001Welcome to day five of IBN. Maybe our last meeting. We will see. We have a full agenda today. And if you could uh look over your agenda and it's also posted up there on the screens. Okay. And our objectives for today, and I'll read them because um of our audience. I'd like them to hear our objectives. Our first one again is to build relationships amongst all stakeholders. Determine if option wording needs revisions. We have two groups that need to share today for that. Um then after we finished that we will determine if what are which options require finance. We will uh evaluate our options against our standards reach a collective. By the way, we're going to prioritize too our uh financial options. Um evaluate our options against our standards. reach a collective agreement through consensus
002voting. Then develop research for the recommendations. Assess if consensus norm needs revision. We discussed that at our very first meeting and we wanted to wait until our last meeting to determine if we wanted to change our wording for the consensus votes. Um, we'll discuss how all recommendations will be addressed, determine our IBN needs for next school year. We're going to list any recommendations that require calendar dates. Uh, we will then discuss board planning presentation, develop talking points for Kraton connection, and then lastly complete our evaluation. So, as you can see, we have a packed agenda for today. Our IBN process skills. The team will complete a temperature check at the close of the meeting to protect individual opinions and perspectives. The facilitator will list talking points agreed upon by team to Emily. Emily will request
003consensus in chat before publishing IBN summary to the Kraton community. And we're going to check on time restraints which we will do right now starting over here. Ariel, any time restraints for today? Time is money. Money is time. No. Okay. And instead of going all the way around, just if you could raise your hand if you have a time restraint. Amy, I have um one meeting. Uh, I'm kind of doing both roles right now and so I I was able to move everything else off my plate, but I have one meeting with Dr. Dupin and Dr. Pombo at 10:30 from 10:30 to 11:30 that I can't rearrange. Okay, that's a short time and our break is at 10, so that'll help. Okay, over here neighbor 12ish. Okay. Okay. Oh boy. I have a meeting at
004100 p.m. How long do you think that will last? It's on. One hour. Okay. Thank you. Our guiding principles today are alignment with student outcomes focused conference goal. And remember we moved that one to the first one. Um sustainable salary for all staff, sustainable healthc care benefits. explore revenue generation options and adhere to budgetary recommendations. So those are our guiding principles, our norms, remember them, respect and trust, confidentiality, ground rules for staying on task, caucuses, and consensus decision making. So make sure you keep those norms available today to reference. And the scope of our work is on wages, salaries, salary schedules, hours of work, compensation relating to fringe benefits, and conditions of work uh that are non-instructional in nature and district-wide impact. Okay. So, next we're going to do our team building activity. And you
005had homework for showand tell. And the homework was to share your artifact with the team and explain how your artifact is representative of your or our negotiations or which represent what you bring to the group. So I'll start as an example and my show and tell for today is this book getting to yes uh it has taught me everything that I know um about IBN and I reference it quite a bit because it goes into detail about the IBN process. So this is my show and tell for today. Ara um I'm my own Show and tell. It's supposed to be something we think that represents the IBM process. Yes. Or what you offer of for me? Um I will say I'm my show and tell. Um I think sometimes people forget that education is the
006great equalizer. this this whole entire message that college is unimportant, school is unimportant, why do I need to know this, why do I need to know that? And it's trickling down to the kids. And I think we often forget that education is one of the great equalizers um in the long run. Um it gives you options, it gives you resources, it gives you the ability of upward mobility. Um, even with the student loan debt, um, I, if it wasn't for, you know, education, I'll be stuck in Memphis right now working at FedEx and Jesus [ __ ] Christ. Um, I just be careful with the language. Like, even though I'm telling to the kids, I'm kind of like when people tell you like education is not important, I'm like, don't listen to them. I'm like, what are
007you going to do in this neighborhood? Like, what's the game plan? Work a circle. Okay. Um but yeah, I think so as we're sitting here and we're coming up these recommendations and they want us to tie it so hard to um sg my test scores and everything. Um especially like working with SPAD students, we often talk about you can go to college, you can go do this, who who cares, but I'm like yeah, you're not going to pass AASSA, but you can still go to college, go for it type situation. So, you know, so you're what you're saying is you're bringing your educational background. Bring my educational background. This process, bringing poverty to the table. Okay. Thank you. Um, for me, I brought a copy of The Outsiders from over at the Gateway Library. Yeah,
008it's a great book. It's 160ish pages. It's actually a pretty easy read. I taught it to my seventh grade students when I was an English teacher. Um, they loved it. It was great. Um however um you know in the school district I like often been when especially when I taught English I've been discouraged from teaching novels to students because um it's better for test scores to target excerpts and more specific skills in our and also in our um curriculum and our resources for English. Even though this is one of the novels that's like recommended in our um English curriculum, there's not really a lot of resources for teachers. Um and so in order to teach this book, I had to sort of go out of my way. I had to find my own resources. I
009had to build my own activities. Um, our kids, you know, can't always access like grade level content. Even though this is a pretty low Lexile level book, it's pretty accessible for them. I mean, there's still kids that need a lot of reading out loud. They need a lot of instructional time to read. And they need a lot of encouragement, a lot of connection with their teacher in order to um, you know, feel like comfortable reading in class, especially something that's longer and more intimidating. And um when we're here at bargaining and we're deciding things like wages, salaries, benefits, I think really what we're deciding is whether or not a teacher's going to go home, you know, every two weeks when they look at their paycheck and decide, am I going to do the extra two
010or three hours of work this week in order to get these kids a novel study, do something that they think is fun, something that's engaging to them, or am I going to go have to drive Door Dash for a few hours tonight to make my bills? Or am I going to have to, you know, go to sleep after right after work because I'm so exhausted from doing behavior all day, right? or am I going to have to go make more money to afford, you know, to make up for my health care, right? If we're losing money there. Um, so when we are, you know, deciding how much teachers are getting paid, when we're deciding how much, um, you know, what people are compensated for their work, it's to help them make that decision that, you
011know, hey, it's okay for me to do a few hours extra work um to benefit our students because I'm taken care of by my school district. Um, and also notably, like Ariel mentioned, you know, not everything boils down to test scores. Like when if you ever teach a novel to any of our students in our schools, especially the upper grades. I mean, you'll hear some pretty scary stories. You'll hear um oh, I haven't read a book in three, four years. I haven't Some kids will tell you they haven't read a book ever. So, um at least not a book without pictures. And so, I think um these are the things that I'm always thinking about going into bargaining as a classroom teacher. Okay. Thank you. Yes. Hi, my name is Justin Moody. Um I was
012unaware of the thing. I wasn't here for the last meeting. Mhm. Uh but I would say that my representation is um facility focused but a non-biased view. I have a lot of family and friends that are in education. So it's just another opportunity for me to get involved in a conversation where I have multiple outlooks on the education foundation and kind of what's going on and you know so it's very to learn and I like to be here. So, you're wellrounded with all of your acquaintances experience. Okay. And yours as well. I brought a rubber band. Um, I feel like it represents us being flexible. It also has multiple uses, which I think can be outcomes within our negotiations process. Um, it can be useful for bringing things together to tie them. And I think
013that mirrors the work that we're doing here today. I think there are multiple ways that we can look at problems and use them and try and be creative about the solutions that we come up with and I hope that we can remain flexible and still be coming together in our work today. Good. Thank you neighbor. Uh I'm neighbor obviously we know I'm from the transportation department. I just brought a little school bus cuz uh I joined meet and confer and IB and a part of the IBN process just because I want to bring a voice of transportation. I feel sometimes I think and obviously teachers I feel are the big thing of a school district of but uh transportation I feel sometimes is forgotten and just to bring a voice from the transportation department to
014meet and confer. Okay. Well needed. Hi Rebecca Connor. Um, I am a classroom teacher within the district. Um, I have a picture of my students on my phone. Um, and it was a students plus a class yesterday. Um, unfortunately that's the realistic of what our classrooms here in Kraton look like currently. And my reason for coming to main confer is just to do better for them. Okay. Um because I we can't have our student outcome, our focused outcome if we can't do better for our kids. For sure. Next. Good morning everyone. My name is Katie Cardier. Um, I brought this plaque that says work hard and be nice to people because I think that um I feel like the first part I'm here to represent excellent employees in general. Um, I think that I I
015really don't want to support like anything less than excellence. And I think that um I really want us to kind of kumbaya together and come to consensus and find common ground. So that's the be nice to people part. Okay. Thank you. Sorry I was late. Um I assume we're sharing our thing. Yes. My name is Dorothy Green. Um, I brought u it's an elephant puzzle and there's a little baby elephant under the adult elephant and um I think for me when I s I was on my shelf I was looking around my room last night looking for something. So the little elephant obviously represents the children that we are charged with putting first and making sure that we're protecting and nurturing. And then to me um kind of each of the different types of people
016that are in our group represent the different puzzles pieces because we all need to come together in order to do what's best and you know make the right decisions to protect the children and do the do what's best for them. And then I also thought of kind of that, you know, that old uh story about the blind mice that run up different parts of the elephant and then think it's something completely different because I think we each come with our own perspectives and our own knowledge base and so we need to share and collaborate with that information in order to understand the bigger picture. Great. That is a wonderful symbol for our negotiations. Next, I was really trying to figure out hard what to bring and um this came to me just the other day
017is like a multicord charger. Um because you and like my earbuds take one, my cell phone take one, you know, the whole thing. Um so when I was really thinking about it, I thought um the USBC at the end is really just the students. This is why we're all here and we're all united together, working together for our students. But part of this process is that there's also multiple perspectives and I promised myself when I became a teacher, I wasn't for going to forget what it was like to be a student in the classroom. So I try and bring the student perspective and then when I moved into instructional coaching and administration, I didn't want to forget what it was like to be a teacher in the classroom and all the demands that teachers have.
018So I promised myself I wouldn't forget that. And then when I now I'm shifting into my new role as a a director. Um I and I've worked for many years as an assistant principal and a principal. I don't also want to forget that perspective. So I think that's kind of what I bring to the team is all of those um ideas and different perspectives that come together. Okay. Thank you. Um not I totally forgot about this. So um thinking what I have besides my eaten muffin uh my computer is our artifact because one it allows us to peruse all the data um all the resources and in doing so you know I've kind of everybody knows I've been struggling where we are since the last meeting in hearing some of the benchmark data and seeing
019that only 12% of our third graders are proficient that breaks my heart. um thinking it was just kind of like a current problem, looking at data and finding it's kind of been systemic for Kraton for well over 20 years. Um and so that kind of really shifted where my focus will be in the options and that's great. We have student government. That's, you know, amazing. But um we've been broken for so long that for me to kind of be positive on any outcome we do, it's really going to have to improve quality teaching in our district because at this point I feel our district is predatory because it's been happening for so long and we're hurting generations of people and that just it doesn't sit well with me anymore. Okay, thanks Doris. I'm Eve. Um,
020I brought a Claire's gift card because I have a seven and a half-year-old at home and this is the best negotiation tool I have. This is like her currency. Um, but the connection is is that first I was an educator before I became a mom. And I think that being an educator first made me a better mom. I then I became a mom. And I think that being a mom made me a better educator. And I bring the perspective to this group of being a mom of a young child who's currently in elementary school and she's in second grade. And when she was in kindergarten, she came home after the first day of kindergarten and said, "I'm going to be reading books by October." And I was like, "That's cute. Yep. We'll keep trying. We'll
021keep reading." She was reading books by October and when she was in first grade, she um was getting ready for one of the dibbles benchmarks and um the teacher had sent a newsletter and said, "Hey, make sure they have breakfast. Make sure they have are well rested. Like this is going to be the week of testing." And so I talked to her before she was going to sleep that night. And I said, "How are you feeling about dibbles? You just have to try your best." and she said, "Oh, I'm going to be totally fine. Mrs. Bner has taught me everything I need to know." And for me, that's so powerful. That is the kind of educators that I want in my daughter's life. The kind that empower her to do her very best and to
022set her up for success. That includes having rigorous goals, holding her accountable, and making sure that they're giving her the tools that she needs to be exceptional at everything that she does to her best potential. And I think that those are the kinds of educators that we want to um nurture here in Kraton. And I want to empower our educators to have high expectations just like my daughter's educators do. Okay. I can't believe she's in second grade. I know. I remember when she was born, James. It goes by. Yes. And takes all her numbers. Um so, um I I I never get ideas from myself. I always ask other people that are way smarter than I am. So, I'll start off with this is not my idea. Um, I think it's a it's a level
023of high-mindedness that I'm not really capable of. I think you don't give yourself enough credit. Thank you. Uh, so uh the so uh I I always consider myself a like a common sense. I think there's craziness everywhere. Um and uh one of the things that I feel like that I try to work for is to um think outside of the box. Um so that's what the box is supposed to represent. Um and come up with ideas uh that I hope will satisfy um the needs of everybody. Um sometimes it's been successful, sometimes it's not. Uh but I that's just the way that my mind works. Um, and I try to present those ideas. Um, so that's what the box is. And then inside the box, um, is a book. I know originally I was looking
024for just like a regular history book, but this is a book that is on my list of re reads, a compact history of Mexico. Um, because I'm often fascinated by that. Um, and the reason I chose this is because I feel like I also bring a historical perspective uh that is unique uh in the sense that um trying to embrace the the ageness of things. Um I I used to be like one of those person that's like no no I'm not that old but now I'm embracing my age. So I bring a historical perspective from the process and for things uh that like if ideas come up um um I can u hopefully give an unbiased um uh perspective on it on like this is what happened before this is how it works and add
025to that conversation. So, okay. And I think in the past um three years um thinking back at this group, we've had some new members, but I I really do feel that people have freely expressed their ideas and um they have been well taken and conversations have been civil and I really appreciate that as the facilitator. So, thank you everyone for your showand tell conversations and items. Okay, our evaluation from last week, our question one was, did our options address the framing statements? If not, what were the reasons? We had eight people that completed the evaluation. Um, both questions, by the way. Um, of those eight people, five just answered yes. That's okay if you just answered and you didn't comment, but there were three comments. Uh, someone wrote a comment that said, "No, I needed
026clarification on some of the options in order to understand the intention or purpose. I am concerned that many of our current options are not in alignment with student outcome focused goals." So, we'll talk about that today a little bit more. Um I think so but I am not positive because as we worked on rewarding them we were not also looking back at the framing statements to make sure and then someone wrote yes the statements have clarifi have clarified and easier to understand. Question two did you feel there was sufficient time for you to express your thoughts and opinions? If not, please suggest and change your and what changes you would like me to implement. Sorry about that. Um, someone just wrote yes, someone wrote there is sufficient time. I feel that we should still refine
027the process because there seems to be a good amount of grandstanding by some. So again, just kind of monitor maybe the length of what you say. If you could be maybe more concise, that would help our group, I believe. Um, yes, change in groups helped everyone's voice to be heard. Yes, I feel like I have plenty of time to express my thoughts and opinions. Yes, adequate time to dialogue and collaborate. Yes, I like the sparkly talking sticks. Um, yes, I feel I have sufficient time to express my opinions. However, I'd like to ensure not the same people talk all the time. So, we will be posting like we have in the the prior meetings the list up there. So, maybe if everyone every now and then takes a look and if you see your name
028up there a lot, you might want to think about that. Um, and if you don't see your name up there, you might want to think about that as well because we want to hear voices from everyone. Um, yes, I appreciate small group time. Um, I think interruptions should be stopped. Anyone who wants to talk must use a mic to respect people who aren't in the room. And I also think a lot of language should be changed from teachers to staff. So, a couple things there. Just make sure that you know when you are speaking your mics are on and when you are not speaking make sure your mics are off because um it's picking up everything on the stream. We want to make sure that that doesn't happen. Ariel, did you have your hand up?
029I don't know. It's just bothers me every time we hear like, "Oh, I'm Oh, sorry. I don't have a um I know. It just bothers me every time I hear this statement that the same people are talking too much. Let's let other people talk. There's no one in the room saying that the people who are choosing not to speak out can't talk. And it's not fair that we keep week after week in these comments, penalizing the people who do want to speak, who do want to advocate for employees and try to make them feel bad for advocating and speaking too much. Everyone in this room, regardless if you're introvert, extrovert, shy, non-shy, everyone has the same opportunity to speak. And it's we're all adults and it's not the responsibility of other adults in the room
030to make sure that you're raising your hand to speak to be heard because there's nothing holding you back. Okay. I appreciate that. And again, we want a variety of speakers and that's why you're on this team is we want to hear your voice. Okay, we have our this is our updates time and we'll start with Dr. Lauren. All right, good morning. Um there just a couple of things. Uh let me get this going here. giving up on air parrot as a solution for Dells. Um all right. So uh for um the request for information I was able to complete the analysis of the separation data um by year. So if you link to this document um what you'll see is a longitudinal study. What I did was I went through our um visions program which
031is our payroll and staffing and budgetary program. Um and what I did was I did all employees from 2016 to 2024. Uh I gave you the end count so number of employees and number of separations and the percentage represented. Uh it is also broken out by groups. So certified non-administrative admin which includes those who are identified as certified and classified in the administration line. Uh and then just classified. So and Lisa helped me out greatly because there are some reports that I couldn't get to because I'm still having issues with um accessing all the years prior to me being in this role. So thank you Lisa. Um I also translated that into graphs uh and charts so that it gives you a little bit more of a sense. Uh so if you read from left
032to right you're going backwards in time. So the closest to the axis I uh intersection of x and y axis that's the most current year. So and that's last school year. So we don't have complete data from this year about um terminations, separations, things like that because we haven't finished the calendar year. So this is based on fiscal year July 1st through January 30th. Uh so same information just shown graphically. So it's here um for us to refer to. A couple of things that I thought were interesting just to point out. Uh if you're looking at certified the trajectory of resignations or or separations uh looks interesting when you think about where we were with ESSER funding and additional monies and things like that. So I thought that was interesting to note and then what
033that impact was the following year when we didn't have that. So we I think we had talked as a group about sort of a delay in retirees, a delay in people making different choices for employment uh based upon the fact that we had a $10,000 carrot out there, right? And then there was some retention, you know, based maybe a little bit on the the increases. Um, which if you look at the certified or classified, uh, you can see our rate of change for last year in the classified was much lower than it traditionally had been, which could also be a reflection of an increase in 10%. Uh, I don't know. You know, obviously this is just data. So we can leave it up to interpretation and you can interpret data any way you like, but
034this is this is just the raw information to give to you. So any questions as as we're looking at this and then we'll go on to the next piece. Miss Cardier, how is separation defined? Is that it's a termination, resignation, retirement, but not a leave of absence. Okay. No, it's it's by person by their status in that year. Right. So, if you're a teacher this year and you become a coach next year, you're still a teacher. This is only people contract edition. Nope. This is not Is this our contract employees? Like Oh, this this does not include That's a good question. This does not include contract employees because this is these are people that we hire in the district. We pay them. We pay their benefits, you know, whatever that process is. So, they're within
035our our hiring. You're welcome. Yeah. Uh, I it seems pretty straightforward, but if you do have questions, um, just let me know as we're looking. Do you need a minute maybe to scan it? Okay, I'll be quiet. Can we clarify this? I think you know the answer, but just to make sure when we're looking at the number of employees that doesn't include contracted employees. It's only district employees. Correct. Yeah, that's what I just said. Yeah. So, um of these positions that are nice and these Oh, sorry. and and these numbers are also people who um resign mid year or resign a couple months here. Yep. So it it encompasses July 1st through June 30th. So if they resigned on July 4th, they're included. If they resigned on June 29th, then they're included. Do we know
036how many of those I've got the number 112 um separated um teachers? How many of those positions were filled with contractors? We do not have any contractors on this like were we able to replace those hundred? Oh, I see what you're saying. Um I I haven't pulled that data. I mean I gave you that data about how many contractors we have at the beginning of the year or beginning of this process. So I would refer you back to that. Okay. Yeah. So that's that's a good point though. And you know the other thing to think about too is that there were reductions in positions, right? So we cut our coaching team down from 29 or 26 to 12 district-wide and they are certified. So they're in the certified group. Other questions. All right. Uh the
037second piece artifact that I have for you, I received uh information from the curriculum instruction and assessment department. So what you have is you have four different tabs. There was a request to uh get information on what instructional minutes and minutes were required by the state. So the first tab are AD's recommendations for time for primary and elementary upper grades. Uh fourth through sixth and seventh and eighth. Uh little just a note seven and eight if self-contained is if you had one teacher in the classroom right teaching all content. Uh the second tab, SEI models. This is what the states approved models for structured English immersion. Yes. Where's what? It's linked in your um master course schedule. Okay. Thank you. You're welcome. in a 120 or 100 minute daily model. These are the options that
038are available to the district for how to provide that instruction. So, we don't do all of these models. I don't believe we do the newcomer model. I'm not in curriculum, but I think that bas if I remember correctly, we don't do do newcomer. We do pull out, we do twohour, and we also do the DLI model, which is what our superintendent of public construction had issue with. and to sue the district. So, that's still ongoing uh statutory analysis. And I I don't have a lot of context for this, so I'm going to defer to principles and uh assistant principles uh if you have specific questions, but this gives you sort of a breakdown of what and it's based on I know our our times are different at different sites, but then the amount of time
039at each site is the same whether you start at 8 or 9, whatever your start time is, it's still the same amount of time. So, what this is based on a full day and early release days including Wednesdays, how many days of instruction, what the hours are for each day, uh, and what how that breaks down. And what I would have you look at also is note the instructional minutes versus the non-instructional minutes. So, that's another part of this calculation of daily time. And then just for your information, um a different look at where each of those minutes are broken down as well as some links to uh statute. So ARS 1590 901 and SB 1 1022 which were changes to the SEI model a few years ago. Um, I don't know if Katie or
040Amy or James have anything to add. I know you're still you're you're in the testing model or zone right now, so you might not have other thoughts about master course schedule. That seems a little far off, but just to see if you have anything to add. And it's okay if you don't. Um, I'll just add like looking at the last tab, the analysis tab, um, like it's showing that we have more hours than required by statue for both instructional time and non-instructional time. Um, and like when we were comparing surrounding school districts, we identified several other school districts that had a shorter day by somewhere between like 30 and 45 minutes. And so like that needs to be part of our calculation, especially when we're talking about salary and wages, that not only could a
041teacher jump to a neighboring school district and make more money, they could make more money for less hours in a day. So they're making more money per hour than a teacher over here. Well, remember their compensation is based on an 8 hour day, whether or not that's instructional or not. Yeah. I think um when we're talking about that the amount of time as a teacher you spend in front of kids is the amount of time that like is the the core of your work I guess I should say. Yeah. Good. I'm not discounting that. I'm just making sure that people understand you're not getting paid a full day for six hours or seven hours. So and I would I would just add like that's one point but the most important is comparing progress in scores.
042So, if other districts around us have shorter days and are doing much better, that's something for us to look at because the longer day isn't necessarily equaling better scores or even an improvement of scores. You need All right. Um, yes, Amy, just one thing that Oh, that was really loud. Um, just one thing I'd really like us to be a wary of because I know the principal's been having a maybe not wary of just aware of um conversations about the instructional minutes for kindergarten because you can see that kindergarten is not mandatory. But when we write our MA master course schedules, they're oftentimes held to the same number of minutes as first through third grade. And so just thinking about um the needs of our kindergarten students, we've tal been talking a lot about like
043including like some more thank you. developmentally appropriate um time in the day for kindergarten because they learn through play. And so how do we bridge that gap between preschool where they're learning but it's all playbased to suddenly I'm sitting in you know a desk at a table and so how do we kind of bridge that gap? So we've been a lot of conversations centered around how can we support that transition from preschool or head start to kindergarten. So it's not like I go from playbased to sitting at a desk all day. And I think that's a a good conversation to have as you're exploring options and making recommendations. All right, we're going to call up Mr. Ruth Nam is going to give us a overview of the work that the uh compression and compensation committee
044had been tasked to do. Um Dorothy is on that committee. Uh so if you can fill in if you don't mind uh since Vanessa's not able to be with us today. Um so I can bring it up. Are you got it? Are you trying air p? Yeah, I wouldn't. Yeah, I don't mind. Before we jump into that, um, can I make a request, please? Can we please turn the air off or at least like it's a little chilly at least over on this half? I don't know how y'all are feeling over there. You don't need a key. I'm trying to find the PowerPoint. Sorry, I linked it, didn't I? There it is. We'll just kind of slide down. Yeah. Okay. I think so. Yeah. Okay. It's a little wonky because it's the iPad. All right.
