Regular Board of Education Meeting 8-15-2018


(crowd talking) – Yeah, well you go now. – (mumbles) gone all
day calling the media. – Good. – Oh, okay.
– I’m great thank you. – Thank you very much.
– Thank you. – Thank you.
– Okay. – Anybody got a rubber band–
– No, you need one? – Okay, I’ll pull my hair back. – Of course.
– Now we were just talking about hair, I haven’t just,
I just haven’t cut it. (laughs) So, I told Barbara,
it’s time for a haircut ’cause we always get a
haircut the same time. – You went and get —
– Yeah, I do. – Okay. – Well, easy, just have one. – Just one, one speaker? ‘Cause we were supposed
to have a (mumbles). – Your computer? Yeah, we miss 6,000 dollars in computers. – Hi, it’s the idea, you got an understanding when you come in, you get a brief and it says
you are on notice 24 seven, basically, anytime you’re in the facility. – Oh, wow, look at that. – We got everybody? Peggy’s not here. Is Peggy on the phone or
coming, do you know anything? Any information? (mumbles) – Okay, she’s somewhere, okay. It got really quiet. (laughing) You’re not even gonna let
me bang the gavel here. (laughing) Yeah, I would like to
before we call the order, I have Sondra here who is our interpreter and she’ll provide information for anybody who might need some language help. (speaking in foreign language) – [President] Thank you, Sondra. And I have a young man, Christian here, who is gonna lead us in
the Pledge of Allegiance, so if y’all will please stand
for the Pledge of Allegiance. – [All Members] I pledge
allegiance to the flag of the United States of America and to the republic for which it stands, One Nation, under God, indivisible, with Liberty and justice for All. (speaking in foreign language) – [President] Thank
you, you may be seated. Let’s take a moment of silence to honor all of our APS graduates who’ve lost their lives
while serving our country. Thank you, can I have a role call please? – Yolanda Montoya-Cordova. – [Yolanda] Here. – Peggy Muller-Aragon. Lorenzo Garcia. – [Lorenzo] Here. – Harper Peterson. – [Harper] Here. – Candelaria Patterson. – [Candelaria] Here. – Elizabeth Armijo. – [Elizabeth] Here. – Dr. David Peercy. – Here. And could I have a motion
to adopt the August 15th Board of Education meeting agenda and approval of the August 1st, 2018 Board of Education meeting minutes? – So move, thank you. – All in favor please say aye. – [All] Aye. – All opposed? Thank you, we’ll go onto
recognizing students and staff community, board
member Yolanda Montoya-Cordova. – (laughing) Welcome to
tonight’s board meeting and thank you for coming. Our first recognition will be
introduced by Tammy Coleman, chief financial officer. – Good evening, Mr. President,
members of the board. For this recognition, I
would actually like to ask Sonya Montoya to join me at the podium. Sonya is the activity fund
support department supervisor. And has been instrumental in identifying the individuals for this recognition. Tonight, we have the honor of recognizing three staff members who
achieved an activity fund audit with no identified audit findings, earning their school’s earning for their schools the
highest activity fund audit rating possible, a perfect audit. This is very, very unusual. School activity funds
are subject to the same federal and state laws
and district policies as all other fundings. School activities may be of a classroom or extracurricular nature and
may include student clubs, student organizations,
student publications and sale of merchandise through
a classroom or school store. Three exemplary staff were
instrumental in their schools recently, receiving a
commendable audit rating of their activity fund bookkeeping. What makes these three audits and bookkeepers unique
from the many other schools earning commendable audit ratings, is that there were no findings identified during these audits. This is a remarkable
achievement as activity funds are oftentimes handled by
many individuals at a school prior to the bookkeeper’s involvement. Additionally, bookkeeping is just one part of the many responsibilities
that a bookkeeper position manages at these schools. In order to receive a commendable audit, the bookkeeper must successfully navigate bank statement reconciliations,
financial reports, activity ledger accounts,
invoices, purchase orders, vouchers, receipts,
deposits, inventory logs, just to name a few of the
tasks that are required. They have an enormous job. As I call your name, would you
please come up to the podium. Ms. Maria Trujillo of Los
Padillas Elementary School. Ms. Brenda Geddie of College
and Career High School and Ms. Lynn Dayhoff, formerly
at Kennedy Middle School but now in the Human
Resources Leaves office. We’re gonna miss her at Kennedy but we’re gonna love her at HR, I’m sure. (laughing) Thank you for the exemplary manner that you have handled your
activity fund responsibility so that student activities
could successfully continue. Let’s show our appreciation for these exceptional staff members. (audience applauds) (crowd talking, shuffling) – Congratulations.
– Thank you. – [Tammy] Our next
recognition will be introduced by Superintendent Raquel Reedy. I get to say that. – Good evening, President
Peercy, members of the board, community members and staff. Tonight, we have the honor of recognizing several journalists from New Mexico PBS. Since 1958, New Mexico PBS has been a leader in public television, with a history of innovative services connecting the people of New Mexico. New Mexico PBS’s mission is
to inform, engage, educate and connect New Mexico’s
diverse communities, reflecting their interests
and needs through quality programming services and online content that can be accessed anytime and anywhere. Through five channels, including
First Nations Experience, PBS Kids, World and Create, New Mexico PBS reaches more than 700,000 households each week. In fact, it is one of
the top 10 most-watched public television stations in the country. New Mexico PBS productions
have won national and regional awards,
including a Peabody Award, a national Emmy and 40 regional Emmys. Tonight, we celebrate their awards from the Society of
Professional Journalists Top Rockies Competition. Top of the Rockies is a
regional, multi-platform contest for reporters and news organizations in an area covering Colorado,
New Mexico, Utah and Wyoming. The awards were first
place in the category of health enterprise reporting with Reconnecting with
a Healthy Love Style. Lifestyle. (laughing) It was a little slip of the tongue. (laughing) That might have made a very good topic. (laughing) Next year. Okay, second place in the category of ag and environment enterprise with Our Land: New Mexico’s Environmental Past, Present and Future. Third place in the
category of public service with DWI Recovery Courts Seek to Address Root Causes of Addiction and two first place state
of change project awards in the categories of
business enterprise reporting and public service. Several of the PBS awardees were able to join us this evening. And as I call your name, will you please come up to the podium? And maybe you can stand like here, okay? So Gene Grant, New Mexico in Focus host. Hello, how are you? Antonia Gonzales, correspondent. Sarah Gustavus, producer. Laura Paskus, correspondent. Anthony Rodriguez, production tech. Kathy Wimmer, associate producer. Antony Lostetter, studio supervisor. Robert McDermott, video production tech. Aaron Senna, video production tech. Joan Rebechi, director of content. – Is it Rebechi?
– Rebechi, yeah. – Rebechi.
– You can say either one. – Joan Rebechi, director of content. Franz Joachim. Joachim? – Joachim. – Joachim, Franz Joachim, general manager. And Kevin McDonald, production manager. Kevin, would you like to say a few words? – Sure. I’d just like to thank you
for the recognition tonight. We really love what we
do at New Mexico PBS and these awards, I think,
are especially something that I’m proud of because
it’s really a focus that is started by a
producer, Sarah Gustavus, where did she go? Which focuses on a couple things. One is partnerships, so bringing
in people like Laura Paskus to do, as far as I know,
the only television series around environmental issues in the state. To Antonia Gonzales, who is the
host of National Native News on Koahnic Broadcasting to do not only the reconnecting to a healthy lifestyle series
that was mentioned in there but also the state of
change stories as well. Another focus of ours is
to really tell stories in underserved communities
through the voices of those people in the communities but it’s also about not just
pointing out the problems. We have far too much of that,
so we really wanna focus on not only what’s going
that needs to be addressed but people that are using innovation and new strategies to address that. So, one of my favorite
examples out of these was a story we did for the reconnecting to a healthy lifestyle that was out at what’s the name of the
farm there by Flagstaff? Do you guys remember? I’m putting you on the spot.
– I think it was the Loop. – Loop Farm and well, maybe it wasn’t even necessarily the farm but there is a renovated school bus that is a water filtration
system that goes out into the Navajo reservation,
filters and cleans the water and it’s also an educational component where students learn
about the process of that. So that’s the kind of
innovation and solutions type of journalism that
we’re really trying to do. And so, you can see most
everybody on that list is here. There are a couple who
are actually still at work taking care of some other things and there’s a bunch of
other people that support us in lots of different ways
that couldn’t be here tonight but it’s a team effort
and we’re so thankful for the support of APS and the recognition tonight,
so thank you very much. (audience applauds) – I think the beauty of this is it all comes down to education. You are all educators and
thank you for everything that you do for the community. – Thank you.
– Thank you. – Thank you.
– You’re welcome. (crowd talking, laughing) – [Tammy] Isn’t that great? So let’s show our appreciation for these very real, true
journalists, thank you. (audience applauds) (crowd talking) – Thank you.
– Thank you. – Please, come by.
– Anytime, good bye. – [Tammy] All right. That concludes our recognitions. Congratulations again to everyone and thank you for joining us tonight. So we’re gonna begin with public forum. This gonna be really abbreviated. It’s gonna be easy. So whether you’re here with a request for the Board of Education to
consider, provide information or just see how the Board
of Education operates, we want you to know that you are welcome. The Board of Education
has established rules for expected civil behavior during the meeting and public forum. Upon signing in to speak tonight, you received a signature form and copy of the procedural directive, which outlines those rules
for expected behavior. Presiding officer will enforce
these rules as appropriate throughout the meeting. Tonight there is only one
speaker, so that’s gonna be easy. The time remaining to speak will appear on the screen in front of you and you may not yield your time, well, there’s nobody to yield to. You’re always welcome to
submit additional comments to the board in writing if you’re unable to convey your message or you’re not able to speak within the 30 minute public forum. The Board of Education
encourages you to stay for the entirety of the meeting so you may listen to board member comments before we adjourn. Only at this time may
your concerns be addressed at the discretion of each board member. So our one signed-in
speaker is Alexis Taylor. – First of all, I would
like to thank you all for allowing me to speak. My name is Alexis Taylor. I am here on behalf of
my son, Reece Taylor. Reece is diagnosed non-verbal autistic. He was attending the Chaparral
special needs preschool in the autism-specific
classroom taught by David Artz. I had to remove my son from the classroom on December 11, 2017, when he came home with a
large bruise on his left ear. My husband and I immediately
contacted his bus drivers and his classroom. Mr. Artz was not there. So far, I’ve received
two conflicting reports from the administration. One stating that Mr.
