►
Description
Cartwright Meet & Confer Meeting Wednesday, September 21, 2022
A
A
A
So
it
just
seems
duplicate
to
me
of
the
process
being
a
lawyer.
There's
an
old
there's,
what's
called
best
evidence,
rules
and
best
evidence
is
a
recording
or
audio
video
more
so
than
a
written
rendition
of
what
happened.
So
why
should
we
duplicate
over?
What
we
already
have
as
best
evidence
is
my
opinion.
So
it
takes
a
lot
of
time
intensity
for
my
staff
to
prepare
those
written
minutes
when
we
have
an
audio
and
video
video
recording
of
it.
So
there's
no
need
to
approve
those
minutes
there.
A
A
A
A
A
A
A
A
A
A
Well
for
this
year,
our
last
board
meeting
before
july
15th
was
actually
a
scheduled
board
meeting
on
june
30th,
so
our
july
15
deadline,
unless
we
were
going
to
call
a
special
board
meeting,
was
actually
a
june
30th
deadline.
This
year,
the
legislative
budget
session,
with
these
new
monies
that
we're
discussing
ended
on
june
24th
of
2022.
A
A
A
A
A
A
A
That
will
be
a
revised
budget.
That's
the
best
information
we
have
today
for
a
revision
that
will
happen
in
december.
It's
also
important
to
understand
that
could
still
change.
There
are
things
that
could
happen.
We
may
increase
in
students
that
we're
not
aware
of
over
the
next
several
weeks.
We
may
lose
additional
students
over
the
next
several
weeks,
but
we
work
off
the
best
information
that
we
have
at
today's
day
and
time.
A
A
A
A
So
the
the
comparison
now
more
accurately,
now
that
we
know
what
our
enrollment
has
looked
like
during
the
first
several
weeks
of
school,
the
comparison
of
the
new.
What
will
be
a
revised
2023
budget
is
a
comparison
of
102
million,
eight
hundred
thousand
compared
to
last
year's
ending
budget
of
one
hundred
seven
hundred
and
seventy
thousand
one
hundred
million
seven
hundred
seventy
thousand.
A
A
A
A
Now
we
know
we're
going
to
have
to
revise
that
budget
downward
to
one
hundred
and
two
million
eight
hundred
and
sixty
five
thousand,
because
we
only
have
what
we
believe
at
this
time
to
be
average
daily
membership
of
twelve
thousand
five
hundred
and
seventy
nine
students
enough
so
again,
a
net
gain
of
approximately
two
point:
one
million
another
way
to
look
at
that
or
back
into
that
number
twelve
hundred
students.
We
get
that
this
is
a
more
complex
than
what
I'm
going
to
explain,
because
there's
weighted
averages
for
kids.
A
We
have
half
day
kindergarten
and
all
kinds
of
other
stuff.
But
if
you
were
to
use
forty
eight
hundred
dollars
per
kid
is
about
the
amount
of
funding
we
receive
times.
Those
1
200,
kids
that
we
did
not
have
that
we
declined
in
you
would
come
to
a
very
similar
number
of
2.1
million
so
alex.
I
think
the
question
last
week
was
asked
you
know:
how
do
you
go
from?
How
do
you,
how
do
you
lose
900,
kids
and
you
get
four
million
dollars
or
whatever,
whatever
that
those
numbers
were
at
that
given
time?
C
C
This
is
very
important
because
we
are
declining
faster
than
we
had
anticipated
when
we
had
the
professionals
perform
the
study.
So
I
just
wanted
to
make
sure
that
everyone
is
aware
that
we
are
trending
down
and
we
are
expected
to
continue
to
trend
down
for
a
period
of
time,
and
I
wanted
to
make
sure
that
that
was
completely
transparent
and
and
out
in
the
open
for
everyone
to
understand.
C
This
is
an
actual
bar
graph,
and
this
will
look
some
familiar
because
I
had
this
on
the
presentation
that
I
gave
to
the
governing
board
on
august
25th.
This
actually
shows
where
our
100th
day
average
daily
membership
has
been
since
the
since
2017,
and
you
can
clearly
see
a
steady
decline
from
then
until
now.
D
C
This
is
before
I
want
to
say:
maybe
six
or
seven
years
ago
we
were
on
current
on
prior
year
funding
and
what
that
meant
was,
if,
whatever
your
account
was
on
that
hundredth
day
for
the
previous
year.
That's
what
you
would
budget
for
that
following
year.
So
there
was
a
greater
level
of
stability
in
your
budget,
because
you
knew
exactly
what
your
numbers
were,
because
they
never
changed.
After
that
point,
they
would
only
change
upward
for
various.
You
know
minor
circumstances,
but
we
are
on
current
year
funding.
C
So
we
don't
know
exactly
what
our
budgets
will
be,
what
we
will
be
funded
for
until
may
of
2023.
That's
several
months
down
the
road,
so
this
is
always
a
moving
target.
Until
that
point-
and
it's
plain,
you
know
plainly
obvious-
that
we
issue
contracts
for
the
following
year
around
that
same
point.
So
it's
always
a
moving
target
since
that
statutory
calculation
in
district
funding
change
about
six
seven
years
ago,.
A
B
B
Was
13
443,
so
there's
a
difference
of
about
400
between
what
was
submitted
at
the
end
of
may
and
what
was
proposed
at
the
beginning
at
the
end
of
june.
That's
one
inconsistency
that
I
found.
Another
is
knowing
that
we've
been
on
a
downward
trend
for
what
it
looks
like
now,
seven
years.
How
did
we
not
calculate
that
into
the
formula?
