►
Description
Cartwright Meet & Confer Meeting Wednesday, November 16, 2022
A
A
A
C
C
C
C
The
association
would
like
to
propose
that
rsps
and
psychologists
be
added
to
the
list
of
available
applicants
of
site-based
extra
Duty
for
extra
pay
positions
based
upon
the
district's
decision
to
allow
esps
to
become
eligible
for
these
extra
duties.
As
long
as
certain
specific
conditions
are
met,
we
feel
that
it
is
Equitable
to
allow
rsps
and
psychologists
the
eligibility
of
applying
as
well.
C
We
agree
that
the
following
criteria
should
be
met.
One
rsps
or
psychologists
must
volunteer
their
service.
They
cannot
be
pressured
or
coerced
into
the
position
and
to
the
RSP
or
psychologist,
that's
eligible
for
the
same
extra
Duty
stipend
as
the
certified
individual
that
would
have
held
the
position.
C
C
The
association
would
like
to
propose
the
movement
of
counselors
and
social
emotional
learning
Specialists
to
the
salary
schedule
of
related
service
providers.
Parentheses
rsps,
the
Carver
school
district,
has
made
it
evident
that
a
focus
moving
forward
will
continue
to
be
social,
emotional
learning.
Our
students
have
suffered
trauma
in
various
forms
and
having
access
to
counselors
and
seos
is
extremely
beneficial
to
their
academic.
Success.
Currently
rsps
are
identified
as
otpts
and
speech-related
positions.
However,
this
does
not
include
the
position
of
school
counselors
or
scls.
C
Related
service
providers
address
personal
social,
emotional,
academic
and
Vocational
needs
that
have
an
impact
on
attainment
of
educational
goals.
They
provide
our
Scholars
with
direct
specialized
instruction
that
can
be
used
to
help.
Students
with
special
education
needs
access
to
general
education
curriculum
they
support
Scholars,
who
are
at
risk
for
school
failure
and
those
Learners.
Those
Learners
who
struggle
in
school
settings
experienced
counselors
and
scl's
impact
heart
rate
in
a
very
familiar
manner.
Sorry,
similar
manner,
counselors
and
seos
are
just
as
imperative
to
the
success
of
these
students
as
the
rsps.
C
They
are
even
identified
on
the
current
IEP
as
a
related
service
provider.
The
plan
for
they
plan
for
specialized
instruction
on
an
individual
basis
provide
classroom
support
through
their
direct
instruction,
including
differentiating
at
each
grade
level
and
continuously
support
Scholars,
who
are
at
risk
for
struggling
due
to
the
lack
of
basic
needs
being
addressed.
Experience
is
valuable
and
dedication
to
the
Cartwright
Scholars
should
be
rewarded.
Rsp's,
counselors,
sel's
share
similar
degree.
C
And
our
last
one,
our
last
one
is
CA
proposed
RSP
Edition
to
301
funds.
The
data
for
this
one
is
included
on
the
back
side,
so
please
feel
free
to
give
that
a
look
after
I
read
the
rationale.
Rsps
have
previously
been
excluded
from
receiving
301
funds.
Now
student
Support
Services
has
been
added
to
the
list
of
allowable
expenditures
for
301.
All
expenditures
coded
under
the
2100s,
including
employees,
providing
student
and
support
services
are
not
eligible,
as
rsps
are
now
eligible
to
receive
their
own
monies.
C
C
D
C
D
E
D
E
Sorry,
that's
all
right
is
that
okay
within
the
current
301
plan,
or
will
that
have
to
get
Revisited
at
301
money
when
we
meet
as
a
301
committee,
I
just
want
to
confirm
whether
that's
another
layer
or
because
I
just
don't
I
we're
kind
of
in
a
different
place.
Now
with
real
one
monies
than
we
were
when
it
was
still
a
prop
right.
There's
a
law.
F
C
F
C
A
Whatever
you
prefer,
but
if
they
come
to
me,
I'll
share
Okay,
so
you
got
whatever's
easiest
for
you,
the
district,
so
there's
nothing
else
on
that,
any
anything
else.
On
the
cea
proposals.
For
today,
from
either
side
we'll
move
to
agenda
item
E2,
we
do
not
have
any
new
proposals
formalized
for
today
from
the
border
District
team,
pending
proposals,
we
had
four
pending
proposals
that
were
offered
two
meetings
ago.
So
we
owed
you
a
response
by
today.
I've,
given
you
hard
copies
of
those
if
needed,
I
can
offer
some
explanation.
A
A
Our
response
or
counter
proposal
to
that
is
basically
to
reject
that
without
counter
proposal.
We
offer
our
rationale.
There
first
point
of
rationale
being
that
we've
already
paid
a
twelve
hundred
dollar
stipend
to
all
esps
for
this
year
at
the
beginning
of
the
current
school
year.
That
was
regardless
of
job
title,
full-time
status
or
part-time
status.
All
esps
participated
in
that
1200
stipend
many.
A
If
not
all,
positions
in
the
district
are
becoming
hard
to
fill,
so
it's
becoming
harder
and
harder
to
justify
classifications
of
employees
is
hard
to
fill
because
Unfortunately,
they
all
are
so
that
that's
another
difficulty
with
the
proposal.
If
we
were
to
agree
to
it,
is
determining
who
is
actually
going
to
get
it,
who
has
earned
it,
who
isn't
who's
in
a
position
it's
hard
to
fill
and
who
isn't?
A
They
were
given
opportunities
to
move
and
in
doing
so,
I
know
that
oftentimes
individuals
were
offered
opportunities
to
go
in
positions
that
might
even
have
been
in
higher
compensation
already.
So
the
other
thing
is
in
the
rationale
is
we
feel
that
this
would
better
be
an
issue
determined
like
with
the
current
salary
committee?
