math that we went over as well, too. So, the two are not necessarily connected, but I don't want to go and say, "Oh, well, you know, it's just it doesn't matter what the class size means because people can rock it out no matter what." There are there are other pieces of information that are missing that are equally important. Um, and have the mindset of, you know, I notice I wonder about the data and how you process it and try not to get like fixated on the little details of things and say, well, okay, this means this and

111this means that because there's a lot of other pieces that go along with it. And thanks James and I I appreciate the reminder that if there are pieces of data that aren't indicated on this look, then let us know and we'll bring it back to the group. It's another reason why I think the change in the policy where we're now required to get the data to you at least 3 days prior to the meeting uh is helpful. Right? So I know that for some of you, you may not have had time. I know Monday was a rough day for a lot of us just getting back into our schedule and routine. Um, but having that opportunity to get some eyes on the information beforehand that might also help in creating some space for you to

112to ask further questions during this process. Um, Katie was next and then we'll can you add Dorothy to the stack? Thank you. >> Okay. Thank you Katie. Dorothy. >> Um, just looking deeper at this, I I want to make sure that nobody leaves this room thinking that these are actual salaries, right? They're district average salaries. So, you know, they are impacted by who's in those roles right now. It doesn't necessarily mean you could hire new people and they would make that much money. And it's calculating the cost to the district, not the amount that the people earn. That's both for the agency hires as well as for the district employees. That's why there's all those columns plus this plus this. That's not dollars that people are making. That's cost to the district. >> Right. Right.

113And and one of the things that that's a a good reminder is that columns D, E, and F, and G are costs to the district for an employee that are not included in the agency costs. Right? So while the sped resource teachers average salary is 56,000, you add the 21% benefits, the other benefits package that's paid and then the market demand. And then that last column H gives you more of a average for Kraton school district employees including the extras not the base salary because base salary is column D and I know that we focus on base because that's what gets people excited and interested in coming to the district and people excited and interested in staying in the district. Right? So that'll be all, you know, Dom's got some more information about that side

114of it, but this is the view that we're looking at for agency hires versus district hires >> Ariel. >> Oh, we're looking at a contracting website and I know we get paid bi-weekly and then they were saying like the weekly salary was anywhere from 2,200 to 2,800. But we were just looking at the some of the contractor websites just for SPAT teachers. >> Okay. >> Oh, you were your hand up. >> Yes. >> When? >> No name is not up there. >> Yes, it is. It's right below Katie's. And just real quick, Rox, for processing, we should put even though Dorothy like started speaking, so you were like, I'm not going to write it. Just so we can keep track of how many times people are talking. Yeah. >> Not that Dorothy is going to

115be up there multiple times. >> I'm not trying to say that. >> All right. We'll go to Yolanda and then we'll we'll >> I was the one that was supposed to be under Katie, not Ariel. So, I think that's what got messed up. >> Katie and then I thought, so my apologies. [laughter] >> All right. You're [clears throat] >> microphone, please. Rule [clears throat] four is fed self-contained referring to um paras or >> no this is this is all certified. That's a great clarification because we do have a substantial number of classified employees that are contracted that um if you would like we can do a deeper dive to that as well. We'd be happy to do that. So you could put on if >> you could add that in the action item that'd be

116great. But you it seemed like you had more to say. >> Just to clarify if it was teachers because I know we do have paras that are also >> Yeah. And really that's only been in the past two years that we've had a significant increase in pair professionals that are hired through agencies. So that I think that's a great addition to this data set. Thank you Yolanda. Mr. Diaz. Um uh this is just a question about that because I know other districts struggle with this as well too and I if this is data that can be accessed somehow is it possible to figure out >> and I'm I'm just going to throw it out there and see if it's something that could be turned into a question or an idea. Um, how is it that

117other districts are able to manage such a huge hit to their budget knowing full well that agencies charge a such higher amounts than in-house hires? Because I I and correct me if I'm wrong, but I know like Scottsdale, they've fully embraced uh agency hires and my understanding is they have a bunch of them as well too. I don't know if that's true or not, but I've just heard >> it evolved. Um, actually Scottsdale has just flipped it. So that they had very few agency hires than uh >> district hires. No, that was the case. Um that was the case absolutely in Scottsdale, but they were very intentional in making steps and making changes to their salary schedules and all the other things that go into that um to change that process and that problem. the

118districts they were doing all this. They're laying off all these teachers. They were laying off a lot of their contracted teachers and everything like that. A lot of the districts flipped it. >> Well, that would be the the riff process anyway, right? I mean, we would obviously if they if we were going to reduce our force, we would start with that group with the caveat that again, if we have a psychologists that we have to have, then we might not be able to do that. But a classroom teacher that we could riff as a contractor as opposed to a district employee. Absolutely. We would do that. >> They got rid of the contract. Oh, I'm sorry. Because it was cost them so much money. A lot of districts Phoenix L did something similar. Madison, Bolts.

119Um, >> so is that the question then? What is it that is it possible to to research, you know, what are these other districts doing to affect that change? >> Yes. And I think we're getting into options. >> You're getting into options. So, let's just stay on looking at the data and just uh to your point saying I notice this or we'd like to request information about classified uh contracts versus in district. Um so that we just stay in this arena. I I get it. It's real easy to jump into, but just try to keep your feet right here in the overview. >> Understood. >> No problem. So in the spirit of moving forward because we also have Dom uh needs to present information on budget. I want to turn your attention to the separation

120by classification spreadsheet. Um this is longitudinal. So this covers from 2016 to last year. For those of you who are not used to working with um the data in this way, when we talk about 2025, we're talking about the year 202425. Um so we don't have turnover rate information for 26 because we haven't completed the 2526 school year. So the way that this is um this is spelled out is that I've got all in the first group of numbers and then as you scroll across it's disagregated into certified non-admin administrative classified and certified and then classified only. So you'll see patterns of separations below that for those same groups. So for all employees, certified, administrative, and classified. And then if you're more visual and uh respond more to the column, look, it's the same information.

121So um typically when you look at charts, you usually start with the most current year at the end of the chart. I kind of flipped it because I feel like it's easier for us to have conversations if we're looking at last year most current data as the closest to the XY axis. So that's what we're looking at. Make that just a little larger so you can see. So any questions about the orienting to this particular spreadsheet? So the the way that this information comes to me um is that we use our visions program right which you all access through employee access um by employee group by um position and um by separation right so terminations are part of this uh resignations job abandonment non-renewals Um and retirements. This is also different information than what you

122would get in the intent to return forms. I want to make sure that I clarify that because those are coming out pretty soon where we'll ask employees to give us their intention as to whether or not they're returning. So, you know, we we try to engage principles and assistant principles in that process and departments just to make sure that we're getting as accurate account of number of people are going to commit to next year. It's non-binding because it's just a survey, but we have a little bit more information after that process. Ariel, >> um how accurate? So when comparing the two was the people that the number of people on the survey about their intention and then the amount of people that actually resigned was it similar? >> Uh it is similar. I don't have

123that on the top of mind. So I can certainly look at that and bring that back to you. >> So the survey is pretty accurate about parable for the following year >> mo more or less. Yeah. Yeah. And remember the the one of the things I think that benefits us as a smaller district is that um last year we really tried to be intentional in having our meet and confer stuff advertised before contracts were due for teachers. So I think that helped um and we have so much instability in districts around us uh as far as closing schools, reducing force. Um, I know our our fiscal team has been working with the fiscal stewardship committee to try not to have that be Kraton's trajectory this year. So, um, or in the future, but, uh, that

124all I think helps. But I can certainly look at that information because we also have people that don't return their contracts that end up being rehired. So, that's the other part of it, too. All right, I think that concludes the information that I was to present. So, if you do have any specific questions or requests for data as we're going through the process, if it would help to have this information, it may not be available immediately. It might have to be for an next another meeting. Um but parking lot list in the agenda uh just let me know. Okay. Yes. >> Okay. Thank you. >> All right. Are we ready to >> maybe did I see your hand or no? Just a strand. Okay. Okay. >> All right. We're ready to turn over to Dom.

