We are on action. >> For the record, it's uh what is it? January 7th, 2026. Welcome back from break. Hopefully, y'all are rested and got some time off. Uh time to recharge the batteries. And I think what I've
learned is jumped into the deep end right away. Uh once we got back to start the school year, uh at least on my side, I think what we'll start with is just always good to start with introductions and then we can jump into it. Uh my name is Terry Harmon. I'm with the firm of
Sniffen and Harmon in Tallahassee, Florida. And I've been um sitting at the table here now off and on for a couple of years. Um and I'll pass it on to the rest of the team. >> Sure. Hi. Um good evening, Jeff Raymond from human resources. Hi, good evening. Lauren Gford, school
improvement and leadership. Welcome back. Hi. >> Lisa Estz, student affairs. >> Morrison, finance. >> Lonnie Burch, MCA. >> Kelly Coleman, president. >> Gary Simmons, chief negotiator for MCA
from FBA. >> Leanne Pike, um, MCA. Happy New Year. >> Liz Rock, MCA. >> Joe Neri, MCEA. Miriam Williams, MCA. >> Awesome. >> Mr. Ner is a new member of our bargaining team.
>> Welcome. >> Good to see you all. >> We'll have the name tag for the next session. >> Thank you. >> I do like the Coke Zero Orange. >> It's a very it's a it's a subtle but good choice. I did recognize that. Um >> come on, you have to. But I meant what I
said. Welcome back. I know it's um just personally speaking, you go through the holidays, it's a lot. So to come back and you're on your third session and you see on the calendar bargaining session sometimes you see that and you go that's going to be a long one. But I don't feel like at least from our our side that's
what we're looking at this like anymore. I think what we're looking at this this is a great opportunity to get back together with y'all and um sorry that's the panhandle version of me to get back together with all of you uh and really kind of talk about where we go with
things. I know tonight what we're looking at more is the millillage side. I know we have one I think one new member at the table. We had a really good second session um back a couple of months ago when we were able to settle salaries. So we're excited. I know from
over here and I know I feel it uh from your side of the table too of the kind of the positive waves um that we seem to be on. So I'll let you Gary give a any introduction and opening you want and then we can jump into the millillage side of things. Well, um I do share your
excitement and gratitude to be able to get together. I'm um optimistic about how we can move forward with wrapping up the bargaining session for the 2526 school year. I do agree with everything
you said. We're coming off some some very very positive momentum. Um it feels very very collaborative so far this year and I think that we can continue on this on this positive positive note. So um it's our understanding that we'll be
discussing uh the millillage and we're prepared to have a fruitful and productive discussion >> and I think what we'll what our plan is on the millillage side is you know lastou lasted several years. Um thatou
has since expired in June of 2025. Um so we do we do have some time. Uh and since this is going to potentially last multiple years, I think what we wanted to start with um from our perspective over here is really the concept and kind
of what taking what we've done in the past, taking what our expectations are and to kind of show you all the concept, explain the concept. We don't have language to pass across. We wanted to really use this more as a here's kind of what we're looking at and then we
welcome any feedback or if you're even prepared to say here's kind of what we're looking at and then we can hopefully make some progress and get to the same place on things. So >> yes know Mr. Morrison has done a lot of work and I know I know our team's excited to at least show you some of
these numbers that that you'll see on this. >> Awesome. >> Or hand out. Thank you. >> Thank you for the big >> I just I was talking to Mr. Raymond. Where do you even get paper like this anymore?
>> It's It's like double legal size paper. >> Yep, it is 11 by7. >> Very helpful though when you're working with spreadsheets for sure. >> So, everyone has a copy so far. Okay. So, let me kind of walk you through um
what our I would guess initial conversation, initial proposal would look like. So on your extreme left corner of the document, we have the current Martin County School District millage amounts
based off years of experience. And I've kind of colorcoded them. So if you're a brand new teacher with no years of experience, zero, currently, you do not receive any millillage money. One year of experience is $1,800. So from one year of experience through five is
$1,800. from six years of experience for nine is 5,000 10 years 8,000 10 through 13 8,000 and then 14 all the way to the top is $10,050 that's our current agreement
what we did we pulled some comparisons to St. Lucy County actually pulled Palm Beach County, but Palm Beach County really isn't that much of a competitor to us. It's more our our brothers and sisters to the north, >> right? >> So, we are, just for the record, we are
competitive in a lot of places to Palm Beach County when you compare millillage to millillage, but we wanted to focus more on St. Lucy County to make see if we could get a little bit closer to them. So if you look in the second column, second colorcoded column, you'll see SLC
millillage, which is St. Lucy County. So as a brand new teacher in St. Lucy County, I show up, I get $3,000. Whereas in Martin County School District, you get nothing. In St. Lucy County, a teacher with one year of experience then receives $3,454,
while in Martin County with $1,800. if you and and so forth when you go up the schedule. So from one zero through five, excuse me, from one through five is $1,800 for us. >> Mhm.