That's
looking
at
the
ESP
salary
schedule.
A
If
there
are
hard
to
fill
roles
that
take
more
qualifications,
more
skills,
maybe
more
difficulty
in
the
type
of
position
or
work
responsibility
that
we
handle
that
in
classification
of
the
salary
schedule,
where
the
job
gets
classified
and
placed
on
columns.
In
the
salary
schedule,
rather
than
a
practice
of
one-time
stipends,.
C
G
C
The
second
is
what
we
I
guess:
what
I
determined
was
a
hard
to
fill
position.
Is
these
positions
that
the
employees
were
moved
to
were
already
vacant
at
the
start
of
the
school
year
and
some
were
vacant
even
previous
prior
to
that,
that's
why
we
considered
these
to
be
hard
to
fill
positions,
because,
even
with
you
know,
knowing
these
were
a
temporary
Esther
funded
positions,
they
would
rather
take
those
than
fill
in
the
other
positions
that
were
fake
in.
A
C
A
So
we
have
a
committee
looking
at
that
right
now.
So
I
would
think
that
if
we
believe
that
there
are
certain
classifications
of
positions
whatever
that
may
be
that
those
positions
need
to
be
classified
differently.
If
we're
not
paying
competitively
for
the
position
to
me,
it's
somewhat
of
a
Band-Aid
to
offer
500
as
a
one-time
stipend,
it's
also
difficult
from
an
HR
marketing
perspective.
A
If
we
really
want
to
put
out
there
to
people
outside
our
organization,
we
want
to
recruit
you
into
this
otherwise
hard
to
feel
position.
It's
not
on
the
face
of
our
salary
schedule
if
we
offer
it
as
a
one-time,
stipend
outside
of
the
salary
schedule,
so
my
preference
would
be
to
put
it
in
the
salary
schedule
if
we
were
to
identify
those
positions
that
are
truly
hard
to
fill,
and
we
believe
that
it's
because
they
don't
have
five
hundred
dollars
more
or
whatever
that
amount
may
be.
C
G
C
C
F
You
very
much
Alex,
so
I
think
this
was
proposed
in
the
heart
of
I,
appreciate
and
understand
and
agree
that,
of
course,
it
should
be
reflected
in
the
salary
schedule.
But
in
the
short
term,
when
things
like
this
and
emergencies
arise,
it
would
have
to
come
back
and
be
Revisited
at
the
meet
and
confer
process
which
may
take
a
long
time
and
we're
kind
of
experiencing
that
right
now
with
our
psychologists
in
the
shortage
of
that.
F
So
what
I
think
this
proposal
is
is
not
necessarily
that
it
goes
into
deep
effect,
but
that
if
we
at
least
had
that
language
here
and
agreed
to
it,
then
it
could
be
used
when
emergency
support
to
arise
and
one
hard
to
fill
positions
were
to
arise.
I
know
that
we
don't
necessarily
have
an
exact
classification,
nor
do
we
have
an
exact
classification
with
certified
staff
at
this
point
either,
but
we
do
have
positions
that
just
happen
to
be
hard
to
fill
and
they
pop
up.
So
we
have
those
those
exceptions.
F
Those
acceptances
in
those
situations
I
do
know
that
when
we
had
to
do
the
reshuffling
of
esps,
because
we
had
some
positions
that
were
open,
they
were
they
were
labeled
as
hard
to
fill
positions,
for
instance
the
lfi
classrooms
and
the
resource
teachers.
They
were
considered
hard
to
fill
for
the
time
being,
I'm,
not
sure
the
status
of
that,
whether
you
know
whether
those
positions
were
filled
or
not.
F
F
So
I
think
we
were
just
trying
to
alleviate
a
situation
to
where
we
don't
have
to
have
those
positions
unfilled
about
the
immediate
and
then,
if
we
had
that
emergency
trigger
language
in
the
books
that
we
could
do
it
in
the
immediate
sense,
not
necessarily
that
we'd
be
paying
this
out
immediately.
If
that
makes
sense,.
A
I'm
one
person
amongst
the
committee,
that
is
amongst
an
entire
administrative
team,
but
I,
didn't
make
this
decision
in
a
silo.
This
was
communicated
amongst
the
team
and
amongst
our
administrative
team
and
and
the
times
we're
in
with
Recruitment
and
Retention.
We
certainly
want
to
stay
competitive
with
our
salaries
and
benefits.
I,
don't
think
the
two
sides
of
the
day
work
wouldn't
disagree
too
much
on
that.
A
So
the
the
general
theory
if
we
are
short
paying
people
and
we
are
losing
opportunities
to
hire
people
because
of
compensation
alone,
and
we
think
it
would
help
there's
no
opposition
to
that
theory.
I
absolutely
want
to
consider
reasons
to
do
that.
I
personally,
don't
think
a
500
one-time
stipend
is
the
way
to
do
it.
A
That's
just
my
own
feeling,
so
I
think
there
were
others
that
agreed
with
me
in
our
dialogue.
I
would
rather
see
it
built
into
a
salary
schedule
so,
and
some
really
some
significant
leg
work
like
a
committee
should
be
doing
as
to
what
truly
are
those
positions
and
do
we
think
500
is
helping
or
are
there
other
factors?
Are
there
just
not
qualified
people
out
there
I
don't
know.
A
A
A
A
A
The
other
thing
is
this
stipend
in
lieu
of,
or
is
it
in
addition
to
the
compensation
that's
already
provided
for
in
paragraphs
three
point:
five
F4
3.5,
F6
and
3.5
f8
of
the
existing
agreement.
Those
will
be
on
on
these
Pages,
actually
I
believe
basically
numbered
paragraphs,
four
six
and
a
so
it
wasn't
clear
if
this
was
in
addition
to
those
or
if
it's
in
lieu
of
those
instead
of
those.