125I'm really only going over the wind 25 certified regular and STEM position data. >> All right. Hey, hi everybody. Thank you for your time. I'm uh I'm glad to be back here this year. Uh stepping in for Vanessa. She's in Hawaii. So, um, feeling a little jealous, but, uh, it's good to be with you guys again. Um, I want to start by saying the, uh, we don't have the meet and confer budget number today, uh, but we'll be presenting that at the next, uh, meet and confirm meeting. We need the, uh, 100th day data from AD to get a more concrete idea of what our outlook is for next year. So, uh, we'll be presenting that at the next meeting. Um, I have put in the, uh, 1% document. I know Vanessa's mentioned that a

126few times at these meetings. That is on the meet and confer updates, uh, sheet and there's a link to it. I don't want to get too far too into the details on that sheet. >> Yeah, she >> Well, it's Yeah, they already access. >> Yeah. Um so yeah just a couple of points uh couple of things to point out with this sheet. Um basically this is a calculation of what 1% of costs are. >> That's okay. >> It's I don't know why it's not showing up but it's available for you to link to. >> Okay. Yeah. So, if you guys can pull that up on your on your laptops. Um, so those are 1% of costs based on salaries and benefits for various employee groups. Um, we split it out by M costs, grant costs,

127and food service costs. Uh, we did it a little differently this year. I don't think Vanessa included food service uh in the calculations last year, but um we've included those. So Vanessa wanted to touch on this document a little more when she's back at the next meeting so she could sort of explain some of the adjustments she made in the fiscal year 2425 calculations. Um but it's there for your for your use so you can get an idea of what 1% of costs are. Um and uh we may use this document to come, you know, assist us in coming up with a budget for meet and confer. Um but it does give you a good breakdown of uh certified, classified, um you know, principles, directors, all all of those various employee groups and what the

128cost increase would be potentially. >> Where is that? for that. >> Can you explain what the less what increased percentage means? The very less column. >> Yeah. So, if you see the um Hang on, let me pull it up real quick. >> Sorry. >> No, it's okay. So, if you look at the 1% increase column, Yeah. and the the total there is about 386 212. So the increase percentage column explains which group which percentage of that increase amount belongs to each group. Right? So of the 386,000 49% of the increase would be for certified staff. >> Exactly. 36% would be for the classified staff and so on. So you can you can just see the effect of the total change that each group has. >> Yeah. just use your computer. It's okay. >> Yeah. Get

129me on the certified regular. I apologize. My air parrot uh wasn't cooperating. >> Yes. Thank you. >> It might be zoomed in too much for you. if you want to get to tabs. There we go. >> Well, you they have it on their laptops, but yeah. >> Okay. Um before I address the um certified and STEM position data, I just want to mention that there was a bus driver data request. We're not able to provide those numbers yet because the compression committee is going to address uh classified staff in their January meeting. So after that meeting with the compression committee, we'll bring back uh bus driver data for you guys. So all right. So go ahead. >> Yeah. So facilities would be included in the classified discussions as well. Yeah. Yeah. >> All right. Um,

130so the one document I wanted to go over today is basically the updates that you guys um allowed to happen last year or directed us to uh begin working on. It's the uh certified salary schedules. Um so we want to thank you guys for allowing us to dig into that work. Um I also want to do give a big shout out to Linda uh Linda Mock and payroll. She put a lot of work into this. Also, the HR team and uh Vanessa didn't want me to get give her any credit, but she deserves some credit as well. There was a lot of work um put into this. So, um basically um Joel could probably speak more eloquently to this topic than I can. But we had two different salary schedules for certified staff. One was

131a a placement schedule, one was a tiered schedule. So, we've now condensed those into um one consistent placement schedule. Um so, I just want to help you guys. Uh I want to assist you guys in analyzing this document when you read it over. I know you open it up and there's a ton of numbers and rows and columns and um so uh if you if you're on the Does everybody have the document open or can you see it? Okay. So the first tab is the teacher regular pay schedule. Um you can see that the units are separated by letters. Um to fit everybody on this schedule uh after conducting the one-time uh compression adjustment that we did last year, we extended that A through Z and then even went through to AA and AB. Um

132A is the row where uh a new a brand new teacher would would land with no experience, right? Um if a new teacher comes into the district uh and they they already have 20 years of experience, we only credit them for 10 years of experience. So J would be the row that a new teacher with um over 10 years of experience would land. Is that correct? >> Okay. I'm sorry. I went off. Okay. they'll give them a little bit more credit for the work they've done. Uh, and then you can see that the varying degrees of education also affects where you where you would land on the salary schedule. Um, there's some highlighted rows in there. Um, C indicates when you hit that three-year threshold for longevity, E 5 years, J 10 years, O 15

133and so on. And then as you scroll down, you can see scroll down on that same tab, you can see the change from going from unit to unit, right? Um, so going from A to B, it's an $835 jump. Go ahead. >> Go ahead. >> All right. Um, and then as you go down, you can see the the change as you move from unit to unit. If you sum B through Z, you get 8,236. And if you scroll back to the top, you can see um, row A with a bachelor's degree is $50,000. Row Z 58236. So that's that 8,236 change if you went from A to Z. And then down below that it's the educational tier. So u it shows the uh change in your salary if you went from a bachelor's to a

134bachelor's uh with 18 credit hours 36 a master's and so on and so forth. And then next tab is teacher regular number of positions. So you can see here the number of positions for each area on that salary schedule. So if you just take the first uh column B row row A, there's 18 teachers or 18 positions, I'm sorry, um in that that portion of the salary schedule. The next tab is the FTEES. So the numbers won't be exactly the same, but the placements will be the same. Um, a good way to look at this is if you look at uh row A at the bottom, you'll see in col in uh column D, the number of positions is one, but the number of FTEEs is 0475. So that means there's one position in there,

135but it's a less than a halftime uh position. So that's what the FTEES sort of signify there. And although this is one schedule now there's actually two it's one consistent uh format but there's actually two schedules one for uh STEM teachers as well. So the STEM teacher tabs follow the same patterns as the uh the regular uh schedule. >> So go ahead. >> Okay. Yeah, Dorothy, I can answer your question. >> Sorry. >> No. Okay, let's scratch off key. >> Yeah. [laughter] [snorts] >> So, um I've had some conversations with Vanessa last year trying to make more sense out of our salary schedule. And one of the things that she kept trying to help me understand was that each letter doesn't necessarily represent a year of employment. So that leads me to be confused about

136why row C, row E, row I, J, row Omatically assumes that those are the rows that would add the threeear, the five, the 10 year, the 15 year. Because if the letters don't actually represent years, because they may or may not, then that doesn't make sense to me. >> Yeah. Joel, can you speak on that at all? Or >> do you understand my question or >> I do understand your question. Yeah. And and the and the other confusing thing about it, right, is that as teachers gain years of experience, they aren't just automatically moved down that salary schedule. >> Correct. That's what Vanessa [clears throat] taught me. But then this seems to counter that. >> Yeah, they are. >> Can I ask is this a is this the placement? >> This is a placement schedule.

137Correct. >> Yeah. >> Versus >> So >> the existing salary schedule. >> So >> this is only for new folks coming in. >> No, it can only be for new otherwise it would only go to the 10th year. >> Say that. >> So it is combined both. >> Yeah. I hear what you're saying, right? Because Yeah. You don't automatically get a raise. I don't automatically go from J to K. So why would I automatically get longevity stipened at those specific rows? Right? >> That's my question. >> Teachers are still, you know, >> right, >> interested in whether whether or not you guys recommend a raise and whether or not the board approves it because they don't get that years of experience automate. Last year was a special case because we wanted to address compression and

138we did what we call a one-time compression adjustment where we actually did honor um years of experience and we moved people along that schedule according to their their years of experience. And um just to just to throw this out there, that's what we call the the horizontal uh compression adjustment because it's more of a peer-to-peer adjustment, right? vertical adjustment would be a manager um versus versus one of their employees, right? Um but yeah, I understand why that would be a little bit confusing. Uh I guess >> I think it just misleads that automatically everybody who's at a J is getting that 10-year stipen and that may may or may not be true. >> So some people, >> especially if it's a new person who just came in, right? Yeah. They have 20 years of experience.

139We put them on J, >> right? >> Is a K, I'm sorry. Yeah, >> we put them on K, but they're not receiving. >> And as we're making decisions about where to put what I'm going to assume is a limited amount of money, >> we don't want to have misunderstandings about what people are making at different years of experience. >> Yeah. Dorothy from talking with Vanessa last year and I don't want to speak for her but she was saying a major reason of like doing the salary schedule like this including existing current employees right and even though it is a placement schedule and you can only be placed up to K as like a new employee um is so that you know in the future like even on a yearly basis we can make a

140decision let's move everyone we have money let's move everyone up a year instead of giving a raise to the salary schedule right um as a way of like continuing to honor user service I think the longevity thing I I don't know, just looking at spreadsheets, I think it's just listed for ease of it's a way to represent that a 10-year employee in in the district has another method of earning money other than, you know, because on the salary schedule, it's usually just at the bottom, right? >> Yeah, it's a different thing. So, yeah, I think that's the part. It's not it's acknowledging that it exists, but it's not automatically at those rows. And I think that's what just distorts the reality a little bit. But yes, she's explained that to me, too. I understand that

141part. >> Yeah, I hear you. I think that's just uh maybe the way that was presented was a little confusing, but >> this is not published for >> Yeah. Yeah. This is just for you guys. And um let's see here. >> Okay. Uh Dom, real quick. I just want to make sure if you've covered everything in here and then we'll go to Kelly who has a question. >> I'm good. I actually was just wondering about the highlights, which is exactly what Dorothy was asking about. Um, so I just want to make sure that I understand too. So the yellow means years of longevity applies to years in Kraton, whereas the placement might be years outside of the district. >> That's correct. Yeah. So you have to work at Kraton for a certain number of years

142to receive longevity. But but yeah, if you come in with years of experience from another district, you will be placed higher on the schedule. You won't be on row A um you know, as a a brand new teacher, right? um you'll you'll get honored for that work that you've done in the past um but only to a certain amount >> or a certain level >> right and then I think there's a tab that has longevity on there right yeah with the amounts um which shows the benefit of staying within the district >> and then those longevity amounts are yeah they're also um your FTE is factored in there too >> okay thank yeah >> so you can cross me out and Daniel I don't know if you had another question oh okay >> yeah he

