00130 like I can't sleep I ordered it yeah she's teaches me everything she knows so I'm just so okay IBN I'm looking forward to this day we have a packed agenda um if you would like to take a few minutes and look over our agenda we also have a new member today Carolyn you raise your hand over here she's our alternative and who are you subbing for today again okay welcome we're glad you're here and thank you we'll appreciate your input okay our our objectives for today are to build relationships amongst all stakeholders apply Finance information to development of options brainstorm possible solutions to the issue determine if option wording needs revision determine if options require Finance um then we'll if we have time not sure we'll have time for this but we'll see if
002not we'll do it at the next meeting evaluate our options against our standards um and then of course what we always do is develop our talking points for the Craton connection develop agenda for the next meeting and complete our evaluation our process skills um for IBN are the team will complete a temperature check at the close of the meeting to protect individual opinions and perspectives uh facilitator will list talking points agreed upon by team to Emily and Emily will request consensus in the chat before publishing our um IBN summary to kraton connection and then we're going to go right now and check on our time restraints Ivonne we'll start with you any anyone have time restraints I guess we don't have to go all the way around just raise your hand if you have a
003time restraint neighbor I have to drive I have to drive a route again this afternoon or yeah about 12 12 And1 and I also have appointment at 2:30 so you will be gone after lunch okay 3:30 I have a foster care um best admin meeting okay no I'm G I'm gonna be represented District we G be excited for you yes I was like if you know Ivon the answer to that is no um and I have an appointment that cannot be moved cannot be changed I will be here all through the morning um but at 1:00 I have to leave I'm sorry it's not it's something that cannot be changed thank you is that that's it I think for the time restraints right sad news yesterday the Phoenix Mercury has officially announced that Diana terasi
004is retiring the go oh officially retiring wow I cried on the way home almost started crying in our meeting with yesterday I was like when I saw the news I was like oh my [ __ ] God I cried on the way home okay well hopefully they'll find a wonderful replacement there's no BG there's no terasi there's no Taj and I what am I going to watch we'll be thinking of you okay let's move on um I already did that why am I going did I put to okay again our guiding principles alignment with student outcomes focused governance goals sustainable salary for all staff sustainable health care benefits explore Revenue generation options and adhere to the budgetary recommendations our Norms um you have that paper in your folder so make sure today that we apply our Norms
005to our negotiating and our main topics of our Norms are respect and Trust confidentiality ground rules for staying on task caucuses and consensus decision making the scope of our work in other words what we can negotiate is Wages salaries salary schedules hours of work compensation relating to fringe benefits uh conditions of work that are non-instructional in nature and of districtwide impact so we are going to have some speakers here at 8:30 and it's going to be our school board president um Miss CIO and our superintendent um Jay man right now do we want to do it okay do you want it I'm not sure with that okay uh before um since they're not here we're running a little bit fast so good um they're coming at 8:30 and it's 8:15 so Joe is going to
006discuss the Delta Dental yeah just to follow up on the information that was in the chat if those of you who were interested in looking were able to see level one and level three of Delta I think there were some comments unfortunately I'm sorry Dorothy's not here because I know she had some thoughts um but regarding whether or not we stick with what we've done which is offering level two Delta uh or we open it up to Delta 1 and Delta 3 the challenge with offering Delta 2 and three which is what the recommendation was that we went to uh that we came to from our meet and confer process is that uh when Valley Schools did the underwriting and went to the insurance provider they're not willing to do two and three because then
007they're too close uh in benefits and in um the plan itself right kind of kind of like our buy up is really close so we probably need to address that next year but um as far as the dental plan the question for this team now and we probably have a couple minutes to to kind of talk through it I'll let Diane facilitate that but if we can determine if we want to remain with what we've done in the past which is offering level two or switch to recommending level one and level three um which there will be a cost difference for employees it'll save a little bit on level one because level one is less expensive than level two but it'll increase cost if you're on level three and you're on level two before so
008I'll leave that conversation up to you hey Joel question because I don't I don't have dentals so I'm not familiar what what does the district offer now do we offer level one no current currently we have the HM which is EDS that's the one that everyone gets regardless okay uh then next year that'll be Signa then we offer the buy up plan for Delta and we only offer level two currently gotcha which is your the the cost the employee is the cost for the plan minus what they what the benefit is for Sigma HMO so the the remaining portion is what's due from the employee and I think I put those rates in the chat so you could kind of get a sense and thank you Dorothy for that request um so I think we
009probably just need some sort of if you want to have a conversation about it get kind of get a temperature check and then let's make some sort of decision so we can make sure that recommendation is what we send to the board which will be voted on next Tuesday so the recommendation would be and we'll have a conversation if necessary would be to remain with level two correct that's one option and or to switch to level one and three correct comments Dorothy so I I did look at the difference between the price and the benefits the main difference between two and three is 10% more on a couple of different areas if you need um like General dental work crowns things like that done and then the orthodontic um there's no age limit but the
010um and the lifetime or the benefit amount lifetime is 1,500 instead of 1,000 but the increase in the amount because those those um dollar amounts are per pay period not per month correct yeah actually doesn't like if you needed A1 thousand procedure done the extra 10% would save you $100 but you're paying well more than $100 in those fees throughout the year that are more expensive so I mean I guess if you needed Orthodontics it would be worth it for only one year though because there's a lifetime maximum that you would use in the first year so I mean I'm for staying with level two I don't I don't think I mean you said there's 286 or something people that get it I don't know how many of those are either children that would possibly
011need orthodontic or adults because there's no age but for somebody who doesn't need that it's an increase of outof pocket expense and I don't know that we want to be doing that in a climate where we're probably not going to be offering a raise so I'm for staying with level two but open to conversation question for level two does that not include Orthodontics for children like it doesn't have orthodon it does it does just a smaller amount okay th instead of 1,500 okay Kelly I was just wondering Joel if there's been and maybe this a question for the benefits um coordinator Debbie if there's been any like complaints about level two or is there any reason that we would need to change or any like feedback from from stuff uh we we had a conversation
012about that actually Debbie and Darlene who was here last last time and uh Lisa and I we talked about how there really hasn't been any negative feedback right there's there's been no banging the doors of HR down to increase the benefit or to change the benefit for Delta okay so to that end I move that we End discussion and vote on the option do you want to say the official recommendation to remain with level okay uh yeah I that we remain with the level two option for the dental buy up plan as it is currently Okay so thumbs up if you agree with that sideways or down arel I'm still reading over it can do you need more time I need more time okay so more time as in you would like to have our
013vote in the afternoon afternoon yeah and after May after they get done with their speaking okay okay so we will have the vote this afternoon okay let's move on we're just going to keep going until they show up and then we'll we'll stop okay so our team building activity by the way I wrote the directions down in case any of you want to use it maybe when you're doing something um it's called one word at a time and what we will do is create a sentence by I will contribute one word to develop a sentence so by the time we reach ion we will have a complete sentence so I'll start by giving a general topic and start thinking because our topic is going to be negotiation that's going to be our topic and um
014each person will add a guiding word to continue the sentence in a way that hopefully at the end makes sense and turns out to be a complete sentence so some of you might be adding really small words like is that might be your word okay okay Ariel the word our topic our beginning word of our sentence is negotiating yes you have to add one and you have to say negotiating add a word it's going to be a sentence by the end so does a count like a word yes I don't so we have the if we use the word is or the or a that count as my one word negotiating hey increases no no no no Ariel let me let me you know what I blame myself for that because I didn't model it
015a compound word no let me so pretend you're writing a sentence and your first word you're writing is negotiating and you want to make a sentence out of that what would you add to that next word like as I if I said playground okay and the next person might want to say uh is a wonderful time to meet new friends around conversation okay I just I just didn't want to use I blame myself I didn't model I'll I'll take responsibility okay negotiating the four okay kids isting negotiating for kids is essential and and okay who's going to write important for me as what we're going along work with our amazing collaborators period that work Works team yes okay so that's just a little activity you can do at anywhere really and and it could be
016about the topic you're studying so you did a wonderful job with that thank you okay okay so the results from our evaluation question number one was uh this meaning was this meeting interactive enough for your liking if so what engagement strategy was your favorite if not what changes should be made eight people answered I liked the cards and the way we changed up groups each time the cards were a fun idea thanks Diane I type exactly like you write it by the way um yes didn't really have a favorite groups seemed to be to get off track much more today um today ran smoothly and I appreciated the different ways to group ourselves and yes some of the options were challenging to develop because of present restrictions but overall the small groups communicated well I
017would encourage the facilitator to not insert their opinion into information that is shared with negotiations team I apologize and as soon as I did that by the way I knew I should have kept my mouth closed so I will work on that um and what I said was I think it's relating to the insurance um feel fortunate that we still have so I will monitor myself and you can can always monitor me as well oh my gosh I keep going backwards on this thing okay the same question um we had a lot of responses so I had to go into another page yes I felt engaged in the process in that my voice was heard throughout the day I liked the cards it helped mix it up um yes however we really need to use
018stacking method there was a lot of talking over each other and yes I liked small group work yes it was keep the engagement the same okay question two were you satisfied with the options that we were able to develop in the number of options we achieved if not what could we have done differently again eight people answered this question two um of the eight just wrote yes um the rest are comments yes it felt much more drawn out than maybe it needed to be um yes I think we did a good job with attainable options yes satisfied with specific communication and adaptable language yes we work well in small groups with a chance to share out with large groups I appreciate the resource roles not sharing in the small groups but weigh waiting to weigh
019in with the whole group yes however amendments need to be made and yes could we get ideas on how to write options in a language that is inclusive to all um by the way I did that I did a little research about that um boy surprisingly there's not a lot out there uh when you put down um when you search um writing a recommendation recommendation letters information comes up so then when you put in negotiating recommendations very little so what I um researched I have I'll share with you it's in the PowerPoint doesn't mean we have to actually use everything that um I have written down but at least it'll give you an idea okay um do we want to start our updates right now since they're not here yet it's 8:30 how long would
020your updates be Joel okay why don't we just start and I guess we'll stop when they come there's really only one um document that I linked I'm still waiting to get my permissions for all of I Visions for the longevity piece or the the um retention information sorry uh so what I have is uh just sort of a beginning analysis of the stay interview results um let me link it's on the data information boardroom ni s here good timing because my wheel is spinning so I'm not gonna talk anymore uh Jay was gonna join okay yeah I'll right well our guests are here so fortunately my lag time on getting something up on the screen was helpful in that process so uh I'm going to introduce our superintendent J Man and our uh governing board
021president Sophia Kel uh to come forward and maybe we can have opportunity to get their PowerPoint up so that we have the information um so I don't know if you want to start say good morning whatever yeah thank you wez thank you so much for having us here um I know a lot of faces for for those of you that I don't know my name is Sophia Kio I'm the governing board president and I'm also the mom of an e grade um alumni of BPA and I have a third grader currently at one of the schools in the district so I'm also a parent um I don't know Jay if you want to say some things so I just um wanted to appreciate Sophia for being here this morning one of the things that we
022recognized um we there was if you are having insomnia and you have some free time um in the evening it would be really fun to watch last Saturday's governing board study session because there was a lot of great work done around student outcomes Focus governance and sort of our next steps and one of the things we realized was this group is doing a lot of work that will have a big impact on what um what we're doing moving forward from a fiscal perspective and so um we kind of felt like wow we it would have been nice to have been able to have this group in that meeting but since we didn't accomplish that we figured we'd bring some of the elements of the information that was learned and shared in that meeting to the
023group via our board president who's kind of our top expert on our student outcomes focused governance work so with that I will give it back to you yeah and I'm going to take only about 15 minutes and I really appreciate you guys inviting me and having um having a conversation with you guys um basically on what we're doing in the direction that we're going and just and I'm open to any feedback questions or any later on follow-ups um so one of the first things that we really base our outcome I mean our new framework is on student outcomes don't change until adult behaviors change I know that's probably something that's been said in the past but that's something that we really focus on and as we're having this conversation today I really want us to
024focus on this quote that The Mastermind I like to call him um AJ on this specific quote the next slide um I'm sure most of you know about our progress monitoring reports and on this specific progress monitors report I would like for us to take some time to look at it um I don't know if you guys are able to have access to this one and I would literally like for for me to hear from you guys what stands out to you on this data point and what ideas do you have about this like what stands out for you what Wes what what's the first thing that's comes to mind when you guys look at this progress monitoring report um it's specific to our third third grade literacy rates so if we can take a
025couple minutes maybe talk with your neighbor or by yourself and I'll give you a couple minutes to think yes okay thank you and I'll give you guys the couple of minutes uploaded in our system but one of the things yeah and I'll give you a couple minutes you guys can have conversations amongst each other yeah neighbors whichever e e e hello awesome all right I hear lots of amazing conversations and I would like to get some feedback on just what you're seeing and all right so we're going to go ahead and hand it over to Dorothy go ahead what what stands out to you what what's going on here so um not to be critical at all but I noticed the pattern is the same for 2223 and 23 24 school year and yet our
026goal for the post is actually lower for 2425 than we achieved in either 22 23 or 23 24 so I'm wondering about that bar being fairly low I mean don't we at least want to do as well as we did in those two years awesome questions and I'm this is being recorded there's some questions that I'll be able to answer right now and there's some questions that I'm going to be taking notes and making sure that when we're going to the governing board and actually having these conversations I'm like why did we do that that's a good question you know we had a a year of data and we sat down and I don't know if to look different at that moment but that's a great question um and these goals can be revised with
027input you know from the Professionals in the rooms this is why these conversations are important yes Kelly yeah and I wondered at the top it says the percentage of third grade like under the current measure it says it will increase from 3% to 10% but the 3% is the preest not the post- test so it doesn't seem like you should be comparing the pre to the post because the pre is before the kids learned whatever they're supposed to learn so that's not not really the the measurement it should be will increase from the previous year's 12% to this year's and in my opinion I agree with Dorothy it should be at least between 12 and 17 because that's the range of scores that we've achieved so why would we lower the bar and then say
028Oh we met it even though we're not increasing from the previous years perfect thank you so much for that feedback anything else yes what's your name I'm sorry Rebecca nice to meet you oh sorry um one thing me and my partner were noticing like what does teacher turnover look like during these years because we all know since TW I've been in the district since [Music] 2023 and my school alone I know for a fact first second and third there's at least been two to three brand new teachers every year so what does that look like across the district in how can we go back to teacher attention how can we get these teachers to stay and so so we can make those those goals we need thank you for that feedback and that's a valid
029question that we always have right um because I I personally do believe I can't speak on behalf of my whole board but I personally believe that teachers are the number one closest to the students so we're going to see the most impact depending on how we have teachers in the classroom right so that is something that we have thought about and this is why we started on this journey of student outcomes Focus governance work is I believe that one who focuses on everything focuses on nothing and throwing new materials and hey this year we're going to do this and guess what teachers next year we're going to do that this is just my Outsider perspective out of everything that I hear in class you know even nationally when we go to these Schoolboard conferences these
030are recurring themes that we're seeing but then as a governance um I would call myself an expert because I have certifications in governance um I look at well if we have no goals and we're not giving a direction from the top bottom how do we expect for teachers principls administrators to even feel um supported um it is my belief that a lot of the times administrators are being kept acquiring to certain individuals to B and likes and unique needs when it comes to the board that it takes them away from the real implementation of you know and and those are really good points and I really appreciate you guys bring them in bringing those up but bottom of line is why are only 177% of our kids proficient that's a non-negotiable to me right and
031I'll get to you guys yeah um so the way that I look at this framework is that's is just a non-negotiable me as a governing board I knocked on doors I told you know individuals on their doors that that I believed in kind-hearted leaders that I love every child as my own this is why I ran for this position yet only 133% of those kids or 177% kids at one point which was have been our highest um in those year marks are proficient that's not okay to me my child is part of the system too I have a third grader right now and that's scary to me these are our future leaders these are collaborative Learners our future adventurous thinkers and obviously the things that we have been doing have not been working um when
032we decided to work on our goals we went back to data from 2015 all the way to 2015 because I wanted to see Trends before the pandemic hit you know sure pandemic did a lot and it was a struggle for all of us it was my first year being elected in a pandemic that was awesome you know but we learned a lot I wanted to go back no I don't want to use the pandemics an excuse where were our kids before the pandemic the they were they're we almost the same we've been stagnant year after year after year so to me the way I see things and I'm not an expert I'm telling you I'm just in governance you know mode is that we need to be very critical and radical about what we're saying
033and sending that message from the top bottom and that's going to cause some disruption I understand that trust me I don't I'm I'm I'm taking away time from my full-time job right now hey working over here too um I understand there's a lot of adult convenience that's going to be you know bothered a little bit but it is my belief that we are here for the students public education is under attack not only federally Statewide locally if you listening to those education committee meetings and the bills that are being passed right now yeah there's an act of attack on public education and the way that I see this is that regardless of what happens around you know federally if public education is here next year or it's not some kids are going to be okay
034they're going to survive that and they're going to be okay we have some kids in the system right now that it is my belief that it's probably the non 13% that are proficient that are not going to make it they're not it's the reality of things and for me as a governing board member this is why I'm so stuck on student outcome change until adult behaviors change some stuff is going to be brought up to you guys changes are going to happen internally that's why I hired my expert to come and tell us hey this this A B C D think is going to happen so next year or the following year that 17 turns into 24% and that's still bare minimum that's not even 50% of our kids it just makes me so sad
035sometimes I you know I almost want to cry like this this is so sad these are our future I'm on my way out I'm getting older and I'm probably like preaching too much but this is part of the work it's that we really need to stay focused and for me that focus is students this is why we created these five goals this is why these conversations are important because yeah maybe we do need to go back and revise our goals why are we going lower than you know those are good questions but we need to have collaborative conversations no matter what we think about anything this is a reality in crankton and we have to do something to fix it yes of course um so one of the things that's important to to know about
036the way student outcomes Focus governance works is there's there's three elements that we drill down on they are inputs outputs and outcomes so the outcome is basically like if we use a sports analogy it's the score at the end of the game so that would be like our aasa testing at the end end of the year the outputs are measures that we can look at throughout the year to adjust our practice so that in the sports analogy that might be um halftime score quarterly score but we don't because the state only provides asasa once a year we don't have a way to measure a midterm score or a quarterly score so what we do have is we have our benchmarking system so the reason that you see on this this is intended to measure an
037output to determine the things that we're doing to get the change which would be our inputs are they working do we need to change them the reason that we're looking at an adjustment from August to May is so that way throughout the year we can look at the various benchmarks and see the trend of are we on track to get to the number that we need to get to and if we are on track double down on those strategies see if any of them aren't serving us well and get rid of them but if we're off track then it puts the onus on us as we're reporting in to the board to say we're not going to make it so that means we need to do something different we're going to try to make some
038changes and we may need you governing board to approve some things that we need in order to make those changes and so um so that's that's why this number like you that's why this number isn't May to May or June to June it's it's August to May because it's our tracking system during the course of the year to see if we're on track I don't know for sure so I'm just going to say this tentatively but if I remember correctly the reason that number looks lower is you're looking at three different cohorts of third graders and that number was based on where those kids were last spring so we have our that group that we're working with this year which is sort of our um pandemic babies that group was artificially significantly lower than the
039other group so we knew if we could get them to 10% that would mean we were on track to hit our aasa goal at the end of the year so um and I'll double check that for you to make sure that I'm that I'm saying that correctly yeah okay so one thing I'm looking at as a elementary school teacher there's three ibms why isn't that middle score in there the middle score is not in there yet because that is coming up for a report to the board when this chart was created it was for a board meeting back in I believe like October or November November it's from a November meeting also do we have a breakdown of like factors of these scores like how many kids got brought into our school February and all
