001um is going to be a little bit late and board member bait also let us know that he will not be attending the study session but will be attending virtually um due to personal reasons um so we won't get started appreciate the opportunity to be here tonight uh or this afternoon at least Ellen and I have been asked to talk about title one school resource allocation and teacher salaries uh previously I had sent board members uh some additional information regarding this topic so we're going to go over a brief overview of that information along with a few additional details. But what we're going to cover from requested information is an overview of uh relevant research as well as comparison data to other districts in the nearby vicinity as well as what their current allocations look
002like processes and procedures that we have going on here in Salt Lake. In terms of the research, research on the topic is greatly mixed. Um the study I have, you know, an image of before you about an effective teacher retention bonuses, um as well as a companion project, research project in Dallas Independent School District. both show that a $5,000 bonus that was given to highly effective teachers did help to retain teachers into those schools uh in particular those title one schools. Challenges with uh that were recognized in both of those studies had to do with ongoing funding availability and the educator evaluation systems themselves on how you identify who the effective teachers are. And what the impact was is really they found that it only impacted the core assessed teachers. And so there was uh
003mixed data in relation to anybody who was not teaching in a core assessed area such as PE or in arts or anything outside of language arts, math, and science. And so the research results were were inconclusive in those other areas. But it did show that with a significant bonus of $5,000 or more, they did have improved retention for the the short term of this that study. There's another uh research article we made available about teacher transfer incentives. Um this one is very similar to what the state legislature done last year in approving a um pilot program about teacher teacher merit pay excuse me thank you Dr. for helping out on that teacher Maripe. And what this research project showed was that the this this particular research article span 10 different districts in seven different states.
004And what they were aiming to do was identify who the highest performing teachers were that were able to raise student achievement and be considered value added. And those teachers were offered $20,000 to move to a title one school. And so what the research results showed was that um over the course of the two-year pilot, it did in fact attract teachers into those schools and it did have a positive impact on both math and reading scores in elementary. They did not see any impact in student performance in the middle school. Um but for the time being that this large stipen of $20,000 to move into those schools, it did make they did have not noticeable movement and noticeable retention. I would question however um any retention span that just looks at a two-year span. And so
005there's there's question there that like obviously $20,000 is going to raise some eyebrows and get some attention, but the ongoing challenge is where does the funding come from? if you're going to be able to be sustainable in a a project of that scale. Other research that we looked at, um, this one that's pictured here as well as another one from Denver public schools that were very similar in scope. They showed that by providing higher salaries to teachers in title one schools also had a positive impact on teacher retention. They were really specifically looking at what it would take to retain teachers. you're independent of whether or not they were looking specifically at student growth or the teachers individual effectiveness through a performance metric of any kind of that sort. So what they those two studies
006showed was that through having higher salaries they did see a 12% increase in their teacher retention at those schools. Um, in comparison to what our neighboring districts are doing around the state, or at least in the Wasatch front here, we've found that Granite School District as well as Jordan School District do both provide an additional salary for teachers specifically working in title one schools. As you can see, Granite School District provides a $1,000 stipen. Jordan school, actually the $1,000 annual statement is part of their salary schedule. The difference in Jordan School District is that Jordan School District provides two $750 stipens that are not included on their salary schedule, but included as an additional um it's a two-time bonus throughout the year in two $750 increments. Uh but our neighbors and Canyons Murray and Davis
007all said that they do not have any kind of differentiated pay for teachers entitlement schools. Uh my colleague in Murray did uh confess that they had done so in Murray a few years back and said that they ran into several problems and pulled that back and just no longer do it. So he didn't elaborate much on what the problems were other than there created a division amongst their ESP their essential school personnel staff and the teaching staff of the schools where teachers were eligible for these statements but anybody else was not and created a large division and that was part of the rational way back that incentive. I also want to highlight on some things that uh are happening nationally to help educators in high poverty schools or in title one schools. Um this is