143any >> um >> yeah, I don't know if this is the right place to ask this. I was just looking up um like things that are going on in the legislature and if they're going to increase like give give an increase to public schools just to increase teacher pay specifically or earmark those dollars. And I don't know does that ever live like does that only do those decisions only live with meet and confer? So for example I'm reading here governor hobbs is really pushing to extend one 123 that is specifically earmarked to increase teacher salary. Would that conversation live with like the executive team and they say, "Okay, this just passed and now we're going to increase teacher pay." Or is that something you would bring to us and then that's part of our decision

144making? >> I hear what you're saying. You're saying the governor is giving us money specifically to increase salaries. So would we just automatically do that? >> Right. >> Uh I don't believe so. I think we would still work through the meet and confer process and also uh get governing board. >> So if I can give some context remember when 20 by 20 came up that went back to meet and confer and we convened meet and confer to talk about how to reach those goals. Okay. And that also was part of the conversation when we had the increase in minimum wage >> and we decided that time I know Dorothy and James and there are several people in this room that were part of that conversation as well. How do we get to that $15 per

145hour? And as a district meet and confer, we made the decision we're just going to jump to 15 and not do the incremental increases. So that yes, that absolutely would come to meet and confer. >> So then my follow-up question to that is when when does all that information come out? Um cuz like this it looks like it's almost gridlocked, you know, right now. So is there we have a deadline that you guys get that budget and then we get that information right and you don't have that yet. >> When you say that information which which information >> I'm just looking at all these >> right >> key funding increases for school or you know school year 26 it says base level pay is going to be increased teacher pay is going to be increased

146flexible funding school facilities low income support. >> So that's all Governor Hobb's wish list. Okay. >> Right. So she'll take she'll take that to consideration with the legislation and the legislature might come up with a completely different plan. So this is what Governor Hobbes is proposing as budgetary uh language and potential laws that are going to be passed enacted in this legislative process. Um but that takes the whole spring. >> Right. Right. And then at that point July 31st, we would have to figure out what we're doing, right? So it's >> Yeah. That's >> so we'll make decisions based on the information that we have at this time. >> Yep. Yep. What we have and that's why the 100 day is so important. That's why what's happening with federal dollars is important. So all of

147those things come into play. Um but we can't really plan for things that aren't actually legislated yet. >> Yeah. Yep. Absolutely. Yep. >> It has to go to the So, it has to go to the ballot. So, they have to have hold when when's the next election, people will vote on that prompt and if the people vote for it, then it pass. But also, the Republicans will only send it to the ballot if they can expand vouchers. >> Yeah. So once once something's set in stone, I think what that could affect if there were more if there was more money for some reason, you know, if we had a one-time supplemental or something like that, that what that could affect is potentially the budget that you guys are able to work with for purpose, right?

148Because those dollars typically you you have to use them for their purpose, right? Um so if it was for teacher increases, then that's what it would be used for. Um >> but yeah, So >> I know there's I know there's a perception that we make a lot of those decisions on our own, but we really don't, right? We we rely on um meet and confer. We take direction from the governing board and and then just implement that stuff. So >> Okay, I want to come back. Katie, do you have any other questions? Okay, so we're next to >> Ariel, I have to say that prop that you're discussing is a ballot initiative that they want to send to the ballot. And if they send it to the ballot and it passed as a proposition, if

149it says the money has to go for teacher raises, meeting confer cannot change it. >> That's all I'll say. >> Okay. >> Different different processes. You know, there's that and there's the budgetary process. >> And even if they, you know, the legislature say yes, let's send it to the ballot, that doesn't mean anything until the election. You have the next election. A1, let's say A1, for example, the bill passes 56 to 44%. Then you have to wait a whole another year to actually get the fund. So, it's not it's going to be anytime soon. >> Okay. >> Thank uh >> um we already kind of moved past this, but I thought this this 10year giving up to 10 years, even if you're a 20 year veteran, is that was that something that was decided at

150like a previous meet and confer? And then um is that pretty standard because that seems like that would be quite a hurdle to get experienced >> if other districts are offering >> I don't know is that is that a pretty standard >> I yeah like you're saying that could be a recruitment tool to increase that >> right I'm just wondering did that was that decided at like a previous meeting for >> yeah my history here is uh sort of brief so I don't remember um ours four years Oh, okay. >> Okay. Okay. >> 10. >> Okay. >> There are some districts that >> Okay. All right. Thank you. >> 20 years of experience to a new school district all of a sudden. Makes you wonder what type of teacher are they after 20 years you

151have to go to a new district. >> Dominic, do you have um >> more slides or more? >> No, that was uh that was all I wanted to address. Um, if there's any other questions that you guys >> If there are any other questions, if you could raise your hand and we'll try to address them one at a time. Going once. >> Any data that you want, please put it on the parking lot. We we'll be glad to get it. >> All right. >> Thank you. Let's give Joel and Dominic round of applause for presenting all of that. And I have no idea how to get my laptop back up. Russell, >> okay. >> Russell is a magician and I'm very grateful that he is here. >> All right. Um with just a little bit

152more stuff before we uh break for lunch in about 30 uh unless we go a little bit earlier. We'll see. So we had a discussion after our last meeting uh about representation at the IBN table. So I just have a brief little bit about this on here and then if somebody uh if if it came to you last night or Kelly if it came to you last night let me know. Um, I think I think and we I touched on it a little bit this morning when we first started is, you know, really talking about what your role here is at the uh as a representative uh on the IBN team. Um, so I just sort of put it as in quote, you're here because others have authorized you or appointed you in some way

153to uh bring their interest to the table. uh their live experience that's going to come through in our stories uh versus advocacy. And again, it we will do it because that's our human nature to do so uh for our respective groups, but we want to try to remember that we're here not to be positional um or not to get what we already decided as a group that we wanted because that is very positional. we're here to work through some options through the IBN process. So, if you're looking for a win for your team, uh that is that is an approach I want you to try to put behind you is that we're looking for a win for all um as much as as we can. And in that respect, it's, you know, we're not fighting

154against each other. we're working together with each other to try to represent interest as best we can and to come up with some options to meet those um interests. So that's just a little tidbit about that and then I want to go over just I the IBN process again. I just have some key questions for each part. I'm also going to give you this um sheet that I'm hopeful is going to help us stay on the particular part of the thank you process when we are starting to address an issue. So, I'm going to give you about five minutes to just review this on your own as an individual and look through each part. My hope is that some of these questions and examples will help you understand even though we went over this last

155month, just to refresh your mind. So, I'm going to give you a few minutes to do that on your own, please. No talking, just looking it over and reconnecting. All right, I'm noticing lots of folks back on their technology, which tells me folks are finished. And so I just want to reconnect um back to this process of interestbased negotiation. These are the steps and the order that we go through in order to um unpack issues and come up with some possible solutions to uh those particular issues. Does this look like it might be helpful for you to use as we go through these things? Okay. Does anyone have any questions about a particular part of the process? Is it Some of you have been doing this for a couple years, some of you are new.

156Um, anything I can help to clarify? You're feeling pretty confident, Kelly? >> Um, in the past there's been discussion about how much uh justification we need for each um recommendation as far as like presenting it to the board. Um, there was just like the last couple of years like do we need like a thorough like breakdown of how this relates specifically to an SFGEL for example or how it meets all of our evaluation criteria? So I'm wondering how that's going to look this year. Are we just going to look at the checklist and say like it's sustainable, it's affordable, it's you know check check or is there going to be like a little >> So the way that I have facilitated in the past is that you know once we get all the options on

157the table for a particular issue and we go through and evaluate with the criteria that um and we come to consensus here is that we write it uh in a way that says okay we're going to uh I don't know review our supervision protocols or whatever it may be in this fashion. It should be pretty specific, right? Not just we're going to review supervision protocols, but you should be able to say, "Oh, a teacher will have uh no more than x number of duties per week, let's say, if that's what it was." Um or an employee. I think once those are are finished that and I'm not sure how you've done it in the past and we can talk about that more um how you've presented it to the board but we typically have taken

158those things if they're working conditions they might show up in your agreement language um compensation things right end up as a board agenda item saying you know IBM met and this is the recommendation obviously what we do here and what we we're making recommendations, right? Because ultimately the governing board has has is the one that says yay or nay to it. Um, so I don't know if that answers the question. Yeah, I guess just more for the evaluation like is there going to be a written statement of like this is how this to an SOFGEL or this is how we know that it's >> I see I see I think when so if we had a criterion that said uh connected to SOFG and we evaluate it with the 1 2 3 4 then you

159all would have to know that I think if there's more clarification on what that because I'm not an expert in your sofgs. Um, but if there was something that felt out of alignment or that would be a discussion we would have to have in here if that makes sense. >> If I can add to that and I know James you had some some things to share as well. Uh, it is still in the governing board guiding principles that were um we're using SOFG as the framework for part of these recommendations. Okay. So uh what we did last year is we had that be part of the evaluation criteria uh to align to a goal or a guardrail. Uh >> so uh even a specific goal like if it's increase proficiency in math by x% we

