Wednesday, December 10, 2014

Legal Services for CTA members, including YOU!!


Weingarten Rights

Executive Board is learning about union representation rights tonight.

If you are called into a meeting with administration that might be disciplinary in nature, you should request union representation. Administration knows you are entitled to representation and the meeting should not happen until you can have representation. You can stop any meeting that becomes disciplinary in action until you can get union representation. If you have questions, please contact one of your executive board members. 

Fall 2014 Meeting Minutes

August 2014

September 2014

October 2014
Pending approval

November 2014
Pending approval 

Monday, October 27, 2014

#SUHSD School Board SCGA Endorsed Candidates

Thank you to the Sweetwater Education Association for sharing the candidate profiles with SCGA. 

Our candidate for Seat One, representing NCM, GJR, CVM, SUHI, CVH, and NCA, is Arturo Solis. Arturo is a middle school teacher and is extremely active in the National City community. He  is passionate about education and will work to put academic excellence and smaller class sizes first. His goal is to bring a collaborative approach to dealing with district issues.

Our candidate for Seat Two, representing BVM, HTM, BVH, and HTH is Adrian Arancibia. Adrian is a lifelong educator, and parent of future Sweetwater students, who intends to restore a sense of pride and hope in the district. He strongly believes in in advocating for community schools lower class sizes, and expanded curriculum options.  
Our candidate for Seat Three, representing RDM, ELM, OLY, OTR, ELH, AVA, PHS, CVA and East Hills, is Frank Tarantino. Frank dedicated his life's work to Sweetwater students by serving as a counselor for over 30 years! Frank has what it takes to help every student reach their full potential. He is committed to guiding the district to a "fiscally sound and morally strong future."
Frank Tarantino, Seat Three
Our candidate for Seat Four, representing CPM, CPH, SYH, SYA, and OSS/The Portal  is Nicholas Segura. Nicholas is an involved parent and union organizer with the IBEW.  He is also a mentor/trainer for the San Diego Electrical Training Trust. This experience has taught him the value of career technical education, which he seeks to expand. Nicholas will also demand complete transparency and regular, independent audits of the District's books.
Our candidate for Seat Five, representing MVA, MOM, MVH, MOH, SOH, SOM and MOA, is Paula Hall. As an education budget analyst, and Mar Vista parent, Paula will fight for more funding for the schools and students that are most in need. She promises to "direct dollars to the classroom" and increase public involvement in all district decisions.
In addition to receiving SEA's endorsement, all of our candidates have also been endorsed by the the San Diego Democratic Central Committee, as well as the San Diego Labor Council. 


Map of Areas for SUHSD School Board Election

For more info on the candidates:

Monday, October 6, 2014

What are School Counselors Doing Because of LCAP?

Reminder: Standards Committee Meeting tomorrow, 10/7, 8AM, at Sweetwater High's Counseling Center to discuss LCAP and LCFF! Be there!

In the meanwhile, see message below from CASC!

What are School Counselors 
Doing Because of LCAP?
Dear School Counselors,

Questions have recently arisen about the role school counselors are playing in their school district's Local Control Accountability Plan. With the state conference fast approaching, I want to put together a montage of pictures and statements that tell that story (see picture example below.) I would appreciate it if you and/or your counseling team would take a few moments to share what is happening in your school or district with me. Please email me at executivedirector@schoolcounselor-ca.org by October 23. Also, if you want the name of your district to be known please include that in the email or within the picture display. We will be showing these pictures and statements at our conference as well as posting them online so that other school counselors can access this valuable information and be able to take back ideas and examples to their school administrators.

There are a lot of changes happening across California including some very important national news that we will be sharing with all of you in the next few weeks. I appreciate you keeping CASC in the loop with your LCAP, allowing for the communication to flow frommember to member, and allowing us to be a conduit for this method of communication.
Thank you,
Loretta Whitson, Ed.D
Executive Director
California Association of School Counselors

Tuesday, July 22, 2014

#reachhigher Photo Project

#reachhigher Photo Project

Reach Higher

PHOTO SUBMISSION DEADLINE EXTENDED TO 7/25!!!

