I will attach the big paper My group and I wrote, and I want you to write the Integrative Bargaining secation besad on what you think of the paper ..

 

Introduction

The Fallsburg School District and the Fallsburg Teachers Association met to negotiate a new contract for the Teachers.  This collective bargaining event took place on two Saturdays and led to a final contract that all parties agreed to accept and sign.   In this analysis, the negotiation process will be looked at using four bargaining styles: distributive, integrative, attitudinal structuring, and intraorganizational bargaining.  A quick overview of the negotiations as they played out over the two Saturdays will be followed by the bargaining styles analysis.

How the Negotiations Progressed

The FSD and FTA met on the first Saturday, 7/16/11, with some preparation in advance but not knowing what the other side would bring to the table.  After a long time of quiet discussion the FTA finally accepted to start the negotiations at 12:15 pm.  The FTA provided a handout that showed highlighted the proposed contract wording changes.  As we went through these proposals it was clear that the FTA was being somewhat reasonable with their desires.  The one thing missing was specific financial demands.

There were at least two caucuses per team to discuss demands during the negotiations.  After the FTA finished running through their contract changes we asked them what proposed budget/financial changes they wanted.  The FTA indicated they would complete the budget and balance it, then present it.  This was contingent on agreement of some of the items in their contract.  We, the FSD, then presented our proposed ideas for the contract changes.  We did not have these already written into a contract but read them from our planning document.  The FTA seemed to be accepting of almost all of our proposals.  This led back to the question of the budget and financial information.  The FTA asked for a caucus.  During this caucus one of their team members came and asked for ideas of what could be done to solve the budget issue.  We supplied one of our ideas of changing to an eight period schedule.  This idea led to the FTA coming up with a proposed budget that they were just about to explain to us when our time ran out.

The next Saturday, 7/23/11, we met and started right in on negotiations at just after 10 am.  The first item that we requested from the FTA was their proposed budget.  This budget caused the student/teacher ratio to be too high.  We discussed with the FTA that our jobs were on the line if we allowed this ratio to be too high.  The FTA came up with an alternative method to calculate the student/teacher ratio that satisfied the requirement (29 instead of 34).  This method to calculate the student/teacher ratio was dependent on the eight period schedule.

We then moved into running through the contract changes that the FTA and we had proposed the week before.  In this process we were able to sway the FTA to return the Superintendent to all of the places they tried to remove him.  We also negotiated all of our goals with only a few of them ending up at the expected level.  All the rest of our goals ended up at the best case level.  This process took us to agreement at about 12:15 pm.  At that point we held a caucus at the request of our instructor.  In the process, the contract we agreed upon was sent to the teachers and they voted it down.  They did not accept the eighth period idea.  This gave us about 30 minutes to come up with an alternative budget/contract from the initial idea we had.

This last 30 minutes was filled with great stress.  The FTA and FSD teams split into two groups that worked on the budget and balancing it and finalizing the contract wording.  The group working on the budget found a way to balance the budget while hiring 4 new teachers.  This, unfortunately, led to the student/teacher ratio rising to 33.  The contract wording was changed to remove the eighth period and finalized.  With only seconds to go, the contract was printed and signed by all parties.

Original Planning Document

The original planning document is included as Appendix I.  The FSD team developed these goals and strategies by making each issue provided to us from the District into a goal and discussing the best possible outcome for each.  We did not know the goals of the FTA so we tried to guess at what they might ask for.  Our strategies are explained in the section on our relationship with the FTA.  The main idea was to be aggressive but kind and reasonable.  We wanted to be able to reason with the FTA on issues that we could not compromise on.  Our desire was to facilitate as many win-win agreements as possible.

The goals in this document are somewhat interrelated with most of them being non-economic changes to the contract.  The economic changes all relate in the ability to balance the budget.  This original planning document also included a number of ideas for budgeting possible requests from the FTA.  These budgets were not included as will be explained in the next section below.

Revised Planning Document

The revised planning document is attached as Appendix II.  The reasons for these revisions became apparent during the first negotiation meeting.  Our goals we discussed in the negotiations and the responses we received led to the determination of what we could expect as a final outcome for the goal.  The budget scenarios that we provided in the first document were removed as the FTA showed a way to balance the budget that seemed more appealing.  Our scenarios had some form of reduction in force, whereas their budget did not lay anyone off.

Another reason for the revision of our planning document was in the way that the FTA negotiated.  They used reasonable requests that did not seem too hard to accept.  This made it hard to continue with the aggressive tactics and made us lean more toward logic and reason.

Final Negotiated Contract

The final negotiated contract is included below as Appendix III.  The use of logic and reason seemed to work well to come to a final agreement.  Each goal that we had was able to be accomplished.  Most of the goals were met at the best case outcome with only a few at the expected outcome.  Even with the last 30 minute stress filled time, we were able to keep the goals and contract wording changes we had agreed upon.

Analysis of the Bargaining Styles

The four bargaining styles used to analyze this negotiation are; distributive, integrative, attitudinal structuring, and intraorganizational.  Each of these are discussed below with how they relate to the planning document and the actual negotiations completed.

Distributive Bargaining

Sarah’s part goes here.

Integrative Bargaining

Bayan’s part goes here.

Attitudinal Structuring Bargaining

Nico’s part goes here.

Intraorganizational Bargaining

Keith’s part goes here.

Conclusion

Reword focus sentence from introduction here and conclude.

 

Works Cited

Probably need the book here and might want to add from the addition required readings section on the syllabus.  The additional reading is a good place to back up your analysis from.