008something I deal with on a daily basis signing public service loan forgiveness or teacher loan forgiveness verifications. So teachers previously before this was expanded in the last five years you had to teach in a title one school teach a high needs high needs and I'm putting that in quotation marks subject area of math science or special education you're eligible for up to $5,000 loan forgiveness about five years ago that all changed and now teachers are eligible for $1,500 upgrade. So, a substantial increase to that. Um, which is a good incentive for teachers to work in title one schools. This money is available for anybody working title one school. Um, and so if you have federal student loans, they can be forgiven. And so, like I said, these cross my desk almost every single day of
009the year, which is a great program that many of our employees here in So City School District are taking advantage of this. It is attracting both new career educators as well as career educators who are going back for additional additional hiring degrees. So, masters or doctorate degrees, the loan forgiveness for both. Another uh program I want to point out that we're doing here in house is our peer assistance and review program. This is local to Salt Lake City School District. And back in 2013, the board was gracious enough to fully fund this program where we had five consulting teachers whose full-time job it is is to go out and mentor and support brand new educators. I bring this up because with the advent of our peer assistance group program, one metric that we like to
010look at in terms of what the program's success is uh our teacher retention in the first five years of the program, we were able to be above the state average and five-year teacher retention rate by 23%. Since CO has happened, those numbers are really difficult to measure anymore, so I don't have firm data on that. But for the first eight years of the program, we move the state average fiveyear teacher retention rate by 23% is pretty significant to keep going. So we do have good things happening that are helping with retention in our title one schools um which I would like to say is also helping with retention in all of our schools. So we have some good programs that are in place. Could things get better? Certainly they can. But there there are positive
011things happening here right there. talk in our fair city. So, I want to turn this over to explain a little bit of how current title one. So, since we're talking title one schools, I just threw up here. Here's the actual grants for current year for our title one schools. The actual title one money and you see I I've listed how our title one schools, this is just for our title one elementary schools are using their title one funds. See, they're all using it for teachers. I think they're using it to lower class sizes at additional FTE to help bring those class sizes down. Uh in addition, you see Edison pay for behavior specialists. Um and then a good chunk of them also hire pair professionals with their title one money. So this slide is simply
012to show how our school is using their title one funds. In addition, if you remember back from our discussion of school allocations, we also allocate additional property tax revenue and at risk money to um title one schools. based on English language learner and free and reduced lunch counts. Um because those um monies are just kind of mixed with other allocations, it's not as easy for me to say how are they spending it. So I don't have a slide to show that because it's just all mixed in. Uh if you remember from that presentation, next year we will be breaking out the atrisisk funding from the regular just so we will be able to monitor exactly how they're using that. But those are additional resources we're also sending out to our title one schools. Next question.
013Yeah. Do they have an additional counselor? Yes. So they they said with our title one money, we want more counselors. So we're going to fund the probably a five years a shared aale. So each of the two schools that what's out here. That's correct. Logan, um I guess going back, um the assistance and review, are those only allocated title one schools? No, that's for any teacher who's new to the profession. So, you've only got five? That's correct. And how many new teachers do we have roughly? Anywhere the this year has been probably our lowest number. about 35, but it ranges anywhere from 35 to 65. And I'm talking brand new teachers. So, we hire on average 150 to 180 teachers into the district, but most of the teachers that we hire are coming with career
014experience. Pure assistance review educator part of the model is specifically for people who are brand new to teaching. Never never taugh before either through or associate licensed or straight out of college through a traditional teaching program and the question I have on the top of my head that's for that many new individuals and then presume there's in building support as well but has there been any kind of analysis on uh as these people are spread to them? No, actually I feel that we're adequately staffed for for PAR. I've been over this program since it inception and so I think that PAR is currently sufficiently staffed. Cool. All right. So, I just threw up some cost estimates on, you know, if you were to do a differentiated pay for various different scenarios and estimated how that