>> From 1 through five for St. Lucy is $3,454. 6 through9 for us is 5,000. And at St. Lucy County, it's $6,454. Now, there's a little bit of a out of sequence, if you will. For us,
from 8 through13 is $8,000. But for St. Excuse me, from 10 through13 is $8,000 here. In St. Lucy County, from 10 through 14, if you see that, is 9,254.
Does everyone see that? Mhm. >> So we're out of little bit of out of out of alignment, a lot of out of sync. And then from 15 through 30 is 11,854 in St. Lucy while we're at 10,050. So what we did, we took a look at the
budget. We took a look at um what we think was was fair. Now Gary, where you see in the third column where it says proposed, >> Mhm. >> Um I put the word here there. which means is when we send you the spreadsheet if you want to make a change that's the column that you make the
change in >> so you know where to go. >> So we felt that from a competitive perspective >> if you look in the third column where it says proposed we are going to go from zero years of experience at at $0 to $3,000 oops to
$3,000 to at least try to match St. Lucy County at zero years of experience. Does everyone see that? from one year of experience all the way through five years of ex through through four years of exper through hang on a minute. Yeah. From one year of experience through four through five
years of experience, we go from $1,800 to $3,500 to try to match that $34.54 that St. Lucy gives. Everybody see that? >> Then at year 6 through 9, we're currently at 5,000.
We propose 5,500 to increase that by about $500. We couldn't quite get to St. Lucy. Then in years 10 through 13, we're at
8,000. There at St. Lucy, 10 through 14 at 9,000. So what we did was we went from 8,000 from 10 to 13 to 8,500 at 10 to 13. Now you see that red arrow
by year 14. >> I do. >> Currently we're at 10,50. St. Lucy is at 9,254. So we just level it out at starting >> the 10,50 right there on year 14 all the way to
the top. But we didn't want to look at the the mill in isolation. We wanted to look at what the momentum that we recently um were able to gain and capitalize on that. So let's look at the middle chart
that says Martin Comps A C and E, St. Lucy Comps B, D, and F. You'll see those alphabet letters right underneath the red writing. So on our new experience placement schedule for a teacher just starting is 513. weed. That's what we've
agreed upon, ratified, and the proposed millage is $3,000. So, the total um combined income at year zero would be 543. And you look at St. Lucy County, their
starting salary is at 48875 plus they have currently have 3,000 for their starting teachers. So, their total income is 51,875. So on the very last column, you'll see where I put A minus B, which is to take the salary on the experience placement
schedule here, minus the salary on the experience placement schedule in St. Lucy, and we are $2,425 better than St. Lucy. So that very all the way down that column that says A minus B, that's the work that we were
able to accomplish last session to close those competitive gaps. Having said that, we know that people make different salaries some, you know what I mean? All right. When you look at C minus D,
C is the proposed mill right here and D is the final millillage in St. Lucy County. So that middle column, yes, we are not as competitive when you take the millage into isolation. So for
example, when you get to year six, you can see that there's a difference of 954 between their millillage and our millillage. However, when you combine that with the salary to the good, you can see that at Martin County School
District, your income will be higher all the way through year 24 that there's a positive number from year 25 on through year 30. Yes, we still are not as competitive there. So with that, I think that would at
least to kick off the conversation of where do we want to go with the millillage? I think that this is a a good framework for us to have have some conversation around. Guys, you want to um say anything additional? >> Okay. Jeff? >> Yeah. Yeah. Yeah. And the other thing I
think too, one of the I think 30,000 foot concepts that we were looking at is current current but through the lastouou it was you must be working here in the academic year prior and then be working here the academic year that the money is
paid out. Instead of doing that all in one lump like that, we were looking at because we're like in this offering the millillage to year zero is eligibility for the millillage and payout of the millillage prrated over just the year
instead of having that lump sum provided in is it September is when it goes out. So, just more in line, I think, with what others are doing, which is it's just prorated over the course. And I know the effect of that, >> um, you know, if you're used to getting
it all in September, if you prorrate it out over the course of the year, you're not getting it all in September. It's coming out in smaller chunks throughout the year. And that would impact some that are used to getting it. But it also impacts uh good collection in the other way which
is you're getting it all now. You're not having to wait the full year to work to meet that eligibility criteria. It comes along as you go. So there's a little bit of a trade-off, but again, that was just kind of our concept view about here's the amounts and then in terms of how it