045Hi everybody. I'm Dominic Ruth. I'm the director of finance. I know I've uh met all of you briefly at least. So uh thanks for your time. Um I was just presented this uh or I was given this presentation this morning. So um bear with me. If you have any questions and I can't answer it, I'll write them down and um address them a little bit later. Okay. All right. So these are the the recommendations from the compression compensation committee. Um they addressed a few of the positions that you guys have brought up uh at meet and confer. So, bus drivers, nurses, psychologists, uh those types of positions, and we we'll see what they uh came up with here. Okay. So, these are some of the difficulties they ran into. Um the employee management system, so
046multiple salary schedules uh for same job groups. Um salary schedules have multiple positions listed under the same pay rates. And I know this one's come up a few times since I've been here. naming conventions for job titles. Um, ba basically makes comparing between districts very difficult, especially when we're using that nextgen software. Um, past efforts to fix compression had unintended consequences. Uh, I can't uh really speak to that, but um maybe somebody in the group can later on. U so compression fixes will need to be ongoing and there's also some celebrations. So the uh com compression committee was able to identify multiple ways to address um compression in the groups that were identified in meet and confer um and the committee looked at the following groups. So like I mentioned bus drivers, nurses, ED secretaries,
047psychologists and facilities workers. All right. So this first slide is on bus drivers. It kind of shows a comparison between Kraton and other districts. We are the orange or yellow line, I guess, depending on the monitor's uh settings there. But uh as you can see, we're at the bottom um in terms of uh hourly rates. And that's the top part. The bottom graph kind of shows how years of experience affects your hourly rates. And you can see ours kind of remains flat. So, uh the more experience you have doesn't necessarily correlate to higher uh pay. All right. So, here's the uh recommendation from the uh committee. A $1 hour per hour increase for bus drivers um including transportation staff who also drive. And the cost to do the $1 per hour increase would be around
048$46,000. Um, and then a committee note, amounts calculated in the group were too low and have been adjusted. So, I can't really speak to that. Sounds like there was an adjustment that needed to be made, but um you'll see on the final slide uh the 46,000 is u the effect in terms of cost. All right, the next group, nurses. Again, uh similar graphs for all these groups. So you can see the top where we kind of lie or where we land in comparison to other districts towards the bottom there. Um and then same thing um on the bottom graph where years of experience does not necessarily translate into higher pay for employees. And then there's some additional information on the right there. So the recommendation for nurses um our RNs are in alignment with surrounding
049districts when you factor in the longevity pay. Um the committee will need to manually collect data for LPNs. Uh these staff are included on the ESP salary schedule need to be put in their own category to address compression and the committee will work with HR to correct this. Um so the compression uh is sort of created when LPN's uh receive salary increases and the RNs don't. Um so but the potential cost to fix this compression issue would be about $7,260. Um average 1,210 for existing RN and LPN and then the amount could be less depending on the salary schedule outcome. So I think uh this one will probably be solved with a little bit of um coordination with HR and that number is uh an estimate the 7,260. All right. So psychologists, you can see
050on this one we're pretty far below other districts. Um and that's a that's a tough position to fill. Highly qualified people. Um again on the bottom you can see that again the similar in Yepraton's all the way at the bottom there. So um you know years of experience does not translate into an increase in pay for psychologists as well on the right there. That's the uh district salary schedule. Um it shows longevity stipens and their base pay. And then MA60 is that master's degree 60 credits Joel. So there's some additional compensation for um for education. So the psychologist recommendation um adding $5,000 to each um to each level on the salary schedule. So what that really means is if you're an A, you're moving from 65 766 to 70766 K 70478 to 75478. So you
051can see those on the SK on the salary schedule on the previous slide. Um A would be, you know, your lowest starting salary. K is the highest starting salary. So the increase would be about 5,000 to each of those letters. um adjustments to current psych psychologist pay approximately $24,200 and then the committee note 15,000 was not enough to address all categories. Can I ask a clarifying question? When we're looking at the comparative um is that do other districts like I see Baltz is much higher. Um do does do does Baltz also have a market demand stipend or do they just take their market demand stipen and put it in their base? And I guess I'm wondering that for all of the other districts as well. Okay, that's what I'm curious because if we took that
052market demand stipend and put it in our base, it makes it significantly different. I'm sure we're not be still not be the highest, but I'm just right. I don't know. I'm asking. Yeah, when we were together that night, we spent quite a bit of time actually going on each of the districts that we were comparing to to see how they did their market demand. So, we did take that into consideration. So, do they mix their market demand into their Yeah, different districts do it different ways. Yeah, they had different amounts of course and then some of them didn't have a market demand. It was in the base. So, they all did it a little bit differently. But when we were calculating, we didn't just go by that graph. We added the 15,000. If a mark
053if like Scottsdale has a seven, if we added the 7,000, we added this, we added that, and then we compared. So, we did do that work. Sorry, can I ask a clarifying question then? So, do those graphs include the market demand stipend or no? Like some chart, some don't. It depends on the district because that's the information from NextGen. So, but we also we took that as our like base information and then we went to each of those districts websites to find out and then we added so we did that work on the side. You can't see that reflected in that. Can I ask you to go back one slide please? Mhm. So on that graph where we're in the orange and then we're at the very bottom. Does that include our market demand stipen
054or no? No. No. Because it's not in the base. So that's what I was going to add is I think all we can do is compare the bases, right? And there's probably surrounding districts that have additional stipens or whatever benefits, but the only thing that we can do is compare the base and whenever there is a proposed raise, it goes from the base. So the market demand respectfully doesn't really matter because it doesn't it isn't included in any raises that are moving forward. So I think all we can do that's great Dorothy that you all did that extra work to be able to like compare it more accurately but like really the base is all that matters. So, sort of, but we also what we noticed by doing that, I think that work was really
055important to us because then what we noticed was really where we were off was the placement schedule and our um range from like the A to K, right? Because you can only go up to 10 years was very narrow. So, you know, whether you are first year site coming or a 15-year site getting 10 years worth of credit coming, it was very narrow the starting point where those other districts had a much broader like Scottsdale, for example, has a $20,000 range between their uh least experienced entry point and their most experienced entry point. So, that's why when we talked about all the different options, that's the one that we came up with to target was that placement schedule. and then of course you know uh provide equity for the existing you know the continuing psychologist
056so that they're matching up but that's where we saw the biggest deficit even taking into consideration the range of market demands or not market demands and all of that other information so I just want to like just these are my thoughts my perspective on this is that I mean we're bleeding psychologists in this district like I don't know how many are coming back or not coming back next year and we're constantly turning over and school like so many schools I went with years without one like as a I if I were a psychologist or even just thinking as a principal if I were to go and look at a district and look at their salary not looking at market demand because you know some districts do it some districts don't do it I would not
057necessarily look at that part I would just look at the base salary and be like oh they're so much lower I am not going to this district but I do think this what one of the options that we talked about and I just want to throw this out there is moving that market demand stipen into the base salary which would because people don't always look at that difference and maybe that might help it make a difference plus all of the other things that we're saying already but I think that would make a huge difference be when people are looking at salary schedules like I'm not going to this district they pay $20,000 less or 15,000 which may not necessarily be the case because we pay that but it's not in that base so just throwing
058that out there we did talk about that and we did look at that. That's why we pulled up the salary schedule. To be honest with you, I you know, I have um some feelings about that. I I agree that it makes more sense for both what Kelly said and what you're saying to have more of that if you're going to have any stipen outside of it, at least get more of it into the base for that very reason. Also, the the thing that Kelly pointed out in terms of when raises come, there's a chunk of your money that's not getting that raise, which doesn't really feel fair. So, we talked about all of those different options. This is the one that we came up with that was going to be the best immediate fix, knowing
059that we wanted to look more at adding that um uh market demand maybe into the base later. But to be honest with you, it's pretty clear that there is a market demand on our salary schedule and many of the other districts do have a market demand. It was pretty easy to to find. It wasn't I mean I don't want to be mean or anything but if if you're a new psychologist looking at any of the districts and you couldn't see that there was a market demand I'd be a little worried about your ability to kind of look at a salary schedule. But that being said I do agree and and most members of the committee did agree that that's an area that we need to look at in terms of is it base pay or
060is it compensation. Who made this graph? Vanessa. Oh, okay. I believe Well, the nextG one came from data that was put into that nextgen system and then the whole thing being put together was Vanessa. Yes. Sorry. As part of that committee as well, I just wanted to add on to Dorothy that with the stipens, um, we stacked the stipens. Other districts did not. It was like one or the other. So, like for the NC, what is it? the NCSB certificate in the doctorate either other districts said either you get a stipen for your doctorate or the certificate we we stock all those including the market demand. Yeah, sorry. So like for Scottsdale it's three grand for your NCSP or six for your license. So that's but there's a huge difference with Kraton's. Um my only
061thing going back to what um Dorothy said, so yes, we're having a mass issue with Sykes, right? I think we're only going to have like maybe two district sites for next year when we are staffed for nine, which is kind of crazy. Um, but in adding to the base salary, like you're still only going to have a difference of 5,000 between step A and step K. And I think we're gonna continue to have or Kraton's gonna continue to have problems with getting experienced psyches, which just as a forewarning, we're going into an audit um in the next year and a half and that's going to be crazy. But again, I think I don't know, it's really interesting. And not everybody does have a market demand, which is really interesting. They've just always had higher base
062um salaries from the get-go. Yeah, we definitely talked about all of that because as a member of the special ed department, I have a big concern with this as well. So, we brought up all of those things and I think this was our best effort at making the first step, but certainly not the last step in addressing the psychologist situation. Sorry. And can I just go back though in looking at this but also going back to the bus drivers like I don't know and are are we going to talk about these recommendations more later on or should we do it now? We are. Okay. Now's a good time. Okay. Well, I just for a dollar increase like I'm sorry like we need the bus drivers to be able to bring the students for a psychologist
063to test. Like I'm not okay. Like I I that doesn't sit well with me. Like I know we have an issue with Sykes, but we also have an issue with bus driving and it's impacting which kids could go to which programs, school start times, like all of these things because we don't have enough drivers. So I have a problem with that only being a dollar. Um I would just like to add because I see we're talking about bus drivers. little history since I've been on meeting confer and I've been I don't know consecutively for about what five years I don't know back when the first you know long time ago but every year we have discussed bus drivers and have implemented different things to get bus drivers whe that was raises or making them 12
064month employees we have done things every year like I remember one year back toback back. We gave just a certain type of race to bus drivers to try to recruit bus drivers. So, there has been things done to try to recruit bus drivers. I will say there hasn't been a lot of work done to recruit Sykes, but we have made a solid effort to recruit bus drivers. Oh, yeah. Um, I was just going to ask if uh Dorothy or Lisa, whomever else was on the committee, when these recommendations were put forward, was it was there thought in mind of the money that meet and confer to play with as far as what Vanessa had brought forward? Like, are these within our realms of possibility or was it just like, well, that would be nice, but
065we don't we can't do that. Uh, well, what we talked about was, you know, we gave you guys the 20 thou the 200,000 back because we had Thanks, Dorothy. We really appreciate that because we hadn't been able to get enough time to do all of this deeper work. We were going to ask for some of it back because now we've kind of looked at and earmarked um recommendations that we think make sense. It doesn't spend all the 200,000 by any means. Um I forget exactly how much, but I'm sure it's on here. Um, so we were going to ask for some of that money back and that's what was going to fund this and then the rest we were going to let you keep and use for um, uh, longevity or whatever else you guys
066decided was the best use for that money. Sorry. Um, I was going to add on the bus drivers conversation. um like it's very like it's helpful to compare to surrounding school districts, but um like something that is not necessarily represented here is that they could go drive for the city of Phoenix and it's like the same skill, a lot of the same lensure and then they um can make just as much if not more, right? And then not have to deal with kids all day. And so that's like that is actually from what I conversations I've had with a few people seems to be where we are losing some bus drivers rather than necessarily other school districts. Uh I guess kind of to comment on Ariel and Daniel. I know I've been in transportation for
06713 years now here. Um I know there has been done a lot um as far as money like the district has tried or is helping not tried they have they've done a lot to help but I do feel like we have been behind and how Daniel commented we do we have people who leave to the city uh they'll make more money driving a garbage truck and all they got to do is pick up trash. Um they for I got a driver who left to go to light rail, city buses. There's just there's people are finding I'm going to say easier driving jobs that pay better. Um and that's that's a concern. I feel like that's been one of the long, you know, I feel like that's been a very difficult thing since the very beginning
068for education. It's never really been able to compete with the private sector and there's always kind of just been other things to balance it out. for example, a pension, but you can also I think the city bus drivers also get a pension. So, it used to be like there was give and take, but I don't think there's any more give and take at this point. But competing with the private sector has always been a problem for education. All right. All right. So, yeah, we addressed the psychologists. Moving on to facilities. Um, let me use my computer. I can't really see that. All right. So, you can see um various positions here and the level where they fall on the uh salary schedules. Um, so facility positions and other positions on the ESP salary schedule are
069too entwined and needed to be separated to address compression. Um the com the committee and HR will continue to work on the salary schedules and bring recommendations for compression fixes back to meet and confer as needed. Um the request is $20,000 to apply to compression as work is completed on salary schedules during the fiscal year 2526. All right. Educational secretaries or eds sex. Um here we're falling a little bit higher on this graph in uh in the comparison to other districts and Tom we can't see you didn't it didn't oh sorry about that Joel's screen is very small so I can't really read it but um just a quick note this is linked thank you Joel in the um shared drive so if you need to see it closer it is there I know some
070people are looking around okay sorry about that all right yeah So the ads are a little bit more competitive compared to other districts. Um again sort of flat on the bottom there um when you look at the salary average by experience. And so the recommendation here is no changes at this time. So out of 10 ed secretaries, three of them are entry level staff with one year of experience and they're making less than the surrounding districts. Uh but when you factor in longevity, all other staff are above that, the average of the other districts. So this is a zero dollar recommendation. And then here's your number that you were looking for earlier, 97,460. Um and you can Oh, sorry guys. So there's that previous slide and here's the total cost 97,460. at the various um
071various position groups there. Yep. And that's my last slide here. Any other uh Amy, did you have your question answered? Okay. Any other questions? Uh you guys need me to research or any concerns? Um do we have nextgen data on the other positions we asked for? Joel, can you speak to that? Um those were the positions that we looked at. So well like at the beginning of the year we asked for nextgen data on because when we asked initially the very beginning of the year um because we had all the nextgen data last year from like probably a couple dozen positions. We were told that not all of those positions were comparable like those facilities positions are an example. And so we said okay can we get some that are the same? They're not related
072to compression just for salary data. Um so we asked for teacher, assistant principal, principal, um psychologist, bus driver, right? We got but do we have those other ones? Yeah, that wasn't part of the work of that committee because we are we were specifically compensation and compression. Yeah. So yeah, I that didn't happen in the committees the committee meetings we had. Yeah. I'm just asking. So um I I'll check with Vanessa, but it sounds like you need data on teacher, principal, assistant principal. Yeah. The facilities and stuff. I think we're already addressed there, but that sound right. Okay, I'll look into that for you. All right. Well, thank you guys for your time. I feel like I'm talking a lot this morning, but I would like to add just one more thing about the bus driver
073situation. Um uh because when we talked about extra roles and responsibilities that teacher or staffs have when we're short bus drivers and we have extra bus runs and there's teachers or office staff or administrators watching the kids in the office um that takes on extra roles and responsibilities for supervising students that's not necessarily a part of the day because we're short drivers and we're doing extra runs. So just another little um plug for that. Well, and I think that's what the committee was looking at where the two areas just right. Everybody's role is super important, right? That goes without saying. Um, us drivers and psychologists are the ones we spent the most time on because we are seeing the hit that not having those positions filled is taking on the whole system, not just, you
074know, those individual jobs. So, that is why we focus the most on those. We tried super hard with facilities. The there really is a problem with our specific naming way of naming things. I don't know exactly where that stems from, but there seems to be this attempt to be very creative with naming our positions. So, we call things positions differently than 95% of other districts call them, which makes it very challenging. So, that's something that um Vanessa was going to take back to the district leadership and try and figure out how we can address that. But, it's not an easy fix. It's not like just snap your fingers and change the names of some things because they're so tangled in there. And there there would there's often multiple levels of employees grouped under one category.
075So, there's a lot to detangle to fix that, but that is definitely a top priority moving forward. But yeah, we we focused on those two areas the most, psychologist and bus driver. We spent ex a lot of time on them. Um, I just wanted to ask real quick, so since I'm new, is this usually the time? Because my concern is we're already April 2nd, contracts are already out by the time any of this is finalized. Like it's not going to be impactful for next year. Like the reality of it's not. I I can speak to that. I think every year there's a sort of um I don't know it's like a push and pull because the budget isn't done soon enough for us to make super concrete decisions. Like our last meeting would probably would
076have been the earliest that we could have possibly come up with salary recommendations and we were still waiting for salary information and are still waiting for salary information for some positions and things. Um, and so the goal every year has just been to try and have our options um, finalized by before contracts are due because contracts are out, but they're not due yet. And so whatever we finalize today, people will be able to um, take into consideration when choosing to accept or reject their contracts still. 30 days, too. And it's the same usually with most districts. So it may not help us because the salary schedule won't be publicized but the following year it would for sure. Okay, wonderful conversation there. Um, I put the slide in, but the next one we actually because we
077are finishing up our revision of options and we do have two teams that need to share their revisions and we have to come to consensus on the revision of their options. If you would pull out of your folders that option paper that's in there, Maria. um typed those up for us. Well, Maria printed them. And how we're going to do this because all groups, we didn't have time for all groups to finish. What we have there is what we did agree on. Um, so you are actually going to just to have to you will need to write the options as we go along onto that sheet if you wouldn't mind as we are revising them because we will be using this handout to priorit not to prioritize to determine the options that require funding. So,
078what I'm saying is all the options are not on that handout because we didn't finish revising all the options. As the groups share their options and we agree to the revisions, would you write them on your handout, Katie? Um, I'm wondering if now is the right time. It feels like uh there's like kind of an elephant in the room with the and we need to talk about the board meeting comments and what and and how many just even like the sheer number of options that were presenting. It feels like there was some really strong messaging from the board um at the board meeting and one of the messages that I heard, I don't know if everybody else heard was that they want a very limited number of options. And so I think even just looking
079at this list, it's a lot of options. And I I just wonder like is right now the place to have that more generalized conversation and come to a consensus about that or do we just want to continue going through the process as is? So I appreciate that and I'm aware of the issues. Um but I don't want to have a conversation now regarding that. I want to finish the wording of all of our options. I want I would really like to get that finished and then as we go through our options then I think we need to have that um discussion but because we haven't finalized our options yet we don't even know which ones to eliminate. That's usually part of our process as we go through and we talk about the budget and we
080first we'll talk about the budgetary ones and then we'll talk about the other options and some of those options we may say we don't need that this year. So that's kind of how the process goes. So even though we have 20ome options now we may not end up with 21 options and we are going to have that conversation. I just do not want to have that conversation right now. if you don't I want to finish where we started. I I appreciate that Katie and we definitely need to have that conversation. So, is there a way adding on to that though because for myself like I I really don't want to spend a lot of time rewarding an option if we know it's not in line with anything that the board's going to go because I
081think we have limited time to kind of finish everything today. like is there a way where we can kind of run through to kind of I have a suggest like whittle them down before we do all of that. I and you know I'm I'm open but I also want to be fair to the interests you know that especially from the survey and then we did the interest and the stories and we came up with options. I just want to give each option a fair amount of time too but you are the team. I'm I'm open if that is something um that you would like to do. We're not finished with our process yet though. What I would like to suggest is that if you personally put up an option, um you can choose to take
082it off our list. Like you can choose to, you know, revoke the option and as long as no one else feels differently about it, I feel like this would be a good time to do that before we start revising language. So, if someone has an option that they suggested that they no longer feel like is something that's possible or doable or desirable and then no one else wants to take up the cause, I think this would it'd be okay to take them off the list before we fix up the language so we're not losing time. Okay. Well, getting back to Katie's comment, and the reason I said what I did, Katie, was are we given the option a fair chance if we haven't really settled on the wording of it? Does that matter to all
083this group? Does it not matter? I don't know. Like some I I know there's a specific option that I actually threw out there and then after listening to the board meeting and doing some pondering, I I don't want it on there anymore. And then even like listening to some of the other things, I guess I have other interests now, which I know we can't redo all of the interest, but like an example would be like we really need to talk about putting a lot more money into kindergarten because because and kindergarten aids and kindergarten teachers because that's where we're really losing our kids is as early as kindergarten because they come in quite further behind some of their peers. So anyway, that was just an example, but So, well, let's take a consensus vote then.
084Okay. Um, so is this team in agreement with just going through all of our options now? and we can determine if we want to keep them or not keep them instead of taking the time to reward the remaining options. Why don't we just go person by person and if anyone has an option of theirs that they would like to pull, we can get it done if they Well, first I want to take a consensus vote that we're not going to take time to revise options. We're instead going to go around and determine if we want to eliminate options. Just to clarify, since I'm new, when you mean revise, you mean kind of change the wording. Correct. Like we did last meeting. Oh, yeah. Okay. So, let's just do yes, that's what we want to do.
085Or I'm not sure or nope. I want to spend time revising the remaining options. So, can you just say all of it again? So the the option is to remove options right now before we reword and words smmith the options. We're we're not going to revise options. Well, yes. If some of them aren't revised then I guess and we want to keep them we'll revise them. Okay. So in giving a thumbs up you were saying I am okay with eliminating options right now before we go ahead and reward them. Okay. I'm confused if you didn't hear from last time. Yes. if their options are still there, if we haven't eliminated them. Well, I want to make sure you understand. So, what we're doing now is we're going to possibly eliminate options. We're going to eliminate
086it. But what if other people in the group still like the option? Then it's not eliminated. We have to come to consensus. don't want that one eliminated. And this just for you to know this could take a very very long time. Uh because we'll be we'll be doing consensuses consensus votes if you want to eliminate it. We just can't have the person who decided on that option determine if they want to eliminate it. The team has to eliminate it. Well, what if instead of taking consensus for each one, if somebody has a rub with one being eliminated, then they speak up. But otherwise, if someone says that one is eliminated and there's no talk against that, then it's just Okay. So, what you're saying, do you want Well, first of all, we're let's do the
087consensus vote that we want to change our agenda and go ahead right now and possibly eliminate options. Consensus vote. And you two three Rebecca are you okay? Are are you able to live with this? Okay. Okay. So that's what we'll do. Okay. So now what Kelly I think is saying is instead of going through all the options individually and by the way that handout that you have that doesn't list all the options. That's only the ones. Um, it was this teams and I think Kelly, your teams are on there, correct? Even though we didn't vote on the revisions, the only ones that aren't on there is of your teams options aren't on there. Sorry, one more clarifying thing. When we say eliminate, let's not let it fall into a black hole. I know Joel's been
088like very um diligent with the capturing and linking and all the things. So, if we can just make sure that they live somewhere because I think they are all valuable and I don't want someone to hear like that idea was terrible. Like that is not the message. But as to Katie's point, like the board has a very, in my opinion, narrow focus on what they want us to do. Um, which I also have opinions on that because it seems to be outside of what mean Converse focus is a table that says options for that would be amazing. Yeah. Yeah. I think in the same Yeah, in the same document. So just so that they don't fall off the map and if someone does have passion around them that we can make sure that it comes
089up and then next year we can start with those or at least look into where where we're at at that point. Okay. So what we will do with the ones that we don't want to deal with this year, we'll table them. Is that what you're saying? Are we in agreement with that? Let's do a consensus vote. Okay. then we'll table the ones that possibly um team members speak about. Okay. So, I'm going to give you time to go over the options, read them over, plus I think this handout um that listed all the options. I don't know. I can't recall when you received it. Was it not last meeting? Maybe the meeting before. I believe it listed all there were n 19 of them and I didn't put the dental care on that one and
090um so that that's the handout also the this handout that lists all them doesn't have the revisions in them though the wording revisions just so you know and this can be confusing because we're changing it up a little bit I'm all right about change um But this one right here that you received this week, the new one, those are the revisions minus Ivan's group. Those options aren't on here. Okay. To even make it more confusing, Kelly's group's options are on there, but we never agreed to the revisions. We just went ahead and typed them up. I think it was group two, right? Was that your you guys were like one to seven or something like that? And okay, so I'm going to give you um you can talk to your partners. I'm going to give
091you what 10 minutes. You think that's enough for you to go through these? You can converse. You can get up, walk around um and then we'll have our conversation. Welcome back. I hope everyone is ready. Um, do we need a couple more minutes? Okay. [Music] I haven't thought about it in my brain. But you know, I guess and then the other about what options, but I guess that doesn't fully make it hard for me. Like I did this in like less than a minute. I know xxx I think that everyone pays attention. We do not have to say anyone. Everyone ask we can go really close. Okay. It's gonna be a lot of Okay, everyone. Let's get in here and get started. Sorry. All right. Okay. So, this is something kind of new this team
092is doing. We'll see how it goes. Um I can just say as the facilitator um I would hope that we could get this activity achieved in maybe 40ome minutes. So um our goal today is to get to final recommendations. So let's see how this goes. Okay. So, how you wanted to do this was if anyone has an option they want to eliminate, they're going to share that. We're not going to go into the long stories. You can give a reason, but we don't want real long um several minute reasons. Okay. Yes, Dorothy, can I just say something real quick just because this is really important and I don't I don't want it to take 80 minutes instead of 40 minutes. I think we can do it in 20 actually if we all focus and are
093100% engaged. Can we close laptops? And I see a lot of people maybe distracted by other topics. Yes. Let's so we don't have to repeat things or like wait what I don't Yeah. Right. Right. So if you're on your computers, can you please just put the lid down a little bit? That would help. Um and let's go ahead and get started. Okay. Feedback. We're not going through every single option. We're just going to have someone share options that they would like us to consider to eliminate. Can we go person by person around the table? I feel like that would be fastest. Okay, Ariel. And by the way, Maria is going to be taking notes for us and so we will hopefully have a final document of our options. I don't think there was any ones
094that I wanted to. Oh, does that be an option I gave? Yes. Okay. I don't think I gave any options besides give me a raise. Okay. Okay, Daniel. Yeah. Um, so I had two options I wanted to get rid of. So I'm just looking through all my papers to find them again. Um, the two options. So for the purpose of allocating staff to sites under the district staff student ratio, students who are eelss um count as 1.2 and then same for the option of balancing class sizes. Students classify Wait a minute. Um, can we stop? Which handout are you using? Uh, there's it just says options. It is a packet. There is no number on these ones. It is on page four. They're just the option question because I noticed in the one in this
095one to this one they're different. What happened? Well, what happened was this one we used to revise the wording the big one. The big one has all of our options, but no, there's no numbers on them. Okay, so this is what I was saying at the beginning. This one here, can we all look at it? The one that aren't numbered, right? That are is not option. That is not numbered. These are not without revisions. Okay. So, but these are all of the options. These are our options. Okay. without the revisions. The packet we needed to go through and see Yes. The packet with five with five pages. Do you want more time again? Yes. Okay. Well, can we just number these? Can we just start at the beginning and say that's one, two, three, four.
