001All right. >> [snorts] >> Yesterday, I sent you a link to the shared folder. So, if you're having a hard time linking to that folder or getting the information in that folder, let me know and I'll I'll check the permissions, but you should all be able to access it. the one in December 4th meeting that says notes for the meeting includes all of the links that we'll be using today and it also has a place where I'll capture notes for things that maybe if you have if this team has a request for certain data I'll put it in the notes so that we have a task that's assigned to the appropriate department that needs to investigate that request. So, any questions about any of that? All right. Um, I am going to turn our time
002over to our facilitator. Alexis Wilson is uh a wonderful friend of the district now. We've been working with her on a couple of different things. Uh, she came and helped us with some training for our leadership team. uh she's a very experienced member of the education community and so I'm not going to give too much up but I just want us to welcome Alexis to our team. >> Right. Thank you. So I have a lapel mic. It seems to be working now. Yes, everybody can hear. Excellent. Well, good morning. Thank you for your patience as we are working through some technology stuff, but I am very confident in Russell and Dejo's ability to uh get these resolved for us. And as um Joel said, I really appreciate you all taking the time to be here
003today and in the coming uh months to give up a full day. I know it was a lot and so very much appreciate your time. Um we're going to sort of jump right into an activity. Um well, first I'm going to go over the agenda and then we'll do a activity where I'll talk about who I am and who you all are. My hope is that I will memorize your names, but I'm not as good as I used to be at that. uh exercise when I was a teacher. So um so just keep your name tags up once we get them settled in. So So this is our uh agenda. It is uh I'm going to say tentative because sometimes things go a little later, sometimes things go end a little sooner. Um but we
004will try to stick to making sure we have a break this morning, lunch at 11:45 after Mr. man. And then another break this afternoon. We're goal is to finish up at 3:30 today. And as you see, we're going to go through, you know, learning about interestbased negotiations. I know several of you, I don't know who yet, uh, have already been trained on the process, but I like to do a refresher because I'm new to you all and you're new to me. So, uh, maybe some things will be familiar, maybe some things will be different. And then we're going to do some norm setting after lunch. and then uh Joel and Kelly are going to share some uh information with us as well. So looking forward to spending the day with you today. Um so as
005Joel said I yes I am a friend of education. I've actually worked in your neighboring uh school district vaults for 20 21 or 22 years I think. Started off as a classified employee there. then became a substitute teacher which made me realize I wanted to be a teacher. So then I was a teacher. Then I was an assistant principal and a principal and assistant superintendent of administrative services. And then I ended my career in a K12 uh much larger district, much different demographic uh as assistant superintendent of HR. So, I've been 25 years in the education sphere and uh retired almost a year and a half ago, which um but I can't quite seem to quit. So, here I am with you all today. So, what I'm going to have you all do is we're
006going to do a little uh introduction activity and getting to know each other a little bit better than maybe well maybe I'll get to know you better because some of you already know each other a lot better. But what we're going to do is we're going to take these name uh tents and you're going to fold them like a hot dog link lengthwise like that. Um and you're going to put information on the front. So, I'm going to go over as I'm passing these out what we're going to have on there. And then I'm going to give you all some time to do that. And then we're going to do an activity where we uh get to know each other a little bit better. There's an extra one. That one could come down here. Thanks.
007There you are. Does everybody have one? >> Okay. Thanks. All right. So, what I want you to do is on the front, the side that's going to be facing towards me is put your name right in the middle, just big and bold, so I can uh with my veteran eyes see it a little uh better. So, your name's going to go right in the front, and I'm fine if you just want to put your first name. And then on the top left, I want you to put what your title is and uh what your association is, or you could put your school if you're um CA or some other entity that you'd like. On the top right, you're going to put how many years you've been in Kraton and then a slash mark and which
008employee group. Are you classified, certified, administrator? On the bottom left of the front, you're going to put a word or you can draw a picture, an emoji if you'd like about how you're feeling about today. So, I'm feeling excited. I was getting a little nervous with the technology, but I'm back to excited now. And then on the bottom right, I want you to put a small recent win that you have had. It can be professional, it can be personal. For me, I recently was uh with my mom over the Thanksgiving holiday and we are in that moment where she is older but not, you know, incapable of doing things and it's a struggle sometimes because I want to help and she doesn't want me to help. But she allowed me to um get on her
009iPhone and share her location so in case something were to happen, I now know where she is. Now, that may not sound like a big deal, but my mom's really stubborn, so it was a big deal for me um for her to do that. And then on the back of your name tent, you're going to on the top left, you're going to put a hobby or an interest that you wish you had more time for. On the top right, your favorite food. So, I wish I was playing golf a little bit more, and I love Mexican food. On the bottom left, a place you'd like to visit. I would like to go to Turks and Caos. And on the bottom right, what creates trust for you in group work settings? I appreciate that if I
010put an idea out on the table that I'm not judged about it or if I make a statement about something that I'm not judged. So that helps create trust for me. So I want you to put what creates trust for you. And you can just put one word. You may have to explain it a little bit more when we get into our pairs. So, I'm going to give you guys just a couple minutes to finish that up. There should be some markers. If you need markers, let me know. >> Oh, you've got the fancy Mr. Sketch. chair with some music. So, the instructions are when the music starts, you're going to get up and you're going to walk around. And you can't just walk in a circle around your chair. You really have to move.
011There's a lot of space around here. We got to try to get our steps in somehow today. Uh when the music stops, you're going to pair up with somebody next to you. You can fist bump, high five, elbow, shake hands, whatever works. Introduce yourselves if you don't know each other. And then I want you to share something at least one thing from the front uh of your your name tent and then one or two things on the back. And so you're going to take turns. So the first person will go and then when they finish then the next person will go. So the idea is to get to know each other. If you already know each other, just get to know each other a little bit better. And um and then we'll do that a
012couple times. So everybody understand the rules. I'm going to see how the music works with my lapel mic here. Listen to some vintage music here. So everybody get ready and get If you need to take your card, take it with you. If you already know everything, that's fine. If you forgot your name, for sure take your card with you. Um, so here we go. Let's see how this works. All right. If you would close out your conversation and please thank your partner for sharing with you. And I'm going to start the music and we're going to mix one more time or so. So, thank your partner for sharing >> and let's start moving again. And um I realized that I worked with her mom when um I was uh at at the effective schools coach
013with the reading interventionist. Her mom is a reading interventionist. So I got to work with her. So we have that connection. But we also talked about the place that she would like to visit is China. and she has friends that live in China. And I was like, you really only have to save for the flight. Like, you can stay with your friends and you would have to eat food here, right? Or there. So, it's not really an extra cost. You should plan the trip and go. So, >> I like it. Very good. Well, interesting connection, too. What I've I see and have heard there's a lot of longevity here in Kraton. So, that's that's really nice. Ally, how about you? Do you want to share about Eve or someone else you spoke with? >> Sure.
014Um, I spoke with Eve. I also spoke with Daniel. Um, we are both middle school teachers because of social studies. I teach LA, but um, we talked about talked about China. >> Yeah, we talked about China. >> Yeah, we mostly talked about China. Where have we been before? >> We both said that we would really love to visit China. What? I forget what you wrote down on your on your thing about where you wanted to go. >> Yeah, I also just wrote >> Oh, we both wanted to go to China. >> All right. [laughter] Maybe you can get a buy one get one or something. >> And also, props to the middle school teachers because I say kindergarten middle school to me it was like yikes. Uh and I I kind of liken middle schoolers
015to being sort of like kindergarteners just in bigger bodies sometimes. Right. So, all right. Very good. Daniel, would you like to share about someone you spoke with? >> Yeah. Um, me, Joel, Kelly, and Ariel had a long conversation about the new Phoenix Mercury. You know, [clears throat] >> three tattoos. Um, Ariel talked about a tattoo that she wants to get soon. Um, and then Kelly also talked about a win of hers is that her pig is able to get up on the couch. >> The what is able to get up on the couch? >> My pig. >> That's what I thought you said. I just want to make sure. >> He has arthritis. He just turned 13 at the beginning of November. Um he has arthritis in one of his boobs. So it's been a
016struggle but been cold enough that he'll put his front boobs and I kind of will barrel him up the rest of the way. >> My goodness. >> Excellent. Very good. >> Why not give him a step letter? >> I know a talent. >> Ariel, do you mind sharing because I know your name got brought up either about Mercury, which I noticed your shirt, but also I heard some conversation about tattoos. I don't know if you're willing to share either about what your group said or or yourself. >> Oh, of course. How about myself? [laughter] >> Oh, but I will say um I only get my childhood favorite character, little critter, with only one overall buckle though, standing on a stack of book holding an apple above his head. >> And that's the tattoo you want
017to get. Very good. >> I almost got the Mercury tattoo. I did. I was one of the first hundred people to sign up for it. But after I saw it on other people, I was like, [laughter] [clears throat] she does good work and I was just like, okay, just not for me. >> All right. Very good. All right. Are we fans of the new logo? >> Nobody. No one in your forome talked. You guys interesting. >> What's that? >> Go outside. I >> did I just hear him talk about Those are fighting words talking about Las Vegas. [laughter] >> Oh goodness. All right. >> Now somehow ended up hearing a lot on this side. Is there anyone over here? We'll take one more willing to share. >> Gonna say the same thing. Dorsy. Sure. [laughter]
018I I uh we got into the longevity talk with both Dorothy and James. Uh Dorothy's 34 years and we just missed you. We kind of crossed back was that chips ships and crossing. Um she was at Mackenford years and then I think the year she left is the year I I showed up. Um so we know a lot of the same people. Um, you know, we talked about talked about the lands down >> the lands down legacy. [laughter] >> You talk about match and you got to talk about the lands down. So, um, >> and then with James, I think we discovered we started in the same year also cross paths many times at Linda. Um, so yeah, so that's kind of what we dwelled on because man, how long we did? >> Yeah. And
019then who who's I mean I see 34. Oh, in Got it. Okay. 13. So, Dorothy, are you the leader with 34 years? Is that anyone? >> I'm not sure. >> Use that term, but >> I would say I think that deserves a round of applause. 34. >> We're going to bury her in her own special plot at DR. [laughter] >> That's not a bad idea. >> I can't promise any landscaping once you're there. It's fun. [laughter] >> All right. Well, thank you very much for indulging me and allowing me to learn a little bit about you all and um and we may do this activity another time or two just to uh get people up and moving and learning a little bit more about each other. So hopefully you did learn something new even though
020again a lot of you know each other um but it helps me to know who's in the room and uh what your backgrounds are. So thank you. So I want to get into what we're going to do today. Uh my hope is that by the end of today you'll be able to understand the difference between traditional uh bargaining or negotiations and interestbased negotiation. How can I see just show of hands who's brand new to IBN this year? Good. So three. Okay. And then we're going to talk about why IBN is more of a constructive approach than traditional uh bargaining. We're going to uh my hope is that you'll be able to define issues and story and interest options and evaluation criteria as they relate to uh interpace negotiation and then we're going to talk about
021consensus and hopefully get agreement uh upon a definition of that that we'll use as we work through issues. So that is the goal for today. So today again some of you have learned some of this so it's a refresher for some of you and some of you this is the reader digest condens or if you don't know what reader digest is this is like the uh chat GPT summary of uh interestbased negotiation and I'm probably showing my age with that uh reference. All right. So, what I'm going to have us do next is we're going to do what's called a little bit of um collaborative storytelling. So, I'm going to give you some a piece of paper and we're going to work in groups of three. So, if I give somebody the paper, you're the
022middle of the three. And so what we have here is the beginning of >> checking your count >> a story. I know chat I think it's you. One, two, three. Joel's gonna have join you guys to and your group will be Oh, you don't pretend. Okay. Um, so what we're going to do on this activity is you're each going to add one sentence to this story and build on your story and you have to have a resolution to your story. I don't care what kind of story you write. It just has to be uh human resources appropriate. Okay? So, it can be personal, it can be professional, it can be whatever it is you like. Just make sure it's appropriate. And so, whoever got the piece of paper is going to start and they're going
023to write their first sentence. You you've got a a line to start you off. >> You write one sentence and then it goes to the next person and then that person adds a sentence and it goes to the next person. And you're going to go around until you get to resolution. Okay. >> Just among your three >> question. >> Um, if she comes back, just loop her into whichever one. It doesn't matter. Whatever is probably this group. Yes. >> Um, I was just going to share that we're not using the mic, so we should probably start that practice. Each person, >> thank you. Okay. Thank you for the reminder. I've got to get used to that, too. So, just a reminder that yes, when we're participating, we'll use the microphones. Um, this activity when you
024when you're working on it in your groups of three, you're just going to work on it uh silently. There will be some giggles perhaps. That's totally fine. Uh, but then we will be reading them aloud. So, uh, for sure we'll make sure microphones are on then and then we'll talk about why we did this. So, everybody clear on the directions? One sentence at a time. Make sure you get some resolution to your story. And I'm going to give you about five to seven minutes to work on this. Okay. All right. You may begin. >> Yes. >> And if you don't have a pen, there should be one in the uh It could be anything. It's just a story you're making up. >> Supposed to be a real story or >> you're writing. It can be
025real. It can be made up. It's whatever you want it to be. >> Just appropriate. >> Just HR appropriate. >> And you don't want to read it out loud. You want to just write your sentence and pass it to the next person. >> No, no, no. You keep writing until till I tell you it's close to the end and I'll tell you you got to get some resolution. I like it when people take it to a different and get a laugh or two or throw a wrench into it. Thanks. >> [clears throat] >> Okay, I'm going to give you one Minute and 20 seconds. Remember, you have to come to resolutions starting now. One minute. One minute. >> Yeah. >> To have some resolution to your story. >> 45 seconds. 30 seconds. >> 10 seconds.
026Four. Three. Two. One. Five. >> All right. Are we ready? All right. So now you need to nominate someone to read your story out loud. Uh whether that's process of elimination. Dorothy got my Who would like to go first and read your uh story. Heard lots of giggling. Carolyn, we'll start with you. Make sure microphones are on. >> Once upon a time, an ostrich was running through the office. He was trying to get away before he was caught by the monster chasing him. It was a nice monster and only wanted a hug. Ostriches are not known to be friendly, hugable animals, though. The monster was sure he could convince him to hug him, if only he could catch him first. The monster ran as fast as he could and called out to the ostrich, and
027the ostrich said, "No hug, only a high five." [laughter] All right, that's got you really tickled, Eve. [laughter] It is ridiculous. There's There's a method to the madness here. All right, Yolanda is going to share our next story. >> Because there was conflict in the office, have a meeting to discuss the tiny mouse that keeps jumping onto the desk. Everybody seems to have a different idea about what should be done. Make a call to Jeff to capture the critter. [laughter] Uh was one idea. Another thought was to just hit it with a shoe. One of the kids who had seen him twice named him Fred and wanted to take him home. Set up traps to capture the mouse. They decided to let the students all vote on what to do and everyone now brings food
028scraps for Fred. >> Oh wow. I bet your maintenance department does not like that. [laughter] But we saved them. Very good. All right. Who'd like to go next? Justin. >> Uh, our team had to solve a big problem. A storm came through overnight and knocked down 40 trees across the district. After a brief freakout, we called Justin. Justin gathered his crew and discovered the chainsaws were missing. Overwhelmed with mo multiple phone calls from neighbor about blocked bus lanes and every school with many safety issues, Justin began to cry. Luckily, [laughter] Luckily, a stray dog was passing by. Just what Justin was looking for. He found there was no chip or owner, so he had a new friend to comfort him through this challenge. >> Ah, Justin, they were looking out for you. [laughter] Very good.