Appendices

Appendix I

Fallsburg School District Goals for Contract Negotiations

• Economic Issues
  • (The mentioned spreadsheets were never used in our negotiations except to say we had them available, so they are not attached here.)  See attached spreadsheets showing five different alternative balanced budgets.
  • The plan is to use the step increase, cost of living raise and any other compensation items as sparingly as possible.  These scenarios below are to show possibilities if the union asks for these items.  It is likely that these examples will be used in pieces.
  • All scenarios include the step increase on the Salary Schedule (Appendix I).
    • After adjusting the teachers who increased step and removing the retiring teachers, the need to hire 26.5 teachers to handle the 28 student/teacher ratio or 16.7 teachers to handle the 30 student/teacher ratio was added to Appendix I at the BA/BS step 1.
• The ideas presented in these scenarios are a mixture of:
  • Four day school week.
  • Shortened school day by one hour.
  • Reduction in Force (RIF) of % of Teachers Aides.
  • RIF of % of Clerical/Staff positions.
  • No Cost of Living Adjustment (COLA).
  • Adjust student/teacher ratio from 28 to 30.
• The specific scenarios are:
  • Balanced 1:  Four day school week.  Teachers and students off every Friday.  Includes COLA but decreases pay by 19% – 20%.
  • Balanced 2:  Adjust class period to 40 minutes from 50 and release school one hour early.  Includes COLA but decreases pay by 12.5%.  Includes RIF of 20% of Teachers Aides and seek parental volunteers.
  • Balanced 3:  Adjust class period to 40 minutes and release school one hour early.  Does not include COLA and decreases pay by ~ 10% (difference in % is due to the need to produce a balanced budget).
  • Balanced 4:  RIF all Teachers Aides and seek parental volunteers.  RIF 36% of Clerical/Staff.  Include COLA.
  • Balanced 5:  Adjusts student/teacher ratio from 28 to 30.  RIF 88% of teachers aides and seek parental volunteers.  Includes COLA.
• Compensation Goal and/or Balancing the Budget – Highest Priority
  • The specific economic goal is to balance the budget without a RIF or pay decrease.  None of the scenarios provide this outcome so this can be considered the “pie in the sky”, or most desirable outcome.  If a sudden input of income were to be discovered the most desirable outcome might be achievable.
  • The Expected outcome is that there will be a RIF of Teachers Aides (some portion of them) along with an adjustment to the hours worked per day/week or the student/teacher ratio.
  • The Worst Case scenario is no solution to balance the budget.  This is bad, and will be avoided at all costs.
• Compensation for Advanced Education – Middle Priority
  • Most desirable outcome is that nothing changes on the contract.
  • Expected outcome is that a minor change to the wording of the contract may be needed to resolve an issue with the FTA.  Possibly by removing the prior approval by the superintendent portion.
  • Worst Case is that we will need to adjust the 2 years worth of education to advance a step to less time.  This would lead to teachers advancing through steps too quickly.  If this must be done then a modified step and tier salary schedule could be built, expanding the steps and adding BA/BS +24, BA/BS +45, etc., tiers (an expansion in two directions but only if absolutely necessary).
• Workday – Middle to High Priority
  • Most desirable outcome – we get agreement to adjust the workday to reduce the lunch and prep times to 30 minutes.  It is hard to understand how this will change the amount of teachers needed as the student/teacher ratio of 28 is independent of the number of periods.
  • Expected outcome – we will possibly get the lunch time lowered but will most likely not get the prep time changed.  This will allow school to be released earlier and possibly a savings in salary expenses.
  • Worst case – we cannot get any agreement and will give up on attempting this scenario.
  • Non-Economic Issues
    • Layoff Procedure or Performance Systems – Middle to Low Priority
      • Best Case: We are able to implement a layoff system where it is based solely upon their performance level within the class room.  Seniority becomes a non-factor in this procedure as well.
      • Expected: A new hybrid model of a performance and seniority based layoff system.  Teachers are rated and gauged upon their performance and their seniority is taken into consideration as well.
      • Worst Case: Nothing changes and the seniority system stays in affect for deciding layoffs.
• Leaves of Absence – Low to Middle Priority
  • Best Case: Contract providing a more concrete language that explains who is, or is not covered under the leave of absence system.  This includes an actual doctrine about who may or may not be allowed in accordance with a standing guideline without and room for variant interpretation.
  • Expected: That there is still allowed wiggle room for the system to work with the teachers still being held dependent to the superintendent’s decision.  This is a stricter version of the current system but allows for the extraneous circumstances that are not always covered in the language.  This would also include a guideline of who would be considered as well.
  • Worst Case: The teachers gain even more power in this system and except to increase the amount of people covered under the leave of absence system.
• Sick Leaves – Middle to High Priority
  • Best Case: A stricter policy concerning the leave of absence documentation.  To include a change from 5 days needing documentation to 3 days, a cap of how many days in the school year or within certain time frames, and penalty of over abuse of the system.
  • Expected: That there is a way to change the system to just total days off so that they are incorporated into their vacation days and the teachers who ar sick less often gain more vacation days and the ones who are sick more still are not penalized for this.
  • Worst Case: Teachers keep their current system and ask for less documentation and more days of paid sick leave.
• Surveillance – Low to Middle Priority
  • Best Case: Full implementation without any arguments or fights, and cost will offset saving in supply.
  • Expected Case: Teachers will fight the cameras in the break room, but the gains will help out way their hesitation for implementation or partial implementation.
  • Worst Case: No Adaption for the surveillance system.
• Complaint Procedure – Low to Middle Priority
  • Best Case: Both parties get what they want coming to terms with a universal complaint system.
  • Expected Case: The teachers will want to remove the principle discretion.
  • Worst Case: No change happens.
• Teacher Rights – Middle to High Priority
  • Best Case: The teachers’ rights issues dissolved away.
  • Expected Case:  Compromise where the teachers are appeased with some new rights, but nothing too extreme.
  • Worst Case: They make a dramatic change that holds principle hostage with the new teachers’ rights.
• Hugging Policy – Low Priority
  • Most desirable outcome – quickly negotiate a “no hugging” policy and add it to the contract to dodge an increase in the insurance policy.
  • Expected outcome – with strategic wording FSD and FTA will write up a provision for a “no hugging” policy.
  • Worst case – a “no hugging” policy will not be added into the 2011-2012 school year and other cuts will have to be made to finance the insurance increase.
• Class Size – High Priority
  • Most desirable outcome – we sign a 4-year contract ensuring security of costs and budgeting for the coming years.
  • Expected outcome – we sign a 2-year contract in order to maintain cost increases for a shorter extended period of time.
  • Worst case – we sign a 1-year contract in hopes to negotiate a more “likable” contract next year and abstain from a strike.
• Terms of Agreement – High Priority
  • Most desirable outcome – cut costs by only hiring 17 new teachers and raise the class size to 30 students per teacher.
  • Expected outcome – hire 27 new teachers to keep class sizes the same at 28 students per 1 teacher
  • Worst case – there are not enough financial means to higher new teachers, so class sizes will rise to 34 students per 1 teacher.
  • Working Relationship with our Team
    • We will attempt to have consensus on all decision made as a team.  If there is a conflict then the conflict will be resolved by the team leader.  In the case that the leader is involved in the conflict the issue will be resolved to two choices and a flip of a coin will determine the choice to follow.
    • Roles:
      • Leader – Sarah
      • Negotiators – All but with focus going to the specific area each team member researched.
      • Spreadsheet/Financial and Document Controller/Note taker – Keith
      • Calming Influence – Bayan
      • Reminding all of time left to complete negotiations – Nico
      • Any other roles we need here??
• BATNA or what to do if something goes wrong
  • It is likely that we will be presented with unforeseen demands that will be impossible or close to impossible from the FTA.  With this in mind it would seem effective to have a plan in place to approach these demands in a professional manner.
  • We, as a team, should try to be as accepting as possible of the demands by the FTA but we will need to be very careful of demands that impact finances.  If it is possible, we should give way to non-financial demands in place of financial.
  • We, as a team, resolve to come to agreement and complete the negotiation of a contract with the FTA.
  • Relationship with the FTA
    • It is in our best interest that we attempt to have as many win-win situations as possible.
    • We will attempt to use logic and reason with the FTA.
      • It is understood that there are outside relationships between members of both teams that might influence our working together.
      • We will try to keep these influences to a minimum so that a contract can be negotiated in a timely manner.
• Our communications will be as kind a polite as possible.  We will strive to avoid getting into fights and consider all that the FTA presents without showing judgment or demeaning the person/communication.
• Nico will be in charge of keeping track of the time of our meeting.  We will be up front with the FTA about our agenda items and the time we have to spend on each.
• A possible framework that could be used is a balance chart that shows issues on each side.  A win-win is where both FSD and FTA can have balance.  If we require the FTA to remove an item from the chart then we will have to remove an item.  In a perfect world we will be able to keep all items on the balance chart.  In this world we will have to remove items to keep the finances controlled.
• If needed, we will use a caucus to come to agreement as a team during the negotiations.  This caucus, if agreed to by the FTA team, will be no longer than 5 minutes.  The purpose of the caucus will be to come to an understanding or agreement as a team so that we present an informed and unified argument for the FTA.
• We will be mildly aggressive in our stance and in our communications as it pertains to finances and the time we have to come to agreement.  We will be passive in the issues that are non-financial and low priority.
• Our negotiations will attempt to be intelligent in that we will try to have all research completed going into the negotiations.  It will be OK to admit that we do not know anything about an issue if we truly have not done any research on that issue.