How
how
are
we
still
over
assuming
our
adm
is
going
to
increase
or
drop
just
by
slightly
amount.
B
Because
since
I've
been
here,
we've
lost
students
and
I
started
in
2016
and
I've
gone
back
and
the
data
shows
we've
been
losing
students
year
after
year,
but
yet
we
calculate
for
I
don't
know.
I
I
I
understand
the
optimism,
but
we
should
be
real
as
well
and
we
should
probably
calculate
for
a
lower
edm.
B
How
how
did
we
not
allocate
the
money
ahead
of
time
with
the
previous
year's
budget?
How
how
are
we
can
see
the
carry
forward
coming?
You
know
ahead
of
time
and
the
state
money
gets
talked
about
ahead
of
time
as
well.
How
how
did
we
not
we're
no
longer
a
competitive
school
district?
We
are
not
compared
to
the
districts
around
us.
We,
we
should
have
seen
this
coming.
We
should
have
found
maybe
a
way
to
allocate
certain
monies
to
keep
our
loyal
teachers
here
in
the
cartwright
school
district.
B
But
from
what
I
see,
2.1
million
dollars
is
not
going
to
cover
it.
It's
going
to
drive
away
all
of
our
teachers.
Our
loyalty
is
just
going
to
dwindle
away
and
from
what
it
looks
like
you
know,
with
all
due
respect,
we're
probably
going
to
have
enough
money
to
give
raises
at
the
end
of
the
school
year,
considering
that
all
of
our
teachers
are
going
to
leave.
A
A
D
Hi
melanie
kobo
speaking
of
the
chair,
why
I
I'm
just
curious,
because
I
hear
what
you're
saying
that
we
are
now
at
a
lower
deficit,
but
I've
two
concerns
with
that.
One
being
is
when
we
looked
at
other
budgets
around
the
state
we
and
looked
at
their
their
sharpened
pencils
for
say
when
doing
the
numbers,
and
they
were
always
very
conservative,
with
a
loss
in
our
district.
We
we
were
looking
like.
We
were
either
gaining
or
or
maintaining
the
same
and
and
looking
at
your
studying
your
trend.
D
What
would
we
have
done
without
this
money
if
we
didn't
get
it
from
the
state?
Knowing
that
our
moment
was
we're
saving
what
we
were
currently
doing
with
status
quo,
so
we
are
paying
for
operating
as
if
we
didn't
lose
these
kids,
and
that
was
not
the
intention
of
this
money.
The
intention
of
this
money
was
to
help
raise
and
elevate
esp
and
teacher
salaries.
So
that's
that's.
Concerning.
E
B
E
E
Yes,
because
the
salary
schedule
hasn't
been
visited
for
three
years,
so
there
were
increases
to
budgetary
amounts
for
the
years
21
22
22
20,
like
for
the
last
three
years,
although
and
I
can't
speak
to
the
changes
for
the
esp.
This
is
my
first
year
on
here,
but
I
do
know
as
a
staff
member,
we
have
had
sixteen
hundred
dollars
total
in
raises
for
the
past
two
years,
eight
hundred
last
year,
eight
hundred
the
year
before,
because
there's
a
step
movement
correct.
E
So
what
is
the
amount
of
money
that
was
ended
on
the
previous
school
year
so
that
we
can
see
the
differences
and
what
we're
coming
back
with?
Because
if
this
was
what
100
million
770
000
and
change?
What
do
we
end
with
the
year
before
that?
Just
I'm
just
kind
of
trying
to
figure
out.
Where
did
the
extra
money
go?.
A
E
But
only
800
was
paid
out,
which
means
there's
a
surplus
of
that
money
that
was
absorbed
somewhere
within
the
district,
and
that
was
not
the
intent
to
create
new
positions
or
to
do
different
things
with
that
money.
But
when
we're
locked
into
a
salary
schedule,
we
can
only
move
forward
eight
hundred
dollars
a
year
yeah.
So
I.
A
E
A
A
A
So
I
I
don't
know
if
that
answers
some
of
your
question.
I
don't
know
the
details.
I
wasn't
here,
but
we'll
get
you
that
data,
but
some
of
it
overages
of
the
past
few
years
may
have
been
the
fact
that
we
awarded
a
larger
step
schedule.
Then,
really,
I
think,
any
district
that
I've
seen
comparison
to
more
steps
and
the
fact
that
we
place
teachers
with
up
to
20
years
of
experience,
so
we
we
can
give.
A
A
A
A
A
A
A
A
F
E
E
A
No,
if
you
were
looking
at
the
m
o
budget,
not
all
of
these
800
would
be
in
the
m
o
budget.
Some
of
these
800
are
paid
out
of
title
funds,
which
aren't
shown
in
the
m
o
budget.
You
might
have
been
looking
at
title
budgets.
You
probably
did
not
see,
so
we
didn't
necessarily
hire
a
hundred
more
teachers.
A
A
The
remainder
of
the
548
thousand
dollars
that
would
be
left.
We
are
recommending
that
that
be
allocated
to
the
esp
hourly
schedules,
and
we
believe
that
that
amount
of
money
would
allow
us
to
do
two
things.
One
increase
those
individuals
who
are
below
what
will
become
the
new
state,
minimum
wage
of
13.85
cents.
We
are
required
by
law
to
increase
them
to
that
minimum
wage
beginning
in
january.
A
A
A
A
The
teacher
pay
increase
for
this
year
would
be
a
total
amount
of
four
thousand
eight
hundred
and
thirty
dollars.