029Interesting. Uh, I'm not sure what happened with the rest of the 40 trees, but I'm very glad that you now have a new friend. [laughter] >> They magically Wouldn't that be awesome? All right. >> Went the Shakespeare route. Ariel. >> Ariel. Thank you. >> Went the Shakespeare route. It's a comedy and a tragedy. [laughter] >> Our team has to solve a big problem. The children are attacking the teachers. The teachers won't fight back. The children are throwing chairs and collecting rulers to use as weapons. A teacher TP was used against her. She was hospitalized and now there's a vacant position. Suddenly there is a loud noise and something crashes through the door. It's super teacher. [laughter] But super teacher is quickly disarmed with paperwork and admin telling her to remember her why. She solves the
030problem by building relationships with the student. And I was going to say and then she was hit with the stick. [laughter] student, but we ended it. >> Very good. You did. You took a uh potential real life situation, vacant teacher position, but I'm glad super teachers here to save the day. All right. I think our last group, who's uh >> approach? Oh, sorry. Thank you. >> We took a pet approach. Our team had to solve a big problem. Why are dogs better than cats? While dogs are loyal and sweet, cats need less attention. We decided to poll 100 people like Family Few to determine truly which one is better. Majority rule would be declared the winner. Let's put a cat and a dog in the ring. Let them fight it out. And to the victor
031goes the spoils. Let's go. >> We do care deeply about pets, so we decided to cause no harm to either cats and dogs. We will love them for the sweet animals they are. >> They are both winners. >> Excellent. Everyone gets a trophy. I like it. I'm I'm glad no animals were harmed in the process of this collaborative storytelling. So, uh, any idea why I had you do this? >> Lighten the mood? >> Yeah. I I like a good sense of humor as best as as much as the next person. >> Can come up to a solution to the problem. >> Say that first part again. >> Everyone can come up with a solution to the problem. >> Everybody contributed to the solution. Hon >> to start the collaboration because we had to without talking
032take other people's ideas and just work with them. >> Yes. Good. And and again come to a solution. So the idea is one every voice mattered right and that is true when we are talking about interpace negotiation. So every voice mattered when it came to telling this story. you needed to hear from the next person in order to build upon your story and that yes uh as as such all of those voices can help lead us to solutions whether it's saving dogs and cats or teachers um and but with our uh work here today hopefully around compensation benefits and uh working conditions. So, thank you for indulging me this uh activity and sharing it out loud and uh and let's keep that in mind as we go through this that every voice does matter. Um
033we'll talk about norms around voices and how we're going to share uh we'll do that work after launch. Um but I'm going to jump right into talking about now about what is uh interpace negotiation. So here we go. So, in case you didn't know, um, interestbased negotiation is a collaborative approach to problem solving that focuses on interest and not positions. And I'm going to define those terms in the coming slides. But I I will remind you all as we go through this work today and in the coming days is that we really want to think about what is the interest behind somebody if they get positional and how to overcome that. So, why do we do interestbased negotiation? Um, I don't know about you all, how long have you been doing interested negotiations? Few years,
034several years, seven years. And I'm guessing prior to that, you did traditional bargaining. >> There wasn't really >> wasn't wasn't much. Okay. And some places, school districts do it. I'm working with another school district who also uses IBN. When I was in Balts, we did IBN. I sat at the table um much like you do. I wasn't facilitating then. I was either a teacher um during that process or an administrator. Um but the reason that we do it is because it is collaborative. We are trying not to get positional because you know there's always in in any organization this idea about labor versus management right and administrators and you know everyone else sort of thing and we're trying to lessen that feeling that we're working against each other and more towards working together to solve
035some problems. When you can separate people from the problem, if you can put the problem in the middle of the room and not focus on the person, it also tends to lend itself to better outcomes. Um, we generate options as a whole group. It's not just one person putting an option on the table. It's going to be all of us putting. So maybe Carolyn has an idea and we put that option on the table because her idea might mutually be beneficial to everybody here in the room. And then we use objective criteria to evaluate these options. And we'll talk about that in in a minute. But really, it's sort of like if you think about uh standards uh to or rubrics, if you're in the teacher world and you use a rubric or even in
036business, you have to use a rubric to evaluate. Um I just forgot, Dominic, the uh RFPs. If you get quotes or people want to do something, you have to use a rubric to evaluate them. So, they're objective and they take the personal piece out of it. And so, um, this is why we do it because we really want it to be a win-win opportunity for everybody, uh, at the table. Interpace negotiations is used in the real world outside of education even. Um, there's, uh, Kaiser Permanente, is big, uh, healthc care industry that has used it in the past. I don't know if they still are. There was another group the um service employees international union that uh has used interpace negotiations. It's been used in international diplomacy. I would like to see Congress use interpace
037negotiations because you all probably if you watch the news you see they get very very positional. This is what I want. I don't care what you think. That's a position. But if we were trying to unpack what are their interests behind that, we'll we'll learn a little bit about each other. And what we find is we're all usually wanting and having the same interest around a particular um issue. I uh when I was in Baltz, we worked with the federal mediation federal mediation and consiliation services group and they had a a mediator facilitator that came and did IBN with us. So it was um uh Dennis Teal was a gentleman I learned a lot about IBN and he used to he worked with the railways uh their unions when they were blocked. he went to
038other countries to help facilitate IBN. So, so it's used in a lot of other places outside of even uh school districts, but I have in conversations recently was at a conference with HR folks and several school districts are using IBN. It does take a long time. You're spending a whole day here learning about it. We're going to spend more full days once about once a month um to do this work. In traditional bargaining, you know, you could say, "Look, we want a 50% raise." And the other side says, "We'll give you this and we want that." Right? It goes back and forth and it it can be quick. But the idea is that you spend more time unpacking the interest around this to be more collaborative and to hear from everybody. Um, so it is
039it is time consuming, but in my opinion, well worth that time because I think the outcome is is worth it. These are some of the steps and we're going to go through some of these in depth. We just want you to have a general idea is, you know, we've got to get prepared, understand if there's a survey that's gone out. You got to understand what people's uh issues and concerns are. We talk about um what are interests and the goals. We discuss what the interests are. We generate options around those. Um and those options have to satisfy the interest. Then we've got to evaluate those through the standards that I just talked about objectively. We're going to talk about consensus. You have to get consensus. And then you've got to make sure that whatever solutions
040that you bring forward, whatever goes in front of the governing board and gets uh whatever is recommended and hopefully approved by the governing board that it then gets imple implemented and as uh there's follow through on that. And Joel's going to talk a little bit about some of that um this afternoon about outcomes from last year and where things are. So, you know, uh previously, like I said, we had an agreement. I can't tell you exactly what it was, but it was a working condition. And so, we said we were going to do it, but then when the next school year started, we found out nobody actually took the lead to do it, and it wasn't happening. So that's why it's really important once once we get through this process that you then circle back
041to say, you know, how's this going? So you need to make sure that somebody is is not keeping tabs but certainly keeping an eye on things to see how things are going. So these are basic components of interest negotiation. Um the issue is obviously the the problem or the challenge or whatever the topic may be that everybody agrees needs some attention. You are going to we'll we'll define some of those issues as we move forward based on what you saw uh in your survey. Okay. So once you've identified what the issue is then we've got to go through each step in this process. So, we talk about the story, which is really just this narrative that helps everybody understand what the issue is. Um, and you want to do this before you start generating interest
042and options. And again, we'll we're going to talk about this more in in depth shortly. The next thing you take a look at are the interests. And these are whatever the underlying need is. This is the why behind the issue. Why is this a concern? um what is the priority and it and it helps to explain why this issue that you've brought up matters to each group or to the whole group here. Options are pretty much just what it sounds like. These are ways to address an issue that meets the identified interest. And again, we do these in order so that we can start to generate options that that meet those uh two things the the interest around the issue. Then we've got to evaluate those options. Like I said, we're going to have some
043criteria. We're going to agree what that criteria is going to be. And you've got to look at it and say, "Okay, which one of these options is going to meet the collective needs of the group?" And you do that. We use a point scale that I'll talk about shortly. And then you come up with your solution. So we might have a laundry list of options, but once we evaluate them through our criteria, you may only have one option. You may have a couple of options. You may have options that you group together and we'll say, "Okay, this is the solution that we recommend. This is the solution we think we can get ratified. this is the solution we're going to take for approval to the governing board. So again many options but usually only a
044couple of solutions for that particular issue. And then lastly, we'll talk about consensus. And um I'll go into depth, more depth about this, but I want you to think about consensus as really it's I can I support this decision or I can live with this decision. When I walk out of this room, I won't sabotage whatever the decision is. Okay? So, it's not voting. And we'll talk about that some more because voting, somebody wins, somebody loses, and that's not the point of interestbased negotiation. [clears throat] Excuse me. I'm going to spend some more time talking about um position and interest. Um because a lot of people get this is where things tend to get confused or people start to get positional. And so I just want to spend a little more time on this. And
045remember, you know, I put this this uh emoji or icon or whatever it is graphic about position because it's it's really I'm just saying this is this is what I want. This is my idea. This is what I believe. This is what I want. I'm going to argue about it and and that's it. I don't care what you think. This is the way I think it should be. Okay. Anybody ever been with a significant other ever? [laughter] Yeah. Anyone ever have a significant other get positional? Yes. Maybe you're not with that person anymore as a result. I don't know. But I often ask myself if we were more focused on interest even in relationships because you can see interestbased negotiations happen in all realms of life whether it be like I said before a business
046international diplomacy whatever it is in this room that we're working together um we could probably solve a lot of problems if we actually said well tell me why you must insist upon X, Y, and Z. And then if they share what the re the why is behind their position, [clears throat] then you might actually say, "Oh, well, I you may not compromise." Because again, compromising means you're sort of giving in or giving up or you're acquiescing to doing a certain thing, but you might come up with some agreeable options that meet your interest. Because if you don't want to do whatever your significant other wants to do, you might find some mutually agreeable option. So again, the interest in in negotiations is really what is the underlying need, what is the desire, what's the concern,
047what's the motivation, why are we talking about this um as we negotiate. Okay, any questions about position or interest? So, I'm going to have you do a little activity with it. Okay. All right. So, in your boxes, my hope is that there are some dry erase markers. They they're not the fancy expo kind. They're the cheap dollar store version cuz I'm retired. So, you're going to need a dry erase marker for this next activity. And if there's not enough, if you use a a Crayola or marker, that's fine, too. They tend to wipe off of here. So, get your dry erase marker ready. And what I'm going to do is I've got a list and it's in a uh screen protector. And I've got statements on the left hand side, several of them, and then
048a blank space over on the right. And your task is to identify if the statement is a position or if it's an interest. So I'll leave the definitions here, but remember position means I'm I'm taking this position. This is what I want no matter what your thoughts are about it. And interest is why it matters. So you're going to work on this individually and just write. You can just write P or I or write the whole word out, whatever works for you for position or interest. Now, here's my disclaimer. The answers are on the back, but you are not turning over the back. Okay? So, no cheating allowed. Uh, I'm going to give you a a few minutes to work on this on your own silently and then we will check answers and have a
049conversation. Okay? All right. Now, I'm watching So, it's okay if you don't get it right if you want to quiz yourself. a shoulder partner, somebody right next to you. So, in pairs, I want you to check your answers with each other and see how you did. Again, I'm not grading this. I'm not scoring this. It doesn't count towards your final grade or anything like that. Um so just check have that conversation and then we'll come back together in about uh 2 or 3 minutes to discuss further Just a few more seconds. Close out your conversations. I think this might be my gifted group. I heard a lot of got them all right. So, all right. So, um, before we talk about this, uh, activity that we just did, I failed to do some other introductions.
050So, I'm just going to quickly have some of the other folks that are in the room introduce themselves and who they are. These are our resource folks. I won't go to you, Roxanna, first right as you took that bite. >> Thank you. Good morning. Um, I know most of you and some uh new faces. I am Vanessa Shapiro, the assistant superintendent for business and development. I'll be a resource to the group as we uh get closer to being able to determine what types of funding we have available for negotiations. >> Thank you. >> Hi everybody. Good to see you guys again uh since last year, but I'm Dominic Ruth. I'm the director of finance for anybody who haven't uh met yet. So happy to be here and provide anything I can for you guys. So
051>> also just quickly, sorry, >> Dominic is also my backup. So when I'm not able to be available at the meeting, uh Dominic will stand in my place and provide information for everybody. >> Great. Thank you. All right. Now over here. So I'm Brook Sana. I'm the assistant to Dr. Lauren, but I'm also here for assisting Alexis. >> Thank you. I need a lot of assistance. >> And I'm Lisa Mana, the HR manager. So, um I help if you guys need um any type of data from HR. Um I'll support with that. >> Okay. >> I called them out earlier, but we didn't do a formal introduction, so now I have to put them on the spot. Uh good morning everybody. My name is Russell Denalt. It's good to see you. Uh I'm here to
052support all of your audio, visual, Wi-Fi, power, and streaming needs. Uh so if any of those uh I can be of assistance with, just come see me. >> Great. All right, let's give it up for the support and resource team. >> And Kelly, I think you said that. Oh, >> I just wanted to clarify Roxanna's name. Uh, so she legally is Janice, which is who you've been receiving the emails from, but she goes by Roxanna. So if that's confusing, I just wanted to clarify. You're like, who is Janice? This is Janice and Roxanna allin-one. [laughter] >> We love you. Thank you for doing all the work. >> Roxanna is your preferred name. Okay. Very good. All right. >> And then um also just want to make one more clarification. So um the team members, I
053know we all kind of introduce ourselves individually, but um Alexis also mentioned caucuses. So if you are part of the CA team, then you'll be a part of that caucus. And then if you're part of the district team, you'll be be a part of that caucus. We do have Carolyn joining us today who is a alternate member which is just a person that steps in in case somebody has to step out. And then the CA side does have an alternate member but she's a teacher so she's teaching her students today so she wasn't able to be here. Um but will be available if a CA member needs to step out as well. And that is Julia Parsons who is over she's a music teacher at Lolinda. Um so just wanted to kind of clarify the
054teams there as well. >> Thank you. Appreciate it. Okay. All right. So, let's go back to taking a look at your position or interest uh statement uh sheet. So, I saw somebody had wrote down they thought one might be a position andor an interest. Do you guys want to talk about that one and read which one it is? I think it's toward the bottom. >> It is um district administrators want consistent procedures across all schools to avoid grievances. I felt that the beginning part of that felt more positional want consistent procedures whereas the ending part to avoid grievances was more interest based. So I felt like it had elements of both. >> It can certainly sound that way right when we say I want something right if you look at your image here like I
055want this but what what is what's their interest behind it is they want to avoid grievances. >> So I can see where that could be tricky. Did anyone else have one where they were unsure different from that one? Brian or Amber, did you guys that very last one? >> Microphones. Thank you. >> I'll get used to it and then I'll have a month off and have to get re >> the very last one. Um, at first we put we both put right positional um, educators want more time to learn new curriculum and apply strategies in their classroom. Um, but then as we reviewed it, I thought if you change the and to a two, it would be a stronger um, interest. So it kind of gives a reason they want more time to learn new
056curriculum. why to apply strategies in their classroom versus because it with just an and I don't see a lot of reason why I mean I get it I can I can read the context of it but I think changing the and to a two makes it um a stronger interestbased >> let me let me offer this take the word want and replace it with value. Does that change it? Educators value time to learn more curriculum and we're going to talk about that. So when we're speaking about interest, if you if you can phrase it with starting with that sentence frame we value, it will help you uh create the interest and and tend I have seen some people will say start your or name your interest with we want. Um, but it you have to
057be really careful to make sure that whatever you're saying that you want is not just like a fixed idea. So I like to use we value because it helps helps me really understand, you know, what is it that you're that you're seeking and what options might help you meet that interest. So were there any others on there that tripped? Everybody got 100%. Is that I did hear lots of hundreds out there. Kelly, >> I was just going to share a conversation Yolanda and I were having about the difference between the two. And we kind of said that the interest comes before the position. So, if you can think about it that way, it's kind of like the story that leads up to it or the reasoning behind and then you're going to get to, okay,
058this is what I want or this is the outcome. So, if you're struggling, kind of framing it that way helps to think like, okay, well, what's sort of the thing that comes before the position that might lead me to this is the like piece that I want to get to. >> That's interesting way to look at it. I appreciate that. I've not thought about it that way. I think that you know what what can happen is to your point right somebody can say this is what I want or this is what we must have or or you know going down that road of of getting positional and then your job is going to be. So tell me what what how how how would we solve this? Why is this important to you? Um, and then
059to your point, if you do, if you start with that and say, why why is X important to you? Um, then they could still get positional after that to your point, but you can also, that's where we start to try to generate some options, um, as a result. So, thank you. Uh, I'm going to let you hang on to that sheet just for a little bit just because if it helps you uh when we start to do some other activities um differentiate between position and interest. Um I'll collect them later today but hang on to it for now. I'm going to do a deeper dive again into interest because this is where a lot of our work is going to be. So when someone gets positional, if they are just feet or planted firmly in
060cement, you can ask these questions. Why do you want to resolve this issue or what is concerning you? Um why do you think some change is needed about this particular why is this important to you? Why is is the crux of interest? So, if you can lean into asking those why questions, it will help you to to unearth what the person's um interest is around that particular issue. Okay? All right. So, now what I want you to do is we're going to uh get up again in just a second. I'm going to start the music again. You're going to move around. You're going to take your paper with you. And when you pair up, the person with the short hair is going to take one of those position statements and state it. The other person
061is going to try to find out what their interest is regarding that particular issue. So your job is to ask some questions to surface what their interests are. So short hair, you're going to be positional. short shorter hair, shorter than the other person's hair. You're going to take any position statement from your list there and read it to the person and the other person's job is to try to uncover what their interest is with their particular position. Does everybody understand? So, you're going to want to take your your paper with you. Let me get my music ready to go. Pro have to stick with George Benson just because it'll take me too long to find something else. But uh all right. So everybody ready? Got your papers ready to go? So start moving around. Try
062to be with somebody different than Right where you are. position statement that you read if you were the person with the short hair. and then the other person who tried to uncover their interest to share what their what they discovered about your interest behind your position. Okay, Justin, you ready to go? >> Uh, our position was the district should add for more professional development. >> Good. And what were the interests behind Justin's position? Oh, Mike. Um, we thought that a potential interest could be that teachers have more time to be collaborative and be professionally developed and ready to teach. >> Is that what he shared behind? Was was that your interest? >> Yeah, I just shared that if everybody were engaging in professional development, if they felt stuck, they could rely on their other co-workers.