015much how that would cost. uh let's say you extended the the teaching day by 30 extra minutes. Um and again this is taking the the title ones teachers that are in those schools right now. Um so the total cost of that would be just over $2 million. Um if the option was pay them for an additional day. Uh so one additional day is $178,000 and then looking at maybe it's four additional days. So then the next line's just that times four. uh if you paid him a $1,000 stipen, $374,000. If it was a $5,000 stipen, $1.8 million, and a10,000, you know, just keep ramping that up because at what point does an additional stipen actually change behavior. I don't know that $1,000 um keeps people in title one school if they don't want to be
016in title one school. $10,000 might change behavior, but you can see that's $3.7 million that would be invested in that type of program. So, you know, as we have these discussions, it's like those are kind of some estimated costs and it's like, is that where we want to spend our money or is there different ways to add additional supports to our title one schools instead of of this model? So, any questions on this? Yes. Hi, sorry I was late. Are there 37 title one school teachers or no I'm trying to do that math. How many title one school teachers do they have? I didn't count them. I just I mean I know I just didn't count them for this. I just downloaded all the teachers in title one schools and took what their actual current
017salary was and then use that to develop these numbers. Oh, so this isn't what it cost for district. Yes, this is Oh, it is. Okay. We gave teachers $10,000 and that additional cost is 33 million. Sorry, I'm trying to Isn't that funny? Um, in my head uh anyway, you could break that. I mean, I've got the calculations on other sheet. I just Okay. looking at the math in that way about 36 teachers but more specifically based on some teachers are test everybody I think it's helpful to think about too what we're trying what you would try to accomplish by differentiating pay. So, one thing that I think Grant has done with just a thousand dollars, it's not going to change any behaviors. It's just a way of recognizing this job has complications that other schools
018don't and we're going to recognize you as a teacher or an administrator in that role. So, there is the idea that it's just a recognition of a different kind of role, maybe extra work that might be associated with that role. So there's that's one way to think about why you'd want to differentiate. The other ways we have up here are to think about is there additional training that you'd want to provide in title one schools and that would be a way as well to bump up salary by paying for additional days. Another idea is to say um as many schools have said there's not enough time in the day to teach all that needs to be taught in a title one school. It's one of the reasons arts get squeezed, right? Is there just other
019pressures on the school day that way? And one of our challenges was fitting in a full arts program or as much as we'd like is the day. So if you extended the day, does it give you additional time to to not we it gives you additional instructional time so you wouldn't be squeezing out other programs or limiting them in some ways. So that's why we wanted to lay out these different ways of thinking about increasing title one salary. So in ways it depends what the board would want to accomplish with something like this in doing that. [Music] Are we moving on to other ways to staff? I don't hear many asks for differentiated pay but I hear a lot of asks for more people. So this is actually our last slide. Now talk amongst yourselves.
020So really it's you know we kind of saw some models and some costs as we look at supports for title one schools. Now I think it's you know opened for discussion of let's talk about what we what we've heard what we may think what we may want to further research. So my question would be you're talking finance about the amount it would cost to make a uniform title one staffing. So more pairs for example or not just more Paris but let's say the pairs you have could be fulltime and those costs were estimated but how do you compare what we estimate in finance committee with this 3.7 there's one bucket of money that's that amount what could that cover well so an average teacher salary is it's going to be in the low 80s plus
021benefits you know you're looking 10ish thousand for someone on the teacher salary schedule uh parro full-time I mean if they took family benefits the benefits alone are $20,000 and then salary for a parro is going to be another 20 to $30,000 um so just for comparison and you know is it is it more parros is it other sorts of you know a behavioral interventionist or you know what what does that look like yeah Have has anybody asked the title one schools what their current um needs are or what they would what would make a positive impact? Bryce first brought this. Yeah. Yeah. Absolutely. Thank you. Um, one of the things I was going to say, and I know um, I don't think everyone got the message, um, but we're going to actually have another study
