Академический Документы
Профессиональный Документы
Культура Документы
Homepage
http://web.mac.com/rvoltz/EIU/EIU.html http://voltzeiu.ning.com/ Telephone Number
Home 217-483-9551 Cell 217-741-0466
School Finance
State, Local and Federal Financing for Illinois Public Schools
Course Requirements
Assignment Points Possible
75
50 100 50 100 25 50
Total
450
Historical Development
Refusal to confer and negotiate has been one of the most prolific causes of strife. This is such an outstanding fact in the history of labor disturbances that it is a proper subject of judicial notice. Charles Evans Hughes In 1983 the Illinois General Assembly sent a public education collective bargaining Bill to then Gov. Jim Thompson, who signed the Bill into law effective January 1, 1984. The Illinois Education Labor Relations Act requires public educational institutions, under specified conditions, to bargain collectively with employees regarding salary and terms & conditions of employment.
Prior to the passage of the IELRA several Illinois school boards bargained with its employees, as it was not against the law to do so, though strikes were. Many more school boards participated in a meet and confer process, and still others simply set salaries and established terms and conditions of employment unilaterally. Prior to the IELRA unresolved disagreements between school boards and employees were resolved in the courts. With the passage of the IELRA, the Illinois Labor Relations Board was established. The IELRAs function is to oversee the administration of the IELRA and review labor disputes thus defraying numerous disagreements otherwise referred to the courts.
Unions cause
Massive inefficiencies Stifle innovation Prevent changes to promote student learning Insist on lockstep salary schedules
Reward longevity over excellence
A Better Bargain
by Frederick Hess
Strikes have decreased from 241 in 1975 to 15 in 2004 while public school teachers rose from 2.2M to 3.1M
Why?
Some states bar strikes and mandate binding arbitration Big cities want consensus
Unions want
Protect jobs Limit demands on workers Safeguard senior teachers Do not want to be responsible for student learning
Administrative role has shifted from discretionary activities to duties that are ministerial in nature.
Changed because
government pressure to reduce tax pressure caused layoffs and down turn in economic benefits unions saw opportunity for growth
1960s
City of New York and NY School Board State of Wisconsin President Kennedy 1962 executive order gave federal employees right to bargain
Private v Public
Before 1932 courts tended to favor industrial management
Courts made injunctions to suppress strikes, picketing, and boycotts Employers could discriminate against union members
1932 Congress enacted Norris-LaGuardia Act which prevented federal courts from issuing injunctions against union activities occurring as the result of labor disputes. States followed suit except for placing national health or safety in peril. 1935 National Labor Relations Act
Purpose was to encourage collective bargaining as a means of promoting industrial peace. Established National Labor Relations Board as a regulatory body to prosecute and remedy unfair labor practices, also placed burden on both sides to bargain in good faith.
Further amended in 1959 to curb union abuses Heart of collective bargaining is the right to strike.
Most states do not allow public employees to strike.
Normal market pressures do not exist in public schools like in business. Public schools cannot lock out employees, go out of business, or raise prices.
AFSCME v. Woodward
Court held that employees have a right to join labor unions and also may file suit for damages and injunctive relief under the Civil Rights Act of 1871.
Teachers Unions
Today Huge money raised annually by the NEA and AFT for political purposes
IEA is most powerful educational lobbying group in Springfield
Unions are closely associated with the Democratic Party 1959 Wisconsin legislature passed the first law granting teachers unions the authority to bargain collectively
Right to Strike
Statutes prohibiting public employees right to strike do not violate the state or federal constitutional mandates of equal protection. (New York) Supreme Court has ruled that public school teachers have no inherent right to strike.
Federal postal workers in 1970 could not strike
Public supports teachers initially Board publishes teacher salaries Teachers publish Superintendent salary Public gets tired of kids at home, finds out that teachers make more than most citizens, realize that teachers only work nine months and change their support to Board Settlement occurs
Appropriateness of a unit, the IELRB shall decide in each case, in order to ensure employees the fullest freedom in exercising the rights guaranteed by this Act Historical pattern of recognition, community of interests, including employee skills and functions, degree of functional common supervision, wages, hours and other working conditions
Employer shall voluntarily* recognize . . . if that organization appears to represent a majority of employees in the unit
Post notice for 20 school days Send notification to the IELRB Any dispute regarding majority status of a labor organization shall be resolved by the IELRB * If the union has a majority of the proposed bargaining unit members sign dues deduction authorization cards, the school board is required to voluntarily recognize the union as the exclusive bargaining agent no election required
Third-Party Intervention
Recommends Mediator Fact-Finder Interest arbitrator X X X X X X Publicizes Enforces
Working Conditions
Divide into groups of two or three and define working conditions for teachers
Describe a person in the union that you know is a leader. What characteristics do these leaders have? Why are they perceived as leaders?