gets paid out, we really were looking at possibly just doing away with the you must be here the full academic year prior and part of this year and just paying it out like like a lot of other districts do, >> right? >> So that's that's kind of where we are right now on it. Again, no no written proposal and and don't know if you'd
like to have some time to talk about it or if you have some thoughts you want to share now. Well, I mean the the main thought that we came in here with was with respect to to what you addressed and that was
how could we continue to try to be um number one in the in the Treasure Coast. And when we were looking at the districts to our north, we recognized the shortcomings with those with no um
years of experience coming into St. Lucy and getting that 3,000 versus um those with without experience getting anything when they come to to this school district. And our conversation was more centered around we have the
ability to say that this is a a school district. That's a good selling point. And how great of a selling point would it be if we can say we're a a school district and we can give you an equivalent amount coming in the door as St. Lucy, did that concern was answered
in the first 15 seconds of your presentation. So, I I think that we're off to a a great start um with with the outline with respect to the distribution. We were
thinking around the same lines. St. Lucy's millage proposal indicates that it's paid out throughout the course of their um their year over over the paychecks. Um and it's part of their their salaries
and the fact that that we're having conversations about looking to do the same thing too is is um something else that we we both um share interest in. So, so far so so good
from um first glance on on my side. Do you guys have anything that you want to talk about? Cuz I would love to to talk to my team about it briefly. Um but very very very good. >> I'm sending you the file now. >> Thank you. >> Yeah, we have a session I think in two
weeks too. So again, this was uh the idea was let's at least get that >> out there and then we have some details to work through. But so it's again not a you know we just did not have a written proposal. So I just wanted to make that clear for as well.
>> What what we had was just a a framework of what the tiers were the four tiers. Our what we were drafting up added a fifth tier for those without experience. But what we drafted um is a lesser
amount than what you guys proposed. So it's no need to even dive into dive into that. This is the numbers look good, right? I think that the only thing that we have to do is flush out with respect to how it would be paid out. But as far as the the way that you constructed the
numbers, I don't think that MCA would have um any argument or changes to the to the number side of it. And I know that we have an aspiration to um catch up after 24 and and it's no need to try
to put pressure all at at one time. I understand that the focus and the objective is to make this an attractive place to recruit um new teachers, the the ones that are fresh out of of school with their their degrees. Now, we have um something to be competitive with with
respect to >> um St. Lucy cuz in my experience they don't look at the whole thing right so even if we didn't have the the 3,000 if based on our numbers all they would need is like a th000 and it still would be
more than the starting salary in St. Lucy, but they're not going to do the math. They're going to say 1,000 here, 3,000 there, even though my 1,000 added to what the base salary is makes me come out more. The 3,000 still looks attractive even when when it totals out
to be less. So, the fact that you can look here and say they're given 3,000, we're given 3,000. And then when I'm going to go here, this is the A school district. They have the nice beaches, right? So, I'm going to go to to this school district. And then lo and behold, when you add it up, it's well more than
I would have received should I have taken that contract in St. Lucy. So numerically this looks very very good on the on the surface. I would just need a brief moment to talk to my team about the particulars and I don't imagine it would be more than 15 minutes.
>> Absolutely. We'll step out and leave the >> check your email and make sure we turn that off. >> Just confirm whether you're not you got the file >> ready when you are. >> All right. So we had an opportunity to to review the numbers that are are presented and
the only thing that the the group came up with is a question with respect to the 25 through 30 steps. We know that those are the areas where um we're not we're not green, we're
still red. And that means that we're not leading in those um in those steps. So what we were wanting to have a discussion around is the true up that we had this year came in around 240 if I'm
not mistaken. Right. Somewhere >> 222 somewhere. Yeah. It's in that region. Yeah. >> So what we were looking at is cells 25 through 30. If we could increase those cells from 10,500
which went um all the way down to 30 to start at 11,000 from 25 26 27 28 29 and 30. And what that would do is it would give us green in
in cells 25 and cells um 30. and we just would have to play catchup um on a base salary and u negotiations moving moving forward. >> Do you mind if I do it while >> please
>> from an interestbased perspective? >> Yes. >> So from 25 oh it's not Oh, where's Chris? >> How do I get this modifying mill amount from 10,500 to 11,000 to those five? Sorry, Gary. I didn't mean No, it's
okay. >> Wake this up. >> All right, let me try something. Plug it out. >> Plug it back in. >> Oh, there it goes. >> Yay.