Where
did
I
get
that
from
there's
already
been
a
twelve
hundred
dollar
stipend
paid,
so
we're
three
thousand
six
hundred
and
thirty
dollars,
plus
the
twelve
hundred
dollars
already
received?
That's
four
thousand
eight
hundred
and
thirty
dollar
increase
for
teachers
in
the
current
year.
A
A
G
A
A
A
A
A
E
At
some
point,
my
question
is:
why
are
we
rolling
in
a
one-time
stipend,
that's
not
meant
to
be
continual
into
a
salary
increase.
We
appreciated
that
it
was
very
welcomed,
and
we
thank
you
for
that,
but
that
gives
the
impression
that
the
salary
increase
is
higher
than
than
it
is
so
I
just
was
questioning
that,
and
the
other
piece
is
if
this
isn't
an
ongoing
conversation
every
year.
A
So
if
there
were
additional
monies
next
year,
we
would
actually
be
sitting
here
again
next
year.
Having
the
same
conversation,
I
would
pretty
much
assume
so.
The
idea
in
my
mind
is
we're
not
going
to
look
at
a
complete
revamp
of
this
salary
schedule
and
revisit
a
committee
and
do
all
those
things
and
so
forth
between
this
year
and
next
year
for
the
certified
salary
schedule.
We
would
we
think,
we're
awarding
enough.
A
E
D
We
do
need
to
readjust
the
powerpoint
presentation,
because
that
1200,
even
though
again
thank
you
very
much,
we
appreciated
it
does
not
equate
to
a
salary
increase,
especially
because,
unless
you're
saying
that
we're
going
to
be
getting
that
1200
at
a
yearly
is
that
what
you're
saying
that
we're
going
to
get
1200
every
year,
then
then
we
can.
We
can
include
that
we
can
include
that
as
the
package
of
what
we've
given
to
to
us
this
year
absolutely.
D
Additionally,
if
that
was
the
case,
then
we
should
also
include
into
that
into
that
testament
301
money.
But
again
we
negotiate
that
every
year
and
we
can't
include
that
because
it
is
not
a
raise,
it
is
just
a
stipend,
so
that's
very
misleading
when
we,
when
we
interpret
those
numbers
in
that
matter
in
that
fashion,
also
as
a
part
of
being
conferred
negotiations
every
year,
we
should
have
the
ability
to
revisit
a
salary
schedule,
no
matter
what
it
is,
what
we
decided
to
be.
D
We
have
to
come
to
a
consensus
about,
and
I
understand
that
too
and
and
maybe
for
fiscal
responsibility,
we
decided
maybe
not
to
to
change
it
that
year
as
a
team
I
am
as
together,
but
to
say
to
lock
our
lock
our
arms
and
say
we
can't
discuss.
It
is
not
bargaining,
good
faith.
It
actually
goes
against
that.
So
that's
absolutely
a
big
problem.
D
It
was
a
big
problem
in
the
previous
years,
because
we,
those
people
who
were
at
the
top
of
the
salary
schedule
who
were
locked
out
of
getting
a
raise,
were
you
know
it
it's
unfair
to
them.
So
we
we
can't
promise
and
that's
that's
not
a
that's,
not
bargaining,
good
faith.
If
we
were
to
agree
agreed
to
that.
A
A
A
Tell
you
why
I
have
every
single
interest
in
maintaining
us
as
the
most
competitive
paid
district
in
the
state
that
we
can
possibly
be.
There
is
absolutely
no
incentive
for
me
not
to
do
that,
I'm
not
pulling
any
punches.
I
do
not
like
my
position
when
I
face
the
beginning
of
a
school
year
trying
to
find
vacant
positions.
A
A
A
D
D
Okay,
well,
that's
that
piece
that
language
as
it
is
as
it
stands
right
now
when
wouldn't
be
in
in
keeping
with
good
faith
bargaining.
It
wouldn't
be!
So
that's
so
when
speaking
to
that,
that's
that's
absolutely
what
I
was
speaking
to
that
exact
line,
not
to
you
personally
and
when
I
talk
about
good
faith
bargaining,
it
doesn't
necessarily
mean
just
the
numbers
and
what
you
were
offering
to
us.
It
means
everything
that
coincides
with
that,
including
the
language
in
the
bottom
of
it
of
the
contract
in
our
contract.
D
So
that's
what
I
was
surmounting
to.
If
the
state
were
to
give
us
a
surplus
of
extra
money,
we
we
we'd
be
like.
Oh,
no,
I'm
sorry.
We
can't
bargain
for
that
money
because
in
our
in
our
con
in
our
salary
schedule,
it
stipulates
that
we
can't
bargain
for
it
nope
biennially.
So
maybe
in
a
couple
years
we'll
talk
about
that
extra
money.
That's
not!
Okay!
D
It's
not
right!
So
that's
why,
in
that,
that
language
alone
right
there
does
not
fit
and
keep
and
fit
with
good
faith
bargaining,
not
with
you
personally,
not
with
not
with
the
fact
that
you
wrote
that
language
into
the
into
the
salary
schedule,
because
it's
actually
been
on
the
salary
schedule
prior
to
you
to
coming
to
our
district.
B
Also,
if
I
can
add
so,
I'm
just
been
wrapping
my
head
around
40
cent
rates
for
esps,
considering
we
had
what
3.67
million.
How
did
we
come
to
the
conclusion
that
just
about
half
a
million
was
going
to
go
to
all
the
esps
40
cents?
I
can
see
maybe
a
kid
of
18
or
19,
considering
that
a
win,
but
we
have
a
lot
of
esps
that
are
not
18
19
year
olds.
These
are
adults.
These
are
caretakers.