022session next month talks a little bit more about these additional resources. Um, this topic came up because I actually did visit with the teachers um at Rose Park and they brought these things forward and I don't want to speak for you but if I remember correctly we talked a lot more about resources staffing as opposed to um in addition or sorry not in addition um in favor um as opposed to like differential. So I think this is a good like thing to talk about as an option but I think in the conversations that we had it was more about staffing as opposed to and resources opposed to so that's kind of what we're here and I think what we want to do you know talk about it develop it discuss it end of the day
023determine if there's something we want to do what that cost is and then as we look to develop those revenue sources to to do that you know is that where we put current revenue sources and remove the resources from somewhere or through tax increases uh enhance our revenue sources to address those. Sure. And the um one other thing I wanted to mention as well is um one of the requests I put in which my understanding is we'll talk about more in April is uh talking a little bit more about the former family school collaboration specialists and whether something like that would make sense to bring back or not. And I have heard from some teachers at Glendel Middle School that they would appreciate um pay, you know, additional pay for to to help keep them
024there and help keep them mo I mean just they they said they would appreciate that. So, um I didn't have a conversation with them though. They just asked about specifically about the highly um high performance. What is the incentive? Performing teacher in high poverty schools. Yes. It's a through from the state. So that's a program where um the high performing teachers in a in let's say a title one school um it's a state matching grant. So they provide certain amount of money and then the district has to kick in the balance of that those funds that we currently and historically have not participated in that program being largely due to the matching requirements. The thing that keeps circling around in my head is basically putting together a survey that goes out to all the title
025one schools. What's working well? What's not working well? what what would they feel would make a difference on being able to provide what they need for the students and have the teachers feel supported so that they're not having turnover. Um but basically starting there like get the feedback from the stakeholders directly so that we can see what that data is bringing in versus us with the board. I think we have some of that because we know what they're spending their title one money on and we know what there's dem more demand for and I feel like I am aware of this to some extent because both my kids have attended title one elementary schools and it it is kind of the same things that come up again and again. I did pull up the number
026that you had estimated Alan about what it would cost to make more standardized staffing for title one and it was 3.6 million. So, it's about equivalent to what this cost is, which is kind of interesting. And that came out to 210,000 per impacted school. Um, what did you do you want to share like as a front load like what you thought that standardized staffing might include to see if it aligns with what people were hearing or is that too much? I'm having a hard time remembering that conversation because I think what happened like if you go back to the slide that's what people spend their title one money on now. I think you can see there's it's not like a huge amount of things. Um but the other elephant in the room we're not discussing
027is what happens with title one money period right because it's been going down every year. Um well we had the co bump and now we're kind of going back to pre-COVID numbers. Um, so I mean if we look at what we would want to stabilize, it also has to be considered that it could be floating the status quo because title one is not a guarantee, right? It's less of a guarantee than ever before. So not only was the guarantee already going down, the floor is zero. And so this is the amount we're spending now. So the total of this is like do you know the sum between I mean so And this is this year, so next year it's it's decreasing by several hundred,000 our total total title one grant. So perhaps it's fourish. I
028I think our grants four or five million for this year. I can't remember the exact number. So perhaps one thing we need to consider is how if there was a need for say 3.6 to 3.7 million. One example of how use is differential pay. It doesn't sound like there's a huge appetite for that. Although maybe there is some. It does sound like there's a big appetite for staff. We also know this could be going down. They need to somehow become balanced, right? Not not lose ground. Yeah. Exactly. And so I think my my original point is I think we know some of what people want because we know where they're choosing to prioritize the spending now, but the the idea is it's just not enough of X. So it's not enough of behavior support. it's