Artz left early that day and another stating that
he was never there at all. The assistant teachers
in the room informed me that Reece did not have an
injury that they were aware of. We took Reece back to the school
and continued to be shocked by them stating that they did not see and were not aware of
any injury happening. In their words, he never even cried. They even suggested that he
came to school with this bruise that they supposedly never noticed. Speaking with the vice principal, she took us to the nurse’s office to complete an incident report
since one was never started. My husband contacted APD to make a report as we knew the injury had
happened while he was at school. The vice principal told us to go home and they would inform us of the findings of their investigation. Once home, we were contacted by APD and made a report of the incident. Later that night, we were contacted by Detective Gabe Candelaria with the Crimes Against Children unit. The detective called CYFD
and a member of APD CSI to come to our home. A full investigation was launched by CYFD and APD. We were also asked to
go to a UNM child abuse response team exam the
detective had set up for us. At the exam, Reece was fully examined. The findings came with the
decision that the bruise appeared to be from an
adult pinching Reece’s ear. Sorry. The doctor told us not to allow Reece to return to the school. She made it very clear
that her recommendation was to keep him out of the environment where the abuse happened. Detective Candelaria called
and told us to keep him out of school until the
investigation was complete. Sorry. The investigator with CYFD also told us to remove him from the school and they advised immediate
secondary placement. CYFD called APS requesting
the secondary placement. She was told that we had to
make that request ourselves. And they needed more information. I spoke with Allison Owen multiple times and she said she would
start on moving him. However, she would have to get
approval from her director. After speaking with her director, she told us she can no
longer deal with us. Her director, Bernadette Lucero Turner, said Allison was to tell us to
call Bernadette and Chaparral We spoke with Cheryl Wise,
the new vice principal of Chaparral multiple
times starting in January. She was completely
unaware of the situation and informed us there
was no incident report. After quite a bit of back and forth, she also agreed to give my
son a secondary placement. Unfortunately, Bernadette once again said we couldn’t move him and
needed to have a meeting to discuss this further. We tried to attend this meeting but when we showed up that day, Cheryl Wise was not on campus and the office had no
knowledge of that meeting. We called her, she apologized and said she had forgotten to call us to cancel. We later found out that
the director was at school. However, she went into a conference room and didn’t inform any staff
that she was on campus. While there, we asked for
a list of all APS personnel who were in contact
with Reece on that day. We were told because of
the ongoing investigation, that request had to go through APS’s lawyers and HR department. To this day, we still haven’t
received that information. Throughout this ordeal, we have
repeatedly informed faculty that we are following
recommendations of APD, CYFD and UNM’s CART department. The faculty told us that
since there was no proof that it happened there, there was no need for
a secondary placement. Even asking for a temporary placement until the investigation was
complete has been denied. We were informed by Bernadette that she needed a copy
of my son’s CART exam, which is a direct violation of HIPAA, and a copy of the detective’s report, which isn’t even available to us since it’s still an open investigation. However, at this point, we
no longer have any faith in her actually helping our son. Because of all of this, Reece has gotten no
therapy since December 2017 and he has regressed to
the point where he has lost most of the progress he had
made from early intervention long before we set foot
in Mr. Artz’s classroom. Our only intent this entire time has been for Reece to be
given a secondary placement so he can continue receiving the education and therapy he needs
in a safe environment. Due to all of this,
his IEP has now expired and we don’t feel like
we will ever be able to get him the help that he needs. If it helps, we’ve brought
pictures of the injury as well as a copy of the– – [President] Alexis, Alexis, it’s way beyond the time that we have but I think if you would
get a hold with our staff, we can take care of
your issues here, okay? – Thank you. – Yeah, very much, thank you very much for your information. – Thank you for your input. – Okay, we’ll go on with
the superintendent’s report. – Thank you. President Peercy, board members, community members and staff. The majority of schools started Monday, including our newest school, Tres Volcanes Community
Collaborative School, where 600 students were
excited to start the year using blended learning techniques and focusing on technology. Throughout the district, 84,000 the district’s 84,000 students, 142 schools and over 6,000 teachers, we all focused on getting
to know one another and begin learning together. The enthusiasm across the
district was absolutely contagious and the fact is that it was probably one of the smoothest starts that we’ve had in a very, very long time
and all that preparation and hard work by the
staffs and the schools and the departments that offered support really paid off and I thank them for that from the bottom of my heart. I’m also thankful for all the people who have donated school supplies, helping to provide tools
students need to learn. One tradition of gathering supplies specifically comes to mind. The corporate volunteer
council of New Mexico made up of many
organizations across the city filled a city bus with school supplies that will help thousands of
our students this school year. It is one illustration
of how the community steps up to help students succeed. With a nationwide teacher shortage, we’ve done some creative things to fill teaching positions this year. We have left no rock unturned. In addition to working with
colleges and universities holding job fairs and
recruiting across the country, we have also recruited
from other countries. We’ve hired 33 teachers
from the Philippines and more teachers will
be coming in January. And we’ve also hired six
Spanish teachers from Spain to help alleviate that shortage. We’re still looking for about
125 regular education teachers and 160 special education teachers. Substitutes currently are
filling these vacancies. Together with the help of the community and our education partners,
we will continue to work to provide learning opportunities
for all of our students and find the best
teachers for the children. That concludes superintendent’s
report, thank you. – Thank you, Superintendent Reedy. We’ll go onto special issues. A is the consideration, ratification of the negotiated agreement
between the Board of Education of Albuquerque Municipal
School District number 12 and the Albuquerque Secretarial
Clerical Association. It’s a discussion action
and Todd Torgerson, chief human resources
and legal sport services and Karen Rudys, executive
director of human resources, will present to us. – Good evening, board,
Superintendent Reedy, board president Dr. Peercy
and members of the board. The district and Carla Montoya, president and Yvonne Rodriguez would
like to request ratification of the tentative agreement for the Secretarial Clerical Association. (mumbles) – Yeah. Good evening, everybody. Another year has gone
by and we’re still here. My name is Carla Montoya,
I am president of the ASCA, Albuquerque Secretarial
Clerical Association. To my right is Yvonne Rodriguez. She’s no stranger to the district, worked 40, 45
– 43 – 43 years and was
president how many years? – Well, from 1986 to 2009. – So, we’re still at it and I just wanna thank you
all for having us tonight. Hope you’re all having a great evening. It’s a pleasure to stand up
here and thank Karen Rudys, works wonderful with us and I wanna tell you a little
bit about our negotiations. We got 3.5 for the unit,
which there are 434 in there that we represent. We also got a special level, level four, that way there’s somewhere else to go other than level three. They’re very hard working, I want to acknowledge all of them. They’re the first face you see
when you walk in the school. They work hard and they’re
very skilled people. We did clean-up in language,
what else did we do? – I don’t know because it
wasn’t a full contract. – Yes, so anyhow, thank you for having us. If you have any questions we’re here, hopefully we can answer them. (laughing) – Thank you, board members,
any questions at all? Board member Muller-Aragon. – So I know you said you represent 434. Is that total secretary clerical, correct? – [Carla] Right. – So how many of them, of those
434 are dues-paying members? – [Yvonne] Right now, it’s about 120. – Okay and then, I mean, I read that whole agreement and one of the things that I saw is that you get your
secretaries and clerical get credit for working outside of APS, so does that place them on a
higher on the salary schedule based on their outside
work outside of APS? – Yes, board member Peggy Muller-Aragon, if they come in with outside experience directly related, they
will move on the steps on the longevity in
regards to their placement on the salary schedule, which helps as far as recruiting. – [Peggy] Right, how do you verify that just by their previous employment? – Well, no we request an
EDC and the HR department sends out its own form
and that has to come from the prior employer and it is sometimes really
difficult to get those back if their archives have been purged, so we do our best, sometimes
we need to even get W2s from past employers, but it’s
pretty standard in the field. So we get those for all
employee groups, actually. – Great and then one of the things I was looking at and it didn’t kind of go into detail is when there’s a reduction in force, you say that you negotiate
the procedures for that. So what is that process? – We have unfortunately had
to do that several times in the last 10 years and so it’s clarified,
we’ve been through it but first we have to look at seniority in all of that employee group and then we meet with
everybody who’s least senior and when six years ago we did it, we got all of them in a room and we of course froze
hiring for those positions and then we tried to place
them in other positions and at the end of the day, we didn’t cut as many,
some chose to retire but we do have an
outlined process for that. – Okay, and then I was
looking at the definition of like family, so for
the bereavement leave, it includes many people,
to aunts and uncles and grandparents et cetera but then when it came to caring for, if you have a family member that’s ill, then that’s limited to
children, spouse, et cetera. So why is that different
than it is for the teachers? ‘Cause I saw that it’s
different for the teachers. – We are just in the process
of outlining and clarifying all of the leaves’ language, so we’ve sat down with lawyers
and the unions to do that but we are following FMLA guidelines for that specifically
care of a family member so that’s why it’s
different in this contract but we are in the process
of aligning everything at this moment, so that
will be cleared up. – Okay and then one of the things that you have on the revised language under the memorandum of understanding, is that an orientation tax
force will be put into place? So that is going to be
starting this year then? – Yes, board member Muller-Aragon, we’re rather excited about
that because Lynne Dayhoff, one of the wonderful
secretaries we just recognized is now working with us to support that and we’re collaborating
on what secretaries need when they’re new hires to the district, we’re working with finance on that. They did have a big training
at the beginning of this year but we’re trying to
incorporate some other aspects of their job into that orientation. – Okay and then I know there
was a stipend for bilingual, which I personally don’t
think is a whole lot, I mean, it says that you shall
have a stipend 50 cents more an hour paid twice a year, so, how does that work? I mean, I was just confused
about what that meant exactly based on how many hours twice a year? – That was increased last year and it works because if
they’re moving around and if they discontinue those services, we pay it twice a year, so it’s added to their base salary rate. – [Muller] Okay – But that is something
that we can negotiate. – Okay, so it, then the
stipend is part of their pay so it will be part of their pension, I mean, it will be part of that, though, it’s not separated?
– Correct, correct. – Okay, okay, I think that’s I mean, I just know secretaries,
you’re the first face that our families see. You guys know everything
that’s going on at the schools. I think that you are wonderful. I personally think that
you are terribly underpaid, in my opinion. I’m sorry for that because if you have a wonderful secretary, the climate is wonderful
just because of the people that are up at the front, so I just want to thank you for that. And as a teacher, I
just always held you all to the highest regard, so thank you. – [Karen] You’re welcome. – Any other comments? – There are some very
skilled people, I’m sure, that you all notice with the ladies that they were commending with the audits. It takes a big skill, so anyhow, thank you so much for that compliment. Yes, we appreciate it. Do you have anything to say?
