Appendix H: MOU Listing


1. Collaboration Day Professional Development Program MOU

This Memorandum of Understanding is made and entered in this 2nd day of June 2015, between the San Bernardino City Unified School District (hereinafter referred to as "District") and the San Bernardino Teachers Association, CTA/NEA (hereinafter referred to as "Association").

WHEREAS: The San Bernardino City Unified School District and the San Bernardino Teachers Association believe that student achievement is a result of the joint commitment to quality teaching and learning among all stakeholders at a school; and

WHEREAS: Quality teaching and learning can best be realized through collaboratively developed, effective professional development opportunities; and
WHEREAS: The District and SBTA agree that to achieve this purpose a Collaboration Day Professional Development Program (hereinto referred to as "collaboration days") will remain in effect.

IT IS THEREFORE AGREED as follows:

  • A. All District schools shall participate in a Collaboration Day Professional Development Program.
    Adult Education, San Andreas, Sierra, Anderson, Harmon, Community Day School, Middle College High School, and district preschools shall be exempt from the modified day portion of this MOU. The above-mentioned exempt schools shall comply with sections D-J.
    Collaboration days shall not be scheduled during those weeks when a District minimum day is scheduled or when the first student report day in a school year occurs on a Collaboration Day.
    During collaboration days, the certificated staff shall participate in professional development, which may include teacher planning, collaboration, and preparation in order to accomplish any and/or all of the following objectives:
    1. Development and implementation of the Single Plan for Student Achievement (SPSA);
    2. Analysis of student achievement data to inform and improve instruction; and
    3. Integration of professional development concepts into the instructional and/or school program including, but not limited to: Rigorous Curriculum Design, planning and implementation of Common Core State Standards, integration of technology as required by State Standards, and the impact of the Local Control Accountability Plan and the Community Engagement Plan.

      This time shall not be used as individual conference/preparation time and the time shall not exceed ninety (90) minutes for the elementary level and ninety (90) minutes for the secondary level. At the elementary level, time in the workday beyond the maximum minutes established herein shall be available to the unit members to apply and/or extend the concepts covered during current and/or prior collaboration day activities at the discretion of the Professional Development Team.
  • B. Addendum A shall reflect the work day for unit members and the student instruction day for regular work days, collaboration days, minimum days, and exam days. The contractual minutes per week shall not exceed the number of contractual minutes worked in a regular workweek. This excludes any adjunctive duties assigned to staff.
  • C. The District will agree to require no more than one (1) mandatory after school meeting per month outside the regular workday. For Community Day School, the District will agree to require no more than one (1) mandatory after school meeting per week outside the regular workday.
  • D. Each school shall develop a Professional Development Team (PDT) for the purpose of collaboratively planning the professional activities for the Collaboration Day Professional Development Program.
  • E. All certificated staff will be invited to participate on the Professional Development Team. The PDT shall not exceed fifteen (15) unit members for elementary and middle school, and twenty- five (25) unit members for the high schools, and shall include the principal or his/her administrative designee, at least one (1) member of the Leadership Team, and at least one (1) SBTA site representative chosen by the SBTA membership at the site. The site administrator(s) shall not be included in the maximum count. The PDT shall be identified for the academic year and the names shall be published for all unit members at the site. The SBTA site representative shall submit the PDT team’s roster to the Association within the first thirty (30) days of the new academic year.
  • F. The PDT shall meet regularly during the year but not less than quarterly. Minutes of the PDT meetings shall be kept on file. The first meeting of the PDT for each academic year shall be scheduled within the first thirty (30) days of the new year as established in Section E above.
  • G. The PDT shall develop and communicate a yearlong professional development plan, which is understood to be a work in progress. Modifications to the professional development plan will be made by the PDT, as needed, during the year and communicated to the staff as a whole in a timely manner. Staff will have the opportunity to provide feedback to the PDT.
  • H. The District and the Association shall develop and implement a yearly feedback mechanism to allow staff to evaluate the Collaboration Day Professional Development Program at their sites, to be completed no later than the end of the school year. The District and Association shall work collaboratively with school sites to address issues and/or needs identified in the feedback provided. The Association and the District agree to provide joint training and follow up support, as needed, for the Professional Development Teams based on the results of the feedback process and on effective team practices.
  • I. A school’s professional development plan shall be submitted to the Association upon request.
  • J. Participation in the PDT is voluntary and time spent planning outside of the workday is non-compensable time.
  • K. Principals and half-day (afternoon) kindergarten teachers are encouraged to work together to facilitate their participation in the modified day schedule.
  • L. This Memorandum of Understanding shall remain in effect for two (2) school years effective July 1, 2015. Should a problem or conflict arise as a result of this language the parties shall meet to resolve the issues.