B
These
are
people
who
work
hard
for
their
families,
who
yeah
a
crossing
guard
works
10
about
10
hours
a
day,
but
I
mean
10
hours
a
week,
40
cents
they're
going
to
leave
they're
going
to
go.
Considering
that
target
walmart
mcdonald's
pays
more.
Considering
that
phoenix
union
one
of
our
neighboring
school
districts
just
increased
their
base
to
16
for
esps.
I
know
the
school
districts
did
something
similar.
They
they
went
to
at
least
15
dollars
an
hour.
B
B
A
A
A
What
the
minimum
amount
of
teacher
makes
is
comparable
and
competitive
with
our
peer
districts
and
neighboring
districts,
then
I
heard
very
clearly
from
you
all.
You
wanted
something
fair
or
equitable,
and
so
we
responded
so
even
though
I
said
we
couldn't
afford
it
at
the
last
meeting,
we
couldn't
take
that
36
30
that
it
would
take
to
get
our
starting
teacher
there
and
give
it
to
everybody.
We
just
offered
that
today,
okay,
the
sheer
numbers
we
are
at
3.67
million
total
that
we
can
give.
A
A
We're
trying
to
keep
our
teacher,
mostly
our
teacher
salary
schedule,
competitive
with
our
peers,
we're
trying
to
do
the
best
we
can
with
the
amount
of
money
we
have
available
to
do
that,
and,
unfortunately,
that
leaves
550
thousand
to
go
toward
the
esp
schedule
with
the
money
we
have.
So
if
you
want
to
take
it
and
place
it
differently,
I
am
more
than
willing
to
have
that
conversation
and
willing
to
consider
whatever
you
want
to
propose.
A
A
D
Thank
you,
I'm
looking
looking
at
the
salary
schedule
and
looking
at
the
at
the
proposed,
I
mean
the
salary
schedule
from
the
previous
years.
I
noticed
that
there
is
a
doctorate,
like
you
had
said,
mentioned
rowan
there
for
our
esps.
We
offer
them
a
stipend
for
a
ba
and
a
dollar
hour
for
for
an
aaa,
of
course,
what
was
the
purpose
of
adding
that
doctor
column
and
what
is
the
cost
of
the
district
by
adding
that
column?
A
A
B
Also,
if
I
can
add
I'm
looking
at
my
notes-
and
I
know
one
of
those
slides
earlier
mentioned-
that
within
the
last
three
years,
esp's
got
a
raise
of
29.
I
just
want
to
say
that
the
step
schedule
has
been
frozen
for
quite
some
time
now.
The
29
in
raises
that's
just
the
district.
Finally
honoring
esp's
putting
them
on
the
appropriate
step
which,
considering
that
someone
who's
had
experience
comes
to
cartwright,
was
always
started
at
year.
Zero.
They
were
never
honored
their
base
salary.
They
were
never
honored
their
step.
B
That's
just
an
adjustment,
that's
just
the
district
doing
their
due
diligence.
I
wouldn't
consider
that
a
you
know
us
doing
a
you
know.
I
appreciate
it.
I
don't
get
me
wrong.
I
appreciate
the
raises,
but
other
school
districts
have
actually
negotiated
esp
step
schedules,
as
were
a
part
where
cartwright
has
just
you
know,
said:
we'd
revisit
the
maruti
visit,
then
we'd
ask
for
information
and
we'd
never
get
it.
C
A
B
All
right,
so
one
of
the
things
I
wanted
to
bring
up
is
you
know
the
pot
of
money,
the
3.67
million,
how
how
much
power
is?
You
know
there
to
make
that
pot
just
a
little
bigger
how
much?
Where
can
we
reallocate
funds
to
increase
that
3.67
million?
I
know
there's
we've
talked
and
we've
considered.
We
want
to
ask
you
know
we
know
three:
oh
administrators
receive
301
money.
B
A
B
A
B
You
know
cart
rate
is
one
of
the
few
districts
or
probably
one
of
the
biggest
school
districts
that
give
their
administrators
301
like
money,
we've
talked
to
other
cfos
and
one
of
them
from
a
really
large
school
district
was
kind
of
baffled.
He
his
jaw
dropped
and
was
like.
You
know
why.
Why
isn't
that
money
going
to
teachers?
Why
isn't
it
going
to
educators?
Why
isn't
it
going
to
esp's
esp's
are
in
the
classroom
just
as
much
as
teachers
are.
We
have
ias,
we
have
janitors,
we
have
custodians,
they
interact
with
students.
B
D
I
know
we've
a
lot
of
us
have
been
in
education
for
years,
so
we
know
we
understood,
and
we
remember
the
spirit
of
301
when
we
originally
passed
it.
It
was
to
rectify
the
the
salary
for
educators
and
specifically
classroom
teachers,
and
so
it
was
the
intent
was
to
give
money
straight
to
the
teacher's
pocket,
and
we
all
know
that
there
are
hoops
and
stuff
that
we
have
to
jump
through
with
301
that,
probably
if
the
voters
would
have
known
would
not
have
been
their
intent
with.
D
I
do
understand
that
admin
gets
paid
301
like
monies
from
a
different
pot
and
different
fund,
but
that's
still
an
allocation
of
our
monies
that
could
go
to
help
supplement
those
who
are
at
the
bottom
end,
because
that
is
truly
what
301
was
intended
to
help.
Do
it
wasn't?
Yes,
it's
tied
to
incentives.
It's
entitled
it's
tied
to
test
scores.