If you haven’t had a chance to participate yet, please do. Share this post widely with your colleagues. I’ve received numerous photos so far but really want to “wow” those who will see it with a message that shows our strength in numbers and our collective commitment to #reachhigher.

Reach Higher is First Lady Michelle Obama’s education initiative. The established hashtag for the initiative is #reachhigher. At the most recent ASCA conference, the First Lady delivered an historical and unforgettable speech to over 2000 attendees. Michelle Obama acknowledged and praised the work of school counselors, recognition that was an undeniable milestone for the profession. In concert with the timing of her speech, Secretary of Education Arne Duncan also sent out a compelling letter to state education leaders with a clear call to action to support the work of school counselors with concrete measures.
In response to this strong backing we have received from The White House, I’m suggesting that school counselors on social media come together to create a collective response to support the Reach Higher initiative. This response will be a photo project that will demonstrate the strength of the school counseling community and our commitment to postsecondary success for all students. Participants are ideally active school counselors atany level or interning school counseling graduate students. International participants are also welcome to participate and should indicate their country. See instructions below and submit your photos to erinmasonphd@gmail.com by July 25th, 2014.
NEW!!! All participants will be entered in to a drawing for a free, signed copy of 101 Solutions for School Counselors and Leaders in Challenging Times!
book cover









Instructions for participation:
1. Determine a specific goal you have for the next academic year, a data point you want to impact with your school counseling program. This should be a goal related to college readiness and should be a SMART goal. Your goal might be about impacting grades, GPAs, college-going rates, course enrollment patterns, etc. ALL levels are encouraged to participate!
2. Write or type out your goal on a plain white 8 1/2 x 11 sheet of paper with a horizontal orientation and visible, clean, clear type or print. Begin your goal with the phrase, “I will #reachhigher to…” Here are several possible examples:
I will #reachhigher to increase the graduation rate.
I will #reachhigher to enroll more minority students in AP courses.
I will #reachhigher to increase the knowledge of 7th graders about postsecondary options.
I will #reachhigher to decrease the number of students with Ds and Fs.
Optionally, include your FIRST name only and your state but DO NOT include information about your school or district. Take an individual photo or one with your co-counselor, counseling team, department or others in your state.
I will
3. Have your picture taken holding the piece of paper. Optionally, you may wish to stand in front of a monument, building or article that represents your state. This might be a department of education building, a state welcome sign, a famous landmark, a pennant of a state university, etc. Make sure your goal can be easily read in the photo.
4. Send a clear image to erinmasonphd@gmail.com by July 25th, 2014 with “Reach Higher Photo Project” in the subject line. There is no guarantee your photo will be used as it will depend on the number of photos submitted and their clarity. If you have any questions, please contact erinmasonphd@gmail.com.

All accepted photos will be combined into a slideshow in time for the July 28th convening on college advising at Harvard that is referenced in the First Lady’s speech and will be made available here on the SCOPE site.

Saturday, July 12, 2014

Michelle Obama Speaks at ASCA Conference

ASCA 2014 w/MICHELLE OBAMA
http://youtu.be/iZkmqyymOTE

Letters from the Education Secretary and Deputy Secretary Regarding School Counseling Programs

Key Policy Letters from the Education Secretary and Deputy Secretary
June 30, 2014

June 30, 2014

Dear Colleague:

As educators across the country work to empower all students to meet the academic and career preparation demands of the 21st century, the role of school counselors has never been more important.  School counselors are often the vital link between students’ aspirations for the future and tangible opportunities for postsecondary success.  They are also particularly important for our neediest students, who require expert and accessible guidance as they navigate a challenging and complicated college admissions and career preparation landscape.  As State and local educational agencies (SEAs and LEAs) prepare for the start of the 2014–2015 school year, I want to call attention to the urgent need for highly effective school counselors and discuss the importance of amplifying the impact of school counselors on students’ academic success, social-emotional well-being, and college and career readiness.