096Sure, that would be helpful. Let's have Let's have everyone go through their fivepage packet of unreed options and number them one through whatever. That'll be a great that's a great engagement. if we kept it in order when we did the teams. The numbers the numbers might not correlate to the numbers on the other packet. So just be careful some were revised and some were which I don't know. These ones were all we took these I know that I remember we didn't give you All of these correct and that's what we're going to do. So all of these options aren't listed. That's what's all right. I I have 19. Yeah. Do you want to use mine and give it back? Sure. Still feel like these are cool. That could be Do you feel like these are
097welcome? Make sure you help yourself. [Music] Yeah. Add the numbers. Yes. Are we ready to move on? Yeah. Amy, are you ready? Dorothy, you ready? Okay. So, we are at Daniel now. Um I would like to remove options 16 and wait I'm sorry no sorry 17 and 18. That is because when I ran the numbers even with a much more uh like a lower ratio um even like five teachers to our school district would cost somewhere in the ballpark like $400,000 which when we have a total of a million dollars to spend factoring in the other things we need to spend money on um it did not seem feasible to me. Yes. Numbers 17 and 18 um for the purpose of 17 is for the purpose of allocating staff to sites under the district staff
098student ratio 27.5 to1. Students who are ELS receiving or and students receiving special education count as 1.2 and then for the purpose of balancing class sizes same thing. I adjusted the ratio. I removed um students receiving special education. And even then it was still like $500,000. Does anyone disagree with removing the option? you let's clarify to tableling because it is a good idea but in the current moment model um I don't want to table it or take it off the table um because it goes with the district district SOFG model and I feel like I feel like it's You know, if this if the district is serious about that goal, it's time to put your money where your mouth is. All right, sounds good. Moving on. What did you just say, Daniel? Sounds good. Moving
099on. Any other comments about that, Eve? I agree that um class size matters. I also think that when we're talking about really trying to focus on SOFG and making sure that we're um prioritizing things that will have an impact right now, I think that not everybody feels the impact of the lower class sizes because it's still a site decision. So, I'm just not sure that that should be a priority right now when we're working with such limited resources. I don't I agree that it's important. I agree. I also think that there are other things that should take priority with limited resources that everybody will feel as opposed to just the sites that are able to match this. So you would like to have that tabled 17 and 18. Amy, I al I also agree and
100understand like a lot of these options are are done with the interest best interest of the students and the adults in the district and I think that they should be tabled not just not removed but tabled and for the purpose I agree with what Daniel said and the reason why is yes it does wholeheartedly agree with our SOFG goals. However, reducing class sizes or or ratios for our SEI classrooms um isn't going to necessarily just change what's happening in the classroom. We really need to focus on the instruction that's happening in that classroom and provide the professional training and the SCOP. I know it's happening at a few sites, but it is not happening at all. And a lot of our SEI teachers ne or teachers that are teaching those students whether it's a 1-hour
101model or two-hour model don't have that training. So I think for the interim I they should be tabled as well as we also have like I don't know how many options 19 options and that's a lot to bring. So I really think we just need to come with a solid amount that is going to give us the biggest bang for our buck that's going to hit the most students and the most um members in the district. Um, just real quick, I think we said that we are just throwing like I wanted to remove those options. Ariel doesn't. I don't I respect everyone's input and we can have that discussion when we go to actually vote on the option, but right now at least one person does not want the option tabled. So, we should I
102think we should just move on so that we can because right now all we're trying to do is remove options that nobody is fighting for, right? That's the objective right now. And it seems like even if even one person is passionate about the option, it stays and we just move on to the next person, right? Like does that Yeah. Yeah. We could still vote it down later and have that discussion later, but I think right now we're just looking for if there's even one person that wants the option there, we got to keep it there until later discussion. So Rob, okay, I have a question. What is your question? Um, could we um not right this moment but later on we will have the option to omit some of the options and then we can
103remove the special education students being counted 1.2. But then also we talk about smaller class sizes. My envision was to keep some of the SEI pull out teachers. So it's not about making class sizes smaller. It's about providing additional instruction time. We know that we have kids who are coming to America in like fourth, fifth, sixth, seventh, eighth grade. Who's teaching those kids how to read currently at the at the moment? We can also hire another reading intervention that can help those kids learn the alphabet, start reading because they're coming in after the um intervention model and we can as we can have those conversations for sure when we get to that. Can I are there any can I propose an amendment instead of going person by person? Can we just go option one? We
104all want we we keep it or we get rid of it and then option two keep it get rid of it. If we're not if you don't want us to have conversations about it, I totally respect that. But I think it'll make that process go a lot faster. Okay, let's do it. Option one, thumbs up. Keep it. Keep it. Yeah. Okay, we're keeping it on because there's a disagreement. Two. Okay, we're keeping it. Three. You said keep it. Yeah. Can we say revise? Three. Okay, we're going to keep that one, too. I have a feeling we're going to be keeping them all. Option four. Thumbs up. Everybody's thumbs up. Oh, no. A thumbs up. Who had a thumbs up? Oh, okay. Option five. You don't want to be a part of it. That means no
105sense. What? You want the team, but you don't want to be a part of it? Well, I mean, can we just table it is my biggest thing. Yeah. Oh yeah. Yeah. Okay. Okay. Number four tabled. Okay. Yeah. I would argue that four and five really live together. So those should both to be tables. Five. Five. I see. Okay. Okay. Keep. Six. The district will provide ongoing training to all staff in terms of trauma-informed practices. Uh table that. Yes. Six. So, so far we've tabled four and six. Seven. Keep same tiers and increase amount at each tier by 20%. Longevity. Yeah, the revised one should be keep current tiers of longevity to increase the amount of each tier by 20%. Okay, we're keeping that. Uh, eight, after first year of employment, level A staff who return
106and move to level B. Okay, we're keeping that. Nine. Offer option to receive longevity compensation over two payouts instead of So does that mean I have a question? So does that mean like just one month? Like you're going to get an extra check out. It's spread out over two. Instead of getting one, you get two. Instead of getting one, you get it spread out over two. No. Okay. So we are tableabling. Okay. Tabling number nine. Okay. 10. That was the one about the substitutes receive a 5% pay raise in retroactive. Okay. Uh that one we're going to do 11. If funding permits a pay raise at the ratio and that was the list of what the pays would be. I think there's This says 1.5. It is there, but I think a lot of people
107want to revise anyway. Y Oh, that's interesting. Yeah. Okay. 12 contract subs will receive payraises at the classified rate for further pay raises. Keep that. Okay. So, we're going to keep that. Um, next one. Uh, 13. District will create a parental leave package with Yes, we are. 13. That's the parental leave package one. Okay, we're keeping that. Uh, 14. The school board will adjust policy of the medical leave assistance program to include parental leave. Are you three over here voting or Okay, we're keeping up. Um 15 class sizes for general education shall correspond to the following. And then it lists the class sizes. Okay, we're keeping that [Music] 16. Funding allows the student to teacher allocation 27.5 to1 will be reduced and the resulting class size targets and maximums will be reduced. Ariel, you want
108to keep that? You're the only one. Oh, that doesn't say allowed. So, it's not like we're guaranteeing we can the number of recommendations we make. Okay. So, we'll table that. 16. 16 is tabled. 17 for the purpose of allocating staff to sites under the district staff ratio 275 to1. students who are English learners, eels's and students receiving special education count as 1.2 sideways. Can you live with it being tabled? No, I mean I want to keep it. Okay. Okay, we're keeping that. Uh number well 19 was the healthc care so that's done. We've already you just skipped 18. Oh 18 for the purpose of balancing class size students. I thought we just did that. There's two of them. Okay, maybe. Okay. For the purpose of balancing class sizes, students classified as English language learners and
109students receiving special education count as 1.2. Okay, we're keeping that. So, how many did we eliminate? Two, three. Okay. Yeah, table. Good. Good call there. Okay. Now we can revise. So, um, Kelly, your team, you remember who was all on your team? Was it, uh, were you on Kelly's team? Remember when I had the hat? Well, actually, we have Jay here now. So, should we take a little break? Sure. Yeah, we'll take a break now. Huh? Well, are you ready? Do you want another break? It's 10 o'clock. Or do you want to just continue to roll on to lunch? Okay. Mr. Man, did you want to speak with the team at all or are you just okay to sit here and whatever you would like or we're fine with? We love having you here. Conversations
110around what was brought up earlier that Katie brought up. It's it's out of sync with what you had said as a facilitator, but that really would be where I think Jay's So, do you want Now, I wasn't at the board meeting, but apparently there was a board meeting and there were conversations and this is what you're getting at, Katie. Do um do we want to have that conversation now? Correct. Yes. I feel like I feel like we could have that conversation now and then take our 10 afterwards and then go back to revising language. That sounds like an idea. Okay. Yeah. I have a clarifying question. Good morning, Jim. Thanks for joining us. Have a snack. The muffins are great. Uh I have a question that's come up with a few different team members and
111then just some staff that I've spoken to too outside of this group. Um and that is related to the SOFG alignment with meet and confer goals. So I'm going to kind of stumble through it and then let me know like kind of where my holes are. So our focus as we know is on primarily working conditions, salary and benefits whereas the SOFG goals primarily are on curriculum if that's if I could paint that broad stroke and instruction which is not our focus. Of course, as a district, our focus is improving student achievement, which is of course like the end of, you know, what we all want to be able to do and support our families in that way and our students. However, it seems to be that there's a bit of a disconnect between what
112we are recommending here and those goals because they are so curriculum and instruction focused. The history of this committee is not to focus on those things. So I think there's just a little bit of misalignment with where what we are bringing to the table has to be ident and we've talked about this many times we you and I specifically and like the team at large of like we could draw that thread right like anyone could say like giving people more money increases achievement because you have to like have staff to teach them and be able to make the goals happen right so we could draw that thread I think and we are willing to do that and are going to because we know that that is the will of the employees in the district so
113I guess I'm muddling through this but I help but you're doing great by the way. Help us understand kind of how we can bring bridge these two because I think there's just a little bit of confusion especially as Katie brought up earlier in light of the comments that were made from the leadership on the board and it's just leaving us with a little bit of like huh you helped us to like be able to create this team and get to this point that we're at and now you're like don't put those recommendations forward. It's just a little bit of confusion on our part. So thank you for listening. Oh very cool. Okay. Um, yeah, I think I I think a big piece of it honestly is is growing pains. And I also understand you it's
114one of the things I've been processing a lot lately, sort of the difference between the the the two different focuses, right? But they're they're all intertwined. And I'm going to kind of explain my perception of how that is. And I don't pretend to speak for, you know, board the board is five individuals, right? And they each have their own perspectives and they don't necessarily always see things exactly the same way either. Um, so I'll give you my best interpretation and understanding and hopefully it will be helpful. Um, and I will do my very best because sometimes I wax a little too philosophical and I will try to keep it in the concrete in the here and now as best I can. So um so yes there is there is a a significant amount of truth
115to meet and confer is a very specific set of things that it's working on. Um and where where I think that intersects from my opinion is in the student outcomes focused governance work. One of the things that gets talked about a lot is that there's three primary components. There's inputs, outputs, and outcomes. And so the inputs are the things that you put into your system in order to drive your outputs because your outputs are supposed to be your midcycle indicators that you're on. They're things you've chosen that you think if we can do this, then our outcome should end up where we want them to be. So when we look at things like um compensation, benefits, and working conditions, they really live in the input space. And so they're not necessarily on the outcome end
116of things. And I think what makes it hard is like we could say well of course if you pay more you get you attract and retain more highquality teachers and more highquality teachers leads to the outcome of higher student performance. Right? And that's a very sort of broad brushstroke. um and it and it doesn't necessarily create a direct connection. But if we think of it as an input in the system, then it might be easier without having to put a ton of effort and like spend six days researching, you know, is this true or not? It might be easier to create threads from the work that meet and confer is doing to recommend those adjustments to salary benefits and working conditions and how as inputs they will impact the outputs and the outcomes. And so,
117um, the best example I can give you and and this I want to give lots of thanks to, um, to Daniel and and Ariel and, um, Ann, thank you. Well, I I I'm visual, so I'm looking for faces, but we she was, um, voice only yesterday. Um, but we had a we had a really good conversation yesterday afternoon about some of these concerns. And one of the things that came there was a question that came up that was like, well, why is the district so set on, you know, adding some coaches and adding some additional PD? Because if you watched the last board meeting and you looked at the um the progress monitoring report, one of the things that they were talking about is here's some things that appear to be working and having an
118impact and here's some things that aren't. So we want to do less of what isn't working and more of what is working. Right? So you have these related inputs. One of them is well we're seeing where bless you where we're where coaching is effective it's actually moving outputs and there's an expectation it'll move outcomes. There are some places where it's not and so what you want to do is move away from the where it's not stuff and do more of the where it is stuff right um but that input doesn't exist in a vacuum. It's because who's receiving the professional development and the coaching. So in the example from the progress monitoring report, the teachers that were receiving the coaching and the professional development were a small cadre of 11 SEI teachers, right? And for
119those 11 teachers, the feedback from those teachers is we were resistant at first, but like once we got into this, this is actually not only helping our academic work, it's actually helped behaviors in our classrooms too. and like we want more of this and our friends who we've been having conversations with want some of this too. So that's the reason you heard the team talk about well we may want to double the number of seats we have available next year for this because it's something that has been identified both by the curriculum team as this seems to be working and by the teachers themselves as this this is actually working for us right and sometimes you have to get over a hump of resistance disbelief whatever right in order to like let's come on let's
120try this and see if it works but that like I said that input doesn't exist in a vacuum because there's those 11 teachers, right? So now we have 11 teachers who are more effective in their instruction and in being more effective in their instruction, they are going to be driving the outputs that we want to see as a district in order to get to the outcomes we want to achieve as a district. So what's the most important thing we need to do with those 11 individuals besides continue to provide those supports? Well, in my mind, it's keep them, right? So, so that's a way to draw a thread with compensation. Why would you invest this money in the additional coaching supports and the additional PD only to have these 11 people become highly skilled, therefore
121equals highly valuable and then have those individuals leave the district. And if the goal is to adjust all of the inputs to be aligned to create the outputs and the outcomes that you want, theoretically you're going to be bringing these types of resources to bear on everyone within the system. So everyone within the system becomes more valuable. Everyone within the system is someone that you want to hold on to. But you really can't do that when people have to make choices based on things like compensation, benefits, and working conditions, right? So to me, that's a little bit more of a direct connect than saying, "Well, come on. It's obvious. Like, if we don't pay people well, we're not going to have good people, right?" Like that's just very high level. Um, but as we kind
122of got into the conversation yesterday afternoon, I was like, "Wow, this is a literal straight line throughput. If you're if you know if if A plus B equals C, you don't want to lose A or B because then you don't get C, right? Like it's simple. Oh, that's hopefully that's an algebraic equation. I haven't just embarrassed myself." So, haven't really done much math instruction in a lot of years. But um and I was an English teacher. But uh that's that's kind of I don't know if that helps, but that's kind of part of where my thinking is based on what I heard, other conversations I've had, what I know about student outcomes, focused governance, and what I know about the function, purpose, the policy behind what we do with meet confer. So it feels like
123an extra ask and an extra layer, but it's really just bringing context to the recommendations, right? And I think that was always true and we always were prepared to align them. I just appreciate that perspective because you do see kind of all all sides of it and that will help us in our recommendations and being able to like yeah make that thread clearly. Yeah. And I and I wants to speak to Yeah. If I could just throw one more thing out there, you know, happy to field other questions, but I think part of of part of what you're seeing too is we, you know, as human beings, we have we have kind of two components. Dr. Pombo um recommended this book called Switch to Me and and it talks about the elephant and the writer.
124I'm going to go a little bit philosophical. I won't stay there long, I promise. Right? But the but the concept is that like our logic brain is the rider and it's small and relatively weak but it tries to guide the elephant and the elephant's our emotional being right and that elephant is big and powerful. And if you know anything about willpower, willpower is like a muscle. The more you practice willpower, the stronger it gets. But the more you use it, the tireer it gets, right? And so that writer gets tired and then emotion takes control over logic, right? And so one of the things I think that's really kind of smacking that elephant on the posterior right now are the things that are happening at the federal level. So there's a lot of stress and
125strain, I'm sure, on all of you. I know it wakes me up at night. Um, and and it's certainly affecting our board as well. So they have a lot of fear and concern around what our budget's going to look like for next year and all of those things. So so that all kind of is in the pot, right? Like the cauldron of the stew of what's happening along with, you know, they're they're wanting to keep on this SOFG pathway because they're starting to see some results from it and they want to continue to see those results. So I think Daniel was first and then come back to Dorothy or is Dorothy first? I'm sorry. I wasn't trying to ignore you. Yeah, I think I I inadvertently through my public comment at the last board meeting
126um I don't know poked the elephant with something and it started caving into itself or something. I don't know because that's the sense that I got from the previous board me board meeting when we were talking about the carry forward and we already knew we were we were recommending a pretty conservative percentage and then there were clear like oh my gosh the sky is falling we can't even we need more more more savings and I was trying to express that but I made the mistake of using the word fear and it like clearly triggered most of the members of the board so I apologize if I did any harm by using the word fear, but that I that is what my sense was from the previous board meeting was leading with fear and they took
127offense at that. So, I feel bad about that. But my my real point is that we can't just stay in fear. We have to get back in our logical brain and realize that if we don't have any employees because we aren't even showing a willingness to try to be equitable with our pay, then we're not going to have anybody to provide PD to and all these other things. I obviously did not convey that well this time. I need you to do two things, Dorothy. One is I need you to know um there's there was a lot more context than the comments. And while timing may not have been stellar and and sometimes word choice, trust me, as a guy who beats himself up every night about his word choices throughout the course of the day,
128um it like but at the end of the day, I don't think you can own it. And what I the two things I would encourage you to do is number one, for whatever guilt you have over it, please forgive yourself. As a person who struggles with their own personal guilt throughout the day for things that I should not feel guilty about, please forgive yourself. And I don't know that it's necessarily a bad thing, right? Like if you're if if a if a conversation's going to get sparked and and we're going to bring things to a head, sometimes it's better for that to take place in advance of when the recommendations are coming because when it comes in the midst of the recommendations, then the emotion gets attached to the recommendation itself, right? Um, if it
129comes in advance of the recommendations, then it puts us in a position to have a conversation like we're having today and think about what are the things we can do to create the connections we need to create to make it easier for people to say yes. There's a I it's been so long since I've read it and I couldn't even tell you most of the things that are in but there's a book called Getting to Yes. Right. And a I'm sorry. Oh, there you go. Right. Yeah. And so, you know, part of it is what you don't want to do is you don't want to attach all of sort of these negative components to what you're trying to get people to say yes to. And so, I I am a weird guy in that I
130don't think anything happens by accident. And I think most things happen for a reason. And I think if everybody can stay, you know, pure of intention and focused on the end goal, you know, we can still get where where we need to be. and and have a positive outcome and a positive result. So, I I've been trying I just haven't been able to get to you. I've been trying to get to you to tell you to forgive yourself and not feel bad about it since like the meeting happened. And um I have not successfully done that. Yeah. So, well, I'm So, that's what I've been having guilt over. Every morning I wake up and go, today I've got to make it to Dorothy. I haven't made it to her yet. I'm such a bad human
131being and a bad superintendent. So, Um yeah, I think I wanted to make some comments mostly to the team. Um and I mean, you know, also some of these things I said yesterday, Jay, so sorry for repeating myself. But like me and Confer is here to talk about working conditions, salary, benefits, um and anything sort of related to that, not curriculum and instruction. Like Kelly said, we dip our toes into some of those things and like we've always talked about the conditions that the teachers work in um affects how well they're able to do their jobs and all the people that support them. But if you think about, you know, the union for UPS and how they bargain with their employers. What they're bargaining over is the conditions of their work and whether or not
132there'll be any guys driving the trucks, it's not about how well the packages get delivered. It's not how fast they get delivered. It's not anything like that. It's just that if you can't keep employees, if you can't make them happy, if you can't make them feel fulfilled, no one's going to be driving trucks delivering packages. And it's the same thing in a school as it is at any other business in the United States. And I promise you, if every single employee in the school district had a six figure salary, health benefits, um there'd probably be no union or union members, everyone would just be, you know, in Tahiti on our summers, right? Um but unfortunately, this is not a good economy. Um we're looking at like anywhere between like four and 8% inflation for like
133a couple of years now. Um we're not getting between four and 8% raises every year. People's cost of living is going up. We looking last year certified stuff. I know there was a couple external factors, but anywhere between 20 and 30% turnover every year with our certified staff. And when you look at the exit service, at least half of those people, it's salary, it's pay. And again, we're not really exactly losing a ton of people to private sector, right? People are jumping ship to other school districts. And so, like Jay was saying, you know, you can spend as much money on PD as you want if you have no one there to receive the PD and like actually, you know, like put in some effort. It's it's very hard to be like a school district
134that underpays compared to surrounding school districts, but it's also really hard to be a school district. It's like way harder to be a school district that underpays compared to surrounding school district and expects more of their staff and is giving you additional things to do and is longer school day, squeezing you over test scores, right? Oh, we need to make sure that these kids are passing these state tests. I you know I think everyone in our school district does the best that they can but when you're taking anyone who walks in the door you're going to get some people who are like hey I'm gonna put in the level of effort that I get paid for right and you know if those people if more effort is expected of them as it should be we're
135a school it's our job to educate children they need to be compensated fairly because not everyone is you know in and out of the goodness of their heart people have bills to pay people have real financial considerations it's like I brought up earlier are you going to spend the two or three hours a week to plan extra lessons for your kids or are you going to go do dash because you got bills to pay, right? Like are you going to go and put in that extra effort to like, oh, look over your notes that you took from the PD, right? Or are you going to go and do something else that can make you some money? And like the last thing I want to talk about is on the board comments about having like a
136narrow focus and like I see on our agenda that we have like an hour set aside for research. Listen, like I said, our job is to make sure that we have people in these buildings teaching these kids with good working conditions. That's a complicated task. Um I I've agreed in the past like our focus needs to be narrow on salaries, working conditions, benefits. Like we shouldn't dip too much into anything really instructional. Um I before I refer to them as like do your job recommendations like we shouldn't issue recommendations for things that already should be happening or already in policy. Um but it's a complicated task to actually ensure that everyone's working conditions, benefits, pay is like where they should be. We have to go in and look at individual jobs. We have to go
137in and look at circumstances where a few people might have something messed up, right? and we have to fix those things. Um because if we don't do it, no one is doing that. Like no one is making those decisions from year to year. Of course, the the school leadership of the school district, you know, if there's a little tweak there, a little tweak there, but if it costs too much money, they kick it to us and expect us to make decisions about those things. And so, like, I'm very very very opposed to like, oh, 20 options is a lot of options. Let's get that down to like seven. It's four pages of double spaced font. I don't think this is like a super crazy idea. I understand when it comes to implementation, I think that
138was a very fair criticism of how many recommendations we had last year. People have to go and like implement all those ideas and we need to be considered of that. Um, but in terms of just like the length of recommendations or like how much reading it is. Um, and again with research, everyone here should know from going to college, getting a degree that you can go and find research to support almost anything in the entire world. you can go and Google, you know, research that supports XYZ thing and you'll get one paper by one person who got a grant to go and research something. Um, you know, it's I think we have our connection between the inputs and the outputs. I don't know that we need like a evidencebacked research paper for every single recommendation
139we issue. I think that would be a waste of our time. Yeah. I mean, I I honestly don't think you need a research paper either. I um the one thing I would caution against is like the board concern right is money's tight right so the you know coming forward and saying well we need to give a raise because people are struggling because money's tight well everybody empathizes with that but now you've got a money's tight versus money's tight argument and so I my personal belief is the the argument ment of do we really want to move the system forward and the only way to move the system forward is to move the people forward and retain those people is a more powerful argument that's based in logic instead of my emotional reaction to a tough