A
C
C
Then
I'd
like
to
point
out
and
I
know,
your
last
bullet
asks
if
this
is
in
luo
for
an
Edition.
This
is,
in
addition
to
what's
already
being
compensated,
for
you
know
anything
that
would
be
in
lieu
of
or
any
language
would
be
striking
out.
We
would
make
note
of
it
in
the
rationale
or
in
the
language
itself,
so
this
would
be
an
additional
language.
Okay,.
C
D
G
A
A
So
I
wanted
to
be
clear
that
we
we
had
talked
amongst
us
that
we
actually
don't
want
to
get
in
the
business
of
committing
to
additional
outside
compensations
to
third-party
agency
employees.
So
those
subs
are
nesi
and
actually
feel
that's
outside
the
meet
and
confer
Scope
when
we're
talking
about
substitutes
that
are
outside
of
our
control
and
are
employed
by
ESI.
A
A
C
A
Many
we
assisted
to
become
certified
as
subs
or
get
their
fingerprint
clearance.
I
wish
Heidi
were
here,
she
would
know.
I
know,
I've
signed
a
lot
of
purchase
orders
this
year
for
67.73.
What
are
those
two
figures?
Are
that
for
fingerprinting
certification,
I
I
could
get
you
that
info
I,
don't
know
it
off
the
top
of
my
head
I.
If
I
were
to
take,
take
a
wild
guess
today,
I
would
say
a
hundred
about
a
hundred
I.
Would
that
would
be
a
guess.
C
A
It
we
we
are
working
to
formalize
more.
What
that
program
is
what
it
looks
like
we're
working
with
universities
on
that
we
do
have
the
auto
formal,
Ottawa,
University
program,
I,
think
we
started
out
with
about
10
interested
in
that
and
it
ended
up
narrowing
down
to
about
a
handful
okay,
but
we
I've
been
involved
in
some
recent
meetings
with
GCU
with
a
similar
program.
A
You
know
kind
of
depends
on
how
you
define
what
that
is,
but
we're.
Actually
it's
it's
an
initiative
on
my
agenda
to
try
to
help
build
some
of
that
more
this
year
to
try
to
get
our
own
internal
esp's
interested
in
becoming
certified
teachers,
but
to
grow
your
own
program.
I
would
say
it
also
involves
student
teachers,
those
folks
who
already
know
they
want
to
be
teachers,
and
so
we
have
pretty
active
program
in
that
with
all
of
the
four
major
universities,
those
being
GCU
ASU,
NAU
and
U
of
A.
D
And
Alex
from
the
esps
who
want
to
be
full-time
certified
teachers
there's
a
handful
of
those
that
exist
within
the
special
services
department,
particularly
in
our
peer
program,
as
well
as
our
reach
nofi.
So
that
is
occurring.
If
you
need
those
numbers
from
Special,
Services
I'll
be
more
than
happy
to
get.
You.
C
D
A
You
know
those
kinds
of
things
that
that
we're
seeing.
That
would
be
one
thing
that
comes
to
mind.
You
know:
should
we
be
investing
in
a
tuition
assistance
thing
to
help
those
esps
that
are
only
making
a
daily
sub
rate,
completes
their
college
degree
requirements
and
and
and
they,
if
they
agree
to
be
a
teacher
with
us
for
a
certain
amount
of
time.
C
A
So
we
have
that.
As
the
first
point,
neither
the
board
team
nor
the
District
Administrative
team
are
aware
of
any
significant
issues
arising
among
employees
related
to
expected,
dress
or
attire
that
aren't
already
being
handled
with
proper
resolution
at
the
site,
department
or
Department
level
through
just
general
management
expectations.
A
A
And
last
we
will
continue
as
an
administrative
team
to
informally
survey,
site
and
department
leaders
to
get
feedback
on
employee
desires
or
ongoing
issues
among
employees
relating
to
appropriate,
dress
and
attire.
That
allows
for
employees
to
be
comfortable
in
the
workplace,
but
also
meets
generally
acceptable.
Mod
and
modern
standards
of
attire
in
the
workplace
in
a
public
school
setting.
F
So
I
think
my
confusion
lies
and
why
this
was
rejected
and
not
just
immediately
put
into
place,
seeing
as
how
it
was
already
put
into
place
and
it
went
against
meaning
confer
protocols
by
to
be
taking
out
and
accidentally
being
taken
out
of
policy.
So
we
it
was
literally
adopted
in
a
previous
being
conferred
session
and
then
inadvertently
removed.
So
I
think
this
wasn't
a
proposal
per
se.
It
was
a.
It
was
a
request
for
it
to
be
instituted
back
into
the
handbook,
as
it
was
once
agreed
to
at
the
table.
F
A
F
Sorry
I
also
have
email
proof
that
it
was
actually
put
into
language
and
then
take
and
then
at
a
governing
board
meeting
changed
and
I.
Don't
necessarily
believe
that
was
chained
that
that
part
was
changed.
It
was
a
different
part,
but
they
just
reinstituted
the
old
language
in
conjunction
with
that,
rather
than
going
to
the
new
meeting,
it
just
might
have
been
a
matter
of
an
old
document
being
cut
and
pasted
into
the
regulation.
If
that
makes
sense
because
it
actually
dealt
the
change
dealt
with
a
different
part
of
the
staff
conduct.
F
F
F
F
I
I
would
like
to
address
the
comments
made
by
the
shorts
and
by
the
leggings
in
the
later
time,
but
absolutely
if
it
has
to
do
with
staff
conduct
and
if
we
can
become
in
violation
of
said
object
in
the
book,
then
it
absolutely
has
to
do
with
working
conditions.
Let's
first
say:
I
come
to
school
and
appropriately
dressed.