San Bernardino City Unified School District Collaboration Day
Professional Development Program
Addendum A
Elementary Schools (including Carmack)
  Reg. Day Coll. Day Min. Day  
Students 8:50*-3:30pm 8:50*-1:00pm 8:50*-1:00pm  
Teachers 8:25-3:45pm 8:25-3:45pm 8:25-1:15pm  
  • Staff assigned to a.m. duty shall report twenty (20) minutes prior to the beginning of the regular first class or period.
  • Regular days shall include a forty-five (45) minute lunch and two (2) ten-minute recesses (a.m. and p.m.).
  • Schools may elect to incorporate one (1) twenty-minute recess with a majority vote by the bargaining members at the school site.
  • Minimum and Collaboration days will include a thirty-minute lunch and one (1) ten-minute recess (a.m.).
  • *Classes begin 8:50 a.m.
Middle Schools
  Reg. Day Coll. Day Min. Day  
Students 7:40-2:11pm 9:45-2:35pm 7:40-12:10pm  
Teachers 7:30-2:35pm 7:50-2:55pm 7:35-12:30pm  
  • Staff assigned to a.m. duty shall report twenty (20) minutes prior to the beginning of the regular first class or period.
  • Staff assigned to p.m. duty shall remain at duty fifteen (15) minutes after the end of the last class period.
  • Regular days shall include a thirty (30) minute lunch.
 
Comprehensive High School
  Reg. Day Coll. Day Min. Day Exam Day
Students 7:30-2:35pm 9:45-2:50pm 7:30-12:35pm 7:30-12:15pm
Teachers 7:25-2:55pm 7:40-3:15pm 7:25-1:05pm 7:25-12:45pm
  • Regular days shall include a thirty-five (35) minute lunch.
 
Sierra High School A.M.
  Regular Day Mininium Day
Students 7:50-1:25pm 7:50-12:49pm
Teachers 7:30-3:01pm 7:30-2:13pm
  • Regular days shall include a thirty-five (35) minute lunch.
Sierra High School P.M.
  Regular Day Minimum Day
Students 1:31-6:31pm 12:55-5:19pm
Teachers 11:15- 6:46pm 10:51-5:34pm
  • Regular days shall include a thirty-five (35) minute lunch.
 
Anderson School
  Regular Day
Students 7:45-1:45pm
Teachers 7:25-2:15pm
  • Regular days shall include a forty-five (45) minute lunch.
 
Community Day School
  Regular Day
Students (Elementary) 8:40-3:20pm
Teachers (Elementary) 8:20-3:35pm
Students (Secondary) 8:30-3:10pm
Teachers (Secondary) 8:10-3:25pm
  • Regular days shall include a thirty (30) minute lunch.
 
San Bernardino City Unified School District Collaboration Day
Professional Development Program
Addendum A
  1. It is critical that classroom teachers be involved in the decision-making, implementation, and delivery related to professional development - e.g. Professional Development Team (PDT).
  2. Consensus is a more powerful decision-making model than voting and should be the preferred method for making decisions.
  3. Input should be consistently gathered in order to meet the varying needs of the certificated staff in relation to issues such as starting and ending times, etc.
  4. Advanced notice is advantageous in order to allow collaboration day participants to prepare efficiently so that professional development activities can be maximized.
  5. The Chair would be chosen from among the PDT members by consensus.