040all all of our factors that could be leading to this score we we do and what we tend to use those factors so what we don't use those factors for anymore so the old school way of looking at this state and I think this is what Sophia was trying to explain of like why the focus is student outcomes don't change until adult behaviors change starting with me so the old school methodology would be for me to come to the board and say yeah these scores are low but a bunch of these kids joined us in February so how can we expect them to hit those numbers right the way we look at it now is yes those barriers exist but we the onus is still Upon Us in order to achieve that goal so so
041what we look at that type of data for is one of the barriers we have as these kids joining us in February how do we need to change our practice and what resources do we need in order to support those kids who join us in February to ensure that we can still make this number and have access to the goal that we set for ourselves and I didn't mean to take the mic for so much so Lord is um question so moving forward will these measures be considered part of the valuation for principles of the schools like is will this data be used to look at if they're being effective do we retain do we move so the answer to that question um and you I won't show the injuries but the answer is yes
042okay and um and one of the challenges that has been created for your principles and and I know they're probably not terribly thrilled with me is um we because of the timing of how all of this got developed um our board very bravely and our leadership team maybe even more bravely has said we understand that we were building the plane while we were flying it and so last year we were held accountable it didn't trickle to the principles at that point yet but at an administrative like the leadership team level we were held accountable to goals that we didn't even have the goals until May so you know it's kind of that makes it a more challenging goal but we felt it was important that doesn't make a difference it's an excuse to say we
043couldn't get there just because we didn't have the goals and we did struggle with them but I will tell you one of those goals the one that we were pretty confident we knew what it was going to be earlier in the year we like tripled our progress on it compared to where we expected to be at the end of the year we were told the goal we had set by our data people we were told that goal is impossible you're not going to get there and then we actually tripled that goal we actually made nearly three years worth of progress on that goal so what we know sorry it was a zel reclassification so um and and if you recall from last year there was a big push on aella and SEI and kind of
044getting our practices down so we know that when we really focus and put a bunch of resources into something that we really can make those changes um I know this is way too long of an answer I'm I really struggle to be brief I apologize Sophia um you had me at yes but but yeah but but but yeah yes is where I got you so but the reason it's important for me to share this is what we've done to our principles year because we were still finishing up our guard rails in September is we've given them their evaluation criteria mid year which is kind of not super fair right because they're like wait a minute half the year's gone and you're going to hold me accountable to this right but that is that is the
045the pathway that we're on is to hold the system accountable right so so my evaluation like I the old superintendent evaluation system was great for me because it's do you like your superintendent and like come on people is there anyone more likable than me right so like that's easy um so but the new superintendent evaluation system is did you do it or didn't you do it right so and like I haven't shied away from that if you watch board meetings I'm like I'm down with it right like we gota we've we're here like the job isn't here we're not an employment agency we're a school district right like we exist to move student outcomes so like my job doesn't exist so Jay can be superintendent someplace my job exists to accomplish these things yeah and
046I appreciate all of that I would say as a parent like regardless of when people were notified like this is long time coming right so definitely glad to hear that there's a lot of change because as a parent I would not look at our district based on these scores at all side note second question do we have the percentage of el students that are proficient we we actually um we have that data and we do look at it because we look at subpopulation so one of the things you're not seeing in this chart that is in another slide for the board is a breakdown by subpopulation assuming that there's adequate end count so and for those who aren't like statistic Geeks like I am endc count is end just basically is a variable that stands
047for number and end count means how many how many are in that group so if a group is less than 10 typically and you'll see this if you look at other school districts that do sofg work or report on their data at all um when the end counts below 10 it becomes very easy to identify individual kids and so that creates like furpa considerations and all that kind of stuff so you will see some data sets we have where you'll see blanks because the number was too low to be able to report on it but the larger groups El is a very large group for us right or as I like to call them our emerging multilinguals that group you will see pulled out as a subpopulation in a lot of these data sets yes
048I just want to stand on a couple of comments I like the fact that it's a pre- to post because then it's the same group of students for that school year rather than last school year and then different different group of students and then I'm glad that Lord asked about the evaluation because just like teachers have their component data from evaluation from the students and you control that that group of students directors uh principles we have the staff members and the performance and their scores from those staff members affect our evalu our evaluation so we're on the same team I don't work directly with students but through working to adults I hope to impact uh the outcomes of uh students and um we wouldn't do anything that we're not holding ourselves accountable to so the
049board actually has a board self evil from a zero to 100 point system and we've been at five so that's how our governance has been for the past year so we have a lot of work on the governing board side as well to work on so so we wouldn't do something that we don't expect us as leaders and as elected quote unquote officials to hold our s accountable to the standards that we expect our superintendent principles and everybody else in the system yes sorry Ariel would to go first go for it um thank you um have we um have we compared the students ORF scores to the how many are testing proficient on IBM like do we know how many of our kids are able to fluently read on grade level how many of them
050are making the orph benchmarks um and I think that can be a follow-up question but I love that you said that because one of the things that we're also doing and the governing board took pride in was making sure that students are giving us feedback off of these goals we just had a kid Congress meeting and one of the students actually said that they talked about fluency versus comprehension and how how many of us are actually just saying words so fast in a certain time period but we're not really understanding what we're saying so therefore it lacks their reading skills and that was straight up from a seventh grader I believe it was that said that so you're kind of on the right track and these are questions that are being done and this is
051why these meetings are important because if we can't have an answer right now our superintendent's going to make sure that these conversations are being held with whoever's over that um curriculum department and this is how we can start modifying and actually having these conversations to improve stud and outcomes I don't really want to take up more of your time another question oh yeah yeah go ahead sorry um are we're going to have second grade IBM data to compare to the third grade yes are we also going to start having maybe all the grade levels do I'm but this what so this is what I notice which is you know statistically impossible I've seen kids get zero questions right on the test and so didn't and so not even the do1 questions so are kids even
052mastering the first grade comprehension standards so that's what I mean like are we going to consider that maybe everyone takes benchmarks regardless if they're a k or first grader or second grader um just to see are the is actually mastering the Eola [Music] standardss there are different measurement tools and so whether those are benchmarks or common formatives there will be a variety of different tool sets that are used to measure individual student progress versus statistical data that's um correlative to predicting what a testing outcome might be on on ASA um Dr talking about ASA I'm saying do we know if first graders are actually mastering reading comprehension standards right we have we do we do have data and we're going to improve the collection of data on that information it's one of the things that's
053currently in process um to to add fundamentally the better way to handle that in an instructional setting is through common formative assessments right because we're trying to determine how kids are ressing in their learning and adjust instruction appropriately to that that's all part of the equation that's not what fun that function doesn't happen at the governing board level we might talk about it with the board but some of those things so there are different layers in the organization that things happen at and those conversations would be more like down to what you're talking about is typically more of a PLC level conversation right a professional learning community so that might be a grade level team that's having that convers ation it might also be a schoolwide conversation to some extent and to an earlier portion
054of your question we do look at all grade levels but we focus in on the current goal grade level and a grade level that is predictive of a future years um outcome for that measured grade level I feel like if we only focus on by time we get to third grade the problems already there I remember one year in first grade we actually gave first graders a benchmark on the computer and all of the first graders districtwide bombed it and we never gave that Benchmark ever again it was back when we was using Galileo we gave that first grade Benchmark one time and all the first graders bombed it and we never gave it again and that's what I was goingon to say and I'm just giving a very brief overview of what we do
055but I invite you guys to come to the board meetings because we actually have interm guard rails we have a conversation where our administrating is trying to answer those questions because those are happening in the plc's their learning walks all that is being done just two-way communication when we come to the board meetings um did you have something to say I have a I have a question I can tell you guys kind of want to wrap up but I have a question that is for bargaining because that's kind of what we're here for today um are obviously doing interest based negotiation we've like you know it's in our evaluation that we're trying to do with good for the kids right um everyone understands like that's what we're here to do but more like specifically because
056at least like half of the people in the room are bargaining specifically on Jay's behalf and on your behalf as like the president of the board and the board's behalf um what does beyond just like you know we want to improve the test scores because anyone can intelligently make anything kind of be in the direction of well this will in a roundabout way help improve the test scores what are some priorities that you you the board or the superintendent has for the bargaining team in terms of focusing on outcomes for the kids so two things in there the first one is um I do not believe that this is based off just meeting test scores um or overall data sets that a certain amount of population in our districts are proficient and that's what this
057work is about is making sure that those who basically are furthest away from education Justice get the tools that they need to excel to the next level I mean my mindset is prek through 8 I'm literally graduating students I'm held accountable to the graduations of the eighth grader students with zero proficiency knowledge I mean some students 0% are being passed on to high school and by the time they get to high school do we just blame it on the high school system good luck no it starts here it starts with what we're doing and to answer your second question it kind of goes into my wrapping up the over this is why we created these goals and my personal um I guess Personal Agenda behind this is literally what I said at the beginning is
058the student outcomes I believe this whole institution was created school system exists only solely on making sure that students receive the knowledge that they need to move on to the next level my main focus is sending them to high school well prepared so then they can be their fullest potential self so they can wake up one day and say I'm want to be a teacher I want to be a Schoolboard president I want to be the president of the United States I don't know but the way that we're looking and the way that historically we've been working in Katon it has not worked you can't get different outcomes doing the same thing and that's in like in everything I'm a zuban dancer I love dancing but I missed two weeks of zubba dancing and yesterday
059while I was in there I was almost dead I could not keep up with the teacher why because I didn't consist stly stay to that goal I stayed away from it so I was further away from my goal I couldn't even survive an hour class I was able to teach the class let alone now I'm I'm just like in the back of gasping for air and some of our students are gasping for air they're literally saying hey I I got forgotten about I can't read fourth grade fifth grade I'm trying to do math I can't my mom's facing deportation but and I can't even read like these are real scenarios that are happening in our communities and we have to stay focused and with that I I just hope that this collaborative share sentiment from
060what I'm hearing you guys are pretty on board that something different has to be done and with that are going to come institutional changes some that we may not like I understand that and my I get it more pay raises I understand I wish I could get paid for the stuff I do you know I get that we have individuals is making only $16 an hour in a district I understand that but we're all adults students really don't have a voice I mean here in the district I believe they do they're starting to things are being changed and affected because they're speaking out and saying hey I'm the third grader they can't read and I think this is why oh wow maybe we should change that and that's actually what's happening under J's leadership I'm
061only here twice a month I come in do a 1-hour board meeting sh there's a lot of stuff that happens behind the doors but you guys are here every single day 8 9 10 11 12 hours a day so I just hope that as you guys go through this process you really are focusing on that first slide that you know student outcomes those proficient rates are not going to go up until we start changing ourselves and really focusing on okay I know this doesn't feel good this is a sting but if this is going to get us to that goal and we have stuff to measure it if sun doesn't work in six months a year we're smart individuals we know what's working and what's not these collaborative conversations are important and I just really
062really hope that at least for me My ultimate outcome is the student outcomes whatever that looks like if a new position needs to be hit if something over here needs to go a program that you know people love that's been in the district for 15 years needs to go away if it's going to help get more than 177% that that's the best that we could do in the last two to three years move the needle then I'm going to be okay with that I can only speak for myself but I have a sentiment with the conversations we had at the boards and if you've been watching board meetings I'm pretty sure the majority of our board feels that same way especially in this time right now we have to do everything possible so and and
063block out all this external noise and really focus on making sure that we give these students a fighting chance and then you guys have my email um if you guys have any other questions you guys can follow up with me I really don't want to take up more time and yesan I just wanted to St on on on the on the comment um for the interest of negotiations it's easy when there's money to uh split or divide but we know the reality of the budget and so uh that's not the only scope of our team the other scope of our team is how can we make sure that whether you're been here for the first year or you're' been here for over 20 years that you still have the spark to teach and care for
064the students and be willing to change your your behavior how can we create an environment that is inclusive for all of the adults the students and the families and those are tcks that we can do uh how can we support every teacher with professional development um with a different curriculum so they can be more effective in the classrooms uh we can have multiple test and M multiple data points and assessment but we already know that that for the last 10 15 years our students have not been performing and so the mirror goes back to ourselves and it starts with ourselves so it's if it's not money then what other changes can we make and I think that's there's a lot of things that we can make and this team for the last three years have
065been very creative of U in improving systems or practices in in our in our along with other bonuses and paychecks but if this year is not going to be possible then we can still continue to create conditions process and systems that make everybody feel satisfied and more effective thank you so much and thank you guys so much for your time and like I said I'm open to more discussions or whenever you guys want to meet if you have anything else but I invite you to watch our board meetings they're streamed or come in person um thank you thank you so much um I appreciate your input and we really last year we started discussing the outcomes and this year I don't think a meeting has gone by where we didn't mention it and we do
066know with our um Sophia I'm just wondering what we're planning to do differently this year that we haven't done in the past NJ um is we're really going to when we we're right now working on our options which are not recommendations yet um today we're going to work on wording our um options and then um we are going to uh devote some time this year to researching to make sure that the options that we develop which will then turn into recommendations there is research behind it to improve student um achievement so that's a different step we're taking we have no idea how long that's going to take us to do that but if we can't find research that's going to move students forward then we're not going to have that recommendation for you to approve
067and I also have a lot of like research when it comes to like best practices of other people who have gotten student outcomes so if you guys need any of that oh thank you I'm also open to sharing any articles and there's thousands of thousands of research that they have done even when it comes to why student outcomes and making sure that goals and all that stuff works so I'm happy to whatever you guys need and then I just have one question and I don't know you're probably not prepared to answer this but let me just throw it out there so today our focus is on um wording our recommendations our options which will be recommendations um do you have any input to that are you happy with the way our um recommendations in the
068past have been worded would you like to see a change in yeah can I add something specific because some people brought up um in our professional agreement currently there's a lot of language that like uh you know I I wrote a lot of it in the structure of the district will and we wrote it in that language because it specifically assigns the responsibility of carrying out certain things to the school district as an entity um there were some people who like who felt that that's a little divisive was like a word that was used or they felt like it's too targeted um other professional agreements have even more specific language like the HR department will do XYZ thing um so that is like the context of her question right that were we had a conversation
069about that because when we looked at our um recommendations from last year most of them started the district so would you like us to be um more detailed in saying who is responsib responsible for that and what we found out in the past was and how it came to that just a little bit of History here how it came to that was in the past the team felt that some of the rec recommendations weren't followed through so the team wanted to make sure if we're putting forth all this hard work to develop recommendations that first of all are they followed through and then are they followed through in a timely fashion so that last year we started adding basically responsibilities and dates to ones that had dates are you happy with that or would you
070like to see something different well I'm going to give my personal feedback of that and to me that's not the best approach and I'll tell you why um each system like Jay had said earlier has its own responsibilities and for me to demand a responsibility at the governing board level let's say of principal will do this to meet outcomes is out of my Lane as a governing board member I have one superintend I mean one employee and that's my superintendent he has there's a chain of command right and when we do get into thou sh right and it's not in the purview of the role we can create a lot of unnecessary consequences I would say um based off that and um to some extent I have accountability for the board I do believe that
071we should have operational manuals we our policy be should be separate there's a lot of stuff that's just jumped in together but that's one commitment of the board you will start seeing in our policies that we're going to start working at the board level of how to separate those so there's more of a clear um I believe this process should be more focused on what are we doing for student outcomes instead of adding on other operational tasks that I believe is more of a manageable whoever's overseeing that job obviously needs to either be better or conversations need to happen I'm not sure how that looks like but that kind of language to me is a little worrisome and I know that I've approved it in the past but as I learn what roles in the
072systems are and how they take place I can see how that's demanding it can be an overreach of roles in my personal view I don't know how anybody else feels about that but um that's just my personal two cents on it yeah so I was going to say so for assigning responsibility like what kind of language do you feel like or does Jay feel like is appropriate I think I think the biggest thing is when you say the district well there is no District right there's you know the people that you see in the room with you and so and those people currently are running at Beyond 100% capacity so anything that gets added as a request for the district to do something additional it may seem innocuous and it may be like there may
073be some things that it's like okay when I get up in the morning I send one text message and it's not that big a deal but over time as well Jay can you send this one text message in the morning it doesn't seem like much but then there's three more that are added the next year and five more that are added the next year and then people will ask questions like well Jay doesn't make it to the office until 10:30 in the morning why and it's because well he he has all these things that have been added to his responsibility so he spends an hour and a half before he leaves the house sending text messages and that's kind of a silly example but I know last year with the sheer number of Wills that
074came down the pipeline um there just was not capacity to do those things and so one of the questions that's come up is well why all the reorganizations at the district level why were their positions added at the district level um well because if we're going to do all of these things and all of the things that the board is now committed to and by virtue of the board being committed the superintendent and the system being committed to like all of those things require resources so I think it was less really about the language of the district will than what the district will became which was 37 new things for the district to do with timeline set to them which means you don't even have an option to say well we kind of put this
075one off because we were you know we were getting up to speed on third grade reading or we were getting up to speed on um uh uh sick leave pool or you know what I mean whatever it is that kind of took that time crunch and at the same time I fully recognize and understand that sometimes when there's no teeth to something it just floats out there and never happens right sorry Dorothy no that's fine so it's sounds like it's more the quantity and and maybe how we word it so instead of the district will we could say something like a system will be created for correct where it's more open-ended in terms of and feels more inclusive like we are part of that system where it's not telling somebody else to do something it's
076acknowledging that something needs to be done and that the system needs to be created I love that and you just basically explained the superintendent guard rails that we have and it's basically G giving us a guardrail like hey this is a system that we need you can make it happen however you want but this is the bottom line non-negotiable that we have whether that looks like a I don't know what that looks like but yes that that would be way better because then it gives the system the space and the ability to figure out okay how are we going to achieve these things without having all these minor because we could have 101 ways of creating that and making it happen but when the district will and very direct language happens buckles us down to
077only that and that's where it becomes burdensome can I jump in real quick I just I I just wanted to talk about trust too and and how you build trust and how you build your integrity and one of the things that I know that's really important in that in the two-way communication is that you guys set an expectation um I set an expectation of myself and then one of the ways that I think we can build trust and that the way we can be more successful working together is then also have to have the ability to set the EXP expectations you have of me right I need to be able to say I have the ability to do this or I don't have the ability to do this and and Dorothy I think phrasing it
078in a way that allows us it's kind of like this thing needs to happen you guys figure out how to make it happen um does I think free it up but also the ability for us to come back and say we're 15 people short staffed this isn't going to be something that we can do in a timely manner I want to refer to compression it feels like a failure when we when we talk about it but I think when we went into the committee we have some good stuff to share with the group as to why we constantly look like we're failing there and um and I think that has uh for me I want to be able to make sure that I step up and say and and do a good job for you