Appendix II

(Revised 7/22/2011) Fallsburg School District Goals for Contract Negotiations

• Economic Issues  (Revisions in Bold below.)
  • See attached spreadsheets showing five different alternative balanced budgets.
  • The plan is to use the step increase, cost of living raise and any other compensation items as sparingly as possible.  These scenarios below are to show possibilities if the union asks for these items.  It is likely that these examples will be used in pieces.
  • All scenarios include the step increase on the Salary Schedule (Appendix I).
    • After adjusting the teachers who increased step and removing the retiring teachers, the need to hire 26.5 teachers to handle the 28 student/teacher ratio or 16.7 teachers to handle the 30 student/teacher ratio was added to Appendix I at the BA/BS step 1.
• The ideas presented in these scenarios are a mixture of:
  • Four day school week.
  • Shortened school day by one hour.
  • Reduction in Force (RIF) of % of Teachers Aides.
  • RIF of % of Clerical/Staff positions.
  • No Cost of Living Adjustment (COLA).
  • Adjust student/teacher ratio from 28 to 30.
• The specific scenarios are:
  • Balanced 1:  Four day school week.  Teachers and students off every Friday.  Includes COLA but decreases pay by 19% – 20%.
  • Balanced 2:  Adjust class period to 40 minutes from 50 and release school one hour early.  Includes COLA but decreases pay by 12.5%.  Includes RIF of 20% of Teachers Aides and seek parental volunteers.
  • Balanced 3:  Adjust class period to 40 minutes and release school one hour early.  Does not include COLA and decreases pay by ~ 10% (difference in % is due to the need to produce a balanced budget).
  • Balanced 4:  RIF all Teachers Aides and seek parental volunteers.  RIF 36% of Clerical/Staff.  Include COLA.
  • Balanced 5:  Adjusts student/teacher ratio from 28 to 30.  RIF 88% of teachers aides and seek parental volunteers.  Includes COLA.
• The Financial Budget issues are awaiting discussion.  The last seconds of our negotiations, the FTA described a balanced budget scenario different from the above.  If this scenario makes sense and works then the FSD will consider using this idea with a couple of minor modifications (the mod’s will most likely be in the way we calculate the student teacher ratio to include teachers aides).
• Compensation Goal and/or Balancing the Budget – Highest Priority
  • The specific economic goal is to balance the budget without a RIF or pay decrease.  None of the scenarios provide this outcome so this can be considered the “pie in the sky”, or most desirable outcome.  If a sudden input of income were to be discovered the most desirable outcome might be achievable.
  • At this point the FSD has indicated they have a solution that will achieve our best case goal.
• Compensation for Advanced Education – Middle Priority
  • Most desirable outcome is that nothing changes on the contract.
  • This issue was not raised in our discussions.  A stipend seems to have replaced this that has very little financial impact.
• Workday – Middle to High Priority
  • Most desirable outcome – we get agreement to adjust the workday to reduce the lunch and prep times to 30 minutes.  It is hard to understand how this will change the amount of teachers needed as the student/teacher ratio of 28 is independent of the number of periods.
  • It looks like the scenario that solves the financial budget issue includes this lowering of the prep and lunch times along with adding an extra period each day.
  • Non-Economic Issues
    • Layoff Procedure or Performance Systems – Middle to Low Priority
      • Best Case: We are able to implement a layoff system where it is based solely upon their performance level within the class room.  Seniority becomes a non-factor in this procedure as well.
      • This was accepted by the FTA verbally.  Still need acceptance of the wording changes in the contract.
• Leaves of Absence – Low to Middle Priority
  • Best Case: Contract providing a more concrete language that explains who is, or is not covered under the leave of absence system.  This includes an actual doctrine about who may or may not be allowed in accordance with a standing guideline without and room for variant interpretation.
  • Looks like we got this by FTA proposal but they want to remove any reference to the Superintendent in the Bereavement and Family Illness Leaves.  Have reworded the contract to keep the Superintendent involved with the wording acceptable to all – hopefully.
• Sick Leaves – Middle to High Priority
  • Best Case: A stricter policy concerning the leave of absence documentation.  To include a change from 5 days needing documentation to 3 days, a cap of how many days in the school year or within certain time frames, and penalty of over abuse of the system.
  • Expected: Discussed this but did not get to a decision.  Will keep trying for the 3 days needing documentation.  Otherwise will leave as is if we can trade it for something else.
• Surveillance – Low to Middle Priority
  • Best Case: Full implementation without any arguments or fights, and cost will offset saving in supply.
  • Will need to see if our wording in the contract will be OK’ed by the FTA.
• Complaint Procedure – Low to Middle Priority
  • Best Case: Both parties get what they want coming to terms with a universal complaint system.
  • Didn’t know what to expect from this.  The FTA wants to take away from the Superintendent’s power but they are using an odd board representation to refer any decision that gets to the Superintendent can be appealed to this odd board.  We will try to talk them into understanding the implications of a complaint about a teacher getting out to the whole school in gossip and how that could ruin a teacher that may not have done anything wrong (of course, it is the choice of the teacher who received the complaint to appeal the decision upward).
• Teacher Rights – Middle to High Priority
  • Best Case: The teachers’ rights issues dissolved away.
  • This seems to have shown up in the request by the FTA to add the ability to take criticism to a grievance.  As I understand the contract, anything in the contract that is not followed correctly, including inappropriate criticism of a teacher by an administrator is grievable.  This looks like a giveaway.
• Hugging Policy – Low Priority
  • Most desirable outcome – quickly negotiate a “no hugging” policy and add it to the contract to dodge an increase in the insurance policy.
  • We agreed on a policy that would be added to the students handbook and required by all in the schools.  Just have to get OK on the wording in the contract.
• Terms of Agreement – High Priority
  • Most desirable outcome – we sign a 4-year contract ensuring security of costs and budgeting for the coming years.
  • Expected outcome – we sign a 2-year contract in order to maintain cost increases for a shorter extended period of time.
  • FSD is trying for a 1 year contract because of the budget constraints.  We will try to play the deal that the contract can be reopened next year if the budget issues get worse or even better.  The contract wording should be OK to keep for a longer period.  If we can get them to see this then maybe a 2 or 3 year contract can be made.
• Class Size – High Priority
  • Most desirable outcome – cut costs by only hiring 17 new teachers and raise the class size to 30 students per teacher.
  • Expected outcome – hire 27 new teachers to keep class sizes the same at 28 students per 1 teacher
  • Worst case – there are not enough financial means to higher new teachers, so class sizes will rise to 34 students per 1 teacher.
  • It looks like we might be heading toward not hiring any new teachers and finding a way to recalculate the student teacher ratio to include teachers aides.
  • Working Relationship with our Team
    • We will attempt to have consensus on all decision made as a team.  If there is a conflict then the conflict will be resolved by the team leader.  In the case that the leader is involved in the conflict the issue will be resolved to two choices and a flip of a coin will determine the choice to follow.
      • Because of the way that the FTA started the negotiations, we were a little unsure of the best way to go.  We felt sort of unprepared, but I think the FTA felt the same way as well.  I think our second negotiation time will go better as we know what to expect from the first time.
• Roles:
  • Leader – Sarah, Keith
  • Negotiators – Nico, Keith All but with focus going to the specific area each team member researched.
  • Spreadsheet/Financial and Document Controller/Note taker – Keith
  • Calming Influence – Bayan
  • Reminding all of time left to complete negotiations – Nico
• BATNA or what to do if something goes wrong
  • It is likely that we will be presented with unforeseen demands that will be impossible or close to impossible from the FTA.  With this in mind it would seem effective to have a plan in place to approach these demands in a professional manner.
  • We, as a team, should try to be as accepting as possible of the demands by the FTA but we will need to be very careful of demands that impact finances.  If it is possible, we should give way to non-financial demands in place of financial.
  • We, as a team, resolve to come to agreement and complete the negotiation of a contract with the FTA.
  • Relationship with the FTA
    • It is in our best interest that we attempt to have as many win-win situations as possible.
    • We will attempt to use logic and reason with the FTA.
      • It is understood that there are outside relationships between members of both teams that might influence our working together.
      • We will try to keep these influences to a minimum so that a contract can be negotiated in a timely manner.
• Our communications will be as kind a polite as possible.  We will strive to avoid getting into fights and consider all that the FTA presents without showing judgment or demeaning the person/communication.
• Nico will be in charge of keeping track of the time of our meeting.  We will be up front with the FTA about our agenda items and the time we have to spend on each.
• A possible framework that could be used is a balance chart that shows issues on each side.  A win-win is where both FSD and FTA can have balance.  If we require the FTA to remove an item from the chart then we will have to remove an item.  In a perfect world we will be able to keep all items on the balance chart.  In this world we will have to remove items to keep the finances controlled.
• If needed, we will use a caucus to come to agreement as a team during the negotiations.  This caucus, if agreed to by the FTA team, will be no longer than 5 minutes.  The purpose of the caucus will be to come to an understanding or agreement as a team so that we present an informed and unified argument for the FTA.
• We will be mildly aggressive in our stance and in our communications as it pertains to finances and the time we have to come to agreement.  We will be passive in the issues that are non-financial and low priority.
• Our negotiations will attempt to be intelligent in that we will try to have all research completed going into the negotiations.  It will be OK to admit that we do not know anything about an issue if we truly have not done any research on that issue.
• So far, it seems that the FSD has been reasonable with their demands.  This has changed the flavor of our negotiations and sort of messed us up last negotiation time as we expected hardball tactics.