063Okay. >> Based on professional development. >> Good. Good. All right. Someone else read their position statement. You've got you got a microphone ready to go here. Are you willing and able? Thank you. So, what was your position? >> Um, our position was we want three additional custodians hired and Carolyn did an awesome job with her questioning and really got us to the heart of the interest, which was the safety and security of the kids and the health of the children. So, if you were going to put that in a statement, we value the safety. We value security. Do you see where we're going? Like, you really can unpack it pretty easy by asking some of these questions. Okay, we're going to mingle. Uh, one more time. I'm going to turn the music. I have a
064different song. And so, please thank your partner. >> All right, start moving. uh after school kids care involved. So this was a long time ago. I worked in a uh in it was a summer program and there was no air condition. They had swamp coolers >> and I don't know how well a lot of you were here for that 122 degree day. Yeah. we were there during that day and so we thought it would be a great idea to, you know, hose down the kids just to cool them down, which is sounds great in theory until you're just back into a hot room and then it's all kind of sweaty, musty, whatever. But so I value cool air, but at my age, I value it for a different reason now than I did then. So,
065all right. Thank you for sharing, both of you. How about >> Let's give her a microphone. We actually have an area to this day, >> right? >> The warehouse, I believe, is um cooled by swamp coolers. Just FYI, even in today's world. >> Yep. >> Yes. [laughter] >> Yeah. There I think there are several places like that that may not be able to have it, but Okay. All right. We're going to do this one more time just to make sure we're really understanding this. So, I'm going to get you to move around again and then we're going to take a little break. Please thank your partner >> and get ready to move, >> Justin. I appreciate your enthusiasm. Like it. All right, partner up. >> Oh, hi. >> Okay. Hopefully, you're reading a different position
066and not the same one. All right, you about one more minute to finish up your conversations. Make sure you understand there can be lots of interest behind a position. What what do you think so far? >> Oh, good. All right, let's thank your partner and then let's hear another position and the other partner will share what their interests actually were behind their positions. So, I'll wait for everybody. All right, Dorothy and neighbor. Is that right? >> All right, so neighbor, you've got the position because you got shorter hair. What's your position? >> My position was we all want employees to get a 5% raise. >> Everybody gets a 5% raise. Dorothy, what's what's what are his interests behind that position? >> I'm supposed to use it now. [laughter] Um after we talked for a while,
067we got to the interest being really the retention and recruitment of employees. And then we talked about even further than that, how that recruitment, especially in the world of transportation, can then help address other interests around the district such as, you know, school hours and and whatnot that have come up as an interest. So it's kind of a multi-track approach there. positions typically have a lot of interest behind them, not just one. You mentioned two right out of the shoots. Retention is one. Recruitment is another one. Uh in your particular world, right, your interest is in ensuring student safety. Uh getting kids to school on time. Uh so if you are able to adequately compensate, you might be able to hire more. So um thank you for sharing. Who else has another wants to share
068a position? And then what interests were uncovered? >> You had a different position. >> A different position. >> Thank you, Joel. >> You look scared. [laughter] >> Um the position was because we got a little off task. um [laughter] that principles want the authority to select their own assistant principles. >> Oh, so Ariel, what >> keeps getting [laughter] >> do you want to share what your Do you want to share what her interests are or do you want her to share her interest? Doesn't matter to me. >> Why? Why did she want that? The interest was in having a united front with somebody that you can work with and be consistent in how you're working with staff members. >> So you're you're we value consistency in how we approach staff. >> Yeah. And and I
069don't know how to say it. Messaging like similar messaging. >> We value consistency and messaging. Sure. Sure. >> So consistency. Okay. We value probably if if I'm the principal and I want that then I value being able to uh hire someone who I think is going to work well with me. So >> I have something different. >> Mine is was different type of interest. I said that no one should have the adory you know like okay I don't think it's a good idea for admin to go out and pick their own vice principal. I think that it's a benefit to everyone that teachers are involved and it's a whole process to go out and select an AP because that's where building relationships come in. You want to have a united front in front of someone,
070you want XYZ. Like going out and picking someone that's just going to echo what you're saying is not actually going to push principles to grow. It's actually going to stunt them. And so being able to build relationships and think things through and kind of get your AP to come on board will also, you know, enable you to get teachers to also come on board because teachers are not just going to follow the principal and the vice principal blindly just because there's a united front. We'll just think they're both wrong instead of just one. So you value get having input from all staff in the selection of a new assistant principal for several of the reasons you just listed. Good. All right. Give uh thank your partner for sharing. I think we should give the whole
071group a round of applause because you did a really good job on that. And if you would be so kind to pass those sheets toward the end of the table. I It doesn't matter which direction. Just stack them up somewhere. And at this time we're going to take a 15 minute break. It's 10:02. So I'll see you at 10:17 or 10:16 and a half. Um, I just wondered if if this was the slide deck that you're working off of is available to us um so that we could open it and see it on our laptops. >> It is not, but we can talk about some uh things to help you out with that. >> Okay. Okay. I It's vision wise. It's hard for me to read from you. >> Got it. I'm going to give
072you a cheat sheet in just a minute. Hopefully will help you. Okay. All right. So, we've talked about um positions, we've talked about interests, and now we're going to talk about options and do a little bit of a deeper dive on uh options. So, options, remember, are possible ideas, possible solutions for the issue that has been identified. Um when we get to options again today when we when we get to the work around the issues that have surfaced for Kraton in particular when we are brainstorming these options you can't say no to somebody's option even if it sounds ludicrous um even if you don't like it it is just like a brainstorm of possibilities and so you can't judge it And and when I say judge it, you have to be mindful of both your
073verbal and your non-verbal uh judgments, right? Like if your eyebrows go really high, then I know you're judging it in some way. I don't know how perhaps, but you might be thinking, "What is this lady crazy for saying this?" Maybe, but trust the process because it usually uh it it usually works out as we go through uh all parts of the IBM process. And then we put all those options on the table and then we're going to use uh the criteria that we talked about. Um, so what we're going to do now is we're going to take a pretend situation here. So we've got two folks, Taylor and Morgan. And Taylor wants to go hiking. We need to go hiking. She's insisting on it. And her interest is that she wants some fresh air and
074she wants to be healthy. Morgan says, "We need to go see a movie." and Morgan's interests are about relaxing and not feeling too tired and consider options for them now that you know what their positions are and now that you know what their interests are. So I want you all to uh put an present an option and again you can't judge it. You can't say no to it. You're just going to put the option on on the table, so to speak. Um, we're going to do this in uh groups of three. And you can just write them down. They don't have to be perfectly legible. This is just for your own conversation purposes. And then we're going to see what options you come up with. And then in a little while, we're going to evaluate
075your options. Okay? So, in a group of three, come up with options. And what I would encourage you to do is give each person a chance to put an option on the table. So be very uh particular about how you do this. You might say, "Okay, Ally, what is your option?" And Alli's going to um tell you what she put down. And then we're going to say, Ariel, what was your option? And then we're going to say, Daniel, what was your option? So give each We want all voices to be heard. You may come up with the same options. That's okay. That's how we we get there. Okay. So, first write down on your own some options. Then you're going to share with each other what those are. So, go ahead and start to write
076down options for Taylor and for Morgan now that you know what their interests are. Got it. You can use whatever you want in the box. Post-it, index card, just brainstorm on your own some options. Remember to look at what their interests are. 10 more seconds to finish your options and then I want you to each share one at a time. Make sure each person has an opportunity to read their option. >> Okay, you you three are working together. This threesome here three trio trio. Okay, go ahead. >> [clears throat] >> outside >> [laughter] >> I used to see a movie. [laughter] >> How many different options did you guys have? >> We all had watch top of the mountain. >> Oh, so hike to the top. I like it. >> They can walk to the
077movies. >> [laughter] >> Excellent. Excellent. >> Good. [laughter] >> I said go for an outdoor walk. >> Did you have different ones each of you? Excellent. >> A lot of similar ones, too. >> Okay. Good. >> But you got like five, four, four or five. Excellent. All right, you guys ready? >> Okay. >> All right. Wrap up your conversation in seconds. That is not minutes. [laughter] So, what I would like to do now is I just want to hear uh what are some of the options that you generated for Taylor and Morgan regarding the conundrum that they're in. Ariel, >> um, if they insist on doing something together instead of just one going to the movies, the other one going on a hike, I said they can go to EOS or Vast Fitness and walk
078on a treadmill in the cinema room because there's a movie in there and Taylor up the incline and Morgan can walk at a one point speed. >> Excellent. I like this idea. Walking in the theater. Very good. How about this group here? What are some different option? >> Um Justin had a really good one. Can I share it? >> Yeah. >> It was to watch a movie on the top of a mountain. So to hike up to the mountain and then watch on their phone a movie. And then my suggestion was to pick a movie but walk to the movies. So you get your exercise on the way. >> So walk to the movie theater, watch the movie or hike to the top of the mountain and watch it from your phone. Interesting. That's a
079new one I haven't heard. All right. How about here? Yolanda Katie >> um moving away from the movie. We said something similar with movie in the park. Um and you could briefly walk around at different times, but um to still meet all the interests but get away from the movie and the and the outdoors. We uh I one idea was eating out at a healthy restaurant while sitting on the patio. So fresh air and and decompressing, I guess, which is what Morgan really wants. Good. So, totally different idea. Okay. >> How about Caroline or Eve or Amber? >> Um, we had similar options, but one was to walk to the theater like um Kelly said, also like an outdoor movie or to go to a movie theater that has an outdoor space. So, you could
080watch the movie and then also walk afterwards. >> You could do like I did when I was a kid when they had the drive-in theater and you don't watch the movie and you just run around the parking lot the whole time. That's enough. >> Good. All right, gentlemen. Um the only one we not mentioned was I just thought well they can just both do their own thing and then they can meet up later um to still honor that friendship have dinner or something like you go hike I'll go see the movie we'll meet up at 7 o'clock at the restaurant. I heard somebody say they they're codependent. Maybe they can do their own thing. >> But in theory, if they were together in whatever capacity, then then yeah, >> we did have one more option.
081Yes, James suggested that Taylor can put gently loaded into a wagon and she can just drag the wagon so she gets the exercise while Morgan is just watching YouTube videos with headphones. >> Interesting. Very good. Lots of options, right? Could they go for a walk in the morning and go to a movie in the afternoon? Sure. Uh can meet both of those those uh interests there. Um yeah, you could um you could alternate, right? Maybe this weekend we go hiking and next weekend we go to a movie, right? So there's and it's not really a compromise. And that's what I want you to keep in mind. We're not I don't want you to come from the lens of compromising. And and again, in a minute, we're going to work through this to see what what
082is the actual solution. Because in a compromise, you're doing something you don't want to do. You know what I mean? Or you're giving something up or it feels like somebody's winning. And and what happens, I will frequently reference like a relationship because sometimes you get resentful if you're compromising and you give in to whatever the other person wants. And then you're going to sit here and later you're going to say, "Yeah, well I did that for you 10 times. How about right?" And so now you're in this pushing against each other rather than collaborating and working out a solution together. So uh very creative ideas. I like them and funny. Um so what I want you to do is um we're going to go on to this next piece about evaluation criteria. We will spend
083some time coming up with the criteria that we are going to use when we are working through the issues for Kraton. These are some examples. They may be similar to ones you've already used. They may be different. Um but for today, I'm just giving you the examples of what possible criteria may be. And we will decide as a group together what we're going to do. So now what I want you to do is for um our situation with Morgan and Taylor, I want you to use these uh two criteria. Is it fiscally responsible? And is it can you implement it and is it safe? Okay, just those two criteria for your scenario. And we use a four-point scale. So if the option is presented against these criteria, so let's say um it's walking to the
084movie theater and then watching the movie. You're going to evaluate that option against implementable and safe. So do you four strongly agree that it's implementable and safe to do that? You may not. You may not think it's implementable and safe. So you may score it only a one or a two or a three. And then you're going to ask, is it fiscally responsible? And evaluate it with a one through four. And so as you look at the options that you generated, I want you to just ask each of you to score it. You don't don't look Alli's score may be different than Ariel's score than different than Daniel's. Yours may be completely different. So you're not going to look to see what James and how James scores it. It's your your evaluation. But I want
085you to think that this is objective criteria. Okay? So again, don't get positional when you're evaluating this. Just objectively look at your option and ask yourself, is this implementable and safe? It's a three or four. If you disagree, it's a one or a two. And then you're going to see where you land with each of your particular options and which ones come out with a higher point value, if you will. And you may have some that are tied. You may have some that are just one point. And we can talk about are these the solutions that we're going to move forward. Okay. So, back in your trios, implementable and safe, fiscally responsible. I want you to evaluate your options that you all selected for Taylor and Morgan against those two criteria. Everybody >> individually or
086has it >> individually? So, if let's use Kelly's option that she shared that other folks had. So, if we're going to walk to the movie or walk to the theater and then watch the movie, Kelly's going to say, "I think this is implementable and safe." She might say it's a four. Justin may say, "I think it's I'm it's a three for me on implementable and safe." Neighbor's going to say, "I I disagree. I don't think it's implementable and safe." Okay? And then you're going to total those points up for that option. So each of you gets to evaluate each option that is presented. Does that make sense? Okay. All right. So go ahead and try to tackle that. It could be a two or a three or a one or a two. You can't do
0870.5. So, pick a pick pick a number and stick with it. Okay. option which was watch a movie on the phone uh well watch a movie on the phone after hiking to the top of the mountain. >> Okay. So on the implementable and safe on that one did you have a total score? >> Yes. >> Nine. >> All three of us. >> Yeah. >> You know you could take easier hikes or harder hikes. >> Yeah. >> Safety wise. >> Good. And fiscally responsible, what was your point total neighbor? >> We all gave it four. >> Four. Yeah. I mean, I guess you have to pay for streaming. >> Everybody has a phone or Netflix or something. Just walking. >> Okay, good. How about another option that you had? >> Um, Kelly's was to walk to
088the movies either all the way or close uh and ride share. No, walking there. And for uh safety, we gave that a 12. And for uh for the fiscally part, we gave it a nine. Okay, great. And did you have any other options or just those two that you were able to get to? >> Um, yeah, we had mine too. It was um just to hike one day and go to the movies the next and uh for the safety portion it was a nine and for financially too it was or for the pisley it was nine. Both nights. >> Okay, good. So again when we get to this evaluation part when you are scoring it you don't have to justify your score. What I will tell you is if somebody says, "Oh, this is a
089four." And somebody says, "No, this is a one." You that's pretty far off. And so maybe they're maybe somebody is not sure. If you need to ask a question, we can talk about that. Um, but don't just put a one because you're putting your foot down about it. You objectively need to evaluate this on on your own, right? Because let's let's hypothetically say we had an option for compensation was to give everybody a 50% raise. When we get to fiscally responsible in the short and the long term, how many of you think you strongly agree that a 50% raise is fiscally responsible? Objectively agree that it's fiscally responsible. Okay? because 50% is probably gonna sink the district into receiverhip right out of I mean you're you won't even be able to get your first paycheck
090before you put that raise out there. I'm guessing >> I mean with the climate enrollment in this district is already going down. We might as well all live it until we can. >> But when you think about short and long term that is the and I of course want everybody to have a 50% raise that would be awesome. But when you think about what happens today when we make those decisions versus what would this look like next year and the following years than if you were objectively evaluating it. >> Sarah, >> I love hearing kids. Um, >> we just reduce styles and then give the remaining staff a 50% raise. >> So when we are talking about options, you would have to put an option on the table and that would also have to be
091evaluated through that criteria as well. Okay. So hopefully you're starting to get a flavor for how this is going to work when we tackle real issues, not just hiking and going to the movies. Um, I'm bumping up on I've got one last slide and I'm going to turn it over to you if that's all right. So the next thing we're going to talk about is consensus. And I shared earlier that consensus is really about I can I support the decision or I can live with the decision. So when we talk about uh this we do a thumbs up if we are full support for this option or this decision this solution whatever we move forward. A thumb sideways means that you might not love it, but you can live with it and you can get
092behind it and you're not going to go step outside of here and sabotage it after you said I can live with it. So, may not be the greatest thing, but I can live with it. And a thumbs down is not a no. And I want to make this really clear. When we get to a thumbs down, when we're talking about consensus, it means that you probably have another question. You are missing some information. Um, you want to continue to to understand this issue before you agree to this option or this decision. So, this is not a no. This is I don't understand and I have another question. I need to help me get to here or to here. I'm okay if you're here living with it and supporting. So these two are are move move
093an option forward. Daniel, >> what happens if someone's at a place where >> Thanks, Kelly. Um, so what happens when someone's at a place where like no amount of additional information will convince them that they can live with the option for whatever reason? You know, they they're always going to be a no. >> If they're just being a no to be a no, then then they're not abiding by the consensus process, right? If you're just being I don't know, I'm not going to say challenging or just saying no because you want to say no. Um, that is very different. So again, >> well they they could say something like I'm, you know, this has come up in the past. I'm not comfortable supporting this decision despite the discussion that's been had because of X and
094YZ reasons. Like I guess they basically they would say that they disagree with like the evaluation criteria. So like fiscal responsibility for one, right? They they would have rated it a one. Other people might have tried to convince them, oh, we can do this or that. And they're saying, oh no, I I don't think that's going to work. It's not fiscally responsible. I can't support this. So, when we go through the evaluation and you use the scoring, if if somebody scores it, and again, we we take if we were going to take all the options that were just presented and we put them all on the table and we scored every single one, you're going to see that some some options come out more high than others. You may move one option, you may move
095two, could be three different options. If someone is still unsure at that point after going through interest after identifying options after evaluating the options and we say okay these are the one or the two or the three or whichever that we're going to move forward then I'm going to ask the room for consensus. So I'll say can I see thumbs and I'm going to have these thumbs I'm going to have these thumbs. If I have this thumb I'm going to ask the question like tell me what what else do you need to know about this? But if it's well I disagree because that's being positional. So through the process you've had the opportunity to talk about what the issue is, what the interests are behind the issue, um to put options out there on the
096table and then evaluate these things objectively. But if it's it's a no just to be a no, then then that will be a challenge. So you really have to, you know, be clear in understanding what IBN is and what it isn't. And so if you're coming into this with I'm just going to say no because I don't like it, then that is the wrong uh mindset to have, which is going to help me segue right into Mr. Man, I think. So I have uh I'll come back to my next piece, but I'm going to turn it over to Mr. Man to talk about mindset. Okay, let's give him a welcome. >> Do you want a handheld or do you want my >> Oh, you have one. >> I'll turn off. >> Hopefully. >> Can I
097be heard? Okay. Actually, it's working pretty well, right? >> Oh, >> or I can or if you want to jump off, I can jump on with my iPad. You want to do it? takes a village. So, um, so while they're setting up the PowerPoint, um, this actually times out really well because when we talk about mindset, it's really about, um, how can we be successful in what we're doing, right? So, one of the reasons you're having a conversation, a deep conversation about how do you come to consensus is because in most negotiations that happen in the world, I'll use the example of like it's Saturday night, my family wants to have dinner. Um, everyone obviously has an interest in something related to dinner. Mine is typically that there is dinner. Um, but everybody kind of
098has a different position. And so it is not an uncommon thing to end up in a position where all three people have a different expectation of what they want and they cannot come to consensus which usually results in what my family refers to as freezer roulette where somebody goes into the freezer and the first thing they grab is what we're having for dinner. So um in our district, one of the things we really don't want to have happen is that the results of our IBN process or the results of what we do as an organization helping um students to improve their academic outcomes and um their future capacity to be successful to be based on something random like freezer roulette, right? So um so mindset becomes very important. You can't do IBM without having a
099consensus mindset. Um, and you can't be successful as a educational organization without really looking at your mindset. And I'm going to kind of walk us a little bit through why and then I'm going to engage you in an activity um that that we'll kind of do together. So um if we if I I feel bad making you my clicker, but do you want me to just say please advance? >> Sure. or click. You want me to go click? I go click. Okay. >> Clap. >> Yeah. Or clap. [laughter] So, um the clapper before the technology, right? So, one of the things um that we're asking our teachers to do in the classroom is to make sure for each thing that they're that their students are learning that they have a learning target and a success
100criteria. So for our activity today, our learning target is to reflect on our leadership practice through mindset practices. And so why leadership practice? Well, in particular for this group truly, I believe everyone in this district is a leader. Um, each one of our teachers, every one of our staff is a leader. They have opportunities to lead every day. And our students are leaders as well. I keep looking at Katie because I I can never forget my example of the time I was presenting to a group of students and two of her students were participating and they and the student asked me what would you like to see happen Mr. Man and so I told her my wish list item and she said well you are talking to the right person because I'm on Miss Cardier's
101um principal's advisory council and I will bring that item to her attention when we have our next meeting. So that that kid certainly was taking a leadership role in that moment. But in order for us to be effective leaders and certainly as members of IBN, you're sitting in a in a unique leadership role in the district. Um we need to be able to be successful in being able to identify our adult behavior in being able to identify the benefit to us of that behavior in being able to identify what we're pretending when we engage in that behavior. um identify an observation, feeling and the personal need related to it. Um and then okay, we're not writing to a person on a leaf. I forgot to remove that from here. That was for a different activity.