079guys to set the expectation that I can or I can't get something accomplished so I'm going to really work hard this year to have a voice that says what I can do the expectation I can set on myself and what you know how we make that work together so I'm I'm excited I'm excited thank you I think probably the tricky part for us is that you know our intention wasn't to micromanage necessarily Our intention was to address things that were issues and concerns that came to us either directly from us or from people that we represent and so I think then part of our charge needs to be as a we is if not this way how do we address some of these issues and concerns that continually pop up and so maybe devising what
080are the right channels because the answer can't just be we aren't going to address that because then we're not being fair to the people that we represent and we were a part of that last year too so yeah I think it's yeah devising instead of the the district shell what then I ALS how do explore that I also think like especially hearing from Jay like there's a lot of flexib ility that can be added so for example like I think last year we added a lot of timelines to things because frankly I would say trust was low last year was the first time we got it was our first professional agreement and that will probably be the first time that you get such a massive list of to-dos because it's the first one right revisions
081are always going to be shorter than the initial document um but it also makes sense to pick to prioritize things and say this is something that we need done this year versus this is something we need done consistently but maybe if it's not done in the first six months of the next school year it's not an issue right interrupt but that's going to be bottom line too just because we're saying something and it's going to be easier for the adults in the system I'm not going to be okay with that personally and that's a conversation that I'm I'm willing to double down on and have further but if it's just to make the Streamline system more easy for a certain department or individual and it it's going to have no direct impact on how I'm
082going to get this 177% up then I'm not interested in it and it would be and but those are conversations I'm willing to have you know it's not this back and forth I just really want us to stay focused on how are those changes going to make it easier for instead of spreading people thin a 100 ways we stay focused on what you know a teacher's supposed to do what a CO instructional coach is supposed to do what a principal's supposed to do yeah I'll and and Daniel I'll own some of that too so um I do fully believe believe that there should be the ability to create like it shouldn't just be like a an expectation goes into The Ether and never happens there needs to be a you know there needs to be
083a mechanism to check on it and ensure that it's moving forward um and one of the reasons I think that that and I appreciate your explanation of what was the first year and I I didn't pick up on that so that's helpful to me I think one of the things that happened last year and and I own this is I stepped into the role and saw the need for a lot of change very quickly and so um but also recognizing that like an organization is like a rubber band right so if you stretch it too far it breaks so like how far can we stretch to where it's a little uncomfortable but at the same time not have that rubber band snap and so we the board was moving forward with sofg and I'm like
084we got to do this we got to get this done and that was a massive burden and then we had a large number of recommendations come through now I'm kind of connecting the dots because this was again that I got to own that because you know to a degree I was one of the ones who helped open the door to well let's yeah let's this you've been fighting for this for years let's have this professional agreement agreement right and so by opening the door to all these things I think a lot of people in the organization were like there is this Avalanche like we we were like oh yeah we're willing to go skiing with y'all and then skiing became like this Avalanche that was coming down the hill and I think our resistance and
085our frustration with it is less about a lack of desire to make improvements and more about I'll just call it fear for lack of a better term but a fear of failing people and not actual and then you know having people feel like well I thought you were going to work with us on this and and you're not working with us on this and I think too um Vanessa's comment about like trust um I think on our end like the enforcement mechanism in the professional agreement is Grievances and I will say there's a there's a number of things in the professional agreement that have either Fallen by the way side or just like aren't being met in certain instances but because it's like clearly from a lack of capacity or a lack of like ability
086based on like current Staffing like we're not filing grievances for those things because like we're not interested in keeping score I guess I would say right like which is where our trust level comes into we're only interested in like like the grievance procedure is there to either like quickly escalate issues that need to be escalated quickly or you know if someone for some reason is resistant if an individual person administrator manager some person responsible for something is individually resistant it's a way to overcome that it's not to just like if we know that filing AG grievance isn't going to change anything because that position's vacant and no one can do that work like right we're not going to do it right and that's like I think where the trust comes in on our part as
087the union too yeah well I think I think that's fair and I appreciate that perspective so sorry arel um I know we talk a lot about like um things Student Success doesn't change less teachers adult outcomes adult Behavior change I think like this mindset of we don't want to make changes just to make things easier for the adults if the adults are constantly in this like on this Hamer wheel constantly in this you know place of high anxiety where we're trying to do all these things because everything is complicated everything is hard it takes away from what's going on in the classroom like if there's not Behavior Support outside of the classroom or if we're creating Behavior policies that's very complicated very indepth and to the point where teachers are spending so much time focusing
088on behaviors that's less time focusing on teachers if a system that's put in place requires so much work outside of school for teachers to do this less time for them to be planning and prepping to be in the classrooms if the adults are worried about how to pay bills or they're worried like okay I have to leave school at this time I gotta go to my second job okay okay this weekend I have to do Eber East for this amount of hours to make this amount of money if teachers and adults are all worried about all those different things it's going to impact what's happening in the classroom so why wouldn't we want to make processes and systems easier for the adults to navigate and the hopes that the anxiety and the mental strain the
089emotional strain is Decline and teachers and the adults can give more to the students and that does not just go for the teachers it goes for classify it goes for admin it goes for people working in everyone who's working in the district because if we're all worried about trying to figure out this get this done paper paper takes away from what we do with the kids so we we should you know look for ways to make the system easier I don't know I appreciate that feedback and I think that goes into speaking of our guard rails and how we are so adamant on you know the governing board level making sure that insurance doesn't isn't something that you guys are paying right because we do believe in mental health care we do believe that teachers
090should be supported in the aspects so there are other ways that I feel the governing board and superintendent H or Administration team has brought us information on the votes that we're making to to make sure that all those outside aspects are as supported as we can me personally I am going to tell you that I'm not in this to create adult convenience I really am not and I know that's an unpopular belief and I I know that's going to Shrub some people the wrong way but it's okay because at the end of the day we have all I I wake up every day and I say okay I'm going to go to work I'm going to be a governing board president I'm going to do this do this some of our students do not have
091that option they wake up and they get what we as a system provide them and to me that's not I mean it would be great in Dandy if I had data that showed that the majority of our kids or all of them were proficient and were equipping them and they feel empowered I'm not here for the adult convenience part of it I am however here for the student convenience part of it what am I doing and my leadership and hopefully that trickles down to make sure that students Remain the focus of this institution and they are learning and to me personally being in an education you know realm I see a lot of stuff in education talk to a lot of people the number one thing is that our kids are learning that's what I
092think we're here for is students so I am definitely saying that I am in it for student convenience I absolutely am I'm not in an adult convenience and with millions and millions and thousands of you know other job fields like I I understand our our district is moving in a very you know I'm not saying I don't care about the adults of course I do of course I do we all like if we have no Workforce we do not have anybody teaching your students but there's another you know there's other conversations there what are we doing to pressure a legislator to support us and make sure that you guys are getting what you deserve in payments like that that's out of my control there's local government systems to these issues too and I am 150%
093willing to stand by whoever needs to the teachers union whatever we got to do to make sure that they're taking care of us as the district to make sure that we're covering and taking care of of our employees but it's my perspective as I look at you know insurance we had an option of saying no 4.5% increase is too much money we're facing Federal fund Cuts but for me Medical Care especially now that we're facing the house just pass an 800 billion dollar cut in Medicaid at the federal level stuff is about to get real and a lot of us maybe stay in our days in out of work but stuff is happening as we're having these discussions right now healthcare for me is the number one priority for all my employees and if we
094have to eat those costs then so be it that's the adult convenience part that I see it in a grander scheme I'm not okay with adult you know not shifting that adult convenience to make sure that a students get what they need and that's just my personal perspective on that they can focus on teaching and not all the things they have to do like when you have to work like multiple jobs when you have to have all these paperwork when you have to prep for all these different things when you have this deadline that deadline and the process is so complicated it's not that we're saying oh we want to you know J you know ker to us ker to us I think what I'm trying to say is that things outside of the classroom
095has to be easier to navigate so that while we're in the classroom we're not thinking about all the things that we have to do outside of actually teaching the kids I'm not saying cater to us I'm say but we shouldn't create systems where everyone's running around like a chicken with their head cut off trying to figure out what's going on and we're in the classroom stressing and it's not about the kids that are in front of us it's about okay work on this worksheet so I can fill this document out type situation don't I and I think that's why we created the goals which has a shared you know Vision where we're heading at and it's going to take the system a little bit longer to trickle down and that's probably you know a responsibility
096our in to get everybody in the system on board but I have a feeling that with these five goals and making sure that the whole District as a whole from the top bottom knows where we're going that will start phasing out because now we have a direct Direction our superintendent is in hearing 5 different board members on what they want we're all unified on this five so now that he has Clarity he's able to tell his leadership team now that they have Clarity they're able to go into the instruction of coaches and principles and it is my hope that now that the principles are starting get to get on board especially with this new rubric that it starts pipelining to the teachers and I'm sorry that it's taking this long for everybody to be on
097board but there's also cost their shifts it takes a lot if you would see you know other districts around a a lot of people are not focused on student outcomes they're still fighting on the boards on what color they're going to paint their new building while their literacy rates are through the roof so I do believe we're doing impactful work and I hope that as we start getting more on board with these schools that I can hear back and say you know what I don't feel like I'm getting sprung out five different areas and and I hope that with this new vision that starts alleviating and I've heard in some areas that it's already starting to cause that less stress but that's just what I hear from certain areas and as we dive more into
098this work and have these conversations of why is this going on I feel like that's G to start working out in itself through this framework yeah and I just I think there may be a miscon misconception about what adult convenience is none of us are saying don't streamline systems to make them easier for teachers right that's not what adult convenience is about and what I'm hoping that we can do at some point and maybe it will be for the start of next year there's a portion of this work that's called mindset work that really helps create Clarity around that and we haven't done that so sometimes you know we're using terminology and we haven't really fully exposed people to like how that plays out um so like yeah absolutely do we want to break down
099barriers we had a lot of concerns a year or two ago about like our maternity leave policy wasn't clear and people were leaving confused when they went on maternity leave and I know that's one of the things that like HR has been working on trying to create Clarity around we're not going to say well no the reading scores didn't go up and maternity leave doesn't affect you know uh reading scores right like so so I don't I think there may be some confusion about what that looks like I'll give what I think is kind of an okay example it's not perfect but like we have a push for um differentiated PD and it's been something that like has been pushed for forever and so and we're not I mean this is one of those things
100that it's hard to get perfect at right so I'm not saying we're gonna be perfect tomorrow on it but there in in my mind where the adult convenience piece is is there's a difference between Dorothy's done this PD 17 times and every time I go into her classroom I see evidence that she's an expert in using these methodologies that we've determined have a high yield on impacting those scores and so therefore she's going to go to a different PD and someone's saying well I've done this five times I should get differentiated PD because I'm tired of sitting through this but the walkthroughs show you may be tired of having the PD but we see zero evidence that you have any Mastery or understanding now does that mean we should just be shoving that person into
101another PD maybe maybe not because obviously they're not getting there by that methodology so it may be on us an adult convenience issue of it's easier for us to shove them into a PD to try to accomplish this and maybe what we need to do is pair them with someone who's doing personalized coaching but the point is that's really what we mean by adult convenience is you may not like something that's happening in the district District because you have a personal feeling but the thing that we would ask people to do and this is what we're doing to ourselves is to sit down and take hon a stock of are you really like is this really a the system is causing me to Be an Effective problem or is there something that I am contributing
102to it and so you know if you listen to last Saturday's board study session one of the things you will hear Sophia be the first one to call out and then several other board members call out and then me go full mayaula on is there was an opportunity for us to participate in something related to politics in the state to advocate for Education last Tuesday and we can't just cancel a board meeting but it became very evident that if a bunch of people are going to this other meeting we're not going to have Quorum and we didn't want to have a meeting and then just you know make Adrien sit in the back of the room for 15 minutes just so we can cancel the meeting right and go sorry everybody came out like you
103know everybody go home sorry viewers on YouTube everybody go home but what what Sophia brought into clear Focus was well we thought it was really important that we be involved in this political space to try to advocate for schools what we did is that was about our adult convenience that's where we wanted to be and what we wanted to accomplish meanwhile we didn't look at student data that month so whatever ahas we would have had where we would have said and those conversations have created a lot of ahas where we would have said oh heck we need to change this practice and we need to change it now our next board meeting was a month from that board meeting so what we did is we took a month away from getting those changes in place
104for our current kids who need those changes in place and so we chose adult convenience there's a lot of other ways we could have attacked what we were looking to do but that was the convenient way for us to do it we chose our adult convenience over those student outcomes we're not going to be perfect but we at least are putting ourselves in a position to call ourselves out on it and try to do better the next time so well I'll tell you um thinking of my presentation I'm going to make some adjustments after um listening to this conversation and I truly appreciate your input um because it really will guide us in the development of our options so thank you so much I appreciate it help yourself to snacks before leave too um I'm
105wondering if we'd like to take our break now um so let's come back at 10:00 make sure you have some snacks everyone enjoy yourself and Mingle let's talk about that she got a lot problem maybe that's just my own like personal like there's some level pain aiing extremely standards and to get to a place where your dist Sur that middle period where got low achieving students low achieving classrooms and high expectations that sucks that's and frankly not everyone's going to want to work in an environment like that I don't know if I want to work in environment like that where you got kids that are and freaking out and also they're like you need to have written lesson plan it's nice when you work at a successful school when you're like you know put a
106little bit of work kids are so great my job level and they're not coming in like frankly when not knowing sounds when I work at I was very happy the level of micro management because my kids were excellent like I had I had classes that were like 30 plus kids they be like all right guys read pages eight through 25 and they' be like okay yeah exactly like the only thing that's kind of like I've noticed is not every is here why is there's mon right you mean on the side yeah um just it just depends on it depends so what union membership is driven frankly by a lot of different factors one of the factors it's a high achieving school and when you're in a high achieving School teachers take this attitude of like
107everything is in my control I'm like the master in my classroom I'm successful so I don't need to be in Union because nothing going right and but they all live in their own little bubble over on Indian School the rest of the district Mona actually does have a lot of membership but it's also a really good school so people aren't that aren't going to be as involved in the union because there's not as I'm very involved in just like because of my personal politicals but also because ours right exactly well also but I also came into this District because there wasn't and it's like there are things that have to change go frankly I think language seems like it be like looking at the numbers I don't know that we can find. like ratio down
108but I just at our St we get caps like numers extra teachers and others are and that's a principle and probp I can yeah let me throw let me Google research that supports it yeah it'll come up great whoever makes the presentation for the board has for three hours do you find research that supports yeah not for long because they're getting rid of all that funding but they're just deleting yeah exactly this didn't as it's not on the census website no you didn't see it that didn't happen I a lot more of those applications those two years you know as soon as the I think it's probably make replacement so and I think in the system stuff lot get all the you know coaches do all useful stuff that's a decision you don't right maybe
109you need a little more like maybe you need few more administrators you don't need 18 structional coaches I'll take two director but also that could be put more on us as I not maybe more onest but just give us us team more training all right well also I think like another good example of this is like I'm sorry why don't we have lesson plans math now has lesson plans that's good English has bad lesson plans most in science there's no lesson science maybe not no if you look at our curriculum if you look at our social space curriculum there's a unit guide with like five activities and an assessment those aren't lesson plans that doesn't show me a new teacher what a lesson should look like like English English and now math has scripted lesson
110plans which not I don't think everyone should be made scripted lesson if you're a first year teacher especially if you're a teacher or contract another country it would be very helpful to have good examples of like oh five minute bellw work vocab routine right fluency activity and then this but then planned out for like a year match to our pacing and it would only take someone like like if I like even if we're just going off the HH it would take the math stand all stuff maybe like a week of work to really put together like a year like routine of like they teaching lessons Monday through Friday whatever and it was another week of work I could even tailor it to like the days we have off so like it just doesn't get I
111freak too busy doing Turn talk so you do turn talk turn talk the kids can't turn to talk because they don't even know what the words mean so yeah I can give them a sentence frame and they can fill in the blank one the word it's actually not helping them learn anything because it's just like a Lear also like in that situation if you're not giving teachers train which which should be fair is more not keep in my slides I'll keep a turning talk thing so I can really someone Hey kid gu what we're doing a turning talk and it's like whatever but like I couldn't do that unless if you got someone who's a dumpster fire or site that's a dumpster they're not going to they even know what it's do they even know
112what collaborative discussion what do you need e e e okay everyone we do aind make turn on your mic when you're speaking turn them off rest not a little reminder here to make sure when you're speaking you turn the mics on and when you're not using the mics turn them off because it uses the battery and we want the battery to um last our entire session today okay so um we're going to actually move on it's the other slide um the the previous one yeah yes okay so um you're finished right jel oh okay oh that's right that's right okay so we'll have you share then yeah and I I'm not going to spend a lot of time going through uh this document because it's a long uh involved document but I did want to
113orient you to the information so that as you're looking at it uh you can kind of see what is on there uh so this is the stay interview we had um one of our conversations earlier about some of the things that came out of our meet and confer process last year was the um addition or the uh uh systemization of stay interviews as a mechanism to gather information of current employees classified and certified about their intent to stay uh in the district and what are some of the triggers that would maybe prompt them to leave the district uh so just to give you kind of that quick overview there 's a brief explanation of what a stay interview is um the interviews are conducted with highly valued employees that doesn't mean we don't value all
114employees but that means that a highly valued employee is someone who has been consistently part of the district uh that has you know affinity for being part of the Craton team and has been identified by their director or their principal as somebody that might be able to provide insight as to what it is that keeps them coming back from year to year so in looking at our results remember we do not interview all employees in this process uh the recommendation is for sites and departments to to interview 10% so uh when we look at the numbers we actually have pretty good results uh and we have a variety of levels of experience represented so certified classified and um distribution based on years of experience novice continuing established veteran and you can kind of see the
115totals so of the 119 people that were interviewed 60% were certified and 40% were classified these are the sites that returned information uh so we have represented across non site-based departments as well so you see Technologies there uh exceptional student services community this is a lot to look at on one screen so I'm going to let you digest it on on your own time uh but basically this is what I did was I took uh some of the reasons why that might be identified as categories broad categories and I presented those as uh quantitative measures so if they were present in their results the principles or the directors would indicate that on a Google form uh I know it's very hard to see because it's very tiny yes just real quick um before you show
116something like this can you just tell us where to find it because I'm looking in the shared folder I think a bunch of us are like scrolling and looking for just which document everything that I always put is in this document the the green folder or the green Google sheet that's in the resources okay if you look at today's notes it says meet and convert update my apologies meet and convert updates for 2425 resources okay got it and then you link so anytime we have any information that we're sharing I try to link it on that document so thank you for that Dorothy um so what I did was I took some of those broad thematic Concepts about why someone would return and Quantified those uh using the same I did uh reasons for leaving
117as well so we have two different measures we have a qualitative measure and a quantitative measure the quantitative measures are represented in the charts these were the things that people primarily would say would be a reason to stay or primarily would say would be a reason to leave that's what's represented in the charts I kind of scrolled past it but this is just a little bit of a summary of the factors overall districtwide not uh not broken down by site that's individual in those um charts then also did the same thing for insights about leaving and then summary of additional comments so in this process there's also something that we don't capture uh which is anything that the supervisor can do that that needs to be addressed that would be something that's critical for that
