001recording. >> All right, we're good to Do you need a minute, Margaret? >> No. Okay. >> All right. So, then we'll call the meeting to order at 5:31 p.m. the HR November 25 meeting. All right. And do I hear a motion to go into close session? >> So moved. >> Second. Okay. >> All right. And we're going to go into close session at 5:31. Not anymore. >> Not anymore. Yeah. >> Okay. >> And then the employee handbook update. >> So the employee handbook update is just a reworking of the timeline based on the guidance that you had given. So I just wanted to ensure that that was entered into board docs. So, >> it's a 302 agenda item, but it it basically just goes back and reworks the timeline so that the final draft is
002to you by March instead of April. And um so that would be our plan moving forward. >> And may we recognize that this is one of those things that puts extra pressure on you folks. So, thank you. And >> we have a team ready to go to work more or less. Well, they don't know they're the team yet, but they will, >> but they're ready to work. >> They they know the ask is there, >> right? >> Okay. Any questions, guys? >> Nope. Okay, let's move on to the substitute survey. >> So, I had mentioned a couple months ago that we do a periodic substitute survey. Um we we had sent one out for the last couple weeks of October and compared that against this was the first time we'd really use the same survey.
003We periodically done like ad hoc surveys or focus groups or things like that in between 22 23 and 25 26. Well, we sent the survey to 157 people that are listed as active surveys and had 28 respon responses. Um, not the greatest turnout. We'll be working on trying to figure out how we can draw more responses. Uh, the survey was sent to teachers, paraprofessionals, and support staff, which is a small support staff is a small number. um if they're not pair professionals, it's a few clerical employees, a few cleaners, and uh substitute custodians. Um we did see some differences between 2223 and and this year um we had after the first uh 2223 uh survey, we had worked with our building admin team to do a couple things. One was to make sure that we
004were increasing the acknowledgement and the recognition for substitute staff so that they felt like they were like that they were being recognized as an integral part of the team and I I mean the survey is saying that we did better in that area. >> Respect from students was a really huge dissatisfier and and um it turns out that we are making some headway into that. When we had done the 22 23 survey, we had worked with the building administrators of we need to show up a little bit better and in a more intentional way with our substitute staff. So things like access to lesson plans was really emphasized in our cabinet group and our administrator team then took that back and now like the culture has really kind of shifted where they're like >> saying
005to their staff, you have to have substitute plans. You have to have them. it's no longer like kind of sort of you might want to put them together when you have time. So that's become woven into the into the expectations for staff. >> And then we did some other things in terms of working with our clerical and staff and our um building admins and teaching staff too was just to be aware of like does a substitute person coming in know what they know who to go to for help? Do they know where the bathroom is? Do they know when the lunch is? Do you know things like that? So, we um did work with quite intentionally over the last couple years to really do a better job at at really making the substitute staff feel
006valued and respected for the work that they did. So, we've seen some nice increases there. Our satisfaction with pay felt slight fell slightly. if we move the, you know, if we do this CPI, that will bounce us back up into a more competitive area. Um, so that's something that we keep a a constant eye on just to make sure we're not losing ground. And if we felt that we were losing ground in a really noticeable or exceptional way, we would come back around to HR committee and say, "We need to do more than what we've done." Do we hover around the top third percentile as well in >> a little bit below that? >> Okay. But >> so we're at like 140 and 165. One of the things that did help a lot the last
007time we had redone the substitute staff was to add that extra $25 a day for retired teachers. >> Okay. and uh and and so that helped to to kind of hook people back in to the district after they've retired. >> Okay. >> Usually we do get really active participation from our retirees once they meet the waiting period for the WRS and then reactivate. We usually get a few like strong years out of those substitutes that are recently retired. So in terms of comments and suggestions, you know, the themes the themes for this year were uh continuing to stay competitive. We are um looking at one of the things that was identified back in 2223 is still an ongoing areas is development of an onboarding or a training uh experience that is unique to Watertown. So,
008everybody that's a substitute has to go through a a state approved substitute training program. It's a usually a one-day program offered by CISAs. Um, we we need to build on that a little bit more in terms of, okay, here's what it's like. Like, let's take what that training program is and like let's make it unique to Watertown. So that's a a going to be a joint project with teachers, administrators, um something that will be on deck in the near future. I don't have a date a date set for that, but um just doing a little bit better there in terms of our requests in terms of our orientation and our communication with our our subs. Um when we had the 22 23 survey, we also had done some focus groups and people were a little