029not enough of uh PAR educators or those PAR educators don't make enough to stay. So you see massive churn of Paris rather than a full-time person who's more likely to stay. So I think we we do know the basic categories that people want to cover uh we just aren't necessarily covering but what we don't know is what they they're not tapping into because they don't have the resources. Does that make sense? Well, and that's the key to any discussion. Resources are limited and so I think is have this discussion determined and then look at look at what the requests are or and then compare it to what are the needs across the district. What are our available resources um and then determine where the priorities are. Yeah. One of the things I was Amanda actually
030mentioned is I think you know I've talked to a dozen teachers at one school. I think some sort of survey or assessment to kind of see where things are at or what folks thoughts are is a is a good first step. Um I just see that we have representatives of SEIA here and I know they talk to teachers. Um so they could we ask them to give their feedback. [Music] Thanks for the invitation to be here. Um, I do think getting input from educators is going to be important, right? You're going to have different needs at different schools. And I agree, we see what a lot of them are utilizing, but because resources are limited, they often times don't do that because we're focusing on these. But if there were resources, I think parents, we
031hear that a lot. They need additional people in buildings, right? And so I do think that's a great first step is getting feedback from people who are most directly impacted by that and then having those conversations. But I definitely think, you know, we we do hear about differential pity a little bit, but by far and large, it's really about we need more people in buildings. We need more, you know, administrators in our buildings more. We need more parents in our buildings. We need more teachers in our buildings. Those kind of things. Hi everyone. I can just speak as a title one teacher at Glendel Middle and I've been there for 10 years. I am more along the lines with Rose Park in that I just want to protect our planning time and the resources that
032we need for our students. We have so many ELD1 newcomers. We have so many refugees, students, and others um with trauma and generational poverty and gang violence and folks that are incarcerated and the undocumented. And I believe that if we had the mental health um supports for that, I would also say and I and I don't know how the funding works with a nurse. I mean, I just see how much time the front office and even I um as a health teacher and like first responder, how much time we spend on that. Um so for me and and I've only heard from two teachers at Glendel and I've asked about the differential pay. I know one science teacher that probably spoke to you, Charlotte, because she just spoke to me this afternoon about it and
033she's an incredible science teacher. Um and then our DLI teacher asked if there was any extra funding, there was a noncore teacher kind of merit pay bonus system. Um, but by and large more hands-on in the building and a lot to do with the behavior. We are just seeing behaviors um going up. And so I for me, I'd rather spend our money on taking care of our students in that way because if our students are taken care of, then our teachers are taken care of. And there's the vice versa piece, but um that's just my own experience. Thank you. Well, I think that brings along the lines, you know, we hear more people, more people, but it's more of the right people. What I mean, and like like was said, it might not be the
034same for each school. So, I think as we study this, those are the things we need to figure out. What is it? Because a parent is a lot different than a behavior specialist is a lot different than a English language learner, teacher and a nurse and a psych. I mean very different. So it's determine what those needs are. So we can model what what the cost will be make decisions going forward because I know we've been a lot we made initiatives years ago to [Music] But we're also having a hard time and so kind of sitting there where we at this current years ago compared to now part of the equation as far as those types of supports. So I want to understand your question specifically. You're saying I think I'm a little confused because
035you alluded that we have funds but not position or people in those positions. I think it's actually the reverse issue where we are staffed in the number of positions that we have available in terms of behavior specialists and um counselors, psychologists, those positions don't have much social workers, social workers um we have all our social worker positions are filled. Um, so that's and that hasn't been an issue in terms of getting those filled is having ongoing funding to have those positions continue on. We do have five plus an additional two for a total of seven district social workers. Uh, currently all of those positions are full at the moment. Um, and have been since we've we started. I'm not always full but but that uh seems to be a position that we can fill up
036relatively easily. So it's more about ongoing funding. The perfect scenario of that I don't know if you remember we sent out an email that Manny Homedale applied for a grant that we can hire more social workers. Well the office site is a grant that we had from the state that was also funding social workers is is decreasing or even ending. So, it's kind of like keeping that, you know, having we're having a hard time maintaining the status quo, let alone growing the resources. And and some of the feedback I think we want to get, you know, when we create these social worker programs that that take turns at schools, is that model working? I mean, obviously, it's always going to be better to have a full-time year dedicated to that school. Um, but you know,