D
So
in
this,
in
the
spirit,
it's
it's
it's
kind
of
a
little
bit
unsettling
to
and
and
optically
in
perceptions
everything
we
can
talk
about
perception,
but
optically
when
we
give
301
like
monies,
whether
it
be
301
pot
or
not,
two
admin
who
are
not
struggling
and
we
have
our
esp
who
are
struggling.
My
fear,
my
true
fear,
is
the
value.
What
we're
showing
that
we
value
in
our
district-
and
my
fear,
is
that
mine
alone
may
be
mine
alone-
is
that
the
last
thing
we
want
to
do
is
have
mass
exodus.
D
The
last
thing
we
want
to
do
is
is
is
not
to
help
those
who
who
are
most
need
in
our
community,
and
I
and
I
before
I
jump
the
gun
too.
I
know
with
what
we're
proposing
we're,
even
willing
to
take
a
little
bit
of
a
cut
for
us
to
help
our
brothers,
and
so
what
I'm
asking
is.
Is
there
any
other
way?
Is
there
any
any
other
way
that
we
can
cut
to
give
them
what
they
need
to
survive
so
that
we
can
keep
quality
quality
quality
people
who
we've
trained?
D
Who
are
community
members?
Who
we
love
and
adore?
Is
there
anything
else
that
we
can
cut,
and
that
was
one
of
our
solutions,
maybe
not
cut
all
the
way,
but
to
cut
a
little
bit
to
help
at
least
a
little
bit
we're
willing
to
cut
our
we?
If
you
listen
to
us,
we're
willing
to
cut
a
little
bit
of
our
salaries.
What
you're
offering
to
give
us
so
that
we
can
give
to
them
as
well!
B
I'm
going
to
attack
on
to
what
melanie
is
speaking
about.
Yes,
we
did
talk
about
wanting
to
cut
the
administrator
301
like
equivalencies
added
to
the
pot,
for
you
know
giving
raises
because,
like
melanie
said,
you
know
previous
conversations.
It
was
mentioned
that
we
want
to
bring
teachers
to
the
base
of
50
000
at
that
zero
spot
050
ba.
B
B
We
want
to
see
if
we
can
bring
that
up.
Just
you
know
up
to
a
dollar
more
cut
funds
out
of
other
pockets
that
you
know
will
that
won't
really
affect
the
people
who
are
rece
on
the
receiving
end,
which
is
why
we
mentioned
that
administrators
receiving
that
31
like
money?
How
about
we
add
some
of
that
or
most
of
it
to
you,
know
this
pot,
so
we
can
give
esp's
money
again.
We
also
are
considering
dropping
down
the
you
know
the
zero
the
year
zero
ba
spot
down
to
fifty
thousand.
B
G
About
that,
I'm
sorry,
do
you
have
a
question
down
there?
I
just
have
a
point
yeah
I
hi
there
miss
kobos
with
respect
to
the
words
and
the
communication,
some
of
the
things
I
find
offensive
as
well.
I
remember
the
spirit
of
301
performance
pay
and
when
you
say
that
it's
to
take
care
of
the
bottom,
I'd
really
like
to
talk
to
you
afterwards
to
really
understand
what
that
really
means
to
take
care
of
the
bottom.
G
I
know
what
I
think
you
mean,
but
I
don't
know
if
everybody
truly
understands
what
you
mean
with
respect
to
your
term
of
admin,
aren't
struggling.
I
again
find
that
very
offensive.
As
you
don't
know,
the
lives
of
administrators
across
the
district
and
what
they
are
dealing
with
their
personal
lives,
how
many
kids
they
have
being
a
father,
a
single
father
of
two
you
don't
know
my
predicament
and
for
you
to
verbally,
say
in
front
of
everybody
that
administrators
aren't
struggling.
G
G
If
you
haven't
looked
at
the
data,
there
is
a
leadership
shortage
as
well,
and
we
do
know
the
number
one
reason
that
teachers
do
leave
is
because
of
a
perhaps
not
a
highly
qualified
or
skilled
leader,
and
if
you
want
to
attack
or
damage
our
leadership,
be
prepared
for
the
repercussions.
Is
that
as
well?
So
I
would
love
to
talk
to
you
afterwards
about
some
of
those
things,
because,
with
all
due
respect,
I
I
think
I
understand
what
you're
saying,
but
I
want
to
clearly
understand
but
to
say
clearly
that
administrations,
administrators
aren't
struggling.
D
Okay,
then
I
yeah
I'm,
so
I
apologize.
I
stand
corrected
and
of
of
saying
that
what
I
am
saying
is
that
for
years
and
years
and
years
we
have
provided,
raises
salary
adjustments
and
help
at
an
equitable
fashion
to
teachers
as
in
a
better,
better
sense,
as
well
as
administrative
administrators
than
we
have
to
our
esp
folks.
That
is
a
fact.
It
is
so
what
I'm
saying
is
and
struggling
you're
right.
D
It's,
though,
that's
facts,
so
that
is
what
I
meant
by
my
my
by
my
what
I
was
saying
and
that-
and
I
was
also
meaning
to
say
to
me
to
say
that
we
are
that
we,
as
as
as
teachers
and
certified
staff,
are
so
willing
to
willing
to
to
do
that
sacrifice,
and
I-
and
I
also
want
to
reiterate
to
make
it
a
little
bit
more
clear,
because
I
know
we
did
jump
around
a
little
bit
because
this
we
are
impassioned.
This
is
personal
to
us.
This
is
our
livelihood.
D
We
have
teachers
who
go
home
and
they
work
two
to
three
jobs
extra
on
top
just
to
make
just
to
get
by
and
including
our
esps
we're
struggling.