– Other comments? Board member Petersen? – I’m glad for once that
things weren’t frozen. It’s still not enough for what you do, but it’s at least something and moving in the right direction. So thank you for
everything that you all do. – [Carla] You’re welcome,
we’re still low. (laughing) We lost eight years.
– Yes. – [Carla] Even though it’s very positive, we’re still behind. And we’re hoping for
better times. (laughing) – And when we talk about and this is true for every employee
group when we talk about attracting new people, it’s one thing but we’ve got to retain
experienced people. And if we don’t treat people right, we can’t retain them, so
thank you for hanging in for all these years. – [Carla] You’re welcome. – Other comments? Do I have a motion? – I move for approval. – Do I have a second?
– I second. – We have a motion and a second, all in favor please say aye. – [All] Aye. – All opposed, thank you,
appreciated it very much, – [Carla] Woohoo, thank you. (laughing) – We’ll move onto the item B, consideration for the ratification of the negotiated agreement
between the Board of Education Albuquerque Municipal
School District number 12 and the Educational Police
Officers Association. Discussion action and the same folks are here to help us with that. – Board president Dr. Peercy, members of the board,
I would like to present the Police Educators
Association tentative agreement for ratification tonight and Roy Dennis, president of the group, couldn’t be here, however, I have the chief
of police, Steve Gallegos here to answer any questions. – Anything magnanimous here
other than you did get a raise? We know that. – [Steve] We thank you or they thank you. – But anything– – But it’s a process and we appreciate everything that was done;
thank you Karen and thank you. – Good, okay, other comments at all from the board? – I just have one. – Board member Patterson. (murmuring) Board member Patterson. – All right. You indicated, you know, it
shows that there’s 120 hours if you work 120 hours,
it’s considered over time. Where did that figure come from? I couldn’t find that in here. What was the starting
point, is there a change with regard to this? – It was 200 last year. – [Patterson] It was 200. – So we talked about that
in various times this year and it’s roughly 30 days of comp time and what happens then is they’re not there if they have that
much comp time accrued and we have such a deficit and we haven’t been able to
fill police officer positions. It’s easier just to pay the overtime once they’re over 120. But we can change it back to 200, it’s really not a big deal for us it’s just that then we don’t have anybody if they’ve accrued that much comp time. – And then my other question is, with regard to the uniform,
so as a new recruit, you come in and you pay
maybe two, 300, $400 for your uniform and I notice
that they get reimbursed over 26 pay periods and it’s only $15. Is there anyway to do this upfront? Give them maybe half of
that for the uniforms? – Yes, board member Patterson, we did that in the past. We did upfront the money
to the incoming people, however, if they didn’t
stay long enough for us to recoup that money,
we were out that money. So we do it in installments. – [Patterson] No clawback on that? (laughing)
– There you go. – Yeah, you know, if you do the 200, it’s a good faith effort
to start that way. – [Steve] It is and I wish
we could do it a lot easier but again, we’re just
losing too much money when they weren’t staying with us. – And so they get $15 a pay period as a reimbursement over one year, which after it accumulates,
you’ve got $400. – [Steve] Yes. – All right, all right,
just checking, thank you. – Any other comments? Board member Petersen. – Just one question. You know, one of the things
that’s always in contracts is due process rights
and really writing out and being specific about
what due process looks like. But I’m curious, do you
have any long-term goals for what kinds of support the
officers in our schools need? What training is either desired or given or if there’s anything
long range that you see should be in the contract in the future? – Well, we’re mandated by the state and they mandate what
training that they have, we have during the year. It’s a two-year cycle. We add to that and that’s where that type of training comes in. It all depends, like right now
it’s active shooter training, security at the schools,
that sort of thing, so we throw that in as well, so there’s also the mandated
training by Santa Fe but there is a long-term
training that we do whether it be child abuse training, updated laws that changed
during the session. A lot of it is mental
health, that’s a big one that’s ongoing, it just
goes on and on and on. So we continue that training, we update it annually and we continue on. We mandate what our officers
have as well as Santa Fe. – [Petersen] And that’s why
we appreciate y’all so much and why the officers that
are in the schools do such a good supportive job
for our students and staff. – Thank you. – [Peterson] So thank you. – [President] Other comments? Board member Muller-Aragon. – So, Chief Gallegos,
how many police officers are there covered under this agreement? – [Steve] At this time,
we have 54 officers within our department. – And how many are dues paying? – Well, there’s also CSAs in the bargaining unit as well. – [Muller] Right. – I don’t know that. The union people, that’s
through the unions, so I don’t know how many of them pay dues. – But I can get that
information tomorrow for you. – Oh, okay, if I know, I mean, for the CSAs and the police officers. I would just like to
know how many there are and how many are dues paying. And then I just want to say thank you. I was reading something
and I thought this was, it touched my heart, it said, the primary purpose of
employee evaluations shall be the improvement of performance, which is what it should
be and I appreciate that because that’s what we
should all be trying to do for every job here in APS. I think that’s really important. One thing I was looking
at the annual leave that you can accrue 10
to 22 days, I guess, based on the years, right? Is that how you do the first
year you have this many and then it just kind of goes up? Is that how that’s done? – There’s two calendars. So the CSAs work a 183-day calendar and that’s the 10-day accrual. And then year-round officers work the 256, so that’s the 22 days. That’s why it differs. – Okay, and then the sick
leave they can accrue up to like 10 days and that’s, is that for everyone
as well or is it based on the number of days
you’re in your contract? – It’s based on the number
of days, the hours you work. – Okay, and where did that come from? Is that just what APD does
and the sheriff’s department, how do you decide that? – [Karen] For leave accrual? – For the leave, right. – [Karen] It’s a district practice and 10 days is pretty much a standard, 10 to 22 days, two weeks, for year-round. – Okay. And then the other thing, I was looking at that
kind of surprised me, is when I was looking at degrees, if you have an associate’s degree, you’ll get added 10 cents
to your hourly rate. Like give me a break. A bachelor’s degree, 15 cents an hour and a master’s degree, 20 cents an hour. I mean, you’re trying to make
yourself better and learn more and we’re like a school
district and that is what we do for people that take care of our kids and take care of us and I so
appreciate police officers. I think you guys, I mean, the secretaries have a different job, you guys have something else to do that is as important keeping our kids safe and that just pains me but you guys are my heroes, you know, so. – And I’m sure the union
thanks you for that because they do come to the table wanting to push more for
degrees and I understand that. It’s something that I think is positive and we should continue to
work forward to do that and that every year
they come up with that. And I understand and we’re
gonna work a little harder. – Well, Chief Gallegos, when APD, what do they do, like when you come out, you have an associate’s
degree, a bachelor’s degree, what is their pay
increase for each of those levels of education? – It is quite a bit more. – [Muller] Yeah, I know. – I don’t know the exact figures,
but it’s quite a bit more. – Right, okay. We just need to do
something ’cause, I mean, we look up to you and
the kids look up to you and I just think we should do better. – [Steve] We’ll definitely
work on that part of it. – Thank you. – Any comments? I’ll entertain a motion? – Second.
– Oh, I’ll move for approval. – Do I have a second? There’s a motion, a second,
all in favor, please say aye. – [All] Aye. (laughing) – All opposed, thank you. Thank you, guys, appreciate it greatly. We’re going to item C,
consideration of ratification of the negotiated agreement
between the Board of Education of Albuquerque Municipal District 12 and the Albuquerque Teacher’s Federation. And we have our same presenters here, so – Yes and–
– Let’s do this. – Ellen Bernstein definitely wanted and planned to be here,
however, she was subpoenaed to testify in the lawsuit
in Santa Fe today, so she did mention she was running late and I thought she would make
it but she hasn’t shown up yet. So I’ll move forward. President Dr. Peercy,
board members, the union and the district would like
to request ratification for the tentative agreement with the teachers’ bargaining unit. – Anything special that you
wanted to bring up here? – We’ve worked on a lot of
different things this year. It was an exceptionally well bargaining team for both members. And we felt really good about that. Ellen mentioned several
times with finance that this was the best year ever. We haven’t negotiated
raises in a long time but when we did in the past, this was probably the best year we ever worked together on it. And we collaborated on
this new salary matrix because the old one was outdated. It was broken and in the past, some board members were
concerned with the steps ’cause there were inequities among steps, so we have moved forward
in correcting those errors but it is gonna take more
changes in the future, so we are looking at that. We are also considering
other ways to look at pay as far as credentials
and how we do stipends and all those things because
we do a lot of differentials and stipends for little things but perhaps we need to refocus
on how we’re looking at that as well as the duty days. So we had a lot of really
productive conversations around those types of things and otherwise the language
speaks for itself, I think. If you have any specific questions, I can answer them. – Okay. Board members, do you
have specific questions? Yes, board member Patterson. – Okay, under the evaluation
performance page 10, historically, I guess PED
has always been included as a part of this performance evaluation. How do you select the members that look at this performance evaluation? I believe there’s three
people that are selected. How’s that selection made
and who makes the selection? – Okay, so that’s part of the process for evaluating teachers and in PAR, once they’re
on an improvement plan, let me see. Are you referring to A1? Let me just clarify what it– – [Patterson] It’s part of the performance evaluate article five. – Okay, I’m on article 13.
– Article five? – [Patterson] Article five. Maybe I have it.
– On page 10. – [Patterson] Is it page 10? – [President] I think it’s article 13. – [Patterson] My hand
just wrote something out. – [President] I think it’s article 13. – It’s article 13. – [Patterson] Okay,
there you go, thank you. – So we’re following the PED language on how we evaluate them, but as far as are you looking at A4, employees assigned to two or more schools? – Yes.
– How we’re deciding that? We’ve been doing evaluations jointly or one principal can select
or the teacher can select. So we’ve sort of let the
teacher drive that decision because one can only be
entered into the PED website. – So the teacher can actually make that selection as to who they want? – [Karen] Yes. – All right, that’s good, all right. Then my other question
relates to the task force that you have related to high school. And it’s talking about the schedule that you’ve put a task force together to address the schedule
at the high schools. Could you talk a little bit about that? – Yes, what that’s about
is currently, high school, you have to have so many credits to graduate from high school. But by the time seniors
get to their senior year, they’ve already pretty much
covered most of their credits, so their senior year they’re
rarely on campus full-time. The union would like to
make sure that those kids remain on campus more of their day so we’re looking at how those
credits would be considered, I know partial credit has been
part of that conversation. So we’re gonna create a task force with curriculum and instruction and look at those senior schedules and what’s happening with them. – So if you have a senior
who has only one class, how are you gonna keep
that senior in class? – (laughing) Good question, yes. – If they’ve met all the credits, I mean, it’s a very difficult situation here. – [Karen] Well, and requiring
them to have more credits isn’t the answer. – [Patterson] Right, employment? – [Karen] So, it doesn’t
take a lot of conversation. – Yeah, employment and maybe
what we need is stakeholders. Maybe we need a conversation
with the parents as well, maybe – [Karen] We could include
them in that task force, – Yeah, absolutely.