118person at that time right so if there is a specific need or specific concern as part of the stay interview process they ask for that feedback and then the charge for the director or the principle is to address that and get back to that person right so it tries to be actionable and tries to be responsive uh especially for those individuals that you know considering highly valued employees and if there's a something that happens that can be directly impacted immediately then that might tip the scale one way or the other and then just an overall summary of the the document so this is here for your review um we can pause for a moment if you want to take a look at a couple of things um I know we're going to be behind today
119but I want to give you an opportunity to have any questions answered um just had a qu question real quick so I appreciate that it's the 10% and that if that particular person has um something that is they would like their supervisor to address but if that thing ends up being something that is not just specific to that employee but could be impacting other the other 90% in that department is there any kind of thought about that supervisor not just Direct you know directly addressing it for that individual employee but also expanding that more for knowing that it might have impact for other employees that aren't part of the stay interview as well yeah there's nothing saying that it's isolated to the person that they're talking to Okay so if it's a individual issue like
120let's say I'm a an employee having the interview and I'm struggling to get to work because I have a daycare issue that's probably an example of something that's only relevant for that person but if there's the structure of the way duty is assigned for or morning duty is another part of that conversation then that could be something that's a bigger picture item so I think it's up to the principles and the leaders to determine you know what is the extent of this and they may do more exploring and say oh this person had this concern might that be an issue for others as well got it so they have that opportunity yes sir um you said that the goal was to interview 10% approximately 10% yeah is that did every site hit that approxim goal
121yeah yeah I just want to make sure that all of them have like a statistically significant amount of interview so I know uh most of the administrators interviewed the majority of their staff or quite a few quite a few of them did I know I quite a few did not everyone did yeah well quite a few of us did like I know I met with like 90% of my certified staff and about 50% of I classified right give you just a minute to look at this information and then I'll turn it over to Vanessa yeah yep once once you're ready to switch I'll switch it over all right any other questions or if you need more time we can field questions later on all right I'm going to turn the mic over to Vanessa so
122she can update us on budget and I'll get that switched over thank you so much I appreciate it perfect thank you okay so this should be becoming a very familiar item I will just real quickly talk about uh why this method is used so what it does is it takes into account uh the current budget and where we stand because we've already been allocated that budget we've already been expending in that budget green folder so it's a communication tool that I use with the governing board with groups like this with other um uh groups and it talks about from where we were what's going to happen in the future so that I can try to start putting together a proposed budget uh with projections and assumptions and gauging climate and trying to stay on the
123newest latest and greatest and so it's a moving Target uh I start as early as I can and so I started with this group very early and I talked about how um especially the yellow areas were were just highly volatile so since that conversation and as happens every single year um as I get closer and closer to the end of this fiscal year I start getting more data available to me to fill in some numbers so that uh things aren't quite as volatile so um looking at that top number that's where I take an adjustment in this year's current budget I have to adjust for that so I can see and plan head how we're going to end up at the end of this budget year so then I can see how much did how
124much is going to go that would be eligible in our budget calculations for next year and some of this talks about you know all of these factors in some way shape or form touch each other so yes this is a a portion of how we determine a budget balance carry forward and there's a lot of different weird layers of um School Finance so there's cash balances and there's fund balances and there's budget balances um so the part that we tend to focus on is the budget balance carry forward that's kind of what funds the fund balance Reserve that we've discussed okay so um that first number is an adjustment this is the one that I had guessed really close um to but I also had to factor in that um we had some student data
125uh we had some challenges getting that student data up prior to budget season I call it and so if you don't have everything really tight and your data really clean by October um you can be required to make a budget revision which we were this year once I captured those dollars back into our budget it made that change on that top number so I'm pretty confident on that number we'll keep checking that one as we keep getting closer and closer towards the end of this fiscal year the next number is our projected enrollment decrease so the last time you saw the screen I believe I had that at 188 we track a bunch of historical enrollment data enrollment and ADM are two different things so when you try to compare those two numbers they always
126look a little funky because you guys will say well we had 4,800 kids enrolled and your ADM only says 4600 kids or 4500 kids that's because those are two different measures of students enrollment is just a a day in time and this is how many kids were sitting in seats on this day ADM is average daily membership meaning that for the first 100 days of school they count how many days that particular kid got of the 100 days if they got a 100 days they're considered a 1 ADM if they get less than a 100 days then they're um FTE is a portioned so if they only attended 50 days and I think I gave this example before they're a 0.5 so in that same time period I could have a 1.0 kid a 0.5
127kid a 0.5 kid I now have two ADM for money purposes that's a per pupil money so uh in the funding formula they take the ADM times a base level support amount that's called per pupil spending I'm educating three kids but I only got money for two so you can see how this stuff always becomes a really fun and interesting topic yes I'm trying to follow what your explaining but so for that first um column the FY 25 adjustment for 100 day ADM it's almost double on today's budget versus the one that you submitted sure highly volatile because of not having any data whatsoever and just plugging a number in based on one aspect of the four or five different data points that hit that number okay so when I'm asked to provide the number
128super early tell you guys these numbers I don't rely on them right but so what did you use to base the numbers on the F for the B first budget sheet you gave ADM only ADM projections only okay for last year for this year okay so we did it this time for this year's budget okay in the year before I had to try to guess how many kids were going to be here today so adms have gone up adms did not go oh yes adms went up uh like by four or5 and that was the number that I gave you and then we also had student data that was not included in our budget because we had to do a budget revision um and these are at board meetings in the explanations of why we
129need to do these budget revisions um so because our data was not there in October uh our budget had to be revised down lacking that data being in it to help with the calculation of money so our budget was revised on our last revision low because there was missing student data based on changes we had no control over so ad changed the way that they take preschool data because of that we couldn't get our preschool kids uploaded ad had some other changes in some other areas and our free and reduced lunch numbers were not being pulled into our calculation so of the variety of factors affect that number so then that happens is depending upon where you are in October with your student data that number will have to be re-budget in the budget and
130I'll have to go back out it's a mechanism of state law it's a requirement through the Arizona revised statutes and AD sends you a letter and says because your data even though I know my data I know that I have those kids they're in my calculation ad does AD doesn't have them in their calculation so they send me a letter they send it to the governing board and they say because you just have so much time on your hands go redo your budget and bring it way lower than what you know it's going to end up being at the end of the day because by this point in time you didn't have the data right then we pass 100 day and then we fix 100 day for the rest of of the year because at
131100 day we may or may not have all of the data we only get paid for the first 100 days of school for students and then it goes into a calculation and that number that's why that number will change at different points in the year so what I had back then was just ADM I didn't have the impact of all the different studa data points that I didn't have any idea about until we passed 100 day in January and then I had to get to February for the January reports to come out and then for me to see things are or are not there or missing from what I expect 100th day to be and then I get to March and I go hey guys did we get that thing fixed because it's not in
132my March number and oh no ad changed their system we can't get our data up we're working with our vendor and this thing's happening and now you know I'm a little closer with that number by may I have to hope and pray that all of those numbers and data pieces and everything for the first hundred days of school we work on it for the whole rest of the year um um come out correct and then that way I get every penny of funding that uh we are entitled to through the budget process so that number can go up drastically and could go down drastically sometimes I know what's pushing it but when it's really early in the year I don't which is why I tell you guys how volatile these numbers are so that's why
133it went up was because of a couple extra um student data pieces and so when I did the budget revision with the board on it going up and down we talked about the the data there some of it and then um the other big piece is now this should stay pretty consistent that's why I un yellowed it I'm pretty confident in this number it'll change a little bit here and there but that one now isn't going to change drastically so thank you for that question and letting me get into that a little deeper yeah so to summarize our student numbers are going down long term but the numbers that were reported to the budget last year were undercounted and so we received a little bit more money from this year undercounted let me remember I
134mean yeah no I'm not assigning blame or just you know the numbers no it's the process that you try to guess so you your numbers can either be inflated in a budget process when you project because you just don't know how many kids are going to show up this year right so so I'm I'm the reason I'm asking is because we're projected to lose this many but we could end up in a situation next year same thing no one's fault where a bunch of kids just show up yeah oh and I'm actually going to talk about that in the next one and why I think that there's a likelihood of that happening in the next number so yes so let me tell you two things about that top number real quick and I'll move to
135the next one when you project a budget you have two big factors Weighing on you one is the tax rate is set with your projected and or your proposed in your adopted budget so it's really important to be fiscally responsible to taxpayers when you're trying to pull the number of students that are going to show up in the following year out of your magic crystal ball you want to have really good historical processes and mechanisms to try to project those numbers because you don't want the number to be too high because then your tax rate will get set too high on your taxpayers right and you don't want the number to be set too low because if we set that tax rate too low I won't get enough revenue and cash to fund my budget
136so there's like this really big pressure when you propose and adopt a budget to be I say go high I say go a little high not to the point where it's going to affect my taxpayers negatively but to make sure that I have the monies and dollars available to manage the budget for the whole next year I would much rather not come in short supporting our budget right so um so that's kind of what happens and the process is not a great process in school Finance this this isn't awesome um we do have current year funding it has it's pros and cons there's a lot we can do a whole budget class I could talk forever about that but anyway so yes that number goes up Goes Down based on projections that I'll be making
137now for next year and same thing will happen with that budget now going to the next one the reason why it's yellow is exactly what Daniel was just talking about so that number comes from so we track our historic enrollment over time and we look for Trends and we talked to a lot of people in the industry about what the climate's going to look like economically birth rates trends that we see in other areas uh what the esa vouchers are doing and how much that we think that's pulling kids out of our districts um Charter effect there's like a bazillion things that we think about when we're trying to say how it's going to happen to our kids next year right but one thing that we can really see is that we definitely have a
138progressive trend for um declining enrollment uh and so the first initial mechanism is to take that historic Trend and apply logic to it uh the way that I've seen done in this budget is an average of those um Mr Man had an average that was higher than I saw the trend as I came on board and then I started calcul like last five years so his last five years were a little higher decline I saw it slowing down so I decreased the number of how much I think we're going to decline next year so we're declining but the level of how much we're going to decline I had slowed down because our economy was showing that uh the growth in Phoenix is still happening but it slowed down uh birth rates were declining but the
139decline of how fast the birth rates were going down has slowed so I slowed our decline that's why we had 18 88 there and then the immigration stuff happened so now I needed to factor in something because we know we we are getting directly impacted by these these changes so how do I come up with a number to adjust that in declining enrollment and we talked about this at the last meeting so I did pull in some research studies from some of the um information that was gathered during s sp1070 that was passed in 2010 uh but one of the other things that I thought would be really interesting to look at is what happened in kraton during that time so fun story in 2010 kraton had the the next to the largest decline in
140enrollment at 400 uh no sorry 287 kids over that Year from the previous year the next highest in the course from 200 7 since 2007 the next highest decline is 230 kids in one year so 287 kids in that year the S SP 1070 came on board and everybody knew it was there so we declined our our decline increased the year before it was 100 something the year after sb1070 was put in place was our highest decline in enrollment ever it was 457 kids it doubled from our highest number so it was extremely impactful in this area in this District so I'm like well uh I'm hearing some districts planning for a 30% increase in their declining enrollment some districts are calculating anywhere from 8 to 15% I've heard a lot of measures out there
141I took our own data our own averages all the other stuff that I researched and then I applied what I think is logical for me in the budget process and that number increased from 188 to 250 I am projecting a bit High because do I is it going to go up a little is it going to double or are we not going to have any impact at all and that's what I want to show you the cool thing about it is yes I might go into the budget year with a little less dollars but at multiple points in the year I can increase the dollars back and put them back in our budget and have them available it's why we always talk about contingency so that's kind of where we're at now as I get
142closer to the time for me to project and um do a proposed and an adopted budget I will work on other factors such as like what are my peers in the area doing where are they seeing it um actual data from this year that I collect and say how am I how's how's it being affecting my number this year like how are we as a district already losing kids to this situation so there'll be a lot of factors that's where it is right now that number will change which is why it's yellow any questions about the enrollment decrease how we calculate it and where we're at right now the things that affect it sure keep going um what's the other thing on there okay uh that's a good one uh in statute this one's pretty
143quick um in the funding formula each year we get an inflationary increase to our dollars in our base support level base support level is the initial dollars that they give you for a student based on a quick calculation this year it was $513 per ADM there are way more things that happen in the budget after that uh but in setting those base level support amounts um it has an inflationary trigger so what happens in uh Arizona is you either get 2% if inflation's 19% in our state it doesn't matter you get 2% if infl is 50% doesn't matter you get 2% if inflation is 3% you get 2% but if inflation is low like it is right now because we're at one point I think I just looked Point 1.3 um you get the Lesser
144so so good times I'm anticipating we we're not going to get 2% that number will change as we get closer um through the year and I see more Trends in inflation but right now I I lowered that number I don't think we're going to get a 2% infl inflationary increase this year from the state so I'm looking at a 1.5 it's yellow I don't know for sure anything about that it's pretty standard do it that happens every year uh medical cost increase it it it rounded back down to about 4.73% it also includes those Dental choices that we haven't solidified so I don't really know but I have a budget towards it that budget um takes care of the district portion the staff portion and any increases to the um that come uh the district
145side is not increasing I don't believe for the dental so that part doesn't matter that's why I feel comfortable with that number and it's not yellow that's the budget everything I'm hearing is that everything's still within the budget and I have yet not I have not gone over budget um based on the choices you guys are making in in the committee or in here uh selecting those medical things can I ask a question real quick about that that's after we've already negotiated with them about the increase because every year they come to us with their projected increase and then there's a some level of negotiation process and that's already taken place correct yeah yes I mean I guess if you're saying negotiation is adjusting our choices sure yeah no I don't mean adj adjusting our
146choices they'll come in and they'll say uh we're projecting a 17% and then there'll be some HR involvement and then it'll actually come back 8% or 9% like there's always a oh it's not because of HR involment it's because of the same reason that I have trouble pinning down some of these numbers they have initial information that they're projecting and they think that we're going to have this level of claim and this level of uh Pharma and then as they get closer to the time frame of when they actually have to set the rate they wait to the last minute so they can give us the most accurate uh rate possible so when they start coming in and talking they're at 5.14% um a a month or two has has gone by we've had more
147information come in on our actual claims and how much of we're using of our policy and they're able to recalculate it they always work at recalculating for us and getting the lowest percentage which is why we're with them and why we're in this type of insurance and then they came back when it finally got time to sign the paperwork and and say they're at 4.73% I don't know if we've signed paperwork till it goes to the board they'll do another final calculation before we sign on to make sure that those rates are what they said they were going to be and um we're at 4.73% so negotiation Pieces come from what do we want to offer in our plans that's the part that goes back and forth with HR and bringing to this group and
148saying here's the dental and oh good Joel has info on well I was also just going to remark that sometimes I know you're thinking of those times when Rosie would go and she would go into a dark room and then come out and then we'd have different results um that was also before we were self-insured right and before we had that relationship with Valley Schools so that's why we're not seeing that big you know some some of the fact big one but even though we're self-insured we're still there's still some wiggle room because we still have an underwriter and we still have some right right my my son's an underwriter for siga so like right even he said like yeah we always project we always go in 10% higher than what we actually right and
149that's one of the benefits of being part of Valley Schools is do that process for their clients as the bigger group okay okay I'm sorry I didn't know that you had a different process prior to being in a self-insured pool I'm just so used to them always working really hard to give us the best rate so okay um that's the medical one I I mean I think that's close I don't think that's going to change uh inflation cost of goods I mean that one could change but I don't mess with it too much I'm at 1.56 I think I'm pretty spoton if something crazy happens I'll change that one but I didn't mark it yellow I felt more confident in it asrs definitely is just what it is that's another one that'll change but look
150at it $7,000 it's not big um Staffing adjustments this is some attrition I get some savings to attrition I don't necessarily always put this into the budget um but I wanted to this year because I was looking at mechanisms to just try to capture some stuff so typically this is uh in this goes into just Savings of monies we didn't use so I'm putting these savings more visual on the sheet to try to help us get to a bottom line number that gets us out of the zero area by attrition do you mean that when um higher paid employees retire and we're replacing them with lower some of that is savings no not vac well some vacancy savings some of that some of some of the reductions in cost to this year like the budget
151that I'm spending this year I will have attrition of positions that don't get filled I will have some you know some attrition I you know vacancy savings are tough because that's just a part of that budget balance carry forward number so you don't ever really want to get too into that because I have to budget there's no savings I have to budget as if the world was a Utopia and we got all our teaching positions filled and um else we wouldn't get the right tax rate to to fund the budget I'm sorry guys I'm I don't mean to get so technical I just don't know so please ask questions so I can help help uh try to explain there are a lot of aspects in here and a lot of moving Parts yes um I
152was going to say we appreciate I think I mean I appreciate the technical details I think we're all intelligent people and I think you know more detail is always good um does this include cuz we spent I think like a million fiveish on the ratio reduction last year does this and I know I mean I know it comes out of M even though it was one time it was one time money to M right it doesn't a show up in here because these are ongoing monies okay so yeah that's what I was going to ask is this is all ongoing money so there's no okay yeah nope this came out of that came out of onetime money so it wouldn't be showing here um budget balance care for that's when everything is said and done
153and we are completely done spending for the year which I won't know until end of encumbrance which is end of August uh that's when I know um kind of what that number is and then it goes to the state the state does recalculations on their end for different types of funding things or things that go through the legislature and so I mean that's yellow probably until I'm here next year at this point and then I can say oh yeah that number was this so um we don't get that information until way after uh budget adoption and proposal so we do again um managed historical processes to try to hit those numbers as close as we can through the budget process and then we adjust uh to what the actual numbers are next year through budget
154revisions so what we project the intent is never for it to be absolutely per perfect the intent is for it to be at a budget level to get us what we need in our buckets to ensure that we meet all the requirements for legally and all the different things we have to do uh we do try to get it as close as we can and uh last year we did two budget revisions or yeah two budget revisions uh this year we will be doing three budget revisions which is the norm I have been in districts that do more than that uh but just for the regular Norm you're typically looking at three budget or you know three budgets uh in the year just to make sure you get it as accurate as possible okay um
155so we met with the uh compensation and compression committee and we kind of really dug into the difficulties of determining compression and one of the first things is that the system of record is challenging to pull data out to even start the process to figure out who's in what group that could be compared to any other type of group um we are absolutely working on fixes and moving forward it is a it's a tough one it it it's tough It's a system problem it's a culture problem it's a data problem it's a having time to work on it problem um I pulled what four nurses I pulled four nurses it took me like I don't know 30 minutes just to pull enough data into even and it wasn't even all the data right that's just
156me and I'm pretty good at pulling data out of there anyways um so really cool uh information came out of that committee and they said you know we know this is going to take us a little time we're getting access to some tools we're back and forth on this one and they said in the meantime how about because we know it's going to be a multi-year process how about we kick that 200,000 that we had earmarked for compression back to the committee I mean back to meet and confer I'm sorry um and have them utilize it because those are ongoing monies that just didn't get spent but if I'm going to spend them next year I need to include them [Music] um and I think Dorothy did you want to talk about what happened in
157the committee like I feel like you're the best representation to what the intent of the committee was to put that back what do you think sure um I mean basically it came down to really digging deep into it and seeing how complex the situation is and I've been here a long time so I understand how it somewhat how it became so complex it was a multitude of different factors over the years that caused it to be very difficult to pinpoint how and where to address individual compression issues or um like employee group compression issues and so we really talked about while we're trying to dig in and kind of un tangle all of the various components that are causing the complex can we at least address the compression through something general like longevity which at