037does it does it work that oh, you're at this school one day, that school another day, or is that just maybe failing and it's it needs to really be more robust so that there's that you're in this school and that's the school you're assigned to. I don't think it's about capacity building, but it's a good segue to the family and school collaboration. I don't know if you want to talk more about that. that when family and school cooperation specialists were discontinued, uh it it was explained to me at the time that they had been capacity building positions, but that people were not moving from school to school. And but that at the same time, there was a real need for them to be in the school they were in. And it's not that we didn't
038need them because they weren't doing capacity building. It's that setting things up as capacity building is not working. There is no more capacity. Capacity has been reached. But you we just need people to do the tasks. So do you have more you wanted to say about those specialists? I just don't that's the a good example of where I think the idea we have x number and they go around does not work in certain roles and family and school collaboration was one because there's not there's not some lack of capacity of the school to collaborate with families. there's a lack of capacity to do that because you have all these other jobs to do which is why planning time has come up but there there's still that need that exists at that school and when a
039person leaves then that just goes off of the table so I think counselors social workers psychologists are another thing that having more time in buildings is a priority if we were to make a plan for expenses I don't think it's good to put a lesser amount of money into something that we have kind of evidence does not out very yeah and I think the conversation so you know we used to not have a full counselor at every elementary they split.5 but through board action allocating more resources and and state money we do now fund a full So I think those are the kind of conversations we need to keep having because I think some of these are long-term discussions you know this is where we want to be we don't have the resources now but
040how can we get there And I think that's why important to keep having these conversations, you know, especially along with budget and as we look at our tax rates and other revenue sources as well. Can I just bring up a um so at um elementary schools that have larger numbers like say Mountain View uh at Mountain View um they it's the largest elementary school right in the district and Maybe we should be have have a ratio, you know, for for the number of students for how many counselors we have so that they could have more I mean so that students are served by the number of students rather by school. And right now it's by each school. But when you're looking at that, you think I mean is there a bottom to that? So do
041some schools possibly lose part of it because they fall below whatever your bottom allocation is. Well, we have a minimum. Yeah. Because we do have some schools that are still quite small and some that are. How many counselors do we have at at elementary schools right now? It's one. Oh, one. And then we have a few that will use either title one or their additional resources to have more, but we allocate more. when you're asking about middle schools and high schools those are per student basis and so on that's not necessarily the case have different counselors as well but our elementary schools aren't just one per school well I think we might need to look at more resources for the larger schools because meeting the needs of all our students. And one of the things
042just to add to that that we I've talked about with some principles is that there are some sign there's a significant difference between having 30% of a group of kids and 60%. Like if if you have 30% of your school is learning English versus 60% of your school learning English, it's actually quite a qualitative difference. Where we fund, it's on a linear. So the more kids, the more funding, more kids, the more funding. But then it's linear and it doesn't take into account the effect of just the quantity and it almost looks like it's a yes. Oh, it's not so that exponential that it recognizes that difference. And um when you get that many kids, it comes with not just that many kids, but an expansion of needs around that many kids, that's really quite
043different than 30, 40, 50%. It's hard to know where you'd change those funding cuts. But to think about those kinds of things, too, because there are some schools where those numbers, particularly of English language learner students, are really quite high, and it changes the nature of that the school needs to provide them. And I just want to say in as we have these discussions and look at these additional resources, we have two options. Cut resources from somewhere else to fund these or increase our revenue um and increase. And both of those would be discussions that would be brought before the board to say, "Hey, we we've we've surveyed our title one schools. We've researched. we think this is the direction we should go. We need two million, three million, you know, whatever million more dollars