– That’s a great idea and I’m sure Ellen would appreciate that. – And I think they may have some ideas because they’d like to see
their students at school. – [Karen] And perhaps some students too. – Yes, absolutely.
– Absolutely. – Thank you. – [Karen] Great idea, thank you. – You bet. – Other comments? – I just have one.
– Board member Yolanda. In article five in the condition
of professional service, in the section, I think
it’s number 10, it says if a high school teacher anticipates that any student is failing at semester, I was just curious about
the word if. (laughing) So, I mean, I was wondering why it wasn’t when a high school teacher
anticipates that a student’s because it just seems
like it was left up to interpretation, so it just kind of, it just stuck out for me and that was like so if a teacher thinks so. And then I wasn’t clear
on what does it mean by this is a non-binding, this list is non-binding and intended for planning purposes only? So it just means that
the list that a teacher identifies students that
are potentially failing, it’s just a list for planning purposes, it doesn’t mean that they
are indeed failing or? – Well, if the teacher grades something after that date of that
list, they can change it. – [Yolanda] Okay. – But we did have the
language several years ago because we need to have
that for graduation purposes and some teachers were
waiting to the eleventh hour and then they weren’t supposed to graduate and yet we thought they were graduating. So that language has helped. The “if” hasn’t been an
issue since that point. – Okay. (laughing)
– But – [Armijo] It just struck me as odd. – Probably sloppy
writing there. (laughing) – And I just want to say, I
love the idea on the memorandum of understanding for the advisory for the task force to structure the purpose of the advisories for the middle and high schools because I think that’s very
much needed at that point in terms of, I think there’s
a lot that can be done with advisories if
they’re really meaningful and there’s a lot of
engagement for students about what we’re doing
with that advisory time. – Part of the rationale
to revisit that too is ’cause we’ve had them in place
for seven years or so now but we’ve realized that high schools are doing it differently
from middle schools, which makes sense but we
wanna revisit that topic and sort of review what we’re doing. – [Yolanda] Those are
the only comments I had. – Thank you, other comments? Others, board member Muller-Aragon? – Okay, same question, how many teachers and then how many are dues-paying members? – Teachers 60, well, teachers
and everybody covered by the bargaining unit is 6899 last count and 1574 voted. I don’t have the union
paying members right now but I can get those, I’ll get
those to the board tomorrow for all the bargaining units. – Okay, I appreciate that. And then to go to member Patterson, I have kind of that was one
of the things that I had seen about keeping those seniors there. I personally think that
when you’re trying to keep somebody there that worked really hard, they got everything done quickly, I mean, if we have kids that
can get all their courses done by the time they’re juniors, we’re punishing them by
trying to keep them there. Some kids are not meant
to be in high school, they just excel out in the
workforce or in colleges and high school’s just not for every kid. And so I just have a hard time
trying to keep somebody there who did everything that
we were supposed to do and now we want to tell them, well, yeah, you did everything, but we still wanna keep you here. I just have a really hard time with that. I just know too many
students that wanna get, they just wanna get out of high school. It’s a tough time for a lot of kids and if they can do it, Karen,
I think we should reward them, give them their diploma
and let them go on. – And that is why we
wanted to have a task force because there were differing views but we’re always willing to collaborate and have the difficult
conversation around those things. – Okay and then I was
looking at the middle school differentials and so it was going to be, even if it was a smaller school, that they were still gonna
have, it was on page seven, under new language, article six, that they were going
to, every middle school was gonna receive five differentials so it’s not gonna be based
on the size of the school. And what was your rationale for that? – Because they still have those positions. Even in those small schools, it doesn’t mean we
eliminate that position, so in all fairness, they deserve
that differential as well. – Okay. And then, I was just kind of
confused about one of these. Let me see if I can find it. I’m probably not gonna find it. It was talking about that they were gonna change the hours, I can’t remember of exactly who it was and I don’t have it written. I just wrote myself a little note that they weren’t gonna get a loss of pay but they were going to
be working less days and I can’t remember who
it was, who was that? Was that the diagnostician?
– Yes, the ed diags, correct. – [Muller] Okay. – We don’t need them working
that long into the summer because then the students are gone and they’ve been able to do the job and it is a busy job but we
thought that would be a good way to give them a boost in salary because they are drastically
underpaid as a group as well and that was the rationale
for changing that. We have talked about doing
that for several years and we finally thought that this year, with the change in the
salary schedule that we made and the raise and the changes
that we’ve sort of made all over, it made sense to
make that move this year. – So, it wasn’t gonna affect our students in any way though? – [Karen] No, no, not at all. – Okay and then, I know there were some task forces that you were gonna be doing
on the schedule et cetera, is that basically, is that at like no cost ’cause I think there was like three different task forces, right? – Are you asking if the
task force cost any– – [Muller] Is there any cost? – There’s no cost.
– There isn’t any cost, okay – And then, sorry, I
had a lot of questions. – [Karen] That’s okay. – I know one of the
things I was looking at was when it was talking
about on article two and it was talking about
professional association fees and licensure fees that
they’ll be reimbursed for. Is this done for all employees that belong to different associations? Because I just think we need to be fair. – This applies to the
people that are covered in this teaching contract,
by the teacher contract. It doesn’t apply to other employees and other bargaining units. But they are treated in similar ways. – Okay, that was my question. I know we’re just talking
about the teachers and who’s covered but I
just want to make sure that the same thing held
true for others as well. – [Karen] Yes. – And let’s see. One of the things that I was looking at is I was looking at some
of the differentials for the coaches and then
I saw like football. I’m not a big football fan, no offense to everybody who is, but I saw them get paid a whole lot more and the cheerleading coaches as well and I mean, I’m like yay for cheerleaders, but I mean, they cheer us on. But I just kind of
wondered how do you come up with who gets paid more? Is it by how many kids are on their team? – We talked about that a lot this year ’cause we looked at the differentials and we actually changed it. If you notice the band–
– A few of them, right. With the choir. – The choir and the band and music. And historically, the football stipend was because it’s so
much more time intensive and the season is longer
and that’s how it evolved. However, marching band is
equally a lot of time and work because they attend those football games and that’s why we distinguished made that difference in the contract. So that was part of
this bigger conversation that we’re talking about as well on how do we look at all
of these differentials long-term and try to create some equity among these positions based on time. And then we also talked about what about these teams that make it to, they keep winning, which is more time too. And some other districts
actually do it based on the size of the team and if they’re a winning team, like Texas has this down. So we’re looking like, we’re
looking at different options for that long-term as well. – I think that we need
to ’cause the sports, if your child is playing tennis or you’re on the tennis team, that’s as important to you as
if you’re on the football team and it seems– – [Karen] And it all
keeps students in school. – I just didn’t get that. I still don’t get it, so I just think we need
to look at that better because it looks like
we’re saying something is, this sport is more important because we’re paying this coach more. – [Karen] Exactly. – And that should never be the case ’cause every sport should be
as important as the next one. And then I just had a question on about the federation training
workshops and conventions and it said there will 40
professional leave days at full pay by the district. How much does that cost us? – Well, with this
bargaining group, nothing because none of them
are full-time teachers, so they do that on their own time. – That’s a good thing. And then I was looking
at, it’s on page 19, it’s with all the pretty
different colors on here and it was talking about
the career pathway system for the three-tier licensure system. So they’ll be able to move
from one job to another job, is that basically without any reduction in their current compensation level, so that doesn’t matter if they
were getting paid a lot more being a social worker or
interpreter or whatever and then they come down
to becoming a teacher or not come down ’cause
that’s not coming down, they change positions to become a teacher, so then I just want to understand that. – So board member Muller-Aragon,
I’m sorry about that. What this was referring to was
we’ve had a lot of teachers that wanna become
counselors and in the past, they had to then start at
level one as a counselor, even if they were a level three teacher. So that was, we want to
retain people in the district. If people want to change in their job and if that might bring them
some longevity and revive them, we wanna do that. So this is gonna allow those role groups to keep their salary as they
move to the career pathway which was created when the PED
started the three-tier system it didn’t apply to anybody
outside of the teacher role group so we created the career
pathway to give them a way to advance as well that would be similar. But we found that that
is impeding the process of moving in the district. And we’re losing people. Some people are leaving ’cause they can go be a counselor in another
district at 40,000 where they would have to
start at level one at 34,000. So this allows them to move within groups and retain that same salary. And it’s really at no cost to the district because we’d be paying them either way. – [Muller] We’re already
paying them whatever. – Yes, so this was productive language. – Okay and I just think as long as, you know,
everybody kind of agreed and thought that was a good thing. And then, let me see, I
have all of them dogeared so I can get to the pages. – [Karen] Well, I’m hoping
Ellen walks in any minute, too. (laughing) Oh, Simon’s here, okay, great. – Hi, sorry about my tardiness. Dr. Bernstein would have
loved to have been here. She might walk in at any moment, but she’s coming from Santa
Fe, she’s coming from court, so court lasted considerably longer than she’d anticipated. So I do apologize but yeah. – [President] It’s all right. – [Muller] Okay and then – I apologize
– Oh, that’s okay. – Just as a couple words that I think that Ellen wanted me to convey is that we as part of the negotiating team we felt very strongly that
there was a great spirit of collaboration, we got ahead of the game and we were able to come up with salaries that was very helpful for employees. Tammy Coleman and her team, Teresa Scott, were instrumental in that and just in general the district was great in collaborating and
coming up with solutions to a lot of the problems that
we’re talking about today. And so yeah. – Thank you. I mean, one of the, I’ve trouble with this for everyone, it’s just when there’s
a reduction in force, that you bring back not
necessarily the best person but you bring back whoever was out last and so I just personally
have trouble with that one. And then the other one, just
for elementary teachers, who I think are the most awesome, we have to, as elementary
teachers have to teach like every subject, I mean
we have to teach everything. We have to do that and I know here it says secondary teachers can’t be
required to teach more than in three different subject areas but I just wanna point out
that elementary teachers are, you know, we do it all. It’s a hard job to be able to
be good at teaching everything so I just want a shout-out
to the elementary teachers. Then, also, for the leaves, so you basically were
explaining that to me, why it was kind of
different between this one and is this basically
how it is pretty much across the country is when you have leave to take care of a sick relative then that mostly teachers will get to basically take care of. I’m just wondering how that would work, having their days off
to take care of someone when there’s that many people on the list. – Correct, we have to follow
FMLA guidelines, step one, so that’s 12 weeks and if you
have enough sick time accrued, you should be able to use
that time up for a loved one, so that’s what every employee
in the district can do. And coverage is an issue, but– – I mean, I’m just worried about, I know that when I’ve had a rough year where there’s been many