009bit elevated in terms of their feelings about their experience here. And this survey that we did this year is much more much less elevated from a negative standpoint and more like constructive >> okay >> suggestions and um um recommendations. So, and I did get a couple just emails like in addition to having people comment in the survey, a couple of subs reached out and just said, "Thanks a lot for doing this. This is this is something that just surveying us makes us feel more >> valuable." So, um, so the key takeaways from this work was that they are we have, you know, made some headway in the in the sense of our subs feeling respected and informed. We do need to work on our onboarding and orientation experiences, continue to monitor pay, and just make
010sure that we are really working with all of our building staff in terms of being willing to be strong communicators in a positive way that makes our subs feel welcome and prepared to to be effective in the classroom. So, um these are some of the recommendations that came. Um all of them are valid and um once that there's nothing there's nothing like out of reach for us to to work on in terms of these recommendations to either do better at or to implement new processes that will address some of these recommendations. >> Okay, >> so that was the outcome. This just a nice little chart that basically says the same thing. um just another uh summary sheet of you know some ideas for what we could do. I don't know if there's any specific feedback
011that was in the survey that if any of you had a chance to review it what you thought was like yeah we really got to prioritize that over things like that. Well, I guess my my question was when I went through it was how how well situated are we with our subs? Um, do we have adequate subs to meet the demand? Typically, or >> we have ongoing recruitment and we will take any new sub that comes in and give them that person consideration. We also try really hard if a pair professional is considering leaving, we have a conversation with that pair professional about why are you leaving? Wouldn't you rather transfer into the subpool? because often it's child care responsibilities or other family type responsibilities and we'll just say look we know you can't make
012a a dedicated Monday through Friday commitment right now but why don't you transfer into the subpool that way you can pick the shifts that you are available pick the buildings you want to work at and then that way you still keep your hand in the school district for the time when you are available to work the full you know more hours and that helps and we've had people come back and like kind of go back and forth >> into the sub come back to normal employment. >> Y okay. So I mean that has been an effective strategy to try and retain people at least keep a little bit of a relationship going with them and um usually you know I want to say that probably 75% of the time we are um successful in persuading
013somebody to go the pair of professionals to go into the subpool rather than just outright quit. So okay and I mean that's a valuable resource for us. So that >> well I I think the >> difference between the previous one and this one is remarkable. >> Mhm. Me too. >> Me too. >> I was a little worried because they were some of them at the focus groups. They were a little bit warm the last when they were here for those focus groups in 23. They were >> Yeah. not happy. But they gave us good advice and we followed it. >> They did. Yeah. >> So, you know, >> I think >> it's a tough position. let's be honest. And and you know, so kudos to the district for all the work you've done to >>
014Yeah. >> to make it a better situation for these subs that regardless of the situation they're stepping into. >> Right. >> So that was what I had for the substitute staff survey. >> You guys questions, concerns? Well, if um if I'm subbing and it's an emergency call, you know, kind of late because somebody had to leave and there were no lesson plans. Is there a teacher assigned to create a lesson plan for that sub? >> We have done that for sure at the high school. I know that where we had unexpected absences or an emergency of one kind or another and we have paired that substitute with either an AP or u another team team member on the um >> on on that particular subject team. >> Yeah. >> Um I think coverage at the
015elementary level is much more fluid. They're like they just have >> a much more um interactive day. So they subs aren't aren't as on their own so to speak at the elementary level as they are in the secondary >> because it's grade level >> courage. Yeah. Okay. >> Should be continuity there. >> Yeah. And we try to do everything we can to have everything in order before the sub walks in the door. >> Every once in a while, you know, we can't. it just happens too late and trying to >> Sure. Yeah. >> You know, deal with uh the getting the building ready in the morning, whatever. So, I'm not going to say it doesn't ever happen and our our data shows that there are still people who are like, "Ah, not satisfied yet, >>
016right?" >> But we're way better than we were. I mean, it it so much better. Um a matter of fact, my jaw dropped when uh we were getting information from our subs about that. I'm like, well, no wonder you guys are like dissatisfied trying to work and we're having a hard time finding us, >> right? And that's why we made some cultural changes and we we really addressed it. We really tried hard to >> Well, and from the student side that really helped, you know, the continuity of instruction and things like that. So, less of the >> I mean, you can tell why there wasn't respect for subs too, >> right? I mean, at least >> walking with no lesson plan, no direction, no >> work a miracle. >> What do you do? >> If
017you don't have a lesson plan ready for them, >> well, that that's why I said we do everything we can to do it before they even walk in the door. But if they're in the door, right, and they're going, we have some emergency uh sets of plans that we can say start with this and then we will back to you, you know, as soon as we can. So, you know, um but emergency plans aren't the same as continuity of lesson dayto day that right understand but sometimes every once in a while you just have to throw the emergency lesson plan in there >> and get it going. >> And the other teachers are helpful. They're not going to just let you, you know. >> Yeah. Our teachers are very helpful in that regard. All right.