>> Don't see you yet. >> Didn't even have to. >> Wake up. Wake up. Wake up. >> How do I do this? Is there you did it. So >> 25.
>> Yes. To move that to 11,000 >> and take that term take that figure all the way down. And um our understanding >> I'm just going to change a color here so we know. >> Okay. >> Our understanding is that we roughly
have around 100 bargaining unit members um in those in those are in those areas. So just um >> let me see what changed. >> G. >> Do you change G?
>> Not yet. >> So I changed it on the wrong section. That's why. >> Yeah. >> Undo all that. Undo. >> I need to change where I said here. This one. >> Your own direction.
>> Yeah, I know. You know 25 is right here. So this is okay. So this would be the area right here. >> Correct. >> And then so now
we're at 25. I used to be -49. I'm at 91 positive. >> 256 I'm now at 759. So we pretty much cut that in half. A little bit more than half, >> right? Uh yeah, all the way up actually and then we got a little bit going on at
20 at 30 positive. >> So taking into consideration that the um the true up was a little over 220,000 um to move that to 11 it would cost us roughly 50 50,000.
So I think that it it would accomplish it would accomplish a lot towards looking at future negotiations. When you look at um cell 26, we're um behind $759 278 $854
and that's the same for 28 and 29 854. So when we're looking at our future negotiations, it's getting those base out >> about 117 people. >> Yeah. >> Okay. So 117 people. So
>> so I highlighted from 25 here. So, see where it says 117? >> Uhhuh. >> No, 117 wins are in the 25 to 30 bracket. >> 117. So, we figured roughly it was 100 without seeing the chart. So, we were a little >> We went from 10,50
>> to 11,000. So, the difference between that is what 950 something like that. >> Wouldn't you need to in I mean, wouldn't you need to include the 24s though because this would go into effect next year. So, everybody at the 24 >> would roll up >> would roll up to 25, but you may have some 30 lead.
>> Yeah. So, it depends on my population. >> Little it'll be within that range. >> So, so for 117 people times that 950 or something like that, >> that um $500 increase. Um >> I'm just going off of the first increase. >> Oh, okay. >> I'm going off the first increase. >> Gotcha.
>> Right. >> Cuz I went from I went from 10:05. >> Right. Right. Right. >> To G. >> Yeah. So, be 950. >> 950. What did I do wrong here? Wait a minute. Just a table copy. I want to
make sure. >> So in the comps column, you'd have to change >> the bottom ones to 11. Thought I >> right. Thought I did that. >> Right. So there we go.
>> So you also you're talking So So my 24 right now that's getting the 10,50 rolls up next year to 11. >> Mhm. >> Right. So Okay, so about 117 people.
>> It's 950 times 117. It's about 111,000 plus banks. >> It's about 20 rounded about 25% give or take. Okay, >> for that 11 150 times 1
close to 114,000 give or take 113928. So let's see all the way. There's a lot of numbers here. >> Yeah, >> numbers here. So, >> all right, let's take that back to the to the barn, so to speak. And then,
>> and it's not a dealbreaker. >> Make some phone call. >> It's just an ask to see. >> Yeah. >> Yeah. >> Closing some gaps. >> Yeah. >> Yeah. Okay. >> Yep. It just makes our our road um to to maintain our number one position a little bit easier knowing that um we
just have to add like a thousand to that base or or less. And it it's approximately 526 and change over what you presented. Right. So I know the overall cost is the 117, but it's really only 53,000 more
than you suggested. >> That's >> it's an increase of $53,000 more. >> Oh. Oh. Oh yeah. Yeah. Yeah. Okay. I follow you to 111 and half. >> And again, some of those some of those people at that top might leave, right? So who knows? >> Yeah. I know. I know what you're saying.