illnesses and deaths in a family where it’s a whole bunch of people how that in turn would affect a classroom full of children. So if you have a mom who’s
sick and you stay home and then your dad passes away and then your uncle’s sick
and you can take care of him, the impact that that would have on a classroom is my concern. I know that doesn’t happen all the time but I can think of in my situation where it’s been a whole lot of people where it’s like one thing
after another after another. And my concern is just
what’s happening to the kids. – Yes, we have to take
everything into consideration but we can’t violate FMLA. That’s the bottom line. – [Muller] Yeah. – I know that the state is working on a paid family leave act and that there’s a task force in place and perhaps that would help
address it if that passes. – Yeah, I just worry about
the kids in the classroom and how not having their teacher there, we know how important it
is to have that teacher in the classroom every day, so that’s what I am concerned about. And then, of course, the other
one that is disturbing to me is just, I think we’re the only
government entity right now in New Mexico as far as I know and I could be wrong, but
that still pays people that are holding political office. So, I mean, that’s at a cost to tax payers where they’re getting paid their salary and then they leave their classroom and then we have to have
a substitute in there and then they’re getting their per diem and so I just think that is not
something that we should do. And I know that like the state
and the city doesn’t do that and I think that we should
take the lead there also when it comes to that, so
that is my opinion as well. Let me see, I might be, I’m just and this is just from
talking to a lot of people in and around my district, I am a big, I think teachers do an
amazing, most of them, not all of them, do an amazing job. And the great teachers should
get paid a whole lot more than the mediocre teachers
and the poor teachers. And we still haven’t figured
out exactly how to do that, and to say we’re all great is untrue ’cause they’re not all great doctors or all great lawyers and
we look for a great doctor and we look for a great lawyer and our kids are the most
important people in the world, so we should be making sure
that all of our children are being taught by the very, very best and that we are moving out
those who are not the very best. I also don’t believe when we’re looking at the Janice decision and
what’s gonna happen there is teachers are professionals. I always thought of
myself as a professional and we should have a
professional organization and not a union. We should be like the
American Medical Association, the Bar Association and
that’s what I think. And that’s how I look at teachers. I think that that’s what we are. And that us having a
union that bargains for us is not where I think it should be and not where a lot of people
out there think it should be. So that’s it, thank you. – I’d like to make a motion. – I’m not done. – We’re not done with (laughing) – I do get a chance to
speak once, I get a chance. (laughing) If it’s time still, okay Barbara. – One of the things that’s
remarkable about this contract is how much it supports
professional practice. And there is absolutely no
system that I’ve ever seen and that research seems to bear out that somehow arbitrarily
rewarding one person over another is not what makes for the
strongest teaching force but that what’s in place in
this contract really focuses on how do you give professional support. Because not every child is gonna be in the best
teacher’s classroom. The goal is really to guarantee
that every single teacher in a building is a good teacher and has the support that they need. And it seems like this
contract really takes not just the economic part of what it is to be an APS employee but really looks at the
professional side as well. Between the PAR, the mentorship,
the differentials even because those go to people who are fulfilling leadership positions and they’re elected by the people who know who they are and they know that they’re real leaders, instructional
leaders in the building and step up and do the extra work and so I really want to thank the team, not just for this contract but
I think all of the contracts if you’re guaranteeing
that there is equity across bargaining units and it was no small task. I know because I’ve seen the budget along with everyone else
that it was not an easy job. I do have a separate question. We are not seeing the EAs contract. What’s the status of the EAs contract? – We had a lot of difficulty scheduling negotiations this year and we wanted to, with the new bus driver union being created, we
wanted to focus on that first because it’s the same president, Kathy Chavez is the
president of both the EA and the bus driver union now. So we are working with them and then we are gonna do the EA contract which will be rather quick. So those are the next ones
that are coming to the board in the next month or two. – Okay, in terms of the compensation and the salary increases, will they go into effect immediately? – [Karen] Yes, we already agreed to that. – Okay – [Karen] So that we could roll them over with the beginning of the contract year. – And so we’ll see sometime
in the coming weeks? – [Karen] Yes, stay tuned. – I know one of the things that really is a huge step forward is being, allowing people to move laterally from one position to another because you will never convince me that a teacher of 20 years
isn’t gonna be a more effective counselor if
they make that move. They don’t forget what they
know about kids and schools when they do those kinds of lateral moves and so I think it’s huge and much needed to maintain people. Now we just need the state to recognize it for people who move into
the ranks of administration because the effort by the state is, their solution is to say, well, you should only have
to teach for three years and then you can become a principal. And anyone who has been
in a building knows that those are not gonna be
the strongest administrators and that somehow we’ve gotta make it. If we want real instructional leaders in administrative positions,
people need to be able to take that lateral move but that’s outside of the
realm of this contract. That’s a legislative issue. And so I thank you for the work. – Thank you. Other comments, board member Garcia? – Hello, I wanna appreciate
the collaborative effort ’cause I think this could have gone sour at any particular turn. And I think because of your
integrity and determination to keep us moving forward it did move forward. I have a question, so
it’s a general question more for information. So if you have someone who is not a member of your bargaining unit but
has an issue, a grievance, do you represent that individual? – Yeah, we are required to
represent them individually. If the individual, we cannot discriminate
based on membership status. – Okay, so that’s an obligation that you have and you carry out? – [Simon] That is correct, yeah. – Do you have any idea how many people who are not members of your
union you’ve represented over the past period of time? – Me individually? – [Garcia] Well, I’m
just curious in general. – Yeah, I have been to
representational meetings of folks that are not members
on a number of occasions. For anyone having any
sort of employment action, meaning like if somebody’s
going to be placed on an improvement plan, I have
personally represented them whether they are members or not. – [Garcia] So why do
you think these people will turn to you as a
union to represent them? – Well, that’s a great question. I think they see the utility of it, especially when they consider
when employment actions are being considered against them. – So it sounds to me like they believe that you will look out for them and be a voice, an advocate. – [Simon] That is correct, yes. – Thank you, I think that’s
important to keep in mind. You know, one concern I
have and I don’t know, Karen or yourself sir, if
you’re able to comment on this is how are we doing in
terms of livable wages in terms of this contract? – Not good, to be honest. We recently went to Houston to a job fair and we tried to recruit
some ancillary staff in particular and they
were all making 58,000 as a new hire and they were
gonna have to move over here and make 20,000 less. So we are still not
competitive nationally. The 34, the 36,000 as a start
rate is just awfully low. It’s hard to recruit
people as a new hire here. We can get them if they’re gonna come in as a level two or a level three but as a new hire, it’s just too low. – [Garcia] How about in terms of our EAs? I know we’re not talking about EAs. – The EAs we’re more competitive statewide with the EA salaries. They also have a career ladder so they are able to move
forward in that respect and a lot of them take advantage of it but I think the biggest
thing with the EAs is the differential that they received if they’re filling in for teachers out or doing other stuff to
get the differential, that gives them a big boost, so, they’re doing better off. – [Garcia] Thank you very much. – Thank you. I just have a couple of things. A couple of typos that I happened to find. (laughing) On your page and thank you very much also for doing the summary stuff. I think that really helps an awful lot rather than having to
kind of piece through, I will say, though that
on a couple of them, the summary stuff is not
quite accurately labeled, so I did have to find it, but that’s okay, you know, that’s not what actually
goes in the contract. But I do have a couple things. On page five of your summary and of course, this is
in the contract as well, at the top of the page on item two, you indicate that APS
employees will be limited to one calendar years starting August 6, it should be year. – [Karen] I found that
too, Dave. (laughing) – It’s okay, I understand you
probably caught all these. And down on the bottom, when you had evaluations
outside the work year and then in a couple of the places, you repeat that saying ‘outside
of the school work year,’ like in one and three you repeat
that but in two you don’t. I would just suggest you
take it out of one and three. Because you’ve already, that’s under the paragraph which says evaluations outside the work year. Just to be consistent. ‘Cause I looked at that and I said, well, the SOP’s is not outside the work year, I mean, it’s not that same language. Also, I had a question on the article six, the table you had here. I know you broke out the marching band from what was there probably before. Now as the band director, you probably had the marching
band built in there, right? You said that.
– Correct, correct – You’ve just broken it out. But then you have things like
band assistant, band director and then you say, the asterisk says it’s not
a district funded position. What does that mean exactly? – The district doesn’t fund the allocation for the school, the school has to fund it out of their school budget. – School budget. So if I had a band director and then I had somebody
who did marching band, who wasn’t me, I as a band director would earn less than my
band assistant director. That doesn’t seem quite right. I mean, the assumption
here is the band director is also gonna be doing the marching band. But I assume there could be situations where that’s not the case. (crowd talking) And so there are situations
that are similar to that in the other area like
chorus assistant director, in fact, the chorus
assistant director right here makes more than the orchestra director. I don’t understand that. – Right, so the band director and the marching director
are the same people and– – [President] They don’t
have to be the same. – They don’t have to be but they are, so this was the big discussion
we had around all of these and when we started looking at this one, it started bleeding into everything else, so we decided to fix this one first and then go through and
reanalyze everything. – But the orchestra director and the chorus, well, you’ve got a chorus director,
chorus assistant director, that’s different but yeah, I guess the assistant
director in other places makes less than the actual director but that was kind of an
interesting question I had because I have known situations
where the band director is not the person who
does the marching band. Somebody else does that. And so the band director
would be making less than the assistant band director, which is not what you want to have. – Right, I think the idea was
that it would be commensurate with the activities that fell outside of their regular duty day. So if they were indeed both
marching band and band director, then of course they would
be able to receive the same or they would be able to
combine the two differentials. However, that is a good
assertion that you made. – Got it. I’ve known situations like that, so I’m just saying. On the, I did have one a little
more serious question and that’s on page 13. When you’re talking about your examples of the raises that are gonna occur. And you give a table that was on 2017-18 and you give a number for that and then you say it doesn’t really matter which one of these you do. Then you say, for the next
year, which is the 2018-19, you’ve got the new table and you indicate like a person would go up a step and then you look at that step increase, and you say this is the
amount of raise that you get. What I would like to know is if I have the table for 2017-18, it also has a differential or increase for an increase in the step. So by definition, if I still
have the 2017-18 table, I would get an increase. By being there another year, right? That’s automatic. That I don’t consider to
be the same as a raise in the sense of above what
we would normally get. – That makes sense.