102So um click. So you probably heard this over and over again as we've been engaging on our student outcomes focused governance journey. One of the basic tenets is that student outcomes don't change until adult behaviors change. to some degree to some extent um schools can function as a learning environment as an educational institution or they can function as a penitentiary. So if we're just holding kids because we're a place for kids to be then we're not achieving our goal which is to improve outcomes for our students. Um bless you. And one of the things, probably one of the most depressing things that has happened in my time in the K12 space was during the pandemic when all of a sudden parents biggest frustration wasn't that their kids weren't learning. It was that they didn't have
103a place for their children to be stored, you know, for a certain number of hours each day. And that really undermined our value as educators. And we continue to struggle with that problem. And if you watch our legisl our state legislature this year as they wrestle with public education issues, I truly believe one of the roots of the fact that they don't understand the value and the needs of public education is because they're still in that headsp space of looking at it as daycare rather than as being the thing that helps students be successful in life to lead choicefilled lives with options and opportunities. And ultimately, if you want to look at from a purely business perspective, to be strong participants in the economy to help everyone's um opportunity within this country, within our state,
104within our community improve. And so, their mindset is wrong. And that's why we often get really poor choices made in that particular body. But it's important for us to be able to change our adult behaviors so we can change student outcomes because the reason schools exist is to improve student outcomes. We're not we're not student storage. We're we're student um we're an environment that helps students improve their outcomes or at least that's our intended role. And um the only way that that happens and the only way that I can affect that is if I look at myself as the genesis of change. If I I can't look at well if only this if they would do that, if only the parents, right? Like we have limited control over those things. There's only one thing in
105this world that I have control over and it's me. And you may have heard me say several times if you've attended our welcome back rallies. I talk a lot about the work of Victor Frankle was a survivor of the Holocaust. And many of his family members and friends and most of his community did not survive and he survived the Holocaust. And one of the things that he learned in that process and one of the things he attributed his survival to was this fact that we really only have one set of power in this world and in this life and that power exists within that split second between stimulus and response. So we are stimulated throughout our day. Someone comes up and asks us to do something. Someone um you know pushes us out of the
106way. Somebody cuts us off on the freeway. somebody lets us in on the freeway. In each of those situations, we can't change what that other person does. The only thing that we can change is how we react to what that other person does. And it typically truly is a split second that we have the opportunity to make that choice because our emotions are going to make that choice for us if we don't engage our brain to be able to make a different choice. And one of the challenges that we have is biologically as human beings we are designed to use our brains as little as possible. So that does may not sound logical to you but the reality is well let me ask a question. Does anyone know which organ in the human body consumes
107the most calories? It's the brain. Yeah. The human brain consumes a ton of calories, a lot of energy. If you've had a tough day of let's think about some of you have been part of the meet and confer process before. Are you exhausted at the end of the day? >> Have you been running around the room the whole day wrestling with each other? Not physically. So what were you doing all day? Well, maybe sometimes, but most of the time what you were doing all day is thinking really hard, right? And that think and then you're exhausted. Well, why are you exhausted? Because you did all that thinking. So we we have what we call um like simplified pathways in our brain. And where you see that come about often is has anyone raise your hand
108if you've ever had this experience. You've driven home from work at the end of the day and at some point you realize you don't remember the last five or 10 minutes of your drive, right? And it's because you go into automatic mode. You have these habits. you have this muscle memory and your brain's not literally shutting off like doesn't go dark, right? But your brain's kind of going into like power saving mode. Yeah. And um and so that's one of the challenges we run into with Victor Frankle's theory is that very often we're not engaged in thinking about how we react to things. And so the way we get away from that is we become active participants in thinking about how we react to the world. So for our district, our why is so that
109each student thrives. And we we basically do our work so our students thrive in a culture of belonging and opportunity. And how is that going to happen? Well, it happens by us collaborating so each student thrives. So you may think to yourself, well, but my role, I'm not in the classroom. Well, if you're in the classroom, it's pretty obvious and clear, but each and every person in this room does something to help support that learning that happens in that classroom. And any link in the chain that gets broken prevents our students from achieving the outcomes that they that we're looking for them to achieve. So if they don't get picked up by the bus in the morning, they don't get brought to school. I mean, you could have like I know Kelly's a really good
110teacher. How good are you when there's no kids in your classroom at teaching those kids, right? Probably excellent still. But the point is the kids can't learn if they're not here, right? Um if we don't feed them, you know, that affects learning. If the environment is not prepared for them, that affects learning, right? So um so when we talk about educators collaborating, we're not just talking about our teachers collaborating. We're talking about everyone in the system collaborating. And functionally, what you are doing here today is collaborating because the reason this process exists is for you to help us make certain that we're aligning our budget to be able to adequately support our staff, which are critical to achieving these outcomes. And um you know, I'm gonna throw this out there. So, let's say all the
111kids showed up and Kelly didn't show up in the classroom. Are the kids going to learn something? I'm going to say probably, but not certainly not what we're hoping they'll learn, right? So, I'm just teasing, but yeah, it's hard for them to learn if if the staff aren't here, and that's part of why the process you're engaging in um and the time and the effort that you're dedicating to it are both appreciated and why it's very important. So, you've probably seen our goals before. I'm not going to walk you through every each one of them. We have our four goals that we're trying to achieve. We have our four guard rails that we're also working to operate within as we attempt to achieve those goals. But when we talk about mindset, the most important concept
112related to mindset is that there are three things that we can do to change behavior. Because again, the only way that we're going to change outcomes is if we change our adult behavior. And the only and the the of those three things, there's only one that has a significant impact. So one of the things that helps change behavior is knowledge. It's knowing that there needs to be a change, right? And it is the least effective of the these three areas. Well, it's important to know what the change needs to be. It's important to know that there needs to be a change, but it does the least to affect the change. The second is to develop skill. To learn how to do something, to be to do something differently, you need to know how to do
113that. But ultimately, those two things pale in comparison compared to mindset. And the reason mindset is so impactful is it's we can know and we can do things, but we are always going to default back to what we used to do because what we used to do is easier. We have the muscle memory. We have, you know, we have like if you say to yourself, I'm gonna drive a different path home every day because I've figured out that this different pathway could save me 3 minutes getting home. There are going to be a number of days when you get in the car and you start on the old pathway, right? Because that's what's that's your default mode. That's what's programmed into your brain. Another question. Show of hands. Anyone ever get in the car to
114go someplace on the weekend and discovered they were accidentally on their way to work? Right? Because you're like, "Okay, I'm driving. I'm going someplace." But what do you do five days of the week? Typically, you drive to work. So, that's what's kind of built into your brain. And that's where mindsets, you know, it's not a day to go to work. You have the ability to drive where you really want to be, but you're not you're not in your brain hasn't been engaged. you're not you don't have the mindset to be in the right place at the right time. So just kind of reminding us what our learning targets and success criteria are here. Coming back to them, we've talked about the importance and the purpose of mindset. I want to share a quick story about
115mindset before we dig into the work. And this quick story about mindset is that um there was a doctor. Anyone ever hear of um Louis Pastor? Does that sound like a familiar name? Right. Like developed germ theory. Well, this was well before germ theory. This was like 175 years ago. Um there was a doctor his his I can never say his name right, so I'm going to look at it to try to say it right. Um his name was it's something like Sam Semlowise. He was a Hungarian physician and he worked in a hospital that had two maternity wards. One of those maternity wards was serviced by midwives and the other one was serviced by physicians. And one of the things that became a big problem in these two maternity wards was the mortality rate
116in the ward serviced by physicians was much higher than it was in the ward serviced by midwives. And so he they didn't have Sesame Street back then, but I learned kind of how to solve problems through Sesame Street. You look at which one of these is not like the others, right? Anyone remember that old thing? I also learned C is for cookie. That one sticks with me better than the which one of these is not like the others. Um but he was like he was looking for what is different here? What is different between these two practices and processes? And he tried a wide variety of things. Um he was like well some hospitals you know they have a priest come in and bless the moms and so he had that done. Didn't didn't make
117any difference. He tried a bunch of different things. And then he came up with the theory um one day a friend of his who was a physician was working on a cadaabver and ended up with the same infection that the pregnant mothers were ending up with in the in the maternity ward. And so he's like, "Well, this is interesting." And he knew that the physicians often in their downtime would be working with these cadaavvers to learn more about human anatomy. And so very often they would go from working with the cadaavvers right into the delivery room and work with the mid work with the um the people giving birth. But the midwives didn't do that, right? So he's like, well, this is different between these two. And obviously this infection that keeps occurring that's very
118dangerous has now happened directly with one of these physicians. So he came up with this theory that if you wash your hands after working on the cadaavvers then perhaps that would pre he didn't know anything about germs but he just thought something from the kadaav cadaavvers is being transferred to the pregnant women and so he wanted these physicians to wash their hands and in the case where some people tried that the mortality rates normalized. It was the same between the midwives and the physicians. And so you would think the end of the story is and then everyone started washing their hands, but that's not what happened. Um, in fact, this doctor was literally eventually put in an insane asylum because nobody could change their behavior, right? Well, we've always done it this way. We've never
119washed our hands. We don't see any reason why we should wash our hands. And so even for those who tried to get in the new habit of washing their hands, that was not their normal way of operating and they weren't able to change their mindset to shifting towards washing hands. And it was literally a sign, you know, decades upon decades later that there was enough information about germ theory that those practices began to actually change in hospitals. So, I'm the genesis of change, which means student outcomes don't change until my behaviors change. And so, an exercise that we've that we go through in our leadership council, some of you have been through this with us. We've done it many times with our governing board, um, and we recently just did it with our parent teacher
120organization, is to go through a series of questions to really examine our own behavior. And one of the things that I've seen as an outcome of this um we had a session last year where we did this and we literally had people in tears because there was a misunderstanding of the purpose of the exercise. They thought we we're asking these questions of ourselves and this is telling me what a bad person I am. So this is not an exercise to figure out that people are bad people. Um it's not for you to feel bad about yourself. It's really an exercise for us to examine our own behavior and and actually think about it and and get a shift in our mindset so that way we're able to shift not only the way our mindset is
121but by virtue of that to change our own behaviors in order to um have more success in achieving our goals. And so um the first question to this and I'm going to give you a few minutes to think about it individually but before I do that I'm going to give you an example from me. So the first one is what is an example of a time when my choices my adult behavior may have made it harder for students to be successful and I'm going to give you an example from my world. Um, so I am out there hustling a lot to try to either find more money or resources for us, to find new solutions for us. And I engage with a lot of different people. And in engaging with a lot of different people,
122it is not uncommon for something to look attractive as a potential way to improve our outcomes for students. And um I know that we have systems and we have ways that we vet things and we bring them into the system so that way number one we're not overwhelming all of you and number two we're being fiscally responsible and number three we have the right people multiple people looking at at coming up with um is this a good or a bad solution assessing it. Um, but there are times when I get very excited and I um, you know, love new ideas and there have been some times recently where I have brought to the executive team, hey, I've got this new thing we're going to do, right? And just kind of dropped it on the table.