2. Kindergarten Workload MOU

This Memorandum of Understanding is made and entered into this 2nd day of June 2015, between the SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT (hereinafter referred to as “District”) and the SAN BERNARDINO TEACHERS ASSOCIATION, CTA/NEA (hereinafter referred to as “Association”).

IT IS HEREBY AGREED as follows:

  1. Single session Kindergarten teachers shall be available for assistance or assignment in the instructional program when not involved in the kindergarten program.
  2. Single session Kindergarten teachers may be assigned for no more than ninety (90) minutes per day, to provide assistance with the following ordered priorities:
    • Other Kindergarten teachers on campus
    • Other lower grade students (grades 1-3)
    • Learning Center or other instructional interventions
    • Support for upper grade students (grade 4-6)
  3. The remainder of the non-instructional time will be spent by each unit member on professional activities including, but not limited to, conferring with kindergarten pupils, parents, staff and administrators, kindergarten grade-level meetings, planning and preparation.
  4. On scheduled District minimum days, afternoon half-day kindergarten teachers shall have their hours adjusted to arrive twenty (20) minutes before the student report time and to remain at their work site fifteen (15) minutes following the end of the instructional day.

This Memorandum of Understanding shall be effective upon ratification through June 30, 2016.

3. Transitional Kindergarten MOU

This Memorandum of Understanding is made and entered into this 2nd day of June 2015, between the San Bernardino City Unified School District (herein after referred to as “District”) and the San Bernardino Teachers Association, SBTA (herein after referred to as “Association”).

WHEREAS, the State has taken action to create a “Transitional Kindergarten” program, and

WHEREAS, certain elements of the transition to the Transitional Kindergarten program have potential impact on SBTA unit members,

THEREFORE BE IT RESOLVED that the “Transitional Kindergarten” program will continue to be implemented with the following considerations:

  1. Teachers assigned to the Transitional Kindergarten (TK) program will be SBTA unit members and fall under the “Classroom Teacher” element of Article 1 – Recognition of the Collective Bargaining Agreement (CBA). As such, all provisions within the current CBA will apply to teachers in this program.
  2. Base Salary for Transitional Kindergarten teachers will be based on Appendix A of the Collective Bargaining Agreement and will be governed by Appendix B.
  3. Pay for extra duty (i.e. tutoring, professional development, etc.) assignments will be prescribed by Article XI –Wages, Section 7.
  4. Work hours for Transitional Kindergarten teachers will be equivalent to those of other half-day Kindergarten teachers. Instructional minutes will be equivalent to those of the regular kindergarten (not full day) program,
  5. Class size for Transitional Kindergarten classes shall be twenty (20) to one (1).
  6. Single session Transitional Kindergarten teachers may be assigned for no more than ninety (90) minutes per day, to provide assistance with the following ordered priorities:
    • a. Other Transitional Kindergarten teachers on campus
    • b. Other lower grade students (grades K-3)
    • c. Learning Center or other instructional interventions
    • d. Support for upper grade students (grades 4-6)
  7. Transitional Kindergarten teachers will be evaluated by the adopted evaluation procedures as set forth in the Collective Bargaining Agreement for classroom teachers.
  8. All other elements of Article XIX – Transfers, Section 3 – Voluntary Transfers and district transfer procedures shall apply. If more classrooms are opened after the transfer window closes and/or during the school year, SBTA members shall be afforded the right to submit a transfer request for the open TK position.
  9. SBTA unit members teaching TK shall have the rights all Kindergarten teachers have as established in the current Kindergarten MOU and the Collective Bargaining Agreement.

This Memorandum of Understanding will be effective July 1, 2015 and will expire on June 30, 2016.

4. PAR (Peer Assistance and Review) Program MOU

This Memorandum of Understanding is made and entered into this 2nd day of June, 2015, between the SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT (hereinafter referred to as “District") and the SAN BERNARDINO TEACHERS ASSOCIATION, CTA/NEA (hereinafter referred to as "Association").