140situation for us as individual employees versus your emotional reaction to watching your neighbors go into receiverhip and being really worried about the budget despite the fact that we're not in that position because thankfully we have, you know, people like Vanessa and Dom and and we, you know, we've been fortunate enough to be able to keep some real talent in our business office. And that's one of the things that's kept us from sort of falling into that same trap that others have. Cuz when you look at I don't want to use names, but when you look at some of our neighbors that are just now discovering they're in trouble, you know, that's without blaming anybody, like that typically happens because one of two things, one of three things occurs. either the business office isn't doing what
141they're supposed to be doing or they are and they're telling superintendent and they're ignoring it or they are and they're telling the board and the board's ignoring it. So the board's taking it as you know a very personal sense of responsibility around that. Um we just happen to be in a district where I don't I don't sugarcoat it. play it straight and our team plays it straight and so we know exactly where we stand and where we stand is actually in a really good position and in part it's been because of I mean this is the other thing that meet and confer should both take pride in and be able to leverage as context is it's also because meet and confer part of those conversations over the years and we haven't been in a position
142where what's been recommended was going to bankrupt the district right So that's why we're not we're not in that same boat. Yeah. So I think um uh so I think some of uh and this and I think we need to be cautious of this too. Uh is uh some of this is messaging and I think that our um as a as a team we've changed some things over the last couple of years and I don't think they were bad things um in the effort to be more transparent. we are we are now streaming um a lot more information is going to the governing board and I think we're kind of seeing some of the um uh unintended consequences of that and what I mean by that is people are now more and more seeing how
143the sausage is being made and it's not a pretty sight right um so uh but at the end of the process we always whittle it down we always have everything out we always prioritize it and it always ends up being a couple the things and if there's other things great if not that's okay too. Um so I I I I was uh I was talking to Diane about this about like changing some of the process and and being a part of that and it's fine. Um but I I just think we need to be aware of that um as we go along and how how that messaging goes out um and whether or not uh whether or not the message is being heard uh in the way that we intended it. Um and clearly that
144has not been taking place. And also keep in mind this is a governing board advisory committee. Um we all directly or indirectly work for the governing board. Um and I'm not saying that it's a blank check and we have to go and uh and and meet everything that they ask us to meet. Um, but I think it is ill- advised to just go and say, well, we're not going to do this or we're going to take it in a different direction when there's clear uh guidance uh that's given to us because what can be given can be taken away. So, I'll I'll just leave that there um and um and and let that go through. And the other piece is just more of an open-ended question to you, Mr. man uh about u because we've
145struggled um I believe we've struggled with options and things that either address the whole or the part of the system um and sometimes I feel like we're trying to figure out you know should we do this thing um or should we not because it only affects a certain group we had that conversation with the the uh staffing for ELL's getting a higher percentage that that's going to have an effect right and it focuses specific specific on specific things and I I try to put that in the context of the SOFG where one of the goals focuses on one particular race and no other. So clearly the message that I'm I'm interpreting and I if I'm wrong tell me I'm wrong. The message that I'm interpreting is the governing board is asking us to do exactly
146that to focus on the part. And I'm not saying at the exclusion of the whole, but if if you have some thoughts or some ideas on how we might approach that as a team as we navigate because I feel like that's going to come up a little bit more um in terms of like where do we make that decision? Do we put the resources in the part or do we put the resources in the whole? Well, I think it's it's a difficult thing to give specific guidance on because a lot of times the effectiveness is in the story, right? Like everything in life is really fundamentally cap captured in its story. So, one of the things you said that triggered for me is you talked about, you know, possible compensation for the teachers, you know,
147that are um our SEI teachers, right? Our structured English immersion teachers. So that is the group I was talking about earlier that had some of that specific professional development and they tied directly to the goal around um language acquisition. Right? So I I think it's I think it's goal three, but it might be I might have it mixed up with goal four, but I think it's I don't know. It's either goal three or goal four. So, um, so I mean I could see a very powerful argument being made for, well, here we're bringing you this recommendation to make an adjustment to compensation for this specific group because this is the group that ties directly to achieving this goal and you've been putting an investment in this group and therefore, you know, that that gets us
148from A to B. So, I mean, that's a pretty powerful story if you're trying to align things to student outcomes focused governance, right? But I don't think it's a necessarily so because the other argument you could make is well we also have a math goal. We also have a literacy goal. We you know we're we're targeting third graders. We're targeting eighth graders. Um for some of our outputs we're targeting fifth grade. Um for some of our outputs we're looking at you know K through two. So when you when you put all that into the mix ultimately at the end of the day it really in order to achieve all those goals it affects it sort of blanket affects all the teachers and there's various things as far as investments and professional development and resources that
149need to go into all. So you could say, look here, this is an example and this group needs this. But you could also make the argument, but by extension, if we're going to do all these other things, we don't want anybody falling out of the system after we've put this investment into them, that would be counterproductive, right? So I mean, you you really could bring that argument for either of those two cases, either the specific or or the general. the the thing I've been learning over the last couple and I've said this in the past but I didn't really have as clear of a understanding around it that I've been learning about schools as a system is whenever you remove anything from the system ultimately the impact ends up in the classroom. So if the
150school if you don't have school nurses, right, or even if the day that the school nurse is out sick, like that actually impacts the classroom. If you didn't have assistant principles, you know, it's I pretty confident, James, you don't sit in your office just eating bon bonss all day cuz if you did, you'd look like me instead of like you. But um that's, you know, the best evidence I have for that. But um but I I really honestly believe that without an assistant principal on campus, that puts pain and pressure on teachers, right? When you when when we're short psychologists, right? There's there's things that you know, teachers aren't getting the support they need with certain groups of students that they're trying to provide um you know, additional either educational supports or um it might
151be a kid who's being mainstreamed into their classroom or whatever. and making sure the IEPs are squared away and all those kinds of things. So, you know, if you don't have people trying to sort out all the mess with our grants, then we end up losing money and leaving money on the table like our neighbors are doing. And it's part of like if you think about the Isaac story, with no disrespect to our friends at Isaac, but they left $9 million sitting on the table as part of I probably have that number wrong. I know it was multiple millions of dollars because the um ESSER paperwork wasn't filled out correctly, right? And that was the money that the state superintendent's office sort of got the variance from the federal government to replace. But that was
152part of how they got into such hot water. If you tell me that that didn't affect those teachers in that school district, I'll have you have a conversation with Heather and she'll she'll tell you a different story. Right. So, um, I think the thing that's challenging is to figure when you start to piece and part it is to figure out how you do the least damage to the system by piecing and parting it. So that's well it's I've I've watched it over the years and um I've rarely seen things come out with any group kind of walking away feeling comfortable or happy when it's been highly divisive. And that's just my personal lived experience. It doesn't mean that there aren't reasons and times I've supported at times doing that because it seemed like the best
153solution we that available, but there's always a cost that gets paid with it. And even the creative things we've done over the years, I remember like one of my first years here in the district, you brought this concept of the $1 raise to us and it and it didn't make sense at that time, but at some point it made sense because of the circumstances we were in. And I have yet to find anybody in the state that doesn't work in this district that really understands what we did and why we did it. But I do believe at that time that was the best solution. And I've had people tell me that it created more compression, but I can go to a whiteboard with you and show you the math that it actually solved a bunch
154of compression problems. Bless you. Of course, we have a bunch of other compression problems that happened afterwards, but it like when you're looking at percentages versus flat dollars, there's a form of compression that the flat dollars do a better job with than the than the percentages do. So, so I mean, every solution is something worth consideration. I'm you know me you've heard it from me for a decade it's always the unintended consequences that I'm worried about. Okay. Thank you. I just want to say that I appreciate everybody's perspective and I also appreciate uh the perspective from the board. Uh I know that meeting confer is all about wages and salaries and working conditions. So we can create this uh conditions for success and the success in our field is specifically not building a car, not
155selling food, not making a profit, but making sure that our kids have the best um skills and knowledge so they can be successful in school uh and beyond high school and and stuff. And so I I appreciate that challenge of making sure that everything that we're recommending to establish those uh conditions uh are aligned to that uh one goal. Um for me it wasn't a matter of um saying it's they don't they're parallel things. For me it was just more of like it's the same goal. Make sure that both things are pointing to the same direction rather than to fighting off. And so challenge accepted and I know that we can revise our options in here. I also want to make sure that I raises I want for everybody. What I want for me I
156want for everyone. Uh but I also know that currently uh with the current salaries that we have we have outstanding people doing outstanding things and then we have other people that are not. And the solution is not to throw more money at those people. There are some people that in in all of positions that regardless of how money we raises or things stipens of women, they're they're not the right person to be in this bus or in that in that position. And so I just want to shout out even with the challenges, the inflation, everything else, for the ones that are doing an fantastic job, thank you on behalf of our children and families, continue to do that. You're appreciated and you are not invisible. And uh I just want to say that in a
157perfect world will we have money to sustain and to fix everything? We don't. That's the reality. And so we have to do our best uh to align our goal of giving the best chance to our kids with what we have. And we have a lot of uh options. And some of those options are great ideas that we can table or that we can revisit with this guidance. uh and there's some others that I'm it's a no at this time and well and I think in relation to the number of options I think it's also important when we do this to consider who who has that who who um is in charge of that option and how much work are we giving them. So we need to look at that too. Are they able to actually
158do the work that the options require? So, we kind of need to keep that in mind. If it's the curriculum department, well, we can't do curriculum, but whatever it is, we have to think about the people that are doing that task. How much are we putting on their plate that they can do? Okay. Um, Rebecca and then Ariel, and then we're we're going to end this conversation. I'd like to just say something. Um, added to Mr. Carbal um when he said in no disrespect of what you said that us teachers who are in the classroom for 8 to 10 hours a day um that we're doing the best we can and I completely completely agree with that but also when you're a mom of with a family of or you want us to come back
159to you, Rebecca? No. I just think that we should be especially if you're in a admin or manager, some leadership position in the district. I think that the rhetoric of some of the employees are doing really well and then some of the employees, I'm just paraphrasing, is trash and we should stop throwing money at them. And I'm paraphrasing this and not your exact words. this is how I'm worrying it. I think leadership should be very careful with that rhetoric because I think some of the people that you're probably referring to, not saying you're referring to me or anyone in this room, I think some of the people you might be referring to as not so great employees that we should stop throwing money at, I think some of those employees probably feel the same way
160about leadership in the district. And it's very decisive. I like I like to re to sorry divisive to to respond because that's not what my my message. My message was that money doesn't resolve all of the issues. That's my message. Money doesn't resolve all the issues. I did say I want racist for everybody. What I want for me, I want for everyone and intrinsic motivation to do more and beyond which is proven by the people who at this time we're saying we can't afford things. We have inflation and there's still great employees doing great things. But that's not the rule for everyone. You work with all of them. I'm not I'm not calling names. I'm not saying other I'm just saying the reality that sometimes money doesn't solve everything. And that's why in the past
161and like this year we have options that are a working conditions and not necessarily about races. Why? Because we need to support other people. That's all I said. Money is not the only solution. It is a great solution and is needed for many employees. Okay, Rebecca, did you want to finish or are you okay? No, I'd like to finish. Move on. Everything about what Miss Carvajal said is completely I agree with. But also, when you're a mom of four or I'm sorry, a family of four and I bring $800 $800 to the table every two weeks, that's not a livable wage. And I know I'm not the only person in this room having those issues, but um and I really took it to offense when um essentially in my own understanding was the board said,
162"Hey, we pay your we pay your benefits. You should be happy. They don't pay my benefits." And I dole out roughly $600 a month for my family of four. like how is that even like even a like how can we live with that? So that's the only thing I'd like to break. Well, thank you for sharing that. Yeah, and I appreciate your your openness with that. Um, I just have one last comment before I go and I I think it's it's an important perspective because um it really it feels like these two things are at odds with each other and they're and and in my mind they're really not. Um I think they're I think they can be very complimentary. So, one of the things I get very nervous about is us getting into a
163headsp space where we're like, well, the reason we're talking, you know, maybe raises, maybe not raises is because of student outcomes, focused governance. I don't think I really don't think that's the case. I think we just happen to have this juxtaposition of harder financial times coinciding with we're hitting kind of our stride with the work that we're trying to do in relation to that. And I have a very firm belief based on everything I know from from my time in K12 that the student outcomes focused governance and the potential for it to improve student outcomes ultimately will make the work of this body easier in the future. And that's because the way that the finance system is structured in Arizona is there is only one way to be in a position to be better than
164the inflation rate for well there's two ways but one requires less conflict in here and more conflict down at the capital, right? Um because the legislature could give us more money. They could stop giving all the money to the large corporations and the wealthiest individuals in the state, right? and invest it in public education. And if they did that, what would be amazing is we currently as the as being 49th in the country for funding, we are 38th in the country for performance. So imagine if we just got to the national average for funding, we'd probably be in the top 10 states for student performance. We we punch way above our weight class. But I learned many years ago that there is only one silver bullet for funding and finance in the state of Arizona
165and that's student growth. And so if you look, you want to see the richest district in the state, it's, you know, Talison Union High School District, right? They had an extra $24 million burning a hole in their pocket to help out Isaac. And why is that? Because they've been growing like gang busters. And some of that's just geography, right? Everybody's moving out west because things are more affordable out there. Housing prices have been high. But the other thing that factors into that is parental choice in the state of Arizona. And there are more options now than there have ever been. Everything from, you know, let the superintendent of public schools give you $10,000 to keep your kid home to charters to private schools. You know, there's just all these different options and going to your
166neighboring district. and the parents who shop, what they look at is how are the kids that are in that district performing, right? So, it's why I don't think this is mutually exclusive. If we can find a way to sort of braid these elements together and do what best we can for our staff to make conditions and compensation and everything as best as we can in this district and get everybody to hang with us a little while longer while we can see the impact of the hard work that we're doing. As we start to see those impacts, we will also see an increase in our enrollment or at least a stabilization and a lack of decrease. And over time, as that shifts from decrease to stable to growth, the other thing that we'll see is it
167will make a very big difference in our budget picture and our ability to look at things like, you know, solving some of the compensation problems that we have in our district. So, I wanted to end on that because I think it's really important that we don't see things as mutually exclusive. And I think it's really important that we see where our vested interest lies and and why the work's important. It's it's important to me because, you know, like all of you, I care about the kids and the families in our district, but it's also important to me because like all of you, I care about the staff and the teachers, you know, in our district. And I I would like us to be able to do more for them. And those two things in my
168mind, for what it's worth, they're hand in hand and glove. There's just no there's no separating the two. So anyway, thank you. Yeah, I'm sorry to take so much. I always take too much time. I talk too much. I'd say I won't wax into philosophy and I do. I did give some actual data and facts. So, I'm going to call it good. I think it was helpful. So, good. Thank you so much. Okay. So, let's we're just going to do a 10-minute quick break and then come back. And my watch is battery is about 5 till. Okay, next on our agenda Huh? We could have everyone's uh everyone's sitting down. We're going to get started. I heard you. Thank you. Okay. Um, what we're going to do now, we're going to just reread. Uh, we
169had a group that pretty much was finished with their well, they were finished with their revisions, but they didn't share out. Then we had another group that did not finish their revisions, so we might end up doing that as a group. Um, so I know Kelly was in the group that was right over here. Who else was in that group? Dorothy. And um go ahead if you would come up front all of you that were in that group. I have the poster over here. Dorothy. Yes. I would um Okay. So your group that we'll be sharing now those are typed up on that paper. Hold on. Correct. This one. Okay. This is the one we're adding to. And by the way, Maria, at lunch, we're going to try to give you another copy. We're going
170to try to give you a copy that includes all of them after lunch. Okay. getting relating to the options page with the numbers. The group that is going to share with us now their options are on here. If we decide we don't like what they decided, then we need to change it on this paper. Well, they're here. Yeah. Okay. And I don't even need the charts because they're on the paper typed up. Well, changes. Yeah. Okay. Do you want to give a little history? Do you just want to tell us what your issue was? My issue. So many. No, for this for this just don't read the um option. Tell us what it is. Uh we were seven through um 12. Okay. Yes. on this paper. Okay. So, we had numbers 7 through 12. So,
171we'll just start and read the reward. So, okay. Yes. Says, I don't know what I'm doing. Okay. Option number seven uh was changed to keep current tiers of longevity and increase the amount of each tier by 20%. And I think we had added beginning 2526 school year, but then I remember that we actually added that at the top of all of the recommendations unless otherwise stated, right? We're going to say beginning 2526 school year. Okay. And then we made a little chart which has the tier increases. So yeah. Yeah. Option number seven. And those are not the right ones. Well, because it's not rewarded. I'm reading the reword based on this. Oh, I see. Okay. It changed numbers. It's not seven on the on the big pack. I thought that's the one we had been
172working on. It's seven. We're using a little one now. Yeah. These are the revised. Okay. Cute. Whatever it is. Yeah. We um what we did is Maria took your charts Uhhuh. And she typed your words. Uhhuh. Yeah. This was the only one that we did not she did not type up. Okay. Does that make sense? I think so. Okay. We'll figure it out. So, option 11 on the small packet. Option 11 on small bucket. Seven in the overall list. Um, so the only things we did is change the word same to current, add it of longevity, and then we included the little chart. So, after 3 years, the current amount is 1,000. The new proposal is 1,200. After 5 years, current is 2,000. New proposal is 2400. 10 years, 4,000 to 4,800, 15, 6,000 to
1737200, which is all an increase of 20%. Are we okay with that? Just they just made a couple wording changes. Um, let's come to consensus on that. You're just agreeing to the language of the Okay, go ahead. Proposal. Okay. Option 812, is that what it is? Yes. Um, is after first year of employment, staff who return are moved from level A to level B on the salary schedule. So, this is a way to increase longevity for folks that say after one year without adding it to this table by moving them up on the salary schedule. So, you just changed the word staff to certified teachers. Uh basically yeah we yeah essentially okay we Katie if remind me of the process so it you're proposing this as being one of the options but if we would
174like it like have an idea for rewarding is this the time for that or no yes this is the time yes okay um I have an idea okay yeah go ahead all right um can we say and I think that this is where like we connect SOFG with with the work here um is after F because one of the things about us losing teachers is we train them up in in our first year we put all these resources into them they don't make enough money and then they leave us well trained to go to other districts so I think that it should say after first year I could I could live with first year or second year of employment and successful completion of new teacher induction program because I think that's part of the training
175that goes along with being a first year teacher and then the rest are there staff that complete their first year but don't complete the first year of induction training. Yes. Oh, I wasn't aware of that. Okay. Yeah. What are the requirements to attend that um once a month meetings? Okay. And they don't have to be a part of a committee. That's their committee. Yes. Some people aren't coming to Right. So if it if it's mandatory and they're not coming from it for it, shouldn't that be reflected in their evaluation by their evaluator? Well, attending a PD would be in domain four. So that's not on our evaluation from an evaluator. That would be through progressive discipline. However, there was a lot of discussion on the table this year that people shouldn't attend new teacher induction
176because they shouldn't have to go to a committee or what have you. And so now we're kind of dealing with the fallout of that and and a lot of new teachers are not attending that. Go ahead. Uh I I would just like to add that if we added that verbiage to the option then it's it's not really penalizing anyone. Like if you attend new teacher cadre for the year, then the reward is that you're professionally developed and you get moved up a level. If you don't finish the cadre, then you don't move up a level. No harm, no foul. If I remember correctly, the issue was about the timing of the PD. Is this right? And that it was It just sounds like Can we just I think that sounds like two different options. One
177is saying people will get a raise if they return. One is saying people will like they're two different things, right? So I feel like we should just add another option for Katie's idea and then we can talk about it later because we're just revising language right now for clarity. addresses the interest. Can I just add what's more important? Them finishing that new teacher cadre or them coming back? Oh, sorry. Um, I think we have to look at what's more important, them finishing that teacher cadre or them coming back. And I only say this because is it cost money to do new teacher introduction that a week before normal teachers come back. That's cost money. And so we're constantly having to rehire new people and do the same trainings over again. And we're never reaching getting,
178you know, our teachers to that four, six, four, five, six, seven, eight, nine year mark because they're quitting after the first and second year is actually costing us more money in the long run. So I think we have to like what's more important? Getting teachers to stay in the district over time. And yeah, they might not finish new teacher cadre, but they're still coming back year after year. And we're providing professional development. We're providing quality training to the point where, yeah, you didn't finish this, but we're going to keep training you and working with you and getting you to a point where you're a veteran teacher and you're able to do more in the classroom. I'm sorry. Maybe we should start a Sorry, it's up there. It's up there. Oh, it's up there. Look at
179that. Um, in response, I would just like to say that coming from an instructional coach perspective, I think we want to keep people that we're training. The new teacher cadre is an extension of new teacher orientation. As somebody who facilitated new teacher orientation as well as the mentor program and the new teacher cadre, it's all stuff that's spiraled and cyclical and it's all about behavior management cycle, building routines and procedures, accessing the curriculum and engaging students. It's all based on new teacher need. It's one hour. One hour a month. Real quick, I'm going to jump in before Rebecca's. Um, Diane wants me to read the framing statement, which was the kind of heart of our longevity issue. And it says, "How do we improve current longevity to improve staff retention to impact student achievement?" Which
180I think was Katie's point earlier to kind of weave in the SOFG. And I will say the rub or the concern about uh PD was related to the late nights, I believe. I think that's kind of how they all got intertwined and also new staff being exempt from committees. And is this a committee or is it not? I'll say this is PD that we're paying people for essentially because we're pushing them up on the salary schedule, which I don't know why we're against paying people for PD. That seems like a good idea. Rebecca, um I agree. I agree with what um Eve and Ariel said. um coming from a school where I was a new teacher for five years. I worked with a mentor teacher as well as a coach and a principal either my
181AP or my principal. Um but there was no like new teacher like I had new teacher at the beginning of like my very first year threw me in and then after that during a prep so that was like my PD or our district PDS I had five years of district PD of new teacher implementation and then a weekly check-in with whoever I needed to check in. So, I mean, if we're talking about taking I mean, to my knowledge, we're kind of taking like talking about taking this like PD out. Correct. No, no. About whether to pay them regardless of whether they do it or pay them extra only if they do it. Yeah. Um I mean, I agree with I mean, personally, I think if you're going to put the time in to do it,
182I think you should get paid for it. Yeah. Um Yeah. I was just going to say that um in regards to the comments about the new teacher cadre um there I guess my like my issue is that new teach the curriculum that is taught in the new teacher cadre is curriculum that used to be taught in the new teacher affinity groups that teachers did for the first two years in the school district. Um it's not perfectly the same but that is like sort of seemingly where a lot of that like comes from. And so earlier I Katie you referred to the fact that there was issues with getting people to show up. Um, I mean, I'll just, this is a little overly transparent because I don't like talking about, you know, private conversations or whatever,
183but, you know, among the site stewards, I think it's probably like less than five people who really reached out and had like a huge like issue with who had a contractual issue with going to new cadre who were aware of their rights and reached out to their site steward and said, "Hey, um, I think I'm not supposed to be doing this." Um, and those five people were told like, "Hey, yeah, our contract says you shouldn't be doing a committee like your first year, right?" So that would imply that if this is a committee like because we also had new teacher committees again with our creative naming convention like Dorothy mentioned earlier. Um I think those five people missed like one session and then people pulled together and the lawyer was reached out to and the
184lawyer said actually this is professional development that is part of your job requirements. Everyone has to do it. Um and all five of those teachers go and do it now. Um, and if people aren't showing up to new teacher cadre is because at least from my opinion, um, the feedback that we've received about the new teacher cadre, uh, BD is that it is pretty universally negative. Um, and like if people aren't showing up, that's like an individual discipline issue. That's like a management issue. I think it feels very weird to tie like again if you have a teacher who comes in like two months into the school year and they miss new teacher orientation and new teach a couple new teacher cadre sessions. Would you say, "Oh, well, you don't get your year of experience."