123So, that is an adult behavior I have that I have identified may make it harder for our students to be successful. So um so it can be something in you know any time in the last month, two months. I wouldn't go back more than three months. Think of an example of a time where your choices, your adult behavior may have made it harder for students to be successful. And I'll give you a few minutes to think about that. If you want to write it down, feel free. Um but we're going to have you working with partners in just a moment. Okay. So, now I'm going to ask, is there anybody who's um super brave and willing to maybe share their example with the group? >> Dorothy. Uh so obviously as a coach with the ESS
124department, part of my job is to go out and observe and then coach teachers. Right now um that focus or that initiative is around um a reading program that we've that I'm experienced with and that I provide observation and training information. So I regularly schedule on my calendar these different observations. I have a responsibility to observe a certain number of people each week. Um an agreement that we made as a department and I'll have all the observations on my calendar ready to go. I I the night before check my okay I know what I'm doing. I'm going to this school. I've got this this this this and then several times um something will come up first thing in the morning whether it's um some kind of sudden urgent emergency type thing also part of my
125job responsibilities also important to take care of and I will let myself get distracted and off track and miss the opportunity to observe and then subsequently coach teachers because I've veered off to something that is also part of my job to do but then takes me away from providing that instructional support to teachers which therefore impacts their ability to be as strong of instructors for the students. >> Great example. Thank you. >> All right. So now I'm going to ask you um to take a few minutes to um share your example with a partner. So and and we may not have an even grouping. So if if one of the groups needs to be a group of three, we can do that. So I know we've got two two two two. So we do have
126even groups of two. So um if you would work with your shoulder partner and just take a minute to share your example with your partner and then take a minute for your partner to share their example with you. while Just Is it okay if I go till 11:40 or is that too long? >> 11:40. >> Yeah. I wasn't sure what time you had 114. >> Okay. So, I'm good. Okay. Yep. Yep. I just didn't want to I wasn't sure if we started very >> unenviable. Okay, wrap up your conversations. So, we're we're going to move on to the second part of this because I want to honor your time and I know we're coming up on on lunch here. Um, otherwise I'd do more report outs, but you're probably all getting hungry. So, um, the
127second part of this, the second question is in the moment that I chose that behavior that may have made it harder for my students to be successful, what was the benefit to me? So I'll from my example of bringing all these new things, you know, it there's several benefits. One is I'm not saying no to the person who's presenting this opportunity, right? Like no is the hardest word in the English language for me. Um the other benefit for me is I get to feel like, hey, I'm going to fix this problem. I'm going to bring this solution to the table. I'm making things better, right? So I can I can sort of um look at it as, you know, benefiting me in two ways. You don't have to have two ways, but in that case,
128there's a benefit in two ways. So, take a moment and think about when you engaged in that behavior, what was the benefit to you? And and there there's some simple ones. Sometimes it's you got time back for yourself or you got to sleep extra or um you got to do something you enjoyed doing. So there's not a specific type of thing it needs to be, but there always when we choose a behavior like that, there is some benefit that we're receiving from that behavior. So take a minute and think of what that benefit to you was from that behavior. It's awesome that Russell brought the power stations instead. It's awesome that Russell brought the power instead of strain. Awesome. Oh, nice. That's right. I draw everyone back. I may not have been clear. Either I'm
129not I wasn't clear on my instructions or you got done early because there's conversation and this wasn't the sharing. So help me. Okay. So I was not clear. So it's okay that you were sh if if you move straight to sharing. You've come up with it and you're sharing. Do you want some more time to continue sharing? Yep. Yep. Yep. I just I didn't I realized it was not a receiver issue. It was a what I am comm community the deliverer issue. Yeah. So um so and I don't have a problem with everybody um sharing. I just wanted to check. So let me give you an extra minute and a half to go ahead and continue to share and and finish up that conversation. I saw it sitting there. >> Yeah. Yeah. Yeah. I didn't
130um >> as a as a teacher sometimes you you have to prioritize like especially with behavior. So you might ignore like a minor student behavior like some light teasing between kids, right? To prioritize something that you feel like is more important. And so the benefit to me is I get to deal with something that I feel like is more teacher appropriate, right? that isn't, you know, versus something that I feel like an eighth grader should be able to resolve on their own, >> right? >> But then in my instance, like, you know, it became a large issue that I had to address anyways. >> Right. That's a that's a fantastic example, Daniel. And those are tough situations sometimes because in like that really is that split second, right? Because you're like, I'm about to walk
131the kids through this learning objective, which is really important that all these kids get this, so I can pause and deal with the late teasing or I can move on, right? Um, so that actually it's a wonderful example. Thank you. Um, anyone else compelled to share an example? I'm going with compelled so you don't feel guilty if you choose not to. So awesome. Well, appreciate that. I also need to W the advanced group because you're the first group I've ever worked with that went straight from coming up with your example to going right into group work. So maybe we'll see if we can leverage that moving forward. Maybe even get you out to lunch a little bit earlier. So, um, the next prompt, there we go. Got it. Um, is in the moment that I
132chose behaviors that may have been made it harder for my students to be successful, what was the benefit to me, which we just identified, and then what was the cost to the students? So, the layer that we're adding is there's always some cost. I think Daniel went straight to it pretty much, but um if you haven't already identified a cost, go ahead and figure out what that cost is and then, you know, move into groups. So, for me, as an example, um I may go ahead and I'll use Joel as my example because he's here. I may go, here you go, Joel. I came up with this great solution to help with recruitment or special ed staff recruitment or whatever. Um, and yeah, right. And you [clears throat] can see why you could see why
133I like I was excited about the benefit to me, right? Because then Dorothy likes me more. But um, and then I just dump it on Joel, but Joel may already be working on some things that are high efficacy and I've just put this burden on him. So the cost to the students may be that what he was going to do would have benefited them and now I've interrupted him. Or he may have been doing kind of leveraging off of Daniel. He may have been working on something that was of an even higher importance level, right? Like he may have been um engaging in a situation where there was a safety issue at a school and I've now pulled him off of that in order to be able to like get my wonderful fresh new idea
134and so that safety issue doesn't get resolved which could be hazardous to students. Not that Joel would let that go on but um so so in that moment what you're adding to your benefit is what the cost to the students were. come up with your example and then feel free to roll right into your groups because you're rocking and position they were maybe 20 years ago where they were willing to sacrifice themselves. It's kind I use the analogy like we have students in our classrooms who are cursing out the teachers who are throwing things trying to beat teachers with literal stick and teachers like I don't want this kid in my classroom and now we're telling oh you need to change it's you and it's like no it's the it's the woman that's trying to
135beat me with a stick. I feel like I use the analogy it's like a woman that's in an abusive relationship with a man and the man is just doing her dirt or it can be reversed. It can be a man and a woman, but they're in a relationship with an abusive partner and the abusive partner is allowed to do everything to, you know, their partner. But everyone said, "Well, it's you that needs to change. It's you that needs to change." And it's like, no, it's the people that are actually causing the issues that need to change type situation. So, I feel like asking teachers to sacrifice their mental health, their physical health, their lives outside of education, I just felt like it's just gaslighting. >> Can I add something you said I thought >> I
136also said something that I I I thought was interesting where um because we're employees of the school district, right? And you're talking about the only thing that we can control is our own behavior. Like I can't control the kid acts. the the slogan is generally true like the kids are products of the society that adults create, right? But we have have no ability to control like for example what the parents are doing at home, what politician choices politicians make that impact the kids, what the city or the police does that impacts the kids, right? We and so it feels a little unfair sometimes that we're the only adults that are really being held to that standard of like well we need to adjust what we're doing to improve these outcomes when other people are not
137really held to that same society >> actually um so so if I could offer a different perspective and I know why Von's nodding because he's this he's been tortured he's gotten to do this more than anybody I think um so we actually are um so I hear you and I understand what you're saying. So there there are a lot of factors that go into whether students are successful or not. And we're not saying the only factor or impact is the teacher. And in point of fact, we didn't even start this work with teachers. The first group to go through this work was the governing board and the executive team and Russell because Russell made the mistake of operating the technology that day and he was the only other person in the room and he got
138invited up. Right. So, um, so this isn't this isn't a teacher thing and it's not about trying to assess blame and it certainly is not intended to create an environment where teachers give up more where teachers um give up, you know, more of their time, more of their um sanity, you know, or any of that. In point of fact, the purpose behind the exercise is really to create an environment where everyone can thrive and be successful because student outcomes can't change unless adult behaviors change starting with me. And I mean that for me because what I do actually impacts what happens to you every day. It's why we have this IBN process so that way your voices are heard so that and and the reason we're doing this work before IBN is we really want
139you to be in a mindset of how are the decisions we're making in here going to impact the system and the system ultimately the the ultimate output from the system or the ultimate outcome from the system is our kids successful but whether kids are successful is dependent on whether teachers are successful. So, if the system we're putting into in place is, well, I've got a solution. I'll just burn all the teachers out more. Well, then what's going to happen if I burn out the teachers more? Well, then I'm going to lose more teachers. So, who are those teachers going to be replaced by? To your point, Ariel? They're going to be replaced by newer, less experienced teachers, right? Maybe teachers who don't have the same level of dedication um to their classrooms. And that's not
140going to have a positive impact on kids. So this isn't and that's why I opened with this isn't intended to make people feel guilty or feel bad about themselves. It's really an exercise to put us into a metacognitive state to think about the impact of what we choose and um and that impact could be like thinking about teacher health. That impact very well could be, do I sit in my classroom till 5:00 grading papers, or do I know about myself that if I do that, by the time I get home and I eat an unhealthy meal and skip the gym and go to bed too late, I'm going to be a wreck in the morning and and and my space and place is going to be worse. You might actually make a choice metacognating and
141thinking about how those choices affect things. you might actually make a choice to say, you know what, it's there there is no negative outcome to the kids getting these papers on Monday instead of Friday and I'm going to go home and I'm going to put myself into a better state to be in a better place for the morning. So um so I totally respect the concern and I totally respect the perspective um and very eloquently expressed but I just it's important to me that people understand the intention of us doing this work is not that and the intention of us doing this work very genuinely is for it to permeate the system so that way the board's thinking that way. So that way I'm thinking that way. So that way the executive team's thinking that
142way because all of you end up with what rolls downhill, right? I I won't name what rolls downhill. So but you know there there is a truth in an organization that the people and I don't believe in top and bottom. I believe in an upside down pyramid. I believe my role is to support all of you. But the decisions get made by the board, the superintendent, the executive team hopefully with input from all of you. It's part of why we have this process, right? I mean, you're going to make a recommendation, but ultimately the board has to vote for it. And so, it's really important. What I want to have happen is that those board members that I that our team are really taking into consideration what is the impact on those outcomes and one
143of the biggest impact on those outcomes are do we have a worldclass staff which is our teachers and our support staff and the only way we can have that is if this team does its job well and the board's willing to accept that information. And one of the best ways to bring the board a set of solutions that they're going to be able to get behind and ratify is to have gone through a thought process like this beforehand. So it's why we have IBN and it's why we wanted to kick off with mindset work. So I use too many words. I apologize. Talk I'm still working. I'm a work in progress. I forgot to put my chart up that says why am I talking and tells me how to figure out whether I should be
144talking or not. James, thank uh yeah, I just kind of like to add to that because like um my uh my perspective is uh I it's different but the same because I I feel like it's the the the more important uh the more important aspect is that it the the team approach, right? I I think that any my my philosophy has always been that in order for students to be successful, the student has to be a part of the team. the parent has to be a part of the team. Um the teacher and leadership that has to work in conjunction. And when one piece of that is not working, uh I feel like it's uh leadership's position to go and figure out what it is and try to get it back on board. So if
145it's the parent that's not going and and and and stepping up, um it's our job to try to go and figure out how we can make that happen. And sometimes that ends up in uncomfortable conversations. Uh um I I think that there's uh uh you know it's easy to get caught into this personal space where you're like you know nobody knows my pain you know nobody like the whose ice is colder right we we all have an important role to play and sometimes uh it's uh the what makes it even more difficult is when you feel isolated um and when you feel like you're like no one is there to support you and no one is there to go and help you out. Um, and that's when the team has failed you. So, I mean,
146I my my my I I guess my my my my point to uh Miss Williams is that you're not being supported if you feel that way, right? If you're if a teacher is in that position, then you're not being supported. Now, I'll also say that some of those conversations and some of those things are they're just they're they're furpa, right? You I there are certain things that we do at our level that we just can't tell you. um because of the nature of of student privacy. But if we're doing our job, we can go and say something is being done. There is a process in place. There is things that you are not alone. You are not support. You're not not supported. If that makes sense. Um so I it it's I if we all
147kind of turn in and start like shooting at each other instead of having the team approach about stuff, I think it's uh it's it's not going to be a good thing, I guess, is my advice. So, um, so I one of the pieces that I missed and I pointed out Ivonne, but we actually did this exercise with our PTO parents a little over a month ago, right? And so we had a room full of PTO parents. We walked them through the same process and we gave them an easy out like if you don't have something you can think of, we're working on attendance in our schools right now. So think of a way you might have impacted your child's attendance because uh what is the Arizona Lottery slogan? You can't win if you don't play.
148I don't I've never won even when I've played but um but in order school is the same way. You can't win if you don't play. Sorry. Sorry. I just wanted to to add to to the comments because what uh what I appreciate of the slogan students outcomes don't change until adults behavior change and about the presentation about mindset is that it removes the guilt and the resentment and when I say guilt is like I didn't do enough or the resentment is nobody's doing for me or if somebody did this or it's I look inward and it the mindset and the slogans give me the power to remove from the guilt the resentment and only control on what I can do. It's not about giving from the eight hours to 15 hours every day. But it's
149like, okay, if I'm going to have balance in my life, what changes I'm going to do so I can be more efficient, so I can do things better and still have my balance and my scale. And so I think that's what I appreciate from the mindset that it removes at least for me personally, the guilt, the resentment to other parts of the team, but it it allows me to be creative and say what can I change in my own in the my locus of control. What can I change so I can fulfill all of these expectations and still have my own personal goals of well-being, social, emotional, and everything else. And it also removes the idea that I'm a victim of a situation. I'm not a victim of a situation. If I decide to be
150uh and stay in a in a work in a field, it's my choice. Nobody impose that to me. I show choose Kraton. I choose staying here. And so everybody has the same choice. And so that's what I like about mindset that it gives me that empowerment to make those things that work for for me. and eventually I hope we get to the students being able to do similar activities. So, um, so I'm we're overtime and you are overdue to go to lunch, but I just want to do a quick check in on our on our success criteria. Um, give by a show of thumbs, I agree. I maybe agree or in this case it'll be a no. I know I'm violating our rule for um consensus. Um, are you able to identify an adult behavior?
151All right. RL can't identify an adult behavior. Um, can you identify the benefit from that behavior? Can you identify what you're pretending from the behavior? Okay. Now, we didn't get to identify observation, feeling, and personal need due to time, which is fine. And you are welcome to write something on a leaf today if you want. Maybe it'll make you feel better. It was a gratitude activity that came after this that I forgot to delete off the slide. Um, so >> clarity these are not very good success criteras because you cannot physically see identified. >> Oh, you need a verb. >> I am working on improving my learning targets and success criteria. I would be very happy to receive a learning walk sheet from you with uh with those improvements identified. So because I need to
152identify my behavior that my learning target and success criteria are not adequate. Thank you very much. Sorry to keep you over and into lunch. Um appreciate you taking the time to do this and consider this activity. >> Thank you Mr. Man. Appreciate it. Um >> I I noticed a lot of uh connection between the conversation we had this morning around positions and interest and how it sort of naturally flows to mindset work. So we appreciate it. Um we are a little bit behind but that's okay. So we're going to monitor and adjust. It is just about 12:00 so we're still going to honor 45 minutes. So we'll see you back here ready to go at 12:45 sharp. >> Okay. Enjoy your lunch. >> Oh that was good. or something. >> Yeah. for Senator Show. combo.