 

Appendix III

CONTRACT between FALLSBURG EDUCATION ASSOCIATION and FALLSBURG SCHOOL DISTRICT 2011-2014 (abridged)

ARTICLE 1:  LAYOFF

 

A.    If the Board is formally considering that a layoff is necessary, it will notify the Association President. The notice shall include the specific position(s) to be affected, the proposed time schedule and the reasons for the proposed action, assuming this information is available when the notice is given or as soon as possible thereafter.

 

B.    The District shall provide the Association with a seniority list, upon request, at the time it notifies the Association that a layoff has been formally considered by the Board. Seniority shall be defined as the employee’s total length of continuous service in the District as a licensed staff member from the first date of actual service  Seniority will be computed and accrue from the teacher’s first day of work in the District and shall continue to accrue during all leaves in accordance with ORS 342.934. Ties for position on the seniority list shall be broken by the drawing of lots in the presence of District and Association representatives.

 

C.    In the event the Board, in its discretion, determines that a layoff is necessary, then it will determine the teachers to be retained by means of the following criteria in this order:

1.    The teacher’s performance measures based on standards testing and students testing scores where applicable.

2.    A determination of whether the teachers to be retained hold the highest level of proper license, education level, and certifications to fill the remaining position(s);

3.    A determination of the seniority of the teachers to be retained.

D.    Nothing in this Article shall be construed so as to interfere with the Board’s right to dismiss or non-extend a contract teacher pursuant to the provisions of the Fair Dismissal Law or to dismiss or non-renew a probationary teacher pursuant of ORS 342.835. This Article applies to all releases, layoffs or terminations for non-personal reasons, except that temporary teachers shall have no right of recall after the term of their temporary contract.

 

E.    In conducting a layoff under this Article, the District will first determine the program(s) or area(s) scheduled for reduction or elimination.

 

F.    Whenever the Board determines that a layoff is necessary, it will notify the Association. As soon as practicable, notice will be given to the affected teachers of their layoff.

 

G.    Any “appeal” from the Board’s decision on layoff or recall shall be my means of a grievance filed as provided in Article 8.

