1. Joint AR/ Principal Meeting 2018-2019
Shannon starts with a welcome and hands of to Dr. Cambell, who will talk about the relationship
Joint AR/ Principal Meeting
Collaborating for success for all

2. Why are we here? Understand the new contract language together.
Examine the interests shared by FWEA and FWPS which are addressed by this language.
Discuss Big Ideas at the table
Understand key clarifications.
If you have additional questions, please add them to the parking lot
Shannon and James B will introduce this slide

3. David and Chuck will take this section, with Chuck explaining Interest based bargaining
Working Together

4. Interest Based Bargaining and the CBA
What is interest Based Bargaining? How do you see that show up in our preamble and truths and shared decision making? As you read those sections what words resonate with your team? How does your team “live” those agreements?
Sally and David. Sally will do the part about the truths and preamble

5. Site Leadership Team and Consensus 2018-2019
David and Daniel
Site Leadership Team and Consensus

6. Site Leadership Team and Consensus-Preamble
Task: Last year, as part of negotiations, we agreed that “During the school year the Labor-Management Committee will work to determine which decisions are subject to the shared decision making process, and how to provide training on shared decision making. The parties agree that shared decisions support the district strategic plan and school improvement plans.”
Read the language at the table and discuss what are the big ideas and next steps for your building
David and Daniel, lead the discussion
Have tables read the language
What are the big ideas
What were the next steps at your building?
What needs to be clarified?

7. Site Leadership Team and Consensus-Preamble
Key Clarifications:
Representation from each department or grade level
An AR will be part of the team
Meets at least monthly
SLT makes decisions about content of staff meeting and Early release meetings, if held
ESPs invited
Consensus
Not a vote
A process for shared decisions (see attached)
If you cannot reach consensus there is a process indicated

8. Curriculum Implementation (GVC) 2018-2019
Dani, James C, Jeremy
Curriculum Implementation (GVC)

9. Curriculum Implementation 7.2.A.2.h
Task
How do we improve our experience with GVC?
Communication re: pacing, supplementing, structures for input
Equity: Access to materials and mobility
Culturally Responsive Pedagogy and Resources
Viability
Educator Flexibility with Curriculum
Interests:
Effective and supported staff
Effective Guaranteed and Viable Curriculum
Students being successful and engaged
Teachers able to address students needs
Dani, James C, Jeremy, Shannon R
Presentation, not discussion.

10. Curriculum Implementation 7.2.A.2.h
Key Clarifications (this language is still being finalized and wordsmithed, but these are the agreements)
Teachers are responsible for teaching the district curriculum
All standards need to be covered
Based on the needs of their students, staff can make informed decisions in regards to pacing, enrichment, teaching strategies, etc.
Teachers may supplement the Curriculum Guides or adjust instructional delivery to meet the needs of their students but may not supplant or replace entire units, resources, standards, learning targets, or assessments.

11. Shannon M and Alisa-present
Evaluation

12. Evaluation No new changes Clarify Evidence 5.2.E:
Final Evidence is Based on Evidence Gathered During the Inquiry Cycles – Evidence is mainly collected during observations as recorded in the evaluator scripts. Observations shall mean “the gathering of evidence made through classroom or worksite visits, or other visits, work samples, or conversations” between the staff member and evaluator. In addition to observed practices, evidence may also be gathered through answers to wonderings, artifacts, and student growth data. (if applicable). Prior to completing summative evaluation, the evaluator will discuss how all evidence was considered in determining the summative evaluation.
Alisa and Shannon M-Presentation
Coded scripts
Photos
Supporting documents related to observed lessons
Noticings
Wonderings
Analysis/feedback
Responses to Wonderings

13. Who is Responsible for Gathering Evidence?
5.2.3 d. Within a week after each visit, evaluator will provide a coded script which may include photos, noticings, wonderings, and/or analysis/feedback. e. The evaluator will also code all responses to wonderings submitted by the educator.