153Um, we are going to go into talking about uh norms for our work while we are together. So, it's really important that while we're working that we talk about how we're going to behave, how we're going to communicate, how we're going to work and collaborate with each other while we're in here doing this work because conversations will get difficult and we want to make sure that we've got some shared agreements about how we're going to um conduct ourselves during this very very important work. So, one of the first things that I want you to do uh is think about how many of you have norms like staff meetings or even for your kids. Maybe call them rules, but they're sort of shared. Yeah. Couple of hands. Um I think the the key thing about norms
154I want you to think about is, you know, the intention is to help promote like this psychological safety uh when we're when we're working together. It helps us also be a little more efficient with our time if we have certain expectations and agreements that we make about how we're going to conduct our work. And then um it also helps you know when we we're going to create these together so we have shared ownership uh with these norms so that we can function better as a group. Um, so what I'm going to do is, you know, I just want to make sure that as we get going here that we can create some things to help build trust and to help us uh share in the success of the work that we're going to do. So
155hopefully inside your boxes there are some post-it notes. This first part about creating norms is individual silent work. So, you're going to need a pen to write with and uh a few post-it notes. So, if you'll get those ready. And then what you're going to do is on your own, you're going to write down ideas for how you want other people to behave and how you want to show up yourself. So, if you want someone else to behave in a certain way, you have to be mindful of that for yourself as well. And what I want you to do is for each idea that you have around ideas for how you want others to behave and how you're going to show up, each idea gets its own post-it note. So as you start thinking, one
156idea, one post-it, you have another idea, another post-it, and you're just going to keep those for yourself right now. So, I'm just going to give you about I'm going to gauge it about two minutes to come up with some ideas for norms about how you want others to behave while we're working together and how you're going to show up as well. So, remember one idea, one postit. Yes, James, >> just to clarify, uh is the one idea for me and others on one postit or one idea for me, one idea for others? Nice. >> What whatever idea you have, if it's the same idea, then you just write one. So if it's for example, start on time, end on time, that's that would be for others and for you as well. So when you're thinking
157about these, the they're really going to be both. >> Correct. Okay. Okay. Go ahead and get started. Take about 30 seconds to finish up if you haven't already. All right. If you would just put your pens down for a second. Now, what I want you to do is I want you to take a look at everything that you wrote down on your own. Again, this is just individual work. and look at what you have and ask yourself, are these observable behaviors? Can I see it? Can I hear it? So, just take another minute to look at what you have written down and make sure that this is an observable behavior. And if not, maybe you need to rewrite it, retweak it a little bit to make it uh so. So, again, on your own. And
158if they're all observable, great. If they're not, rewrite them. So they are >> try to rewrite them if you can. If not, we can we can help. Okay, it looks like most of us are ready to go. So now what we're going to do is we're going to number off and mix mix mix your groups up a little um today. So I'm going to number off one through three. So when I point to you, you're going to say one, two, or three in order. If you're like me, I always forget what my number is. So I just hold my finger up or write it down so I don't forget when it's time to move. So we'll start with you, Ally. One, >> two, three. One, two, >> three. One, two, three. One, two, three. >>
159One, two. All right, there you go. I forgot the B is going to be here. Okay, so now what we're going to do is I um want you to find a space. So you can either be at the tables here, there's some table chairs over here if you need to move over here with your uh groups. So ones are going to get together, twos are going to get together, threes are going to get together. And what you're going to do in this activity is you're going to read each one of your items that you wrote. So you're going to start with one, then the next person is going to read one, and the next person is going to read one. You're going to go around because some of you wrote more than one until you've
160gone through all of your ideas for norms. What you're then going to do is you're going to start to think hear you might hear some similarities. So, as that happens, you may want to start grouping them uh together. So, be listening for what the other folks are saying, but you still read it even if yours is exactly the same or very similar, but make sure that each person has an opportunity to read what they wrote down. Okay? So, let's do this. Let me put um let me see where are my ones. Okay? So, ones uh why don't you guys come together over here in these chairs and you're going to eventually be using this uh chart paper. Twos. Twos. Two. Two. Okay. Twos. Why don't we have you all come together back here in this
161corner and you'll eventually going to use that sharp paper, but not not yet. Just right now you're just talking. Threes. Okay. Oh, 33 Daniel right here. Maybe in this corner area. Dorothy, Kelly, you might be lucky and not have to move. >> Twos. >> You can bring chairs. You're not you're not writing on paper just yet. You're just going to be in that general area. So, >> you can stand, you can sit, whatever works. Uh, best for you. money, if you will, dots. Um, and also that had check marks. So, very similar. So, active engagement, uh, avoiding side conversations, putting technology away, staying on task and topic, um, taking time to process before responding. Uh, we're going to talk about that a little bit more. I call that active listening. If I am act, if
162I'm listening to respond, I'm not really listening. I'm I'm listening to give you my reaction. Um, this happens a lot in my house sometimes. Uh, and I'm usually the one doing it. Another one, a lot of dots spent here on staying on task. Uh, not being super personal, having an open mind when sharing. Um, those got the most dots here. And then on this one, ensuring all voices are heard. I heard about stacking. So, making sure I am mindful about who had a hand up so that we can get um their voice at the table. being respectful with spoken uh or body language and a little bit about statements and and facts. I also like willing to be uncomfortable hugging the cactus. Um I think we have to do that. You have to be willing
163to be vulnerable. You have to be willing to put an idea out that may not be it it may seem crazy. It may seem ludicrous. It may not be what you think is the smartest, but sometimes those are the ones uh that if we dig in a little deeper might actually lead us to something. So, so what I'll do is I'll take all of these and I'm going to try to put them into some norm language. Not changing everything, but giving some more specific observable type behaviors. And at our next meeting, we'll review those and come to consensus on those so that we can we start our meetings reviewing those norms. We stick to those norms and we need to talk about what happens when norms are violated. Um my job as facilitator is to
164is to keep the group on track and to make sure that we are abiding by those norms. But I'm not the only one because you're going to have them. I'm going to give you a copy of them. And there is a way that we're going to gently nudge our colleagues if we are violating norms. And it it's as simple as saying, "Hey, don't forget our norm is to uh be actively engaged. I notice you've had your phone out and you've been on TikTok all morning." Um, now you don't have to get into those specifics, but you can just say, "Hey, I noticed you've been on your phone. Remember our norm is whatever." So, it's not personal. It's just reminding everybody about what the norm is. So, I'm going to try to model it. My hope
165is that you all will also do that for each other because again, norms help us be efficient. They help us to remain um on task. They help us to be mindful of everybody else in the room so that we can trust each other and so we can uh get to the to the get to our endgame about getting uh solutions across the table into the governing board. So does that sound reasonable? Anybody ever ever been in a room where somebody was violating a norm and you were stewing and just let it happen and let it happen and let it happen? Anybody done that? And then how do you feel at the end of the day? >> Frustrated. You remember when I was principal, I'd have [cough] teachers who [clears throat] would come and they'd say,
166"So and so was late for duty today." And they'd come and tell me and they've been late two or three times that week. And I'm like, "Well, did you have a conversation?" And let them know because they wanted me to solve. I get it cuz nobody likes to have these, you know, confrontations or difficult conversations or courageous conversations, whatever you want to call it. But the the the issue is if you I would rather hear it from my colleague than have my supervisor come say something to me. But in this room, we are we're all working together and there's not supervisors that have more power or whatever it may be. So, it's best if it comes from you all and I'm here to support that work. Um, because we can't get through this work if
167we're not going to abide by the norms. So, I need everybody when we come to consensus on the final list of norms that when you thumb it or live with it that you actually intend to abide by those norms because if you're not then then my job will be to address it. um and then figure out how we're going to carry on if it if it continues. So, does that sound fair? I don't want anyone walking out of here feeling frustrated, feeling like we couldn't get things done because uh norms were not abided by. That doesn't mean I'm going to be perfect about it. That's why I'm going to ask you all to also uh help engage in those conversations as well. Okay. All right. Dr. Lauren, we're already to your part. >> Seriously. >>
168Are you ready? >> Yeah. I think >> Do we need to >> I think what I'm going to do is I'm going to take over the >> Okay. >> I like >> take over. I will >> turn my mic off. Um, so here we are, uh, in 2026 interestbased negotiations. So, one of the things the conversations that Kelly and Alexis and I have been having as we've been planning for our convening was to make sure that we went back and reflected on some of the work that was recommended last year and approved and adopted into the governing board uh adopted bargaining agreement. Um, I did want to point out, so I know I mentioned referenced this already a little bit this morning. Um, whoops. Command. So, if you're looking at the agenda for today or
169the notetaking document for today in the Google doc, uh, these hyperlinks will get you to where you need to go. The information that I'm going to focus on is the meet and confer update spreadsheet. And I I wanted to kind of take over the screen just to kind of show you what you're looking at before we jump into the results. One of the things that we've tried to do over the last few years is to make sure that we have an archive of the work that we've done in the past. So if you look at the bottom of this screen at all the tabs, we start with the 2024 meet and confer process. So those are the red tabs and then last year that those are the purple tabs. So pretty much anything that we
170had requested from data or from uh pieces of information that needed to be shared with the team is available for you to review so you can go back and look at past conversations. So um I feel like this is a it's nice to have a rolling document that uh you know a couple of the conversations we've had in the past was how do we know what we've done in the past? that we keep having the same conversations over and over again. So, this is one attempt to sort of help us organize our um experiences from year to year and have this be a living document. So, um what I'm going to do now is just sort of go through one at a time, not with a lot of detail or specificity, but just to sort
171of give you an update on where we are with each recommendation. Uh, I think for the purposes of this conversation, if you do have a question that's a real quick answer, then I can respond to that. If it's something that's a little more involved, what we're going to ask is that you put that on a post-it note and put it in the parking lot and then we can address it um when we have a little bit more time to do that because we want to make sure that we're keeping true to our agenda for today. Okay. Uh, a lot of these last year were pretty Yes, Kelly. if you don't mind just kind of walking people through where to find it because I heard someone say where is it? What am I looking at? So
172maybe just back up a couple of steps of like this is the folder. I think it was sent in the group chat by Roxanna but maybe just >> it's in the calendar invite and it's in the group chat. >> Okay. >> So if you go to the 20 26 25 26 chat um there should be a link. >> Did everyone find it? And then the document Joel's working off of is called meet and confer updates for 25 2025 2026. >> Yeah. And the document is called notes December 4th 2025. >> And then there's several tabs along the bottom which Joel's going to walk us through. Is everyone good? Okay. Thank you. >> I'm going through one tab. [laughter] I already went through the other ones. That was just to to to know that those are
173the previous year's um work items. Whoops. I made it too big. There we go. All right. So, uh just to go through these very briefly, the first recommendation was around uh benefits package. This is something we do annually. So, this will come to you as a team in February. We'll have uh Jameson from Brown and Brown and representatives from Valley Schools that will come in and talk to us about the impact of the insurance uh increases which we're anticipating there are going to be increases. Um I think Vanessa we were thinking just in our ballpark in our head and our thinking we're thinking anywhere between 12 and 14 maybe even 17%. Does that sound about right is but we don't know that. So that's just us kind of ballparking it. And we all know that
174there's a lot of stuff happening outside our locus of control in another area of the country to the east. Um that rhymes with Washington. And so whatever happens with uh you know the global impact of decisions that are made around health care, it's going to in influence insurance rates, right? So even if we're not looking at Medicare or Medicaid specifically, all of that has a cumulative effect, right? So it still impacts privately held insurance based on what's happening outside of that space. So, um, the work that Brown and Brown comes in to tell us is actually how does Kraton how has Kraton done with some of the insurance coverage needs over the last year and what our trends have been and where they anticipate us going to give us like a number basically a number
175to start with. Anyway, um, so that was a package that was approved last year by this group. It included adding some products. We added colonial life. Um the catastrophic insurance. Uh we added an option for pet insurance. We added identity protection. Um and we added I'm missing one. Yeah. Yeah. That critical illness and cancer which is part of that catastrophic one. Dental. We tried to update it, but remember we we determined that we couldn't because then we would have been adjacent. We did approve a new HMO uh because we had to go from EDS to Sigma. So that was the the the actual change in dental that went through identity theft. Yeah. Yeah. Uh so that was our package and the governing board what typically happens in this process is that we will make the
176recommendation earlier than the end of this process because we have to frontload that work um so that all of the things that happen behind the scenes to get the benefits packages ready for open enrollment happens on time and if we were to wait for the approval nobody would be able to sign up for insurance in May when they need to. So we we we will probably pull that as an early decision for this group. Um the second uh third column or third row here f uh facilities compensation and compression committee recommendations requesting $20,000 to apply to compression work as completed uh on salary schedules. So this is ongoing. Uh the compression and compensation committee spent a bulk of their time last year really digging into certified and uh making sure that we had one universal
177not universal but one consistent salary schedule. So we didn't have people on oneoff salary schedules uh that were kind of making it really difficult for planning to determine how you do increases uh to be able to discover you know actually where do people live on the salary schedule that's relevant or that's uh that's actual. So that's work that's been going on. So they came back with some recommendations to this group about psychologists, bus drivers, um nurses, ed secretaries, which are the two groups that didn't get changed last year. Uh and this year there's a lot of work happening on the classified staff. So that committee is already sort of looking at options to streamline those salary schedules as well. uh to do some comparative studying and to bring some recommendations to meet and confer to
178uh see how we want to proceed with that. Uh the next one parody with classified employee raises given for the 202425 school year for contract substitutes. So, this has been completed. So, there was uh some intentional conversation last year because our district substitutes, the ones that were hired at each site, are certified in some respects, classified in some respects, but they appear on a whole different salary schedule. They're on the ancillary salary schedule. So it was sort of depending on where they landed in what conversation they could be classified for things like pay for performance or they could be classif certified for raises. Right? So we were trying to last year the group really made an effort to codify where they are and how they're treated as far as when their raises or when there's
179uh other other things that are impacting their salary. So all of that was done last year. So our substitute teachers pays were changed. They received some funding that took care of the gap in payment because they were given a raise that was less than the raise that they should have gone if they were considered classified. So that all happened at the end of the year last year. So this year they're on the right track and that includes the second one here receiving raises at the classified rate for future. Uh the one below that compensation and compression committee recommends $1 an hour increase for bus drivers. There's a bit of a story to this. We had a couple of employees on uh different roles that weren't increased on the salary schedule when it went to the
180governing board. and that was an oversight and so we had to go back to the governing board and resubmit that. So, thank you neighbor for being present in the room and being an advocate for your team and then reminding us [laughter] in the fall, hey, why you know why didn't we do that? U so we were able to get that figured out. uh we took care of the employees that were kind of um missed out on that o on that increase uh through just some sort of misunderstandings of what that was supposed to look like. So that that was resolved and they are now compensated appropriately. Uh the next one recommendation to address teacher compression. Um this is one that also happened but that compression was not the whole story of compression right there are
181different types of compression. This compression really was looking at everyone's positions relative to that new salary schedule and figuring out where increases needed to happen. So there's more work to do with that compression. Um, Vanessa, do you want to talk a little bit about what next steps are for certified for compression? >> Yeah. So, one of the things that we have determined through multiple years in discussions with compression, I know there's been a high level of frustration because uh we consistently ask for compression fixes and then um the people who get into that data say, "Oh my goodness, uh it's it's very difficult to do because of some decisions and changes that may were made in the past uh in regards to our salary schedules and the way that we account for people in our
182vision system. So in order to be able to fully look at compression, we needed to move away from the processes that had been put in place uh that were keeping us from looking at people on a whole on a whole. Uh it was pieces, parts, there were special schedules, there were different rules applied depending upon the schedule. We needed everyone to be on one schedule. So the compression committee worked on the certified staff first in order to pull all certified staff and teachers into one schedule that then we could actually take a look and see teachers and see the compression. The first step that we took was to do a years of service one-time adjustment and uh give credit for years of service in Kraton. If you've hired or been hired in Kraton uh during
183the not so far past, you know that we have a placement schedule with up to 10 years of credit being given to someone when they start in our district if they have the experience and the qualifications to be placed at that level. Um with teachers, you additionally have uh the education levels that teachers have. So you have teachers with just bachelors or maybe they have a master's plus 15. So we have different levels in that area too. So there's a couple different ways that teachers can grow their salary uh or increase it. So what that means is that a teacher with 10 years of experience outside of our district can come in and get credit for that. What that also means is a teacher hired five years ago was hired at that rate of pay
184and has only received whatever um negotiations that we've uh accomplished in this room. So if it was a 2% or 5% or a 0%, they weren't moving on the salary schedule. So what that means is that someone technically could have been here in Kraton for 5 years and someone who just walked in the door yesterday is making five years more than that teacher. So it's right or wrong. It's what we've decided in this room to do. And it's one of the ways that we recruit talent. You want to have teachers coming in with experience, but it does make it very difficult for the teachers who have been here. So, the first uh process was to apply a years of service credit. If you've been here 10 years, we moved you on the schedule if you
185weren't already there uh at that placement. We moved you to where you would be if you had getting had gotten credit for your 10 years of service in the certified group. Uh we brought that back to meet and confer right at the end last year of meet and confer and meet and confer approved that. We have a ongoing $200,000 for compression. It fell within that number. Uh we did a couple of other compression fixes. But the really cool thing about getting everybody on that schedule for the certified staff is that now we can look at other levels of compression. There are there isn't just one type of compression. There's multiple types of compression. So with compression, you could have someone who has their bachelor's and then they get their extra credits and they end up
186getting their masters plus 15 credits or whatever. And the difference between that level and that level, that space could be very large. It could be very small. Uh until we got everybody on the schedule, we couldn't even start looking at that spacing. So there's that type of compression that you can look at in this room. as we move forward, we can pull those numbers and say, you know, from this slot to this slot is $300. And we can target those areas and say, wow, we really think that teachers should get a $500 jump if they go up to a master. Whatever the scenario is, I'm just throwing out examples. The other place where compression occurs is I have one year of service. um my next, you know, unit of increase um has, you know, we