 

ARTICLE 2 TEACHER RIGHTS     

 

A.    STUDENT GRADES

No student grade or evaluation shall be changed without consultation with the teacher during the school year or when the teacher is available during the summer. In the event that the employer changes the grade over the teacher’s objections, the employer shall bear the full responsibility for such a change and notify the teacher in writing of the changes and the reasons therefore.

 

B.    CRITICISM

Teachers shall not be criticized by any supervisor or administrator in the presence of students, parents, the public, classified employees or other teachers, excluding Association representatives, nor shall they be criticized by Board members in public meetings or when representing the board in a public or school setting. This provision is not intended to limit professional discourse, discussion or debate. Any violation of this provision may be used as a basis for a grievance.

 

C.    JUST CAUSE

1. No teacher shall be suspended, denied step increment, reprimanded, or otherwise disciplined in writing without just cause.
2. All information forming the basis for disciplinary action will be made available to the teacher upon request. Any violation of this provision may be used as a basis for a grievance.

3.    Any investigatory suspension shall be with pay, pending the District’s initiation of action to dismiss, discharge, or reinstate. This section will not prevent the District from suspending an employee without pay as a form of discipline, if the District fulfills its obligations outlined above.

4.    This section shall not apply to any teacher non-renewal, non-extension, dismissal, assignment to or retention in extra duty positions, or the substance of an evaluation.

D.    PERSONAL LIFE

The personal life of teachers is not of appropriate concern or attention of the District, except where it affects job performance. This section may not be taken to arbitration.

 

 

ARTICLE 3 WORKDAY

 

A. WORKDAY

1.    The length of the workday shall not exceed eight (8) hours.

2.    Each classroom period is a fifty (50) minute hour; each teacher teaches seven periods each day.

3.    A duty-free lunch period of sixty (60) minutes, free of all supervisory tasks, will be granted all teachers of this District.

4.    Scheduling staff for supervision of bus students, lunchroom duty, playground duty, study halls and other like functions will be done by the administration in consultation with the staff.

B.    PREPARATION TIME

1.    Senior High and Middle School teachers shall have a preparation period during the student day equal to one (1) class period.

2.    The elementary preparation period shall fall during the work day and shall consist of a minimum of forty-five (45) minutes per day. The District will provide thirteen (13) early release days to help provide some additional prep time. If the District decides to provide prep time within the student day, the District retains the discretion to reduce or eliminate the early release days.

3.    Those teachers who have not been provided with a preparation period during the time specified in the contract will be reimbursed at the rate of one-sixth (1/6) of daily pay for the period of time which there is no preparation period.

C.    SUPERVISION RESPONSIBILITIES

1.    Teachers shall have supervision responsibilities for students during class time, passing times and all other times during the student day and while students are on school property or approved school trips.

2. At after hour events or activities, teachers have no specific supervision responsibilities when they attend as parents or spectators. However, teachers may intervene or be asked to assist other adults in dealing with student behavior in certain circumstances.

No teacher shall be disciplined, negatively evaluated, or suffer any reprisal for declining to deal with student behaviors at after hour events or activities when attending as a parent or spectator.  If the teacher chooses to provide assistance at after hour events, he/she will not be disciplined, negatively evaluated or subject to any reprisal for such involvement, as long as the actions by the employee were reasonable and prudent, considering the circumstances.  Teachers shall not be responsible for supervising or controlling adults at after hour events or activities.

 

ARTICLE 4 COMPENSATION    

 

A.    SALARY SCHEDULES

1.    The salary schedule for teachers for 2010-2011 is attached to this Agreement and by this reference is incorporated herein.

2.    The District shall maintain the current practice of allowing the six percent (6%) employee payment to PERS to be made on a pre-tax basis.

 

B.    CONTRACT PERIOD

The contract period will be for one hundred ninety (190) days unless stated otherwise on the individual contracts.  Those 190 days shall be allocated as follows:

178 student contact days

5 paid holidays (Labor Day, Veteran’s Day, Thanksgiving Day, President’s Day, Memorial Day)

7 “in-service” days, determined by the district

 

C.    SALARY PLACEMENT AND MOVEMENT

1.    Teachers new to the District shall be placed on the salary scheduled at the licensed experience level indicated by years service in accredited schools to a maximum of ten (10) years of credit. However, the District may, in its sole discretion, award full credit for years of teaching experience beyond ten (10).

2.    Teachers new to the District will be placed on a salary column according to their college degree(s) and the number of college credit hours on file that the Superintendent determines to be relevant to the assignment or any other assignment projected by the District. Only these credit hours earned after issuance of the initial teaching license shall count toward placement or horizontal advancement on the salary schedule.

3.    Following initial placement, teachers shall advance one (1) step on the salary schedule for every 2 years of completed service of one hundred thirty-five (135) contract days or more in the District, subject to the limits of the salary schedule.

4.    Following initial placement, teachers shall advance on the salary schedule as additional credit hours are earned. Academic credits will be in the form of approved college quarter-hours.  All courses taken for credit which will accrue toward the next level on the salary schedule must 1) be reasonably related to the teacher’s current assignment or another assignment projected by the district, or 2) must be part of a planned degree or certification program approved in advance by the Superintendent, or 3) must otherwise have prior approval of the Superintendent.  Teachers shall advance one (1) step on the salary schedule for every two years of approved academic work.  Completion of an approved doctoral degree shall be considered the equivalent of an additional year of approved academic work.  The Superintendent shall not withhold approval in an arbitrary or capricious manner.

5.    Credits for column advancement must be documented to the District on a transcript no later than October 15 of any year, together with a written request for a column change. The salary change shall then be effective from the beginning of that contract year. Salary column changes shall be effective February 1 of any year if transcripts are presented to the District by January 15.

D.    Attached to each teacher’s contract, the District will provide a statement of how it arrived at each teacher’s salary, including accumulated sick leave, at the beginning of each school year.

 

E.    Department Heads/Team Leaders

Teachers who accept additional responsibilities, as requested by the Administration, to serve as department heads or team leaders will be compensated at their hourly rate for time spent. Compensation for any person accepting these responsibilities shall not exceed $450 per year. The method for determining such responsibilities and who will fill said responsibilities will be recommended by the Administration in consultation with the staff and approved by the Board.

 

 

F.    Professional Growth Stipends

The District shall pay an annual stipend of $998 to any bargaining unit member who has met any of the following criteria:

1. Earned a PH. D. degree; or
2. Earned National Board Certification; or
3. Earned an advance license from a recognized professional organization that is equivalent to national board certification (District and Association must both agree to this equivalency requirement)

 

 

 

 

ARTICLE 5 HEALTH INSURANCE

 

A.    The District will contribute on behalf of each full-time bargaining unit member $1036 per month towards health insurance, which will be pooled:

B.    Contributions for less than full-time teachers shall be prorated. Unit members may draw out of the pool amounts necessary to cover the programs outlined in Section C. If the pool does not cover the cost of the basic programs for all members, payroll deductions will be made to cover the remaining cost of insurance, according to a plan submitted by the Association.