185Like that's kind of a weird thing. Like I that's why I suggested just splitting it into two different options. I feel like that then we could debate them. Oh yeah, my name's already up there. Um not about the option maybe district whoever is in charge of teacher professional development since this current model of you know new teacher orientation new teacher cadre is not working out like how we're making changes to the way we're doing coaching with the SEI maybe we can district if they want to can look at creating a new model of how they want to roll out this new teacher induction program if the current model isn't working. I don't feel like it's the job I I just want us to stay with what we're we're to stay with to I don't feel
186like it's the job of this cadre to punish people for not doing something that's obviously not working for them. Okay. So, the the wording um that they worded is okay for that option, but we're adding another option under that one. Okay, Maria. So, we're going to keep it the same. Yes. Just adding what is it called? first first educator and successful completion of new teacher inction. Okay. So after first year of employment staff who return now we have certified teachers. Oh and successful completion. What? Yeah. Tell me the title. So that now include that multiple Would that now include like teachers that have like multiple years too coming into first year of employment? Okay. [Music] I feel like this is going to get really muddied by adding another option. Is this something that you feel
187so strongly that we need to add at this time to move to even consider that option? because so now we would be after the second year was also I think also partly just for my clarification I thought part of the intent of this particular option was also to address compression when we have a an individual who's starting as a brand new teacher I'm here this year and then next year I'm at A and I have another teacher coming in behind me that's also at A. So I think that to me that that seems like what that conversation was in last meeting. That's where Yeah, that's where it came from. Well, Katie Reed, can you tell us again the whole option so we can hear it? She's writing it. I just want to see how the
188two relate. I mean, if nobody else agrees with adding it, I I'm fine with not adding it. I think that I Okay. Okay. Yeah. I mean, can you can you read us what you wanted the wording to be? Hold on. I want to make sure everyone's listening. After one year of employment and successful completion of the new teacher cadre, certified teachers return s who return are moved from level A to level B on the salary schedule. But we just it is two years. So then it would have to be two years after two years. So then we would So then it would move to right. Okay, that would work for compression. Yeah, A to it would be A to B. So it would be, right? A to B and then B to C. And that
189would help with them attending professional development if they knew they were going to be moved, I guess. So is everyone at How do people move along besides schedule? Oh, you have to leave and come back. No, no, no. Oh, sorry. No, you move on the salary, not schedule because we don't have we have a placement schedule. Your salary moves based on the recommendations for increases in salary from this group and approved by the board. That's how salaries increase. So you stay at A. If you come in at A, you're at A forever. Yep. If you shift to a different position, then yes, you would you could move. Like if you move into a resource position, you might be moving because you're going to a different salary schedule. So all my teachers that been in the
190district like they came into the district eight years ago and they only they're still a salary has eight years ago. Okay, Kelly. Oh, thanks. What's the difference between if the teacher started at A, they wouldn't be moving from B to C. They would be moving from A to B. So, it's just going to say move from current level to next level. Right. Would there ever be a new teacher? There could be a first year teacher that starts at let's say D if they came in with a certain number of years. Sure. Right. And are are first year in the district employees required to do this cadre? They are. Oh, I know. This is where I think it gets a little tricky. And then it's like if they miss one meeting now, do they forgo doing
191this step? Well, I think we would have to further define what is successful completion Sure. look like. I I I think typically we're talking about two different things. the the new teacher induction like at the beginning of the year. Ariel, would you mind sitting down while she's sharing? I can sit up at the same time. You're not talking. Thank you. Um, so new teacher induction or Kraton educator induction, that's for everybody that's new to the district. Um but the new teacher cadre is typically really focused on firstear teachers. Yes. Because it's like you talk about uh the behavior management cycle, some of the Moodle things, but you also go through examples of parent teacher conferences because maybe you didn't get to experience that in your student teaching, things like that. Guess where the confusion is
192is I heard you say typically it doesn't sound like and maybe I'm wrong on this. It doesn't sound like there's like you are this employee this is what's going to happen. It's kind of like based on what their experiences were maybe or their level of competence be recommended by their supervisor if they go to this cadre or not. And then are people going to be advocating like well I want to move up a step even though I have five years under my belt but you know what I mean? It just seems like a little topsyturvy. Well, I just want to say that the new teachers are not required to participate in committees to alleviate all of those things and to receive those supports. And so, if they're not going to do the new teacher orientation
193and not going to be doing in committees and they're going to go up in a in a salary level, what about the rest of the teachers? Is that equal? I was told to sit down. No, no. You were told to stop talking while people were talking. That's what everyone does. We were looking at the schedule and it it it's not much money. It's not much money. It's $1,000, but it reached a point where it's going to cause compression between potentially a first year teacher and then someone that came in like two or three years. We was looking at it. years of experience. Yeah. 2%. $374 to go between A to B and then 367. Are you looking at the certified teacher? Oh, shoot. 12 month coordinator. It's a It's not $1,000. It's a 2% bump.
194But also think it's actually a 1.9% bump. I also think that we're going to stinky territory where we're going to pay some employees for professional development and not others. But also, I don't think we should be having a discussion on what's happening in new teacher orientation. That is above all our pay grades. We're just here to talk about, you know, compensation. I think the option we had originally moving from A to B after your first year, hey, stay another year, you get this type situation. Like I said, and also we you know how much minutes we spend in Wednesday meetings talking about parent teacher conferences. When we sit down and have our weekly meeting with the coach, we're talking about parent teacher conferences. I think whether they go to that hour of training, they're going
195to be talking about parent teacher conference. So we know we want to thank you. So we definitely are going to keep the original option. So, we're going to do a consensus vote to add the other option and see if we come to consensus. If not, then we'll just stick with this option. And Lord, read the um next option. Added option. After second year of employment and successful completion of district new teacher cadre, certified teachers are moved from current level to next level on salary schedule. Okay. Thumbs up, thumbs down, sideways. Yeah, because we'll keep the option and then when we go to do our prioritizing, that's when we decide. Okay. Can you read the wording again? Okay. Yeah. After second year of employment and successful completion of district new teacher cadre, certified teachers are moved
196from current level to next level on salary schedule. Okay. All right. We're going to keep cruising. Okay. Uh moving on to option 10. Option nine was tabled. I don't know what it is in the other one. I'm sorry. I'm going off the long one. I think we're on 13. So, the longevity compensation for two payouts was tabled. So, I'm skipping that one. Um, now we're on to option 10 for the Okay, we're skipping the 25 year. Okay. Contract substitutes will receive. Oh, it was 5%. Okay. Just making sure. Contract substitutes will receive a 5% pay raise retroactive to the 2425 school year resulting in a stipend of 1735 and 12 cents paid at the end of the 24-25 school year to people employed as contract substitutes for the entirety of the 2425 school year. Just
197a little context was this was like a error. I don't think they are. Well, there are opinions on this, but basically the these employees were classified as classified and certified somehow in both ways and they essentially got skipped on receiving a pay raise because of their classification. Is that right? Okay. Daniel has his hand up. Go ahead. Use the mic. Just verbiage. Could we cross out the uh just to make it clearer and more um correct to like the language that our HR/Payroll would use, can we cross out the retroactive part? Um and then also and then just instead of resulting in a stipend, it would just be as well as a stipen percent equal to that amount. Yes, but the raise would be to make up for the fact that they did not receive
198that raise the previous year. And so to catch them up to where they should be, they still need a raise on the salary schedule, right? Does that does that so so they're at like they're at like 36 whatever this year. We may or may not end up giving them a raise, but regardless of what happens, they don't just need a one-time stipend. They need to be made up for the raise that they did not receive last year. Does that make sense? So we just I just when I talked to Joel a little bit or Vanessa, someone told me we don't do retroactive. That doesn't make sense. So I just want to cross that out and instead of resulting in the language just says as well as a. Okay. So it would say contract substitutes will
199receive a 5% pay raise resulting in a stipend of no just as well as a as well as instead of resulting in. Yes. Okay. So let me read it again. Contract substitutes will receive a 5% raise as well as a stipen of 1735 and 12 cents paid at the end of the 2425 school year to people employed as contract substitutes for the entirety of the 2425 school year. So just just to clarify, Daniel, you're not saying electrical noise. Uh so the intent is to make that group whole on the 5% for this year and not to continue a stipen for next year but to have that 5% be ongoing and then whatever other raises come up would be included for next year. Yes. Okay. Because basically to explain the context because people I can tell
200are confused. Um, last year contract substitutes received the certified pay raise, but they do not receive the certified performance pay. They receive the classified performance pay. And last year, the certified pay raise was 5%. The classified pay raise was 10%. And so, right now, if you were a contract substitute, you got the lower raise and you also get the lower performance pay. It is really hard to um do a an evaluation of a contract substitute due to the nature of their job. So it does I you know when speaking to them it makes sense that they're in the classified category but then that means they need the classified raise from last year which would be that additional 5%. If we give them a raise at the end of this year that doesn't that money just
201disappeared. So we're going to we would pay them the stipend for the raise that they missed and then ongoing they would just receive the classified pay raise. So the 5% is making up for the five that they missed. Yes. Getting to% which is what the classified staff received. And the reason that they're classified is because they're not certified teachers. They're just subcertified. They yeah they they have a certification they are my understanding is that they just receive a classified performance pay because of the difficulty of evaluation is what I was told for a classified okay okay does everyone get that we okay with the wording do we need to hear it again okay so let's come to a consensus for that one the wording sorry uh contract substitutes will receive a 5% pay raise as
202well as a stipend of $1,73512 paid at the end of the 2425 school year to people employed as contract substitutes for the entirety of the 2425 school year. So, we're just voting on the wording. Katie, I had a question. Are we like So, we are having contract subs definitely next year, right? Okay. All right. Y Okay. So, vote up just for the wording. Yes. Yes. for the 25 year. Well, the reason we skipped that is because that was going to be at the top of all of the recommendations. It's going to say something like to be implemented for 2526 school year unless otherwise stated. So, it's just sort of like implied for all of them. Yep. Okay. Consensus for the wording. Okay. Okay. Cool. Let's keep going. All right. Next one. Option 11 on the
203larger packet. If funding permits a pay raise at a ratio of 2:1 to 0.5, there is a typo in this one. It says 1.5 for administration. It should say 0.5. So it's 2:1 to 0.5 to certified, classified, and administrative employees respectively with a minimum of 1% for certified to be implemented for the 2526 school year, which I think we can also eliminate that part just because it's going to be at the top, but semantics. And then to clarify, that means 2% to certified, at least 1% What does that mean? But why does it say two at least one? Um because the original wording there was not percentages by those ratios. So it was 2:1 to 0.5. Oh, I see. So it's not 2%. It's just two for the ratio. I see. Yeah. So the example
204is 2%. I'm with you. Does everyone understand that? Yeah. So certified got a 10% raise, right? It's 2 to1. And so classified would receive a 5% raise and then admin would receive the half 2.5. Right? You're right. Okay. So it should actually say 2% not 2 to one to.5 uh certified pay. The ratio still should still be on there. Okay. All right. Then it is 2% to certified 1% to classified 5% to administration. So we can eliminate the at least 1% because we're going to go with 2%. Correct Dorothy? Yeah, it's up. But your hand was the only one up. So, not about this. Yay. Got it. Can is this when we're also making new recommending new options because that's what Katie just did. Katie just did that anymore. I mean, well, when are we
205doing that? I think it's related to this. No, I think we should because it's related to this. change this. She wants to add another one that's a different rate, a different um percentage scale. You want to change the percentage scale of this option? I would like to make a new option. Yes, it's very similar to Katie's just revising it. Go ahead. Let's hear it. Um I would like to recommend a 2% raise across the board for all employees. Dorothy is making a new option related to this option. We're on the tiered one, but Dorothy's proposing a flat raise. So, it be a new option. New option. New option because I I don't want to negate the work that people did on this option. So, similar to K, right? Yeah. Just an additional option. Okay. Okay.
206So, it would read uh more options. All all district employees will receive a raise of 2%. Mark. Okay. So, we come to consensus on that which um all district employees will receive a 2% increase. All district employees will receive a 2% increase. We're just consenting the wording, right? Adding that option after completing the cadre. Just kidding. Okay. Uh we're almost done. This is the last one. Uh 12 or whatever number it is. Contract substitutes will receive pay raises at the classified rate for future payraises. This basically fixes the issue of what was going on before. So the other one is we're we're going to fix what happened this year and then this one is moving forward. So instead of further it should say future come to consensus. Good. All right I'm sitting down. Soon this
207group is going to read the option and um we're going to see if we need to reward it. So go ahead Ivon start with number 13 or Rebecca. Okay. Option 13 says, "The district will create a parental leave package with sufficient leave time and options to reserve days upon return to work." Are we okay with the wording of that one? Okay, moving on. Option 14. The school board will adjust policies for medical leave assistant program to include the parental leave. You have that sheet Option 15. Class sizes of general for general education shall correspond to the following. K 20 24 to 1 maximum 28 to 1 1 grades 1 through 3 26 1 to 30 to 1 grades 4 through 6 29 1 34 1 and grades 7 through 8 31 and 36:1. If the
208maxes are exceeded, the district will within its budgetary capacity implement acceptable alternatives that may include but not limited to the reassignment of students to a different grade level teacher by level leveling classes within the same grade level. Reassign students to create a multi-grade class within a grade level band. Assign a pair professional to support the large class sizes to ineffective grade levels or reassign a teacher once student environment exceeds the max enrollment level. District driven. The district will hire professional staff to support large class sizes and effective grade level. Reassign teachers through district initiated transfers or add a teacher. Sitdriven steps will occur prior to the district driven steps. Site admin will provide written communication to affected teachers of any probable or possible solution within 10 working days. Okay, that's a long one. Um, it's
209very convoluted. It's almost uh well, I'm not going to give my opinion. So, conversations. Okay. Uh consensus vote. Um okay, Ivonne, let's have conversation and then Dorothy, it's it's too convoluted. We're going from ratios. I think they're trying uh right now we're we're we're ratios and I think this these options trying to get um caps um but it's it's just not easy to understand and to follow and I think there's a lot of a lot of uh budget constraints in all of these uh directives or decisions. Yeah, we're just voting on the verbiage. We're just going the verbage is very convoluted for for me to understand and to follow. What would you what would you suggest to fix it? I I don't I don't know the group that as we work as a group here
210that's what we didn't write because we were trying to truly understand this the solution or the option what was the intended and I think the the intention is to move from ratios to cap but I think there will be a better way and I'm lacking so I need your support on how to reward this. So for context, I just copied this word for word from um you said Roosevelt, right? Yeah, Roosevelt's professional agreement. Um the intention is not actually to move from ratios to caps. The intention is basically to provide a guide for both teachers and administrators on what a like reasonable number of students in a class is. So for example, let's say I'm a kindergarten teacher. It might really suck to have 28 kids, but you know in that in general language in
211plain English that you're expected to handle at least up to 28 kids in your classroom, right, as a kindergarten teacher. And then if you have more than 28 kids that here are four recommended steps, but it says included but not limited to that your principal, the site administrator can take, right? And um we talked a little bit um I think Amy and Katie were both in that group. We talked about how that would be useful for new principles who, you know, might not know what like a reasonable number in a particular class is, might feel limited in their options. It gives them something to work with. Um, and then on the district level, right, if they've tried everything at the site level, nothing's available, there are some options. Um, but the only act the only
212thing that actually per this recommendation has to happen is that within 10 working days, the teacher has to be given an a notification, right, of that they're over the cap and what is being done to help with that. So there's no this this has no budgetary impact. Yes, it does. When when it says that the steps is um um hiring an a classified or hire another individual. Yeah, it's a potential step. It says within the budget. No, but between the possibilities, it it is and that's what makes me um a little bit um I want more clarity on the on on the wording. That's why Well, yeah, it says within its budgeted capacity. So if there's no budgeted funds in like let's say next school year there's a influx of kids in a particular grade
213level but there's no funds to add another teacher that wouldn't be one of the solutions. Okay. I think this what I understand from what I understand from hearing from Amy and Katie uh maybe James too was that this these steps are more or less followed or some sort of protocols happening at some sites but to create more universality across the district and make sure that the same process is followed no matter the school because we know that class size is an issue. Um there's just very specific language. I agree Ivonne that it's wordy but I think if you really look at each one it's not convoluted it's just really specific it's a large recommendation so then when we come to prioritizing and then that's where you would want to if you feel like it speak
214up no thank you thank you for um James is James who's James and then Dorothy you're next okay James, I just know somebody's going to say Mike, so I'd rather just go. Um, so I I think uh and and I don't I don't want to speak for Ivonne, but um I think what is what what kind of like triggered me a little bit here was all the shalls and wills. Um because when I read will and maybe this is my interpretation because I I see the the clause there about within the budgeted capacity. Um but um I I I also see in here shall correspond to the following. And so um uh what worries me is that um not that these exist and they are a great template. Um it's the shalls and the wills.
215uh because someone could look at this and they could say, "Well, you have to do this. You don't really have a choice." And it would be difficult for me to go and say otherwise because of the will. Um I I mean, I could use the argument of budgeted capacity. Uh but um it just it it just makes me nervous. That's all I'm saying. So, yes. Um Dorothy. Oh, mine was very teeny tiny. instead of a a dash that needs to be a colon for the 36 to1 because it's a ratio. Little typo. Okay, Daniel. Yeah, I mean all all this is saying you can ignore everything. Um and just read the district will implement acceptable alternatives that and then that site administration will provide written communication to effective teachers of any probable possible solutions within
21610 working days. That is the actually the only shall is that you will do something if the numbers are above the max. You could write them a card that says we really appreciate all the work that you're doing. I would hope that you you wouldn't do that, but you know, I mean, like that would actually be meeting the the letter of the law. This is like a this is like a very very very very lenient and flexible um the first part that says class sizes for general education shall correspond to the following. Yeah. The ratio which by the way also this ratio is tied to our 27.5 to1 staffing ratio. This is divided out to meet our staffing allocation. I would be curious to see what Dr. Burgess says about this because I know she
217brought this up before about how some teams make accommodations uh based and it it's all team driven where she said that if I remember her story correctly she said that she had a team where they made a decision where she went to the team and she she said I have a sub for you I have a teacher for you and uh they said oh sorry um and uh and the and we can go and do that um and had that person on there because to keep in the ratio and the team told her, "Don't do that. Um, put that person over here in this grade level because that grade level is in a higher need. It's a different situation and we got this." And I can tell you a similar situation happened at my site
218at the beginning of the year with a particular grade level where we went to a team and said, "We have this position. it's available to lower your class sizes. And the answer was no, don't do that. Put that uh put that position in this grade level because there's a higher need for it. So yeah. So So in that in that case, James, I mean, let's assume worst possible intent. They they hate you, James Diaz specifically. They tell you, "Go put that teacher somewhere else. You go put that teacher in a lower grade level to reduce uh class sizes." And those same teachers turn around and file a grievance and say you're violating the professional agreement because my class is over the max. Your response to the grievance would be I approached you on XYZ date
219with this proposed solution right for this problem and you rejected that proposed solution and suggested we did this and that would be within the yesed yes you just need to propose the solution right like just like for example if you were like hey we can get to par in your classroom and I'm like I don't like that pair I don't want him in my classroom go put him somewhere else I' I've forfeited my Right? As a teacher, like it's just like if if someone asks me to work through my lunch, I can say no. But if I say yes, I can't then go back and be like, you made me work through my lunch. Right? It's that would be that those teachers forfeiting their right to the protections in this, right? Okay. Thank you all
220for Thank you all for your input. It it it did make me see a different perspective. Okay. Next one. Okay. Option 16. If funding allows all students. Oh, I'm sorry. I'm so sorry. I don't even know where I'm at. Okay. What about option 17? We're good. Okay. For the purpose of allocating staff to sites under district student ratio 25 to1 27.5 to1 students who are uh structured eelss to student and students receiving special ed should count for 1.2. Yes. So I have a suggested revision. Okay. Um because this is my recommendation. Um I would suggest revising removing the and students receiving special education um and then changing the ratio to 1.1 instead of 1.2 because that brings so remove the words and students receiving special education and change 1.2 2 to 1.1. And the rationale
221for that is um we didn't talk about it when I originally proposed the option, but we do employ sped teachers that like contribute to those students like like that's already the already teachers that are contributing to those students learning. And then at a ratio of 1.2, the cost would actually just be too high. We wouldn't be able to sustain that in our school district. So a 1.1 brings it within our budgetary capacity. We might not we may not choose to go with it, but um that would be feasible with our current budget. Okay. For the purpose for the purpose of allocating staff to sites under the district staff student ratio 27.5 to1 students who are English learners eels's count as 1.1. Okay. Are we okay with that word? Okay. Okay. Last one. The district will
222provide free health health care option. I'm sorry. Oh, I thought it was tabled. No. Okay. For the purpose of balancing class sizes, students classified as English learners and students receiving special education will count as 1.2. That's what we just talked about. I propose that I I thought it Did we take it out? Um I I propose the same language change and remove and students receiving special education and change 1.2 to 1.1. No, it's not. Um, yeah. Yeah, I would disagree with that because I want to be politically correct here, but special education students, many of them do demand a higher level of need in their while they're in their general education classroom. This isn't about when they're receiving special ed. This is about when they're in their general education classroom. And there are many accommodations
223that need to be provided. Oftentimes the curriculum needs to be modified. So that's not something the special the special education teacher is supporting the gened teacher with that. But when you're balancing class size that this is why gened teachers sometimes bulk at wanting to group sped students together which actually helps in scheduling for resource teachers. And one of the reasons they do that is because then the rest of the day they have those needier students. So I actually think not for funding but for balancing class size they maybe should carry an extra weight. Okay. Sure. Okay. So again what changes are we making for that one? Just change for that one. Just change 1.2 to 1.1. Maria, did you get that? um can census vote just changing the number 1.2 behind changing that 1.1 student.
224We're not talking about funding. We're talking about actual class because those ones will cost money. This one is just about the class, right? Basically, it's saying if you took five special ed students, you could have a total class size that's one less than the other teachers. That's not a huge Well, so the reason the reason why I hesitate to keep it at 1.2 is because like if you have a class of uh you know like you can have a grade levels with a lot of eelss and a lot of sped kids and it could make things I mean I guess five to one is not crazy but let's let's keep it for the sake of argument. Let's just keep it at 1.2 So no one is we can fight over numbers later. Something happens when
225I touch this microphone. So my apologies. Um what I just want to remind as we're moving forward and having discussion about this option is that there is a tab that talks about the EL numbers in our district and if you include FE students that's about a third of our students are SEI students okay consensus keeping it at 1.2. Okay, last one I believe, right? Is it the last one? Last one. Option 19. The district will provide a free healthc care option. And we're Well, we already know that one. So, that's Yeah, that's we're finished then. We already That's already a recommendation. It's not an option, but I that's why it was on there. Okay. So, what time is it? I think what we're going to do is we're going to take lunch. Maria typed them
226all up, so they'll be on one document. Uh, we're hoping we can copy them and at lunchtime. And then when we come back from lunch, thank you. When we come back from lunch, we will uh prioritize the ones that require money and um we'll see if we can come up with some recommendations with the money ones and then the other options. I doubt it today, but we'll see. um before we make them a final recommendation, we have to align them to our standards to make sure they align to our standards. If they align to our standards, um then we'll make them our final recommendations. Okay, any questions? Uh we're going to align them first and then because why waste is that Yeah. Is that going to be a small group thing or a whole group
227thing? Um, I think we need to do a whole group. It's going to take a long time, but I think we need to do a whole group. What stands for? No, our standards are which is a part of our process skills which I'll go over in the PowerPoint. It's another process skills. Yeah. Yeah. Yes. Okay. Um it is let's see 5 to 12. Um let's come back at 12:40. Hey everyone, welcome back from lunch. Hope it was enjoyable. Joel, you had something you wanted to discuss? Wait until everyone's here. Okay. Okay. So, um, Kelly just left. She's printing our options, so it won't be as confus confusing for you. It's going to all be on, um, one handout with all the revisions that we made. And once we get that handout, what we will do
228is uh we're going to highlight the ones that require funds. That's the first thing. So, we're just going to wait on Kelly a couple minutes. No one had any thoughts back. So, I'll try not to forget, but I would appreciate help with that. Okay. Okay. Evaluating consensus. What do you mean? When I Um, for our handouts, we're going to have Ivonne um share his show and tell. It's It's my glasses. Yes. So, I just took some notes on my my glasses. No, my my glasses help me. They don't change reality. They just sharpen my view in the same way I I approach negotiations with logics and facts, not emotions. And so it it it allows me to catch details that uh I might otherwise missed just like I pick up unspoken cues or different motivations
229than negotiation. Wow, you put some thought into that. I was just kidding. I saw them sitting there. I saw, well, it's not my bottle. It must be the glasses. I have noticed you put those glasses on during IBN. Yes. My readers. Well, we appreciate the fact that you're using those cheating to write it down. That's unfair. Wait, didn't you? Oh, no. You just stole the idea. You started with that. You were not my idea. Maria or or Joel, can we can we post those options up on the screen? Um, I know, but I'm wondering if we should post them, too. Well, thanks so much, Kelly. Okay. When you get your option sheet, there's going to be an individual activity. I think we're going to be all on the same page. If you just go through
230and put a little mark near the ones that you believe require finance and then we'll go over it all together. There you go. Okay. The cross the crossed out ones I believe are the tabled ones. So they're not really we're just tableabling them but we won't be addressing them today. So put all the option the other option papers away so we don't get anything confused for the rest of the day today. Yes. Can you smile again? It's It's me. I'm a magnetic personality. That's what it is. All right. Um, two quick announcements before we get too thick into the um afternoon. Uh, one is that you recall a couple of years ago, those of you who were on meet and confer, um, we had requested that April, I think it said by April 1st, but
231early in April, there would be information regarding upcoming benefits. So, hopefully you've been checking Kraton Connection, there's a benefits enrollmentformational session that you have to register for that. Uh, last year we had 23 people register, I think. Is that right? Last year around that. This year we have 46 so far. So I would encourage you to spread the word, get people to sign up. There's a lot of good information. There'll be more information about the new options that we have that we presented through Meet Confer. Um so that's tomorrow and it's at 4:30. So we're missing all of the dismissal time, right? So and it's virtual. So they can sign up for that. There's also an in-person benefits um working session that people can come in and do a drop in. Uh and do we
232know the date? Do you remember the date on that one? April. It was either the 13th or the 20some 23rd. April 23rd. Uh so that's at district office if people have specific questions or they need help with the u enroll open enrollment process. Um and that's about it. Uh I asked Adrian to do something just kind of out of interest since we are new to doing our broadcasts and live streaming. So, I'm going to share this with you, but these are the number of hits that we've had on the website on the the YouTube um broadcast and we started with 72 the first time and then it looks like it's around hovering around 200 between 207 and 240. So, we appreciate that that many people are visiting it. I know part of it could be
233multiple hits from one person going back, but that's I think that's some good metrics. So, I'll share that with you all. Uh that's you can't plan to go viral. I know anything about going viral and I don't Yeah, I think that's that's just at some point. Yeah. We had about 25 people come and we hired three from that event which was great. So we're it's a building year. Uh some classified. All three classified I believe. So do you want me to give names or We had we did have a lot of screening interviews for certified. Um some were people that are on visas that have uh there's some extra steps for those people that are currently on visas with the different districts. So we we're working on that. But it was good. Yeah, I think
234it was good. Thanks. Okay, so we need more time to go through the options. Okay, so you highlighted let's go up here and look at the screen down. Um, so the first option, um, finance or no finance? No. Okay. Second option, finance or no finance? Third option. Yes. Friday it would be schools closed. Right. Right. So you have to add days because I know that would be a whole different right. Wouldn't we want to have that in the option wording though so that you would know that it's based on if there was a 4day work week? Because otherwise I'm thinking like how are we going to manage this? gates. I didn't They're saying that we're not adding a new person. We would just Sorry. We would just be selecting a full-time ESP to be a
235part of the crisis team. So, it's not a new hire. We just want to make sure they're on the team. No, it just helped. It doesn't say I'm just waiting for Okay. Um, seven was is money. And okay, let's do it slower because Joel's marking for us. Do you want me to do Joel? I won't and they're together. Yeah. Okay. 10 was tabled. 11. That's money. Yeah, it is. We're going to receive pay raises. How is that not money? Because it's only additional money if the pay raise like if everyone gets a 2% raise and whether 14 is passed or not has no effect. It's only additional funds if it's higher than a different rate like the certified rate. It's a it's a classification not a pay. It's just saying whatever happened contract sub. Oh,
236because then it will already be in the money. counted. Okay. 15. Um, district will create a parental leap. Yep. 16. Yes. Yeah. We don't have the lead time. They were just going to word it in a way that let teachers know how you can save some of your days, but it's not gonna cost money because it just type into a document. District will create a parental leave package. Number 15, the district will create a parental leave package with sufficient leave time and option to reserve days upon return to work. That needs to reserve days. reserve. That means they're getting paid for their leave. Well, that's what they want anyway. The school board will adjust the policy. Yeah, you're paying people right. It's just increasing the options. That would be a policy change. It's not money.