018So then we'll move on to the 2728 calendar. >> So I' I'd like to throw a conversation starter out there as we're talking about which calendar do we want to start recommending u because you have to recommend a calendar to uh the rest of the school board for their action and we'd like to try to get action on the calendar by the end of December so that we can put it out there for our families. I think there is a lot of um like discussion around the holiday to holiday calendar that's really starting to build but my recommendation is that we we take a breath for another year yet before we implement it. And the reason I say that is it didn't pan out to the large savings that we thought we were going to.
019And if it had the large savings, I'd be like, "Yeah, let's let's do it." like we but because it's not large savings, I'd like to introduce the ability for us to then say to parents, this will come with some savings, but do you do you like that or not or or whatever? Because there are other things we can do to get that level of savings within our other budgetary discussions that we could have. >> And and I'm not saying that's a no. I'm just saying, yeah, I would I'd like to build a year, get feedback from the staff, parents, what do you think about this option >> and flesh it out to that level. Um, but again, it's up to you guys what you want to do. Um, if you're really um really behind it
020and and you just want to move forward without that additional feedback, I'm here to help you move anything forward. I just think that giving one more year as a discussion on that option since it's not going to save us the 1.2 million, but it's going to save us couple hundred,000. Building that in, getting some staff feedback, getting some parental feedback, thinking about what that looks like, taking the runway, um, is different than saving millions. >> Not millions, but a million. I think Dan was gonna say something. Were you gonna say something, Dan? >> Well, yeah, I'm obviously biased in favor of this calendar, but I too was thinking of 1.2 million. Well, that's a no-brainer. >> Yeah, that's I would say a no-brainer if it was that level of savings, >> right? Um, but I
021still like this because as a teacher I I found those first days and those last days were kind of waste of days. I mean it was good to be introduced to new students and whatever. I think this is uh more efficient and um those having an extra week I thought was really good. I mean I I would have liked it. Days off are golden. you know, so in looking at it that way, I'm I'm wondering what the downside is. So, >> well, I'm I I can say from a from my teaching experience, I never had a calendar that was anything other than basically holiday to holiday from my background. So, >> holiday to holiday. What are you talking about? >> Oh, Labor Day to Memorial Day. >> Memorial Day. >> So, that you're done the
022Friday before Memorial Day. I I think I do think there's some wisdom in checking with people to see whether this is something that is a positive in their thinking or adding 15 minutes to the day one end of the other depending on which grade levels we're talking about whether that's problematic. I did talk to a couple people who are non in the non-certified staff category because they were somebody brought up, well, if you lop off seven days of the school year, that's seven days of pay for them. >> And both of them basically said, I don't care, I'll take the days. You know, they they were really jealous and zealous for those additional seven days that they had there in early June. Um, so but but I do I do think that there might be
023some wisdom rather than preemptively doing this without a lot of input from some of the key people might. >> So one of the one of the pieces of feedback that I'm worried about is the parent who comes to me and says, "Well, that's fine, but now I've got to get another week and a half of child care." >> Yeah. like I don't know where I'm going to find it and how it's going to fit into my budget. >> Whereas if I'm a child care provider, I'm like great, I get another week and a half to charge people, right? And I can have it here. >> Um, and we don't have another answer to that because it might be as simple as me saying, well, shoot, we can run summer school for an extra week. I
024I I don't know, but we haven't had those full conversations yet to be able to say no. But if you say we do, I've got a year to plan that because it's not next year's calendar. It's like, so again, it's what you guys want to decide. I'm just putting something out there that we haven't discussed in the conversation yet, which is when would we want to think about implementing this? Is this really for our next calendar or is this something that we're starting to key up and we just need to do a little bit more feedback on? It's up to you where you guys feel comfortable. >> Correct me if I'm wrong, but we surveyed the teachers and one of the options we offered was a 4 day week and they didn't like it. Wasn't