H
But
I
understand
Mr
stratman's,
point
that
it's
not
related
to
compensation
or
benefits,
which
is
the
written
scope
of
what
the
meet
and
confer
agreements
state.
So,
if
we're
going
to
propose
to
or
if
you're
going
to
propose
to
change
that
language
to
include
this
as
a
scope,
then
that
would
be
one
thing,
but
to
arbitrarily
include
something
that
we
might
have
been
doing
improperly
before
and
thankfully
now
we
have
an
attorney
on
you
know
on
staff
that
can
actually
help
us
through
these
things.
F
E
While
we
were
away
being
confer
had
had
some
conversations
around
the
dress
code
policy
and
there
was
a
proposal
made
from
cea,
and
this
was
then
presented
to
the
board
for
approval.
However,
when
it
was
presented
to
the
board,
it
was
not
what
was
discussed
at
the
table
right.
It
was
changed
it
in
incorrect.
F
There
were
discussions,
proposals
and
exchanges
of
of
said
Proposal
with
adaptions
and
changes
made
by
by
HR.
It
was
agreed
to
and
signed
at
meeting,
confer
and
then
approved
and
then
stated
into
the
handbook
and
I
believe
somewhere
in
September
or
October
I
can't
remember:
I'll
have
to
consult
what
I
have
here.
I
have.
F
F
I
think
it
was
just
by
accident,
so
it
should
be
reverted
back
and
she
said
still
bring
it
to
the
table.
So
that's
what
I'm
doing
here,
I'm
going
back
to
regular
protocol
and
and
I'd
like
to
just
remind
everybody
too,
that
what
I
was
hearing
when
we,
when
it
when
this
was
happening,
was
that
the
big
the
big
push
for
this
was
a
genes
for
for
our
custodians
and
our
election.
F
Our
workers,
who
are
always
ruining
clothes-
and
it
was
a
tough
rugged
material
that
would
be
cheap
enough
to
buy
and
for
them
to
always
change
and
adapt
to.
So
that
was
that
was
the
big
push,
and
so
we
wrote
that
into
the
hemp
into
the
language
and
also
it
was
a
nice
staff
incentive
that
was
at
no
cost
to
the
school
district
to
be
able
to
allow
an
unlimited
amount
of
let's
say
Jean
days.
F
We're
saying
that
it's
absolutely
up
to
the
site
principle
and
how
many
to
in
which
to
Institute
and
how
many
not
to
I
know
my
principles
vary
rules
for
orange
person,
and,
thankfully
so,
but
so
he
wants
to.
He
wants
to
be
able
to
sit
with
that
parameter
and
not
break
that
rule,
but
if
he
were
to
be
given
in
a
limited
amount
of
days,
then
he
could
have
more
fundraisers
for
us
for
his
school.
You
know
if
we
have
a
funeral
that
we're
trying
to
save
for
a
family.
F
We
can
have
a
jeans
day
and
not
take
away
from
another
type
of
initiative
that
we're
trying
to
happen.
So
it's
just
unbinding
the
hands
of
our
administrators
so
that
they
are
able
to
make
that
decision
for
themselves.
So
they're,
based
on
the
needs
of
their
staff.
Let's
say
we're
having
a
bad
week
all
right,
Tuesday
on
Thursday
but
yeah
everybody
celebrates.
C
Let
me
let
me
just
maybe
it's
fine.
Let
me
just
summarize
what
your
point
is.
What
happened
is
this
language
was
negotiated
and
accepted
by
both
the
medium
conferred
teams
and
the
governing
board?
The
issue
is:
is
that
the
when
it
came
to
reinstate
this
language
into
the
handbook,
it
was
not
added
appropriately.
They
instead
just
kept
the
old
language
and
it
was
never
rectified.
So
the
reason
for
this
proposal
is
to
correct
the
mistake
that
of
you
know,
of
leaving
this
negotiated
and
approved
language
back
into
the
handbook.
C
E
C
A
I
I
I'll,
be
honest,
I've,
never
worn
jeans
in
my
life
to
school,
because
I
think
it's
that
way,
but
I
don't
mind
when
people
do
so
to
me
it
might
be
site
specific
or
or
not,
but
I
don't
go
around
and
ensure
you
know
we
have.
We
have
students
that
have
dress
codes.
Now
we
have,
you,
know
adults
too,
but
I
want
them
to
be
professional
at
all
times.
So
that's
what
I
look
for
is
the
professionalism
of
their
dress
and
they're
material
kind
of
thing.
I
guess.
E
Can't
I
I
was
wondering
the
same
thing,
because
I
didn't
I
haven't
seen
that,
but
I
I
may
understand
what
you're
saying,
because
I
know
that
if
there's
a
certain
number
of
set
aside
days,
principles
are
more
apt
to
be
specific
like
stick
to
it.
So,
like
let's
say
you
can
have
16
June
days
in
a
year
a
14
I
knew
it
was
somewhere
in
that
right,
12
to
16..
E
So
if
you
can
have
14
Gene
days,
they're
going
to
build
it
in
their
their
year
to
do
that
and
I
do
agree
with
with
Craig,
because
what
you're
also
going
to
meet
as
principals,
who
do
feel
very
adamantly
that
teachers
have
to
look
like
professionals
to
model
that
for
our
kids,
and
so
they
are
they.
Don't
they
tend
to
lean
against
genes?
I
would
be
one
of
those.
Luckily,
my
site
has
an
assistant
principle
encourages
me
otherwise,
otherwise,
I'd
be
really
strict
on
the
genes.
E
Just
because
I
think
our
kids
need
to
see
us
in
a
very
specific
light,
as
often
as
possible
in
professional
dress,
because
we're
asking
them
to
be
in
certain
dress
code
as
well
and
and
I
do
agree
with
him
in
terms
of
leggings
and
things
like
that.