160would run >> whatever the working condition through to say this would support that. >> Right? And those goals are so specific that we tend to live more in the guard rails which are a little more general but still are evaluated and we still have um interim measures for each guard rail. >> Okay. >> So um you know they they read as broad guard rails but they're they're ways to make sure that we're using >> those guardrails to support the decisions because that's we we want to make sure that the governing board sees the alignment. and the value in how this um recommendation is aligned to what their framework is. >> Got it. Okay. >> So, it probably be helpful to have that. >> James had his hand up. >> James >> um and I this

161this reminds me of last year. I do remember there was some kind of stress partway through uh meet and confer. That's why I was a little surprised that there wasn't more clarity with the governing board guidelines. uh because if I correct me if I'm wrong, but if I remember correctly, we had like a number of different options and stuff and we were kind of cycling through those and then partway through the process it we had received some guidance uh from the governing board that they uh that there were I I don't know I don't want to say the phrase was that we were had too many but that they weren't maybe maybe not completely aligned to SG and I remember it creating some kind of awkwardness So, >> okay. I appreciate the context. >> Are

162there other questions, Kelly? >> No. Add more to the story, but I think you covered. >> Okay. Any other questions about the framing worksheet? Okay. So, we are going to attempt to tackle uh an issue today or more. Um, we won't get to the criteria yet, but my hope is that at the next meeting, we'll establish the criteria, agree to it, and then if we get to some options today, run those through the criteria and see where we land. Okay. All right. So, let's keep this uh handy for um the rest of our time together today. Um, I had this in here. We've talked about it. And I I think we've I think we've covered this enough today, but I want to make sure that everybody is at consensus about what consensus is. Okay. So,

163a thumbs up means that we fully support it. I'm 100% behind it. A thumbs sideways means that you might not love it. It might not be your very first choice, but you can live with it and get behind it. And I want to talk about living with it and getting behind it. Because if you do this in here, you need to do this outside of that door. If you cannot go here and then walk out and say, "Well, I only did it because blah blah blah." That's not okay. If we have fully answered questions and we've clarified the information and we've discussed the options and we've unpacked the interest and we've told the story about the issue, living with it is okay. We don't always get our first choice on on certain things. But if

164we can get behind it, then that should be okay. And that should be the message that's that is delivered outside of this room. And remember, a thumbs down means that you just want to continue to talk about it because you might need some additional information. You might need you might not fully understand the option as it is written or has been shared. So, it's not a veto. It's not a no. It's that if you do this, I fully expect that you're going to have a question to follow it. Okay. So, do we have consensus about consensus? I'm looking for thumbs. >> What's your >> Do you have a question? >> I want to see how it looks first. See how it looks. Like when someone put a thumbs down. I want to know how it

165looks before I'm like, "Yeah, I can live with this. I want to see how it looks, how it feels." >> What are you concerned about? >> I don't know. When we all decided, okay, every Monday we're going to be Oreo kick day. And I'm like, "No, I disagree. Don't kick me." And everyone's like, "Well, we discuss it." >> Sounds like a trust. >> There's time for you to >> No. Well, I'm sideways. I just want to see how it for right now. I'm sideways. I agree. I just want to know how it looks and feels once that thumbs down comes along. >> We agree. >> We I think first of all, we're not going to have any options about kicking anyone. Um >> all the >> that certainly uh that should not go through. Uh

166I don't think there's there's a legal uh criteria in there. So, I don't think it would pass that one. Uh I think but what I what I want to make sure we're I I see that you are kind of sideways but you're vacasillating between these two and but before we move forward I want to make sure that we're here or here with this because what I don't want to happen is down the road you then want to implement a different version of what consensus is if that makes sense. Could we go through our first um you know our first option go through all the shelves today and then you know put that thumbs up sideways and down into action so we all kind of have idea of what that thumb sound looks like and feels

167like what we're trying to >> that that's >> so do we have to say right now that we're in consensus with it or can we see what it looks like and feel like before we all say >> I think You're going to you're going to see it. You're going to know what it looks like and feels like when we do that. What I'm asking you to do is agree to this definition of consensus. >> See, I can't. But it's not we're not asking about a particular option right now, but I'm asking you to to to lean in to this this definition, this working uh model of consensus to say that that I'm not going to I'm not going to say no to be oppositional, but if I am going to put a thumbs down because

168this is not a no, it's that I'm going to need a little more information before I can live with this. >> So, I'm a cautious this way and I'm going to lean into it, but I'm not going to say for sure thumbs up and live with it. I am going to give a I'm cautiously optimistic. >> What What do you need right see it? >> But you're seeing it right now. So, what do you need right now to help you get to here on just using consensus? I don't feel like I have seen it, but I don't want to hold this up. I I say I'm here. I'm cautiously optimistic. I'm going to groove. And >> so, let me ask you this. Is this here? Is this a thumb sideways? >> It's a shaky sideways.

169[laughter] >> Is it a shaky sideways that I can move forward with using this definition? >> Yeah. Yeah. Yeah. >> And then but not come back later to say I didn't I was not living with it. I might come back later once I see it and be like, "Okay, I can't live with it." But so we can move forward. I am cautiously optimistic. I can move forward. I can lean in and you know get in the bath water with it. [laughter] >> If you have concerns later, it's about questions and understanding, not just about doing the process. >> No, no, no. That's I want to see what all of this looks like and feel like if we can say something this what we're going to do but none of us really know because like I

170said it's it's a new you know person this year kind of a new model so this is what it looks like >> but it kind of hamstrings the process if you have the ability then to come back later and say no no I never went sideways remember I was shaky and then now we're back to square one to go back over that doesn't seem That's not what I'm saying. >> Cuz that's what I'm hearing too and I just want to be sure. >> I'm not going to come back later. >> Then that's >> Are you thumb sideways or thumbs up or thumbs down? >> Shaking. >> No, I think you need to choose. You need to choose up, down, or sideways because there's only three options on there. >> You're sideways. >> I'm sideways. >>

171Perfect. >> well, I can move. We can legitimately like move forward. Okay. >> And on record, you're sideways. >> Something I haven't seen or done yet. But >> did we Let me ask you this. I can't remember. Did we do Did I do a silly activity with you all about vacation somewhere? >> Yeah. But I can live. We can >> come back in two weeks. >> having a limited budget and having a a group had to decide. Didn't I do that with you all? Okay. >> Yeah. I can live. we can move forward. I am shaking optimist I think I think to address some of like because Ariel is saying that she's a thumb sideways but has some concerns. Would it help you if after we do our first round we come back and discuss

172the consensus process and make sure that we're all cool with it. >> Yeah. I shake sideways. I want to see how we do today. Go through it. I mean I'm probably going to be okay with with it. I'm just I can't say for sure like oh yeah I don't know what it looks like or feels like. >> She came around to the streaming. We'll be okay. Okay. [laughter] >> I came around the streaming. I was against that. I'm flexible. >> Well, I also think this is the purpose of being able to do the thumb sideways is to say like I can live with this, but here are my concerns that I'm expressing, right? And that's fine. >> Okay. All right. I'm going to look for thumbs one more time just to make sure I captured

173this correctly. So, thumbs on using this these definitions of consensus. I see fully support primarily with a living. >> Okay. What's going to happen when someone's a thumbs down and no matter what is said or [singing] done? There's no way they're going to up. >> This is what I'm going to tell you. If that happens, it would appear to me that somebody is just trying to veto something and that is not the purpose. And if you do that, it is my job, our job to then say you're just saying no for the sake of saying no. you're being positional. Uh, very likely being positional and that's likely what would show at that time. >> I'm shaky side. The words sound good. I understand what you're saying, but we can all move forward. So, I don't

174want to hold us up. >> Well, we really can't move forward if you haven't voted. like this. I I hear you and and I hear that you want to do something outside of what the request is, but one of the things to move forward, Ariel, is to say that everyone in this room is thumbs up or thumb sideways. And and shakily sideways is not up there as an option. So that means you're either thumbs down or you're a thumb sideways. And so I think I'm feeling a little bit frustrated because I feel like we're staying on this topic a really long time, >> but we can't move forward because that's not you're not following the process. >> I'm shaky optimistic. I can lean in and I can participate. I can get in the B or

175we can move forward. I'm not going to come back in a couple of weeks and be like, "Oh, I never agreed to it." >> Okay. >> I'm still going to be shakily optimistic in a couple of weeks. So, I'm going to move forward with that being a sideways thumb. Also noted on the record that not coming back to change mind down the road. >> Yes. >> Okay. So, I'm living with a thumb sideways. >> I'll just come back with [laughter] >> that. That won't work either. All right. >> Okay. It is a little Oh, I'm almost on time. It's 11 I don't know if my watch's right. 11:38. Um, so you have an hour. I'd like for everybody to be back at 12:40 for uh to do some work so we can take a look

176at things. All right. >> Thanks for your attention this morning. Enjoy your lunch. All right. Check. Check. Russell, can you hear me back there? >> Can you hear this? Okay. >> Okay. >> All right. Welcome back, everybody. We're going to um get started. I want to try to honor everybody's time so that we can end on time today that 12:41 uh rain in Arizona is such a phenomenon, isn't it? Like we're we're no different than the uh kids in some respects, right? Where >> they were not big. >> Oh, really? [laughter] >> In Kraton. >> Yes. There's like snow. >> Really? >> Wow. So, yes, >> kids. Kids are definitely losing it. You're absolutely right. >> All right. So, what I want to do is uh move us into our next phase uh of the