025that correct? >> Well, the 4 day week came with some other um um conditions, >> some hang-ups, Dan. >> Okay. There were some other hang-ups in it, right? >> And and that's also where I'm like, I don't know that we have all of the hang-ups >> because I don't know how much we've put this up to staff. We've talked about it here at this level, but I don't know. Usually, you have a calendar committee and you've talked it through with staff. >> I have not talked this one through with staff, >> right, >> at this point. >> Yeah. Well, I think it's worth talking through with stack to see um just to see where our blind spots might be. So, you know, >> I mean, it typically if this were more of a traditional model
026or where it's just a little tweaking of this PD day or that, we would have already had the the staff engaged. But if the decision was going to be made based on a fiscal item, do you know like the decision was going to be this is strictly fiscal. >> We didn't want to start having conversations with the staff because that that might have been perceived as like not being genuine because it we really intended a fiscal board decision. It wouldn't have been >> hey we've got this idea. What are your thoughts? >> Right? And I think we moved away from fiscal decision to it's kind of a nice idea, >> right? >> Well, then are we going to go into the let's get some more thoughts around it or are we just going to go
027with we want to keep doing this and it's a board directed decision. And then the other thing was was that I mean the last time when we started this cycle of calendar planning getting com community andor parent in input into potential models was like we relied heavily on that for this the model that the calendar we have this year and and the one that is proposed for 2627 because that that would had been a gap in like our communications we have not >> it's accepted for 26 27 >> right but but so we um we had not been consulting with parent groups a lot in terms of what they wanted out of out of calendar groups. So this like we're just moving into now these calendar this calendar model this year where it's really it
028was driven primarily by uh parent involvement and preferences over other stakeholders. So I mean and this like the shortened calendar we haven't had any parent contact either. Again, going back to if it's going to be strictly financial, then we're we're not going to open up a conversation where and have people feel like we're not being >> where that's determining. >> Right. Right. >> I I did have one question about some of the information we got because the cost per day, the attachment that came in >> was exactly the same as the one that we had last time and we had asked for some more information. So, I don't know. Yes. The the only thing that Sarah didn't have to that point >> was food service because it was out of a different fund, right? >>
029But I believe >> was $800 a day. >> It's $800 a day. Okay. Because I was say I believe Margaret brought that for today. >> Oh, thank you. Thank you. Right. So, I knew it was going to times that by six or seven days that you would save and that's that's the add-on to the rest of what you have. >> Yeah. No, I knew that it wouldn't decrease. >> We only save $800 a day when we feed 2,300 students. >> $800 a day more. >> Then because remember, you have the other costing that you you'll add that to because that was the only thing that Sarah said wasn't in the costing, which was food service. and she gave a daily costing for food service >> because the because the cost of are offset by revenue.
030>> Oh, right. I'm going to have less revenue. >> Correct. So, so they don't it's not like the fun. >> Okay. Because they have like the correct car or whatever. So, well, and just the regular daily >> that reimbursement >> from either the parent or the government, you're you're you serve fewer lunches, you get less revenue. >> Offset that by fewer >> Okay. >> employees, then that is only $800 a day. >> See how that could happen? >> Yeah. Okay. Thank you. >> Which is why she didn't cost it into the first place because she was like, "It's such a nominal thing and it's on a different fund." >> But for us, want the information there. It is >> but for us noviceses that explanation is helpful. >> Question. >> For us noviceses that don't.