187we make those letters because they're units of increase. They don't necessarily equate to years of service because sometimes we can't give an increase. Uh but we can do is look at those units and say between A and B, it's I'm going to just throw a number. This is not real information, but let's say it's $50. we go, "Wow, that's not very much to increase someone when we come to some agreement in this room." So, by putting the schedule together in the way that it is, it allows us to look at the spaces between horizontal and vertical movement for the certified. Um, so we're very excited and we're excited to bring that information into uh the group this year. we can actually take a look at things on a deeper level and make some decisions and
188and cost it out and see how much this would cost. It'll let you be a little more finite and how you apply any dollars that could be available. We are trying to do the same thing with the classified. It is interesting uh way more complex. Uh the reason being is they didn't have as nice of a spacing as teachers have with um their education groups. So with the classified staff, there's a significant difference in that you'll have six different positions on the same at the same level. Those could potentially be people that are supervising other people who are now making less than the people that they supervise. Um so we're trying to fix the classified schedule in compression the same way that we fix the certified. We're also looking at the certified exempt. As we
189navigate through these schedules, what we're trying to create is something that allows you to look at recruitment, but also retention. So, we are moving to a more and and we've discussed this in the past. It is the only solution that I've been able to find to get some momentum. We've been talking about compression for years and finally I'm like, you know what? We just have to do what is going to help us move. It works so well with the teacher schedule. We're going to apply that to the classified. We have to pull that back out. We have to undo some of the work that most of us, 99% of us agree didn't end up working out the way that was intended several years ago when they did the Gallagher work. Uh we've named everybody a
190supervisor or manager. It's causing us all sorts of problems in the back end with the auditor general. They think that we have over 200 FTEEs of admin. Not. We don't. But uh because we call everyone a manager and a supervisor, it's very difficult to determine job responsibility and to apply logical levels and also create career pathways. So as we know we want to grow as an employee. You you start at this level, you work hard, you get responsibilities added, you want to grow and step up and make more money, you should have a career pathway. It's very difficult to have a career pathway the way our our schedules are set up. So that's the work we're doing with the classified to make it look more like the certified. That way we can pinpoint the years
191of service and give a years of service bump to our classified. I showed uh CA and um and the compression committee uh no names but I did I don't know Dorothy how many people were on that list? I think that I showed the back end like 30 years or more. There was probably 2530 people. Oh yeah 2530 people. I don't think one person on there made more than I think the highest I saw was $25 an hour. Many of our 30year classified staff are making $19 an hour, $17 an hour, less than $20 an hour, and they've been here for 30 years. So, there's obviously a problem in classified. I'll be bringing you guys some interesting data from the compression committee. But once we get that schedule fixed, too, we can do the same thing
192with classified. We can do a years of service um adjustment. And then in this room, we can look at things. Do we want to focus on retention this year? Do we want to focus on uh retaining? It isn't going to get fixed in one year. We wouldn't have enough dollars, but we could take our dollars and be very strategic. So, when you have a schedule and you're trying to draw people in, you want to have that the best starting figure possible, right? So that's when you bring the whole schedule up and you say we're going to raise that whole schedule and everybody gets a 2%. But our also our starting dollar for someone walking new in the door that goes up 2% too. Then we can publish that and we could say um you know
193our bottom the the lowest level teacher not emergency certified they're paid differently but on our schedule the lowest uh a teacher can make here starting is $50,000. I don't think it's a great number, but at least it's somewhere to start working from. We're trying to do the same things in our other categories and our other salary schedules. So, you can raise the whole thing up. Say, use the dollars, raise the whole thing up. You can also say, move the people who currently work in the district over a little. Give us a little space from starting salaries. And then that way you start working on retention because it is definitely something we heard in the survey compensation compression. I've been here for 15 years. This person just walked in. They're making pretty much the same or
194more than I am. So that's another way that you can uh distribute dollars. And if we make those schedules pretty intuitive mathwise, we just make those structures like 1%s. You make the movement 1%. Then you say, "All right, we got 2%. We're going to move everybody 1% and then move it up 1%." Everybody gets 2%. But we've done a couple of things there. We've uh addressed retention and recruitment. It doesn't mean that's the way you do it. One year you might say, "Nope, we got 5%, move everybody 5% and leave the schedule as is." There's so many options once you have clean schedules. The other thing that's really important to us is to create career pathways. We want people to want to grow and improve in our district. So, it's really important for us to
195have them see that in the salary schedule. If you work at a school site and you handle a job for one school and then you move to say a community ed or a district office and you're handling that same job for nine schools, you should get paid more money. You should have an ability to come into our district and say, "I can grow and I can achieve and I can go do something else. I could career path into a teacher. I could career path into a me." I don't I most of you know my story. I started schools as a duty aid in 1999 2000 school year. I started as a duty aid. They were bullying my kid and I said, "Not on my watch." And I went in there and I said, "Oh, this
196is horrible." And my school site and office were so amazing. They said, "That's absolutely unacceptable. We're not going to let that happen. By the way, you're up here all the time volunteering. You want to get paid for like an hour and a half, you might as well. That's how they get you." Now I'm an assistant superintendent for business and development because I had a career path and I grew and I kept taking advances and I kept working hard and I went back to school and I got three college degrees as a working mom because the the thing was there. I just had to go get it. So, I think everyone should have that potential and that ability to know if I want to just sit here and be accounts payable and I don't want anybody
197to bother me and I love my job. I need that person, too. I need those people. Those people do fantastic. Not everybody wants to grow, but if you want to grow, you should have the ability to do it. So, that's what we're excited about. We're excited about the teachers and bringing that information in a whole new way. You guys are going to be able to see lists of teachers without names and identifying information. How much do they make? You can see what our teachers make in this district now because we have the schedule together and you can see the schedule and the pathway. We're going to do the same thing with the other uh groups. It's a little more spaghetti. I've talked about that before, but I but we see the path. We know how
198to do it and we were successful once, so we know we can be successful again. Anyways, I'm very excited about it. Sorry it takes so much time. >> All right. Thank you, Vanessa. Appreciate it. Uh so going back down to our list, so we had the conversation about compression. Uh everybody uh all district employees last year received a 2% increase. So that increase was realized um at the end of at the beginning of this school year. Uh psychologist schedule was changed to move the base uh move the market demand stipen into the base. Um, what I will say is that we currently have one district hired psychologist. So, just kind of putting that in the ether that that might be we have two now. Okay. Sorry. Well, uh, and we had a 100% [clears throat]
199increase since the last time I've thought about it. So, we have Yeah, that's right. That just happened. There we go. All right. HR director should know these things. So um so there are some things that need fixing with regard to our related service providers and special education program and we can talk more about that but uh this change was made last year for psychologists. Um the special education case manager compensation was something that we just put into the agreement because it was a practice that was already in place and we wanted to make sure it was protected. Um the same thing with the crisis team language uh making sure that there was an ESP included in that group and that is sight by sight. So each site should have currently a classified employee that's part
200of that crisis team. Uh and then we had work on the reduction in force guidelines thinking in terms of potential for um some funding shortfalls or changes in funding that might be coming from that place or from downtown Phoenix uh over the next few years. So we wanted to make sure as a team this team wanted to make sure that there were more um specific guidelines about reduction enforce process. So, any quick questions? I know we're a little over where we are. Okay. Any quick questions about last year's work related to outcomes for this year? All right, I will turn it back over to Alexis. Thank you. All right. Thank you both um for sharing that uh information. And then I was thinking about your compression. And then of course there's a minimum wage increase
201coming right in uh January which >> you already took care of it. >> You're way ahead of the curve. All right. Well, good. >> It's it's a moving target, isn't it? I love unfunded mandates. Um, I feel like before I go into the next thing, I feel like we need to take a break. Um, do you guys feel that way? I I see lunch has settled in for a couple of us. Uh, no judgment. I'm It happens. It's uh 2:04, so let's come back together at 220. I did put some candy and uh stuff out. I would really like it if I don't have to take it home today. So, help yourselves. I'll see you back at 2:20. We are going to uh just do a general overview of your uh survey that went out
202earlier this year. So, Kelly's going to talk about it and um and then I'll have you all engage in an activity around it. So, soon as we get my slide up here. >> Oh, yes. Uh the microphone. >> Oh, [clears throat] >> all right. Hey, everyone. So um we uh in the past have put out a survey to all the staff which has been sort of organized and distributed through CA and we just felt like the reach wasn't getting as far as I'm like panting for me across the grass. Hold on. Let me just catch my breath. Um we felt like the reach for the survey wasn't getting as far as it could. Um what we did in the past is the leadership team on CA would do like a little road show across various
203departments and then we'd ask the site stewards to share at their own sites in their schools. Um but we just felt like it could get to more folks to be able to get more input on what we want to talk about here at the mate and confer table and um to be able to get more voices into the room. We decided to disseminate it through the district this year. And so you saw it go out on the communicator a few times. Um, I'm trying to think if there's another outlet. I guess that was it. Maybe your site supervisors reminded you or gave you time maybe at a staff meeting to fill it out. Hopefully you all did. Um, so we're just going to go over the results of that. And Vanessa actually made this little
204infographic for us. Sort of synthesized all the information. I don't know why it's so light. >> I did that. >> Oh, okay. Um, well, I'll read it to you if you can't read it. It might also be in the I think Joel shared it in well I know that Joel shared it um via Rex in the first edit email and then it's also in the um meet and confer shared folder in the shared folder. Yeah. So if you want to read it closer you can check it out there. There's two um documents in there I believe. I think the raw data is in there too, isn't it? Okay. So you can look at the raw data if you really want to get into it. Um, but I would recommend looking at the um the synthesized
205um summary. Oh, >> okay. Well, >> Eager Reaper. Okay. Um, the infographic though I think just gives kind of a nice overview. So, that was the one I was going to speak to if you want to open that one up. Perfect. So, at the top it says there are 72 CSD employees completed the survey, which I thought was not high, but was told actually that was a pretty good turnout. So, there we go. I guess we'll have a baseline to see how how it goes next year. Um, people were asked to identify their um their classification, whether they're classified, certified, or administrators. In the synthesized data, you can see kind of how that breaks down. I think this infographic doesn't share that specifically, although that might be the two colors. Do you know Joel? If
206that's the two colors. Okay. It might represent classified as the darker orange and then the yellow marold at the top might be or certified, excuse me, and then classified. I'm not positive though. But in the pie chart, you can see how it breaks down. Um, not shockingly, compensation was the most uh the hottest topic or the most topic the topic of largest interest for folks. Um, with 67% of people ranking that as their top priority. Um, it just clearly outweighed both working conditions and benefits. So, those are the other two options that people could choose um to prioritize. Um, I like that this quote was pulled in the infographic. I don't think you selected that specifically, did you, Vanessa? It just the bots did it. So the bots know that um this is clearly an
207issue, but the quote says, "Inflation," this is from a actual staff member that reported this on the survey. It says, "Inflation has made life unsustainable for teachers. If I didn't have family to fall back on, I would be living out of my car." So that's pretty like whoa, eye-opening, jarring. Um I remember a public comment that a teacher made recently about having to eat a jar of salsa for dinner. That also lives in my brain. So these are just part of the story. I think it's all um really important to keep in mind when we're talking about this work that these are people's lives and livelihoods. >> Yes, it's in the shared folder in the main confer. >> Oh, Vanessa share the nice one. >> Okay, Joel's working on it. Um, so anyway, that quote
208and just kind of the sentiment around just reminds all of us of the important work that we're doing and how it directly impacts people's lives and worlds and why we need to keep fighting the good fight. Um, the top so compensation rose above as the highest concern for folks and then the top working condition concerns are on the right there in the little graphics. So, scheduling, staffing levels, and then workload distribution. Um, in the summary, there was a little further of a breakdown if you wanted to look at like what people were saying. They kind of pulled like quotes or people's interest in those specifically. So, you can look at that under the working conditions section. Um, I was going to pull out one, but I think as Alexa said, we're going to do an
209activity to dive further into it, so you can take a closer look in a bit. Um okay. And then the only other one at the bottom um was talking about benefits which was actually the highest rated. If you look at the pie chart, most folks indicated that our benefits in the district are either um acceptable or very acceptable. I forget the way they phrase it. Beneficial or very beneficial. Like people are very satisfied with the benefits that we have. And no one actually said very unsatisfied. What is the scale? I'm not saying it correctly. Um, you know what I'm you know what I'm trying to say. >> Strongly [clears throat] disagree. That was it. So the for the benefits question, they could say the benefits are adequate. I strongly agree. I agree. Neutral disagree or
210strongly disagree. And nobody said that they strongly disagreed about the benefits. So I think that speaks to um the priority that this group has given to benefits in the past and that folks are appreciative that we have maybe in some departments as Vanessa said we're working on the compensation or the compression issues but um our benefits still have remained satisfactory. Um but they did note that um adding dependence obviously comes with a higher cost which I think is just standard no matter what your package is. That was kind of quick and a little scattered. I hope that was okay. Alexis, any questions on that? Did you all get the infographic in the Okay, perfect. So, hopefully you can take a look and um check that out. But thank you if you did fill out the
211survey. It's our goal to make sure again that more voices come to the table. Of course, we each represent our various departments and sites, but it's much better if we can get other people's input, and this is a great way to do that. So um just keeping in mind for next year remind your colleagues and friends wherever like hey we really look at it and we take that feedback back to meet and confer and that's how we come up with our topics and are able to launch what we're going to start our work with. So um please fill it out. All right. Thank you. >> Yes. So you don't >> So the next thing we're going to do is we're going to take uh a little bit of a deeper dive into the survey. Um
212we're going to do again some individual work. Um so I'm going to pass these out and I believe these are in the the shared folder as well. Is that >> Yes. Um, so admittedly I did in an effort to conserve paper three slides uh per page. And if you're, you know, challenged with your eyesight as I am, you uh might need to look in the shared folder versus on here. But my hope is you can take some notes on here while you're also looking online, I think. and then James, I'll give you those. >> So, what I want you to do during this activity is you're going to go through uh this is like a summary of the survey with outcomes and I want you to read through and I want you to look for
213something that confirms what you already believed. Uh, and so for that you're going to put a star. And I should have put that on here and I apologize. So a star confirms something that you already believed. If you see something that surprises you, we're going to use an exclamation point because that's surprise or emphasis. And then if you have something that raises a question or might need further exploration, I want you to put a question mark. So something that is confirmed that you already believed is a star. Something that surprises you, an exclamation point, and something that raises a question or concern for further exploration, uh, question mark. So on your own, as individuals, please go through this. I'm going to give you about 10 minutes to do this individual work. Uh, I want you
214to read some of the statements and the summary outcomes. Um, and again on your own individually and then we'll talk about it when you're finished. So 10 minutes. with somebody that you have not partnered with today or the person who's not sitting right next to you that you might have had a conversation. I know we're a small small but mighty group, but if if possible, try to partner up with someone that you've not partnered with um today. So, I'm going to get the music going. So, stand up. We're we're in the home stretch for the afternoon and then I'll give you directions once you're partnered up. So, here we go. I love it. uh one that you enjoyed the um fresh air outside. I hope that was refreshing. It was for me anyway. Little a
215little chilly but or cool I should say maybe not chilly. Um so what I want to do is uh just one somebody volunteer to share um you know what pattern did you and your partner both notice um in looking at the survey data or was there a pattern that you noticed? >> People want money. I noticed that there's a larger percentage of certified staff that answered survey. I do I would love if we could figure out a way to get survey to people that don't have daily access to >> Oh, thank you. >> Thank you. I would love if we could figure out a way to get the survey to people that don't have access to computers somehow or to arrange for them to have access take five minutes out of their day um not
216on their own time maybe you know they could figure out five minutes somewhere to so that they could they could fill out survey that would be awesome. >> So representation from others would be beneficial >> make it more available. >> Yeah sure thank you James. Oh yeah. >> Um I just to piggyback on that, it was 72 participants. That speaks a lot to me. I feel like there there needs to be more more >> uh how many total employees do you have? Ballpark 600ish. Okay. So 10 10ish whatever percent. I can't do that math in my head. But um yeah, I think I think that's a struggle anytime you're doing a survey and depending on what time of year it is, if you've got other surveys going out or um but I think Kelly Joel
217who uh it was open for three weeks. Is that correct? >> Um so yeah, we'll moving forward try to try to see if there's a way where we might get gather more input. Um >> there like a recommended percentage. Well, it's been a long time since I've looked at uh survey research, but I think if you get 20 30% that's is like amazing. Um >> yeah, I was going to say like like for like polit when they do like political research and they survey people 10% is like about the number you want to hit like oh this is information we can look at and it's real. >> Under 10% is kind of like people respond in the gap. Anything close to 20 30 is like oh we did really good. That's also like cold calling,
218not like targeting community groups. So it was just thrown up in the creating forward to next year, we could say, hey, this is directly where we take the interest and how we use it as a launching point to let people know like this is where you make your voice heard. Like Ally and I were just talking on the way back in, she's like, "Oh, some of my colleagues are bringing up some concerns and things that they want to say," which is great. That's awesome. And I hope that she brings them to the table, but this is the way to like formalize it and letting folks know that that's the path. >> I think this is really to >> just in thinking of the design of the survey, we designed it intentionally to be replicated annually,
219the same survey, so we can start to have some trend data over time. Uh, and I think we had talked about sending out QR codes, which I think would address um some of what Caroline was suggesting. Like if you have a QR code near a T the the um swipe machines, then that could help in that regard too. >> Good. Okay. Thank you. Uh, yes, Ivan, sorry to add because Yolanda and I also talk about ways to increase participation and we said that for certify we can partner up with administrators. So during a Wednesday professional development meeting they provide 5 to seven minutes because it's not a long survey so everybody has the time to do it. Uh and then for the classify we said we discussed the access to device but at least in