– Right. – So what I would like to know is if I had 2017-18, let’s take
the first level one example. Make 34,002, so what would they make in 2017-18 for next year? And then take that difference between that and what’s in 2018-19 and that tells me what kind
of raise they would get. And I think that’s a
little different number than the ones that we see here. Just to be transparent. I mean, I realize it is
gonna be a 5.8% increase over the last year but they would have gotten
some of that automatically from the previous table they had, so, wait a minute. – A lot of the step increases were only a dollar
difference because for T&E for the state, we had to make it different for their years longevity
or years of experience, so there’s only a dollar
difference in a lot of steps and that’s what we were trying to correct by the new salary schedule. – Well, I didn’t know that. My point is I didn’t know that, so the question is is in all of these 2017-18, I mean, if the step is not any
different one year to the next, that doesn’t make any sense to me. Because the tables in 2018-19 definitely have a difference in
the step years, right? Why wouldn’t 2017-18 have a difference in the step years, not just a dollar. I’m talking about a
normal increase, right? So is that because in
2017-18 we were going by some kind of a general idea of what raises would be
in the future or what? – [Simon] No, so– – I don’t understand how that works. – Sorry, I apologize. You know, the salary
matrices are basically a snapshot in time, not
supposed to be predictive of anything of what
folks can expect to get because we’re dependent on the legislature making allocations every single year. So it should only be looked at as this is what you are getting currently or this year, right? So since we were able to finish early in negotiations, thankfully,
people were able to see the salary matrix that
they would be seeing for the following school year, of course but oftentimes it’s only been for that specific contract year. – But you know that
isn’t gonna be the case. You know that when I’m
looking at this and saying, oh, next year I should
be able to get this, in other words, even though you say that, the point being is you’ve
got to have some kind of a reasonable expectation
when you’re doing work and saying, am I getting
something more next year? and you realize, well,
that may not be true but you still kind of
look at that and say, well, yeah, I maybe I’m gonna get that. So it is a little bit of a difference. It’s just not black
and white to say, well, we’ve got all these raises
now that are like that. I know you have to calculate
because in reality, that’s what you’ve got this year and now you’re gonna
get this much next year, so that is a difference. And I appreciate that but I’m just saying, if you’re looking at these kind of tables and that’s the same way I would do it. For example, if I’m going down and recruiting in Houston, right? And I’m saying, how many
years of experience you got? I’m gonna look at that table. And that table’s gonna
tell me that, right? For this year how many
years I got experience. And I say, well, if I could get another couple of years of experience, I’d be over here, right? Right, isn’t that where I’d be? And maybe because we’re
allowing private experience, maybe they didn’t understand
that you could do that, oh, well, I’ve been private,
so I’m gonna be up here, right? So you’re using those
steps to mean something. Not just future stuff
but you’re using them to try to place where you are. They do have a meaning. Those steps have a meaning there. – In the past, 20 years ago when raises were given
out in the district, it was left up to the
union in its entirety without district input on
where to place that money on their salary schedule, so that’s why the discrepancies
are in certain areas. In the old salary schedule, step 25 to 30, it’s around that were huge increases because they wanted people
to be able to retire with a higher five. And yet, at the beginning couple years, there was no increase. So we’re trying to fix that slowly in the future and it
ended up staying like that for a long time, though. – Yeah, well, that’s right, and we had no raises at all. And those steps didn’t make
any sense at all, yeah. Okay, yeah, well that’s pretty good. One other question, here on page 15. I know you got some interesting
point decimal students (laughing) – [Karen] We’ve had principals
ask us how to divide the kids – Yeah, I just wasn’t sure
exactly whether that meant, like for example, if I got
several English classes seven eight and I’ve got
total number of students, then the average of the
number of the students in the classes would be such and such and I could come up with
a decimal point there, but I either have one or I don’t have one, you know, usually, although some of them may think they’re only
three quarters there. (laughing) But, so is that what they’re
doing is averaging here? – [Karen] Correct and if
that is the average number and we wanted to keep it small– – So if I had 142 English
7th, 8th in one class and I had 140 in another one, that would still be within
the average of 141.75? – [Karen] Correct. – Okay, I just wanted to make
sure I kinda understood that. And then I did have the question about the high school seniors. I think we’re in deep doodoo trying to say anything about what the
seniors can or cannot do. I think again, some of them may well be taking college classes. Some of them may well be
doing all kinds of things but not being on campus. I mean, getting their education, maybe they’re taking CNM,
maybe they’re going to CNM. So I think that would be very difficult to try to require any particular thing relative to the seniors. And our court person here is just here. I don’t want you to feel like you have to say a lot here, Ellen, because again, I know you’re tired and you’ve probably been through more than you really wanted to be today but you’re welcome to say
something, yeah, thank you. – Dr. Peercy, members of the
board, that is true. (laughing) Gabriella and Antonio made it back. So we had a lovely long day in court talking about Los Padillas and Whitier and whether or not insisting that, sorry, I was rushing. Insisting that the teachers at the schools had evaluation designations based on VAM violated the injuction– – [President] Well, I want to
interrupt just a little bit, I want to interrupt just a little bit – Okay. – [President] Because that
really is not the topic. I want to make sure we’re
staying on topic of agendas. – Sorry. – [President] Yeah and I
would love to hear that story. I really would but I was thinking more
about the contract itself and what we’re talking about. – Sorry. – [President] Yeah, I don’t
want to violate the rules here. We want to be careful of
what we’re talking about in terms of agenda items here. – I beg your pardon. I would love to talk about the contract. Is that okay if I just do
for one or two minutes? – [President] That’s good, that’s about for a public forum version, yeah okay. – Okay, Dr. Peercy, members of the board, Superintendent Reedy,
thank you very much, Simon, for coming because I was trying
to get back from Santa Fe. I just want to say, we had really productive contract
negotiations this year. We were able, because of our
collaborative relationship together as teams, we
were able to settle salary negotiations before the end of May. Have you already said all this? And I just want to thank Tammy very much for all her hard work and Teresa also. And then I think we did
great problem solving during the summer months
and were able to address specific issues for specific constituents and I am very optimistic
that in the next few years we’re gonna be able to do a
lot more for our employees and make this the place
that they wanna work and they wanna stay. – Thank you very much. I did have one question. It’s a little bit on the
line of what board member Muller-Aragon was interested in like how many voted for it, against it or that kind of things. I always, when I had
somebody vote against it, and there weren’t very many, you had 29 I think in the teachers’ union. But one of the questions
I always ask myself in those circumstances, what
exactly were a main concern of those that did vote no? In other words, what would they, you know, what is it
exactly that you would say might be a concern that
they had with voting no? – Dr. Peercy, members of the board, on our electronic vote system,
we had a comments section. ‘Is there anything else you
wanna let the board know?’ But because I was out of town and I wasn’t able to compile it for you, I will email it to you. – [President] I’m just interested, I’m not one way or another on that. It’s just that sometimes
what I find is that outliers have an interesting perspective that I hadn’t thought about before. You know, in other words,
it’s not necessarily gonna change my mind
about voting yes or no but it is something that
I might consider as, there’s an issue I hadn’t
really thought about. And so that’s kind of more of the idea. And I’ve done this in my
professional work a lot, in terms of those kind of ideas. In other words, there’s a
lot of time in statistics you throw the outliers out and typically, what I do, is I wanna know why somebody’s an outlier. ‘Cause you may well have found something I never even thought about. Not that it’s maybe gonna
change the overall picture but just from that point, so yeah, if you got a chance to, you know, have some comments or thoughts, yeah. Send them around and it’ll be interesting, if there’s particularly if
there’s a general idea of a few that kind of had a similar
thing or if there’s something you think is probably
really maybe important to follow up on, that kind of a thing so. – Dr. Peercy, I will. I will tell you that what
I have found over the years is when somebody votes no it’s
because it wasn’t everything that they thought it could be. And I know that people
feel that way right now about salaries
– Sure. – Sometimes, even though
they understand the context of state funding and that we surpassed what the legislature allocated, they may be unhappy about how
it impacted them personally. Sometimes it’s a specific person where contract language, like last year, we were able to do
something for the therapists that we didn’t do for the social workers. And some social workers
were upset that it didn’t so it’s usually very personal and specific to the individual. – Sure. Yeah, I understand
that, I understand that. And that’s kinda not what I mean by that, but you know what I mean. Oh yeah, in fact, we could probably say, all of the teachers would
say it really isn’t enough. And we as a board would
say it really isn’t enough. So, okay, we know that. Okay, I’ll entertain a motion. – Dr. Peercy, I just
have one comment to make. – Okay, board member Patterson. – You know, being from the west side and looking at growth on the west side, we have large schools, right? Large classrooms and I’m concerned with the fact that we have waivers to increase classroom size. And I know this is something
we’re gonna have to address with the law suit and
so I’m really concerned I just wanted to make a
comment with regard to that. This really concerns me. Our kids cannot learn in
overcrowded classrooms. – Board member Patterson, not Petersen, Patterson.
– Patterson. – Sorry, my head is not. – [Patterson] It’s fine.
– Attached right now. We agree and we were able
to go from a 7% waiver to a 5% waiver when we are
able to secure the funding. Just to refresh everyone’s memory, in 2008 and 09, during the recession, they balanced the state budget by allowing waivers in class
sizes and so until we restore our funding at the state
level to pre-recession levels, we are not gonna be able
to restore our class sizes and so it’s gonna take
another effort to bump it from seven to five and now from five back to where the state
statute says it should be. – Okay. – Okay, Ellen, thank you, I appreciate it. I’ll entertain a motion for approval. – I’ll make a motion.
– Second. – It’s been moved and
seconded, all in favor, please say aye.