14. Professional Learning: Collaboration and Staff meeting Time 2018-2019
David and Jeremy-Presentation
Professional Learning: Collaboration and Staff meeting Time

15. Collaboration & Staff Meetings 7.2.A.1.l & 7.2.A.2.d
Task:
How can we best provide professional learning for our staff:
4+1
PLC
Early Release
Staff meetings
Building retreat
Shared Interests:
Effective in changing outcomes for kids
Sufficient time to address identified needs
Responsive, differentiated, scaffolded
Staff feeling trusted
Jeremy and David
Read language
Then Presentation on key clarifications

16. Collaboration & Staff Meetings 7.2.A.1.l &7.2.A.2.D
Key Clarifications
PLCs follow the DuFour Model
30 minutes of PLC early release can be used as determined by SLT to support SIP, if not used then PLC time is still 90 minutes
Focus is on the work, not the paperwork: Only thing required to be turned in each time is the quick summary sheet
When principals visit PLCs or during evaluation conferences, Principal can still ask about other elements of the DuFour Process, such as “Which of the four questions are you working on?,” “What is your teams’ SMART Goal?” and “Can I see Common Formative Assessments?”
ESPs PLC too in rotation, as described in the language (calendar and support frameworks are currently being gathered)
Staff meeting content is determined by SLT in support of SIP
One staff meeting a year outside of the 10, and one hour of the retreat, needs to be about staff driven discipline concerns,
Jeremy and David
Read language
Then Presentation on key clarifications

17. James B, Michael, Dani, Daniel-Lead the DISCUSSION
Student Management/ Discipline (Safety and Positive Learning Environment)

18. Student Management/ Discipline 9.1
Task: How can we create and sustain safe and productive learning and working environments?
Interests:
Communication
Knowing what to do and systems of support
Trust
Problems addressed
Read the language at your table and discuss the big ideas and next steps for your building

19. Student Management/ Discipline 9.1
Key clarifications
Must have culturally responsive strategies and structures
Must have a discussion before returning a student to class
Must review effectiveness of plan several times a year
Will have a TAT
Communication, communication, communication
Referrals
Disposition
Changes
Threats
The discipline audit guide remains a tool for analyzing your site’s plan

20. Specialists and Special Education 2018-2019
Dacca, Emily, and Jane
Specialists and Special Education

21. Specialists and Special Education
Task: How do we ensure reasonable workload, support, and compensation for counselors, librarians, and special education staff
Interests:
Support student learning
People choose FW
Manageable caseload and workload
Dacca, Emily, and Jane- PRESENTATION

22. Specialists and Special Education
Key Clarifications:
CASELOAD THRESHOLDS 12.2
Caseload thresholds are program specific (e.g. ACP vs. RSP vs. FCP)
Payment is made based on the number of students for whom a staff member writes a countable IEP in excess of the threshold
The SSS department is working on creation of a form to allow case managers to track IEPs they write
Payment for IEPs written in excess of the threshold will be paid out in the July paycheck
CLASS OVERLOAD 8.1
New contract language regarding class section overloads applies to secondary resource room and developmental preschool classes
This overload is paid in the same manner as general education overload as established in 8.1
CLASSROOM/THERAPY SPACE CONCERNS 10.1
Any classroom teacher or itinerant special education staff member will first approach building administration regarding space concerns
If concerns persist, appropriate SSS staff will be consulted for resolution
SUPPLEMENTAL CONTRACTS 10.1
Supplemental contracts were increased for several specialist groups including: counselors, APE, Teachers of the Vision Impaired, OT, PT and SLPs

23. Dacca, Emily, and Jane
Secretarial Updates

24. Secretarial Updates Key Clarifications: Update on Education Stipend
Job Descriptions Review

25. Resolving Concerns
16.1 The parties believe that staff and management should attempt to resolve disputes arising from alleged violations of this Agreement in informal, problem-solving methods before moving to the formal grievance process. To this end an informal meeting between the grievant or Association and supervisor must occur as a first step.
Concern vs. Grievance: A “grievance” is any claim of an alleged violation, misinterpretation or misapplication of the terms of this agreement (16.2).
Role Play
Seek to Understand
Informal Meeting to resolve possible grievance
Step I
Kelli and David Role Play on Supervision