23717. No money because we already have those. Yeah. when they're just options. It's a Okay. 19 19th. It's just about balance of class size. It's not but if you need another class that balancing like three teachers students sped sped kids and the e kids count as four. What about the other classes? Then that other list of options kicks in. So we don't think 20 doesn't include money. No, it's just about the kids. Oh, okay. Because we already have them. I get it. class kids, right? Let's say one class has like 10 kids class, right? Oh, we need to put five. So, it's not about adding an additional class. That's right. No, I'm just thinking like I think there's going to be unintended consequences with that one, right? Yeah. Nobody's saying, right? So we'll have to
238we don't even know if it's we're gonna we need something even if it just for right now okay to talk about that also the presentation the longevity no one presentation yeah about nurses and bus drivers psychologist what's that I'll choose the options presented by the committee Yeah. Is that number 22 then? Okay, we have to add another one. Maria for 22. It's going to just say approve the Yeah. So, one of the options was I don't know if we want to word it approve. Um 230 27 and we just call it compensation and compression committee recommendations and we can go through each of those options. It would just say compensation compression committee recommendation. bus drivers. Okay. So, um I would like to have a discussion about the um options that require money and how we
239Okay. Okay. Daniel, do you want to have that conversation? As an option. Okay. 226 for the competition. 22 through 25. 25. Okay. And then 26 is the rip stuff. 26 is the What did I just miss? What are we talking about? 22 to 25. Oh, you're separating them. Just the whole package. Okay, Maria separate one would be the bus drivers. Do them in the order that you presented them on. Nurses, psychologist, facilities. So, bus drivers is 22. Nurses is 23. Y is 24. Facilities. What's 23? Nurses. sites and 25 is facilities. 26 languages. No, no. I was just thinking that myself. I'm like, it's just So, what is it in relation to rift? How do you want the option to read? There is not anything now in the district for reduction in force. So, for
240the specific option though, wording I don't want to read six pages of protection. It's basically prioritizing employee groups, some groups are not included. So there's okay. So I guess we just label it riff and everyone's going to know what we're talking about. Did everyone see that? We could language in the communication. Okay. Is it on February 12th? So, as a facilitator, we never addressed that through anything, our interest, our processes. And I'm just curious, maybe I missed something, how that came to be from our interests and then we post everyone was supposed to read it and then the lawyer sent it back and we post it again with the lawyer information. Yeah. We talked about how if anyone had any issues with any particular language to read it and bring it up in the meeting
241did. Is any is everyone okay then with adding that as an option the reduction in force? Apparently there is nothing in the district as policy. Okay. Procedure. Okay. Um let's just quickly do I want to do a consensus vote for that. Are we okay with that? Adding that? Yeah. Amy, are you okay with that? We didn't discuss it as a on a meeting. We just just said read it and provide feedback. But there was no discussion. I talked with Diane earlier today about an option that I wanted to bring to the table and she said that has to be in the process has discussed part of the interest just to go through the whole thing and to hold off until later. So what was your option? It was nothing that we that relates to what
242we were discussing ever. So at any of our meetings memory was that we we did because he visual learner it was right there. He wrote it all and so it needed to be taken back for the feedback from the attorneys, but it was one of the groups. Like we went over it. Yeah. I The reason why it didn't end up on a poster is because it's like four pages of guidelines and I'm not going to write that all out and so we just talked about it in summary. We decided that it's within our scope. Everyone said, "Okay, we'll look at it as an option." It was sent to the lawyer. And again, the reason why it's not up here is because it's it's just very long. Okay. So it felt like policy writing too, not
243just as a procedures. That was my my my reason. I remember you bringing it up and saying please read it because I don't want anybody to say we didn't discuss it when it's time to to but I don't remember a full conversation about that but it was it's there provide feedback and then we received the feedback from from the lawyer but I don't remember having an entire discussion about it and for me it feels like policy. I did set the policy and he said, "Oh yeah, our policy doesn't have all of those steps or guidelines that Daniel um proposed, which I think is good to have. I just don't know. For me, it feels like more polic policy writing rather than procedures." Okay. Mike, so remember in in the policy documents that we have, there's
244policy that's board approved and then there are regulations and there exhibits. So regulations aren't required to have board approval um because they're the procedures, right? So in my mind, this would fit as a regulation. Um but we can get additional guidance obviously once the proposal is fleshed out and then that would be what would guide our process and that could be changed in the future. Yeah, it also I mean um all of this language has come from other school districts professional agreements and so it would because it's all designed around it's not guidelines for the district in regard to like everything like this person does that and this department does this and the superintendent will XYZ it's specifically related to staff's protections notification deadlines call back order so it would be a benefit of working
245in the school district is RF protections that's why it belongs in the professional so you think it's under working conditions. Yeah. Or or benefits. Okay. Kelly, also Oh, there's also other recommendations that are about policy specifically, including the um one about adjusting the medical I mean the leave bank, sick bank to include parental leave. So, there's other precedent for changing policy. Yes. Well, yeah, we can we're just recommending to the board to so they can change it. Yes. But this this one is different. And I think knowing that it's not policy but a regulation or an exhibit that that gives me that piece of mind because I did read the the riff and I I like this because it's clear. It's clear it's it's follow and I I do think that we need that in
246our district. So I just wanted to make sure that we were not overstepping and writing policy. But now that is explained that is will be a regulation then. Yeah. And I just want to make sure everyone is a in agreement with what he found from the other school districts because we did not as a team develop that. Um I guess that's where I'm coming from. Um if everyone is okay with that, that's your decision. Did you want to say something? I just do. We currently have a uh is there currently a a riff policy if this is going to be a regulation exhibit? Okay, that's my only question. Thank you. Thank you. Okay. So, let's come to consensus with adding that one. Um, are we in agreement to add um the information that Daniel sent
247to all of you in um what's it called Daniel? The chat beyond me Rebecca. Okay. Okay. Great. Um in the past what we have done is we have taken the options that required money and we tallied them and weighed them. Um I think I want to have a little discussion first on each of those before we go ahead because you might learn and this is going to take some time and it's okay. Um, just remember, I think our limit is what, two minutes of talking. So, if you're one of the ones talking, remember our norms that we developed. It's a two-minute limit. Um, but I think it's good for us to hear what people have to say about um the options that require finance. Now, we don't have to discuss all of them because some
248of those are kind of easy to understand, others may not be. Um, this is not really the time for long elaborated stories, but if you want to say something that you think is important within that two-minute time frame that you all voted on, feel free to do that. So, any conversations about um I want to give you about maybe three minutes just to look over the ones we highlighted, think about maybe any questions you have or something you want to say, and then we will we will share out. So take about 3 minutes to look over those. In the past, didn't we also cost out each of the different options as we because we have a reality of how much money we have to spend, right? Our disposable income, if you will, right? And so
249we need to know the costs. Like we in the past didn't we have a spreadsheet that was like this option cost this much, this option costs this much. So I have a spreadsheet and some napkins. Dorothy, I think we can get it done. Although Vanessa is not here. So um if I get the numbers wrong, you know, there's a reason I'm a a teacher, not the business services director. Yeah. Check. Do you bring your napkins? Okay. Um that's a document we use. Is it in the folder? No. Do you want to put it in the fold so you can see the document too? So Daniel, you have a money amount for each of our options that require money. Not every single one, but the ones that um most of them, I would say. Yeah. And
250then Dom, you're going to double check that for us. Yeah. So I have I have I have numbers for all the easy ones, I guess. Okay. Okay. Well, let's That very first one is not an easy one. No, I don't have a number for that because it's literally adding what? Eight to nine days of work into the calendar. So, okay. Do you want me to tell you the ones that I have numbers for? Yes. Here, I'll start with option seven. Yes. Option seven at 20% would cost $265,7842 cents. 784 42. Sorry, just to go back. Can um I be Oh, sorry. Can I be reminded of how much money we have to work with? We have $200,000 allocated to compression and we have um hold on. We have $724,000 to in general that does not
251have to go towards compression with about $80,000 of float is what I would call it that we don't want to spend. But if it was absolutely necessary, we could dip into a little bit. 700 and 724 386. Is that the number Vanessa gave us? Yeah. Okay. Dom. When you say that float money, were you looking at carryover? No. Okay. Yeah. I don't remember why she said we don't want to touch it, but we could. I forgot. Yeah. So, uh, Vanessa said the number is actually 750,000 now. She rounded that up to 750. She felt comfortable with that number. So, um, instead of the 724. And then, yeah, we've already discussed about 97,000 in compression. Uh, but the rest of that would either go back to uh compression or um gosh, what did she say? Yeah,
252those recommendations. Longevity. Longevity. Thank you. So out of the 200,000 90 that 97 would that's the that's the recommendation so far. Yeah. Yes. Yeah. So um let me ask you this just for our tallying and weighing um are we in agreement that the compression ones we do. It came from the committee and they gave us that $200,000 back. Are we in agreement to accepting what that committee came up with? Well, I think that's why we put it in the options, right? To be able to thumb and make sure that everyone's in agreement. I was just wondering if we just wanted to automatically um accept those three um because the committee came up with it. I I don't know. And then we can change our longevity percentage to match the amount of funds we have left
253over. For sure. I was going to say cuz since those dollars are already allocated in the PowerPoint, Eve could add those to that list and then we know how much we have left. Were you there anyway? Yeah. Well, we to discuss the psychologist one. Okay. Who's we? CA. Okay. Go ahead and discuss. Can we stick with this one and then we don't Okay. Well, let me do a consensus vote on first my suggestion and if it if there isn't a sideways then we won't follow my suggestion. Okay. So my suggestion was let's come to consensus with approving the compensation and compression committees recommendations to pay the nurses, bus drivers and psychologists addition and yeah facilities additional money that comes out of that $200,000 which the total was $97,000. That would be minused from that $200,000.
254And that proposal is to accept it as is the way that Yes. That's what they presented to us. They're giving us the $200,000. Wait. Are we voting on to accept it or are we voting on to consider accepting it? I'm saying if we can accept it then I okay I am saying if we accept those three as recommend for as recommendations when we do our tally they won't be tallied they won't be part of our tally because we are accepting their recommendations and just to review the total is 97,460 which is that additional sort of chunk from the compression allocation, right? So, it still leaves us with another 100,000 to work with, right? Okay. So, consensus. If not, then that'll be part of our tally. And are we bundling them all? We're not splintering. No,
255we're not going to separate them. Okay. Well, sounds like Okay. So, agree with that or no? Okay. Okay. That's going to be part of our then we will tally that. So, I think we have a total of I h I am wondering can we separate them and see if we can approve them that way? Yeah, because I I don't know. It's daunting to me to be like, "Oh my gosh, now we have to go through all of those and the other ones, too." When it sounds like, and I could be wrong, it sounds like the only one that people don't want to automatically approve is number 24, which is the psychologist one. So I'm wondering if we could just decide like option 21 consensus. Yes. No. And we can just read it directly from the
256slides. Yeah. So I'm not aware of your private conversations. So that's good for me to know. So yes, right now. Would you like for us to do it separately? And would that change it? Sure. I can read the recommendation. Okay. You want to Okay, Kelly, you're going to do the recommendation? Sure. Okay. So 22 is for bus drivers. It says $1 increase for bus drivers, including transportation staff who also drive. The cost is approximately $46,000. The staff who also drive. Yeah. So, if you don't agree, you're going to say no. If you do agree, this is to actually approve this recommendation which came from compensation committee. You would give a thumbs up. If you can live with it, it's sideways. So, it would be the dollar plus any additional payraises, right? Well, we haven't approved
257the pay raises. So, correct. This is outside of another pay raise. Yes. This is to address specific populations that have or you want. Can you say one more time? One more time. Say slow because Maria's typing. Oh, okay. Or hopefully. Or who? Joel. Who's typing? Oh, Eve. Okay. I'm the problem. It's me. Okay. $1 increase. $1 an hour increase. Excuse me. You could copy this from the slide. E. Yeah. Can you just share this so I don't have Yep. Thank you, Eve. You got it, Eve. No, here we go. I just sent it to you. Thank you. You're welcome. Okay, Kelly. Okay, go ahead. $1 an hour increase for bus drivers, including transportation staff who also drive. Do you want me to say the cost as well or just the recommendation? What slide you're on?
258slide five and then I can just copy it. Perfect. And it's just the first bullet. I don't think we need to include the money in the recommendation. We don't typically do that. What is the cost? 46,000. It's on that spreadsheet from that and that's out of the 200,000. I have a I'm sorry, Daniel. I'm so sorry. I have a cost question. So, for the psychologist recommendation, they allocated how much it would cost to give all of our currently employed psychologists that raise, not including vacancies. Normally in this committee, when we calculate cost, we assume that all of the vacancies have been filled. Mhm. So that we don't run out our budget. In the past, we've had a few instances where it's like, oh, it's not a lot of money. God forbid we fill all those
259positions. We dip a couple grand into carry forward. It's not a big deal. But were all of these compression costs done based on current employees and not vacancies? That's a good question. Well, I think never mind. I think if Vanessa sent us the numbers, it should be fine. Well, on the psychologist, it says that 15,000 is not enough. It's actually a bullet point. So, if we were fully staffed, there are nine allocated psychologists. So, if it was five, it would if it was 5,000 per psychologist, that would be 45. So they're basically counting on the cost savings of not having a fully stuffed. Yeah, I think it's just in whatever population. Yeah, if we replace contractors, I guess it would be costly. Totally. If we replace the contractors, then we're saving that money, so it
260evens up to vote on the bus driver. Okay, read it one more time so everyone can hear it. $1 an hour increase for bus drivers, including transportation staff who also drive. Okay. Are we in agreement with that? Okay. So, we are formally at but we're going to line it here. Hooray. I know. Darn it. Okay. Okay. Are we ready for the next one, which would be number 23? This is related to nurses. There's a little bit of more information on this one. So, I'm just going to say, yeah. any increase potential. Well, this one is a weird one because it says potential cost and there's a cost there, but it says when we factor in longevity surrounding districts, we are in alignment actually. So, there's not really a recommendation for this one. Yeah, it just
261says the committee will need to manually collect data for LPNs. These stuff are included on the ESP salary schedule and will need to be put onto their own category to address compression. So maybe that's the recommendation is that we move uh LPN's onto the ESP salary schedule. I don't know. It says potential cost approximately. Maybe to do that move it would increase some of their rates, I guess. Is that what that means, Dorothy? That sounds right. Lisa, does that sound right to you? remember the grouping that's why that didn't really show the schedule you can't just fix you can't just fix there's all these different people in that category right so that's where Vanessa was asking that we need more time to go through there and see how we would adjust each one each one
262yeah I got the impression that Sorry, I got the impression that Vanessa wasn't necessarily asking for a meet and confer recommendation for this that it was internal work that she could do. And since we're trying to, you know, narrow um to some extent the number of recommendations, I don't want to waste one. That's not a good word. I don't want to utilize one on something that could be done as internal work. Well, it sounds like there's more. Does that sound like what you recall as well? Okay. So, you don't think there's even a recommendation here for to include LPN's in the ESP salary schedule? Okay. Okay. So, I move I move that we table this one and put it on that other list and then we'll be able to talk to Vanessa about the potential
263cost or where that comes from. So, there was a money figure next to that. It says potential cost, but as Lisa said, we'd have to go individual by individual. So I'm guessing she just kind of estimated what that might be. Okay. So again, do we agree take a consensus to table the nurses because I guess we need more information. Are you okay? Okay. Yes. Uhhuh. I'll still type I'll still type it out though. Next year. Um okay. For the next one, we're on slide nine now. Eve, on the compensation presentation, uh it says, "Recommend fixing the current salary schedule, adding $5,000 to each level to attract applicants." We're talking about psychologists specifically. Um, so she has an example here. Somebody would move from 65,000 to 70,000. Again, adding $5,000. I'm not presenting. It's I mean
264uh so the recommendation is to add $5,000 to each level to attract applicants of psychologists. How is it only 24,000? I think they're accounting they're accounting for who's actually here and then thinking about the cost savings from contracted psyches. Um it also people who are uh prorated for full-time. So like if you have a psych working 1.2 two or something or if you have people working a point eight would you have something to say because you're our expert right so I know it was about um what I had shared earlier is that for me what I would like to see because I know we do have an issue with Sykes but we've also had a major issue with other positions in sped um in terms of like uh CC teachers and also um self-contained Um,
265and so I would like to maybe change that option and have it go towards those positions because we just got the 15 stipen which I know we're still below and stuff, but also we've had a few like strive classrooms that have not had teachers this year. And if we're really looking at like student, yes, Sykes do a lot of things and I know Sykes are probably going to be super upset at me, but the fact that we have students that haven't had a teacher for a good part of the year is not okay. And so that's where I was pitching like I think we need to look at really what is happening and we can see when we have a self-contained that's not covered what it does to campus and the psych. It's our most
266vulnerable and it's our most it's our most vulnerable kids. Lordis, are you saying that instead of allocating this additional 5,000 to psychologist for it to go to crosscut teachers? I'd like us to have that discussion. I mean, how how many CC teaching positions are there? I don't have that information. Are we are we adding options? So, are we are we said But he wasn't allowed to add it. Yeah. I just I I don't know. I mean, I appreciate what you're saying, but two things that are going through my mind. I don't know how the committee that spent time doing all this work would feel about us making a change to their suggestions. And then secondly, again, it doesn't that never came up while we were in our teams. So, um, that's what I'm saying. But
267I mean, I appreciate your thinking for that. I just I don't I don't think I feel comfortable with that. Just the wording of them. We're changing the wording from psychologist. Yeah, but that's we don't even have the money for that. So, getting back to what the committee recommended. So, the recommendation was to add $5,000 to each level to attract applicants for psychologists. Okay. Can let's take a vote for that. We're not changing the wording on that. Well, this is to pass. This is Mhm. We're voting on it. Yes. Okay. We have a thumbs down. Okay. So, um did you want to add anything else and will this for psychologist? I there was an option on this one because I know I worked on writing it is but I don't see it on here and so
268I guess I'm a little bit confused and it wasn't one we crossed off. And so it says psychologists will receive a base salary increase of 15,000 in lie of a 15,000 market demand stipend and psychologists will not be grouped with other certified staff for the person um purpose of negotiated raises. I don't see that on this option though which is why I'm confused. Um because honestly this is going to make a bigger impact when we start talking about raises should we ever get funds to be able to give raises or significant raises. moving that that's going to make a bigger change for our psychologists because we're going to be able to add raises to their base salary, which would be ideally higher. So, I just don't see that on these options. Yeah, I have them
269on my notes that I sent to Maria at some point. Yeah. So, I guess I'm confused on that. It literally just got didn't get printed on this hand. I mean, I know I helped write that one. That's why I was like, where is that? The work from home option is also not on here. and the SP case manager options. And the sped case manager options. Those three. Yeah, there's three on there that we have to add. Yeah. Oh my gosh. Now we're up to who knows how many options. So, we're up to 29. They're going to be at the end. So, we will add them as number 25. 26. 26. Okay. 26 is the riff one. Yeah. So, which one was 27? The one that Amy just read. Yeah. Can you read sped case man?
270That one Amy, right? No, the the case manager one is on there. This is the psychologist. Yeah, totally. No, it's not. Yeah. Yeah. How did they get off? There's three the on under option seven. There's three that aren't on there. We'll have to add them, Maria. Okay. Hopefully that's it. Do you think in that committee um I'm just wondering if there was a discussion they I wonder if they are aware about the psychologists receiving a base salary increase that that's one of our options. It's not a recommendation yet, but so so let's bring their counsel. There were a list of groups that were sent to them to specifically talk about compression and that's the recommendation they brought forward. It wasn't about ongoing salary or change. It was about compression. Wait, how does that address compression?
271Um because it adds $5,000 to the salary schedule and it changes. I don't have to But that was I wasn't there for that part of the conversation, but that was the goal. So wait, what is the what is the compression that psychologists are experiencing? I thought it wasn't about compression, but retention. Yeah, it says it says retention on there. Oh, the longevity. Speaking of compression, longevity is also missing from this list. So I think we should take a minute and figure out what's missing. One of the longevity recommendations is I can do another reprint if we need to. Okay. But it seems like we're missing a few. I think the 15 moving their 15,000 to their babes. And then also when we talk about raises this year is a bigger bang for your buck than
272that 5,000. That's Yeah, that was my whole point. Like let's do that. Before we do anything else now, we need to get all the options on there because there are options. Oh, no. I'm not criticizing you. I know. I'm worried that we're we're just kind of trying to remember off the top of our head ones that were brought up and we're gonna miss some like you just brought up too that I Oh yeah, that's right. Oh yeah, that's right. Where' they go? Let's go through these ones and make sure that they're but they're not even on this. Some of the options for that Lord just brought in aren't even on. Yeah, I don't know what So there's there's four from my groups that are missing. The last four I I believe all the rest of
273them are on there. just which ones aren't. You just mentioned longevity that are not on here. So the longevity one, yeah, there's one longevity one on there, but not the other one, which is to address compression, longevity stipens will increase by 10%. I would go through and look, but you know, there's like six handouts with all the options on it. So So that was just option seven. No, it's a different one. Um Oh, yeah. Yeah. Yeah. On this on on this on this silly typed one, everything from option seven down is not on the new print out, right? And that's what's missing. No, not the whole page. Just the last option seven. No, option seven and 8 n 10 that aren't labeled for some reason. Yeah. Yeah. I don't I just I worry. Are we
274back to adding the um Yeah. Just Yes. And just real quick for like the public that is watching, we just needed to get all of our options from all of our notes and posters onto one complete document, which we have now done. So with the finances as well. So we are in alignment. Before we move forward though, can we make sure nobody else can remember any other option that we have not now captured? Like I had forgotten about a bunch of those. I think okay everybody nobody else is like wait a minute what about right everybody else is good. Okay we have to do something about self. I haven't had a teacher in what, three years, but not today. Give it a keep the same tiers and increase the amount at each tier by 20%
275and a dollar amount. That's for the 20%. Yeah. Okay. Then there's one right below it now that wasn't there before. Um, so the self [Music] um, wait, hold on. The 10% one is not for three-year teachers. Unless I'm What? Sorry. What docu What is that document title? Is that on our folder? Because I'm looking at that. Yeah. Is it in the folder? That would be nice. Yeah, put that in the chat so I can just look directly so I can All right, I got you. Okay, Eve has put the latest document with all of our options in the chat. So, please go there so that everybody can be on the same page. Okay, so if we can have everyone's attention, we are ready to go. I am um locked in on getting you math numbers
276the cost of option. Wait a minute, Daniel, please. Okay. So, if you want to go ahead and um can Kelly, we'll be able to can you print this again for us? Okay. So, um you'll get a hard copy here, but just for if you'd like a hard copy just for paper one, two, I would definitely four five. That's it. Anybody else for a hard copy? Going once, going twice. Okay, thank you. Okay. Um, we're going to go ahead and try to add money to these options and see what we have. Okay, Eve, I'll let you direct that since you have the computer. Eve, option seven. I'm going to call it 7B to address compression. The number is 127 932.90. Um, looking down, I'm going to find I don't have numbers for option eight. I don't
277have numbers for option nine. Option 11, let me look at my spreadsheet. Option 11, the cost is 35456.31. 3545. Yep. Um, option 12. Um, let me get you that number. Wait. So, uh, that doesn't actually have a hard number. It says I'll just do I'll do 21.5 then. 21.5. Option 11, that is 497102 or sorry, uh, option 12. Yes. 497102. Um, Yep. That is 656 489. Yep. Um 15. I do not have numbers for um 19 would cost you go back to option 12. Yeah. 656489. The one above it. Oh, wait. Sorry. What? Oh. Oh, wait. Oh, 12. Sorry. 497. Um, 21. Yeah. 497102. Okay. 13 is good. I'm moving down to 19. Option 19, the cost is 454378. Um, I don't we did 20 already. And then you guys have the costs in the
278spreadsheet or in the presentation for those. RIFF is none. All right, that's all I got. Okay. ask a clarifying question. Yes. For the money that is set for compression that has to be spent on compression. It doesn't have to be. So if we don't go, we could do less. So yes. Um last year we approved a recommendation allocating basically the first recommendation we approved was that the school district should allocate money every year toward compression for the purpose of resolving the compression until you know the compression issues in the district have been resolved. Last year we earmarked $200,000 for that compression. We did recommend this committee recommended it for compression. If this committee decide like that money has not been spent already. So if this committee decides to repurpose it, we could do that. Um
279however like we already in the past recommended it be used for compression. Um so our options can be longevity our options can be the recommendations that were given to us. The psych one that's actually not directed at compression that's compensation. We are not obligated to use any of the $200,000 on that if you know because it's not related to compression. Um same with I think the bus I think the bus drivers one was also not a compression issue. um facilities was a compression issue, but they said they didn't they just needed 20 grand for next year. Longevity would be the primary thing. We spend most of our compression. 20 grand again. I know. You should have listened during the presentation. No, but we didn't even thumbs that up. Well, right. I'm just saying but that's
280No, because we're um Okay. So, what do you think about this idea? Because we don't have the funds for everything. Um, what I'd like to do is again change up. Um, can we look at the options that require no funding and determine if we want to make recommendations for those nonfunded options? I I apologize, but I'm going to disagree here because contracts are due for teachers in a few days. And I think people would like to know whether or not they're getting a raise next year before they sign their contract or at least whether or not this committee is recommending a raise. Looking at all of our financial options, at least the ones with costs right now, there are only two that are in conflict. Like we could actually we could do a 2% raise
281and everything else that has been costed out with the exception of the EL student ratio change. those that is the only thing in conflict like you know you can either have a race or you can have that basically with the numbers um even the ones today that we added. Yeah. Um it just I I'm not including anything that doesn't have a number next to it right now. So there are some things that would cost money but I don't know how much money those would cost and no one is here to tell us how much money they would cost. So I have no idea how we would make a decision about that. Right. So for example, um like the sped case manager stuff, the internal advancement stuff. [Music] Okay, then it would not cost money, right?