If the nation is to meet President Obama’s goal of having the highest proportion of college graduates in the world by 2020, it is imperative that all students have consistent access to school counselors who possess the training and skills to help students reach their highest aspirations.  School counselors are pivotal in helping students manage their academic programs as well as the inevitable life events that may threaten students’ ability to succeed in school.  Yet, as the Civil Rights Data Collection recently found, one in five American high schools operates without any school counselors on staff (http://www.ed.gov/blog/2014/03/five-new-facts-from-the-civil-rights-data-collection/).  This is an untenable situation for millions of students who need the support of site-based school counselors, whose job it is to ensure their students’ success.

Schools that do employ counselors may not use them to full advantage.  Despite the critical role school counselors play in supporting students’ college and career readiness, they often are asked to perform many “non-counseling” duties that can distract from their core work and ultimately leave students without the individualized attention they need to complete their academic course work, successful navigate the college admissions and financial aid processes, and/or prepare for productive careers.  Increasing the number of students who graduate from high school ready for college and careers requires that all students benefit from a holistic support system that ensures consistent access to effective school counselors.

Schools and LEAs should support their school counselors by providing them with the time, space, and resources they need to work effectively on behalf of students, while also holding them accountable for measurably improving the college and career readiness of the students they serve.  Doing this well will require that SEAs and LEAs make wise investments in professional development for school counselors, create or provide data platforms that can enable school counselors to extend their impact and reach all students, and provide high-quality training for principals and teachers so they understand how to most appropriately utilize and build on the capacities of school counselors. 

Additionally, schools and LEAs can further support student success by engaging school counselors in a leadership capacity to serve as trainers and providers of professional development designed to improve all educators' understanding of the college awareness, admissions, and financial aid processes.  This strategy could help school counselors focus their energies on meeting students' academic, social-emotional, and college- and career-readiness needs, especially those of the many first-generation college-bound students who are now graduating from our high schools.  A systemic and sustainable approach to supporting school counselors in meeting increased professional demands should include a consideration of how federal funds and programs can help improve and expand the reach of school counselors.  To that point, please find attached a list of federal initiatives and programs that may support the hiring, development, and retention of effective school counselors, including school counselor-led professional development activities. 

Decades of professional experience confirm—and an emerging body of research indicates—that school counselors play a critical role in helping to ensure that our nation's students graduate from high school ready for college and careers.  Without the support of school counselors, millions of students would neither graduate from high school nor fulfill the essential requirements of the college admissions and financial aid processes.  I urge SEAs and LEAs to use the summer months to strategize and develop policies and programs that enable school counselors to become more effective at helping greater numbers of students—especially low-income students, minority students, students with disabilities, and English learners—successfully access postsecondary education or career opportunities. 

I am grateful to you and our nation's school counselors, who strive to meet the varied and complex needs of students and their families.

 Sincerely, 
 Arne Duncan

Enclosure

Federal Programs and Support for School Counselors

The U.S. Department of Education (ED) administers a number of programs that a State educational agency (SEA) or local educational agency (LEA) may leverage to provide support for school counselors.  Below is a listing of the major federal programs whose funds may be used to support school counselors, links to the relevant program Web sites, and a brief description of how funds under each program might be used.

Please be aware that the use of funds to support school counselors must meet the applicable requirements of each program.  For example, the use of funds must be consistent with allowable costs, including the applicable cost principles.  In addition, a number of programs contain a requirement that federal funds be used only to supplement, and not supplant, funds from non-federal sources that would, in the absence of the federal funds, be available for particular activities.