WHEREAS, the State of California has enacted California Peer Assistance and Review for Teachers (hereinafter referred to as "PAR" or "Program"; and

WHEREAS, the Association and the District have reached agreement on the implementation of PAR;

IT IS HEREBY AGREED as follows:

SECTION I-PAR JOINT PANEL

  • A. PAR shall be administered by a Joint Panel, which shall consist of seven (7) members, three (3) of whom shall be selected by the Superintendent or the Superintendent's designee, and four (4) of whom shall be selected by a process conducted by the Association. Teacher members shall meet the minimum qualifications of a consulting teacher as set forth in Section II (B) of this Memorandum of Understanding. The Joint Panel shall be chaired in the first year by a classroom teacher and in the following year by a member selected by the District. The chair shall thereafter rotate each school year between teacher and District members. Teacher members of the Joint Panel shall each receive release time to attend Joint Panel meetings, make required classroom observations, and perform other duties required of Joint Panel members. District Joint Panel members and all subsequent teacher members shall serve for three (3) years.
  • B. The Joint Panel shall meet at times as they shall determine. When Joint Panel members, selected by a process conducted by the Association, attend meetings scheduled after the completion of their regular workday or work year, they shall be compensated at the appropriate hourly rate of pay set forth in Article XI, Section 7, of the Collective Bargaining Agreement (CBA).
  • C. The Joint Panel shall be assisted by an administrator assigned by the District, who will discharge the District's obligations as an employer and provide other support as the Joint Panel may require. The Joint Panel may appoint and assign duties to a lead consulting teacher. The administrator and the lead consulting teacher, if any, shall work collaboratively together to support the Program. The District shall provide clerical support to the Joint Panel, the assigned administrator, and lead consulting teacher, if any. The cost of the Joint Panel, consulting teachers, lead consulting teacher, and that portion of the support staff's time that is directly involved with the Joint Panel and the PAR Program shall be an expense charged against the PAR budget.
  • D. The Joint Panel will make all decisions through consensus. Failing consensus, official actions of the Joint Panel will be made by majority vote. Five (5) of the seven (7) Joint Panel members will constitute a quorum for purposes of meetings and conducting business.
  • The responsibilities of the Joint Panel shall include the following:
    • Establishing operating rules and procedures for the Joint Panel;
    • Selecting consulting teachers;
    • Ensuring that no more than one third of consulting teachers rotate off in any given school year;
    • Meeting with consulting teachers;
    • Reviewing reports prepared by consulting teachers;
    • Making recommendations to the Superintendent for transmittal to the governing board of the District concerning participating teachers, including forwarding the names of participants to the governing board prior to May 15 of each school year, who after sustained assistance are t able to demonstrate satisfactory improvement;
    • Preparing an annual review of the impact of the PAR Program, including recommendations for improvement;
    • Preparing written guidelines for consulting teachers and their activities;
    • Reviewing the performance of consulting teachers;
    • Developing an annual budget proposal for the PAR Program, subject to Board approval;
    • Participating in training needed to discharge obligations of Joint Panel; and
    • Ensuring the orientation of consulting teachers prior to working with participating teachers.

     