282I'd like one. Thank you. Yeah. So we could do a 2% raise for 600 and we could do the sub thing, right, for 30. Um and that would Oh, well. Um thank you for Wait a minute, Daniel. Wait a minute. I just want to have everyone then Ivon. We have $200,000 for compression. So then that would be the longevity stuff. And then also the recommendations. Um the longevity we just have to change the percentage. I just I I just don't want to lose goal of the money that we have and I just want to make sure that everybody's on the same page um when they hear numbers. So I I mean if I um if I think like what would get us the most done the quickest, I think we should talk about the EL
283ratio change. If people like that and we go for it, that takes a huge chunk of money off our our plate. And then if people don't like that, then the next thing we talk about is raises, right? And then we just pick a number for raises. And then whatever we decide takes money off our plate and then we have less and less to talk about, right? With every decision we make. So we can just go down the list in terms of spending. Start with the biggest ticket items that'll have the most impact. Okay. Um, go ahead, Eve. You're here. Use mine. Do we need to vote on that or are we going to Okay, we're having a conversation. We're ready to have a conversation. Yes. Okay. Um, so I I want everybody to hear this
284loud and clear. I do think that class size matters. I do think that um our EL students need to take priority. However, I did my own little study on class size with math achievement and in sixth, seventh, and eighth grade and there's not a statistically relevant correlation right now. So without having that information and data about our EL students, I'm not sure that investing in that is the way to go this year. I think it's something that we should continue to collect data on and see if it's as effective as we want it to be. Um, so I would recommend tableabling that, not taking it away, just tableabling it until we have more specific data to support that, especially because it is a cost at a time that we have very limited resources. Um, oh,
285okay. So, um, and I totally get that and I've done and read a ton of research as well. And I think it could be twofold and I I respectfully disagree because I think it also um speaks to just class size in general because of our demographics and it's kind of a workaround to try and reduce some of the class sizes because we also are including sped in there as well and what or that one isn't sped. I can't remember. Okay. Um but just in general looking at our you know when we look at research studies unfortunately many are not targeted with our demographic often and so just in testing what I'm seeing is the lack of language development in all of our kiddos and I feel if we had smaller classes um and you know
286every anyone who knows when I came here ELLL was like 100% I felt that Kraton was not doing what it needed to do. I still stand by that with our ELLL students and so I think I I would like to still keep this as an option for this year. Um yeah, I'm on the stack. I was going to say that I think I agree with tableabling it, but for different reasons. Um I disagree entirely that class size is not um a contributing factor. And I mean you said it yourself, you looked at research for sixth, seventh, and eighth grade. The recommendation is not for that. Uh the recommendation is basically if you have like looking at our schools and the proportion of students they have. Our schools with the most eelss um are going to
287be the schools that are most strained for resources because when a student comes in and doesn't um have like English proficiency um not only do they have higher needs via like the actual EL support, right? But you're also going to see an increase in behavior. You're going to see an increase in need for like social emotional um stuff that goes in with like EL students, right? If you have kids who feel alienated or isolated because they're not speaking the same language as their teachers. It's harder for them to form connections with their teachers, those schools um need more resources and support. Um and so like those schools like this cost out would get our district five extra teachers and presumably those teachers would go to the five schools that have the most EL students, right?
288And then it would be up to those sites to determine how to use those teachers. And so, for example, it might be that um like Otis was saying, like a school gets an extra kindergarten teacher. It's not necessarily that they're going to do um smaller class sizes or like in the upper grades or they they would necessarily need to do ELD pullout. It could it's just that that school is going to have more resources to um because they have more EL students who are going to have like higher needs. Um, in regards to like why I think of tableling it is because um, you know, I think I spoke earlier that like I think at a $500,000 ticket, I think it's just too expensive this year to pursue. Um, because it would basically mean that
289we can't afford a raise. Um, and I think that we would have five new positions and then we wouldn't have anyone to fill them because we're not competing with school districts near near us, right? And so it won't actually be successful in getting staff for our schools in my opinion. Um, if we had more money to spend, I would be in full support of keeping this and implementing it. I honestly don't feel like it I think that we should move forward with it, but also don't think that money should come out of the available dollars for raises. The district made a commitment to DSHG, ABCD um goals. I honestly feel like that we need these five additional teachers in the district because we're getting kids who are coming over, you know, past the third grade
290and they're coming after reading intervention is available for them. So, what happens to the sixth graders who come in who don't speak English, who's not reading in English, who's teaching them those things? We need pull out teachers for the older kids for SEI but with a reading group focus. And I don't feel like it should come out of our available funds for raises. I think if the district's making a commitment to s the ABCs the ABCs then it should be something that the district find additional funds. Okay. isn't it? Um, so I just wanted to add something to that as well. This current year we had applied for an SEI grant and we were able to um use that grant to provide additional SEI teachers at some of the sites. We are in intending on
291applying for that grant again. Um, I'm confident in our grants department that we would be able to get it. We never know. But that would be one way to offset uh chabling this option for this year. That's what I was going to um mention too was at the last board meeting um in addition to reacting to the word fear, there was also a lot of information provided by CIA about a new coaching model that's going to actually provide additional coaches also in the area. So they're like doubling the number of coaches so that there'll be coaches for literacy and coaches for language instruction and there's more professional development being planned. Like I think that the the board and the district CINA department have a pulse on this and have plans moving forward to support this
292population. I agree that this population needs more support, but I think there's already some funds set aside to specifically support SOFG goals and this is one of them that's getting extra money, extra coaching. So, you know, I I don't think it's a this or nothing for those students. So um so the um I I I do understand some of the uh the approaches and things that uh district is coming up to address this in terms of professional development. I have my own reservations about that uh mostly because the people that apply for those positions are good teachers and it takes good teachers out of the classroom. So, um, it it solves one problem, but it creates another. And I I feel like the spirit of this is anytime, and and this is a personal thing,
293anytime you have a decision about having the most effect on a child's academic success, it's you want to get as close to that kid as possible, which means teachers in the classroom. And the further away you get, the less effective, in my opinion, you can be. Um, there's that piece and then the other piece. Um, I know that she mentioned the grant. Um, uh, and I don't know what's going on, but I did not hear that message that there was confidence in that being, uh, in that grant happening. Um, I I've we are actually making plans right now with the assumption that those positions are not going to exist next year. So, but you may have more information than I do. Um, well, it seems like we're divided on that. So, I was going to
294say it seems like Well, it seems like we should just vote, right? I I I just want to say two comments. Uh, the district, whether it's a department or a school, we're all the district. So, don't detach yourself in your comments saying somebody else is going to, it's us, all of us. So I just want that cohesiveness to leave in this group because that's the reality in the in in the district. We're all the district. Number two, I really want to caution for many many reasons, political reasons, um for facts, the unknown fear for all of those for this sales of the buns that we're gonna do all of those things. Let's stick to the money that we have, which is the 750 plus the 200 of compression. That's just not even going to carry
295forward. The money is for the kids. It's not interesting the bank account for the adults. and if we're committed to seeing, you know, our students improve. Um, I was saying that the money was never meant to just sit in the account. The money was given to us to educate kids. And so, if we are really serious about helping our ELDs, which is our largest demographic, I think the money should come out of Carrie for it. I don't I don't think it should be one or the other when it comes to raises or supporting students. If we're committed and sof I don't remember the acronym S OG oh S oh yeah I think it should come out of carry for it. I don't think it should be either or. Um, can I just say just um
296we have 18 items that require money. Last year what we did is we didn't have 18, but we tallied and I think I kind of think that's where I'd like to go just to see where we're at and take a break. What do you mean by we tallied? So we'll list like right you mean or I know what you mean by tally. Tally and then wait. And I just want to see what we would come up with by doing that. So an example, you mean like prioritize? We did. We did rank choice voting. Yeah. Yeah. Just to see what where we're at. Some of these we might not. Okay. So we would do like okay so number three requires money. Okay. So someone would come up here and you would rank on one to four.
297Like is number three your highest? And you can only select four. Okay. We're only going to select four. I just want to see where we're at. And then um if you look at your paper number seven is also one that requires money and that's what I'd like to do just to see but the thing is we don't know how much money for some for many for about half of them we don't know how much money and I feel like we're disregarding all the ones that we don't have the amount for in lie of just looking at the ones that we do have the amount. Is that is that really what we want to do? Like I'm I'm uncomfortable with the process we're following right now. I get where you're coming from, but then I'm thinking
298what Daniel just said. This is our last meeting. We don't we don't have is it I mean contracts. Well, yeah. This this is our last meeting before contracts are due. Yeah. So that's the problem we're running into for all of these just it could be non contracts are due. So, so I was going to say the only the only like okay if we I'm going to say let's say imagine we thumb a 2% raise the only thing that that takes off the table like really is the the E stuff right so if we're ready to move on from the E ratio change that means we can then thumb a raise and then we can do all the non-financial options and we can move into our next meeting with reviewing the finances for all the remaining
299options yeah I was just going to remind us that the board direction was very clear about staying to the recommended budget. Um, so that's something else that you want to keep in mind as we're having the conversation. So if you start to use the idea of carry forward as a possible solution, I I just wanted to remind you that that's not the direction of the board. So yeah, I think what Ariel was saying is that we as this committee should prioritize what we have with our money and that this is a good idea that the board could take up and spend money on of their own valition. Sure. Yeah, I get that. Okay. So going back, we'll do a consensus vote to Daniel's suggestion about agreeing on the 2% raise, right? and not doing the
300ELLL money. Uh, where are we okay with that? Are we thumbming arrays right now? Are we thumbming the idea of talking about a raise? Well, it would help if we had money for each of these items, but we don't. So, um, all right. All right, here's what we'll I motion we open discussion for option 13. Can I get a second, Kelly? Can I second? Wow. All those in favor? Okay. Option 13 is all district employees receive a 2% increase. Does anyone have any discussion they'd like to add on this topic? Option 13, all district employees receive a 2% increase. This is our biggest budget item, $656,489. That would leave us with about a 100,000 minus 4 to do um any remaining financial options not related to compression. And it again we have a lot of
301options that don't have a financial cost. We have some that do. The only one that this would completely take off the table that we are aware of right now is um the EL support. um less I don't know what's on the thing 102 there's a in the folder M andC 1% has all that information so I'm just asking if you had a 1% raise would that fund the ELLL no 1.5 N Okay, go ahead. You do a point. So, it feels like the discussion is in between like we're voting on either thumbming up 12, option 12 or option 13, right? So, Dorothy, since you put option 13 on the table, do you want to tell a story about it? And then Oh, rationale. Rational is probably better than story. Yes, it's not a story, but
302go ahead. Just what your reasons would be. Oh, so my reasons for preferring 13 over 12 have to do with um some of what Ivonne's talked about in terms of not having a divisive um recommendation going forward to the board and feeling like the percentage is very low right now. And it to me it is divisive to try and wrestle between you're worthy of a 2% but you're only worthy of a 1% and you're worthy of a.5. And I know that's not what we mean when we tear the raises because it's really about knowing that a 2% raise for someone who makes $150,000 is a lot more money than a 2% raise for someone who makes $60,000. I know that's our intent. I don't know that that's how it's received by most people who aren't
303in the room and don't understand that we're looking at well there's a there's a shortage in this position there's not a shortage in this position I understand all those nuances but I worry about the messaging that goes out to the rest of the people um that are watching and that are paying attention and how they feel as well as the message to the board because to me like I could care less if we get this 2% raise or not. I'll just drive a few more hours at night in order to make up the difference for my second job. But I I want us to be able to recruit new employees in every area. And if all of the surrounding districts, and yes, I know that they're different from us and we are unique. I 100%
304agree on that. But if every other district is offering 1% to 3% to 5% and we come out with a statement, Kraton is offering no raises across the board, that is going to impact our ability to recruit anybody, whether that's classified, certified, or admin. And if we want to recruit quality employees for our students and that's the bottom line to me that that goes to the SOFG goals is we cannot have good PD but empty vacant positions so that they're not getting the PD. So, no, no, no. I no, but the I'm I'm saying I think a 2% across the board is easier to sell to the board because the reality is we have to come to consensus and the board has to agree as well. And I just think it's easier to sell a
3052% raise to the board for a variety of different reasons, the amount of support across the board, all of those lots of reasons than it is a tiered raise, which feels divisive or is interpreted as being divisive by some people. The book needs one because like you're saying like it's divisive if we do tier raises. How is tier raises? And I'm not I'm not against just 2% across the board. I'm just asking how is a tiered raise different from doing targeted raises or targeted stipens or targeted market demand for certain positions cuz we're saying okay we're going to increase bus drivers a dollar an hour that's only affecting one group of people how is that not divisive but a tiered raise is divisive which I'm not advocating for the one so are we saying then
306that no dollar an hour increase for bus drivers. We we voted for it. So I'm just saying no, I think that's a really good point. I mean, you might have food service workers who are Wait a minute. Why do bus drivers get a dollar more? Or facilities people, why do you know bus drivers get a dollar more? We're short in our area as well. Yeah. any of these targeted kinds of raises are going to potentially a potential harmful effect is that they divide employees. It's true. The the 2% um is just for existing employees, correct? It doesn't go to our sal like our table. It goes to the table. Yeah, it does go to this. Okay. Okay. I was just clarifying. Yep. Um uh just to kind of uh address a little bit of what
307RAL is getting at, um I would uh I would argue two things. One is the background of why those uh why those uh additional uh targeted uh stipens were delivered. They were targeted for specific reasons, right? The psychologist is a hard to fill position and the the uh overall so there was a whole background, there was a whole process, there was a whole committee that went through those things. Whereas with this, this is just regardless of what your position is, whether it's high needs or not, this is uh for everybody. So, it's just a general overall type of approach. Um, and then to Dorothy's point about uh these tiered things, I I would ask the question, what are you trying to accomplish with that? Because if you're if you're saying uh that administrators are at
308the top, so that is going to be a higher amount. Well, the bottom is actually classified. So, I would argue that you should reverse certified and classified and put classified at 2%, certified at one, and administration at.5 if that's the intention of what you're talking about to balance out those uh that type of thing. That's my opinion. Okay, Kelly. Um, I was just going to add that I feel of course the board is the ultimate say and we are our own independent body and I just worry about us bending to the will of another group instead of working within who we represent and putting all of our heads together. I agree that it's a weird year. everything is up in the air, you know, federally and there's a lot of other unknowns. And I appreciate
309a lot of what Jay had to say just about like the climate and what's going on. And I think that's a lot of what people are bringing to the table. To that end, I would support an across the board raise sideways because I have hesitations about it for a number of reasons, but I could live with it. Um I just don't want this body to turn into what does the board want to do? Like what are we even meeting for then? Like there's no purpose. we should just get a number from Vanessa and then say like, well, we everybody gets the same amount and that's it. And that just to me really takes the teeth out of everything that we do and everything that we've worked to establish in this board moving forward in this
310body moving forward. So, I just I am very hesitant to make that a practice that we continue to do. I of course we need to listen to the will of the board because they have the final say, but there's no point if we're not our own freethinking body. And I I think what would help that approach I agree with you completely. I think what would help that approach is having the information like Daniel requesting the salaries. Um because if we can make data informed decisions about stuff like that then if it comes back that you know this group of employees is here here and here then by all means you know go for the tiered make the tiered whatever you think it is. But it's it it would be uh it would be a an
311approach that is based on the data and the information that we have rather than guesses. Well, we have two things running pretty much against us, you know, for decision making in that contracts are due and we don't know the money. So, it's can I ask like we have to decide what's what's important here. Can I ask a question? Nobody has to answer this and I'm not putting anybody on the spot with this. Um I don't I'm not sure when he requested that information, but it sounds like it was requested a long time ago. What's why is that information not available? I am I'm not I don't know. There was some back and forth about whether nextgen was I have an answer but I mean see Dominic would be the first I was working on getting
312you getting you that information, but my link to the NextGen um website or whatever it is is uh broken. I can't get in. So, um you were you were going to answer that question. Oh, you Yeah, I was going to try the teacher, vice principal, principal. Yeah, got it. But I couldn't. Last thing I wanted to say is to Ariel's point about um why we're prioritizing certain positions. It's I'm not against prioritizing certain position. I was just saying don't say that tier raises is divisive but then targeted you know raises isn't divisive I was just saying true true but it's its intention was to address compression direct directly in those employee groups that were targeted okay okay I think Ariel's next oh I was just responding to James' question because yeah and then to answer
313your question James um last year we were provided a lot of nextgen data I think we're about 30 positions and I felt some hesitancy from some people that maybe felt like the number the data was actually not very favorable um to look at because you know it showed that our teachers are under I hate 10% compared to surrounding school districts and that's like a really hard number um and in my personal opinion it felt like a lot of cushioning was created over the past 6 months so that when we did eventually look at the numbers um you know they wouldn't necessarily feel as bad. Um, but I'm going to be honest. At any point in the last 6 months, all that had to happen was that someone from the finance department had to log into
314NextGen and run a report. And like Dominic is unable to do that right now, but um I can't ident but the re the stated reason that Vanessa gave to us was that well the compensation committee was going to meet and then be trained on NextGen so that they could run those reports. But I mean, I asked for these same reports like on our first meeting of the year, like in September. So, you know, I can really only cast dispersions, but it feels to me like we don't have, you know, teacher numbers because the teacher numbers aren't very good, and it's kind of embarrassing to look at. Ara, oh, no, she skipped over. Oh, I'm sorry. I'm sorry. We went off because James asked the question and we question. I disrupted the process. I'm sorry. Um
315I just there's a couple of things that are um I feel like hindering my ability to be able to have a productive conversation. One, um I'm asking that uh we all call the SOFG goals SOFG. I feel like when we add other things to be funny or whatever it it's disrespectful and I don't think that there is an issue with us having high expectations for our employees in the benefit of our students. So that's number one. Number two, I also have a problem with insinuating that people are trying to cushion numbers or not uphold their integrity by being uh forthcoming with information. If that is a concern, I think that we go directly to that person and ask them about that. But I think publicly saying that somebody has poor integrity or is intentionally not
316sharing things because they don't like the way that it looks, I think is damaging to somebody's reputation and it's also not assuming positive intent and it's not appropriate to do that in a public forum and it makes me really uncomfortable. Okay. Thank you. Uh Ariel. Oh, so like I said, I am not against a 2% across the board. I just from my perspective over education. Teachers always supposed to be the sacrificial, you know, sacrifice sacrificial lamb that sacrifice their needs and the needs of everybody else. And that's just my perspective, especially if you listen to like at the legislature when they're talking about Prop 12, 12, three, the Republicans are like, "Just give the money to the teachers." But then you have the Democrats and the the education association like, "No, give it to the
317district." And the district decide how they want to give the money because they want everyone to get a raise. And I totally support that. When we did the Doug Ducey did oh the 20% raises for teachers CA came out AEA came out we were all like no everyone deserves to get money so the teachers didn't actually get a 20% raise what I'm say so my whole big thing is just because we decide to give teachers a higher percentage raise everyone else doesn't mean that we're devaluing other positions. It doesn't mean that it is divisive to give teachers a higher percent raise to any another demographic. That's all I'm trying to say. And I'm fine with 2% across the board. I just don't want it to be seen as, oh, if we give teachers a higher
318percent raise, that's divisive. I don't think that's the case at all. If you look at teacher salary, teacher salary has not kept up with the private sector at all. Our level of education compared to people in the private sector has not kept up at all. We could all go work at Fries, probably make $200 less every two weeks, and not have to deal with everything else. That's all I'm saying. But I'm fine with 2% across the board. Thank you, Daniel. Um I support a 2% raise across the board. Um my issue um with I I think like I don't like calling targeted raises divisive. I mean I guess like you know by definition it is right you're dividing people into employee categories. Um but like my ideal for this committee and my ideal for you
319know like doing this work is that we are actually looking position by position. We're looking at data from surrounding school districts. We're identifying areas of need and targeting those areas of need. And over the last two or three years I felt a lot of resistance from people because it's more work. It's more meetings. It's more time. We're very lucky that we get to do this during the school day, but other districts do bargaining outside of the school day. Um, you know, and like to me, my issue with a blanket raise across the board is it just feels kind of lazy. Um, you have three giant groups of employees, admin, certified, classified that span multiple positions with multiple different payraises. I mean, we talked about separating out psychologists, and that's just one group where like they're
320lumped in with certified, but they are getting paid significantly more than a certified teacher who is, you know, well, not significant, sorry, they're getting paid more than a certified teacher who is, you know, what people think of when they think of like that label certified, right? Um, and so that's my issue. And, you know, I apologize for making insinuations. Um, but we've had like, how many meetings have we had? Is this five? This is five. We're on five meetings. No nextG data. You know, Vanessa is not here. for me to ask. Um I have asked for the data every single meeting. I have explicitly asked for it. In our thing, it says, "Oh, the committee is going to meet. All nextgen requests are passed to the compensation compression committee who meets on 219. NextG staff
321will be training the committee on the product." I don't I don't have it. I don't have the reports and so I don't you know, all I can do is insinuate because I have no I have nothing I can do to get an answer to that question. Like James said, I could ask the question, but the answer won't come to me unfortunately. So really it's our really biggest um funding item is 12 or 13. And so let's just go ahead and if someone would like to make a recommendation, it's either going to be 12 or 13. I would like to get consensus on 13. And would you read it so we can be official here? All district employees will receive a 2% increase. The cost being $656,489. Okay. So let's do a consensus vote. up, down,
322or I can't live with that at all. Ariel, we need your vote. Can we have what you call it? A caucus really quickly. Yeah. Caucus. Three minutes. Set a timer. Yeah. Three minute. Okay. And where are you going to go out? Chris have a quick like one minute wrap-up. No. Um I thought it was Yeah. Okay. Who's the leaders over? Who's each? Does someone want to have a leader from their caucus team? Unless you want to Ariel feels very passionately. Go ahead. It's already I know, but let's just do Well, let's do a quick share real quick. Okay, I do. I'll say it very quickly. I called the caucus because I wanted to make sure that teachers are okay with sacrificing their own financial well-being once again. And we all came to a conclusion we
323are. Okay. I'm ready to vote. Um who what other team would someone like to share what you discussed? We just discussed that the value that everybody brings. 2% is something that it was originally stated on the budget that Vanessa presented class size or 2% across the board. So it was already there since the beginning. And then we just talk about um how uh some statements show uh the lack of commitment to the SOFG goals or the vision for individuals in this room and that we would like to see a cohesive united front in that vision. Okay. Thank you. Okay. Well, would you read um which one? We were on number 13 and that was the one that was presented. So, would you want to read it again? All district uh all district employees will receive
324a 2% increase. Okay. So, the thumbs across. Can you live with that? Okay. So then that's what we will have and we will which means number 12 is a no. Okay. So now just so you know this we also have to align them to our standards. Okay. So this is not a formal recommendation until we align it to our standards which will be at our next meeting because we won't have time this meeting. Um well we're going to need to have another meeting. So can we have a running tally then? So this is voted on. So it's a subtraction from our amount so we have an idea of what it is. Can we have that? Yeah. Yes, I can do a running tile. Can Can you give us Eve? Maybe it could be colorcoded when
325it was thumbmed. Maybe the health healthcare one too. Thank you. Well, it's all we have we have $93,511 of non-compression related funds to spend. 93,000. Yeah. From the compression amount. This is linked in your resources. So you do have access to this. So this is the spreadsheet that we developed last year. So as we're building consensus, we're making sure we mark that including the language in there at the very end. I'm including the amount that you're looking for and I can add I can add Can we add Did you add where it comes from? like the compression one for the bus drivers doesn't come out of that comes out of that. This is just recommendation. Oh, okay. Okay. Okay. I can we can certainly I wonder if we should because this is the first year
326we have that. No, we should not. There's no reason. I think we should. So, I'd like for my for for me, I would like to add that um just for my knowledge, I want to add a fun a column that says compression or um that that 200,000 money from that committee. You can tell us not to say where the money is coming from. They do owe them the back end. Didn't we notice for er and all those other funds when we did it? Oh, because you don't want to publicize it because it's from a committee. Is that okay? Um, what I'm saying is that what MER has done in the past is make recommendations for the expense and then the district determines where that money is coming from. Yeah, that's kind of what Oh, okay.