We,
it
is,
there's
a
12.5,
an
inflation
rate
right
now,
so
that
mean
which-
which
essentially
means
that
if
we
don't
get
a
12.5
percent
raise-
including
I
mean
everybody
who
is
who
is
struggling,
then
we
are
doing
worse
than
we
were
last
year
compound
that
with
our
esp
here
who,
who
we're
not
offering
a
lot
to
it's
it's.
It's
really
really
really
sad
and
upsetting.
B
It
let
me
just
add
on
to
that.
The
comment
came
out
of
a
matter
of
perspective.
Dave
we
didn't
intend
to
offend
you.
The
comment
came
out,
an
administrator
is,
and
I'm
gonna
say
because
I
live
in
this
community.
I've
worked
in
this
community
for
years
and
I
work
a
lot
with
the
community
members
here.
Perspective
shows
that
a
man
of
with
your
salary-
probably
isn't
it
struggling
as
much
as
a
single
mother
who
probably
is
struggling
making
ends
meet
with
you
know
a
28
000
salary
a
year.
D
And
and
and
additionally
to
and
when
I
referred
to
bottom,
I
maybe
I
didn't
finish
my
sentence,
but
I
was
referring
to
the
bottom
of
our
salary
schedule
to
make
it
more
equitable
because
yeah,
the
top
of
your
salary
schedule
that
may
or
may
not
live
within
the
within
their
their
their
visible
means
of
a
livable
wage,
but
our
bottom
of
the
salary
schedule
does
not.
So
that's
what
I
meant
when
I
said
bottom,
I
didn't
get
to
finish
my
sentence.
Welcome.
A
A
Okay,
so
I
think
that
is
a
recognition
of
the
fact
that
I
would
agree
that,
on
average,
the
lower
paid
worker
is
more
impacted
by
the
the
vast
amount
of
inflation
we've
realized
in
metro
phoenix
more
than
the
higher
paid
worker
is.
That
is
simple
logic,
and
so
we
have
not
proposed
within
the
3.67,
which
is
it
period
now
we
said
2.5
last
time
we
went
back
to
the
drawing
board.
Hopefully
I've
explained
very
clearly
how
much
the
3.67
stretches
us
beyond
a
comfort
level
where
we
would
want
to
be
in
this
negotiation.
A
I
don't
know
that
I'll
get
many
volunteers
to
actually
reduce
their
contracted
salary
for
this
year.
Now,
maybe
I
will
maybe
I
have
my
own
personal
philosophy
that
I
might
be
willing
to
do
that.
You
wouldn't
think
so
with
some
of
the
accusations
here
today,
but
I
can
tell
you
that's
the
kind
of
leader
I
am,
but
I
cannot
ask
of
people
who
are
under
contract.
I
will
remind
you
that
we
are
currently
negotiating
this
year's
salary
and
contract
amount
for
a
potential
increase
of
new
money.
A
B
If
I
can
answer
to
that,
is
it
currently
an
administrator's
contract
that
they
receive
equivalent
through,
unlike
monies,
because
that's
not
part
of
the
salary,
that's
just
the
stipend.
They
receive
we're,
not
asking
them
to
drop
their
salary.
We're
asking.
Is
it
the
301,
equivalent
money,
stipend,
necessary.
A
B
A
You
probably
wouldn't
want
to
do
that,
so
we
will
continue
the
process
of
cea,
representing
the
bulk
of
its
membership
and
honoring
that,
and
we
are
always
open
to
dialogue
about
how
we're
treating
our
employees.
I
cannot
restate
enough
that
it
is
extremely
important
for
me
in
my
role
to
be
very
cognizant
of
what
our
salaries
benefits.
Total
compensation
looks
like
from
the
very
bottom
to
the
very
top.
I
do
not
want
to
max
mass
exodus
of
employees.
F
I
mean
we
were
actually
surprised,
because
we
don't
do
this
job
for
that.
So
I
just
want
to
make
it
very
clear
for
everyone
out
there
and
in
the
audience,
because
I'm
not
clear
with
this
tenor
that
I'm
hearing
I
have
been
a
22-year
veteran
of
this
school
district.
I
was
a
teacher
and
worked
my
way
up
to
administration
and
I
worked
very
hard
to
get
where
I'm
at
and
I
just
I'm
to,
and
just
so
for
those
of
you
in
the
audience
who
don't
know.
F
F
F
If
you
want
us
to
what
I
hear
is
saying-
and
I
could
be
wrong,
you
want
us
to
forgo
our
301
monies
in
an
effort
to
equally
share
that
with
others.
Is
that
what
you're
asking
us
to
do?
And
if
that's
the
case,
I
still
am
waiting
for
a
proposal
on
what
this
is
going
to
look
like,
because
I'm
not
hearing
anything
yet.
F
I'm
just
hearing
a
lot
of
rhetoric
and
I'm
ready
to
get
to
work
and
if
we
can
kind
of
start
to
get
to
work,
that'd
be
really
helpful
to
start
to
move
this
conversation
towards
a
win-win
situation,
and
if
that's,
if
we're
gonna,
take
the
I
just
don't
I'm
just
still
not
clearly
understanding
why
administrators,
which
includes
your
principles
and
your
ap's
that
you
all
work
in
with
day
in
and
day
out.
Why
we
right
now
you
say
it's
not
personal.
C
And
we
also
as
administrators,
you
know
we
we
do
stay
up
all
hours
of
the
night
to
do
what
we
have
to
do.
We
don't
just
you
know
we
don't
get
to
clock
out
and
have
a
quote-unquote
professional
day.
Nor
do
are
we
as
administrators
able
to
take
advantage
of
extra
extra
pay.