I
always
felt
when
we
had
first
got
to
this.
It
was
reasonable
because
wearing
jeggings
or
what
we
just
call
yoga
pants,
especially
for
females,
is
I,
think
highly
unprofessional,
I
think
there's
appropriate
dress
for
that.
So
I
don't
know
I
guess
without
talking
all
the
principles.
C
I
just
want
to
point
out
as
well
that
Jeff
asked
if
you
know
this
is
a
big
pressing
issue
at
one
point
in
time
in
2019,
this
was
the
pressing
issue.
That's
why
it
was
negotiated
and
agreed
upon
we're
asking
just
for
that
agreed
upon
language
to
be
added
officially
into
the
handbook,
because
it
never
was,
even
though
it
was
approved
by
both
this
committee
and
the
governing
board,
if
it
just
leaves
it
open
in
the
future
that
what
else
can
we
agree
on
that
won't
be
added
into
the
handbook.
H
Happened
and
again,
thank
goodness
for
having
Mr
stratman
on
our
team
a
lot.
There
were
many
instances
where
what
was
approved
at
the
meet
and
confirmed
and
the
board
was
not
actually
put
in
the
policy.
So
this
is
because
this
is
an
example
of
one
of
those
things
that,
yes,
the
board
did
X
because
I'm
looking
at
it
now
April
24
2019,
but
it
wasn't
put
in
policy
bridge.
If
it's
not
it
updated,
then
it
gets
updated.
Nowhere
and
the
other
challenge
is
okay.
Do
you?
H
C
F
And
then
maybe
moving
forward,
if
this
were
to
happen
again
that
we
noticed
this,
that
we
call
it
administrative
change,
we
love.
We
love
that
language,
so
perhaps
we'll
use
that
moving
forward.
If
we
see,
for
whatever
reason
it's
not
right,
you
know
put
into
place
I'd
love
to
use
that
language,
administrative
change,
as
opposed
to
proposal
per
se.
That
makes
sense.
A
You
know
it's
I'll,
give
you
my
personal
philosophy:
I
have
no
idea
where
this
District
was
in
2019.
While
you
were
there.
It
is
ridiculous
to
me
that
we
even
have
this
and
and
I
would
say
that
from
a
standpoint,
you
might
think
that
I'm
in
Craig's
boat
or
Teresa's
boat,
but
I'm
actually
in
the
modern
day
boat
that
I'm
not
going
to
ride
a
teacher
and
ruin
my
culture
over
whether
they
wear
jeans
a
particular
day
or
not.
A
It's
not
a
hill
I'm
going
to
die
on
it's,
not
a
fight
I'm,
going
to
fight
in
modern
day
practices.
I
absolutely
am
respectful
of
Teresa's
comment
that
we
model
certain
behaviors
I
am
also
cognizant
of
the
the
constant
to
two
things
that
teachers
consistently
say
about
the
profession:
I'm
not
paid
enough
and
I'm
not
respected
enough
people,
don't
see
me
as
a
bachelor
or
master
degree
or
doctor
degree.
A
They
don't
look
at
me
that
way.
Well,
when
you
show
up
in
shorts
and
leggings,
how
do
you
think
you're
going
to
be
perceived
I've,
never
in
my
career
showed
up
in
shorts
and
leggings
in
the
workplace
ever
and
so
I
kind
of
see
both
sides
of
this,
but
I
am
don't,
don't
take
the
fact
that
I
personally,
you
know
I'm
commenting
that
we
don't
it
really
is.
This
should
just
be
managed.
A
Yes,
it
is
beyond
belief
to
me
that
for
some
reason,
there's
a
culture
or
dynamic
in
this
District
that
we
can't
get
Beyond
going
back
and
forth
in
the
room
here
and
I'm,
not
blaming
one
or
the
other
for
some
reason.
That
Dynamic
is
here.
That's
my
point
as
to
why
this
really
shouldn't
be
meet
and
confer.
We
have
bigger
fish
to
fry
and
if
we
can't
handle
dressing
professionally
for
the
benefit
of
our
kids
and
agreeing
to
certain
standards
without
actually
having
it
in
writing
in
a
policy
manual.
Shame
on
us
as
professionals!
B
Don't
know
how
we
can
explain
the
joy
of
a
jeans
day.
I
know
it's
so
silly
and
so
ridiculous
to
say
that.
But
it's
it's
just
that
you
know
I
roll
into
my
daughter's
high
school.
They
all
roll
in
in
jeans
and
t-shirts,
so
I
do
come
dressed
appropriately.
It's
not
we're
not
asking
for
leggings
in
this
I.
Don't
think
leggings
was
even
it
needed
to
be
covered
by
appropriate
clothing
as
specified
and
I
can
tell
you,
I've
seen
zero
female
teachers
wearing
shorts
and
that's
our
PE
teachers.
B
Correct
most
of
the
people
who
wear
shorts
are
gentlemen,
who
are
wearing
cargo
longer
shorts,
because,
frankly,
the
younger
shorts
aren't
really
fashionable
I,
don't
think
for
women.
Sometimes
maybe
they
are,
but
I
just
don't
see
a
lot
of
women
wearing
those,
because
we
also
don't
feel
that
that's
necessarily
professional.
So
there's
a
lot
of
agreement
across
the
line,
so
just
just
to
kind
of
bring
that
up.
It
was
I
really
believe
it
was
a
removal
of
the
limitation
to
allow
principals
to
be
flexible
with
the
needs
of
their
staff
and.
F
I'd
like
to
reiterate,
too,
that
I
also,
if
you've
noticed
how
I
dress
I'm
I'm
very
careful,
what
I
do
and
I
loved
and
I
appreciate
being
a
professional
and
dressing
it
professionally.