158least is going to acknowledge that people who have been here longer should be getting paid more money than a new hire in this a similar position it's not perfect it doesn't address the nuances of what we wanted to address with compression but it's just that the compression issue is so complex and complicated to solve that we felt like that more was needed to untangle or detangle and we really put in a recommendation to make sure that any decisions moving forward don't further complicate the system that it becomes more clear how we're moving forward with taking into account the issue of compression and minimizing the impact of it on existing um retained employees yeah so that's why that's there and then um as some of those numbers firmed up it started showing me a different picture
159and um couple of things you know on there new which is the sofg prioritized teacher support professional development there's some pieces coming out of curriculum uh it's been coming forward in the board meetings and while the I just I need to make a common about the budget the entire budget is sofg prioritized so these are dollars that are new dollars not existing dollars um that are intended to have a direct tie to the governing board's goals um it has gone through a process and um so that's where that is is happening can we get any information at all about what that Prof believe that's going to the governing board yes absolutely okay it'll be in the governing board ER Eric's not here yeah I'm used to the whole team being here I'm like okay Eric
160talk about it now so wait a minute a quick question Bas what she said so when about development training there's no M I thought you had one um when we were talking about um prioritizing teacher support and professional development SL trining um are we talking about sending admin to training are we talking about teachers going out to training when we talk about supports are we talking about adding more District level admin and managers like what does that 650 looks like so that is curriculum and teaching and learning so their program and their plan that will be articulated out into different venues has already started at board meetings that information would be with that group I just apply budget numbers to it through the sofg process I understand that but what I'm asking like so if
161we all go and watch the five and a half hour meeting from this weekend it's going to kind of give us some ideas or what yeah I think some of that came out and there you know there's some um so first off as you get more into the into the process there have to be measures right and that's something that's being asked of this group so as we make decisions those decisions have to be tied back to these goals with inputs and outputs outputs are those interm measures that say this Choice was made this was an input we decided that this heard coaching model right I get that part and then they had to measure it through measurable outputs that said because we did this coaching model we saw these improvements in these areas that
162they feel like support teachers I know that a lot of this revolves around the coaching model and providing more coaching model support to the to the sites so we're going I cannot answer detailed questions about it though Ariel I I can speak to what I think your concern is and also I think it's useful for the group to acknowledge um going back to the context of our uh the last year the year before we approved that big $10,000 stipend right out of our eser money and I think part of the motivation was that is that when we looked through the expenditures of the Esser money we found a lot of things that I think people maybe not universally but like we spent a lot of money on some guys to come and play guitar and
163sing songs and that was not well received and so to some extent there was a belief like we blew a lot of this money the Dead coming up it's better to go to staff than to see it wasted and I think to Sophia and Jay earlier like I think there will be an urge when you see money spent on professional development training to want to dig in like micromanagers like the wrong word to want to dig in and be like okay what is this money being spent on what's the company what's the curriculum what's the subject because I think there is a little bit of a lack of trust there based on spending from previous years however I think going back to our conversation before there needs to be some level of trust because it
164will not always it should not always be the case as a school district that the money is better in my pocket going to Vegas than spent on professional development right like that's just the reality is that there should be some level of spending on professional development training support that is better than just going directly to staff because we're School District I agree with that I I'm asking who's going for because like for example are paying for district level admin and whatnot people to go to some training in Las Vegas dat data wise I maybe yeah they going I can tell you anything that they go to has to connect to sofg and we are asked really hard questions about why we're going where but what I'm asking is the 650,000 because it says teachers support
165professional development SL trining who's going to the training are we talking okay we're going to send teachers to training or we're going to have people come out here to train teachers or is this money being spent to send District admin at the district level position and then you know we already have a budget for district Admin Professional development so is this gonna be like teachers teachers getting the training like this is in this category and I just put a lot of things together for Budget brain not for curriculum brain the majority of these dollars I would say 625 thousand of it is probably going towards coaching models and direct teacher support so mean are we going to hire more coaches again I know we coaches I cannot talk about the details of it because that's
166another department it's teaching and learning and they are sharing information out through the sofg process I had to put dollars to what they've been talking about that's been discussed with the board and I think that we can get um detailed questions that kind of question back to you we can definitely tell you add that to the list of things to hear about about next time it's like what exactly I don't know if it's a hear next time it's a I think it's he about in the next board meeting so in the next board meeting we're going to hear what exactly we're spending six or I'm not thinking like oh Eric and Joel is gonna take the money and R run off no but there's also a big piece of that which to me is not
167very big some portion of it is for sofg training too sending staff like yourself to the sofg model so that you can be a part of this whole process so that you understand that the board is not going to allow us to spend any dollars that don't have a direct impact on the outcomes of students in a way that we are showing in how we're being held accountable I'm not sure how to say it but like we have to before we do that stuff we have to have measurements we have to say here's a a model of success here was the data that we used to show that there was success and that it did something and then we're going to recreate that success or we're going to add these new measures to it the
168whole process of it is all about data data data and tracking and interm measures and then saying before the board will allow any of this we have to really show those connections I just think like if we can tell teachers before they sign their contract okay we have these SG prior priorities and we are going to provide teachers support professional development and training this is how it's going to look like this is how we are all going to work together to achieve these goals so that's what I'm asking like absolutely and that's coming yeah absolutely we could have Eric come in and give a little that would be fantastic because they're the ones I had to I had to put it in the budget so that we could have numbers to get you guys moving
169forward with conversations in the meet confer realm and so that's why it's there be like like these are the type of supports we're going to provide for this upcoming school you can use this recruitment in retention I agree I think it's fantastic I mean what little I know of it as a money person just because I'm just not Savvy enough in the depth of curriculum that's not my expertise Dorothy I think it's a great idea I love Ariel your idea of making sure that you're able to share with teachers because that's one of our charges right to work on Recruitment and Retention giving more clarity to that information I can also give an example I think of like prioriti prioritize teacher support we heard them talk about having those more formative assessments and I believe
170one of the intentions with some of this money is to have you know summer work being done by teachers for teachers in creating those create informative assessments which is then a support for the teacher so that they don't have to create them themselves within those plc's so I think that's a a fair example of one of those expenses yeah I mean there's convers there's no one person standing over here going oh I think I'm going to spend $600,000 on something these are conversations and data pools and a lot of process by the time it gets here yeah no not Dr um no said lady the lady the other lady that puts on Dr No P Martha um no Dr P Dr Pomo Dr pombo is the director of curriculum could we have her come in
171and give us a breakdown of what things will look like next yearing Dr dupin to do that he's the assistant superintendent teaching okay he may choose to break okay but we'll talk about yeah I just think that would be more kind of like geared towards your answer where are these where is this money going toate like request and it also show is it a yeah I don't think anyone's saying we're not going to give you information and we're not hiding anything I'm just telling you there's other forums too that that's coming out and meet and confer I I mean I don't know what level you know that and I think that you share all the information especially with meet and confer because as you said you can go out and Advocate hey these things are
172coming down the pipe I'm just saying I had to put a number in but for those people were here I didn't think to have them here that's on me I take responsibility that I have a number on there that people would have a lot of questions about I just know that the information is coming out yes I I just want to extend on the on the processes and for clarity or for trust just like you said there's board meetings their committee work uh there are other venues and fors in which people can find out details of the expenses and nothing it's expended without having the proper approval POS in place it it's so hard to and also I want to add to the it's not hard there just proc yes and it also I want
173to add to the other process as a director who oversees Grant um different grants I have to repurpose um training money because people for many many reasons are not able to be compensated to take a training for multiple reasons uh there's also toing money that needs to be reallocated specifically for Mento students because I haven't found teachers who have the stamina or all the commitments again but there's different opportunities to make extra money and the reality is some people are available to take um um use of those opportunities and some of people are not are completely exhausted and checked out and so I just want to bring that also to the story that we're not going to if we're going to go into pennies and how we're going expended let's also talk about people not
174having or not having the time willingness to take these opportunities hey James hey um I just have a facilitator question um I'm I'm all for information but should we be concerned about um time in terms like if because we got a lot of things to get through right well especially since there's dollars on the table to talk about and weren't any so there's time that I think you might not have thought you needed to spend on but right so just a suggestion I mean if we're concerned about time maybe not a whole presentation but maybe just a you know a document or if we can get the if we can get the information elsewhere are you I'm just saying like it it because I know presentations sometimes turn into discussions and in the interest of
175maximizing our time if it doesn't have to be that then let's not so you're you're um talking about next week instead of maybe having a speaker we just get the information presented to us on like a PowerPoint or something something that's given to the team and I I would also remind us that our scope of work if this is instructional in nature if the concern is instructional nature is not within the scope of work of the meet and confer process oh and I'm not saying that um I also want thr I'm not saying Penny pitching to where any Penny's going but if we're saying like oh we're going to prioritize teacher support professional development training if you have teachers who are on the fence about not coming back if they kind of knew what some
176of those supports would look like next year it might give a lot of the people who are really stressed out and like I'm not coming back here ever again maybe kind of giving them like okay so things are changing in the district things are happening from these sfg models them being like tell me each penny where is going I don't really care I'm just like what does the teacher support looks like and I know this oh sorry I think if if we were to have a speaker um you know our questions I don't really think like Joel just said there probably wouldn't be a discussion because we don't have any input into instruction curriculum so he would just be providing us information so we can't question what they decided to do with that money and
177I definitely know that there's an interest to provide information to as many people as possible because everyone understanding what's happening is critical and as you said you know spreading that information to others this is coming directly from superintendent guard ra number three so that's kind of part of it but it also touches I believe um the plan is touching all four goals so it'll be interesting to get that data because you'll get to see those connections all right I I do want to um do time real quick so on the so that's that one I jumped to that one the 15% fund balance Reserve we've we've discussed that one a bunch of times I think that one's fine it hasn't changed it's not going to the meet and confer budget so uh dollars um 724
178386 those are dollars um I just wanted to put some number to it so you have the 200,000 for that what had been already determined to go to compression has come back into the group to decide what what to do um you have the 724 386 which is a mechanism of these budget numbers I I can't just keep changing that number so I hit a number and then I call it good and then we move on that's the number um if we get a tremendous amount of more money than that in some fashion that's why we talk about make sure there's some contingency language because if the fund balance Reserve is at 28% that means dollars would be back you know what I'm saying and I won't know what the fund balance Reserve is until
179we pass some measures so I think on the next one I'm G to I'm going to bring in some dates that tell you when I get the final information on if I hit the 15% or not um so there'll be some dates that that happens in the future after probably we've proposed and adopted the budget so contingency language for next year into if it's above the 20% the board has you know we've had some discussions about it um you know we talk about that maybe in here in contingency I'm just I I don't know what exactly you guys would want that to look like I've have I have examples of ways it looks like in other places but that's where that contingency comes into play is that next year I will have actual data that
180says that we're at that or we're way above it and if we're way above it what does that do are we above it a 1% then do a onetime 1% payment to staff I mean there's ways we can handle it different things we can do we can talk about it later the other big thing is the 724 386 I wanted to cost it out at this point in time that would cost a 26 to1 ongoing instead of a one-time teacher ratio um or it's uh equates to 2.21 1% salary increases across the board at all levels not pulling that you know differentiation of any any sort um we obviously can do that I put the 1% in the um the shared docs so I know uh Daniel likes to take those one% and do some
181stuff for you guys um or any other mean confer recommendation so those are the dollars 900$ 24,38 anything that costs money has to come out of that bucket and I have strict directions that it can't be a million dollar what it is is what it is it's 200,000 and the 724 is 900,000 so I just would just want to put that out there can you clarify it can't be a million dollars it is $924,900 number is that what you mean and because these are the numbers that we've put out and yes that's it I'm I'm too flexible in all the other numbers I can't be flexible I just can't I am taking the hit if inflation doesn't come in at 1.56 right I am taking the hit in all those other numbers I have to
182have solid numbers and I have to know what's in my budget with that being the case I talked about it last year and I've spoken with the board and I've spoken with exec team it's $924,000 386 for all of the things that cost money in this group wait can you sorry because I was doing things on a spreadsheet and I just dumped these numbers and summed them up and I got like a million 11 is that my numbers which numbers are you looking at like I just took the the the fall 25 adjustment the fall 26 adjustment the 1.5 base support like I literally just added all I just summed up all of these numbers yeah there's 880,000 buffer at the bottom okay right so the 880,000 buffer is because we want is because I
183don't know the yellows right okay I understand and so so this would be the number for for these conversations is a 200 and 700 any dollars above and beyond that that that vet out because those yellows get solid and that number of 80,000 goes way higher yeah so I would rather round up if we're going to round and I'll take it it's in the 80 if you guys want me to take the 80 to zero I'm happy to take the 80 to zero I'll do it okay so that's I mean you guys are saying that and you're smiling about it but I gotta tell you the people who understand how this is working I don't know that you want me to do that that 80,000 might fund something else in federal that we're going to
184lose you guys know we're losing 25 to 30% of our federal funding so sorry to clarify it's in there I get it it's your job to get every penny the labels are sorry so just the additional continuing funds that we are getting that we have like in general not that we necessarily can spend but additional continuing funds are um we are subtracting a a little bit of those from the 80,000 or we're subtracting the 80,000 from those so we can meet that 15% number is that correct it's probably in the budget balance carry forward estimate that number will change if you see that's where it is right now at 793 622 if you'll notice most of my numbers I try to round them when I can so that one's where the 880,000 is coming from
185is the budget balance carry forward okay I understand so if we spend more than what I think we're going to spend it'll go into that budget balance and that'll reduce it'll scoop up everything but what I commit to is the 200 and the s so the and the only ongoing cost we approved last year that that wasn't a salary like obviously you wouldn't take salary from people it would be compression which is why you includeed in here so our money that we can access safely assuming nothing crazy whatever we also maintaining our 15% fund balance Reserve is 924 386 yes and we could round it out of the 80,000 though if if you guys want me to round we need 500 bucks we can take it out of the 80,000 but if we need you
186know $100,000 we're not that's not okay I understand it's not happening cool and that 80 is a magic number it's not a real number it's because I don't know the yellow yellow yellow but I feel confident enough in the other numbers that the 924 th000 or if we round it to 925 because I hate the numbers too um i' I think I'd rather do that I was just trying to do really solid where the number came from before we talked about it in here but it that's that what feel confident based on the information that I have assessing the risk levels that I'm aware of the federal decreases the immun um immigration impacts the extra this and the extra that the bond sale 500 million other things I'm thinking about I feel confident that I
187will be doing no harm to the district's future fiscal Health by giving seven 25 and 200 out of this planned budget with the knowledge that these numbers will change and with the hope that the committee will put in some language that'll help us adjust if these numbers go so much better than I anticipate because they could or they could go worse so we have some capacity built in with our fund balance Reserve to deal with some of these impacts and emergencies that we anticipate may or may not happen and that's what that's there for to get it it's not there to fix it forever it's there to fix it in the emergency time and then have a plan to try to figure out what bad things happening to us and give us some breathing room
188and that's what the fund balance Reserve does so by maintaining that and then going through the budget process it came up with those dollars and then there's like 880,000 of number because I don't know the yellows yeah so again that's why I said I'm I mean I get it and I I I appreciate your passion like I think I'm like I'm so with you too and then I appreciate the team coming in and saying oh we can take that 880,000 yay uh and then I'm I'm in the middle because I'm like I want to be here well no no I really want to be over here so that's why I said I'm willing to round up the 724 to 725 I'm not going to fight hard over the 80 I just think it's not a
189good precedent I think it doesn't show respect to the budget process it's not a 1% if it was at least a 1% I would have rolled it back up it's less than 1% of a salary increase and I kind of use that as my measure when I'm looking at numbers and so since I had those 1% available I threw them in there and I threw as much of it as I I I had a different criteria so I'll tell you I don't usually have 2.21% salary increase I heard through all of the uh conversations that you guys were talking about was that the um teacher student ratio is important to us and we want some mechanism with ongoing monies not onetime monies so because of that that's why that number ended up being that because
190I started with that as the PRI like 26 to1 how much does that cost 27.5 to1 is not affordable can't work it in the budget but can we ongoing do the 26 to one I felt comfortable that we could sorry I raised my hand excuse me excuse me thank you um sorry I guess I have two questions one can we get that final number I know you kept saying 920 whatever but it's not on this page it's 200,000 and 724 it's those two numbers together those are what you guys see where the ones that say meet and confer M and C that's the two numbers right there okay we can go up to 92 725 yeah it just for simp I know you guys like that and then and I do know that you guys
191Target small wins so if something was $10,000 are we going to we've got 80 there I mean it is important and I appreciate you prioritizing the ratio because that is definitely the sentiment of many of us in this group so thank you for that um yeah having one number I think just together just for clarity is helpful because I heard you say that number but I didn't yeah thank you thank you for clarifying it is hard I'm in my mind I've looked at these numbers so many times I'm like like what do you mean you don't know it's $900 is related going back to Dorothy sharing about the recommended compression I get that it's complicated it's never not going to be complicated so I just have a lot of rub with pushing it back I
192get that that allows us more money but the issue is still compression and that's still on our list so now we're just like flip-flopping and that feels weird so I don't know that does address compression the compression committee wanted to see a win and was was trying to see how quick they could affect people actually in their pockets with compression right and so then I think the thought process was but then we're all walking on eggshells I have to just I'll just throw it in there they said longevity so that's the intent of it not to get scooped up into the other dollars the intent from the committee's recommendation was how can we affect compression right now and I think they felt like the priority of putting those dollars in the pockets of the people
193who have stayed with us who continue to stay with us our senior staff and putting it into longevity seemed the biggest effect that uh the committee felt would be positive in this climate I think it would be disingenuous if that money didn't go towards longevity I get that that it's just hard to come into the committee and go okay committee you have to do longevity it would be awkward to go back to the committee and say well yeah but instead it went to you know reducing class size or you know the a raise for everybody like sure the the committee did recommend that it go toward longevity which isn't asparate but that it can be still generally address compression I guess the reason that I'm confused or why I feel this like rub is that
194last mean confer we were like there are like uh study sessions that can be created around this or there are like more information that we can gather like it seemed like there were fresh ideas different things that could be looked into and now it's like well it's all longevity well if that was the case why didn't we just prioritize that last year anyway why are we creating a committee to just bump these dollars that we already allocated to oh that wasn't that wasn't the intent the committee just recognized that they're going to have to be doing some significant work and and they weren't going to have it done by the time this committee was going to make the meet confer was going to make decisions on dollars okay and so they're like we can hold
195on to the money and apply it we may or may not apply those dollars this year sure okay you know so that was it if we take it back we take it there's no right or wrong in this um I would say the intent was not to combine it but it also is not our intent to walk in here and tell me and confer what to do right so that's where I'm kind of in the I I give it a 200,000 I'm gonna put it on a separate line so you guys know it wasn't supposed to be for that I guess I thought there was more behind that 200k than just let's put it into longevity and now I'm understanding that it is there's so much more that we will be able to do do
196with it yeah Kelly neighbor neighbor got skipped was that from a different stack Eve um I just wanted to contribute to uh I know the compression um conversation is uh historically longer than just longevity and that's probably something that we want to explore but given where we are right now I think um longevity is a is a good way to address compression when we are at bare minimum right now and I also think that it um is Equitable for classified and certified sometimes I think our classified staff doesn't get represented as well in meet and confer and so when it's longevity it's like a flat rate and so that I feel like levels the playing field a little bit and as we know transportation is and Facilities facilities is one of the two of the