044or do you ramp it up over a couple years. Um, and that would be a discussion we don't ultimately bring back to the board. So, I'm just saying I can't just go to the money tree as nice as that would be, right? Well, um I was thinking have we fully explored private partnerships, you know, corporations and helping fill some of the the gaps that will be coming with federal funding or if you know I mean we are I mean our foundation works a lot with with donors and and so forth. Um there at the end of the day there's just not a lot of people that are willing to come and just provide the resources for free. Um so but the foundation does work on that. The other challenge is just that soft kind of
045what we call soft money or you know philanthropic dollars or things like that are always been the different terms that they'll you know they give to you for two years but if you build up a school program over two years then you have to essentially release those teachers after two years you don't find the funding again. So, it's really difficult to put in place long-term programs without long-term sustainable consistent funding. Otherwise, schools get in a real jam trying to run those programs consistently. So, to do something like this where we're trying to think about how we resource title differently, we want to do it in a way that we can be assured of the funding forever. That makes sense. So, I've noticed we're getting close to the hour. Um, and what I'm hearing is that
046there seems to be an appetite for some type of survey or at least some kind of investigation in each of our title one schools to understand the specific needs on a sitebased level. Um, I saw a lot of headnots from our Rose Park teachers and from Chelsea and Mike for providing their feedback as well. Um, I guess Dr. Grant, Alan, Logan, do you all feel like you have enough information or direction potentially from this discussion to craft those types of surveys and outreach through maybe Dr. Taylor's department to not only survey but fill out and also find some some of the oral and spoken responses of what folks are dealing with on a daily basis so that they can be reported back to the board and we can make a more sound decision on how
047we would allocate those resources and what options we have. if it's increasing our revenue or looking at other programs that might not be meeting their original um you know outcome that we were looking for um so that we can have a more substantive discussion about these types of applications. Yeah. I think what I like about this conversation is you always hear schools need more, but more what and I think that's what we want to try and answer so we can have a definitive plan that we can bring before the board and say we've surveyed the schools, we've surveyed um to see it's not just throw more cash into it. It's it's more targeted. Here's what they need. They need a person that can do X, Y, or Z. So I think we have good we
048kind of we've been talking about this for a while already to say what is you know what is the base model for staffing a title one school what's the base model for staffing a non-title one school we're having those discussions it's just the answers aren't open up the handbook and find it so it it does take some time and to piggy back on that one thing Ellen said is what is the appetite of the board to consider more funding for Taiwan schools and getting your read on that a little bit. I mean, catching something from your questions, but I think stating more definitively that there is an appetite for doing this helps us move forward in that direction and spend some time exploring what that might look like, right? Sorry, I invited myself to the
049table. I love the idea of of reaching out to school. I just really hope that we make sure we include teachers in that. Often times when it goes to school support, it doesn't get down to the teacher level. So making sure that that when we're getting that feedback feedback that we're getting that from teachers as well administration, I mean basically the whole community, you've got like your administration's perspective. You have like your general staff's perspective, your teachers, you've got the families and the students even can give input too. I mean the whole array are really going to give us a a better perspective. If it's limited then we're styling our conversation which is at the end. Yeah. What I was going to say is actually exactly what Mike said is one thing but the second
050thing is I know we have a another study session next month and I'm wondering if we build upon that conversation next month before we send out a full survey or doing sort of assessments. I think part of what we're talking about we'll hear some plays into that and possibly by next month we'll have legislative estimates on on what came out of the session. So we might see is there you know because they're increasing the at risk funding problem is they're usually decreasing other money to to increase that but we should have those by then possibly not because they usually come out in April and that can add to that conversation of you know we we might have some additional resources that we want to talk about um immediately and then the long-term plan as well.