C.    The insurance package shall include up to full-family medical-hospitalization, up to full-family dental with orthodontia, up to full-family vision, employee life and employee long-term disability coverage. The specific carriers and benefit levels will be determined by the Association in accordance with the expressed wishes of the staff as a group, after consultation with the Administration.

D.    All licensed employees must participate in the insurance plans, except where the employee provides evidence of duplicate medical coverage.

E.    Insurance benefits shall be for twelve (12) consecutive months each year. New teachers shall receive coverage beginning October 1 or the first of the month following employment if hired after the start of the school year. For teachers leaving the District after completing an entire school year, coverage shall continue until September 30. For teachers who terminate employment before the end of the school year, District insurance coverage shall end at the close of the month employment terminates.

 

 

 ARTICLE 6 LEAVES OF ABSENCE

 

A.    SICK LEAVE

1.    Sick leave is allowed full-time licensed personnel at the rate of ten (10) days per complete school year. Sick leave will be credited to the teacher’s account on the first duty day of the school year.

2.    Those on extended contracts will have one (1) day sick leave for each twenty (20) days of employment.

3.    Any teacher who is absent because of illness for three (3) or more consecutive school days or who shows a consistent pattern in use of sick leave which gives rise to a suspicion of abuse of the sick leave benefit, may be required by his/her supervisor to file with the Administration, a certificate from his/her physician attesting to such illness.

4.    As soon as a teacher knows he/she will be unable to report for duty, he/she should notify his/her principal or designee. If the date of the teacher’s return is not known to the principal, the teacher shall call prior to the end of the student day of the day before he / she returns to work to confirm his / her ability to return. Sick leave will be deducted even though a substitute may not be hired when a teacher is absent.

5.    At the option of the employee, sick leave may be used for the period of disability due to pregnancy, parental leave, family illness and other circumstances allowed by law.

B.    BEREAVEMENT LEAVE

1.    Three (3) days of non-accumulative leave will be granted in case of death of any member of the immediate family. Additional paid days may be granted at the discretion of the Superintendent.

2.    The immediate family shall include husband, wife, spouse, domestic partner, son, daughter, mother, father, step-son, step-daughter, (including foster children or court appointed children) sister, brother, son-in-law, daughter-in-law, father-in-­law, mother-in-law, step-mother, step-father, grandmother, grandfather, grandchildren or other relatives residing in the employee’s household or requiring the employee’s absence from work. Leave may be granted at the discretion of the Superintendent for others in the employee’s household outside of the above inclusions.

C.    FAMILY ILLNESS LEAVE

1.    Three (3) days of non-accumulative paid leave will be granted each year for family illness of any member of the immediate family.

2.    The immediate family shall include husband, wife, spouse, domestic partner, son, daughter, mother, father, step-son, step-daughter, (including foster children or court appointed children) sister, brother, son-in-law, daughter-in-law, father-in-­law, mother-in-law, step-mother, step-father, grandmother, grandfather, grandchildren or other relatives residing in the employee’s household or requiring the employee’s absence from work. Leave may be granted at the discretion of the Superintendent for others in the employee’s household outside of the above inclusions.

3.    If Family Illness Leave is exhausted, then the employee may use available Personal Leave and then Sick Leave, in that order, if additional days are needed.

 

4.   The FDA will comply with the federal Family Medical Leave Act and the Oregon Family Leave Act (ORS 659 A.150-659 A. 186) An employee may utilize sick leave benefits for family leave as contained in Article 6. A. Sick Leave, or any accrued personal time or vacation time after the depletion of sick leave to 40 hours of sick leave remaining.

 

When returning to work after taking family leave under the provisions of ORS 659. A.150 to 659 A.186, an eligible employee is entitled to be restored to the position of employment held by the employee when the leave commenced, if that position still exists, without regard to whether the employer filled the position with a replacement worker during the period of family leave. If the position held by the employee at the time family leave commenced no longer exists, the employee is entitled to be restored to any available equivalent position with equivalent employment benefits, pay and other terms and conditions of employment. If an equivalent position is not available at the job site of the employee’s former position, the employee may be offered an equivalent position within the Fallsburg School District.

 

D.    PERSONAL LEAVE

1.    One (1) day leave, for personal reasons, will be granted annually. Personal leave will increase to two (2) days annually after an individual has accumulated twenty (20) days sick leave, been employed with the District for two (2) years and maintained twenty (20) days of accumulated sick leave. A total of three (3) days of personal leave shall be available after the teacher has accumulated eight-five (85) days of sick leave and has been employed by the District for nine (9) years of more. Up to two (2) days of personal leave per year may be taken, at the end of the school year, in a cash payment, figured at the substitute teacher rate.

2.    Unless an emergency precludes doing so, the Administration shall be notified at least twenty-four (24) hours in advance of the taking of personal leave. Personal leave will not accumulate.

3.    Personal leave may be used on a day preceding or following a vacation period or holiday, but not for the purpose of extending the holiday or vacation period. In emergency situations, administrative approval is necessary for any exceptions to this restriction. If a pattern of use of personal leave on days before or after vacation or holiday develops, the District may require reasons be given for the leave.

E.    PARENTAL LEAVE LAW

Upon request of the employee, the District shall grant up to twelve (12) weeks of leave for purposes of the child care for newly born or adopted children (maternity and/or paternity), in accordance with Federal and Oregon law.

 

F.    EXCHANGE, SABBATICALS and OTHER TEACHING LEAVES

1. A paid leave of absence may be granted to a contract teacher or other unit member who has completed three (3) consecutive years in service (unpaid leave) with the District or to a contract teacher or other unit member who has completed twenty (20) years in service (paid leave) with the District, upon approved application, for the purpose of participating in:

Exchange Teaching Programs

Foreign Military Training Programs

Peace Corps

Teacher Corps

Job Corps

VISTA

Institutions of Higher Learning

The unit member must be a full-time participant in any such program and state his/her intention to return to the District. If the twenty (20) year participant does not return to the District, the paid wages must be returned to the District.

 

2. This will become a negotiated item annually dependent upon the budgeting available upon the coming financial year.

 

ARTICLE 7 COMPLAINT PROCEDURE

 

A.    NOTIFICATION AND REPRESENTATION

1.    An employee shall be informed of any complaint which is received by the administration from a patron, parent, or student, the substance of which may be used in evaluation of the employee or may be placed in the employee’s personnel file.

2.    Within ten (10) working days of receipt of the complaint or at a mutually agreeable time, the building principal and the teacher shall meet to discuss the complaint.

3.    The teacher, at his/her request, may have a representative present at all meetings involving this procedure, except for meetings held under B.1. below.