Should include what employer wants Not just a reaction to the employee proposal Should be written as a document and dated You can delete items already in the contract
Scope of Bargaining
Mandatory subjects of bargaining
Wages, hours, and other terms and conditions of employment
In states in which collective bargaining is required, school boards must bargain in good faith to the point of impasse.
Unions have the right to represent employees, to bargain at the table, to enforce the contract, to grieve, to arbitrate, and to ensure union security. Employees have rights to organize freely, engage in meaningful negotiations, press grievances and execute written agreements.
Collective Bargaining
Illinois Educational Labor Relations Act is a state law which regulates the recognition of exclusive bargaining relationships between school boards and employees.
Found at back of Illinois School Code, Chapter 115, Educational Labor Relations
IELR Board is a seven member board appointed by the Governor, serve six year terms Bargaining meetings are not subject to open meetings act. Any school employee except for management The powers and duties of the School Board generally include:
Formulating, adopting, and modifying District policies, at its sole discretion, subject only to mandatory collective bargaining agreements;
Negotiators Responsibilities
The following employees must file a "Statement of Economic Interests" as required by the Illinois Governmental Ethics Act: (5 ILCS 420/)
Superintendent Building Principal Head of any department Any employee responsible for negotiating contracts, including collective bargaining agreement, in the amount of $1,000 or greater Hearing officer Any employee having supervisory authority for 20 or more employees Any employee in a position that requires an administrative or a chief school business official endorsement
Granted right to organize and choose freely their representatives Requires employers to negotiate and bargain with exclusive bargaining agent
Authorized agents of an exclusive bargaining representative, upon notifying the Building Principal's office, may meet with a school employee (or group of employees) in the school building before and after the employee's work day and during the employee's duty-free lunch period.
Supervisor means any individual having authority in the interests of the employer to hire, etc Unfair labor practice means any practice prohibited by the act. Wages means salary or other forms of compensation. Confidential employee means an employee in the regular course of duties assists and acts in a confidential capacity to persons who formulate, determine and effectuate management policies. Short-term employee is employed for less than two consecutive calendar quarters.
Confidential Employee
Illinois Appellate Court rules that Technology Coordinator is a confidential employee within the meaning of the Illinois Educational Labor Relations Act. (2/9/01)
Union wanted new position of technology coordinator included in its wall to wall unit. Access test
Does the employee in question have unfettered access ahead of time to information pertinent to the review or effectuation of pending collective-bargaining policies? Employee had access because duties involved repairing and maintaining such information.
Employee Rights
Organize Form Join Assist in employee organizations Engage in lawful concerted activities for the purpose of collective bargaining Have the right to refrain from all activities
Employer Rights
Do not have to bargain over matters of inherent managerial policy
Functions of the employer Standards of its services Budget Organizational structure Selection of new employees Direction of employees
Statutory Obligations
Must bargain with representatives of duly recognized employee bargaining units. Must bargain wages, hours, and terms and conditions of employment, as well as their impact
Cannot force agreement, but once an agreement is reached it must be reduced to writing
Agreement must include a grievance procedure that terminates in binding arbitration Agreement must contain language to prohibit strikes for the duration of the agreement Do not have to bargain matters of inherent managerial policy such as budget, organizational structure, selection of new employees, direction of employees May have to bargain impact of matters of inherent managerial policy Can create new job but must bargain compensation Zipper Clause allows boards not to bargain any terms during contract
Union Security
Agreement may include a provision requiring non-union members to pay a fair share fee to the union for services rendered.
No political fees Must protect rights of nonmembers whose non-affiliation is based upon bonafide religious tenets
After 1984
School administrators originally believed that collective bargaining would be mostly about compensation for teachers. Today collective bargaining matters continue year-round, punctuated by grievances, demands for information, mid-term bargaining, and increasing requests for union involvement for everything from seniority lists to reduction-inforce, from teacher evaluation to teacher-parent disciplinary committees, from Internet access to computer training and purchases.
Multi-Year Contracts
Wise administrators and school board members recognize that a collective bargaining agreement is a long list of things they cannot do; and that in all but the rarest CB agreements, the union promises nothing. Because of long term contracts
School boards are proposing language to put into the contract. Must try to predict finances and also other long term implications like block scheduling.
Non-Certified Representation
Today non-certified unions are common
Wall-to-wall
Issues are hourly wages, overtime, callback and call-in pay and vacation.