– [All] Aye. – All opposed? Thank you very much, appreciate it. – Mine was no. – She has a no, okay. We’ll go onto item D, briefing
on the National Association of Latino Elected and
Appointed Officials, NALEAO, Education Leadership and
Public Policy Academy. That’s the discussion and
Liz, you have the floor with the PowerPoint. – All right, you know
I’ll make this quick. And it’s a mouthful just saying the name of the institute (laughing) but I participated in the first annual National Education Leadership
and Public Policy Academy, hosted by the National Association of Latino Elected and Appointed Officials and the Latino Policy and
Politics Initiative at UCLA. You’ll see some of the photos up here. I don’t think I’m in any of them but I swear to God I was there. (laughing) But it was a three-day intensive convening that brought together about 60 different Latino state legislators,
county and municipal officials, higher education trustees
and school board members to learn about effective public policies that support Latino
families and communities. The curriculum was designed to strengthen our governance capacity in
critical areas such as education, economic development, criminal
justice and immigration and improving opportunities for Latinos with special attention to intersections across gender and age so
that we are better equipped to contribute to the economic
success of the country. Some of the topics that were
addressed during the Institute included challenges and
opportunities for Latinos in the 21st century,
academic attainment trends for Latino students,
dismantling the school to prison pipeline,
increasing college access and opportunities for Latino males. We did a study of a Fruitville Oakland, which was a case study on transportation and community economic development. Improving public trust in communities while addressing public safety,
collateral consequences. The blurred lines between
immigration and criminal law. And restoring hope through reintegration. So some of those highlights,
in reference to like academic attainment trends
for Latino students, where the Latino students
are the second largest student population in the
K-12 public school system, ensuring that student populations excel in the attainment of a high school degree and is prepared to be
career or college ready is a key economic
priority for the country. And to gauge how well
students are prepared post-high school,
policymakers must understand how to navigate the various
data sources available to them. So one of the things that I brought along is what we brought along what we learned at the Kids First workshop and all of the different data sources that we use to make decisions. The Fruitville Oakland case study on transportation and economic development was where policymakers
have the opportunity to better understand the
effect of environmental stress on the lives of families
and young children and identify strategies
to support well-being. And what that included was, it was like very similar to what we have downtown, so they built it around
a transportation center, so they built housing,
they built charter schools, community centers, access to healthcare, so they did a case study, 10 years later how they’re doing. And so it was really interesting. And again, I brought everything on a drive for you guys (laughing) to take a look at ’cause it was incredibly
overwhelming these three days. One of the other highlights was improving public trust in communities
while addressing public safety. And so at the national level,
criminal justice reform has paid increasing attention
to the role of law enforcement in improving public safety through community-based
policing, procedural justice, eliminating poverty, penalties
associated with court fees, restorative justice, and
police accountability. And I included some more highlights but I really wanted to say that at the end of those three days,
what felt really good, once again and we learn this every time we go to national conferences
is how well-positioned Albuquerque Public Schools is. And how we are addressing
a lot of the things that we discussed at this conference and how we do have the restorative
justice program in place. We do address equity and engagement. We do work with community schools and we do have an immigrant and refugee department and contact. So a lot of the things that
we had discussion around, those three days, thank God
I had examples to talk about because we, again, I just felt so good after those three days that we are, not to say that we are ahead of the game, but we are definitely in the game and we are addressing these issues and we take what we do incredibly serious. And I love the fact that they pointed out such an emphasis on data analysis. I knew that would be right
up Dr. Bowman’s alley but it was incredibly interesting. And again, I could give you
highlights on every workshop but incredibly interesting
and I did bring back all of the PowerPoint presentations and the handouts for you guys ’cause it’s a lot of
information to take in and I would highly recommend
you spend the time doing it when you have availability. I could do without LA
traffic, though (laughing) I like to rent a car because
I like to be in control and I’ll never do that
again in LA (laughing) – [Woman] I told you. – [Armijo] You did tell me. But what an incredible opportunity again to be in the room with those
60 different elected officials from everywhere, from Florida to New York to New Jersey, Michigan,
I mean, it was incredible and I felt really proud of
Albuquerque Public Schools and what we have to offer
our community, so thank you. – [President] Very good, thank you Liz. Great report, any
questions from the board? Any thoughts? – Just what was your one best kernel of wisdom that you gained? – Well, I had a lot of a-ha moments, and a lot of them had
to do with statistics, especially in reference
to youth incarceration, I mean, so that was disappointing but it wasn’t necessarily an a-ha moment but I walked away thinking, most recently, how board member Peggy talked
about going to the graduation of our kids who are incarcerated. Do we have dual credit
opportunities for those kids? We do? Okay, so that wasn’t an a-ha
moment but it was definitely a question that I walked
away with thinking are we offering our students
that are incarcerated an opportunity to also
earn their college degree while being in there. But yeah, my a-ha moments were definitely based around youth incarceration and young men of color in the high rates. And the other a-ha moment was, again, what we already have in
place and what we’re doing was such a positive thing. – Thank you very much. Any other comments, thoughts? Thank you, Liz, appreciate that greatly. – No problem. – We’re going to the approval
of the consent calendar items. Do I have a motion? – So move. – Do I have a second? – Second. – All in favor, please say aye. – [All] Aye. – All opposed? Thank you, go onto board member comments. Let’s start down here
with board member Armijo. – Great, well, again I just wanna ensure that Mrs. Taylor and her husband
were addressed this evening before they left as well
as Ms. Yolanda Armijo who was here at the last meeting as well, so I know that she had a similar concern. My really only comment in reference to just kind of giving
you the update on NALEO was I wanted to point out the difference between the Albuquerque
Journal’s editorial board and their beat reporters
and their writers. I wanted to point out that
there is a big difference between the editorial board
and the beat reporters. And that I honestly think that our beat reporters and writers are trying to do a fair, accurate, they’re doing their best
to be fair and accurate in their reporting. So that was really the only comment that I had this evening
that I wanted to point out. – Thank you, board member Patterson. – Okay, thank you, Superintendent
Reedy, for your report. I always look forward to
listening to what we’re doing in the district, thank you. Let me see what I have here. And I hope we can take care of the Taylor, the folks from Chaparral. I know that the district
will take care of that. I know and we will follow
up with you on that. The other thing I just
wanted to thank Gerald Che. The reason the frosty
conditions here no longer exist (laughing) is because of Mr. Che, he
was able to check the room and so we can now be comfortable
in here and thanks to him from M&O, as well as Mr. Durfee. Because of them, this room
is now very comfortable and I really appreciate that. – I wore a sweater and brought a jacket. – I was ready to, yeah,
there was no warning about how it would feel but this is great. Thank you so much, appreciate
everything, thank you. – Thank you, board member Yolanda. – I just want to say thank
you to all the individuals that are associated with
the negotiations work that went on with all the union work. I think it represents what
we mean by local control and that whole thing of a
community-based approach to how we address how we’re
gonna work as a community. I belong to a professional association, the National Association of Social Workers and yet that association would never bargain on my behalf
with the school district. And so it would require me to be part of that school district to talk
about what my interests are and what I would need as a professional. So, I think what I like about the unions is that it takes into
account the individuals that are gonna work for our community and it demonstrates the willingness and the partnership between administration and those that are gonna be
on the front line, right? And that’s what it’s all about. I know with my jobs that I’ve had, I’ve had to the opportunity to be employed at the state level and
I’ve been a union member when I was there and I totally appreciated the bargaining unit because, oftentimes, even as a social worker
at the state level, didn’t feel like my interests would be met just with my association. So, I know it’s hard work and I know it takes a lot of commitment but I think it’s the
partnership that makes it work. Because if there’s a willingness to sit at the table
together and to talk about what’s gonna make it work
and how can we support this it’s gonna make us
a much stronger community and a much stronger
workplace for everyone, so, thank you for representing the folks that are represented in that process. I really appreciate that it’s
extended beyond teachers. When I was with APS, it was
just teachers. (laughing) And so I appreciate that
it’s gone further than that. My mother was a long-time
educational assistant. She retired from APS as
an educational assistant and she would have greatly appreciated having had an opportunity
to have somebody bargain on her behalf, so thank you. I think that was tremendous. And in terms of just thinking about the differences in leaves and the importance of the
Family Medical Leave Act, I understand that as well too, having been an individual
who benefited from that because when my husband
was ill, I was on FMLA and now as a person who’s
taking care of my mother, I really appreciate having FMLA to support me as I’m going
through my work as well. It’s very complicated
and it’s very difficult but I totally appreciate the
reason why it needs to happen. And so again, thank you
so much for your work. – Thank you, board member Garcia. – Thank you, at first I thought
I wasn’t gonna say anything but I do have to acknowledge
a couple of things. First of all, I had the
pleasure of attending the economic forum this past week and was able to listen to the superintendent’s
professional presentation. It was very interesting. I noted this when I was there
that you couldn’t get people to come inside the room to get the session
started at the beginning and then at the end,
because of the presentation and it was profound, you couldn’t get people to leave. There was a lot of discussion and it looked like people were on point and it had to do very much with, I think the leveraging that you did and the words that you chose. You’re always way beyond being diplomatic. You basically are a
class act is the only way I know how to say it, so thank you. And I wanna acknowledge also
the associate superintendents for your hard work in
the last period of time. I thought a lot about it and it strikes me that I don’t know a harder working group. I’m sure there are lots of
people who work very hard but I just wanna say that any time I call one of the associates, they get back to me just within a matter of hours or minutes and are very professional and listen to my concerns
and get back to me about the issues or concerns that I have and we come to an understanding. I appreciate that. And I do, again, appreciate you, board member Montoya-Cordova, for what you said about the collaboration on behalf of the district
that’s been able to be achieved at this district. It’s quite remarkable, actually. And I think we all know
that part of the reason that we’ve had so many challenges is just because we’ve been
underfunded for so many years. My hope is that we can
actually move forward in the next period of time but I don’t think it’s
gonna happen unless people get together and register
to vote and vote. We really need to make sure
that we send a clear message that people are behind our
public education system. And while I very much
appreciate Elizabeth’s comments about making a distinction
between the staff at the Journal who do the reporting
and the editorial board, it’s hard to not be somewhat tainted, I think. In part I feel like a lot
of what gets put together is a message that essentially
what looks to me like makes the Journal very much
a spokesperson for PED. And I don’t think those
policies are such that they’ve been useful to us, whether it’s the grading of schools or the evaluations of teachers. And the lambasting of APS
as an institution, I think, I take big issues with that. And we have to stand up for what’s right. Because our democracy’s at stake. And there’s a lot to be said. I’ve called for a dialogue
and have never, ever received any kind of invitation
to sit down and talk. I don’t need to be lectured to, but I do want us to be
able to come to terms. And perhaps, maybe, at the
end of this administration we could actually move forward in a way that we haven’t thus far. I have taken great offense