B.    PROCEDURE AND RESOLUTIONS

1.    If the teacher wishes to meet with the complainant, the principal shall attempt to arrange the meeting. If the issues are resolved, no record will be retained unless the administrator deems the nature of the complaint to be of special concern.

2.    When the administrator judges attempts at informal resolution to be no longer productive, the complaint will be reduced to writing and signed by the complainant. A copy shall be given to the teacher. An unwritten or unsigned complaint shall not be processed further.

3.    The administrator shall investigate a written, signed complaint. Upon completion of the investigation, the administrator shall decide that the complaint be dismissed, placed in the personnel file, or held at the building level. A recommendation for possible resolution may also be made. Copies of the investigation report and decisions shall be given to the teacher. The decisions of the administrator may be appealed to the Superintendent for a decision. The decisions of the Superintendent may be appealed to the National Labor Relations Board.

4.    Any action to reprimand or otherwise discipline an employee as a result of a compliant investigation shall be by separate written document.

C. DISPOSITION

1. Any complaint the administrator chooses not to discuss with the teacher within the provision of Article 7, Section A. above shall be considered void.
2. A complaint may be deemed without merit by the Administration or school board at any point in this procedure. In such cases, no record of the complaint will be retained.

1. If a complaint has been substantiated and a record is to be placed in the employee’s personnel file, the record shall include at least the following information: name of the employee against whom the complaint is made, the date and nature of the complaint, the name of the complainant(s), the administrative summary and the disposition of the complaint. The teacher may submit a written statement of disagreement, which will be attached to the record.

 

ARTICLE 8 GRIEVANCE PROCEDURE

 

A. DEFINITIONS

1. “Grievant” shall mean either: 1) a member of the bargaining unit or; 2) the Fallsburg Education Association.
2. “Grievance” shall mean a claim by a grievant that a dispute or disagreement exists involving interpretation or application of the terms of this Agreement. Grievances alleging that a District Policy or Administrative Regulation has been violated shall be grievable, but only to the Board level.
3. “Party in Interest” is the person or persons making the complaint and the person or persons against whom the complaint is made.

 

4. “Representative” is the one who may advise a party in interest.
5. “Immediate Supervisor” is the one who has direct administrative or supervisory responsibilities over the grievant in the area of grievance.
6. “Hearing Officer” is any impartial individual who shall conduct the procedures and/or rule on the issues presented at level two and level three.
7. “Days” when used in this Article, except as otherwise indicated, shall mean the grievant’s working days.
8. “Arbitrator” is the person making the decision that is final and binding on all parties in interest as stated in level four.

B.    GENERAL PROCEDURES

The purpose of this procedure is to secure, at the lowest possible level, equitable solutions to the problems which may, from time to time, arise affecting members of this bargaining unit. Both parties in interest agree that these proceedings will be kept informal and confidential as may be appropriate at any level in the procedure.

1.    These procedures should be processed as rapidly as possible. The number of days indicated for settlement or appeal at each level should be considered a maximum. The time limits can be extended by written mutual consent of the parties involved at any level of the procedure.

2.    The time period for filing a grievance and responding to the grievance procedure at each level shall be no longer than ten (10) days unless extended by mutual agreement. The day of notification shall be the start of grievance procedure.

3.    Any party of Fallsburg Education Association has a right to representation of his/her/its own choosing at each level of this grievance procedure.

4.    There shall be no restraint, interference, discrimination or reprisal exerted on any person concerned with the resolution of grievances.

5.    Failure at any level of this procedure by the grievant to appeal a grievance to the next level within the specified time limits shall be deemed to be acceptance of the decision rendered at that level. Failure at any level of this procedure to communicate the decision in writing on a grievance within the specified time limits shall permit the grievant to proceed to the next level.

6.    Forms for processing grievances shall be prepared by the Superintendent in cooperation with the Association and will be printed and given appropriate distribution by the parties so as to facilitate operation of the grievance procedure.

7.    All parties will avoid interruption of a classroom and/or any other school-sponsored activity, and will process grievances so they will not interfere with any school process.

8.    All parties in interest may process grievances with the administration outside the student contact day. Investigation of grievances by or among bargaining unit members must be done outside the workday.

9.    Each grievance shall have to be initiated, in writing, within fifteen (15) days for the individual, and twenty (20) days for the Association, from the time of first knowledge of the alleged violation. Failure to initiate the grievance within the time allotted shall be grounds to waive the grievance.

10.  In the event a grievance is filed at such time that it cannot be processed through all the steps in this grievance procedure by the end of the school year, and if left unresolved until the beginning of the following school year could result in irreparable harm to a party of interest, the time limits set forth therein shall be reduced so that the grievance procedure may be exhausted prior to the end of the school year, or as soon thereafter as practicable.

11.  Any levels of a grievance procedure may be waived with mutual agreement of both parties in interest.

12.  Any individual(s) acting as hearing officer(s) except for the Superintendent shall not have previously been involved in the events leading to the grievance.

13.  Both parties in interest shall have the opportunity to present arguments and evidence orally, as well as in writing. Both parties shall also have the opportunity to confront and cross-examine witnesses.

14.  The determination of the grievance shall rest solely on the evidence adduced at the hearing.

15.  All communications, appeals and findings shall be sent by registered mail, signed receipt requested, or, presented to the individual parties concerned, face-to-face when any activity above the first level of this procedure is involved.

16.  All documents, communications, and records dealing with a grievance shall be file in a separate grievance file and SHALL NOT be kept in the personnel file of any of the participants.

17.  No reprisals of any kind shall be taken by the Board, Association, or administration against any party interest, any representative, Association or participant in the grievance procedure by reason of such participation.

18.  Pursuant to ORS 342.897 (5) a moratorium shall be placed on grievance processions while an employee is on a plan of assistance for improvement for grievances related to evaluation procedures on the plan of assistance for improvement. The District will notify the employee and the Association when the plan is no longer in effect and the moratorium is lifted.

C. LEVELS

1.    Level One (Unit Level)

The grievant shall first discuss his/her grievance with his/her principal or immediate supervisor, with the objective of resolving the matter informally. If the grievant is not satisfied with the disposition of his/her grievance, he/she may file a written grievance within ten (10) working days, with his/her immediate supervisor. The immediate supervisor shall communicate his/her decision in writing to the grievant within ten (10) days from receipt of the grievance.

 

2.    Level Two (District Level)

a.    If the grievant is not satisfied with the decision rendered by the principal, he/she may appeal in writing to the Superintendent within ten (10) working days from the time he/she received the Level One decision in writing. After consultation with the grievant, the Superintendent shall give written notice of the time and place of a hearing to the grievant, his/her representative, and other persons officially involved in the grievance.