031>> Yes. >> Question. When did they go to this the this new system now? Because when I went to school it was always from September to May. Um well when did the uh it was uh >> and why >> 2011 >> was the September one start date >> was September one start date and it was legislation >> that was legislatively mandated >> right that was legislatively mandated it was from the tourist industry right >> they were trying to support this tourist industry by starting after Labor Day >> uh and that started pushing things into past Memorial Day >> um but that's basically what >> and then historically there's been I mean We we have past boards have made the decision to exceed the number of minimum days that are required by the state. >> What
032is what is the minimum now? 180. >> Well, it's not days, it's minutes. >> It's minutes. >> Oh, it's minutes. >> Yeah. >> 12 minutes of instruction for the year. >> So, we have our sort of number of days. You can just add more minutes to the day, >> right? Yeah. We have 191 days and it's not like that's on the higher end of contract days like you'll find other. >> So that means the children are in school for 191 191 days. >> No, they're in school 176 days. So that all of the the decisions that have been used that are built on a number of historical board decisions is a 191day contract which is language in their you know individual contracts that includes 176 days of of student contact. It includes a couple days
033of parent teacher conferences, six days of professional development, and a couple other >> but but to your your question about when 20 years went ago when I was on this board, >> I remember going to graduation in June, the first Saturday in June and handing out diplomas. >> Um it even 20 years ago, it was still in June. So, but I think back then back then we're I don't think we were doing minutes. I think we were actually doing days 180 student contact days. >> It had to be 180 student contact. >> The minute thing is fairly new. So fairly new. >> I'm off for making it days longer. >> Sure. Everybody will love you for that, Carl. >> Pardon? >> Sure. Everybody will love you for that, Carl. >> So where are we on
034this? >> I don't know. Where are we on it? Yeah, I put out something for you to think about. I don't know. >> I think we should think about that. I really do because of uh the parents with their children. >> Yeah. >> I think there's a lot of >> and and that I don't think that's the only obstacle you're going to meet. >> Well, well, I don't know that at the end I would say no to it, you know, if we came up to making a decision about it. But I do think there's wisdom in getting more information on it. But I think one of the things that Craig said at the last meeting was a good reminder. If if we just take the bottom line on the chart that we've got here and
035you multiply it by five, >> that does become a big number. >> It becomes a big number, >> right? >> And and so if it accumulates there, you know, um there's some merit to to thinking about it financially, but I do think we need a little more. Well, that's why I said um I said we would cut 1.5 out of the budget over three years, but getting most of it in year one, >> you get that year-over-year savings. >> Yeah. >> Uh that you wouldn't get if you saved it to the year three, right? Uh and so there is some fiscalness at play with this calendar. My question is, is it enough to say we like that enough that we're going to move without further input or do you want to stop uh you know
036the tracks just a little bit, gather input and in doing so you do risk a year of savings, right? Um a a year where you could have implemented that a year sooner. My my I'm just wondering what you guys want. I I hate to put out something um without having a discussion around do we want that. Also, our policy does say that we gather parent input on the calendar. >> We haven't we haven't done that around this calendar and if you want that we because the policy says so we basically got to do that in the next 30 days here so you can finalize the calendar in December. Well, just out of curiosity, I don't understand why administration didn't go to the parents when this whole process started. Even if we were making a fiscal
037decision, if our policy clearly states we would get parent input >> because again, we want to understand what what is it that you're really looking at? What is it that you want to put in place? Right? Before we do that and entertain that and are able to answer the questions, we needed that input. We're here today to say, is this what it would finally look like? And if so, if you want to implement it by next year, we need to take the next step, which is to get the feedback from the parents on that. And that's all I'm saying is we we would need to do that. >> Go ahead. I >> I'm prepared to go with this now. But the fact that it is policy, I think we should follow that our policy that