177IBN process. And we're going to do some individuals, some small group, and whole group. You'll notice that's a theme when I'm here uh that we'll continue to do. And so what I need you to do first is I'm going to give you about a minute is to uh bring up the survey results which I believe are in the shared folder. So if you can open up your laptop, this is a permissible technology time and find the survey results that were shared at our last meeting. And if you can just show me uh with a thumb, thank you Katie, that you have found it. That would be great. Once I see most of the thumbs up, the infographic or the summary >> uh probably both. >> Whatever is going to help you identify some of the

178issues that were called out. >> In that folder, you also have the raw data in. Yeah, the >> we have both. Which one do you want that's open? >> I think you want to open the one that's going to give you the most information about uh issues that were identified. I don't have it in front of me. It might be the raw data data. It could be the summary piece. So, I've seen a couple of thumbs that have found it. Good. Okay. Thank you. All right. So, these are your instructions. You are first, if you can uh have him on the monitor to support you. Just as an individual on your own, no talking, you are going to identify two to three issue areas that you can see are showing up consistently. They might impact

179multiple employee groups um and they feel appropriate for our IBN work. Right now, I have a caveat which is uh I think we just need to pause on the compensation ones right now because we don't have all of the information and data at this point. It doesn't mean we're not going to address it. It would just not today. Um so you take a look at working conditions uh probably is a good place to start or benefits. Um, and I just want you on your own again to identify two to three issue areas that show up in your review of the data. So, I'm going to give you just about four minutes. I'll do a check in at four minutes to see how you're doing and see what you found. So, take notes on whatever works

180for you on the couple of issue areas. All right, next step we're going to move into small groups and I want you to orient yourselves. Um, I've got a paper in the back, a chart paper over here for classified. That's administrator in the back. Certified over here. And what you're going to do, and I would encourage you to take your chairs with you and have something uh take a marker or two because you're going to fill in these charts, is when you get back there, I want you to each share what you identified as an individual for your issues that you think we need to tackle. We're just looking at priority ones right now. Then I want you to agree on two to three issues that you think we should address as a team. So

181you have to come to agreement on two or three of them. And what you'll see is each chart has uh a column one that says what is the issue area. I'm not looking for an issue statement. Just give me an area. Put working conditions. And then you might put uh scheduling or something of that nature there. The middle one says why it rose to the top. So you're not going to say because I said so. You're going to give me some data as to why you decided to put that one there. And then the last column is who it affects. So, is it classified employees, all employees, students, [snorts] all of the above? Name exactly who it is. Okay? So, remember, all you're doing is staying at the issue level. I don't want to hear

182any conversations about how to fix it. If somebody jumps into that, just remind them. Remember, we're just we're going to set aside options right now. We're just identifying what the issue is, why it rose to the top because 87% of people identified it or whatever your your reason is, and who it affects. Is everybody clear? Any questions? Okay. So, again, classified folks, I want you to take your chairs. are going to come sit around this uh chart. administrator. the camera to be back on >> and microphones. >> Oh, I did not. But thank you. Uh I Joel think Adam got a lot to track here and I'm glad you're here to keep me on a couple things before we get to the priority uh issues that we just talked about and we're going to talk

183about how we're going to address this that I forgot to address when you came back from lunch. So a couple things I just want to make note that um I know that we talked about previously like if there was a caucus small group, right? That's when we turn the cameras and the mics off. Um, but I may also ask for that to happen if you know things feel a little curly as someone used to say uh you know if it feels a little ruffled or whatever it may be just to give space to have a conversation or whatever uh may be necessary. So, just wanted to let you all know that and I will it'll obviously be announced if that happens. The other thing I wanted to bring attention to is that Joel uh during

184his lunchtime worked on some of the parking lot, not all. Uh so, some of those things are in there, but we're going to address them, come back to them at our next meeting and make sure that we give um an update on some of those issues or items, I should say. Okay. Anything else you want to share on that? Yeah, I just captured them. >> Oh, you just wrote them down in the document. Thank you. He didn't answer, per se. >> Yeah, that's what I said. I wanted him to have something to eat. >> Some of them he may, but I don't want to get in this habit of like, okay, let's get the answers right away. So, we want to be thoughtful about when we're getting that information. All right, so here's what I

185have. Um, we're not we have some direction based on the small group whole group work that we just did. And if my illeible handwriting serves me well, that the priority issue that we've identified to start with is workload with 12, scheduling at 10, and then staffing is at five. That doesn't mean that there are not other things that will be addressed, but these are the ones we've identified that we're going to start with. So, I want to get consensus on this being the priority issue, this workload, and we're going to have to dig in to really understand what workload what what it means when we say workload. So, do we have consensus in the room to begin our work around the issue of workload? I'm looking for thumbs. All right. Very good. Thank you. Okay.

186So, now what we're going to do is we're gonna try our process and see how we do. Are you guys ready? Okay. So, I want to You're going to want probably to have your framing worksheet available. And I want to start with this idea about workload. And we're going to start by identifying the issue with a statement about the issue. Okay. So we've got workload, but we need to frame it as a problem, not a solution. Okay. So if you start to come up with an option or a solution, just say, you know what, I just noticed I'm going into an option. Let me back up, retreat from that. Okay. So we're going to try to say I'm like if you look at your example, there are concerns about workload that are impacting so and

187so or such group in ways that affect it might be an outcome or an interest. So some I don't know if you identified exactly uh why it is but it say if workload is the issue is it an impact on retention? Is it an impact on what? And so that's what we want to try to name. Okay. Real general, not no options. Is that thunder or >> Yeah. >> Okay. Um and I'm going to ask to see if anyone wants to try to take a take a Dorothy. Let's put um Roxanna, can you put Dorothy? and then Katie and let's see. We're not judging. We're just listening. See how it settles with us and then we'll take it from there. >> Dorothy, you ready? We need a microphone. Thank you. >> There are concerns about

188workload that affect teachers and their job satisfaction, which in turn affects retention. Man, do you think you could say that twice? >> Probably. >> There are concerns about workload >> about workload that affect teachers and their job satisfaction which in turn affects retention. >> Katie. >> All right. Mine's similar and I stole a little bit of yours to add to mine. Uh there are concerns about the discrepancy between prep time and the amount of work that is asked of teachers that is impacting their work life balance in a way that impacts job satisfaction and student outcomes. >> Can you say that one more time? >> Well, I think I said impact too many times. >> That's okay. We're not we're not going to >> Okay, words. >> We're not right. There are concerns about the

189discrepancy between prep time and the amount of work that is asked of teachers which impacts their work life balance as well as job satisfaction and student outcomes. Sorry, I'm just taking notes. I hope you keep yours there as well. Okay. Caroline, >> I feel after talking to neighbor that we could uh just not say teachers, but maybe staff. Uh we've got school bus drivers that are starting work at 6:00 a.m. and ending at 6:00 p.m. They're still doing runs. >> Okay. >> So, I think we could use maybe teachers and other staff. uh when you when you were doing your work in your smaller groups, did you see evidence of that in your survey results? I'm not saying that you can't still identify it, but did that show up somewhere? And somebody if you want

190to take a look or Eve's going to look >> I'm not saying no. I just want to hear a little more. James microphone. Thank you. Yes, there is evidence. >> Okay. >> I was surprised to hear that it was just teachers. >> Okay. What is your evidence? >> So, the uh I don't have the specific numbers. I can find them though. Um uh that their uh workload was specifically related to um uh uh uh that distribution of you know what you're being asked to do and the time that you're asked to do it with. I think that relates to classified. I think that relates to administrative side. I think that relates to all employee groups. >> Okay. Is there anyone else in the Yes. Ally, >> you want to take a you want to try

191a statement or >> just to add to this? Um based [clears throat] on some of the responses in the survey, I think um some of the classified staff, specifically custodial staff, was mentioning being understaffed, but I do think that also can is kind of about this workload. They have too much to do at the schools and they're not able to get it done. So, some of the campuses are ending up not being like fully cleaned is what the comment some of the comments were saying. And that when we get to the story part, that's I'm going to need you to to remember that part because that's that that is part of the story. Okay. So, let's go back to the identifying our issue. We've had two takes on it. I think we're okay. Kelly, I

192see you. Um I think we're okay making the change to staff or all employees. Um, but I'll I'll do a temperature check on that in a second. Kelly, >> um, I just felt like Dorothy's was pretty general and could easily be replaced to Garland's point with staff, but I felt like Katie's was very specific to teachers in terms of prep time. So, I don't know if we want to include two different >> okay >> issue statements because one is specific to a group of employees that specifically have prep time which classified staff do I understand but I think if I'm understanding you correctly it was different right and and the other one was a little more general >> no I appreciate that >> and then Ali's was even more specific to a different group that

193obviously has a different workload but not because >> I think let's we might want to unpack workload a little bit because I I think to your point when you're talking about that prep and I don't know if that shows up as another if if that falls under scheduling or planning or workload, right? Like if if there are not enough uh custodial staff, I might have to clean two buildings instead of just one sort of thing, right? That's seems to be like a work load. But let's let's keep unpacking this. Eve, what do you got? Um, I pulled up the survey and there was one classified person that was dissatisfied specifically about time to complete duties, but there were four, nope, six uh that were um neither satisfied or dissatisfied because of staffing and workload. >>

194Okay. 10% of that particular group that responded. Okay, thank you for the clarification. All right, so let me go back to uh one of the first one. There are concerns about workload that affect staff. Is everybody okay with that change? >> And job satisfaction, which is Thank you. I can't even read my own handwriting. Okay. Is everybody okay with that issue statement as written? >> Thumbs. Thumbs down somewhere. >> Would you like me to repeat it? >> Can Dorothy, would you repeat it since you It's >> I didn't write it down. Oh, there are I'm going to make sure I chicken scratch. There are concerns about workload that affect staff which is impacting job satisfaction and and affecting retention. Job satisfaction and retention. Okay. All right. I will capture that. >> I'll put it on

195the note sheet. >> Perfect. >> Concerns about work. which is impacting job satisfaction and retention. >> Okay. >> Now, I'm going to ask for uh somebody to help me take notes because um a I have terrible handwriting that sometimes I can't read my own. Most time I can. Um, but we're going to try to move to the story part of this issue. Okay. So, if somebody is willing and wants to come up here to take notes on the particular uh columns for me, that would be much appreciated. >> I'm willing to write, but do you have any markers that are different than these markers? >> Are they not >> like the flip chart markers? >> Are they Are you telling me you don't like my markers? >> I like your markers. Ah, they're not working.