_______________________________________________________________

Elementary and Secondary School Counseling Programs

The Elementary and Secondary School Counseling program (ESSC) provides competitive grants to enable LEAs to establish or expand school counseling programs.  The ESSC statutory authority permits LEAs to use grant funds for the counseling of elementary and secondary students on postsecondary topics such as the high school courses students need to take in order to prepare for college, as well as on academic and career planning.  Professional development for school counselors is generally an allowable use of program funds.

FAFSA Completion Initiative

In March 2014, President Obama announced the launch of the FAFSA Completion Initiative aimed at increasing the number of students who complete their FAFSAs and, thus, boosting the number of students who are able to fulfill their college and career aspirations.  The FAFSA is a critical gatekeeper on the road to college and other postsecondary opportunities.  The FAFSA Completion Initiative cannot be successful, however, without school counselors' support and engagement.  To contribute to the success of this initiative, ED has released a suite of resources to support school counselors in their work of driving FAFSA completion and will soon begin partnering with SEAs, enabling them to begin sharing valuable, real-time information with schools and LEAs on student progress in completing the FAFSA.  In addition, in December 2013, ED’s Federal Student Aid office launched the Financial Aid Toolkit to help counselors understand the basics of federal student aid, provide tips on hosting events (along with sample PowerPoint presentations), provide suggested messages for social media and e-mail outreach, and help find other training opportunities.

Improving Basic Programs Operated by Local Educational Agencies (Title I, Part A)

The Title I, Part A program focuses on improving the academic achievement of low-achieving students in schools with high concentrations of children from low-income families.  There are two types of Title I programs: schoolwide programs and targeted assistance programs.  How Title I, Part A funds may be used depends on the type of program.

Title I Schoolwide Programs:

A schoolwide program must include schoolwide reform strategies that, among other requirements, address the needs of all children in the school, but particularly the needs of low-achieving children as identified in the school’s comprehensive needs assessment and articulated in its schoolwide plan.  When supported by the needs assessment, college and career awareness and preparation, such as college and career guidance or professional development for school counselors, may be part of a schoolwide plan and Title I funds may be used to support such activities.

Title I Targeted Assistance Programs:

A Title I school operating a targeted assistance program may use its Title I funds for professional development that is related to the needs of participating Title I students and is provided to staff who work with those students.  Therefore, a school using Title I, Part A funds to operate a targeted assistance program may elect to use part of its funding to support professional development for school counselors if this professional development is focused on improving the college and career readiness of Title I participating students, and such services are otherwise not available for all students. 

Please refer to ED’s nonregulatory guidance on the use of Title I, Part A funds (available at:http://www2.ed.gov/policy/gen/leg/recovery/guidance/titlei-reform.pdf) for additional information on determining whether a particular use of Title I, Part A funds is allowable.

Improving Teacher Quality State Grants Program (ESEA Title II, Part A)

The purpose of the ESEA Title II, Part A program is to increase academic achievement by improving teacher and principal quality. The funds from ESEA Title II, Part A may also be used to support pupil services personnel (including school counselors) in very specific circumstances.

Provisions related to LEAs:

LEAs may use Title II, Part A funds to develop and implement “mechanisms to assist schools in effectively recruiting and retaining highly qualified teachers, principals, and pupil services personnel” (Section 2123(a)(1)).  This provision includes activities designed to recruit and retain school counselors.  For example, if an LEA uses Title II, Part A funds to provide professional development activities focused on “effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments” (Section 2123(a)(3)(A)(ii)) as a recruitment and retention strategy for highly qualified teachers and principals, school counselors may also be included in such activities.

However, the funds may only be used for pupil services personnel if (1) 100 percent of an LEA’s teachers of core academic subject classes are highly qualified (Section 1119(a)(2)); and (2) the mechanisms used to recruit and retain pupil services personnel are consistent with those used to help schools effectively recruit and retain highly qualified teachers and principals (Section 2123(a)(1)).  An LEA may use Title II, Part A funds for recruitment efforts (e.g., job fairs) that focus on pupil services personnel, but may not use those funds to provide financial or other personal incentives to these personnel if they accept a position working in the LEA.