The
short
was
was
more
or
less
per
se.
A
request
I
actually
stole
this
language
from
a
previous
previous
handbook,
because
it
was
actually
in
the
handbook
as
such,
to
be
able
to
wear
shorts
that
were
three
inches
above
the
knee,
which
is
a
very
long
woman
short.
If
that
and
so
I
think
that
was.
F
So
the
fact
that
we
won't
be
able
to
be
breaking
breaking
a
protocol
by
by
going-
and
that
was
was
part
of
the
problem
that
we
didn't
want
to
have
happen.
Also,
if
you
notice
with
the
leggings
language,
what
what
was
happening
at
the
time
was
that
women
were
wearing
leggings
underneath
the
long
dressy
sweater
and
were
therefore
being
told
they
cannot
do
that
we're
liking
at
all,
and
that
can
be
done.
F
That
could
be
made
to
look
very
professional,
very
nice
and
acceptable,
and
so
that
was
what
we
were
trying
to
accomplish
with
the
spirit
of
that
of
the
legging,
not
to
wear
leggings
with
a
short
shirt
or
inappropriate,
workout
or
sweat
gear.
That's
not
what
we're
trying
to
accomplish
at
all.
It's
so
that
they
were
permitted
to
wear
leggings
under
a
long
sweater
or
a
long
dress,
especially
in
the
winter
when
it
gets
cold.
That
was
that
was
the
spirit,
but
they
wouldn't
they'd
be
able
to
do
that
and
not
get
in
trouble.
A
A
So
I
I'm
guessing
that
the
impetus
of
this
the
reason
this
came
about
teachers
wanted
morally
because
they
do
take
joy
in
wearing
jeans.
I
like
to
wear
jeans,
occasionally
won't
see
me
in
a
muffin,
but
it's
it
relaxes.
You
whatever
brings
your
joy
Spirit
to
the
school.
If
you
have
to
wear
a
spirit
shirt
with
your
jeans,
those
kinds
of
things:
okay
or
principles
or
other
leaders
stuck
in
the
times.
A
You
know
I
just
had
this
conversation
with
and
another
leader
who
will
remain
unnamed
about
my
first
year
of
teaching
when
my
superintendent
came
in
the
room,
I
had
to
have
a
tie
on
as
a
male
teacher.
So
this
might
give
you
a
clue
how
I
feel
about
dress
codes.
I
kept
a
black
clip
on
tie
in
my
drawer,
the
school
principal
and
secretary
tipped
me
off
whenever
the
superintendent
was
in
the
building
I
clipped
on
my
black
tie
for
presentation
to
the
superintendent.
A
So
the
conversation
then
turned
to
well.
You
know
I
remember
when
females
used
to
have
pantyhose
they
had
to
have
pantyhose
on
now
I'm
digressing
here.
A
little
bit
but
my
point
is
we
sometimes
have
those
who
don't
move
with
the
times
as
to
what
the
employee's
expectation
is
and
I
guess.
What
I'm
trying
to
say
is
I
prefer
to
be
in
the
proactive
Camp
from
a
recruitment
retention
perspective.
A
I,
don't
want
to
have
an
argument,
a
disagreement
with
an
employee
overdressed.
Now
that's
my
job
as
a
site
leader
to
manage
if
they
are
unprofessional
and
I
will
address.
That
so
kind
of
my
question
back
to
my
question
was
this
that
we
had
too
many
instances
where
people
were
unprofessionally
dressed
and
we
weren't
able
to
manage
it
without
language,
or
was
it
that
teachers
and
others
wanted
to
push
for
more
casual
attire,
and
it
required
this
process
in
here
to
get
principals
and
other
leaders
to
move.
F
Speak
to
my
site,
we,
it
was
more
like
my
principal
at
the
time,
said:
Melanie
I.
You
know
that
I
allow
you
guys
to
wear
jeans
more
than
the
allotted
time.
Is
it
possible
for
you
just
to
strike?
Do
me
a
favor
and
strike
that
language,
so
I
don't
feel
every
year
guilty
for
not
following
it
and
so
I
said
absolutely,
let's
try
it
and
that's
what
we
did
and
I
know
that
my
I
have
teachers
at
my
site
who
were
like
Melanie
man.
That's
one
of
the
good
things,
I
love
about
those!
F
You
know,
I
love
those
Jean
days
and
it
just
was
an
incentive
that
I
thought
would
again
boost
morale
that
didn't
have
a
monetary
cost
to
it,
and
so
what
we
would
do
at
my
particular
site
is
every
once
in
a
week
there
was
every
time
there
was
a
gene
day.
It
was
a
theme
day
either
you
wear
your
staff,
one
of
your
staff
shirts
or
you
wear
your
college
shirt
day
to
promote
College
to
your
students,
so
that
was
there
was
always
something
thematic
to
it,
but
it
definitely.
F
She
definitely
felt
that
at
the
time
that
the
the
number
limited
her
ability
and
that
she
felt
like
she
was
how
having
to
sneakily,
allow
us
to
do
that.
So
that
was
one
of
that
was
one
of
the
requests
and
as
far
as
the
legging
go
leggings
go.
That
also
came
from
the
same
body
of
people,
including
my
principal
at
the
time
blue
said
that
we
count
she
wishes.
F
We
could
wear
leggings
because
they
are
fashionable,
but
she
has
to
tell
her
staff
that
she
can't
that
they
can't
wear
them
at
all,
and
then
we
have
somebody
at
school.
I
was
like:
why
are
they
wearing
leggings
I'm
like
well
they're
wearing
a
nice
dress
with
them,
and
they
still
can't
wear
leggings.