    SECTION II - CONSULTING TEACHERS

  • A. The Joint Panel shall appoint consulting teachers.
  • B. Consulting teachers shall have the following minimum qualifications:
    1. Possess a Clear California Teaching Credential
    2. A permanent teacher of the District with at least five (5) active years of exemplary teaching experience including three (3) consecutive years in this District.
    3. Demonstrate exemplary teaching ability as indicated by, among other things, effective oral and written communication skills, extensive subject matter knowledge, and mastery of a range of teaching strategies necessary to meet the needs of pupils in different contexts including effective classroom management.
    4. Demonstrate ability to work cooperatively and effectively with others.
    5. Demonstrate leadership ability.
  • C. Teachers may apply for a consulting teaching position on a form prepared by Human Resources and approved by the Joint Panel. Notice of an opening based upon the expiration of the term of another consulting teacher, shall be posted as provided for in Article XIX, Section 2, of the Collective Bargaining Agreement.
    1. When a vacancy is created due to the need for additional or replacement consulting teachers and the Joint Panel determines that further applications are desired, the notice shall be posted as soon as practical. Applicants shall submit at least three (3) references from individuals with direct knowledge of the applicant's ability in both teaching and working effectively with others. At least one (1) letter shall be from the applicant's immediate supervisor and one (1) from a District teacher and/or Association representative. Applications shall be screened by Human Resources to ensure applicants meet minimum qualifications. The Joint Panel shall select for interview based on a review of the candidate's application, including required letters of reference. Part of the interview process shall include the classroom observation of each candidate at least once by at least two (2) Joint Panel members (one administrator and one classroom teacher).
    2. Subject to the approval of the Joint Panel, current full-time BTSA support providers that meet the minimum qualifications for a consulting teacher may be appointed as consulting teachers.
  • D. The term for a consulting teacher shall expire upon the completion of the third school year following the initial appointment by the Joint Panel. Consulting teachers are eligible to apply for a second three (3) year term, not to exceed two terms of service. Based on the needs of the program, the Joint Panel may extend the consulting teachers' term of service beyond two (2) terms.
    Consulting teachers shall provide assistance to participating teachers in the area of subject matter knowledge, teaching strategies, teaching methods and classroom management.
    This assistance shall be determined by the Joint Panel and the principal or designated evaluator and may include, but is not limited to, the following activities:
    1. Meet with the participating teacher's evaluator as needed to determine the nature of assistance to the participating teacher;
    2. Develop a Plan for Improvement for participating teachers;
    3. Provide consultative assistance to improve in the specific areas targeted by the participating teacher’s evaluator;
    4. Conduct multiple observations of the participating teacher and give timely instructive feedback;
    5. Conduct model lessons and other staff development activities;
    6. Recommend and/or secure resources for the participating teacher;
    7. Document observations, visitations, and inservice activities as prescribed by the Joint Panel (and maintain required records);
    8. Monitor progress of assigned participating teachers;
    9. Submit reports and other records as prescribed by the Joint Panel;
    10. Meet with and/or give oral reports to the Joint Panel; and
    11. Attend inservice training.
  • E. A consulting teacher may request a change in assigned participating teacher(s). The decision of the Joint Panel shall be final.
  • F. The Joint Panel may remove a consulting teacher from the position at any time because of the specific needs of the Program, inadequate performance of the consulting teacher, or for cause.

SECTION III- WAGES, HOURS, AND WORKING CONDITIONS FOR CONSULTING TEACHERS

  • A. Full-time consulting teachers shall work forty (40) hours per week, exclusive of lunch, as scheduled by the Joint Panel. Full-time consulting teachers shall be placed on Appendix "A" of the CBA plus five percent (5%) as set forth in Article XIV, Section 2 (H) of the CBA. Consulting teachers appointed to an hourly assignment shall be paid the hourly rate of pay set forth in Article XI, Section 7 (C) of the Collective Bargaining Agreement.
  • B. The work year for full-time consulting teachers shall be two hundred twelve (212) days. The annual work schedule shall be approved by the Joint Panel.
  • C. Consulting teacher job-share assignments shall be governed by Article XIV, Section 9 of the CBA.
  • The maximum case load of consulting teachers shall be:
    • 15:1 Full-Time Assignment on Single Track or Standard Year
    • 7:1 Half-Time Assignment on Single Track or Standard Year
    • 2:1 Hourly Assignment (up to 4:1 with approval of the consulting teacher)
  • When a consulting teacher’s term expires, he/she may be returned to his/her previous school if there is a vacant position for which he/she meets the qualifications.