038we made. >> So >> seeking parental input. >> Yeah. >> And I I don't think it has to stop with parents. I think we need to find out what teachers and staff are thinking about it. It doesn't mean that we necessarily end up reflecting that that may or it'll it'll but no matter what we learn it will weigh into our decision. Let's put it that way >> because I I will I will say this like we can do the holidayto holiday contract our our calendar right but there are some still some choices within that for instance if people um don't like this year because this is the first year that we've not done a full week at Thanksgiving. They thought, well, let's cancel the full week at Thanksgiving because we're getting out in June and
039that buys us two days. But if I tell them, you can do the holiday to holiday, bring back those two days and still get your full week at Thanksgiving by adding just three more minutes to the days that we're going to have. If we're already adding 15, why don't we add 18 and have a nice decent break at Thanksgiving? Again, that's a whole another conversation that has not been had with staff. hasn't gone talked through or one to give out to parents as a choice. And I'm not saying you have to have everything done, right? We we can we can put this in place as it is here and as it looks, right? Uh we get some feedback from parents saying uh which calendar you like better, this one or this one? These are the
040two that the board are putting forward for you to recommend. Take our stake in it. Make your decision after you get the feedback. We can easily do that and then work on what does a change to that one look like the next year. Right? I just want to know where you are and this is the first time for many of you going through the process. Just wanted to put it on the table and say where are you with it because it was mainly a a very fiscal decision. It started with uh let's get some feedback on it and then from there it went like we really like this even if we don't change. Well, you guys are the only people on that conversation so far because it was really a fiscal discussion. >> But it
041wasn't because Margaret and I discussed this more than 60 days ago and she said she was getting a team of people together to discuss the calendars and now it's come to the point where we need to make a decision and the steps that administration needed to take to make sure that we were in line with our policy. we can't move forward because those steps were not taken and there was no clarity given to the committee that that was halted. >> Okay. >> That it was just a discussion days yet to do that. Right. We we have another HR committee meeting to review that and uh a board meeting in December. That's her aim or her goal. My understanding was that this process was supposed to start 60 days ago with getting all the other stakeholders
042involved. That was my understanding of this entire process. Oh, I think >> I I think what I'm saying is I don't know that as administration we had a clear enough idea of what your end product you were aiming at or getting to until like I still I still don't know is this what you want for a H to H. That's what we're here to discuss today. And then I wanted to layer in, do you want more feedback before we bring something to the board as a resolution? What kind of feedback do you want? That's my question today. That's what I'm asking. I'm on the record for saying I think we should get more information um certainly from parents to comply with policy. Well, the parents who haven't uh filled out a survey yet, you know,
043they have a option to write it in too. I mean, there's it'd be nice if they took that option. >> What's the savings? >> The savings is right now we'll say 155 300 a year. >> 300,000? >> No, 155 a year. So $300,000 every two years is a savings. So over five years, it's roughly a million dollar saving for the district. >> And what calendar are we looking at? >> The holiday to holiday calendar where we would start after >> for which which school year? >> Uh starting next year. >> Yeah. I'm sorry. 2728. >> So take us six years to be just shy of a million dollar savings. Well, for saving money, >> the problem is we can't make the decision right now without more input because our policy says that we would get
044more input before changing the calendar, Carl. So, we can't make that decision today anyways. You can't make the decision today one or the other. >> We can make it in the the next meeting though, right? Yes. >> Yes. Once the district has time to get input, >> then let's get let's get the input and let's Okay. So, as as we're getting more input and is the goal still remains this December that you you want us to to look at that. My question is are these two as drafted as you see them? what we want to put forward to our staff and community to get feedback on for December. Are there any other tweaks or changes that you can think of that you would be open to before we put it out? Because what we're going
045to put out to staff and community is we have two calendars that our our our board has our HR committee has developed for you to look at. Which one do you prefer? And then we'll follow up with what things do you like about the one you prefer? Is there other things that you'd like us to consider? >> Well, and see, that's where I think we could get the feedback unsolicited uh or unspecified about adding three more minutes to the day in order to buy back the two days for the week of Thanksgiving. I mean, somebody's going to say that. somebody's gonna say, "Oh, how can we get back, you know, the full week at Thanksgiving rather than just Wednesday through Friday?" >> Right. >> So, I I'm fine with the two options we have. I