That's one school. >> Start counting. >> Yeah. >> They let you know every time you see them. >> I would probably too. >> So, you want to >> Yeah. >> Yeah. I think it's I mean, I think we
can take that number and run it through the budget and be prepared to respond to that. >> Yeah. >> I think what we'll try to do is see if we can make it work. >> Yep. I just We were just looking at how to make a a great propo proposal even greater. So, um, if that's a a
possibility, we would definitely like to exp explore that. And, um, Carter, the the other thing that I wanted to point out on the on the record, and this is this is a good thing in my opinion with the numbers that we're proposing
for um, the millillage for our individuals that didn't get a gap fix adjustment in our initial proposal. So that's um seven, eight, nine, 10, 11, 12, and 13.
So when we get to um 10 through 13, they have a significant increase from last year's uh millage agreement of um well you have 5,000 from six through through
nine and now we have we have um 5500 for six, 55 for 7, um 55 for eight and and nine, and then when you get to to 10, it's uh 8,500. So, I I think that we will be able to to get our folks that
didn't receive a gap fix increase. I think they'll be pretty happy with with these amounts as well. >> Okay. All right. >> Yeah, we can take it back for sure. I don't >> see a problem, but we can
>> Thank you. >> Yep. Absolutely. I don't think that's >> all right. So I I think that this is a a tremendous start. Uh I think it continues it continues in a positive direction
from um the previous sessions. when we get a a finite uh um like a tentative on the on the numbers, then we can start hashing out what that distribution would look like and answer all of those questions with um respect to
distribution. Does it make sense for us at the next session in two weeks to have a proposal for you to consider not only on the numbers but on that when I said 30,000 foot this is kind of what we're looking at to give you a chance to start looking at actual written proposal.
>> Yes. And then >> it seems to make the most sense. >> It does. And we'll be prepared to to work in groups to try to get to a conclusion. And is this something that you guys are thinking about like starting as soon as it's ratified or is what is like what is the district looking at is the questions that we're
just just have an idea of like what this looks like. Has anyone talked about it yet? Or >> you mean in terms of the the >> distribution like when it would start and is it like immediate as soon as it's ratified that we'd start putting it in checks or when does this >> it would I think our initial impression
is it would be in effect for 2627. >> Mhm. >> Because the currentou expires June 2025. >> Okay. Um >> so they would get teachers would get lump summed in September and then they would start getting this millage in their first paycheck >> 26 27
>> right so that's at the end of but they would also be getting this start in their in their paychecks >> what about this year >> this year he's saying that they would want it so you'd still have to lump sum in September for this year because we just worked this whole year so we have this money coming >> which has been paid out
>> no >> right >> no >> oh I'm sorry the December's coming up. >> No, it's September 15th. We get paid for the previous year. >> Um, so the the way >> we haven't been paid for working this year, our millage, we have we're working for it under the the way it's been
designed. >> Yes. >> I think the way I and this is why maybe having the writing would be helpful. Okay. >> To navigate it. I think the way that I view theou is as it relates to the qualifications to
be eligible for the lumpsum payment is if you're here last year and you are here this year, we provide that $10,000 payment let's say for fiscal year 2526 that goes out in September for fiscal year 2526 because there's not any
there's only a defined amount of money for instance like on this you get a millage supplement there. I don't see that there would be a situation where there would be a double payment of this millage supplement. You only get one per year is I guess our foundational piece. I
mean, you get right now 10,50, >> right? So, if a 10,50 payment goes out for this fiscal year, I think that's contemplated by theou. Are you saying there would be an expectation that for this fiscal year there would be an
additional payment? >> Well, the way that I see it is that we come up with these are the are these the numbers that we're looking for 2526, right? Because it's sunseted on June 2025. So, this is for the year that we're all working right now. >> So, this this money that we're
negotiating is what we'd get paid for working in 2526. This number would be the payments that we believe would go into effect 2627. >> Okay. And then what about 2526? >> That's the 10,000 or excuse me, that's the payment that went out September 15th.