LEAs may use Title II, Part A funds to carry out programs and activities designed to improve the quality of the teacher force and to improve the quality of principals and superintendents (Sections 2123(a)(5) and 2123 (a)(6)).  LEAs may therefore use Title II, Part A funds to fund school counselor-led professional development activities for teachers, principals, and superintendents that focus, for example, on helping them to ensure all students achieve academically and are college- and career-ready. LEAs may use Title II, Part A funds to provide training in how to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs, and English learners, as well as training in methods to improve student behavior in the classroom and identifying early interventions to help students with special needs, such as those mentioned above (Section 2123(a)(3)(B)).  Capable school counselors could provide such training. 

Provisions related to SEAs:

SEAs may use their Title II, Part A funds for the same activities listed above for LEAs, with the same conditions (Section 2113(c)(4)).SEAs may use Title II, Part A funds to include pupil services personnel in its professional development activities if the SEA determines participation is appropriate (Section 2113(c)(6)). 

Finally, SEAs and LEAs should note that, although sections 2113(c)(4) and 2123(a)(2) of Title II, Part A permit SEAs and LEAs to provide financial and other incentives to hire highly qualified teachers—and SEAs and LEAs may target these incentives, for example, on those who likely would be most effective in increasing student achievement—this provision does not extend to pupil services personnel.

McKinney-Vento Education for Homeless Children and Youth Program

The Education for Homeless Children and Youth (EHCY) program is authorized under Title VII, Subtitle B of the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) and is designed to address the challenges that homeless children and youth face in enrolling, attending, and succeeding in school.  Consistent with the purpose of the program, an LEA receiving a subgrant may use EHCY funds to support counseling services for students experiencing homelessness that expand upon or improve services provided as part of the regular educational program. 

For example, section 723(d)(12) of the McKinney-Vento Act specifically authorizes the use of EHCY funds for pupil services, which may include counseling for students experiencing homelessness related to their academic, social-emotional, and college- and career-readiness needs.  In addition, section 723(d)(3) of the McKinney-Vento Act provides that EHCY funds may be used for professional development and other activities for educators and pupil services personnel, including counselors, to heighten the understanding of the needs and rights of homeless children and youth.  Additional information regarding the EHCY program is available athttp://www2.ed.gov/programs/homeless/legislation.html

Prevention and Intervention Programs for Children and Youths Who Are Neglected, Delinquent, or At Risk

The Prevention and Intervention Programs for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk under Title I, Part D of the ESEAinclude two programs:  the State agency program (Subpart 1) and the local educational agency program (Subpart 2).  These programs are designed (1) to improve educational services for neglected or delinquent children and youth so that they have the opportunity to meet the same challenging State academic content and achievement standards that all children in the State are expected to meet; (2) to provide services needed to make a successful transition from institutionalization to further schooling or employment; and (3) to prevent at-risk youth from dropping out of school.

With respect to the Subpart 1 State agency program, section 1418 of the ESEA requires that a State agency receiving a subgrant reserve 15-30 percent of grant funds for transition services to help children and youth who are neglected reenter school successfully or find employment after they leave a State-operated institution.  These transition services may include counseling services as well as college program placement services; information concerning, and assistance in obtaining, available student financial aid; and job placement services.  More generally, Subpart 1 funds may be used to hire additional educational staff, including counselors.

The Subpart 2 local educational agency program authorizes SEAs to make subgrants to LEAs with locally operated residential institutions for neglected or delinquent children or youth within their boundaries.  Under section 1424 of the ESEA, an LEA receiving a Subpart 2 subgrant may use grant funds for counseling, including mental health counseling, drug and alcohol counseling, and career counseling, and in assisting eligible at-risk children and youth in securing student loans or grants for postsecondary education. 