046I thought there was a typo on one of them. >> You know, part of the reasoning to give that whole week of Thanksgiving was for deer hunters. We don't have as many kids leaving the classroom to hunt the whole week as we used to. So, I don't know if that's as strong a point as it used to be. >> Well, I'll tell you where I think it makes a difference. I think it makes a difference for parents and staff who need to travel. Um, Wednesday is a horrible day to travel before Thanksgiving as I don't know if you guys had to do it. I had to do it for many years. And um if you can leave on Monday or Sunday or the Friday before Thanksgiving because you're not going to be around at all
047for school for the following week, um you stay ahead of the you stay ahead of that. >> That is a good point. >> And and the and the other thing I'll tell you is, you know, I'm now I'm looking at it from a staff perspective. I I go to um because we get Wednesday, Thursday, and Friday off, right? >> Okay. So it's not quite so critical. >> That's in the traditional model. >> Okay. So I but I've been at schools where we didn't get seems to me we didn't get Wednesday off and I had to travel and figure dinner out and all the rest of it. So um I understand the deer thing but I think it's more a travel thing for most people. >> Yeah, you're probably right. But I thought I had seen
048something in here in the holiday to holiday one that um there was something um May 29th. >> Oh, Margaret, look at see where it says down in the I'm looking down in the legend thing. >> See where it says graduation June 6th? Oh, yeah. I think it should be the 26th or the 27th >> rather be the 27th. >> Sorry about that. >> I think that was the only thing that I saw that you're working with this many dates. >> Mhm. >> Anything else that we would want to put out? Do you guys want to put out the age to age that has the full week or that has the uh the shortened week at Thanksgiving? >> I keep it I keep it shortened for now to see if parents respond to it. >> I
049mean, I've gotten informal feedback. Most people, you know, they recognize, okay, that's what we're doing, but boy, I sure miss money and Tucy, you know. It wasn't wasn't a huge thing, but it was Yeah. You know, I'd be on the road to Ohio a lot sooner. You know, >> anything else that you guys can think of or that you would want to change to either one of these two before we put them out to staff and parents? A question for Margaret on that on the I think I understand what we did here on this H2 calendar on that detail right under this is just explaining what we used to have right the traditional >> right this is that so this was the draft that I worked with the um a team of building administrators on
050>> which was just to put this forward like when the request first came and said we want to go holiday to holiday >> then I worked this was a draft that came out from that team's work which was we just kept the traditional stuff so that we could see what changes >> and then over on the right it has the list of changes in terms of like the the school day starts and how much time would need to be added and whether we kept early release or What happens to PD versus work days? >> But it would change our our contract dates, right? I mean paid contract days, how many >> it will change the paid contract days. So we would go through that contracting process and hopefully everybody will sign. It won't be a
051big deal. But we if somebody bought and said, "No, I'd rather work 120 91 days." They don't sign them. We need to issue 91. >> But we wouldn't need to do that for next year. The calendar is in place for next year. We would have to change the contracts for the year after that. >> No. And I get that. I was talking about perception of people looking at this. Is there is that exact data? >> This is not this version is not the version that we would release. This is this is >> this is for us to understand. This is what you want. >> Right. It because that's the information for you to see what changes. >> Right. Again, we can, like I said, if there were, let's say you didn't want to add two
052days uh at Thanksgiving, but you look at it and you go, geez, that's not a lot of I mean, they're going to go from January to March basically without a day. You want to add one in. We'll figure out how many minutes that adds to, but it's it's minimal in the amount of minutes it adds to add one day or two days. >> Yeah. No, I get it. So that's why I wanted to say is this is this what you want right and if it is then we will clean it up we will put it out and get feedback from families and you know we'll tell them here's what changed in the H2H versus the traditional right please tell us which one's your feedback is there any other feedback you'd like to give us on