196>> I've got towards >> Gotcha. Listen, >> I know. I know. I know they're cheap markers. I kept my Mr. Sketch markers at home. All right. So, before we get started, the story, if you recall, and I think that's where you're going to. Yeah, I'll tell you in just a second. The story is the part of where we talk about what's happening, who's affected, why it matters, and what constraints might be in play. So, we're going to try to walk through this one question at a time, some of which we've already covered, but we're going to capture it up here and then capture it as a a a sentence or two. So what is happening now? What are we seeing? And not shoulds, just descriptive. And you've sort of alluded to some of this uh

197already, Dorothy. >> Oh, sorry. It escaped. Uh from my experience, one of two things is happening for myself personally as well as other people that I see. Either people are working very long hours or work and presumably essential work is going undone or not done in a timely manner. Try try yeah just capture. It doesn't have to be full-blown sentences right now. We can make it Is this a current problem? Did it just start this school year? Did it start last year? When >> do we have any evidence? >> Are you asking everybody? >> I'm asking the group. Is there anything spelled out in the survey about it or no? Caroline, >> I was going to be smart and just say the district started in 1884. It's been a problem since then. [laughter] But I

198don't have survey proof. >> Okay. >> This is Was this an issue last year >> that you talked about? Okay. >> Has it gotten just since COVID? Is it related to staffing shortages that have increased over the last couple years? Okay. Um, we talked about a little bit about who, but let's be specific about who it is impacting. Who's feeling this the the most most directly? Most directly. Is that a appropriate grammar? Where are my ELA teachers? >> It sounds like te teaching staff for sure. And sped, transportation, facilities. >> Okay, hang on to capture teachers. anyone else that we're not thinking about that is impacting that maybe it showed up in a comment. James. >> So I guess questioning process but not questioning process. Um I I feel like I feel like this is

199systemwide. So and what worries me about like prioritizing like the first thing that came to my mind was what what group of employees has the most immediate uh uh contact with students. So I I would definitely first say teachers. Uh but uh I would also say that it's a systemwide thing and it it sets up this priority saying you know well this group of it's like whose ice is colder, right? This this group of employees is affected by it more than others. I I I have trouble with that. >> Well, you said it though like who who is impacted the directly, right? and it either showed up in the survey or not. And Eve gave us a couple of numbers on the teacher side or certified side. We didn't talk about the specific numbers, but

200was it more predominant? Eve, >> let me let me pull that up. >> Okay. And to add to that part of the data, the largest employee group is teachers. So it would make sense to me that they would be the ones who would be the the the largest uh participants in the survey. So I feel like that needs to be a part of the conversation too. >> Yeah. And maybe if we think about it in terms of percentages, right? So even if more certified responded to the survey of those responses, what percent spoke about workload? Right? because you could have a lesser response from a different group, >> but it could still show up as their primary concern if that makes sense. >> Okay. >> I mean I mean from the survey, but our students

201are really being impacted most when work goes undone or people are burned out and teachers are turning over. it's impacting students and that's showing not necessarily in the survey data but in our in all of our data. >> Tell me more. >> Well, I mean we have very we have a a you know high rate of turnover and we have fairly low test scores, you know, speaking comparatively to other districts. >> So, is the issue turnover or is the issue workload? Are your are your folks leaving because of workload? >> I'm sure that workload like the workload doesn't match the comp matches the compensation. You can go to the same district, you know, a different district, do the same amount of work, but get more money for doing it. >> So that's a different issue

202though, right? If you're talking about compensation, so if you were going to stay in that workload thing, right? I want to >> really come back to >> is workload affecting retention because the workload and the compensation isn't matching >> and I so I'm just I'm what I want to do is sort of push this towards some facts too, right? I'm not saying you're wrong. I'm just saying it could be that workload is impacting retention. Well, I mean, I guess my evidence is that I've worked in a different district where teachers get two preps per day and those teachers do not turn over. Like they're there for life. And so, I guess I'm I'm comparatively speaking. And then obviously it's like all over. It's it's like the huge war cry right now is like >> this

203profession is built on unpaid labor. >> But what do you mean when you say facts? Do you want us to collect data? >> Well, I want to know, do you have some data that would support this? So, Eve Eve is >> I have some data that would support this. So uh we talked about six um classified were neither satisfied or dissatisfied but they were unhappy with the workload and one was dissatisfied um which I think we found to be about 10% but of cert certified 49% are either dissatisfied or neither satisfied or dissatisfied. So like neutral specifically about workload and it's also it coincides with compensation but we're talking about workload right now. So that's the data from the survey. >> So 49% of teachers specifically put that they were dissatisfied. Don't tell me about

204the neutral ones yet but just 49% though did indicate dissatisfaction. >> I included both. >> Tell me just about the dissatisfied. 10. >> So 10 10 people. Is there a percentage associated with that? >> 10 out of 39. >> So it's 15%. Okay. Dissatisfied. >> Where are my math? But the question that says, "How satisfied are you with the district's overall working conditions?" >> No. >> Is there a specific question about workload? >> It's working conditions, which says staffing, resources, tools, facilities, safety, communication, scheduling, etc. is 15 that's dissatisfied. >> Okay. Ally, we're getting 25% on which Pete >> 10 out of 39 is closer than 25. >> Gotcha. Okay. But again, to your point, Kelly, what you're saying is it showed up under working conditions. Were there were there 25 comments about workload alone

205or it was just that overall area? >> Are you talking about the comments or the bar the pigraph? >> I'm trying to narrow it down to workload. So, we got working conditions and within working conditions, there are lots of different things. You guys identified workload. How did you get to workload being >> that prior priority? >> Daniel's doing right now. >> I'm just I just listen. I'm not debating. I just want to unpack it a little more. >> There's not a lot of comments about workload. >> Okay. >> Are are we only using the survey as the evidence or can we use our background knowledge? >> But workloads including work conditions. So if you choose your top priority people said working conditions does working conditions include workload or we're looking to see did they specifically

206say workload. So I don't know if workload is one of the options or are we focusing on working conditions. >> So work is working conditions. Well, let me back up because within working conditions, there are multiple things that can happen within a working condition, right? Your schedule, your workload, safety, all of those areas. >> Yeah. So when you all were in your groups and identified workload and this could be on me as the area focus on my assumption and if uh was that you saw some data that said this is something we should really take a look at because it showed up whether it showed up in the comment or and I don't have the survey in front of me or as a specific thing within um so I'm not saying we don't address it.

207I'm just I just I'm trying to unpack it a little more. And I and to Katie's question, >> the prioritization >> asked specifically about workload, which is like it asked people to to rank their top three prioritization and that was >> 48% >> of all employees, okay, >> indicated that workload was their top priority or what meet and converse should the IBN team should focus on should explore. So, let me get back to Katie's question about are we only using the survey or can we bring our background into it. There's going to be a little bit of both naturally, right? Like some of the things that you talk about that you saw on the survey probably led you down a different path. You're sharing information about uh another uh organization. I think what you want

208to be careful about is right is that that that background in particular about the other place is not specific toraton. I'm not saying that you can't and won't have other issues but if you look at your survey and what your people responded to, they identified 48% identified workload as a priority area within working conditions to to address. Does that make sense? >> What you don't want to do is carry the water. And I thought I heard it in a uh a small group conversation about one person that you've heard on your campus who has a specific complaint. And by carry the water, I mean you're not going to just bring that here if it's just one. If it's multiple as it showed up on the survey, that's a whole different ballgame. Does that make sense?