051We have nine minutes left. Um the one part of this that I don't understand the barrier to necessarily is planning time. So most of the things we're talking about were personnel, but then there's a separate issue that was raised about planning time. And so I don't know if this is a question maybe for Logan, but like what would be the barriers in the existing agreement to planning time? Would that be the additional time in the day? Would it be carving out in an agreement protected time? Like what are the barriers other than the workload to planning time that I may not be understanding. We have carved out protections of during the school day planning time. Um most of our schools if not all of them have early on on Fridays. So the barriers I I
052can see being a couple things that get in the way of teachers potentially losing their planning time are um the rotations for specialists is really how planning time happens in an elementary school. Um so when students are scheduled to go to their PD art or dance or the BTS program is at an individual school um student while students go to those specialized programs even a lot of schools will have a computer lab and so if students go to those different rotations that's when teachers typically have their planning time during the day if a school um has a teacher who is out for whatever reason and they lose that that can become a barrier having planning time, but there should be dedicated planning time for educators in each of our schools on a regular basis. I
053would just think the survey keeping that in mind with obviously this need for planning time being like amply expressed if the survey specifically what would go out to educators could include uh identification of like what prevents that? Yeah, I mean I'm just guessing that maybe there could be more there is you have your unique needs at a title one school and so instead of having that free planning time they're maybe dealing with a behavioral issue or or something else and so that eats into that planning time because you can't just say sorry take your behavior to your specials right now. Can I follow up too on your on the request for the next one? So, family school collaboratives and as I understood it when we chatted before was um that program had ended the plan
054at that time was they were pushing the responsibility for funding that position back to schools and they said if you want to do this do this with your um do this with your discretionary funding and here's some ways to do it. Here are some good practices around family school collaboration. Your question, as I understood it, was should the district be looking at funding family school collaborives across schools? Kind of. Um, okay. I wasn't I wasn't necessarily thinking across I mean, I kind of like that idea, but not necessarily across schools, but um whether it's another five again or 10 or whatever it is, if if the district should take that responsibility. of funding those positions. Am I made? Yes. So, originally they were the school of capacity building that they'd be at some schools, you
055build up the capacity and then they'd go around build it up elsewhere. Um, it turns out the need was great enough to keep people stuck in their schools. So, um, but your interest would just maybe impacted schools or something or I'm open. I think I was I'm open. I it was it was not ne I think I specifically asked around family school collaboration but I think my intent was more those resources pieces the other things that we're talking about as so just title one funding generally but you're thinking title one schools in particular for a focus of that for that discussion yes okay so just resources in general and this question of we've removed this resource from the district yes payments um and should we rethink validation. Yeah. Okay. Thank you. I'll be quick. So,
056two two pieces um from an educator perspective when the when the survey is created because I too am not positive what we can fund through title one money. So my suggestion would be when you create that survey for teachers, parents, office folks, community, give a brief brief blurb of what that is and possibly the survey questions would be clicking on how they would prioritize what those op because I don't know what the options are with a with a comment box of course where they can add to my my concern would be that those of us that are not sure and I'll go home and do my homework in 27 days when the referendum's over. I will read up on that. But that people would be adding in things that are not actually able to be
057funded through title one funding. Well, the advantage of funding it locally is it doesn't have those those strictures. Okay, good to know. So, as title one funding decreases, whatever we would fill in with or improve would be money that we could allocate in ways that the, you know, the board could. Okay, good to know. Board thought important. Um, so we we become less encumbered by restrictions, less streams. Okay, thank you. I just didn't want to um disregard your time or your energy or the people responding if it didn't match. Right. And then my second one just real quick on planning time. I think our concern with either shared governance going away that that that time within our written agreement is going to still be protected. And I will say for myself, even though we have
058early out Fridays, my 1:30 to 2:30 time is is told to me what I'm doing by my admin that that is not extra planning time. and Mondays are faculty meetings and then like my own planning time on Wednesday. I have to meet with my EL level one team with my district coach. So yes, we have planning time but also more and more we're seeing that we are strongly suggested encourage it's happening what's happening with my planning time. So, I think that that's just and I I personally am fine because we've learning Vista and the new ELD1, but for other teachers, I want to respect that they're feeling a little of that planning time being infringed on. Thank you. And on that comment section note, I like the fact that there would be an organic way
059for people to kind of throw information out there because I think that there's valuable things that um are come off of those random input whether or not we can apply it. That's, you know, when you structure something too, do you want a car, a motorcycle, or a bike? You miss out on the opportunity for a lot of other innovative ideas. I hope that we'll be able to look at that survey before it goes out.