327I just I just don't when people look at it and like the question was asked how much money do we have? Well, we're not including the compression money in that pot, right? And we no longer receive e correct. I mean the committee the committee funds the extra 200,000 which is a significant amount of money. Um, if that's not showing up or if someone were to look at that and they knew what we had not counting compre that compression committee money, they would deduct that from that amount and think we only have that amount. It might be confusing the way I'm saying that, but anyway, that's okay. Okay, we're going to take a little break and we are going to four today. So, um, Let's come back at five to Three. give our attention. We have
328Dom that was able to get some more um figures together for us um that we can add to our sheet. Um, and we will have him share what he was. He has a couple more options he was able to add some funding to. I'm working on getting I'm working on getting it into our file also. Okay. And I apologize. I couldn't get everything done. um need some more time to cost out all of those options, but we just wanted to share with you what we have so far. Okay, so the first one we costed out was option three, which is one Friday per month for mandatory staff PD without students. Okay, so this is an expensive one. So basically the way I saw it was adding nine additional days to the calendar for teachers. Um,
329and I used all certified staff. So 300 about 366 certified employees, nine days for each of those employees. So that's a total of 3,294 days. The average teacher rate for a certified employees. Go ahead. Yeah. Why is there a cost associated with this at all? Because it it feels like it would just be subtract like we're already over the amount of minutes that we need. So, I don't I guess I don't understand why unless you're bringing unless the cost is associated to bringing classified staff, but certified already would have to be there anyway. Go ahead. But you don't because we have enough we have enough instructional minutes to cover. Got it. It's It doesn't matter like it's not how many minutes. Yes. Right. Yes. So, a teacher contract on a regular year is 203 days.
330180 of those are instructional days. The rest is PD and vacation days or or other days, right? So, if we add additional days within the calendar, that's going to extend the teacher contract by nine days because we can't just take up nine of the 180 days because those are non-instructional days. Did you have something to say? Yeah, I was just going to going to say that the reason that the days will be added is because the other option will be to reduce the school day, which is one of our options over there or recommendations. Um, so that's that will be the only difference. Katie got it. There are rules around that, but I don't know. I can speak on that. Um, so the way they run that is um, and I'm getting all of my
331notifications because I have two friends that work in carate. The way that works is they have two PDs twice a week before school for 45 minutes and then they have one PD after school. Only come four days a week. Oh, the four days. Oh, but they also No, they don't st they don't change they haven't changed their school hours. But this has also been in play since co. So when they went back Yeah, that's that's how this started. my girlfriend started when they went back after COVID and they gave them their Friday off for professional development and then their bargaining agreement started working that within their schedule. So, can you share the price? Okay. Yeah. So, you guys can tell that it's sometimes difficult to do the math on these things, right? Um, so that's
332why we just wanted a little more time to get all these options. But anyway, wait a minute. Wait till we have Okay. All right. So, all right. 366 employees, nine days per employee. That's a total of 3,294 days. The I use the uh average teacher salary daily rate, which is $285. Uh so, the total cost would be $938,790. 938790. Yeah. Maybe I'll say uh we just costed out certified because that was the quickest and easiest way to get a snapshot because classified we'd have to go by employee group. So that wouldn't include you know we'd have to figure out all from all classified who the SSAs are, who the instructional resource co or the instructional support specialists. So, um, it just wasn't in the scope to do it in this moment. All right. So, that
333was option three. Option seven, keep safe tiers and increase amount at each tier by 20. Oh, I have that, but you have it, too. Yeah, Daniel costed that out and I I came up with a slightly different number of 228,132, but I think just to be conservative and safe, we'll go with um the Daniel's estimate 265,784. So, uh if you guys are comfortable with that, we can move on to number eight. Sorry, Eve, can you just add um keep tears of longevity? It just doesn't make sense without that word longevity. And then on the top of the next page, is that a separate option? Should that actually be eight? The one that says to address compression, longevity, stipens will increase. Okay, so that's like 7A, I guess, or 7B. Okay, I'll do seven. Okay, thank
334you. The formatting of this document is not really numbered. Uhhuh. Thank you. Um Katie, yeah, I just um I just wanted to throw out there that I did look up the um ARS and it does say Arizona public schools annual instructional calendars should be at least 180 days, but the school district and I'm not in favor of this or or deny, but um but the school district governing board or charter district governing board may approve an equivalent instructional time based on a different number of days in the school year. So, okay. Thank you. Okay. Okay. And you have numbers for option eight. After first year of employment, level A staff who return are moved to level B. Okay. Yep. So, there's 53 certified employees that are currently on the A level schedule. So, that A
335schedule amount is 48,870. Um after that first year if they move to the uh B schedule amount they would be moving to a salary of 49,838. Uh so that's an increase of $968. And if you multiply the 968 by the number of employees get 51,34. Any questions on that one? All right. Number 11. Okay, that option is contract substitutes will receive a 5% pay raise as well as a stipen of $1,73512 paid at the end of the 2425 school year to people employed as contract substitutes for the entirety of the 2425 school year. I'm just saying because increase seem like it's ongoing, but it's not ongoing. It's a one time thing. Okay. I thought you guys I just added that total just what it would cost to do the salary increase plus the stipens. So
336you they're they're also called out separately there too. So um so current contracts that are filled we have nine. The stipen amount would be $1,73512. So the total cost of those stipens would be 15,6168. Um the salary of the salary total for all those contracted subs is 327,93768. The raise amount proposed is 5%. So the total increase in salary would be 16,396. So the 32,12 is a combination of what it would cost to do the stipens and the 5%. And then the bottom row is um just all if all available contracts were filled. If all all available contracts were filled, the stipen amount would be 20,821. Yep.$821. And then the uh salary increase would be 21,862 and the total for both of those would be 42,683. So yeah, that's as far as I got today.
337But um yeah, I'm assuming you know next meeting we can bring some solid numbers to you guys and that might make your uh thumbs thumbs up and thumbs down process a little easier. So, thank you. Okay, so um well, we did the big one, um which was the 2% raise. Um and I think what we'll do is at the next meeting, we'll do the rest of our ones that require money. Um we only have a few more to get money for, which hopefully we'll have for the next meeting. Whenever that is, we will have to decide. I I guess before everyone leaves. Um so if we talk about the options that do not require funding, I believe there are nine of them. Um one and I'd like to have I think I What time is
338it? I think I would like us to try to get through those options. if we don't mind. Um, today those are the ones without the funding. So, there are options as you can see. Read them over. One, two, five, 14, 16, 17. uh 20, 26, and 28. So, as I'm thinking about that, I'm also thinking about um the school board goals. And um even though these do not cost money, um I want you to think about that, too. um when we discuss them. So, how we're going to do this is I'm going to read the option to you and we'll just do a consensus vote if we want to have this recommendation, if we want to make this a recommendation. It won't be a formal until the next meeting because we'll align it to our
339standards or not. Okay. So the very first option, a committee will be formed by CSD to conduct a thorough investig investigation and formulate a plan for a full four, excuse me, a 4-day school week. Findings will be presented during the meet and confer sessions for the 25 26 academic year with a recommendation for implementation targeted for the 2627 school year. So, consensus vote. Do we want to keep this? Uh, no. This is the wording. Ariel, you want to put your phone down? And we're doing a consensus vote. What? This have a committee, right? It's the committee. I'm curious what the thumbs downs are. Okay. I feel like I want to explain because I think I was the one who brought this up in the first place and after listening and I I do think that
340I brought it up for I did do a lot of research around a 4-day school week and I do think that in the end it could either have um an increased effect on our student outcomes or a neutral effect on our student outcomes. However, after listening to the board meeting and knowing how the board is feeling, I I think that if we put that on there at all, it is automatically going to set them up to not approve a lot of the things. And I'd like to bring them something that like a package that they're willing to approve. That's why I said thumbs down. Amy, I wholeheartedly agree with what Katie said, which is why I put my thumbs down on it. Um, I think a 4 day work week could potentially be an option.
341Um, I also really listen very closely to what the governing board um said that night. I was there and listening to them. Um, and I sorry I'm making it staticky. Um, I I think if we put they very clearly explicitly stated that anything we put forward needs to be able to um align with our SOFG and we need to be able to provide how it aligns and how it can support achieving those goals. We're currently not there and that is not to say that our teachers or staff or admin or anyone is not working hard. Please know that's not. But I'm afraid if we say we want to give them everyone a 2% raise and we want to explore shortening the workday or and we want to explore a 4-day work week, I feel like
342it is going to get completely shot down because we are not at that level yet. We're we're not meeting. And so I think anything that we have to put forward, we need to be able to link um how we can align it to our SOFG, which is why at this point, like Katie said, I feel like we need to come forward with a set of things and say how it's going to impact impact our SOFG. I'm not saying that I don't wouldn't don't agree with the 4day school week. I just I don't know enough about it and I don't know how it's going to align to our SOFG and I think if we bring it to the board it will be an automatic no on everything. Eve, did you have something? I just agree. Oh,
343I was just going to propose that just like the other items that were tabled that the ones that are thumbs down live in that same document that Joel already created so that we cannot lose them since there was obviously feelings and ideas around them at one point people that brought them up. So perhaps it's something that we can table to next year. I'm just confused. So, we're not recommending a 4 day school week. We're just asking a committee being formed. Just like this district has multiple committees. So, we're not saying, okay, next school year we're on the four day school week. This is just saying make a committee, investigate it, gather data. That's why they asked if the ver the verbage could be changed because that's not what committee will form to conduct a thorough
344investigation and formulate a plan. The plan could be oh finding will be presented during meeting confer session with a recommendation for implementation targeting for the 26 27 school year. Yes. So it makes but that's no guarantee that we have to do it right. Well, it's saying implementation. It says it's offering a to be presented during confer to determine a recommendation. We don't have that on there. Well, yeah, it also when I sent them the language CSD, but like there's a bunch of typos. I think that's why I think I think since Well, we're not going to word smith now. So I we will table it since there is there a way that you will change your mind. Can we come to consensus on that? Is everyone okay with it living still in the table document?
345Okay. Yeah. Joel, are you okay with that? Anything and not just this, anything that gets thumbs down, just adding it to the same. Thank you. So um Well, let's make a recommendation to table this option number one. Well, I don't think we need to recommend that we table every single one. I think everyone that gets thumbs down can then live on in the table document if that's if is everyone okay with that? Okay. Um do we not want to have the I would like to at least hear why this thumbs down are given um their reason. Yes, they did. it in the future and then maybe some people would change their mind, maybe not. Um because I know last year a couple people changed their minds. So we will table number one option. Option two,
346the school day will be reduced from 7 hours and 10 minutes to 6 hours and 30 minutes. Hey, thumbs down. Do you want to speak? Take a couple minutes to speak. Um, it's quite frankly the same thing that I said earlier. Um, I don't think it'll be approved by the board. So, is that what we're basing off? No, it doesn't have to. It it I mean, it's just what people are sharing. Um, anyone else want to share? Yes, I put my thumbs down because I don't think giving less support to students is what they need. I think they need more support. And on the last presentation from uh about goal three on SEI based on the everything that has been implemented the professional development and support for the teachers even though it was a a
347small group of 11 um the SEI family night to support families in the connection at home. um the curriculum that was adopted, all of those things are really showing that the teachers who participated, this the students are growing faster than other groups um that are not receiving that type of support. And so for me, reducing the day is taking away instructional or support uh from the students and and and that's not uh the goal of the district, I think. Okay. Anyone else want to speak? Yeah. Um just like to that comment I guess there's plenty of research that shows that there's a diminishing return on the amount of instructional minutes uh beyond 5 and 1/2 hours and so which like naturally everyone understands that if you keep kids in school for 16 hours a day
348they wouldn't learn way faster than someone in school 8 hours a day right there's an upper limit to that um the other thing is though is like we go over the process at the beginning of the year every year um and I think statements like the board won't approve this is like literally a non-example used when discussing the difference between interestbased negotiations and positions based bargaining. Um, and the school district has chosen to go the route of interest based negotiations. If we want to do positions based bargaining, we can do that. We can cut out all the extra fluff and we can the union can come in with a contract and the district can, you know, Vanessa can give us a budget and, you know, we can wrap it up in a couple hours, but
349then there's no reason that like it's all time a wasted time and energy here, right? So, um I I understand the rationale, but I feel pretty negatively about like like if this if that's the end all beall of all our recommendations, why am I not just bargaining with the school board? Well, um I I think it needs to be considered for sure. I mean, we know that from their presentation. I don't think I think it needs to be weighed. Do I think it needs to be the only reason? Absolutely not. Um, but I do think Well, I don't I don't uh that Excuse me. I'm on the stack. I'm on the stack. Um I don't even know if that's the right way to say that. Yeah, that's okay. Thank you. Um, I don't think that
350anybody is I don't want to speak for Katie and Amy, but I know for me, I voted no on both of those. And it one contributing factor is that if we are going into this with the anticipation or the hope that we get anything approved, I think we do need to keep contributing factors in mind. And they Sophia came and spoke to us from day one when we started. Diane said we need to limit our options. We need to really consider SOFG. Like that has been explicitly stated over and over and over. Every time Mr. Man has come and talked to us, he said that. And then after the the board meeting, it was like very clear that if we come with things that could distract them from doing what we want to move forward
351with, then we're only going to not help anyone. So, we do need to keep those perspectives in place. Nobody is saying that we're only going to recommend things that the board is going to approve. That is not the message. The message is we need to be thoughtful about what we're presenting so that we have the best bet to do what we need to do for our kids and that is give them the opportunity to achieve at a higher level. And the way that we think we can do that is by giving a 2% increase. Right now is not the time to talk about reducing instructional minutes. That's not the time. I would love a 4-day work week. That would be amazing. this is not the time. Hey, uh Amy, so yeah, I can go back
352and add to my statement. Um it's the end of the day and my brain gets tired, um at this point in time, but I can definitely add to those comments. And so I'm just going to kind of reiterate a little bit of what Eve said and von said is that I want whatever recommendations we set forth as a team to be approved. I think that is the ultimate end goal. I think teachers deserve to be paid more. I think staff deserves to be paid more. I think we all we all work incredibly hard and and but our budget is what our budget is and we want to retain our teachers. We want to retain our staff. We want to retain our admin. And in order to do that, we're offering up a 2% raise. And
353then to go back to it, we need to be able to align how that's going to affect our SOFG goals. That has been very clearly articulated by um Sophia. That's been very clearly articulated by Jay, that's been very clearly articulated in the board meeting from multiple board members that anything we approve has to be aligned to our SOFG. And we are currently as a district not meeting those goals yet. And I will say yet because we will. We all have been working very incredibly hard in order to meet those goals, but we are not yet achieving at this point in time. So, I think if we are talking about decreasing a 4 day to a 4-day work week, which I would love, by the way, or um decreasing instructional minutes, that's that's taking away from
354our students right now who are not yet achieving those goals that we have set forth. So, therefore, that is why I'm voting down. Okay. Um we'll take two more and then we're going to have a vote. Ariel. Um I agree that we should be focusing on um options that's going to benefit our students. Um options that will increase our ability to recruit um quality teachers to our districts, not just taking whatever teacher walked through the door because we know that this is the only person that has applied for this position in three months, so we're just going to snatch this person up. I agree that we should focus on opport I'm not sure that's appropriate to say because you don't hire I'm just saying I'm just I'm just Well, we know that there's positions that
355have been posted all year, no one's applied to them. So, I'm saying I agree that we should focus our options on um finding and retaining quality teachers. And since we're we bringing up the 2% raise again, I think we should have did tiered raises. I think we should increase the base salary of teachers to try to recruit new teachers because you can leave Cranon district and as a teacher teacher and go make more money in Chandler, more money in Gilbert, more money in Madison, more money in Phoenix, more money in Bolts. You can literally leave this district and go make more money anywhere. But that's not the point of the discussion. I just want to say it's 333. Can we shut this all down? Have Emily do her thing. As soon as we finish this
356one, we will. Yeah. Can we just pick another day? I don't want to. After this option, we definitely will. Amy, I mean Katie, um I I just wanted to explain on option two specifically. Um I actually not only do I totally agree with what you were saying, Daniel, as far as the more time does not equal better time. Um I even wrote to the board 15 years ago when they were voting to extend the school day based on like how do we maximize the time that we're given. So, it's not that I disagree with this. I think that for me, the it was never an option of choosing both, option one or two. It felt like you're either going to choose option one to explore or option two to explore. And personally, I voted down
357option two because it's extremely late in the school year to implement something that huge. They're already working on master course schedules for next year. And I still agree that that this year doesn't feel like the right time to do that. But again, I I do agree. I you know, I I agree with either or lessen the school day or lessen the amount of days. And I do think there are benefits for that, but that's why I voted no. Yeah, we're we're just going to go ahead and do another um vote. So um consensus vote for option two. The school day will be reduced from 7 hours and 10 minutes to 6 hours and 30 minutes. Okay, we're going to table that one then. And now we're going to end. And Emily, welcome. Great to see
358you again. So, what we did today was um let me get my agenda so I make sure I don't miss. Just like in the past, we had a presentation from um Joel and also Dom. Um well we started with um sharing our agenda and our objectives and our um oh we then we after we did all of that um our guiding we did our guiding principles um yeah you just want the big things. Okay, we had uh show and tell of they had to bring in an artifact that represented um negotiations and then we had our updates that we normally have. The only difference is um is Don presented instead of um Vanessa. And then just the um finance and then um J Mr. Man came in and presented a little bit of information about
359SLFG. Um, we worked on revising the wording for the remaining of our options that we didn't finish last time. Did Did you also eliminate Did you start by eliminating options or did you No, we just um the options. We revised the wording of the options. We had our options written but we revised the wording of them. Okay. And then we highlighted the um options that required funding and we came to consensus on um it's not a final recommendation because we haven't aligned it to our standards but we did come to consensus on 2% raise. We tabled several items which I will list in my communication. I don't think you want to write all those down and I believe that's it. Is there Dorothy? Anything because mine will be very detailed the fact that you um
360had some I'm just going to be honest keystone cop moments about didn't we have all the options and but something about we ensured that all options had been captured because it is it has been it's online anybody could watch that and I don't want it to look like we were hiding the fact that right there were clearly some processing difficulties that we experienced so I think something about we ensure that all options were represented on our options page could be there. And then the other thing I'm just questioning is they really need to know about our artifact. I don't know. That's like a that's like a US thing. I I don't know that I want people reading that what that's what they're spending their time on. I didn't have an admin all day and they're
361sharing. I don't know that that's the value. You can just put team building. Team building. Great. Yeah. But I don't think they They want to know about the work we did, not what we had so much. But you're Thank you. I appreciate that. And might say uh something more about Jay's comment. Um I disagree about it was in a way, but it was more about addressing the comments that were made at the board meeting. And if people are tuned to this, they might also be at the board meeting address. So, he spent some time talking about the board meeting and I wasn't there. So, I don't know, but apparently there was a discussion at the board meeting and he wanted to make sure we understood what our place was in relation to the board discussion.
362Yeah. Because I don't think that he had So yeah, that's a good way to put and yeah on the direction and alignment. Okay. So um that's it. That's what we did. Um, so needless to say, next time we have to determine a date when we can all meet. Hopefully soon. And hope Yes. board meeting on the 15th. Testing really hard to pull people off. Study session. Yeah. Yeah, we can we can delay the study session. Yeah. In April or May? Uh I think we're in makeups for AASA the week of the 14th and then we're in as we're scheduling the next week post test is first do we want to look at the week of the 16th May 16th April April 16th April 13th is a Sunday. Oh, the 14th. Okay. The Friday of that
363week is declared holiday. Looking at the week of April. When is the board? The 18 is a board declared holiday. Yeah, that's what I just said. about the 60s. So if there was if there was a there was a consideration of a not Wednesday, we looked at Monday the 21st. If the Gw. Can we just do a Wednesday? What about the 25th? Maybe next year. Friday. Yeah, that's Friday the 25th. That's great kids great grand kids conference. Yeah. Can we just do the 16 do the Wednesday and then another year? Yeah. 16th 23rd [Music] I can't do the 21st. I can do the third. I can do the 16th. I can do the 16. Okay. How about the 16th? Will that work? Oh, what about a Thursday? We weren't Thursday the 17th. Thursday the 17th.
364I feel like we're like 17. It's okay. Okay. How many cannot do the 17th? Well, our streaming person cannot. So, okay. Okay. Another date. The 23rd. 23rd. Friday, April 11th. Next week. Yeah, I April 11th. No, I can't. Uh, that's Yeah, that's part two. Part two, Matt. But that's my site and Josh is running it. Um, I'd be could run it. Dr. Bridges, you're going to be a training on May 2nd for title 9. April 11th or April 11th? No, it's um Wednesday the 9th and Thursday the 10th. April 11th. Oh, we're going April 11th. Yeah. What time are we gonna be done with this on April 11th? Uh, what time are we starting? We haven't decided. Is it a full day or half day? I could do a half day. Well, I have to
365I'm doing the girls camp, so I have to be back at Gateway by 3 to get on the bus for the girls camp. Okay. April 11th. I have a 210. Yeah, if we did till I can handle the 11. 8 to two. Yeah, perfect. Okay. Um, April 11. April 11th. April 11th is testing. What day? What do math? Math two. Testing day for you, too. Then I think our best bet is a Wednesday. Nor Wednesdays are usually makeup testing day because it's a short day. I think our best. April 30th. I can do this Friday. No, this Friday. April. How about April 30th? Well, let's think of let's think of cascading effect for timing. The next board meeting after that be May because we have to do a presentation. Yeah. May 6th. So that would
366be the study session and then the um approval of the agreement would be on the 20th. I guess that's probably fine. That gives time to our budget. Yeah. Numbers would be April 30th. And what what time frame, Joel? What are you saying? What do you think? 8 to 4. And then if we're out, we're out. Okay. April 30th. April 30th. Somebody will send us a calendar. Yes. Maria. Maria's on it. April 30th. Okay. So, the majority of this um agenda will be on the next agenda. Um we'll finish our recommendations. I do believe we'll get through them. Um, I don't know if we want to use that meeting to prepare for the board meeting sometime in the afternoon. Yeah, [Music] we'll see if there's any we'll add calendar dates for anything that needs to be
367accomplished. Joel, I'm not really familiar with mindset training. Um but uh that came up as maybe something that would be for next year. For next year. Yeah. For IBM, right? Is that something that you would be interested in? I'm not familiar with what it is, but someone that would like explain that. What's the question? Mindset training streaming. Should I go on the mic? It was brought to my attention that some of you might like to have mindset training like to or would benefit from because mindset training is part of the student outcomes focused governance framework. uh that really sets the criteria and kind of builds understanding about what SOFG is all about and sort of the philosophy behind it and what the um what the direction and the the mindset needs to be to be
368accomplished in this work. So that yeah some of that work is mindset work but the study session I don't think they broadcast the mindset work. Yeah. But that's that was the whole day. We we said Yeah. If it was right at 9:00 then Yes. Yeah. So that's there questions posed. There's conversation. There's it's really looking kind of internally about our commitment and our process and you know who we are in relation to what the the work is of student outcomes focused governance. Is that something that you would find helpful for this team? For next year. Yeah. Do you want to wait till next year? A rec. So we need to make we need to make a recommendation from this team. Okay. I'm totally confused. Okay. The board will make a recommendation for us. Okay. Okay.
369I guess we'll that's it would be part of our prework. No, no, next year. Next year. Okay. And the remainder of the items, which really isn't a lot, um, we'll do at the next meeting as well. So, April 30, we'll have all the budget, I'm assuming, for every option, and we can then prioritize the remaining options that we have with the budget next to it. And that'll be easy to do, I believe. Yes, Lordis. Um, is that Dom, you wanna Okay. Um, that evaluation don't fill out only because I have it I wrote it because it's supposed to be our last one. Um, okay. Because you're going to fill it out again next time because it's written as this is our last meeting. So, if you didn't fill it out, don't um don't bother because
370you'll fill it out next time. If you did, just keep it and give it to me next time and add to it unless you really want feedback on process. The second question is about process. Okay. If you feel comfortable, if you want to um I think there was a question on there about do you want to be a part of IBN? Yeah. First and third again, we can't second question. I think we should. Okay. the answers to um I think that's it for today. Um most of the things that we did not get accomplished we'll do next time and that next meeting will be our last meeting.