Additional information regarding Title I, Part D is available athttp://www2.ed.gov/programs/titleipartd/legislation.html

School Improvement Grants

School Improvement Grants (SIG) provide support to turn around a State’s lowest-achieving schools. States must award their SIG funds directly to LEAs that demonstrate the greatest need for the funds and the strongest commitment to using those funds to raise substantially the achievement of students by implementing rigorous intervention models in their persistently lowest achieving Title I schools, as well as secondary schools that are eligible for, but do not receive, Title I funds. 

The SIG final requirements require participating schools to implement one of four school intervention models:  (1) the “turnaround” model; (2) the “restart” model; (3) school closure; and (4) the “transformation” model.  A school implementing the “transformation” or “turnaround” model is required to provide ongoing high-quality, job-embedded professional development that is aligned with the school’s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.  Under the “restart” model, professional development is an allowable activity.  Thus, the use of SIG funds to provide professional development to school counselors is generally allowable in a school that is implementing one of these three school intervention models, each of which represents a comprehensive approach to addressing the needs of the students in a school as identified through the LEA’s needs assessment.

SIG funds can be used to support a myriad of activities as part of a comprehensive approach to turning around a school; it is possible that those activities could include hiring school counselors or expanding school counseling resources, etc.  Any activity would need to be directly related to the full and effective implementation of the selected model consistent with the LEA’s approved SIG application, address the needs identified in the needs assessment required by the SIG final requirements, and advance the overall goal of the SIG program of improving student academic achievement in the school.

Please refer to question I-30 in ED’s SIG guidance (available at:http://www2.ed.gov/programs/sif/sigguidance03012012.doc) and the SIG final requirements, as published in theFederal Register (available at:http://www2.ed.gov/programs/sif/2010-27313.pdf), for additional information regarding the factors to be considered in determining whether a particular use of SIG funds is allowable.

21st Century Community Learning Centers Program (Title IV, Part B)

The 21st Century Community Learning Centers (CCLC) program supports the creation of community learning centers that provide opportunities for academic enrichment through a variety of activities during non-school hours for children, particularly students who attend high-poverty and low-performing schools.  21st CCLC funds may be used to support a variety of counseling programs, including, for example, school counseling staffs serving in the role of after-school college and career prep advisors or other roles supporting academic or enrichment activities.

More at http://www2.ed.gov/policy/elsec/guid/secletter/140630.html

Thursday, May 1, 2014

Tentative Agreement

Please click here to access the Tentative Agreement between SCGA and SUHSD. 

The Bargaining team would like to thank you for all your support.

We will be organizing two informational meetings, bringing the Tentative Agreement to our SCGA Board and ratifying it among our members. Dates, times and places to follow.

 "A good organizer is a social arsonist who goes around setting people on fire." Fred Ross, Sr.


THANK YOU to our Bargaining Team
(Alfredo Cendejas, Melanie Hammond-Funke,
Verenice Hernandez-Herrera, Caryn Hoffman, & Rick Sevilla, Julie Hitchcock)
for their hard work and dedication! 
SCGA appreciates all you do!




Monday, April 28, 2014

Call to ACTION!  Need counselors to attend the Local Control Accountability Plan Forum (LCAP)

Call to ACTION!  Need counselors to attend the Local Control Accountability Plan Forum (LCAP).

When: April 29, 2014 - Tuesday

Where: SUHSD Professional Development Center, 680 L Street, Suite C, Chula Vista, CA 91911

Time: 6pm -8pm

WHY attend?

SUHSD is receiving more money from the state to provide additional services for ELL students, foster youth, and low-income students.  In receiving additional dollars, the district is responsible to develop a plan identifying how new monies coming into the district will be spent.  The guidelines indicated by the governor’s office indicate that the community and special interest groups should provide input on the eight (8) key areas.  Our district has already stated that they will use some of the money to reduce class size for the teacher but has written out counseling services.  We need to add ourselves back in!

SUHSD personnel has been these holding meetings asking for our parents and community members to provide input on district priorities.  Nowhere on the plan has SUHSD included the need for more counselors.  This is why we, counselors, need to attend the meeting on April 29, 2014 @6pm to include the need for more counselors on the main campus and Alt Ed. 