197places that um the compression is the worst right now right where like the people that have been there longer are getting paid less than the new hires so like longevity helps to boost that um I have a one small comment and a couple of questions about the the longevity and the compression I think that's the frustration on I don't want to speak for Kelly but I think we wanted something more targeted for places like Transportation where we could actually just like fix the issue instead of just applying it to because like respectfully like you know if you increase the longevity I get that money I don't have a compression issue you know what I mean and so that's money that go is going going to go to me that could be going to someone in
198transportation and that's why I think there's some frustration about well we waited a year and it just you know didn't get done and I understand there's actual like constraints as to why that's happening but well it didn't not get done it's that the process of getting it done showed us how deeply it's yeah am mesed there's a lot going on um yeah we did a lot of work we've done quite a bit of work I have some questions um does the compression so I know we're talking about continuing dollars the 200,000 from last year that was allocated for compression like or or rather this current year that we're in right now um is that money was not spent so is that wrapped into this or yeah okay so because so then that is repres where
199is that represented in your budget no but yeah but that would that would be for next year right or would be that would be represented in the final numbers in the yellows right okay so it wouldn't get double counted because I've pulled it out over here so I get what you're trying to say yeah that's where it would be represented is is it's backed out of those yellow number so it doesn't get counted twice okay so we would be spending like if we choose to spend that $200,000 on it or whatever would that be from this current Year's $200,000 that we allocated or next year's it's from both it's ongoing dollars okay it's ongoing dollars so it's not like well we could approve we could approve a onetime longevity increase well I guess right right
200and it would be on it would be an ongoing cost you right never mind it's ongoing just like salaries last year when you did salaries that's that's ongoing we're not taking unless you guys in here decide we need some extra budget dollars you say we're going to take money away okay you know so yeah so once it's there it's there it's all ongoing which is why I pulled it out separate so okay and the 200 that wasn't spent is just in the carry forward well it won't be that's why I pulled it out on the line by itself I'll make adjustments once I have those final numbers in the carry forwards understand so it doesn't get counted twice okay um basically do you unrelated to compression do you have a 1% calculator because I can
201take mine from last year and just add the raises but I I put a 1% of actuals in there that I backed out the um is it on the green I I see I see 1% figures for planning but I don't see a link we'll put that in there and yeah you can make your calculator is fine I think we had um multiple calculators I would just ask that we have one calculator I didn't make one and yours and mine was the same no yeah I no I I was just saying because I was I'm not gonna make you I'm not gonna be like go make me a spreadsheet that's why so I I could use my old one yeah just use the old calculator and then the 1% new numbers will be in the
202in the doc like in that same place thank you Joel I appreciate you and then we've talked about it a couple times on I see that the last update was that they should have met on the 19th do we have those NextGen compensation numbers that's what we did with the com compression committee we went through the nextg data and determined what could and couldn't be pulled out a nextg and Dorothy did you want to speak to that we we bumped into immediate problems when we started trying to pull groups because our naming conventions that were changed through several processes uh do not align in NextGen at all um we did go back and get some historical data um for what the titles used to be um we actually have been able to give um members
203on the committee which I think I had to work with you because when I went and looked at and test it didn't look like it members on the committee have will if they don't have access to the nextg module um so that we can get our job titles updated so like it it doesn't align um and we did find out that when they came and showed us the the thing they have a new uh teacher how cool was that I think that's really interesting it was helpful to hear directly from one of the I don't know creators or people in charge of NextGen and just all the they are working really hard to try to acknowledge and deal with some of the problematic areas like the job titles and how to mesh those together um
204it was also a little frustrating at times because there's not a lot that we can get from it other than those very teacher superintendent bus driver you know the ones that everybody Global every district is going to call the same thing where it gets really dicey is a lot of the administrative assistant and PA classif the classified titles are just a such a jumble of how different districts call them that it's I don't know how meaningful the comparisons would end up being I mean they're good for the global and just keep in mind this nextg product is not a um necessarily the the salary comparison tool it's an addition that they saw a need out there um we don't I don't use this for that I use um it has a very robust budgeting um
205uh indirect cost calculator it used to take me two weeks to calculate indirect cost now I can plug it in the system have very accurate and historically accurate data so I use it as a budget tool this was an add-on that was added to the system in the um compression committee what we realized was that we needed to pull out the groups that the meet confer um uh identified and we're looking at those groups like real people real data and then using the nextg tool to look at those um positions in other districts uh because the nextg tool is all about psychologist facilities were is a little trickier facilities got hard but some of the other ones were easier so yeah we're using multi- levels to do that I I think long question to say
206no we don't have it in here right now um we first had to figure out what can we get and how do we have to do it um so I think we came up with a really good plan we're going to have all of the groups that were identif if IED and here uh at the next committee meeting um it is a unfortunately um complex pool from our system because our system is kind of flawed in some ways the way that it manages data um so yeah so everything that we unturned there's 50 problems as to why can't I just get this answer I is it possible for us to just get like like the ones that are Universal teacher principal bus driver things like that because that even that would be helpful because like
207we're talking about raises like our certified raises that's like mostly teachers yeah and like you know I'm here representing teachers but like I If we're 10% overpaid compared to every surrounding District that means probably can go better places than raises right but if we're 10% underpaid then that might I think it makes sense to at least bring all the global consistent ones and then figure out how we can I mean longterm we need to it won't help with compression things and try to conform more to the of the other districts last year you guys saw the meaningful about which districts we compare to as well there's like I don't remember how many was it like hundreds of districts oh yeah hundreds of districts but we would just pick our normal five six seven eight the
208other thing to know is out of that system it's comparing um placement data and so when it said oh here's with 10 years experience most of the districts use a step schedule and so then they equate steps to years of experience and they go out and look at a schedule and they go 10 means 10 years of experience I can tell you that is not the case um years of experience don't equate to steps in most districts when we got frozen for a million years yeah so it's just the it's a mechanism to move people this way or to move people this way um or to move this this way uh it's just a mechanism so we don't have a step schedule we we have a placement schedule it kind of looks like a step
209schedule um so just take keep that in mind I think our best bet is to do base level entry um but the other problem we bumped into is that other places don't include some of the add-on pieces so we have to keep in mind some of those too like Market demands and things like that it it's I we're trying we we will try to give you some stuff I just it can't be this is perfect data and it's the end all be all yeah say can we make a hard commitment to at least having like the teacher data for next next time I think so don't you think so Dorthy looking at it I think I would think like big ones are like teacher principal like bus driver is a great one yeah yeah let's
210do that it was and I understand there's a lot of caveats but like I said before we're all intelligent people I think people understand the constraints and things that go into the and I would feel more comfortable giving you those than all the ones we gave last year because then we found out oh wait when we do half the ones especially certified I mean not certified classified it was crazy Carolyn Caroline how are you doing by the way okay good it's a big topic okay we're going to move on thanks so much yes I want to make sure I captured the data request so we're looking at nextg data for groups at align uh with the focus on certified and what particular groups I heard teachers I heard bus drivers that's a good question um
211which are those global ones I mean it was yeah sure but if there if there are specific groups I think we I want to capture that here so when I remember the list from last year I would say the the smaller certified positions that are more likely to be um in congruous are like less of a priority and the bigger priorities teacher bus driver psychologist principal assistant principal Maybe depending on as long as that's congruous he probably yeah like yeah I would like to I would like to see those numbers but the problem is is that another school might call someone a custodian that is not like comparable to what we call a custodian [Music] manager District realizing it's cheaper to just contract them out so what happens is thats doesn't show up on next
212so it isn't if we have the same name that most other people have if we call them custodians in our system y we could compare it's we'll we'll go through and look at the ones we think are the most accurate so to answer your question Joel as quickly as possible yeah I got you okay are you a to put the PowerPoint up okay here Carolyn was a member of IBN a couple years ago so she is familiar with the process so we're fortunate about that um okay my I on why am I okay what time is do we want to vote on the he curve plan really quickly the dental did you have enough time to think it through yeah I read it all okay so we're going to make a recommendation to um stay
213well stay with level one two Delta Dental as opposed to going to the extra what was it two levels right okay one and three so the recommendation is to stay with Delta Dental level two so thumbs up cross okay so our recommendation is to stay with uh level two okay just a real quick real quick review of what an option is um and just remember an option really is the solution it answers the how and we are going to meet in our two groups again we have four um to finish four issues to finish um and when you're in your group just remember that how we come about with our Solutions is by brainstorming within our team coming up with as many items as you possibly can come up um try to get all members
214of your group to speak and actually I do have a little prop for all of us to use today and I thought of an when I purchased these I have Talking Sticks and they sparkle and so some had mentioned I they're pretty so some of them someone mentioned in our evaluation that um maybe if we used a Talking Stick I think it was in last weeks and I thought that's really a a great suggestion so how these work is um your your um Taskmaster we're going to put in charge of this so the Taskmaster will pass this talking stick around so that everyone in the group gets an opportunity to talk and we would like to make sure it gets passed around so we'll we'll be using these um when we meet with our group
215okay any questions about how to develop options okay let's go ahead and we will have our jobs um again and I have cards that um will pass out in the group so we'll have our timekeeper and we will display the clock like we did the last time or the timer I guess I should say we'll have our Taskmaster our nor Monitor and recorder and presenter so try to mix it up if you've been a presenter maybe several times and you happen to pick out that card maybe give someone else an opportunity to be a presenter we kind of like would like to mix it up a little bit okay so um our issues to day to finish in we just might be able to finish in before lunch we'll see how it goes um is
216salary advancement for education level special education workload um relevant open positions or leave of absence um internal advancement promotion employee group compensation so uh we'll assign groups um reviews stories interest and framing statements when you're in your group you'll the charts are right over there the four charts are together over there so you will grab one of those charts you will review the stories and the um entrance interest and the framing statements once that's complete that's when you'll start brainstorming options um analyze those options to determine your final option or options uh write them on the chart and then you'll share out to the group we're going to use the exact same process as we used last time okay um we're just going to take it easy today and just count off by uh we're
217gonna have two groups and we'll just count off one two one two starting here two two two okay ones will meet over here twos will meet over here your team can decide which chart you would like to take and um I think we'll try for 20 minutes so Adrian when the groups are all set don't start the timer until we have all the jobs assigned e e e okay our time is up so raise your hand if you're the speaker or the presenter okay over here who's your speak speaker or presenter who is it Ariel yes okay I was gonna say aren't we supposed to switch that up or you like to do it she yes she likes to speak so that's good okay so can do the talking James doesn't count he doesn't even
218know who de D tasi is so before we start um first of all we need to have it quiet please okay um as you are sharing um please let us know the story as a reminder refresher and um the interests and then share your options and remember all of us are going to think is the option okay are we happy with it okay let's start over here Ariel oh just like to say this will be my last time being a presenter I passed the card on to Daniel okay um yeah so we'll miss you Ariel um so District education I'm sorry special education workload District special education employees are often asked to take on additional legal work without compensation to fill in compliancy gaps due to leave of absence vacancy and noncertified employeee in a
219position um and so some of our options we came up with is case managers who cover case oh sorry case managers who cover case management for vacancies or nons sped certified teachers will be compensated for the additional case management three hours per IEP I'm using the extra Duty rate what currently right now is $35 but it could change oh and that's currently in practice we're just putting it down on paper um and then our next one was school psychologist market demand amount added to base instead of being a market demand and they are in a separate group when it come to any raises questions concerns I see looks U oh the second one school psychologist market demand amount will be added to the base instead of being a separate market demand stipid yeah and um
220they will be in a separate group when it comes to any raises instead of ctif yeah they won't be certified classified or admin there would be a separate group with just them ctif oh yeah it will offset the certified raises what you mean when we do raises usually we do a raise for certified admin and classified we just we we had some discussion amongst the group about like well that would make their rise significantly higher if they're adding adding that market demand to it so in order to offset that they would have their own category and then presumably a lower percentage compared to certified who doesn't have a market demand stip in and we talked about how yes it would be great to move all employees who receive a d market demand such as sort
221of uh OT PT all the other ones into their base but we have to start somewhere and so we felt like psychologists were sort of the biggest bang for your buck type group um and based on how many contracted employees we know that there's not very many coming back next year um so this would solve those problems hopefully and now what we can advertise this really big number and be like look how much you make in a creating District okay comments about that and yes we can add to it if you want us to we can add more love to know the numbers of where we are comparative because I know people who have applied have gotten substantially like 15 to 20 grand more so like that would be a great starting point um I'd
222like to have more information of what that looks like in terms of how we're compared because I'm a little cautious about having it totally makes sense having the separate table because I think it'll be forgotten and again we know how much we're spending on contractors for syes and how like we can't get people over over here um so right and I don't know I adding it to the salary is great but I don't think it's going to give us that big bang because we're so low compared to other districts now like I just don't want a false hope but a great place to start for sure yeah and well I was going to say the nextg data would help with that and then also we did talk about potential cost impact of that recommendation and
223just some like very quick math that I did on my napkin um says that the cost of hiring contractors is more expensive than the cost of the 21% uh that this would add to their base salary and so if we hired if we hired even one psychologist that would cover for you know three psychologists market demand going into their base and so on and so forth so um oh and then about the um yeah having them in a separate categories because like if the average teacher is making like 60 and a psych is making closer to 90 then that like if they both get a 1% raise syes are getting a fortunately much higher dollar value than teachers and it's like weird to lump them together and just just to remind us that the next
224gen data is going to be based on last year's salary information so it's not going to be taking into account increases the 5% increase from this year so just kind of keep it that in mind as we're looking at those numbers okay any other comments sorry and did you want to add a suggestion that you shared yesterday we can add that I forgot to put it on go ahead um all of the contract psychologists that we have coming in have written in their contracts that they have one work from home day a week and they are not extending that to District level psychologists and that is unfortunately rewarding the contract psychologists more and encouraging people to leave a district and so I would request that we allow one to two work from Days home a
225week because psychologists in terms of case management have a lot to do in terms of overseeing paperwork and making sure that we're being compliant and we know that there's folks that are leaving the district to go work for a contracted company purposely because they know that they have yeah and just to add we have neighboring districts like Scottdale that has a whole thing about one day work from home for syes there is uh Madison there are requirements in terms of compliance and all of that so there are we did write a proposal that we submitted to um our director on that as well to try and recruit people um so it's definitely something I think could be really helpful can we do two separate option one option can be one day per week and the
226other one can be one to two days per week because one day I think okay good good good good good one day per week thank you I just help understanding how reducing the amount of people available for kids in a week is in the best benefit part of the story part of the story is that psychologists often get pulled when they're on their campuses to cover Duty to grab a kid that's running to do other everybody does that in every position asist when there vacancies or when there's emergencies or with there's abmm right but I really I need help from this group to help me understand how um a person working from home doing only clerical it's going to benefit and going to help us with sfg goals um I have to say it's because
227of sped so school psychologist is responsible for all of the evaluations and they have to do a whole there's a lot of paperwork that goes into a m a Met meeting one and a Met meeting two and they're responsible for all of the compliance paperwork that's on the federal level it's not a e it's not like they're going to be going home just sitting there the paperwork takes hours and days it depending on the kid it can take weeks to complete one men evaluation all the paperwork this is not a strictly clerical thing this is a compliance directly attached to Federal funding this is something that we need to do in order to make sure that we are meeting timelines and obligations and as we indicated this is something that is inequitable right now because
228we are losing District psychologists to contractors or other districts surrounding districts who are offering this as a way to make sure that we are meeting compliance timelines and again up for negotiations and debate when we come to a vote this is just getting information on the paper right now and I I want to add to like directly to Avon's question about how this is in the best interest of kids as a teacher I have seen some pretty bad sped paperwork I've seen a lot of Co not the and and I think a lot of that comes down to people being rushed to complete the bare minimum of federal compliance rather than actually trying to do what is best for students because there's a certain number of like minutes in the day there's timelines that have
229to be met and like I just know that if those IEPs were written with more time more space to be given for things I'm I'm I'm aware I'm just speaking to sped in general I I I an evaluation is a lot more difficult than I you know I imagine just coming up with some classroom accommodations and so if I'm seeing for example the wrong kid's name coming up in an IEP right I'm not just I'm not going to assume that that teacher that wrote that is just like a bad teacher or someone is bad at their job I'm going to assume that for because of time constraints because of the like responsibilities that are assigned to them they were rushed into doing something same thing with an evaluation no one want it's not good for
230our sped students to have like a rushed evaluation because psychologist got pulled to go do lunch duty right and so they cut their thing short and they had to come back to it and they're like I just need to be done with this today versus having some structured time to complete all that like the paperwork isn't just to make some person at ad happy right the paperwork is a reflection of the practices being put in place that help our sped students and our sped Department like you know our district has a whole um committee I think or task force set up around collecting feedback about our SP Department because it's been an issue ongoing for years where families have given a lot of feedback where they feel like their sped students are not you know
231being given the services that they deserve so I think that that's no not not really I I understand the difficulty and the importance of in compliance but there are other positions that had also uh clerical work that assist with compliance and federal grants educational SEC and and and and they don't have four days a week or three days a week they do it before and after and during every day and they're still available as needed for their team at each one of the schools so um I'm sorry I just I just want more clarity because I don't see how having less time at campus will impact in better result for kids let me make a suggestion because we're not um these are just options right now we're not doing a formal recommendation so um I
232would say whomever really wants that think about how it really can align to our um guard rails so you're ready for that conversation when it comes up okay um James you wanted to say something yeah I just had a question um if if correct me if I'm wrong the the first option is if there's uh something that the case manager has above and beyond their case load that they're to be compensated am I understanding that correctly not above and beyond if there's if they've they're getting additional duties because there's a vacancy or because there's a non-certified teacher who cannot legally write the IEPs so that kind of case not because they go over some magic cap or anything because there is no magic cap but it's if they're actually taking on the responsibilities of a
233vacant position or a position that's filled by a non-certified teacher somebody has to write those IEPs so they would be the ones and then they get compensated that's happening right now yeah we do that now right it's current practice correct that's not true it is current practice for anybody if somebody's doing that and not getting paid for it they need to talk to D Gretchen because right it they it's happening but it's a practi not in the PA that's the point yeah so that's sorry that that that's my question so what you're saying is this is an option that is current practice but maybe unevenly implemented I think in paper or in policy I think so that if somebody felt like they weren't getting it they could say hey it says I should be getting
234paid for this yeah because I I thought it was current practice it is current practice it was vetted through the Triad Pro procedure last year and we had input from exceptional student services uh to develop the mechanism to gather that extra pay documentation and what those criteria were so all of that is in practice currently and it's in our practice manuals so don't it it no it's not that we don't have the budget we we won't have well we don't have to no we don't have to add as a budget item because it's already in practice that's a pretty easy one then yeah okay any other questions okay I'd like to finish this one before we go to lunch so our speaker neighbor yeah our topic was salary advancement for education level um our story
235was lack of license s psychologists um no interns as a result because I guess you need a license site to oversee an intern um people don't always and people don't always feel compensated for their education um interests were how do we compensate psychologists for achieving uh their licensing and how can we competitively compensate employees for their education level um couple options we came with up with with if funds are available to lower uh classified staff educational advancement criteria from 15 to 10 hours so I guess they get advancement quicker and our second one if but it's if funds available provide comparable stien for for licensed school pyes it was also noted that um it shouldn't affect I think our budget because the district gets reimbursed uh through Medicaid for sites license sites what do you
236mean by comparable what do what does that mean comparable so would we need to determine like do the research to find out what that is and put in a dollar amount I would think yeah yeah if I mean if that were to move forward as a recommendation I think we'd have to have a dollar amount yeah okay comments can we get curve so just for the people sitting at home watching can we you first mentioned oh licensed psychologist my first reaction was y'all ain't licensed what are y'all doing here maybe do some clarification what licens mean so we are all certified School psychologists to work in the schools however it is required ired by the state that a licensed school psychologist that means a psychologist who is typically they have to have a doctoral degree