So
it
was
just
an
issue
that
was
silly
that
we're
like
well,
let's
just
fix
it,
and
so
that's
what
I
was
trying
I
was
trying
to
alleviate
a
problem
that
that
didn't
cost
any
money.
That
would
be
a
win.
E
If
you
will
I
remember
a
year
where
it
turned,
it
was
more
rigid,
but
at
the
time
we
had
a
superintendent
who
had
a
very
expectation
of
how
we
dressed
and
that's
when
a
lot
of
stuff
like
then
what
the
debate
became
at
that
time
was
like
piercings
tattoos,
you
couldn't
even
at
a
time
and
when
I
got
here
back
in
2001,
you
could
not
expose
a
tattoo,
you
couldn't
have
a
nose
ring,
and
so
then-
and
so
in
that
particular
case
it
there
was
not
a
discussion.
I
mean
confer.
E
It
was
told
to
us
by
our
superintendent
that
this
is
the
expectation
and
there's
really
no
wiggle
room
here.
To
have
that
conversation.
We
are
in
a
different
place
now,
where
we
have
that
Dr
Lawler
encouraged
you
to
bring
it
here
and
so
and
then
that's
and
then
it
shifted
at
some
point
to
okay.
We
have
to
have
a
conversation
about
tattoos
and
because
go
back
to
the
modernization,
that's
become
part
of
our
culture
and
is
completely
accepted.
I
still
laugh
when
kids
are
like
you
have
a
tattoo.
E
Yes,
I
do
so,
but
I
was
also
21
and
an
adult
you
don't
need
to
go,
get
one
right
now,
so
that
that's
kind
of
how
it's
evolved,
I
didn't
know
it
was
a
problem
either.
I
do
know
that
there
was
a
point
for
me
as
a
principal
it.
What
we
only
had
like
was
it
14
days
and
I
was
like
so
then
here
I
am
counting
the
the
time.
Okay.
A
A
A
B
H
B
B
However,
additional
monies
came
in
above
and
beyond
eight
hundred
dollars
that
were
funding
that
came
in
as
funding
other
districts
were
getting
five.
Seven
percent
raises
those
years
with
stipends
we
got
800.
I
was
just
I
had
requested.
How
much
money
did
the
district
get
above
the
previous
year
that
could
have
been
used
for
salaries
like
this
year.
We
had
what
2.5
million
that
went
up
a
little
bit
with
some
finagling
right,
so
how
much
money
came
in
and
how
much
was
spent
with
800
across
the
board
just
to
kind.
H
B
Well,
let's
just
look:
let's
just
do
an
easy
bite,
just
teachers,
because
that'll
at
least
give
a
good
ballpark
for
what
additional
monies
came
in
I
know.
We
can't
go
back
and
look
at
that,
but
just
kind
of
looking
to
see
how
much
moving
forward
it's
just
something
historically
that
we
had
asked
for,
as
we
were
going
through.
I
would
still
like
to
see
that
data
so
that
we
at
least
have
that.
So
when
we're
talking
next
year
about
whatever
amazing
money
our
legislature
might
give
us
yeah,
we.
B
G
H
B
Just
I
want
to
make
sure
that
we
just
have
kind
of
historically
what
was
coming
in
and
what's
like,
so
we
can
just
have
a
historical
picture
of
of
what's
going
on.
It
helps
us
better,
explain
things
to
members
and
better
explain
things
to
each
other
as
we're
looking
to
make
proposals
and
and
see
where
the
funding
Trends
are
going.
Yeah.
A
B
If
there
is
a
deficit,
it's
going
to
also
help
us
go
back
and
explain
why
there's
not
as
much
as
other
districts.
It's
going
to
help
us
explain
using
more
data
to
explain
why
there
isn't
more
money,
maybe
that's
the
case,
but
unless
we
can
see
that
it's
hard
for
us
to
help
everyone
get
on
the
same
page
and
know
exactly
the
the
financial
status
of
where
we're
at
and
the
importance
of
student
attendance
and
all
of
those
things.
A
B
B
I
would
agree
when
you
go
for
two
years,
so
what
I'm
trying
to
do
is
help
alleviate
concerns
from
from
employees
who
had
seen
neighboring
districts
going
up
five
percent
a
year,
eight
percent
a
year
10
a
year.
Well,
they
got
800
knowing
that
those
districts
were
getting
so
much
money
and
then
they
weren't
and
I
know
that
the
stipends
kind
of
help
figure
into
that.
B
So
but
it's
I
it's
been
expressed
to
me
from
employees
that
there
is
a
feeling
that
money
might
not
have
gone
where
it
was
supposed
to
go
and
I
want
to
be
able
to
explain.
This
is
what
came
in
this
is
where
it
went
historically.
This
is
where
we're
at-
and
this
is
where
we're
moving
forward,
to
make
sure
that
I'm
alleviating
that
concern,
because
definitely
we
want
don't
want
any
distrust
or
anything,
and
it's
not
from
me,
but
I
just
want
to
make
sure
I'm
trying
to
help
alleviate
those
concerns
and
provide.
B
A
Let
me
let
me
just
the
reason
I
asked
you
that
very
pointed
question
is
to
offer
to
you
one
very
good
explanation
to
people
who
feel
like
that
which
I
know
to
be
true.
We
were
already
one
of
the
highest
paid,
so
we
were
already
benefiting
our
employees
by
stretching
the
bounds
of
the
dollars
we
had
to
spend.
So
it
would
make
logical
sense
that
we
didn't
necessarily
have
as
much
to
give
when
others
were
potentially
hoarding
funds
and
giving
their
teachers
40
000
when
Cartwright
was
giving
them
50..
A
D
A
B
I
know
that
because
I've
kind
of
looked
at
budgets
but
yeah
yeah,
if
someone
is
really
doubtful,
they
want
to
see
numbers
and
that
the
numbers
help
back
that
up.