SECTION IV- PROGRAM REFERRAL AND PARTICIPATION

  • A. Teachers are referred to the Program as a result of performance problems identified in their most recent evaluation as follows:
    1. Receiving an overall "Unsatisfactory" performance rating based all or in part on "Unsatisfactory" ratings in the California Standards for the Teaching Profession (CSTP) for mandatory participation.
    2. Receiving an overall "Improvement Needed" performance rating based on areas of the CSTP will have the option to self-refer. The Joint Panel must approve application to participate.
  • B. Other teachers participate in the Program as follows:
    1. Teachers seeking assistance in improving their teaching skills may apply to the Joint Panel for inclusion.
    2. Short-Term Staff Permit (STSP) and Provisional Internship Permit (PIP) credentialed teachers shall receive support from a consulting teacher(s) to the extent funds are available.
  • C. As soon as practicable after mandatory referral to the Program, the participating teacher shall be assigned a consulting teacher. The consulting teacher shall then arrange a meeting to be attended by the consulting teacher, the evaluator of the participating teacher, and the participating teacher. The employee's performance shall be discussed, as well as strategies for correction of teaching deficiencies in related areas of the CSTP. Based on these discussions, and classroom observations of the participating teacher, the consulting teacher shall prepare a plan to assist the participating teacher in the correction of teaching deficiencies identified by the supervising administrator.
  • D. A participating teacher may request a change in assigned consulting teacher. The decision of the Joint Panel shall be final.
  • E. The consulting teacher shall then prepare Progress Reports for the Joint Panel in intervals as determined by the Joint Panel. The consulting teacher may appear before the Joint Panel on a regular basis as determined by the Joint Panel to discuss the progress of the participating teacher. The written Progress Reports shall be on forms approved by the Joint Panel and shall, at a minimum, include an assessment as to whether the participating teacher is demonstrating satisfactory improvement and whether continued assistance is necessary. The consulting teacher shall monitor the progress of the participating teacher and make classroom visits as determined by the Joint Panel and provide guidance as needed to improve in identified areas of the CSTP.
  • F. For teachers who have been referred to the program in accordance with Section IV, Al, the consulting teacher shall prepare a Final Report by May 1, which shall detail, among other things, whether the participating teacher has demonstrated satisfactory improvement in the areas targeted by the Individual Support Plan. All Progress Reports and the Final Report shall be placed in the personnel file of the participating teacher. The participating teacher shall have the right to reply to all Progress Reports as well as the Final Report, and the written reply shall be appended to the Report. The information obtained through participating in this Program may be used by the District in any personnel decisions or proceedings regarding the participating teacher.
  • It is anticipated that a participating teacher shall stay in the Program for no more than twelve (12) months. However, participating teachers may, under special circumstances, remain in the Program for a total of twenty-four (24) months upon a majority vote of the Joint Panel.
  • H. Teachers, who self-refer to the Program, shall not have any documentation issued as a result of their participation placed in their personnel files. The Progress Reports and other documents shall be maintained by the Joint Panel.
  • I. Documents generated by consulting teachers and Joint Panel members regarding specific participating teachers as part of the assistance process set forth in this Memorandum of Understanding, shall be deemed personnel records and shall remain confidential to the extent required by the law.

SECTION V- EFFECT OF AGREEMENT

  • A. The provisions of the Program may be revised by the mutual consent of the District and the Association.
  • B. This Memorandum of Understanding shall be in compliance with the Education Code requirements governing PAR.
  • C. This Program and the District's evaluation functions shall operate independently of each other; however, a cooperative relationship between the principal and the consulting teacher is encouraged with respect to the process of Peer Assistance and Review. Nothing within this agreement or within the Program shall prohibit or limit the District and governing board from exercising its legal or contractual rights regardless of the participation of a teacher within the Program. Such rights include, but are not limited to, the issuance of a notice of unsatisfactory performance, issuance of a notice of intention to dismiss from employment, involuntary transfer, involuntary reassignment, demotion, promotion and evaluation independent of the Program. Decisions and actions within the Program are not binding on the District or the governing board.
  • D. The actions of the Joint Panel are not subject to the grievance procedures
  • contained within the Collective Bargaining Agreement between these Parties, nor to any grievance procedure contained within the Board Policies or District Regulations.
  • E. It is understood that cooperation and coordination between PAR and BTSA is essential. Designated representatives of the Joint Panel and BTSA shall meet on a regular basis to ensure that the programs are coordinated, including, but not limited to, sharing of staff, funding and other resources; prevention of duplication of services and efforts; and division of program participants. For purposes of coordination, the Joint Panel may make non-binding recommendations to the District's BTSA Program on training and development of new teachers.
  • F. Expenditures for the Program shall not exceed funds made available by the state of California for the support of the California Peer Assistance and Review for Teachers. The Program shall be contingent upon continuation of state funding.
  • G. This Memorandum of Understanding shall become effective June 2, 2015, and will expire on June 30, 2017.
5. Speech Language Pathologists MOU