Initiating proposals
Union is on offense and management is on defense If board goes first they may suggest something the union has not thought of Zero sum management gives and labor gets
Board Strategy
The less the contract contains the better. Avoid the urge to swap language for money. Side letters are grievable Consider letting professional negotiator take the heat.
Prioritize
What will the Board take a strike over? These are A issues. B issues are those that the management wants to get out of negotiations. C issues are those issues you are willing to give up. Dont let the union know. The issue of a mole.
Role of Superintendent
Knows key issues Familiar with how the present contract has been interpreted and administrated. Familiar with past practice Knows hot buttons for the teachers Knows financial condition of district Credibility? Communication?
Zipper Clause
A zipper clause is a negotiated contract clause under which a union waivers its right to engage in mid-term bargaining over mandatory subjects of bargaining. A zipper clause is a form of waiver of a union right to bargain.
Non-Union employees
Cannot require employees to join a union.
Fair share
An exclusive bargaining agent has a duty of fair representation to represent all members, even those not in the union.
Mediator can suggest solutions but has no authority. Fact finder suggest resolutions and makes public his recommendation. Arbitrator makes a formal ruling, makes the ruling public and has the power to enforce ruling.
Impasse Procedures
Bargaining must begin within 60 days of receipt by a party of a demand to bargain If no agreement 90 days before start of school year then the parties must notify the Labor Board of the status of negotiations If no agreement within 45 days, either party may petition Labor Board to initiate mediation If no agreement within 15 days the Labor Board shall invoke mediation
Negotiations
Do not have to submit process to binding arbitration
Only need to submit grievance procedure impasse to binding arbitration
Selection of mediator
any person mutually acceptable to both parties a person assigned by American Arbitrator Association (costs) Federal mediator assigned by Federal Mediation and Conciliation Service
Strike
Can only strike under the following conditions:
Represented by exclusive bargaining agent Mediation has been used without success Ten days have elapsed after a notice of intent to strike has been given to employer, regional superintendent, and IELRB Collective bargaining agreement has expired Employer and exclusive bargaining representative have not mutually agreed to submit the unresolved issues to arbitration.
After Strike
There is no statutory requirement to make up school days. However, whether days are made up or not is a mandatory subject of bargaining.
School district loses state aid for days not in session.
Mediator-Fact FinderArbitrator
Mediator can suggest a resolution to the parties, usually does not make his recommendation public, and has no authority to enforce any solution.
Only one required by the act.
Fact finder also suggests solutions, but usually makes his recommendation public, and has power to enforce resolution. Arbitrator makes a formal ruling, makes the ruling public, and power to enforce the ruling.
Definitions
Agency shop all non union members must pay a fixed fee as a condition of employment. American Arbitration Association a private nonprofit organization to aid professional arbitrators, provides lists of qualified arbitrators to labor organizations and employers upon request. Arbitration method of settling employment disputes through recourse to an impartial third party, whose decision may be final and binding. Fact finding a method of settling disputes where the arbitrators decision may be refused by either party. Bargaining Agent organization recognized by the employer as the exclusive representative of all employees.
Caucus when one party or the other calls time out during negotiations in order to discuss strategy and/or the issues under consideration. Collective Negotiations a process whereby employees as a group and their employers make offers and counter-offers for the purpose of reaching a mutually acceptable agreement. Contract a written agreement that is legally enforceable Exclusive Negotiating Rights the right and obligation of an employee organization to negotiate for all employees in the bargaining unit, including non-members.
Expedited Bargaining contract bargaining within a condensed time frame. Federal Mediation and Conciliation Service an independent federal agency which provides mediators to assist parties in negotiations Fringe Benefits supplements to wages or salaries received by employees at a cost to employers. Good Faith the willingness of the parties to meet and discuss bargaining issues while making a reasonable effort to reach an agreement. Grievance a complaint by an employee that a provision of the collective agreement which he is working is being violated.
Impasse
Impasse does not exist if there is a ray of hope that a real potentiality of agreement, if explored in good faith, exists.
Bargaining history. Prior relation of the parties, understandings and expectancies of the parties. The good faith of the parties in negotiations. Length of the negotiations. (How many meetings? How long did they last? Were proposals exchanged?) The importance of the disagreed issues. Contemporaneous understanding of the parties as to the state of negotiations. (Does one side say it is still willing to make concessions?)
Time typically brings emotional stability for the union and board-management team. Bargaining is often an adversarial process with the union on one side and management on the other. School boards are vulnerable to political pressure and unions are private organizations whose only responsibility is to the vested interests of their membership. They have no responsibility to the public.
Why Unions?