237um they also have to go through additional testing to obtain that lure and then they can do private practice not all of school psychologists who are certified School psychologists can do private practice the difficulty that we're seeing is that we're not able to recruit interns because we don't currently have a licensed school psychologist on staff which is heavily impacting our ability to recruit new psychologists um from ASU and surrounding universities yeah um go into more detail about the billing to Medicaid So currently hopefully Medicaid stays around if it does um a licensed psychologist can bill for every evaluation so if they consult and provide consultation to any of us for say autism sign the report they could bill for every autism so it actually could actually pay for the typen and actually bring in more
238money and Vanessa apparently has something very exciting to say because she's running up um we can bill if they are not paid from a federal or grant funding source you can't build somebody get paid out title or something so if they're paid out of idea we can't can't we can't build medic but if they're paid out of M yes if they're paid out of a ml or local funding question then are all speech and language therapists paid out of M I could look I don't know that would be great because they bill because they bill everyone well if they're billing then they're paid out the right funding source because we're audited extensively we cannot sub we have to submit reports that show where they're being paid from so whoever we're billing for is out of
239a funding source that's billable I just want to make sure that we all understand there's there's there's some people that we don't bill for because they're paid for out of idea or some other grant funding source so I wouldn't say all of of anything but the ones that are appropriately funded we can bill for if that makes sense it's a balance so clari question so um she um lordis said that if um a licensed psychologist if they um what do you word do you use Bill Medicaid not Bill Med but if they you they consult with a psychologist but that psychologist they consulted with is paid out of IDE a grant can they still bill it's only the only the licensed psychologist would be billing so if as long as they're not paid out of
240okay they would be able to Bill that was my question and considering we have zero now I think we're okay so I have a clarification on option one are you looking at reducing just the 15 to 10 or all the other four categories because there are four different professional growth credit levels in the in this di so we were looking to reduce all of them we'll add in the number but we didn't have all of the other numbers the way it reads it's just saying the first one yeah so if we can get the additional numbers we'll reduce them 30 45 and 60 okay any more comments um I have a question what do you mean by lower so just what do you mean so for classify staff lower the criteria so you mean so
241when we say 15 hours tell about 15 college hours is just 15 okay so instead of getting 15 credit hours they would just need to get 10 credit hours to qualify for the advancement the first level of advancement okay that makes sense okay okay so thank you very much um I thought that went well after lunch we will complete the next two and uh then we're going to work with our wording thinking about our discussion we had this morning uh we're going to revisit our options and if we have time then we will go through all of our options to determine which ones we're going to need Finance for and which ones we do not so two more Yep so it's 12:20 so one how about 105 okay enjoy your lunch everyone e e e
242yeah let's go for it I'm up for that slide yep okay that group is out by the picnic table aren't they but Ivon can you tell yep oh he's yeah and Amy you're leing right we'll miss you let me know how everything goes Amy welcome everyone I hope you all enjoyed your lunch okay in the back there we're going to line up make a straight hor horzontal line starting from shortest over here to tallest we're gonna do it again did we shortest to tallest okay we're gonna do it again we have some we have Carolyn here now so it's gonna change a little bit I was going to do boys and girls but there's way more girls okay we'll do years of service zero one year to 3 five all together yeah all together it
243doesn't have to just be in this District Ariel where where do you belong Ariel okay Daniel I guess you're the newest person since you used your college degree for Education okay Daniel how many four I just don't like to Countess well 14 14 16 25 oh my gosh wow okay soel Joel how many years do you have oh it's catching up to you ladies how many I had I had 30 oh my I even know six how many years have you guys been in you ladies been in the eight Lisa Don how many Don how many of you had been in that six Finance or education alt together yeah wow we got some r is almost ready here okay everyone okay from an over that's from an over is one team you can come over
244here and over here this team and select one of your charts and we're going to go through the same exact process six one two three four close enough e e e um Adrian we're gonna we're actually finished early we're High achievers uh Kelly needs your cards if you were in her group okay are those all collected theyed perfect well who has the norm card it really okay I'll make a new one okay um great work as always um we're going to share now and we'll have our presenter over here sharing um the topic the issue and the option well actually you better share it all the story yeah um so the story to summarize is that some of our current employees are not seeking uh promotions or advancements because uh the the pay would not
245end up being an increase because of maybe contract days or something like that so our option is um for internal promotions that when a transfer to a new higher position you would receive a percentage over your current rate the the just this just the option when um transferring to a new or higher position you would receive a percentage over your current rate what yes and the the reason for that is um because sometimes if you're a 10-month employee and then you become a 12-month employee even though the base salary might be more if you look at your daily rate you're working more days and so then you're not actually getting a raise or promotion it ends up becoming a decrease yeah any other questions questions comments okay thank you can let's move on over here
246and it's uh Daniel um our issue was Employee group compensation so specifically it was addressing compression as well as some specific subgroups of unemployeed who are underpaid compared to surrounding districts um when it came to the subgroups of employees who are underpaid to surrounding districts we don't have any data that we can work off of currently so like things uh groups that were brought up are uh LPN syes edx bus drivers facilities we asked for the data because like we had the whole prior conversation we don't have it in front of us and so we couldn't make we couldn't create any options targeting those groups because not only are we short on money but also we don't know how much it would cost and so we didn't feel comfortable making that um but for compression
247like we already talked about um the compression committee uh was unable this year to come up with a solution to address um I guess you'd call like job roll compression where a manager is not paid a significant amount over their employees but we can address years of service compression where someone who's been in the district a long time is getting paid only a marginal amount more than someone who's brand new coming in and through longevity um we don't have like hard longevity numbers in front of us Vanessa said she's working on that so our option was to address compression the longevity stipend will be increased at years 5 10 and 15 by x amount um we know that that can be up to $200,000 because that's the amount we allocated and was separated out this
248year from our budget and that can be continuing funds and so um and we addressed Tiers 5 10 and 15 because those are the years that people would be experiencing compression not we have a three-year longevity tier but it doesn't no one at three years would really be feeling like I get only get paid a little bit more than someone with one year of experience like yeah it's pretty comparable compared to someone with five years to a brand new employee that's a pretty big jump okay comments questions okay good let's move on okay so like I said earlier today first thing um I know there was conversation at our last meeting um and the evaluation about how do we word our options and that's why I asked the question I asked today of the board
249president and um probably some of the things I wrote maybe we need to ignore but maybe not because every option we look at might be a little bit differently but here's what I learned from my study so when we word our options the they should be clear so the person understands them and I think that doesn't change they should be clear and they should be specific and there should be actionable language in other words there should be an action verb in there I think we can do those three very easily okay um concrete details and a connection to your interests which that's what we did here um so we know that they're going to to our interest because we did that activity um it's best to avoid vague terms like should or might and instead
250State opinions that are concrete actions that can be implemented always ensure your options are directly tied which we just did to your framing statements and think about this when you're looking at your the options because we are going to do an activity which requires us to go back and look at our op options and in your group I'd like you also to think about is it achievable is it truly achievable when you say that when you say that do you want us to think about achievable Cur based on the current financial status for next year specifically or achievable with that if then language should more money come in I I think both because we are going to do the if then so um I would think both Daniel a comment about if then language we
251can't have I would say I mean I probably even more than one thing but we can't have too many things competing for if then language because um then if there's money who decides what if then goes you know and so just be aware that not everything can have if then language okay yes James idea to prioritize well but James like for example if we do if then language for salaries up like with a minimum of 1% what if there's enough like money to give everyone 5% worth of like salary increases like that would we do a 1% raise and a bunch of other things or would we do 5% of salary so if you have too much if then language it's going to compete so you could prioritize but you it would require it to
252be very detailed so like you could say if there's enough money a 1% raise and this and this and this and this before a 2% raise right but it needs to the more if then language there is the harder it is to prioritize yeah I'm notu just see if there's a way to avoid that we kind of prioritized in the past with them and we'll probably use that same process that we've done in the past so thank you for the question okay so here's just more information on the wording of options key points to remember when you're with your group wording your options be make sure the options are specific meaning they're detailed an example would be instead of saying improve communication you would say Implement weekly team meetings to discuss targeted student engagement strategies
253so that's pretty detailed I mean you read that and there's not too many questions that come to mind um try to make sure you have an actionable verb in there um an example the company should consider becomes the company will Implement and I think we do a pretty good job with that actually um support with evidence which basically means data explain why you're making the options by referencing data or observations from your analysis we're not really going to do a lot of that we might with our research um and we're going to need to do that with our research for sure okay these bottom two I'm rethinking now after the conversation had this morning I still think we might be able to maybe add dates when needed um I think we're going to have to
254be careful with that after our morning conversation and actually the last one you know provide person group responsible um kind of left thinking we might want to look at that too with how we're wording it up to all of you because you are the team but that's before we had the conversation today I think um we should try to PRI and this is my opinion we should try to prioritize timelines for things that don't make sense to implement unless they're done by a certain time and like like for example if we have something that is only effect like I think we included some language about providing teachers structured time to meet with uh sped teachers in the first two weeks of the school year that is only something that really makes sense because it's part
255of that year first year back process um and if we are like oh well they can't get this done by the beginning of next school year then you have to say okay is it okay for it to be done the following next school year and if the answer is no I guess we just got to make priorities right like how badly do we need does something need to get done versus oh it would be nice if we did that acknowledging like the like the capacity limits that the district has I think that makes sense does it make sense to all of you so when you're group when you're in a group can you Summit a little bit smaller so when you're in your group and you're saying should we add a specific think of this
256time timelines are not bad but they should be it should be important if you are adding a timeline yeah a rationale yes yeah thank you okay here's an example and like I said I put a date and I put a person in it so um you'll have to bear with me so to improve student attendance that's the evidence because you would have have evidence to look at which is data the school that's the group responsible will conduct there's my action verb um quarterly surveys that's specific and it has a date to track attendance rate by school um to track attendance rate by school grade in classroom evidence and Implement targeted solutions to address student attendance so it's pretty specific active voice within the next quarter so there's a date so do I expect you to
257do this for all of our options no but it's something I want you to think about and like I said I did I did kind of research it and it made sense to me um so at least we have I know some of you wanted a little bit more Direction into the wording of our options so really the purpose of this is just to give you something to think about and like I said you don't have to use every single one of those suggestions but if you can Implement them where you think they should be implemented that would be great questions okay so our activity for today it's going to be a long activity it's probably going to take us 40 minutes and then we're going to take our break um we're going to have
258three teams um each team is going to have a captain okay and the responsibility of the captain is they have to wear the captain hat so if you get called on and you're not willing to wear the cap you can't be a captain so this is the captain hat so our Captain's going to Weare hat and then our captain is going to randomly going to pick this the the captains are going to be selected first they're going to come up here and then they're going to randomly select crew members from my little packet of names and then the team cap Captain is assign is going to assign the job responsibilities for the group and the team captain has to collect those cards at the end so Captain if you're selected when I pick the names
259and you don't think you can follow through on those responsibilities just say select someone else so anyway so we'll first select our team captains and then once the captains are selected we're going to divide the options and I don't know how many we're up to now 28 maybe I don't know we're going to divide all our options into three groups so every group is is going to have a certain amount of options probably eight or nine options your job in the group is just to read over the options individually if you think the way they are written is fine leave it if you think it needs to be tweaked a little bit more then change it okay so on a chart paper you're going to write what your group has decided is the final wording
260of the option so we won't have to do that again when we go to do our recommendations um any questions about the directions okay let me randomly call someone to repeat the directions which by the way are right up there and hopefully that person that I select is here Amy Daniel what what do I need to say to repeat the directions of this AC oh um the captain will receive their hat and put it on and then um they will assign like you know once you've picked the groups they will assign roles to their group members and then uh and or responsibilities and then um you will have have eight or nine options to review that you'll be rewarding um for Clarity by reading through them reading out loud and revising and if needed um
261or if needed you also may leave the options alone okay oh and then write the revised versions down perfect okay Dorothy select a name here for Captain one Katie Katie is not here Kelly Kell are you willing to be a captain I know not much okay Kelly is going to be a captain y Kelly okay select another one Kelly you want to go up and grab your Justin's not here Ric nope do you accept the challenge okay Justin's not here Ricardo an's here let's take her out one more one more James Jes James are you willing to be a captain no okay so we'll select are you serious you really don't okay select another one Ivonne are you willing to be a captain okay okay we're not gonna have too many in a group we're
262gonna have very few in a group hey the hats are brand new you are the first person to wear them okay so well we're gonna do it hey R you know why I didn't it randomly because when I was little and was on you know we used to divide the teams for the Kickball and I was always the last one to get selected until I got good then I I got you know so anyway I felt uh that's why we're doing it randomly oh let me make one for carollyn okay or how about neighbor okay okay so the captain's over here one at a time you're going to draw a name you're not going to see the names zon come over here no those are the ones not here okay my first person is Dorothy
263Dorothy nebor am pick somebody elseca lordis neighbor you're with over here okay so uh this might take us a little bit of time but we have to select the posters with the options on it so goes okay so we'll have ivonne's team will be over here Kelly's team will be in the middle and James you you should have been picked it's it's Junior High all over again I bet you e e e welcome back everyone okay so our job right now is to share our revised if needed options and we will start over here with Daniel and by the way if you have in your folders the paper that lists all the options you can use that to follow along some of like we said some of the options were not changed some of them
264will be so if it was a changed option let us know why you changed it and then I want us to agree upon that and once this process is finished we're not going to change the wording again okay this is it um so starting with the first six on the printout we changed the first one to uh yeah of course um let me fix my screen up all right and this is called boardroom probably it's mirror all right let me make it bigger it's as big as it gets all right um the first one on your print out the first option we changed it to read a committee formed by the kraton elementary school district will conduct a thorough investigation and formulate a plan for a 4-day school week findings will be presented during the
265meeting confer session for the 2526 Academic Year with a recommendation for implementation targeted for the 26 27 school year yep passive to active voice sort of you go back oh all right moving on the second one in alignment with research that suggests there is a diminishing return on student outcomes for instructional minutes Beyond 5 hours and 30 minutes the school day will be reduced from 7 hours and 10 minutes to 6 hours and 30 minutes yep we added rationale and slightly changed the language in alignment with research that suggests there is a diminishing return on student outcomes for instructional minutes Beyond 5 hours and 30 minutes the school day will be reduced from 7 hours and 10 minutes to 6 hours and 30 minutes is this for next year yeah yeah so all of us
266out it's I we're fixing up the option language it's not like do we need to say implementing 26 or 256 yeah we I guess we should add to make it clear for the 25 26 school year well again adding yeah sure let's leave it off is sorry maybe we say for the 256 unless yes put that at the top of the option so what how will you reduce the date by 40 minutes like what's going to be reduced it's not the point of changing the option language the option is the option clear do you understand what it means that's not what we're asking well do you understand what the option is saying then we have rewarded the option successfully can I just ask one question um is that a calculation based on required instructional minutes
267and that's the minimum in order to meet all the instructional minutes including uh early release days and okay if not I'd want to get someone in here who really is deep in the student data part that would ensure that that would work the surrounding school districts all have 6 hour 30 minute days we used to have I think 7 hour and 30 minute days and it was slightly reduced to 7 hours and or no sorry we used to have 6:30 and it was increased to 710 I think we should have our student data person um because we have a audit requirement to run our calendars in each year annually to provide that the instructional time minutes are are being met I know I'm just saying for data purposes because I I would hate for an
268option to not like not meet the legal requirement yeah we don't want that fix data for you guys that's illegal yeah it's just another piece of data to make sure that your times all work out and if you had to make literally I did this job and so one minute you might have to say six hours and 29 minutes or you might have to say six hours and 31 minutes let our data person run the times for you so you get that exactly right that's all I'm saying next I yeah but we're not right yeah I would just add it to the data request required minutes instructional minutes sep separate options well we could approve both well Dorothy we could approve both and starting next year we have six hours and 30 minutes and then
269the committee is investigating a four day school week right which might increase the school day yeah yeah just so people know I don't want the Mone I also think that maybe oh I also think before we have someone come and give us feedback on some of the so maybe the requirements or the options they require feedback from another department someone else instead of wasting someone time to come out maybe we can thumb the ones today that require a presentation to see it's even worth having someone come out and give us information if if we're not actually no I will not I will not publicly support something that might be illegal if all I need is one person to thumbs up or thumbs down if it's even something that we really want as an option so
270someone come out and get it because if we're some of like what I'm trying to say is if some us already know that it's a thumbs down for us regardless of what the person come in and says is it really worth wasting someone time to come out and give us information I'm saying thumbs up or thumbs down the options they require someone to come out and do a presentation they're not wasting their time diging up information and whatnot what I'm saying like do we really want to waste someone time to dig up all this information come and do a presentation if some of us already off the bat no is not something we'll ever consider well like do we want to waste somebody's time collecting all the data yeah but there are guidelines for Staffing
271and minutes and we can provide what we currently have and what we know how our minutes break down that's a pretty easy thing to get okay I don't think it needs to be a presentation I think we can just present that in the data information and you can kind of look and see and enough of us are in here we have an AP in the room who's responsible for Staffing or for uh master schedule so if there are questions about how that looks then we could rely on our expertise from our principles in our AP I know I just don't want to waste anyone time trying to make well it's this one this one is just GA gathering their document and putting it in there so you have access to it does that sound okay
272okay okay um moving on each month of the school year one Friday per month will be designated as an inservice day for mandatory staff PD we we yeah we use the language in service day rather than I I so to repeat the original option was designate one Friday per month for mandatory staff PD comma without students we wrote each month of the school year one Friday per month will be designated as an inservice day for Manda story staff PD an inservice day is a day without students yeah yes yes the next option originally read district will initiate development of site-based systematic protocols for crisis team response intervention including identification and training on District processes threat assessments suicide assessments Etc by the end of the first quarter of each school year we we did but that's
273not what we're talking about right now um we changed the language to develop site-based systematic protocols for crisis team response intervention including identification and training on District processes threat assessments suicide assessment Etc that will be administered by the end of the first quarter of each school year any issues um the original language was School site or sorry the district will provide a full-time highly qualified ESP who is also on the crisis response team we change the language to read School sites will ensure that a full-time highly qualified ESP is assigned to the site's crisis response team any issues um where it's develop site based systematic protocols um uh because in the past there seemed to be a push to have uh consistency across the district and when I read site based I feel like that
274implies that that's not true am I misinterpreting that um so the when I recall last year we actually passed a recommendation to do this some sites have followed that recommendation other sites have not for reasons I do not recall but I think we talked about it at some point um and some things yes I think in general everyone prefers consistency but crisis response and intervention for example relies on things like the Personnel that are available like contact XYZ person right the positions that fi at a site the physical like literal physical layout of buildings depending on like things like that and so um I my understanding is that why that is why crisis response is site based although I could be wrong I yeah I don't know if it's just me but I like when