So
that's
something
that
I
think
needs
to
be
to
be
stated,
because
I
I
hear.
A
A
D
Absolutely
I
I
absolutely
do
not
our
intent
was
never
to
under
my
undermine
the
value
of
our
administrators.
We
love
our
administrators.
I
l
I
have.
I
have
worked
with
many
administrators
in
this
district
and
I
respect
and
respect
absolutely
every
single
one
of
you.
I
absolutely
love.
My
current
principles
are
amazing.
D
G
D
D
I
just
need
to
make
that
completely
clear.
We
are
just.
We
are
saying
that
we
were
willing
to
sacrifice
the
money
for
us
to
help
them
and
we
were
asking
that
that
in
some
likeness
to
that
be
be
given
as
well.
So
that
was
what
our
other
proposal
to
exact
our
specific
language
was
that,
instead
of
giving
the
dollar
raise
to
the
aaa
to
the
aaa
degree,
if
we
could
allocate
that
said
money
back
in
to
every
to
help
everybody
else
as
well.
Correct,
correct.
A
D
Those
are
those
are
we
don't
have.
We
didn't
have
enough
time
to
type
out
a
proposal
to
submit
it
to
you,
but
those
are
the
exact
figures
that
we
were
that
we
are
willing
to
look
at
to
see
if
we
can
rearrange
to
help
alleviate
this
so
just
making
it
a
flat,
50
000
again
there
and
doing
everything
else
proportionally.
B
If
possible,
because
I'm
not
certain-
maybe
you
guys
have
the
data,
but
we
don't.
We
don't
know
how
many
esps
have
associates
and
bachelors
and
how
many
are
required,
because
I
mean
just
from
our
server
results.
We
know
that
a
lot
of
our
esps
are,
you
know
older
people
who
didn't
necessarily
go
to
school
to
for
an
associates
or
bachelors.
They
they
work
just
to
survive.
A
A
A
A
I
I
don't
you're
correct,
I
don't
know
the
answer
like
you,
don't
off
the
top
of
my
head.
I
don't
know.
If
victoria
has
it
right
available
as
to
how
many
esps
currently
get
the
the
thousand
dollars
again,
I
I
would
just
even
though
they
aren't
under
contract,
they
are
under
a
a
work
agreement
and
are
at
will.
A
I
would
be
a
little
uncomfortable
about
pulling
the
rug
out
from
under
those
employees
that
were
anticipating
that
money
this
year
and
again
we're
talking
about
this
year.
Now
I
wouldn't
have
a
problem
of
saying
we're
removing
that
from
this
year's
schedule.
So
anybody
who
attains
an
associate's
degree
tomorrow
or
thereafter
will
not
get
it,
but
I
am
not
comfortable
with
saying
we
have.
F
D
B
Reason
being
we're
so
passionate
about
esp's,
getting
just
a
little
bit
more,
you
know
the
base
minimum
we
were
hoping
to
get
was
a
taller
40,
but
it
doesn't
seem
like
it's
a
huge
possibility
from
our
survey.
The
data
we
gather
just
a
lot
of
our
esps
aren't
no
they're,
no
longer
satisfied
with
the
pay
they're
receiving
here
and
when
esp
starts
to
exit.
A
A
It's
a
problem
because
of
what's
happening
outside
of
public
education,
and
I
want
to
be
clear
when
I
s
when
I
go
to
a
fast
food
restaurant
and
you
can
be
a
line
cook
and
you
can
make
15
per
hour
to
start
there
with
no
credentials
not
even
a
ged,
no
training.
You
can
start
tomorrow
and
flip
hamburgers
and
put
them
on
a
bun,
no
disrespect
to
those
individuals
who
do
that.
I
wouldn't
want
that
job,
but
you
can
get
15
an
hour
tomorrow
and
be
hired.
A
That's
a
problem
that
we
need
fixed
down
at
the
state
house
that
we
cannot
fix
here
and
so
as
we're
losing
people
who
are
disgruntled
with
pay.
I
don't
think
it's
a
mass
exodus
to
other
districts
because
we're
not
trying
to
keep
up
with
the
public
education
funds.
We
get
it's
that
the
public
education
funds
aren't
enough.
A
So
I'm
I'm
as
passionate
about
our
esps.
As
you
are,
I'm
trying
to
be
prudent
with
balancing
every
employee
that
we
have
and
making
sure
number
one.
We
don't
lose
teachers
we
in
the
bare
basics
of
public
education
when
it
was
a
one
room,
school
house.
We
had
to
have
a
teacher
in
front
of
kids
that
is
priority
number
one,
and
so
again
my
goal
was
to
try
to
make
sure
our
teacher
salary
stays
in
line
with
our
neighboring
districts.
A
B
B
E
A
B
A
B
Yeah,
so
we
we
had
a
little
conversation.
It
was
very
emotional,
but
we
are
willing
to
move
forward
with
the
caveat
we
visits
both
the
certified
and
the
esp
schedules
yearly,
because,
right
now,
where
the
esp
step
schedule
stands,
it
is
behind
where
it
should
be,
considering
that
this
was
an
mlu
from
two
years
ago,
and
the
only
reason
it
hasn't
moved
forward
is
a
lack
of
data
provided
to
us,
and
so
that's
that's
our
one
caveat,
because
we
would
like
to
revisit
these
salary
schedules
yearly,
not
biannually.
A
G
A
I
would
anticipate
will
do
is
we
will
prepare
a
new
revised
salary
schedule
for
all
salary
schedules,
except
for
administrative
schedules,
correct
and
present
those
to
you
with
2022
2023,
on
top
of
those
to
accommodate
what
we've
discussed
here
today?