by a number of things that have been put out there
in the name of the media. And the offense I take mostly
is that we’re attacking our own community without really talking about what really is going on. So thank you. – Thank you board member Petersen. – Well, to start, I think I’ll just say I appreciate my fellow board members and I’ll just say yes to the things that’ve already been said. The presentation at the economic forum was really outstanding and I think, whether or not people pay attention to it, the people heard good stuff. The only thing that I’ll
say and this is only because I have this
conversation with constituents, people don’t get that it’s more than just that category of direct instruction that’s direct support for students. And so every time we say
67% is direct instruction and that’s teacher and DAs and classrooms. Just saying that one more sentence and that other 20% are
people who are working directly with students
just not in the classroom. Anyway, it was, it was not only well-received but I think that it says as a district the concern for children and students and what happens is immense. And I think it was sort of a little tap on the shoulder to them. That that’s the case, so thank you. One of the things that I know just from the years that I was teaching, this goes to the salary schedule. And I don’t know what the solution is because every time there
is just a chunk of money trying to figure out where it needs to go and how to divide it up. And some years it’s been people at the top who have gotten more,
sometimes it’s been people at entry-level people
that have gotten more but I know that over the years, when I think about the
years that I was teaching, over 35 years, I ended up retiring at 35 without the same standard
of living based on my salary as people who had come before me 30 years. That when you look at what
teacher salaries used to be, teacher salaries used to support families. And that never and I know that there’s a whole history to why the salary schedule
is designed the way it is and some of it I really understand and some of it, I think, man if we could go back
in time and redo it, it might be good but it
was never a guarantee. It was never, if I was on step 19, it was never a guarantee that what was on the schedule for step
20 would be my income when I hit 20 years. And very rarely over the
years has that been the case, so each generation of incoming teachers sort of loses a little bit in terms of the standard of living. So and I think the tier
system, the licensure system, was an attempt to address that. To say let’s move everyone up and automatically supporting what I know Senator Stewart introduced last session, in terms of saying let’s just move this base tiers for everyone. Let’s put, he said,
tier three is at 50 now, they should just start at 60, move up you know, to move everyone that $10,000, so I know there’s some
effort that we can support in Santa Fe if we just say, let’s look, how do we make the whole
profession move forward. And it’s not out of ill
intent at the district level, it’s been a reality of income. And one of the things that just I’m really echo-y, I don’t
know why I’m so echo-y. Okay. I think last year when we had that massive or whatever year it was
when we had the massive cut, there was incredible
intention to keep it away from the classroom and
administrative-level folks took a huge cut. As we have more money
coming into the district, I think we need to be equally careful about thinking about what
do we need to reinstate because we’re gonna burn people
out in the administration and people can’t keep going and yet what can we still do to make sure that we keep focusing on class size and on building level instruction? It’s gonna be a push-pull
because I know people are hurting within the administration. At the same time, the class size, we gotta look at that. So all of those things, it goes back to partly
what we’re lobbying for, what we can be really explicit about in terms of saying this is the need. I mean, I think, it’s
always been a puzzlement. We have to recognize that
teachers are human beings, and they have sick kids,
they have sick parents, they have, they get cancer,
people have to be able to take care of themselves
and their families. So how do we solve that? We solve that by having
sufficient staffing in buildings. There have been periods of time when we’ve had long-term subs or permanent subs in a building and so how do we let people be human and take care of their families and still take care of the classroom? We do that by making
sure we have sufficient staffing within schools so that we minimize what the effects are. If we have permanent subs in the building who know kids, who know
instruction, who know, who are part of the staff, then all of a sudden we can minimize what the impact on the children in the classroom and
still respect the needs of human beings that work in the district. So hopefully sufficient
funding is on the way and we can start looking
at some of the realities but always keep an eye on making it possible for
people to work long-term for this district and
feel like it’s something they want to and can do. And still keep always directing as much resources to
the buildings as we can. And hopefully we’ll have
sufficient funding someday. I’m waiting for the day. (laughing) Trying to think if
there was anything else. Off to a start this year, thank you and echoing the appreciation for the associate superintendents who are out there all the
time trying to problem solve and help and support,
so thank you for that. – Board member Muller Aragon. – First, we wanna make
sure that little Reece is taken care of, so
I’m sure that everybody went out and made sure
that that’s going to happen because we can’t do
that to our little ones. Another thing that I just
want to put out there is at our last meeting when
we had a lot of people talking about the newcomer program, the one that started at La Mesa, hopefully that’s gonna go well and we are behind that and supporting that but there is a great need
for those newcomer programs that is going to help
those high school students so we don’t have too much
time with them in our schools, so we wanna make sure
we do the best we can. So hopefully we’re looking
at that kind of program to hopefully start by
hopefully next school year. And as far as unions,
everybody knows what I think. You have a right to join them but according to the Bureau of Labor, there are 790,000 workers in New Mexico. 63,000 of those have a
union negotiate for them. 52,000 are members of a
union which is less than 7%. Bargaining with somebody else’s money, with the public’s money, is not something that
even FDR wanted us to do. I know when you’re out
there in the private sector, your boss decides by looking at your work who is going to get paid more. That’s what we do with our business and that’s what most businesses do. There are the exceptional workers who deserve that exceptional pay. As far as bargaining, I want to bargain, I would always want to bargain for myself and not leave that to
someone who doesn’t know anything about me. I know unions speak as if they’re speaking for the majority when
they’re really speaking for the minority as we looked
at many of these numbers. When you have 489 people
that they’re negotiating for and there’s only 120 that
are dues-paying members, so that’s something, hopefully,
with the Janice decision, bargaining will finally return
to the individual worker where it belongs. People know themselves better and everyone who is a worker out there
knows what they’re worth. Everybody is not worth the same. They are not worth the same amount and we all know this and we
like to get paid for what we do and it stifles people
and it clips their wings when they’re not able to be the very best and get paid for being the very best. Thank you, Dr. Peercy. – Thank you. I really have very little to say here, but I do want to compliment La Mesa Church who gave us this last Sunday check for $1,500 for our uniforms for the La Mesa Elementary School and actually another
$500, which probably came because people contributed
to that after we were there. We had, of course, the
superintendent was there. We had Gabriella Blakely, our association superintendent
for zone four was there and our principal Aura
Acabal who is the principal at La Mesa Elementary School and myself. And I think they were very appreciative of the fact that APS
took a little bit of time to send some of their
administrative folks there to actually welcome them and to thank them for their outreach and mission. I’m a big believer in
organizations helping out with our schools and
that’s one organization that clearly has a great
mission for La Mesa. They’ve been there for a long time. They’ve been dedicated to that school. So I greatly appreciate that. I also ran into Nancy Polly, who is a UNM professor and she gave me several
interesting research articles on why art is so
important to our students. I love it. I’m just letting you know that I’m gonna. (laughing) I’m gonna put that out and
send it to you guys again. I know a lot of the research but again, it’s always
nice to have somebody else and she kind of cornered
me a little bit and said, “I know you’re kinda an arts guy, “I just thought I had to tell you about “this research we’re doing.” So I appreciate that a lot and I echo the board members’
comments on the economic forum did a great job. I think, again, that’s
part of what we need to do in terms of putting out what
we’re doing in a matter of fact and polite and a calm
manner what we’re doing. And you did a great job in
that, so thank you very much. I’m very appreciative of all
of our staff and our unions and what they’re doing for
our people and our employees. I’m glad that we could have some raises. I don’t think they’re enough
and to kind of follow up on the funding ruling that our judge made in the Yazzie lawsuit ruling, we have a framework now at our MRI schools and I’m hopeful that that
framework is on the basis of the fact that we know time
on task is what the issue is in a lot of these students,
so we’ve added school days, we’ve added hours to the day, we’ve added particular kind of programs like our genius hour, which is experiential learning concepts and we’ve spent somewhere
between a million and a half to two million dollars
per school to do that. So if the legislature wants to know what’s a possible solution for
some of these funding things for underserved kids in schools that have a large percentage
of underserved kids, there’s a model that you
might want to think about and so that gives you kind of a baseline. In other words, when people say, well, how much funding are
we really talking about? I think we oughta have kind
of a little bit of a baseline for what would that really mean, particularly for Albuquerque. And I don’t know how many of our schools could probably benefit,
probably all of our schools could benefit from a
longer day and a longer more days, no doubt but if I said, well,
maybe 50 of our schools. Maybe if I took the CSI
schools, the MRI schools, maybe some of the TSI
schools and says okay, we’re gonna apply that same kind of model. So we’re spending a million and a half, two million dollars for 50 schools, that’s 100 million dollars, okay? We have 25% of the students in this state. So that’s 400 million dollars. There’s a baseline, okay? So it gives you something to
kind of think about, right? In other words, it’s
not a billion dollars, and it’s not just 100 million dollars. It’s still a little more than that but it’s a little less than that, so let’s start thinking about that rather than having planning meetings and committee meetings and more meetings and more talk and less do, that’s what we end up doing with this. So the question is, is maybe
we ought to be a little more proactive about that kind of an idea. Not that everybody wants
to do what we’re doing but the concept of adding
days, adding hours, is basic, it’s called time on task. And then building in
experiential learning, building in the community schools concept, so we get the community building, right? So we’re expanding our
capacity into the community with our businesses and so forth, see? Those are all the kinds of
ideas that we know work. We know that works. So I’m interested to see how
that works with our MRI schools but that doesn’t mean you gotta show me 45% increase in proficiency or something. I mean, that’s not what
we’re talking about. We’re talking about the general idea of how we really educate our students and how that’s gonna make a difference. So I think that’s something that we oughta talk to our legislators about and we oughta talk to
our next governor about. And we oughta talk to
our constituents about and other districts to say, hey, here’s some ideas and thoughts and why don’t we get behind this? And start having some
real detailed discussions about what could be done and not just a lot of high-level planning. So implementation, I like it a lot. So thank you very much. Appreciate everybody here and thank you, appreciate Ellen, you hustling back. I’m not sure you needed to do that but I appreciate you doing that. And with that, I’ll go onto announcement of upcoming board meetings. Next board of education meeting will be Wednesday, September
5th, here at 5 o’clock. Next special board meeting will be Monday, September 24 at 7:30 am in the DeLayo Martin Community Room. And we have a consideration for approval to convene an executive session pursuant to the Open Meetings
Act NMSA 1978 10-15 AH7 for the purpose of discussing
the matters pertaining to pending litigation and
attorney-client privilege related to Catherine T. Goldberg
plaintiff versus John Saine and the Albuquerque Public Schools, defendant D-202-CV-218-04233
as a discussion action. So do I have a motion to do that? – So move. – I have a second?
– Second. – And we’ll take a role call. – Yolanda Montoya-Cordova.
– Yes. – Peggy Muller-Aragon.
– Yes. – Lorenzo Garcia.
– Yes. – Barbara Petersen.
– Yes. – Candelaria Patterson.
– Yes. – Elizabeth Armijo.
– Yes. – Dr. David Peercy.
– Yes. And with that, we will move
to the DeLayo Martin Room. Thank you. (shuffling, crowd talking) Here you go, Yolanda. (crowd talking)

Leave a Reply

Your email address will not be published. Required fields are marked *