So
that's
the
only
reason
that
I'm
requesting
for
that
is
so
that
we
can
have
transparency
and
make
sure
that
we
can
alleviate
the
concerns
for
those
people
who
are
a
little
more
doubtful
of
of
when
you
try
to
explain
anything
they're.
You
know
questioners
so
yeah.
E
And
I
I
get
what
you're
saying
there,
because,
like
the
red
thread
and
that
whole
movement,
what
it
really
did
is
the
difference
between
Cartwright
and
other
districts.
So
this
is
what's
going
to
be
vital
for
cea
leadership,
how
you
present
this
to
people,
because
those
are
the
details
they
don't
have
when
there
was
a
recession
back
in
2008,
where
we
hit
rock
bottom
Cara
was
still
the
only
District
providing
inflational
raises
throughout
that
time,
because
we
had
someone
who
had
been
done
smart
with
the
money,
whether
you
agreed
with
him
or
not.
E
We
were
the
few
where
teachers
were
taking
significant
pay
cuts,
so
anybody
who's
been
in
cnaa.
President
copel
knows
this
too.
Our
neighboring
districts
were
taking
close
to
five.
Ten
percent
decreases
in
their
salaries,
because
those
districts
could
no
longer
compensate
so
while
I'm
totally
cool
with
the
data.
You're
saying
just
be
very
clear.
That
would
you
explain
this
to
people?
E
It
has
to
be
crystal
clear
and
not
twisted
and
manipulated
to
appear
as
if
we
have
not
done
our
due
diligence
in
terms
of
ensuring
that
teachers
are
being
compensated
adequately
and
I
see
more
certified
staff.
My
husband's
been
here
just
as
long
as
I
have,
and
what
he's
currently
making,
especially
with
the
new
35
30,
he's
doing
fine
and
I.
E
Don't
say
that
for
other
people
to
undermine
what
they're
doing
he
recognizes
that,
so
we
just
got
to
be
kind
because
I
know
what
they're
saying
like
Governor
Ducey
was
all
20
teachers
are
going
to
get
20
raise,
so
then
we
all
go
out
and
we
all
head
out
to
Redford
and
we're
all
fighting
for
it.
I
was
down
there
at
the
Capitol,
marching
with
everyone
else,
and
then
teachers
and
card
are
like
wait.
A
minute
here.
I,
don't
quite
see
the
same
percentage
that
my
friends
are
getting
in
other
districts.
E
Also,
the
French
benefits
that
come
with
it,
because
in
some
districts
your
health
care
is
not
cared
for.
That
is
where
some
teachers
in
other
districts
have
gotten
reduced.
Is
that
you,
then,
where
it
hits?
You
even
double
is
you
are
no
longer
getting
your
medical
covered,
so
you
then
also
had
to
cut
into
your
pay
to
cover
your
insurance.
E
Car
rate
has
always
taken
care
of
us
in
that
regard,
as
well
so
I
just
say,
I
just
caution.
If
we
present
that
information
I'm
totally
cool
with
it
just
be
ca
leadership,
please
ensure
that
you're
having
adequate
conversations
with
your
membership
about
what
that
really
looks
like
and
what
that
really
means,
because
someone
can
twist
it
really
easily.
B
B
People
who
are
doubtful,
and
sometimes
only
numbers
will
that
when
they
see
the
numbers,
then
you
can
go
back
to
in
2008,
because
I
was
frozen
for
10
years,
so
I
lost
a
lot
of
of
and
and
Cartwright
you
guys
weren't.
So
essentially
they
just
want
to
see
numbers
and
the
numbers
will
talk.
So
that's
that's
I'm,
trying
to
make
sure
I'm
building
bridges
to
get
people
on
and.
A
F
Moving
in
that
direction
and
I
know
it
was
a
very
expensive
Endeavor,
because
we
had
to
a
lot
in
a
very
fair
and
even
manner
so
everybody
was
proportionate
and
so
I
always
brag
about
that
to
everybody
else.
When
I
go
out
and
talk
about
Cartwright
and
they're,
like
you
do
you
did.
Oh
my
gosh
I
said
yeah.
That
was
one
of
the
things
that
we
constructed
with
the
red
for
red
money
and
I
and
I
know.
F
I
can
speak
for
certain
that
when
people
do
go
out
and
say
we
didn't
get
the
20
well,
no,
it
wasn't
exactly
20
from
five
percent
every
year
of
your
current
salary,
but
it
was
five
percent
of
that
current
from
current
salary.
You
were
when
that
first
started.
However,
Cartwright
didn't
do
that.
They
gave
you
five
percent
each
year
moving
forward,
so
they
absolutely
did
what
Doug
Ducey
didn't
do
unfairly.
F
I
do
know
that
there
were
years,
though,
during
that
recession
prior
to
anybody
here,
but
you
know
being
and
Leadership,
but
that's
the
reason
I
can
speak
to
We.
There
were
years
where
we
were
frozen
and
that
we
didn't
get
a
salary
increase.
I
can't
speak
to
the
amount
of
years,
but
it
was
a
couple
years,
but
that
was
what
we
had
to
do
at
the
time,
because
it
was
prudently
responsible
and
physical
responsible
for
us
to
not
get
a
decrease.
F
F
I
would
never
I
know
for
a
fact
that
I
and
my
team
would
never
go
out
and
say
that
Cartwright
didn't
do
its
due
diligence
and
provide
a
very
good
salary
schedule
of
our
teachers,
because
that
wouldn't
be
true
and
I'd
like
to
also
encourage
anybody
who
was
saying
that
we
didn't
get
that
20
as
Doug
Ducey
had
proposed
five
percent
five
percent
five
percent
is
is
unsure
of
financial.
If
anything
else,
we
got
more.