Those
changes
we're
talking
about
with
the
incremental
increase
on
the.
I
think
it's
just
three.
I
apologize
again
for
being
new
to
the
district
and
I
call
those
certified
schedules.
I
know
we
have
some
individuals
that
might
be
confused,
but
individuals
on
those
schedules
will
get.
Those
incremental
increases.
A
Yes,
yes,
and
then
we'll
figure
out
what
that
potential.
You
know
I'm
going
to
say
50
cents
rather
than
40
cents.
Again
it
may
be
a
penny
or
two
more
penny
or
two
less,
but
something
in
that
range
is
an
incremental
on
the
esp
hourly
schedules
correct.
We
will
present
those
for,
hopefully,
your
review
and
ratification
and
time
for
presentation
at
the
september
27th
board
meeting
that
our
understanding.
A
A
That
we
would
not
state,
for
instance,
that
the
certified
what
I
call
the
certified
teacher
schedule
again,
there's
other
people
on
that,
but
that
that
would
indicate
that
it
runs
for
two
years.
We
would
not
indicate
that
it
would
indicate
that
it
is
just
this
year's
schedule,
that's
being
approved
as
modified
for
the.
B
A
Fall
into
effect,
we
may
have
to
do
some
type
of
addendum
or
reissuance
of
contracts
like.
I
started
to
think
that
through
a
little
bit
today
and
whatever
the
easiest
way
to
accomplish
that
logistically,
but
there
will
have
to
be
something
done
to
indicate
a
reissuance
and
resigning
of
contracts
likely.
A
I
just
I
don't.
I
want
to
think
that
through
and
discuss
that
with
victoria
and
the
administrative
team,
what
the
best
process
would
be
to
do
that
and
the
board
will
prove
the
compensation
through
ratification
of
the
new
salary
schedule,
but
I
just
need
to
think
through
what
that
what
that
looks
like
legally
for
reissuance
of
either
an
addendum
or
new
contract
or
whatever,
if
we're
going
to
do
an
addendum
to
everybody,
it's
just
as
easy
to
do
a
new
full
co.
A
B
A
To
me,
that's
up
for
discussion
each
and
every
year
now
my
personal
opinion
be
careful.
What
you
ask
for,
because
in
future
years,
with
declining
enrollment,
locking
into
a
two-year
schedule
might
be
very
advantageous
to
you
so
think
about
that
before
you
ask,
for
that,
I
say
that
for
your
protection,
not
for
mine,
so
just
just
be
careful
personally.
If
I'm
involved
in
this
meet
and
confer
process
for
future
years,
the
the
advantages
of
locking
into
a
two-year
contract
or
a
salary
schedule,
I'm
sorry,
not
contract
salary
schedule
are
just
logistics.
A
We
have
several
salary
schedules
and
you
can
see
how
cumbersome
it
is
to
try
to
get
through
it
with
a
committee
to
do
it
right
with
what
you've
gone
through
with
looking
at
the
current
esp
schedule,
so
you're
just
creating
a
lot
of
work.
If
you
want
to
do
it
each
and
every
year,
I'm
not
opposed
to
the
work
yeah.
A
E
I
think
that
maybe
the
better
way
to
word
not
revisiting
the
salary
schedule
but
revisiting
the
salary
package
each
year.
Maybe
we
don't
change
the
schedule,
but
at
least
that
way
each
year
we
would
know
what
additional
monies
are
coming
in
and
how
they're
being
spent.
So,
for
example,
if
next
year,
there's
an
additional
three
thousand
dollars
that
gets
offered
as
a
one-time
stipend,
as
opposed
to
being
offered
as
a
movement
on
the
salary
schedule
the
following
year.
We
would
know.
Well.
E
Last
year
we
had
3
000
additional
dollars,
so
we
need
to
work
with
that
money
that
is
ongoing.
In
addition
to
whatever
is
new,
so
I
I
don't
know
that
we
necessarily
need
to
adjust
the
salary
schedules
each
year,
but
at
least
to
have
an
ongoing
budgetary
conversation
at
the
start
of
every
school
year.
A
B
A
B
You,
okay
and
then
last
thing
I
just
want
to
before
we
move
to
dismiss.
I
just
want
to
reiterate
that
I
know
some
things
get
said
and
some
things
are
taking
or
taken
out
of
context
or
taken
very
personally.
It
is
never
our
intention
to
want
to
shame
the
other
side
or
the
other
person.
The
other
team.
We're
no
we're
not
here
to
shame
anyone
we're
not
here
to
make
anyone
feel
bad
for
the
position.
B
A
Thank
you,
so
I
want
to
move
through
the
agenda.
Do
we
have
any
future
agenda
item
request
at
this
time
because
remember
we
will
move
into
what
I'm
going
to
call
normal
meet
and
confer
business
within
the
next
couple
weeks.
So
if
you,
if
you
have
anything
that
you're
specifically
aware
of,
if
not
you
can
you
can
email
me,
I
I
generally
build
this.
Heidi
helps
me,
but
I
build
this
agenda
before
we
come
in
here.
So
either
way
is
fine
with
me.
B
D
Generally,
our
first
meeting
when
we
do
meet
with
me
and
confer
we
present
a
list
of
things
that
we're
that
we're
considering
accomplishing
knowing
that
it's
a
flexible
list
and
then
it
may
change
throughout,
of
course,
depending
on
the
needs
that
that
pop
up
but
yeah
that
we
will
be
presenting
a
list
on
that
first
date.
So
that
can
be
an
agenda
item.