There will be eight posters at the meeting (both in English and Spanish).  One for each topic as indicated by the state guidelines.  The community is asked to provide SUHSD for feedback for district priorities.  They list several items but we need to add a suggestion area and include need for more counselors with a lower caseload to increase serves for the support to the ELL, foster youth and low-income students and their families. We need to attend this meeting and write ourselves into the plan. 

Several counselors have already attended some of the meetings.  Thank you for taking time to attend a meetings - Miguel Amaral, Stephanie Cruz, Caryn Hoffman, Tim Lopez, Nancy Nieto and Rosa Tovar.  Thank you Jackie Bermudez for getting SYH parents to attend the meeting this afternoon. 

Debbie Gerlack will be there on Tuesday.  I have attended a couple meeting as a community member and SCGA leadership.  This is challenging to explain by email so if you have any questions or need further clarification please email me at1latinastar.scga@cox.net orSCGApresident@gmail.com.  You can also call me at SOH or at the SCTU office from 3:30-5pm (619) 427-1371

In unity!

Elvia Estrella

President, Sweetwater Counseling &

Guidance Association

1061 Tierra Del Rey, Suite 100

Chula Vista, CA 91910

(619) 427-1371

1latinastar.scga@cox.net

SCGApresident@gmail.com

Tuesday, April 22, 2014

SCGA in the news!

http://m.utsandiego.com/news/2014/apr/21/sweetwater-district-trustees-tentative-agreement/

Message to Our Board of Trustees



To Our Trustees:  Thank you for listening to our many eloquent speakers last night who passionately advocated for counselors in our district.  In case you were confused  by SCGA’s request for a FAIR settlement, please see below the differences between what the district offered to SEA as compared to SCGA.  Thank you.

From the District: “Sweetwater Union High School District and SEA Union Reached Three-Year Tentative Agreement (TA) AND NOT WITH SCGA – SEE BELOW THE DIFFERENCES IN THEIR OFFER!

Negotiators for the Sweetwater Union High School District and Sweetwater Education Association have reached a tentative three-year agreement to include six-key proposals: Staffing Ratio, Student Contact, PE Class Size, Authorizations, Healthcare, and Wages.”
SEA                                                       SCGA

Staffing Ratio:                                                                                 NO CHANGE
2013 - 2014 - 31:1
2014 - 2015 - 30:1
2015 - 2016 - 28:1

Student contacts:                                                                            NO CHANGE
2013 - 2014: 182 students
2014 - 2015: 180 students
2015 - 2016: 176 students

For Middle School PE classes:
2013 - 2014: 275 students
2014 - 2015: 265 with a class cap of 55
2015 - 2016: 255 with a class cap of 51

High school PE classes
Shall not exceed 55 students.

Autism Authorizations and Health Authorizations Members      NONE
will be reimbursed up to $500 for the Autism authorization
and up to $400 for the Health Authorization obtained 1/1/2012 to 12/31/2014.
The district will determine the process for reimbursements.

Healthcare
Effective January 1, 2014 to the District contribution shall be 68%
of the cost of Kaiser Family 10/10, Safeguard, Vision and Life.

Effective January 2015: The District Contribution to health
benefits shall be capped at $13, 130.                                                   CAPPED AT $12,068
For 2016: Reopen for negotiation

Wages
2013 - 2014: 2% retroactive to January 1, 2014                                  1.56%                          
2014 - 2015: 3% effective July 1, 2014                                                    1.56%
2015 - 2016: Reopen for negotiation

Adult schools obtained an additional column                                NONE
in their salary schedule beginning July 2014.
The TA is contingent on ratification by the Governing Board of the Sweetwater Union High School District and unit members of the Sweetwater Education Association.
The District appreciates the collaboration and the                          APPRECIATION???
efforts of the SEA Bargaining Team in reaching this Tentative Agreement