209Do you want to spend time going through this process like we're doing right now for a p one person who has a concern or for 48% is where I'm trying to get you. >> I think what Katie's getting and I don't want to speak for you Katie so let me know if this is off base but I think all of us probably can think of an employee or several who have said like I'm overwhelmed overworked like I have too much to do. I do not have enough prep time. So I think that's what you mean by like anecdotal you know knowledge of questions that have happened with staff who feel sure overwhelmed and >> and like I could even go to data you know our learning walk data shows that teachers are not as prepared

210as we want them to be well of course they're not because they don't have enough time to do it same thing we can look at our AASA data our CFA data so I have like data components in my head but I think your questions are like can you pinpoint that is the exact reason and yes I can because yes I >> [laughter] >> And also my concern with using just the survey is how many people responded to the survey? >> 74 out of our whole district. That's not representative of the whole district. >> But statistically it is. >> It's still statistically statistically it is. >> What about the exit survey? That's what I was going to ask about was the exit. >> Let me come back to a couple things you said. So you have

211data. You are correct. And I am not a statistician. I said this last time. I'm never going to claim to be. But if you start, you've got causation, correlation. I'm not going to go into all that. The the doctors in the room can do that. Um, >> so you have to be really careful because if you can say 1,00 you are highly confident and you can prove statistically that as a result of not having enough planning time, students are not proficient in math. And if you just fix that thing, everybody would be proficient, the majority. You have to be very careful because I'm going to bet there's could be could be I don't know I've not seen your data there could be an issue around maybe you have teachers that are not uh content savvy

212when it comes to math at certain things right if I'm a brand new >> time to get content >> but they might have had professional learning you're right this is we could have provided them professional learning. So, I'm not trying to negate the issue. I just want to be careful about those sorts of things. And I think the other thing we have to be mindful of is you've got the survey. We yes, we wish that more people had responded, but this is the data that you have. That doesn't mean that you're not going to talk about in this story. You're already talking about some of the impacts like what you've heard. If you looked at exit survey data, uh, which is why I asked a question about workload, do you have evidence to say people

213are leaving Kraton because of the workload or is there something else that is being shared around that specifically? So, I'm not saying no. I'm just want to put that out for food for thought. Did was there another question over here? >> Ally and then Eve. Oh, sorry. Ally Dor. Oh, you're on it. Thank you, >> Ally. >> I am not very good at using like a spreadsheet, but I'm wondering if maybe you can look at the data of new teachers or like teachers that are within the first five years of teaching within the district and seeing their satisfaction scores and maybe using that sort of data to determine whether um that could be a potential reason why they're we don't have as great of as we want. >> Okay. So, um, Ally, then Dorothy, >>

214I was just going to go back to the exit survey data and do we is are is there a question around workload that we could directly look at that kind of information that you just talked about in terms of a certain percentage of teachers are citing that as a reason that they are leaving. >> Okay. >> But I don't know that we did exit survey. We did more of the stay surveys. >> We still do that. >> Okay. Okay. All right. >> Or you have both. So you might >> Or we have both. And maybe we can find something in both. I don't know. >> And again, I'm not I don't want to get too much in the weeds about it. I just want to be careful that we're not um just saying this because

215we know it to be true, right? You have some data pieces. That data may better inform some uh things as we move forward. Um but and we're gonna have to come back to the story in just a second. >> Can I just respond to Dorothy? So we uh it's a voluntary survey. So last year we had 40 respondents to the exit survey. Workload is a specific criteria that they can select. Um I can throw this into the um chat, but the specific question about why are you leaving? out of 40 responses, 15% noted workload. So, six six people out of 40. >> Yep. >> All right. >> Hey, I'm a miracle worker sometimes. >> Yes. All right, Daniel. >> Um I just went on the spreadsheet and like set up the filters to show me

216the numbers, but of the classified respondents, um 56% had workload as one of their top three issues. And then of the certified respondents, 87% had workload as one of their top three issues. So that is why when my group did listed workload, we said it primarily affected certified, it wasn't that the classified wasn't affected. It's that on the survey data, 87% of certified almost basically almost every single respondent had workload as one of their top three working conditions issues. It >> did um administrators, you have any data on that group or no? >> Yeah, I can check. >> Okay. All right. Thank you. and thanks for the data. Um, Eve, >> um, I have a little different data, but the of the, um, the comments area where it said rank your top three priorities, um,

21731% of classified staff said workload and, uh, 62% of teachers said workload. >> Okay. All right. So, we're we're tackling the right thing. Okay. Again, I'm not I'm not I'm not trying to argue. I just want to make sure we understand fully like be mindful about what you're putting out here because again, you've you've got anecdotal evidence all day, every day, but we can't solve every single one of those issues. We we gave a survey. We identified some of the top areas of concern which led to this work and is now taking us down the story. Um, okay. >> Do you want the admin? >> Are there any other Oh, sure. >> It was It was 100% for admin. So, of all the respondents for admin, they all listed workload as a top three issue.

218>> How many do you know how many? >> 10 out of 10. >> 10 out of Thank you. Okay. So, it is fair to say that all staff >> Okay. All right. Now, we're going to go to the next part. What are potential impacts in this story about workload? What are the impacts if nothing changes? So, just I don't want you to focus on the urgency. I just want you to focus on potential consequences. If it stays as is, what might this mean over time? Don't pro no fixes, no auctions. Um I was going to say when people are overworked they cut corners right like when you are given 10 hours of work to do in an eight hour day two hours of work doesn't get done right and in some cases it means like

219in classified a building doesn't get cleaned something doesn't get fixed right certified it's like maybe some papers don't get graded maybe you know something doesn't happen that needs to happen things like that >> okay so the impacts are uh Wait, how can we put that in a shortcuts or less quality or incomplete? >> Yeah, lower quality or less work completed. Yeah, because I mean I thinking as a teacher it's like the impact really goes on the students, right? If I have, you know, 30 papers to grade, some of those kids aren't going to get those papers, right, if I don't have the time given to grade it. Okay. >> Other potential impacts, Brian. Um to build on what Daniel said, um if you're given, you know, some some employees will then take that extra missing

220two hours or three or four hours and take it home where um then it then affects, you know, home life, mental health, um >> work life, >> work work life balance, those type of things. any other potential impacts. Uh, Kelly >> um Joel reported what was the number again that folks that said it >> 15 >> that you just said% >> 15% >> that's all groups is that correct or okay >> all all employ >> so high staff turnover >> yeah retention >> yeah I I linked the results of Seems so the highest one was 37% [clears throat] salary 37 change. >> Okay. Other potential impacts >> Justinians. >> Thank you. others. Dorothy, >> well, I think Katie made a good um connection to student outcomes. If if work isn't getting done, ultimately that's going

221to start affecting student outcomes. If, for example, lesson plans or lesson planning isn't happening in a way that leads to effective instruction, that's going to affect student outcomes. If kids aren't getting timely feedback on the work that they're doing, that's going to lead to potential impact on student outcomes. So, >> okay. Other outcomes impacts, >> Kelly? >> Maybe like low morale overall. >> Yeah, morale. >> You just put morale. >> M O R A L E. Okay. All right. Any other impacts? All right. On the uh if you could draw a line like under your morale or or somehow we're going to I'm going to capture one other area here. Okay. Now we need to be able to talk about what constraints are in place, right? What are the known what boundaries or what realities

222are in place that shape this situation? >> Some things you just have to do because it's required legally. >> So legal requirements. Dorothy, I'm sorry. Did you have your hand up? >> That's what I was going to say. was like the minimum number of minutes that we have to teach certain things. We can't just a solution or an option can't just be give everybody four preps a day. Then we wouldn't meet the student minutes. So the legal requirements and that can be both uh state federal right IEP stuff. Okay, good. Um any other constraints or boundaries that are in place that we need to be thinking about? Daniel, >> um instructional constraints, right? So um the curriculum instruction department has like an outline of like what we as teachers need to be doing which requires

223x number of work and like our purview here is like non-instructional. So for example we couldn't have options that would significantly negatively impact instruction. We might be able to reshape things but like you know we can't pass something that would be oh no more social studies instruction or whatever. Right. >> Right. other potential realities that might shape this situation for us. >> Low staffing or staffing shortages. Is that okay? And that's not just teachers, right? That's all employee groups are impacted by this, right? It's there's a principal shortage, there's superintendent shortage, there's teacher shortage, sped teacher shortage, math teacher shortage, bus driver shortage, custodian I mean contracted services for I don't know if you're contracting out for any of those things, but very likely other constraints. Ally, >> something that was brought up in our

224group was um I guess like a concern around like making sure that if people did have more time it was used effectively. Um so potentially uh misuse of uh like additional planning time to get that work done. >> That's fair. So you can you might give it but it might be not intend not used as intended. Okay. All right Katie. >> Um I think financial constraints. We can't just hire 50 more people. >> Absolutely. >> Okay. So, I is 21 right now. I just want to make sure we're um I I want to put a break in because it took a little bit longer, but I think the time invested here because once we get going, the next time we do this, it won't take as long because you you've done it, you've seen it.