This Memorandum of Understanding is made and entered into this 2nd day of June 2015, between the SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT (hereinafter referred to as “District”) and the SAN BERNARDINO TEACHERS ASSOCIATION, CTA/NEA (hereinafter referred to as “Association”).

WHEREAS, the District has employed Speech and Language Pathologists (hereinafter referred to as “SLPs”) to meet the needs of students in the District; and

WHEREAS, the SLPs are members of SBTA and, as such, SBTA is the exclusive bargaining agent for SLPs; and

WHEREAS, the District has a number of SLP vacancies, resulting in caseload challenges for the SLPs; and

WHEREAS, SLP caseloads are defined in the Certificated Bargaining Agreement and in California Education Code; and

WHEREAS, the District and the SLPs desire to provide quality services to students in an effective manner; and

WHEREAS, there is and has been an ongoing shortage of SLPs available in the job market; and

WHEREAS, the District seeks to be competitive in the job market in relation to compensation for SLPs; and

WHEREAS, Article XI Wages, Section 13(c) states in part “Speech Language Pathologists shall be paid a factor of 5% of their per diem rate of pay as determined by their placement on Appendix A of the CBA”;

THEREFORE, the District and the Association agree to the following:

  1. The District shall continue to aggressively recruit and hire SLPs.
  2. Newly hired fully credentialed, full-time SLPs will receive a $5,000 signing bonus payable by October 1 of the first year of employment. Newly hired fully credentialed, part-time SLPs shall receive a prorated share of the signing bonus.
  3. Continuing fully credentialed, full-time SLPs shall be paid a Stay-Put bonus of $5,000 payable in full on October 1 of the school year. Continuing fully credentialed, part-time SLPs shall be paid a prorated share of the $5,000 Stay-Put Bonus.
  4. Fully credentialed, full-time SLPs shall be paid $1,000 per year for license-required classes/seminars, license renewal fees for the state Speech Language Pathologist license, and/or the Certification of Clinical Competency license. This payment is conditioned on the supervisor’s verification that Medi-Cal billing has been completed and will be paid by the end of each school year. Fully credentialed, part-time SLPs shall be paid a prorated share of the $1,000 per year by the end of each school year.
  5. The District shall continue to seek interns that can work under SLP supervision. Interns will reduce caseload averaging. Supervising SLPs will receive a stipend of $500 per semester.
  6. On a temporary basis, the District may, contract external services with the following provisions:
    • a. The District will make every effort to minimize the cost of contracted SLPs services.
    • b. Contracted services will be reduced upon the hiring of SLPs up until the time that the District has hired the sufficient number of SLPs needed to provide all SLP services to students.
    • c. The District shall provide to the Association, by the 10th of each month, information regarding contracted services, including but not limited to, dates of initiation/termination, number of people providing services, number of hours provided by each provider, number of caseloads assigned to each provider, and amount of payment for services.
    • d. Contracted services will relieve the caseloads of SLPs in an equitable manner, whereby contracted SLPs caseloads are reasonably equitable with District SLPs.
  7. By November 1, of each school year, the caseload averages for SLPs on a 184-day work year shall not exceed 55 and for SLPs on a 212-day work-year, the caseload averages shall not exceed 65. For part-time SLPs, SBTA and the District will work together to monitor caseloads.

The District and Association further agree that this Memorandum of Understanding (MOU) shall not be deemed as a precedent, and shall not, under any circumstances, be used as a basis for extending the same consideration to other employees of the District represented by the Association.

This MOU will be effective July 1, 2015 and will expire June 30, 2017.