1. The Superintendent shall within ten (10) working days following the hearing, communicate to the grievant and all other parties officially present at the hearing, his written decision, and the facts that are the basis for that decision.

 

3.    Level Three (Board Level)

a.    If the grievant is not satisfied with the decision rendered at Level Two, he/she may appeal to the School Board within ten (10) working days. The appeal shall be in writing and copies delivered to Board members, Superintendent, and persons officially involved. The grievant may request and shall be granted an open hearing. The Board shall conduct the hearing. Since the member of the Board are functioning as hearing officers, those participating in the hearing shall comply with the definitions in Section A.6. and B.12. Those unable to qualify shall withdraw themselves from the hearing and in no way shall participate in the decision rendered at this level. The Board shall communicate to the grievant and all other parties officially present at the hearing, its written decision and the facts that are the basis for that decision within ten (10) working days from the date of the hearing.

1. At the request of the grievant, the hearing before the Board shall be an open hearing. Within ten (10) days after the Level Three hearing, the Board shall render a decision, in writing, to all official parties.

 

4.    Level Four (Arbitration Level)

a.    If the grievant is not satisfied with the disposition of the grievance at Level Three, or if no decision has been rendered within ten (10) school days after the presentation, he/she may request the Association to submit his/her grievance to arbitration.

b.    Upon timely receipt by the District of an Association notice to take a grievance to arbitration, the parties shall attempt to select a mutually acceptable arbitrator.

c.     If the parties are unable to agree on an arbitrator, the Employment Relations Board shall be requested to provide a list. The parties shall then be bound by the rules and regulations of the American Arbitration Association.

 

If any questions arise as to whether a particular dispute involves the interpretation, meaning or applications of any of the provisions of this Agreement, such a question will first be ruled upon by the arbitrator selected to hear the dispute.

 

Except as otherwise expressly provided in this Agreement, the Arbitration will be conducted in accordance with the voluntary labor Arbitration Rules (expedited) of the American Arbitration Association in effect at the time (hereinafter referred to as the AAA Rules).

 

The arbitrator’s decision shall be in writing and shall set forth his/her finding of fact, reasoning, and conclusions on the issues submitted.

 

The arbitrator shall be without power or authority to make any decision which requires the commission of an act prohibited by law or which is in violation of the terms of a written agreement.

 

The decision shall be submitted to all interested parties.

The costs of the services of the arbitrator shall be borne equally by the District and the FTA.

All decisions of said arbitrator shall be binding to both sides.

 

ARTICLE 9 INSURANCE REQUIREMENTS 

 

A.    “No Hugging” Policy

1.    A “no hugging” policy will be enforced in the Fallsburg School District.  This policy will be included in the students’ handbook and teachers will be required to implement the policy in their classrooms.  Each year the students will be required to read the student handbook and return a form signed by both the student and a parent or legal guardian indicating they have read and understand the student handbook.  This signed form must be provided at registration before school begins.

 

B.    Surveillance

1.    To maintain the safety of our students and teachers, certain public areas of the school will have visual monitoring.  These areas will include locations where loss of school property and materials are noticed as well as school building entries and exits.

2. Video will be available to the FTA upon request in connection to allegation(s) against/for a teacher/staff.

 

ARTICLE 10 TERMS OF AGREEMENT 

  

A.    This Agreement shall be effective as of July 1, 2011, and shall be binding upon the Board and the Association and members of the bargaining unit and shall remain in full force and effect through June 30, 2014. This Agreement, together with all terms, conditions and effects thereof shall expire on the date indicated.

B.    The parties may, by mutual agreement, enter into negotiations over matters of concern which arise during the life of this contract. Appendix I&II (Wages) will be reopened each budget year based on the addition or reduction of funds (Appendix II).

C.    If any provision of the contract is declared null and void by any court of the State of Oregon or other competent jurisdiction, the remainder of this contract shall remain in full force and effect. Upon request of either side, the parties shall commence negotiations for a replacement of the voided section.

D.    All individual contracts shall be in compliance with this Agreement. In cases of direct conflict between adopted Board policy and this Agreement, this Agreement shall prevail.

E.    Within thirty (30) days of the signing of this Agreement, the Association shall print and provide sufficient copies for distribution to the current staff and all new hires. The District shall provide copies to the administration and Board.

Dated this Twenty Third Day of July, 2011

 

 

Fallsburg Teachers Association                                         Fallsburg School District

 

 

Signature:    ___________________________                 Signature    ___________________________

 

Signature:    ___________________________                 Signature    ___________________________

 

Signature:    ___________________________                 Signature    ___________________________

 

Signature:    ___________________________                 Signature    ___________________________

 

Signature:    ___________________________                 Signature    ___________________________

 

Signature:    ___________________________                 Signature    ___________________________

 

 

Fallsburg School District Proposed Budget 2011-2012
	2010-2011		2011-2012
Income
Federal, state and local tax dollars	14,335,076.00	7.63% cut	13,241,309.70
grants and activities fees	210,486.00		210,486.00
Sponsorships and grants ($250,000 Coca Cola; $50,000 Microsoft; $100,000 Nike; $70,000 misc.)	470,000.00		470,000.00
Grand Total	15,015,562.00		13,921,795.70
Expenditures
Administration
Professional salaries	1,115,000.00	Decrease of 1%	1,103,850.00
Clerical/staff support	500,400.00		500,400.00
Professional and Clerical Health Insurance	386,624.00		386,624.00
PERS @ 6%	96,924.00		96,924.00
Employer contribution, PERS @ 6%	96,924.00		96,924.00
Total Expenditures	2,195,872.00		2,184,722.00
Instruction
Teacher Salaries	6,901,900.00	0% increase	5,600,400.00
Replace 4 teachers @ step 1			140,800.00
w/PHD ($998 Incentive)			6,986.00
Teacher’s Health Insurance	1,382,772.00	25% increase	1,541,940.00
activities salaries, teachers (sports, band, dance, etc	109,200.00	18.7% decrease	88,733.70
Dept Head Salaries	24,300.00	No salary	0
Teacher Aides	1,050,000.00		1,050,000.00
Aides Health Insurance	228,270.00		228,270.00
PERS @ 6%	479,124.00		407,472.00
Employer contribution, PERS @ 6%	479,124.00		407,472.00
Instruction Total	10,554,690.00		9,472,073.70
Physical Plant
Staff salaries	650,000.00		650,000.00
Maintenance and utilities	1,153,000.00		1,153,000.00
Transportation	384,000.00		384,000.00
Pers @ 6%	39,000.00		39,000.00
Employer contribution, PERS @ 6%	39,000.00		39,000.00
Physical Plant Total	2,265,000.00		2,265,000.00
Grand Total	15,015,562.00		13,921,795.70