>> No, it's not. I >> think that >> that was the money that we got for 2425 because the the district's been holding our money. That's what this was originally created to be a retention bonus. >> Correct. >> So, we have to work the whole year and we have to come back to work and then
get it in September. So that money is back pay for our work that we did the previous year. >> I don't know if we view that the same because if you were to put this into effect right now, like if you were to sign off on anou right now for this year to say we're going to start payments
now, you're you're contemplating double payments in one year, >> but we're owed that money because we worked this year and we have that millage and then we have it going forward as well. I think the the eligibility to be owed the money is if you're working here on as if you if you
finished the year prior and you were working here as of the date of the millillage payout, that money gets basically fronted to you. You get all of that money up front for being retained for that current fiscal year. So when the district strokes a check for fiscal year 2526,
that's the millage payout for 2526. Right now we don't have anou that addresses any payouts for 2627. So all the negotiations that's un that's taken place and I guess theou that's expiring there is no future millage
payouts because there's noou that contemplates any payouts in 2627 right now >> right but the teachers who work working right now we would get our money in September >> if there was an if we agree to this and you have people coming in the door who
are going to start getting it because we're changing the whole concept that was my understanding with this we're going to change the concept >> so My my my question is with all of this is that if I just move to Martin County and start getting the money, well, it's not fair to the teachers who will work last year because they're owed the money from last year. So that means you're
missing a year for the teachers who are actually working right now. >> It's but the money is paid out based on meeting criteria for eligibility. It's not like a we're going to pay you in a rears. It is you've met the criteria for eligibility for a payout in 2526.
We are going to pay that money out in September. I think what our ex our view was instead of waiting to pay that out in September and making you satisfy that year condition, if you're a teacher in this district in the 2627 school year on
day one, this is your millage payout and it begins right away. You don't have to work that year to meet eligibility criteria. So I would say this if if if I'm hearing correctly though from your position there's an expectation from your team
that if we are going to start 2627 with some type ofou that prorates the payments out instead of a lump sum your team would be looking at what about >> 25 26 >> I just want to make sure I hear that correctly. I can't agree to something
and then these we work all year with expecting that money >> cuz that I'm shorting all the teachers the money that they're expecting. So we're all counting on right now as of this point right now I'm thinking to myself I'm getting my millillage in September for working right now because that's for when I come back that's my
for working you have to still address >> August to May of this year because that's money that we were promised. But we would I mean would there be a dispute that you only get one sum of 10,500 10,000? >> I think teachers are going to be really upset if teachers walking in the door
are getting this money and we worked a whole year for it and we're not getting recognized for 2526. >> That's there's a difference between well let's do it this way. I'll take your what you've said >> and we have two weeks between now and our next session to present something to
you in writing. We will discuss that issue, your position and what your expectations are for those that are here now for this year >> and we will come back with something to present >> because the teachers with under the millage agreement that it's for every year you work and we're didn't get
anything for this year. So you I can't just ignore it. I can't put horse blinders on and then say, "Oh, I'm sorry teachers like they're not they will not I know that teachers are they'll bulk. They're not going to ratify something where they're they they're expecting this money. I have teachers that are counting on it for their insurance, their car payments. That's all I keep
hearing from them. They this money has become something that they they need for their lifelines and their families. And I can't ignore that we're working right now with the expectation that our millillage is coming in September. That's my my only thing. I And then this
is great. I I I am the one that supports doing this. I see teachers leaving for St. Lucy County. It's nice. I have friends that went there, very close friends, and they're getting the millage right for just switching right now. And that is what I feel for our district to
stay number one. That that is what I want to see is that we are mimicking St. Lucy County. But I do understand that because of the way we first I wasn't a part of that. they first designed it that we have there is going to have to be some
way to compensate for 25 26 and they're expecting the numbers that are on the old one at least. >> Okay. I I would say this. It's good to hear where you're coming from. >> I don't think we're in a position to reach a conclusion on that issue, but I think with the time built in between,
it'll give us a chance to >> Yeah. I just want you to >> go through that where you're coming from and >> where I'm coming from because I'm coming from the teachers that I know exactly where they stand and how they feel about this money. And um and I love the numbers that are here, but I don't love
them enough that I I'm going to forget a whole year of millage. >> Okay. I again I I don't >> But don't they have a year of millage? I think I have a little different perspective, >> but I think that's something that we need to discuss before digging in on
this issue. Yeah. >> So, I hear you. I hear what your sentiment is is that regardless of whatever our proposal are, there's an expectation that there is a group this year >> thinks that there should be I know.