220Yolanda's uh uh school all of those uh personnel have a iPads so it was not an access device but maybe there needs to be like a leazison or a conversation saying this is why it's important and this is the the meaning behind it like Kelly was saying. >> Sure. >> All right. So thinking about specifically what you see on the survey, what are some other things that you and your partner uh notice? So let So we know there are some ways we might get better uh response rates moving forward, but what are some other things that you all talked about either that you found uh either insightful or maybe you had commonality between uh whether it was your your exclamation point or your question or your um star. Um, our group talked about how we
221weren't super surprised about much of it. It was pretty consistent with the kinds of things that people have been saying for a long time. We did talk a little bit about if there hadn't been so much emphasis on um compensation, would that have gotten more input on working conditions or more specific input on the working conditions if there if that was a concern? >> But I don't think we were surprised by much of it. It was pretty standard for what we typically see. >> Yeah, I'm I've done this. Go ahead. >> Can I ask as a clarification? We had the same number of questions for each section. So it were are you saying that there wasn't an emphasis in the survey design or was it just in their priorities for response? >> Okay, thanks. >>
222We felt like people were like, "Oh, well, I need to say that all of my energy is for compensation because of that maybe because of that one question now that I'm reflecting on it that says like IBN's priority and it asks you to kind of like rank them." And so maybe folks were like, "Well, I'm not going to talk about working conditions because really I just need more money." And that's my my biggest concern. Yeah. >> Yeah. I would bet that no matter what that compensation's always going to be like a big driver wherever I go and conversations with other districts, that's that's the thing, right? >> Um Okay, good. Tell me I I don't know. Well, I didn't ask you to think about this, but in thinking about the conversations that you had, were
223there any interests as we talked about what interests were like why this is a concern that showed up in some of the survey? So, for example, was there any concern about or interest around um fairness or workload or safety? Katie, >> um I dug into the actual survey and was really clicking on a bunch of the the typed responses and I was um surprised. There were a couple of different comments on um a concern around FMLA procedures and maternity leave procedures. Um there were a couple of comments around which is not surprising but like how difficult um kindergarten has become over the years um with the incoming kindergarteners. Um and then there were comments around um like making some Wednesdays more dedicated teacher work time. So, I guess overall I was um surprised at how
224many comments fell under things that we could do that wouldn't have a monetary or may not have a monetary cost to us. >> So, there's some issues in there that that you've already identified that uh are going to fall either probably under working conditions. Let's talk about like FMLA and I think I you had something in your outcomes from last year like clarity around uh riff. So again, right that that could be um a potential issue that we address that is really sort of a lowhanging fruit if you will um that might be able to be conquered um easily. Another one that I um saw that that seems like keeps popping up and even more and more and I see the pros and cons both directions. So um is the issue of whether a contract
225professional day versus defined hours and you know lots of districts are wrestling with that and some districts have one way and some districts have another but I saw that that was a definitely a topic that's popping up is working hours. Are those loosely defined as a professional day or are those very clearly defined 8 to four? >> Gotcha. Thank you, Daniel. Yeah, related to that, I saw the specific comments regarding like the workday, but then also on the prioritization question, the top three were staffing levels, scheduling or time to complete tasks and workload uh distribution, which tells me that like, you know, if you try to group all those things together, there's an interest in how much work people have and the time that they have to do it and the distribution between them and
226the other staff members. So I'm seeing which I think is matches with what I hear in general about if people feel like they have a lot of work to do and it's not you know we don't have enough people to do it right or or the time that we're given to do it is not appropriate >> the workload opportunity for planning our our interest behind you probably saw some positional things uh maybe in a comment right this is what we should do right we should have a 4-day work week or whatever it may be. Um, but our our job is to really dig in dig under that and and ask what is the interest? So, if it is around workload, which seem to to show up in a couple of things, then we're going to
227try to develop some options that'll help address that um that we will objectively evaluate. So, um, because we're we're we're going to end um at 3:30 today, what we're going to do is I'm going to ask Are we collecting the folders at the end? Okay. If you want to take that survey and put it inside your folder because we will use this to help drive our work moving forward, but you're not leaving yet. So, um, yeah, and leave your when we're finished, you'll put your name tag in there, but don't put it away just yet. Although, I almost have everybody's name committed to memory here. Um so the next piece of our agenda is um to work on a collaborative statement and then to try to set our agenda for our next meeting. Now the
228uh when I facilitated IBN before uh the collaborative statement is um a highlevel statement. We usually don't get into the details. The difference here is we've been live streaming and most of what we have done everybody has the ability to not everybody watches but they have the ability to. So I've done this where I just sometimes will ask somebody to write a kind of a highlevel statement about what we did today. Not get into the weeds. We don't say Alexis said XYZ. We don't say these are the issues we've identified even though we didn't do any of that work today. But just in general, what was the work that we did um today? And then I believe we have our communications. I'm sorry, I've forgotten your name. Emily >> Emily um who then takes that
229and do you make it pretty and then send it out or you just take it and make sure it gets out to the to the greater good. Okay. All right. [laughter] Um, I was uh sharing with Joel what I what I what makes me really crazy is when we try to words smmith things with 15 different ideas about how to write a sentence. Uh there's nothing that will send me into a state of anxiety or frustration more. So, um what's that? >> I said that's what Dorothy's for. We usually put it on the the chat and so everybody can put input or Dorothy will tell us where we're missing commas or whatever. Um Okay. >> And then they can also provide feedback on the content as well. >> Okay. Yeah. >> Um so if anyone
230is willing to take a stab, I'm happy to help us start out by saying, you know, we did uh some icebreaker events. We reviewed uh what the what interested negotiations is. Uh we reviewed norms. We haven't finalized those, but you know, you would say we did a norm uh norm norming process and we'll uh revisit that next week. So, I don't know if there's anyone in here, you're I'm not going to put you on the spot, Ally, but you are ELA, so sometimes my uh ELA teachers are really good at this part to sort of summarize the work that we did today. And then we're going to come to consensus about that statement and make sure everybody's okay with it before we send it out to the to the masses. So, is there anyone willing
231to take a stab? Oh, I shouldn't say anyone willing to take a try at that Katie. Thank you. >> Um, I mean, it's not great, but >> that's okay. Uh we engaged in activities to better understand the components related to the introspace negotiations process. Is are you taking notes or am I taking notes or all right no I'm going to try to scribble along. Engaged in activities to understand the components of the IBN process. Did I capture that pretty much? Okay. Anything else? Okay, what else did we do? What do we do first? >> Introductions and icebreaker. >> Thank you. >> We had a guest uh in the room. >> Hey man. >> Okay. What did he do? >> Did he really consider a chance [laughter] mindset activities? >> Okay. working on norms was a
232good >> started development of norms. Okay, good. >> Look at survey data. >> Reviewed survey data. Thank you. >> Made a collaborative statement. >> Well, that's fun. We'll put that in the statements. We made this statement about what we did. I think that's pretty much I'm trying to think I miss anything. We don't need to tell everybody we went to lunch. They hopefully they know we we took some time. So, I'm gonna just throw it out there and then uh then I'll let you word smith it. So, we started the day with the introduction and uh icebreaker activities. We engaged in activities to better understand the components of the interpace negotiation process. Superintendent man uh reviewed student outcome focused governance uh with a mindset activity and we developed we started I would say let's we
233started uh the development of norms for our work together and we reviewed survey uh what did you call your survey IBN IBN survey >> survey data >> reviewed IBN survey data >> CSD bargaining priorities survey. >> CSD bargaining priority survey. Thank you. >> What about um Joel reviewed >> our progress? >> Thank you. >> He did do that and we're not going to forget it. After the norms, uh Dr. Lauren reviewed outcomes from last year's work. That sound right? Last year's IBN work. Okay. So, we're not going to look at periods and commas and all of that spelling just yet. Um, I'm based on what I just said or do we have general consensus about that statement being shared out with all employees uh through your Kraton connection? So, thumbs up is I support it.
234Thumbs sideways is I can live with it. Thumbs down is I've got another question or need a little bit more information. Thumbs thumb. Caroline, you have a thumb up. >> I'm an alternate. >> Oh, thank you. I'm been working with you all day. Forgot that part. Okay. So, we have consensus on our collaborative statement. That probably should go in there as well. All right. And now we're going to try to set a a a tentative agenda for our next meeting. Um, and I'm not sure Joel if you've if there's anything besides me starting to dive into the issues in the survey. If you have anyone that needs to present at our next meeting, >> the next meeting is in January. And so the only time that we would have people present is if there was
235a request for data from uh this team, >> okay, >> to then share the out the data so that they understand where that is and what that what they're looking at. >> Okay. >> Um so we've done in the past we've had a human resources report and a finance report. >> Okay. >> Um Vanessa, do you have anything that you would be ready to share at the next meeting? Yeah. >> Yeah. % Dominic's working on those and he'll be presenting them in January because I won't be attending that meeting in January. >> Okay. So, we'll have a a report from the finance the financial picture. >> Yes. >> January 8th%. Okay. >> Tom, can you What do you mean? >> He's got the mic. Emily. >> Yeah, it's the data that breaks it out by
236group for the new people. What happens is uh we pull out the certified, the hourly classified uh and then some other C categories uh nursing and PTO. We had asked to we had been asked to separate those out separate and so all of those categories are broken out. Uh, and then the cost of each of those areas. Um, how much of a part of the hole they are, and then how much a 1% for each one of those would would cost. And then the total cost of a 1%. We like to work in 1%. It just makes the math a little easier. Um, and so that's that's part of the data that we bring. I don't know that we'll have the the teacher one. Uh but we also are going to have bus driver information
237uh for the January meeting too. So we're going to we have some concerns about the bus drivers and transportation and um so we have an interest to bring that forward to the group. So we'll have that information in January for you also. >> So again this is not saying this is there's no decisions. This is just the 1% which is for auxiliary >> I'm calling auxiliary nurses psyches. No, it's everybody in the district and it's a breakout that we provide every year. >> Got it. Okay. >> It's the every year data. >> Every year data. I like it. Okay. >> The finance update. >> So, we'll have a business or finance update um around that area and then Kelly or I'm not sure who went first. Maybe. >> Oh, microphone. Thank you. >> I'm ready.
238So, I'm going to go. Okay. [laughter] >> I was just wondering as if we could also get the information you shared about compression um that you already believe with the community and then with the CA >> lovely noise. >> Um >> is that possible or maybe Dominic can share it? >> Yeah. Okay. Thank you. >> Yeah. The documentation in the compression committee. So, at this point in time, it's raw data for classified staff. And what I shared was a screenshot with no names attached, and it was the years of service and what their hourly rate is as of this point in time. It it wasn't like it was a screenshot of a spreadsheet of raw data. So, that's what was shared with the compression committee at this point for the classified. Uh, but we do
239have the expanded data for the teachers and that schedule. So we could bring that for sure >> of what we did last year. >> It's not me. It's because we got all this stuff plugged in. >> Thank you. All right, Ario. >> Oh, no. You're good. You don't hear from back there. Well, you still do. Oh, well. Um Oh, can we have uh cuz last year we got a um a spreadsheet that discussed how much we were spending on contracted positions. Can we get a update for this current school year? >> Yes. >> The answer is yes, we will have information about contracted. >> Um, we also got I think it was from Joel a lot of really good information last year about class sizes. Um, that was the big one I remember, but there
240was a few things. Class sizes. It was class sizes, contracted positions, few other things like anything that we could just roll over for this year that we got last year. It was all good information. I don't think there was anything we got last year that was like too extraneous. >> And we can go through and see what we can have ready for January. We can we can go we can go through >> we can go I think it died. No, there it is. We can go through last year's data request uh and do the every year ones and see and then uh send that out in the chat. uh I don't want to commit the team and say, "Yeah, we'll do that and we'll do that and we'll do that." Because I'm just standing up
241here going, "Yeah, yeah, sure, sure." But there's actual people that have to pull that data together. So, uh we'll go through that information on those data requests and then we'll get back into the chat to see what we can have ready for the January meeting. Is that okay? >> Yeah. And I was specifically what I was referencing to be a little more detailed was um state interview results, class size data. Um yeah, I think those are the big one. Oh, and separation data. >> Uh stay interview won't be available until after the interviews are done. It would be in February. Uh so and then the separation separation class size contract of employees. We can we should be able to get that pretty easily. >> And just clarify, it doesn't live in the chat. It lives
242in the folder. >> Yeah, small but important. >> Right. And and just to remind everybody, our new policy requires that we get data to you for review a minimum of 3 days prior to the next meeting. So be on the lookout for that because I think part part of the conversation we had last year, the frustration was that sometimes there was information that was requested that you didn't get your eyes on until the day of. So we wanted to make sure, but that's in policy now. So okay, >> that's what we we'll be doing. Katie Um, I can't remember. I think you already said this, but will the information on health care on insurance be ready for January's meeting? >> I don't think so. >> That'll be presented. So, the way that process works is
243that my team plus business services has a meeting with Valley Schools membership team next week. They'll give us a forecast of best guess, but they use December data to help determine what that's going to look like. Um, so we won't have our numbers until probably the second meeting next year, next calendar year. So, February is usually when we get that information out. >> So, what I'm seeing, uh, I'm sorry, hand. >> I just had one one question about process for this year. Are we doing the same thing that we did last year in terms of the the was it a chat? It was a chat, right? Or where the how how she word smiths it goes out and then we all look at it and we have to thumbs up within a certain number of
244days or that whole thing. Are we still going to use that same process this year? >> So, what we just did, what you're saying where we thumb that is uh it was my thinking. I mean, yes, you have to go through and and edit, if you will. Um, but I'm guessing that would go out and but you've you've in >> No, there was a written uh process describe it. >> What will what happened last year was that Emily would send in the chat the draft of the statement and then there was an opportunity for people to respond, you missed a comma, whatever. Um, and then, uh, it's published it's published in next Friday's district newsletter. So, I think that that process still makes sense to me, especially since we're just giving a kind of a
245here's what we're going to say now. Emily's going to put it together and then we'll give her give the opinion about it. >> We should clarify though that we'll just use this collaborative statement. We didn't do that process before, Alexis. I love that. So, thank you for bringing that to the team. Um, in the past, I believe Emily would just take Diane's notes. Is that right, Emily, that you just kind of synthesize her? >> It was It was a very similar process to this, but it wasn't official collaborative >> collaborative statement. Okay. >> Okay. I feel like as long as everyone else agrees, that could just be our communication, right? Unless there's something specific that we're like, "Oh, we really need to get into nuts and bolts of like this and that. Otherwise, we'll just
246use this as our share." Okay, cool. Just want to clarify. >> Does your mic work back there, Emily? I think it would be helpful. Thank you. >> No, no. Here. Thank you. The only addition that I would have is I usually put like a what is IBN or meet and confer the just to start the notes and then it would look exactly like what you said but just cleaned up a little bit and then the next date and I don't know if you want me to add what the tenative agenda is or just leave that off till you till you finalize. We've talked about some of the things that you want discussed. I've not ever put the agenda. >> I don't feel like that's necessary in the communication. >> I don't feel like that's necessary.
247>> Perfect. That'll be for my own notes, >> but the next meeting I think is having the date. So, I asked her to tag that on at the end of the statement. The next meeting is January 8th. >> Yeah, I'm going to structure it the same way as my notes before. >> So, everybody good with that? >> Thanks, Emily. >> Okay. So, here's what I have thinking for the agenda. Uh, I would like I'm going to work on the norms based on what I see from your dots and your check marks and and put that together in a document that has some observable uh behaviors in there. We'll try to get to consensus on the norms so that we can start operating from there. Um, it sounds like we're going to have a finance and
248maybe HR update around uh separation data, class sizes, BIS, uh, 1%, what did you call it, the every year stuff, something like that, and compression committee work, contracted special ed positions. That's if everybody is able to do that. if there's some sort of glitch, right? Because I also recognize we're in the the the days right before the winter break. And to your point, Vanessa, your team's got to be able to get all that data in addition to doing their regular jobs on day-to-day. So, the hope is we get all of that. Um, if we don't, we'll make sure we get it on the the next agenda. And then if if time I my hope is that we will start to take some of the data from the survey and begin to identify issues. Um sometimes
249I like to work on working conditions first because you don't always have all the answers around compensation and so I don't like to put options out there when we don't know what the the world of of compensation is just yet. Um, so we'll try to start attacking some issues and doing the work. Sound like a plan? >> Great. >> I hate to keep going back and forth. I'm sorry, but >> something that we've had in the past, Vanessa, I don't know if this is something that you and Dominic were talking about was to have sort of the the bigger picture of finance, the things that might impact. Would that be for January or would it be a little bit later when you have a little bit more sense of what legislaturator is going to do?
250>> So, >> the red and black numbers, we need them. >> En [laughter] this is what I know, this is what I don't know. Um, so we do a budget update. Uh, we typically bring it in February because we have to pass the 100th day in January. The state doesn't get the reports out until February. So I don't necessarily have the data for 100 day confirmed um until a report comes out in February. It's usually the what is it? Is like the first >> 100 day. >> Yeah, 100 day comes out it like 10 days after the report run at the state. So it's sometime in early February depending upon when our 100 day hits in January 15thish. So, I don't know what our February date is >> for the next meeting. >> The next
251meeting >> I don't have it on the top. >> Um, but then I have to do a whole bunch of other things with the budget, but a lot of the stuff that I have. So, we try to get the budget number started in February. >> February 5th is the February meeting. >> So, what I'll have is the yellow. Uh, I will have a budget update in February, but then we get we bring another bud budget update as we start clarifying the numbers as we keep going through the process. Unfortunately, that doesn't come as quickly as we would like >> because you always know like the inflation and that those kind of things. >> Yeah. Yeah. But we we all and that was something interesting we talked about and I'll talk about in the budget update
252is how inflation impacts our budget. >> Okay. >> All right. Very good. So, I have one last activity for you to do in in your boxes. I hope is an index card. Um if not, use a post-it note. I would like for you to write down three things I learned today, two things you might still have a question about, and one hope that you have for our next meeting. >> Three things I learned, two things that you still have a question about, and one hope that you have for our next meeting. And it's up on the screens if you can't remember. And so if you just want to put learned and then put whatever the three things are, they can be single words, sentences, whatever works for you. >> If you want to put your
253name on there, great. If you don't want to, that's fine, too. >> Whatever you're comfortable with. I'm not putting them out on social media or anything. Reassured. Brian. >> Satisfied. Amber. >> Curious. I like it. Eve. >> Productive. Carolyn. >> I say three words really quickly like ready to go. It sounds >> ready to go. Well, I'll take it. Katie. >> Accomplished. Dorothy. >> Hopeful. >> That's okay. You can have the same one. >> I was gonna say curious, too. >> Curious. Good. >> Hopeful. >> Say it again. >> Engaged. >> Efficient. >> Neutral. >> Informative. Thank you very much for your uh brain power today. And if you would just collect the stuff in the boxes, I will see you next year.