275I read that it's feels like everyone has their own systematic uh protocols in place that may or may not look the same from side to side is there a particular way you'd like to you see that possibly Chang um I would just get rid of site based and say develop systematic protocols everything else is fine but the site based is what depent right that's why I didn't I didn't write the original option so I don't feel comfortable making an edit like that because it wasn't my option does anyone remember whose option it was ask a process question so we did have similar language in last year's agreement so would this be a revision of the existing recommendation so realistically Joel it probably is going to be dead in the water because we already have an
276a recommendation that covers this and the people that want this should file a grievance for being it being a violation of our um professional agreement or if this language like I I don't have the other language right in front of me or like you were saying like I noticed that this says end of first quarter school year I know our previous language didn't it would be a revision right just as a some additional information is that the curriculum effective uh essential student services ESS exceptional student services it's going to be a while uh so ESS uh cinaa myself uh Dr dupin uh we're bringing APS in we've started talking about the training that needed to have happened this year and what's going to be different for next year so I that wouldn't prevent someone from
277fining a grievance or change what we're doing in here but just to know that that came out of the conversation that we had earlier this process yeah so the way the grievance procedure and the professional agreement works is you file grievance with your direct supervisor usually regardless of what who is responsible for the violation so like I don't know if it if it is a district level thing you would just you would give it to your principal or your site administrator and then they would escalate it to the proper person and then the goal with the grievance procedure you're supposed to resolve things at the lowest level so first you go tell your supervisor hey this is a problem and then there's a certain timeline that they fix it within if they don't fix it
278within that timeline you can file a grievance same thing there's a timeline the grievance gets a response from the district or the responsible party in this case it might be hey we're doing XYZ thing if that's sufficient then they don't nothing happens if that's not sufficient they can file like a level two grievance that can goes to a different body I think it's supervisor and then superintendent and then School Board s ultimate ultimately everything falls on the superintendent and their designes so you know what actually happened and why something isn't being done is is going to depend like but it's up to the superintendent to make sure that their principles are doing XYZ thing right um I'm just asking this question it the crisis team is at the school right and the the principal selects
279the crisis team is so is that your question James it's like is it use the mic please keep forgetting that um so uh the uh it's just that word site based that to me that implies that each school would have different systematic protocols for their crisis team and that seems to go against previous conversations that we've had about uh trying to create uniformity across the district so I'm just wondering if that is the intention or if I'm misinterpreting it or um yeah um I I'm thinking of two different things with what you said site based meaning it's at the school the team and you're thinking that the crisis the actual crisis development could be different from each School correct because of the way of the wording correct okay I I get that um I I
280think that's the clarity right because it's the training is that provided by District level staff so that that's uniform but how it actually is applied and unfolds is site based because it depends on like like uh Daniel said the layout of the school or the nature of the crisis and the actual Personnel that you have available all of that is site based but the training would come from that's the uniformity from the district level staff that's that's that's humorous to me um and and the and I don't mean to be sned about it but I promise you that training would come from the people at the site because I I mean I don't want to speak for district but I don't think they have the resources to go out to every school I think that's
281the point the threat assessment and the suicide assessment must be given by should be given by the district Personnel that was one of our recommendations last year and this is revising or reemphasizing that because it has not happened at some sites okay my department is the one that does it so I know it hasn't happened so school districtwide okay well that that language to me is not clear for that especially the developing site based I mean I hear what you're saying and I agree with it I just I don't think that reflects what she's saying how would you do you have an option yeah James if you'd like to add an option that addresses your concerns I think that's fine while also leaving the original option I mean the only thing that kind of rubs
282me the wrong way is that site based so if my my option would be to remove site base and to say develop system atic protocols for crisis throw it on the list so really it's just deleting site based that's that would be my recommendation doesn't gayway already have a I think our concern James is like what if teams look different site to site right like there was a time where some sites had an AP and some didn't so we can't really develop a districtwide one if they all those team members don't necessarily exist within certain sites I think the uniformity comes is that it's districtwide but then it's up to the sites and those supervisors to be able to determine what exactly that shakes out to be on that particular campus and also did James
283credit it is possible I mean you could just have a flowchart if this if the site has XYZ Personnel then use XYZ Personnel right but um I I'm worried about what I mentioned at the beginning which is it it implies that each school will uh develop it differently and it won't be based on I mean because it's like a game of telephone right you go and you have District processes and training and stuff but then once it reaches the site level um if you're having a site based approach to it then that can change based on the interpretation of uh of the people at the site it's happened before I've seen it happen before would that's right and I would say that that's wrong and it should be that way and uh maybe but I
284like I said I I I don't think that that addresses it that's all I'm saying so I think we can add an option to our final list that excludes the language site based I don't want to change this because the original language had site based and we're just changing for clarity um rather than trying to change the intent of the option does it change the intent of the option by deleting site based yes yeah like those are two different things no but what I'm saying is it does it change the int oh we can't we can't determine that because Amy's not here oh okay okay so wherever we're collecting our final list of options can we have that reflected is someone writing down a final list of options somewhere yeah okay cool oh our group
285did the ones over here oh look at you yeah yes these ones weren't but those ones were Contin we we'll r is it that James then when Amy I guess is here okay continuing on um I will repeat the one after that one since we had cot discussion um the next option reads the district will provide a full-time highly qualified ESP who is also on the crisis response team we changed it to read School sites will ensure that a full-time highly qualified ESP is assigned to the sites crisis response team so 40 hour this is very small but does everyone know what ESP is that universal language or is there another word that we use for classified employe right which is exceptional student services no that's what I meant educational support Oh e oh oh
286I see oh just write it out that way I see I thought there was another word that the district used right well it's a title I thought it was educational support professional that was my that was my definition we don't need that one the one says to provide it is professional we should have put money on the table I was correct something district is already planning to do so rereading School sites will ensure that a full-time highly qualified educational support professional can you can you wait until it's quiet ESP is assigned to the site School sites will ensure that a full-time highly qualified educational support professional ESP is assigned to the sit's crisis response team can you I hate to mince words but can we Define full-time because most esps are not giving 40 hours
287in 40 hours is full-time most are now 36 and 37 would you consider them full-time cuz some sites might not have any 40 hour full time is fulltime I think that the intention I'm not a mind reader but the I think the intention of the option is that there is someone who is there all school day right full-time well 37 hours is all of the school day when the kids are there that's the point that's considered okay so then full-time for them but it's not 40 hour full-time that's why I'm saying Joel I guess then what language can we use to well we don't want it to be a halftime we don't want it to be someone who is there the whole time can we just put full time in quotes could we say 37
288hour could you do full day is that are we okay what's that school sites will ensure that a high qualified educational support Personnel is assigned the crisis months I don't where instead of fulltime full day or school day who works who works a full school day so School sites will ensure that a highly qualified educational support professional ESP who works a full School the who works the full school day the full school day is assigned to the SES crisis response team there you go I have a question and and I I don't I don't have a problem with this I just I I want to describe a scenario and you tell me uh whether or not that's something that should be of concern um so so uh we are in a time where it's hard
289to find people uh sometimes and let's say that this is something that's implemented and a highly qualified ESP person is not able to be hired would what would that mean the same the same thing as if you have a math teacher position that isn't able to be hired you have a vacancy that's waiting to be filled okay so it's just vacan so it's not it's not a it's not a violation or anything no so there you can be that there will always be an educational secretary or an office manager or someone else in the front office there who works that time there will always be somebody in that position I think you're thinking of Perros and that that's true that can be that can be kind of a large turnover group sometimes in some places
290but you'll always have one of the two either an office manager or NX so they could put that person in that place so this isn't necessarily a job it's someone who's assigned to that crisis response yeah and and the nature the nature of the nature of grievances is like the school district is really only responsible for a grievance like like if the school district can't do something or doesn't want to do something that's what kind of what the the Grievous procedure is for not like it's not literally possible Right like if you file a grievance and you're like this thing is in our agreement and it's not happening the answer is we can't hire anyone to do that that's you know right lawers take that up be like you're violation contract you have not suc
291you can never guarantee that you're able to hire someone in a contract right got it thank you for the clarification um moving on the next option read the district will provide ongoing training to all staff in terms of trauma informed practices BMC transfer behavior management cycle rulers Etc we changed it to read provide ongoing train to all staff in trauma-informed practices the behavior management cycle ruler and other comparable programs designed to Target student Behavior but we're just we're just we're just rewarding them right now save that um Ariel for next meeting because that's what we'll be doing exactly what you said are you okay with the wording okay okay go on the next option oh we we did the options on the posters we rewarded them like the ones over here so I will migrate
292is to be able to read the options um oh the next one I don't think we changed very much it just says to add address compensation or sorry to address yes to address compression prob yeah to address compression longevity stiens will increase by 10% at years 5 10 and 15 okay that's how did we come up with 10% well when we when we developed the option earlier we wrote x amount and then Vanessa gave me some numbers and 10% was an amount we could increase the longevity by without going over our $200 limit okay okay next one Daniel um the next one originally wrot read case managers who cover case management for vacancies or non-speed certified teachers will be compensated for the additional case man Che thank you to continue yeah my hat case managers
293who cover case management for vacancies or non-speed certified teachers will be compensated for the additional case management hyphen at three hours per IEP at extra Duty rate we changed it to read sped case managers who take on additional duties for vacancies of nonsp or non-speed certified teachers will be compensated at the extra Duty rate at 3 hours per IEP respons yep you're as the case manager you're only responsible for the IEP you do not have to do the support I don't what is the current practice I don't know it depends because those vacancies change throughout the year yeah it's a good question but that's we just rewarded the original option it just said per IEP it didn't say per I and progress report and whatever it just said per IEP you don't get compensated if
294for shown up to meetings you just get compensated for the IP I guess right it assumes that it'll take at least three hours of your time to write the IP and Sh to some meetings yeah okay there's at least one I don't want that one the question is well I'm I'm asking Dorothy do we want to Dorothy you're the professional I'm I'm just here um do we want to take out like three hours per IEP or do we to put three hours for that's the problem right so if if the case management is in February and the IEP was already done in November you get three hours to get compensated when you don't even have to write an IP okay that's not can't afford that I mean it's it's for actually doing something no I
295mean like do we want to change it so people actually because you going to need someone to do prog course you going need some want to attend the mid one and mid two do we want to keep the phrase IEP or say per case manager activities per case and then put in parentheses all the things that no do you want to do per case excellen had a vacancy first quarter of the year so any I that need done not order one of the other resource had to do them yes happening right now in monista but they didn't have to do progress then we hired somebody there was no longer a vacancy so I'm just not sure I'm not Pi sure for as long as there is a vacy no no no for May me for
296per casee so so in that in that time frame you have to do the IEP if there's a met you got to go go to it and you have to do IEP and then if the parent let's say for example something happens and a parent calls extra IEP meeting you gotta do that too I don't know people aren't vacant for the whole year usually I mean that's a huge problem if they are they're vacant for like a few weeks or a quarter and I don't know and thinking three hours for a like three hours per case makes sense to me because then that's a Max number if we SW thanks it's a Max number if we switch it to say case per instead of per IEP then I feel like that can Encompass up to
297three hours per case yes up to three hours per case the suggesting yeah the exact wait up to three per case between January and March and no was due when there was a v yeah that says up to hour up to three hour yeah and that's what the up to is is it Dorothy it can be zero zero is up to three hours yeah you have to fill out a form so if you fill out an extra Duty form for an hour of work then they get two hours to do their part and then every they could get another hour doing something else isn't that what we already do no what how does it work an IEP oh okay so the stat the current practice is only for an so if you have to do
298an IEP you get paid and we're going to have to consider compensatory at anyway I'm not sure how long it's going to take to do that progress report so could they like make a case and get paid for what the work that they think they're doing extra that's not our policy right now at the only point of this was to document the current policy then I'm not comfortable with well I'm saying you know that a part of that three hours that includ control Z control Z moving on um the next the wording did not well yeah this the word did change um the next one second to last for our group go for it when's a sped case managers will be compensated at an extra Duty rate at up to three hours per IEP yes
299for yes taking on additional duties for vacancies or non-sp certified teachers cool and that c probably doesn't need to be capitalized is allive sped capitalized sped cool um the next one school psychologists market demand amount added to base instead of being a market demand and they are in a separate group when it comes to any raises we change that to read psychologists will receive a base salary increase of $115,000 in blue of a $115,000 market demand stien and psychologists will not be grouped with other certified staff for the purpose of negotiated raises is that clear to everyone what that means okay and then our our last one allow school psychologist to work one day per week from home or offsite we change to read School psych or psychologist will be permitted to work one day
300per week from home or offsite psychologist will be permitted to work one day per week from home or offsite while you're talking that's when we did it okay so purpose of negotiating raise so we're you want to share what you want to share oh yes um so last time we met I sent a group of RF Protections in the Google Chat of proposed reduction Force language um it was relevant and preent because we were talking about potentially losing a lot of federal funding which might necessitate a reduction in Force if you don't know reduction in force is when um usually it's like more than 1% of Staff positions have to be closed um or removed or made vacant um that may or may not happen that usually happens at the end of a school year
301so for example if our school district had to shrink more than 1% of our positions moving into the next year that would be a reduction of force um I asked everyone to read it if you have any issues with that language if you could please let me know before our next meeting so we can fix it up yeah cool I'm glad um it was added on because of that reason and also under the interest of retaining um good staff I forgot what the exact interest was but it was something about retaining uh staff and retaining recruiting staff um it is under our scope because it's like a a benefit um similar to how something like Severance would be a benefit or protections around um observations would be part of your working conditions so um it
302is a lot of language so I just threw it all in one document if there's someone that doesn't like it or wants to thumb it down or thinks it's bad and we could fix up the language to get it approved that would be helpful rather than like viewing it as like 30 different separate options I'm also going to reach out to the district lawyer with the language just to make sure that it's vetted through her so that she can determine whether or not we're overstepping we're not stepping enough or we have done something that that may not pass muster Daniel I know you use different you research different options for that language was our policy Craton policy one of those documents that you use to put together your proposal iot iot guidelines ruction course basically
303so not when the trigger what the just like when one is happening the guidelines structure out thank you okay um it's in the folder so when we meet next time we will finish when we meet next time we will finish our wording of the options then we will determine which options require money and which ones don't um then we will um have that long discussion about what options do we want we'll talk about Finance what we can afford what we can't afford um and then we will align them to our standards and maybe hopefully come to consensus on some of them anyway we'll see what uh how much time we end up having so it's April 4th I'd like to before we do with Emily um I want to do um a quick temperature check
304how are you feeling are you okay any comments I feel good no comments okay anyway anyone want to make a comment um I would like to add to anyone watching and also to the people in the room I was told that contracts will be due April what was the number 8th April 8th so we should have not board approved professional agreement but we should have a professional agreement going to the board um before contracts are due on the fourth well you know within and yes April 2N my bad okay so Emily um let's go ahead and do our communication update so really we started off today by having um some speakers a conversation with our board president and our superintendent and then um well you know mine's going to be super specific so I don't
305want to go through every little item um but really the gist of what we did today was um we finished developing options for four issues um and then we um after we finished that activity we um spent the majority of time rewarding our options and that's where we left off and every time we always have a presentation from Vanessa and Joel um anything else you'd like to add that I might ADM Miss Dorothy yes we're staying with the Delta level two as opposed to one and three I think it was we're not we voted against that thank you thank you Dorothy anything else that we want to add to [Music] yes I do want to ask you all something quickly Dorothy justed ask I look at I look at what Emily posts mostly because that's
306I like to um but I don't ever look at your detailed notes do you actually put the options there yes I do and you always have um I believe so I mean since we've had them why I just I'm wondering I think Ariel was trying to say about if it's an option that's not going to pass anying right do we even want it out there that that we were con considering that yeah I you know I didn't I I agree but I do put a note and I did put a note Dorothy that these are not recommendations these are just options I add that note to it yeah James just to kind of just to kind of add to that um we've had in the past um controversial options um that have uh come up
307and uh for every option that you would thumb down there are people that would be supportive of it and would be upset if you didn't at least have the conversation and sometimes I think it's helpful to tell people hey this was brought to the table because it was something that W that uh constituents uh felt was something that was important it was discussed and it was thumbed down so I just think Sophia will be very that's a good point if she want to see that we not that we have to all like make Sophia happy that's not what I'm saying but she's already in this mindset of I give you health insurance what's more can you ask for type mindset I think said all well she said I give you health care but um she
308said it's important to her yeah that we have that everybody hasal yeah yeah but her seen the fact that we're no about the S about trying to reduce the school day well we'll wait and see where we're at with that and you know like we said earlier with her we're going to provide research you know there's as to what we may not even settle on that options so we really don't know at this point what we're going to do we still have them like to add Ariel since it sounds like you feel so strongly one way on that already like do some research and look on your own because we are one of the districts that have one of the longest days FG and all that other J I think it would be a I
309think not necessarily though because quality sometimes is much better than quantity so there I mean when you have longer days sometimes you have kids who have more fatigue you have more issues like there are a lot of things nothing for us to get into now I just I think you need to kind of think of it broadly I also worry that we're creating stories for people before they've had an opportunity to review these options or recommendations should they become that and I worry that we're creating these stories that are talking people out of looking at issues or approving recommendations and we don't have that data to indicate that they would go one way or the other I agree I think we just need to come to the table if this is a big option for
310us I think we need to come to the table with student outcome focused maybe at other schools that follow the same guards just come to the table with all of our data and all of our research behind it we're trying to engage with you in this conversation I would appre I'm distracting her so sorry yeah so when we actually next week I mean our NE not next week um April second is it or fourth our next meeting we will be devoting quite a bit of time to that and if we need to add another meeting we need to add another meeting because like I said we have to add research this time with whatever we decide April 2nd I just want to um throw something out here we you know with the healthc care the
311benefit we never went through um the process for those I'm still going to write that down as a recommendation because we already did the recommendation okay um what I wanted to ask you about is there were two other ones that we never went through the process for so do and I talked to Daniel about this do we want to add them as our options the one about translation pay because the district already I guess is doing that so we will not add that as our recommendation right are you all in agreement and how about the PTO option the PTO option which I I think um Vanessa said they the district was already working on that so that would be something that we really don't need to negotiate yes um so depending on the district and
312like we could include these things as language in our bargaining agreement and it might prove redundant um but I think in an effort like the previous conversation this morning of like showing trust in the school district and not needing to like micromanage things if something is been clearly and publicly like communicated us that it's already being done there's no reason to be redundant includeed in our professional agreement unless we feel like there's a reason to like James has often talked about how he wants to make sure our professional agreement isn't like 100 pages long and that's one way of doing it is not to add redundant redundancies okay last lastly um you have some homework for your next meeting did you notice it on the PowerPoint okay so here's your homework I'd like you to
313bring an artifact for showand tell from your perspective um that from your perspective is represents negotiations okay and it could be in relation to what you offered to negotiations or just the broad topic negotiations so you're going to bring a little artifact to share with each of us so we're going to go round robin everyone's going to share their Show and Tell object any questions about the homework assignment okay and we can handle that right I'll um can you yes Maria will send a reminder okay um a wonderful job today even though we didn't accomplish everything seems like we never do but we really do a great job of accomplishing um what we do get done so I'm proud of that yes I thought so and I really feel that taking the time to hear
314your voices is important to this process even though it does take us a little bit longer but it's important to hear you all so um if you would please fill out your evaluation and leave at your pleasure for