225So, what we're going to try to do is take all of this and put it into one story, not an essay, not a four paragraph uh paper, but just a few sentences about what we see here around working conditions. So, I might ask Katie or anyone who's willing to to help uh take a try at this to see if we can come up with a a story statement or two about uh what we all contributed here. But we're going to do that after we come back together and see what we've come up with at 2. Let's come back at 2:30. It's 2:12. Okay. All right. Good work. You can cut the I'm going to read it out loud and it is up here for you as well. Currently workload essentials. I don't know where I

226got essentials. Is that on? Oh, essential work. Is that what that meant, Katie? You think? Essential. Sorry. Currently essential workload is impacting staff in all employee categories which has resulted in low morale retention issues lesser lower quality of work and may impact health and safety student outcomes and work life balances. Do you think I captured this? Generally speaking, this story around workload. >> I sure can. Currently, essential workload is impacting staff in all employee categories, which has resulted in low morale, retention issues, a lower quality of work, and may impact health and safety, student outcomes, and work life balances. Do you think this story pretty much captures what we've been discussing about workload >> general agreement? Okay, good. Within these constraints that we also identified down below and that's important because when we start to

227talk about options and things, we're going to have to be mindful of those areas. So now what we're going to do is we're going to move into this next phase and we're going to do some more small group. And I'm going to tell you right now, we're behind on the agenda significantly, but I'm going to assure you that as we move forward, we're going to we'll work more efficiently. Um, so I think it's again critical to understand the process and do this well so that when we continue looking at issues that we we get really good at this part. So, I apologize that we didn't get or not going to get where um what I mapped out on the agenda, but I I think it's critical to the work. So, thank you for sticking with

228it. What we're going to do now is you're going to get into small groups to identify interests around this issue of workload. So, what I want you to do when you're in your small groups is you're going to write your interest related to this, why this is a concern, and some of which we've identified, the impacts, but you're going to write these in value statements. We value retent retaining effective employees. Okay? We value ensuring that whatever it is you want to add there. Okay? So, I want you to think about this through the lens of these statements related to your issue around workload. And for this exercise, I'm going to have you, we're going to do mixed uh employee groups. And so, you can do the same thing. You can just pull your chairs. I'll

229let you all decide where you want to go. Um, so I trying to figure out how I'm going to do this because I've got different size groups. We'll see how this works. Um, so what I need is a certified, a classified, and an administrator to just uh take something to write with, you can actually write your interest on the bottom of of the papers since we have space on there. So if you want to go to to this paper or bring a paper with you to capture the interest that you all identify, okay? And remember, why is this a concern? Take your framing worksheet with you if that helps. And then let's break up into small groups. We'll work for about 10 minutes and then come back as whole group and then identify where we

230see some shared interest. Okay. All right. So I need a certified classified administrator. One just head on over here. Bring the chair. I would do this more methodically but Okay. Who's my administrator that's gonna Thanks, Brian. All right. I need another certified classified admin group. Who do we have? >> That's Katie. Okay, thank you. Certified. Classified admin. I'll just admin classified. >> Certified. Are you the last standing certified? >> Oh, okay. Amber. Okay. >> And then we're out. So, what we're going to do, I'm going to have You're my last remaining certified, correct? >> Oh, I'm sorry, Dorothy. Okay. So, Dorothy, why don't you join over there? Daniel, why don't you join this group back here? >> Classified. I'm gonna have you tag in here. Here, here. Good. Okay. Thank you. All right, this is

231what I have. I'm going to read all of these interests that were identified in your small groups out loud. You can try to read my handwriting, but I do promise you that we will type these up and put them into a document that you actually can read a little more uh legibly. >> What's that? >> He's already on it. All right. So, here we go. We value retention of staff uh because it provides consistency and stability. We value quality instruction, work life balance, equitable and fair workload distribution, time to do highquality work, respect for the profession without moral coercion, high student outcomes, happy, healthy, motivated employees, serving the community, and quality onboarding that comes with time. The quality of onboarding that comes with time and expertise. think about what your group talked about. Have I

232missed anything? Any concerns about what is on here? Okay. Do we have consist consensus on the interest related to workload? I'm looking for thumbs. All right. Full fully supported. Thank you. Okay. It's 3 o'clock. You tell me if you want to try to tackle options or do you want to table it? >> Everybody's like, "Nope, we're done." >> Is there we do need to talk about the uh collaborative statement. We need to talk about our agenda for our next meeting. Then I have You have to do an exit ticket for me today. So, is everybody okay? We'll start with options at our next meeting. >> Yes. Okay. All right. This is good work. Wh All right. So, we're going to come up with our collaborative statement. Um I think if you look at the outcomes,

233I can go back to that. Who did all these animations to help us? uh recall what we did and come up I think the last time can I ask a question uh last time we came up with a general collaborative statement it uh I'm assuming went out in a newsletter of sorts did you get any feedback any did anything come of it or no it's just out there >> okay Emily did you get any feedback okay so either I can you all can take a stab at. I got to get away from saying stab. That's very sort of violent. Uh [laughter] what what help me? I'm fading. >> I can't get that either. I can try attempt. >> Yeah, I would really love to hear from someone we haven't heard from today to say who

234can say in just general terms what did we what did we do today as a group? So I will start we uh began our day with um a review of policy and we established what? >> Solid. >> Norms solidified norms. I need another sentence after that. We reviewed data >> and determine the high top priority >> issues. >> Priority issues. Prioritized issues. Thank you. >> Okay. neighbor, can you help us out? What else did we do after we prioritized our issues? Work we've been doing for the last uh hours or >> we went over our first. >> We reviewed our first issue, identified the story That's right. Thank you. Do you think it's important that we share even though everybody can see it that we came to consensus on those norms? Okay, I'm going to

235add that in there somewhere. Do we need to talk about we came to consensus on consensus? We identified our working definition for consensus. >> What's that, Brian? >> I think that's okay. >> That's important. >> Okay. I just forgot what the last one. Consensus on norms. I'll add that in there. >> Anything else that we need to share in this statement? Um, again without words smmithing entirely, we began our day with a review of the meet and confer policy. We solidified and came to consensus on our norms. We reviewed data uh do we want to say HR and finance data? Okay. Sorry to interrupt. Just a heads up. The fruit has bugs in it. >> Oh, okay. >> Don't add that. >> I'm not going to put that in. Thank you. >> If anybody was

236going to get up. >> Um, we prioritized our we prioritized some issues because we haven't done that for all. We came to consensus on our definition of consensus. I don't know if there's a better way to frame that. We reviewed our first issue including identifying the story and the interest. Uh I guess we can say workload because it's all out there on the worldwide web. Everybody good with that? Do we have consensus on this general? All it'll get pretty prettyified beautified. Everybody okay with what we said or do I needed to read it again? Okay. Do we have consensus on the collaborative statement? I'm looking for thumbs. Thumb. Thumb. Thumb. Thumb. Thumb. Thumb. Awesome. Okay. This group is ready to go. [clears throat] I hear you. My voice is ready to go. Uh oh, next

237meeting. Look at that. We've already conquered two. I'm going to put that in our uh collaborative statement, too, is February 5th. Also want you all to look at these and make sure that everybody can commit to these dates moving forward. Um agenda setting. I think the first thing we'll do obviously when we get back together, I I always do some refresher work on norms. not a lot, just a a review of it. Um, and then we'll pick right up with identifying options for workload and then we're going to try to just start tackling issues. Is there any I know we have an update I think Dr. Lauren uh from Valley Schools Management on >> Yes. >> health to potentially insurance. >> Okay, great. Is there anything else we need to be thinking about for our

238next agenda that we haven't discussed right now? Anybody else that needs to present? Is Vanessa need to share anything at the next meeting? >> Okay, we'll connect and say that's a tenative agenda item as well. >> Oh, yeah. >> Yeah. Numbers for the classes. >> Yeah. >> Okay. Um, okay. Anything else on agenda? Okay. Please grab an index card and I would like everyone to participate today. One index card out of your box, please. On the front side of your card, in the upper left corner, I want you to put grow. I want you to turn the card over. And on the other side, I want you to put glow. And what I would like you to do is take some time and give one grow. So, an area that we might need to be

239mindful of moving forward, one area that might need some improvement, and then on the flip side, one glow. What worked well today that you want to continue to do? Joel, do you have anything else before grow is an area that you think might need some improvement or enhancement. I'll know you're just about ready to finish if I see your index card at the uh front of your table there. And then just one last thing and we will wrap it up and go. We're going to be out early. That all right, Dr. Lauren, does everybody have to stay in the room and >> take an apple? Everyone has to take an apple, but don't take the bugs. >> And if you'd be so kind to put the markers and postits and whatnot and what have you

240back in, I will collect the uh plastic protected worksheet framing worksheets from you. Thank you. Thank you. Thank you. If you have any trash, I'm certain folks would like that. I'm gonna scoop this up. >> No problem. Thank you. >> Thank you. Thank you. Thank you. >> All right, it looks like most everyone is finished. I want we're going to go around. Everyone has to uh contribute. Please, if you need a pass, I'll give you a pass, but I'll come back to you. I just want you to give me one word to describe how you feel after today's work and not tired. Okay, I'm going to try to go in order so I remember who's who. But, uh, you know what? I'll start here and come back around. Caroline productive >> productive >> content >>

241hopeful >> formative >> informative >> I was writing >> I'll come back to you Kelly >> eager >> informative >> optimistic hopeful you want to participate >> uh feel good >> good >> uh consistent >> consistent >> feel included >> included >> hopeful productive. Yolanda, >> Hopeful. Thank you very much. I know it was a long day. It's tough work, but I think we got a good start and we're going to hit the ground running next time. So, I'll see you next month. >> Thanks. >> Thank you. >> I'll come around and gather these. Oh, yeah. Keep your folders, name tags inside your folders. You finished? >> Yeah. >> Thank you.