Well, it's not because if you're hired into this year, you would not be included within that group because you would not have completed the year prior. you get prorated, but you're saying if I finish this year and I'm back next year, I should be getting something >> for my year that I this year. >> But if you're hired mid year this year,
it's not going to be the same for that. When I say different groups, there's a different >> I hear what you're getting at. >> Okay. >> But I think we need to discuss that because I think there are I have a different view of it, but
>> and I understand the financial part of it. Um, but we there has to be a way that we could figure this out because the money either way, the district's still going to have to give the payout in September, right? If even if we don't go with putting in the checks, teachers who worked last year are still going to
be looking for the money for this year. You can't skip a year. >> And here's what I'll say to that. And but again, I'm not going to dig in on this because I think it's something >> we're glad you're open about it. >> Theou doesn't contemplate a 2627 fiscal year payment to anyone. M
>> that's that was not bargained when it was signed. It was that even if you read it, it says this is for these fiscal years only. >> So we haven't really bargained anything for 2627. >> But I hear what you're saying. Your view of it is I'm not
>> you'll end up hurting more than helping. >> It's 2526 school year, isn't it? >> It's I'm talking about the 2520 where we're working right now. >> Yep. >> We're not getting millage, but we're expecting our millillage >> in September. in September, >> but we haven't bargained the payout of 2627 fiscal funding.
>> And the voters voted for us to get it every year. >> And and I'm not saying that's why I want to be very careful to say I think we might initially have a different perspective, >> but let us circle up have a discussion about this because I don't want to have you leave saying, "Oh, that's the direction you're going." >> No, I'm not.
>> I hear where you're coming from. And I'm open to any time that you know if you want to even come back between the 27th and there there's something you just want to have some clarification. I'm sure that we can look at our schedules if there's something like that that has to happen or >> I hear what you're saying. I I don't
think I need more to understand what your position is on it and and your team's view of >> and I rather be clear on it because I don't want to come on the 27th and we're dragging it out even longer. like I'm I really want to get this done because that's one of my complaints I've always had is that these get dragged out. We're
in the new school year and I just don't like that. I don't think it's it's good business for teachers, you know, with their district in relationship. It doesn't come across well for anybody. >> So, when we're building these new relationships and trying to make these changes, this is something to me that like we have to make sure we do it right because we don't want to do something
with the right intention and then end up making it where it's not. >> Yeah. that >> that that would defeat the whole purpose of what we're doing. >> Correct. And and I and I neglected to say this in my opening, >> but I'll say it now. There are going to be times we are we are all viewing this
with the same is we want to have a happy workforce. We want to come to terms that are also fiscally responsible >> from from a a district operational perspective. There are absolutely going to be times where we don't see eye to eye. >> And it's it's working through that
>> and hopefully reaching a resolve, >> right, >> is what we want to do, too. And that's why I've been careful to say I might view it differently. But I do think that's something we need to go back and have a conversation about after hearing from maybe you got a little different perspective on this so that when we show
up in two weeks, we're clear. >> But my perspective is what teachers perspective is. And that's my job. I when I say you, I mean the spokesperson for all of the teachers that you are here speaking for. >> So if we came on the 27th, we'd be starting back at square one as soon as we saw that. So I'd rather have it where
we can move forward on the 27th and not be installed again. >> I think we'll be prepared to address that issue on the 27th >> inclusive of what we've already talked about which is the language for theou. But that specific issue that you just raised, I think we'll be prepared on the
27th to have a response to you on it. >> Okay. So I would say don't >> we'll talk through it is is where we are right now. >> Okay. >> So >> but I appreciate you telling me that now >> and and us not like you said it it it is the worst thing you can do too is you TA
on something and then you go to implement and we have different perspectives about what that means. >> Yeah. >> And we got to avoid that. So this is good to have this out and disagreement is going to happen. um it happens and then we hopefully can navigate our way through it and we'll get
>> and really the intention is to to help us recruit and retain and and keep moving forward to keep that a I mean that is something I've worked here for 25 years and I just really actually 24 I'm on my 25th so they um is one of those things that I really feel like
from what I've watched and seen you know I've watched a lot of people come and go and this is one thing that I think can make a difference but it has to be done right we can't slip up on it where it's going to end up hurting all of us instead Understood. >> Yeah. >> Anyone else? >> You good? >> Good. >> No, I think we're we understand where
where your >> group is coming from. >> Okay. >> So, um we'll get we'll we'll have those discussions on our end and I think when we show up here two weeks from today, Yep. >> we'll we'll be able to address all of that. Okay. >> So, appreciate
>> as always the back and forth with y'all, your team.