053the either calendar >> because going from January to whenever spring break is is just typical I mean that's not that's nothing new No, there's not a lot of days between January and March usually. >> Well, that's what I mean. Occasionally there's >> because I don't think we do MLK day. We don't observe that. >> No, but there is a there is a date in there and sometimes it falls on MLK day, >> the work day usually, >> but it we don't we don't target MLK day. It sometimes falls on that day. >> Okay. January 17th. That's what I'm looking at. That would be one of those, >> right? >> So, that's a work date. >> Okay. Holiday. No. >> And I don't know what MLK day is on in January, but >> Okay, I got
054it. >> Yep. I'm good. >> I I think Yeah, I think we're good with the calendar and with the survey, >> right? >> Mhm. >> Carl. Yep. >> Yep. >> We're ready to move on, guys. >> Yeah. >> All right. future meeting planning. >> So I think just that thing in May, right, that was discussed in the close session. >> So I mean I'll put that on for May. Um >> what's the May thing? >> It was a close session. >> Okay. >> Um so for next month we I had a placeholder for admin benefits. It doesn't sound like we'll need that, but we will add calendar back in. >> Okay. >> And I don't know. Do you want to go through action? We're not at action. >> Um I don't think we are yet,
055right? We're at just the future. >> So So next month is relatively light. It usually is in in December. We have um the consent agenda which um and then we'll put the results from the calendar feedback effort and just start talking about that's a tenative a staffing plan timeline for what to do >> for the upcoming year. >> Okay. >> Um that's that's tenative. And um I do know that it looks like there was another meeting that was we were trying to get scheduled. >> Yes. I I don't know if Sam and um Sarah touched base yet. Uh so I'm not sure what the policy meeting looks like. So once I know what that looks like, we're going to add a planning committee so that we can bring in um communication quotes, but we're waiting
056to see if HR is lighter than policy of the two so we can tell Lynn which day to schedule the planning meeting because that's going to be >> Sam will be working with me. >> Oh, okay. I thought it was moving. I I said policy is gonna go to Sarah after December. >> Oh, after December. Okay. >> Because uh I'm the one who's worked with Scott Brown on on this set. >> Okay. >> Of changes. >> Okay. >> Right. So I know what's on the docket and what'sever >> the next set of changes comes in April. >> Okay. >> And what Sarah will be working on is >> um like next steps on our administrative guidelines and like >> that will happen starting in January. It'll be an easier break for her and I. Okay.
057>> Okay. Well, then I guess Sam and Jared need to get back to me on what the schedule's going to look like so we know where it's going to be. >> The only other question with that is will that be a five o'clock start date or start time instead of 5:30 which is sometimes when backtoback meetings get scheduled. >> Um I'm not I am fine with making that adjustment if it needs to happen. Like honestly I'm as long as it's after 4:30 I'm good. You'll let you'll work with >> Yeah. Sam with >> Lyn and usually usually we've had like um a separate meeting to talk about uh admin and admin evaluation. >> I think we should propose that for a close session at the end of our regular board meeting because it was scheduled
058uh like my next discussion was scheduled for December 10th, right? Um, and now we're looking at doing all sorts of other things on December 10th. So, let's take that piece, my next discussion uh and uh evaluation pieces of the admin team. Let's put it on to the close session of uh um December. Just like we're putting the the next step uh of my goals at the end of >> Okay. this month or Okay. So like there's some parody there and >> it it's taken care of. We don't have to find another >> date. >> Yes. >> You know like I mean because December always gets crunched. >> Yes. I'm com I'm completely okay with that. I'm just waiting for Margaret to get some writing. I didn't know >> about my Okay. >> Okay. >> So,
059we're good. We're good with the future meeting planning. Then we can move on. All right. So, October action item summary. So that was just a list of action items from last month, all of which were completed. >> Um, >> yeah. >> And then November action items. >> So, so far I have the um benefits concept to legal and to WA for review and refinement. >> Um, and then to the board on Monday at November 17th. >> Okay. I have the um uh resolutions for CPI to go forward plus a step increase, a onestep increase for support staff. >> Okay. >> Um and then um the calendar survey to get collect more data from parents and other stakeholders and bring that back in December. >> And do you have the CPI increase for admin? Is >>
060I have that. Okay. And I think that's it. Anybody else? Did we miss anything for the next steps? Okay. Nothing I saw. >> All right. So, our next meeting is Monday, December 8th at 5 or 5:30. You guys will >> let us let us know. >> Yes. >> And um we'll call the meeting at 8:06 p.m. >> Sorry, Jared. It's after 7:15 kickoff. >> Yeah. Well, >> yeah. I don't even want to know how far down we already are.