Unions provide a sense of collective power enhanced by the protection of laws and court decisions. The size of the school limits communication, unions promise control over individual decisions. Teachers have a tough time leaving one job for another thus they need security. Teaching profession includes more and more primary wage earners. Taxpayers are resentful of increased school costs and demand evidence of results. The job of the teacher keeps on getting harder and harder due to social conditions. Mandates for accountability and evaluation limit the academic freedom for teachers and subject them to scrutiny.
Doom
Neglect of faculty attitudes Poor communication
Result
Union works to elect new board members to fire superintendent
Contractual provisions
Contract may be negotiated for three years.
Five year contracts?
Just cause provision limits the employer to the discipline or dismissal of employees only when there is just cause. Employee groups cannot trade statutory rights (like tenure) for money. A contract can include a cost of living increase. The school board must maintain status quo after expiration of a contract before a new contract is agreed to.
Establishing a floor
Past practice like allowing teachers to come and go as they please during dutyfree periods is considered contract language. Status quo, under the terms, conditions and benefits of an expired contract are continued in force until a new contract is agreed upon.
Bargaining Curriculum
NEA and IFT started in 1997 to turn to collaborative bargaining. This has resulted in teachers being able to gain considerable authority over curriculum decisions -a residual management right in most states -- by negotiating shared decision making into their agreements. And once shared decision making for curriculum and instruction finds its way into union contracts, disputes over these topics are subject to grievance procedures -an outcome that has caught many school officials by surprise.
Negotiation Theory
Distributive
Integrative
Traditional
Win-Win
Interest Based
WinWin Process
In-service Training
Pre-Work First Weekend Activity Period
Second Weekend
Post Work
Win-Win Format
First Weekend - Circle of people, with no desk, or paper or resources available with them Each party develops problem and then posts problem on wall Each party speaks to their problem and takes questions from the other group Activity Period 3 to 4 weeks of meeting of a subcommittee in order to negotiate a solution to the problems stated on the first weekend Last weekend negotiate the end of the contract
Win-Win Characteristics
Best possible solution for both parties
Intense communication Collaboration
I.B.B. Techniques
Separate the people from the problem Focus on interest, not positions Invent options for mutual gain
Speak about yourself and your feelings, not about others and their motivations
Be soft on the people, hard on the problem See participants as partners in problem-solving
Bargaining Styles
Traditional bargaining which is adversarial in nature. Win-win negotiations is a highly structured and elaborate set of ground rules that requires joint ownership and acceptance of certain restrictions.
Agreed ground rules Personal goals are of less value than institutional goals Neutral facilitator oversees the joint session Time is one marathon weekend Teams are equal in number Subcommittees are formed to deal with issues A commitment to reach closure at end of weekend is agreed to
Expedited bargaining adopts marathon time frame and predetermined closure time.
Human Relations Process Agenda Arena Consensus Problems and needs Personal-Humanistic
Result
Emphasis
Change or Development
Self-actualization and Growth Internal Individuals Local Issues To organizational goals and clients through better programs
Contract Obligation
Economics and Security
External Union Statewide Demands To union and its members through increased benefits, power and security
Credibility
Credibility is the tie that binds school board and community. Union leader is adversarial and does not care if he destroys the creditability of the board or the administration. Parents make different demands than do older taxpayers. Good credibility in a school district starts with good staff relations.
Know what you mean Say what you mean Mean what you say
Preparation to bargain
Union
Backing of IEA Experienced teachers at the table Keep members uniformed after forming platform
Board
Usually inexperienced board members Superintendent role Selection of chief negotiator Keep members informed
Role of administration
Identify portions of the current agreement which make contract management difficult. Gather data from school districts with similar characteristics which indicate which direction settlements are taking. Develop facts about school operations which will be affected by any agreement. Serve as a consultant to the management bargaining team relative to any proposals being made for the new contract. Serve as a member of the bargaining team. Protect the confidentiality of the boards strategy.
Grievance Resolution
Grievance is an allegation by an employee that there has been a violation of specific provision of the contract. Must provide for binding arbitration of all disputes. IELRB has sole and exclusive jurisdiction to vacate or modify arbitration awards.
There is a bottom line. You cannot stay in business if you spend more than you earn. To compete, expenses must be as low as possible without compromising the salability of the product. The buck stops somewhere. (Superintendent and school board) There is a discernable product around which everyone in the business is united. There is unity around the product. Most everyone in a business agree on what the company produces.
Strike tips
Be careful of what you say Ask other administrators who have been in a strike before Communicate frequently with all board members Prepare board members before the strike begins of what will happen Learn and practice to count to 4 The end will come there will be a settlement Keep other administrators in the know
Professionalism
Select a team which will demonstrate a high level of competence and professionalism. Be prepared to listen to and respect the views expressed by the union even though you may disagree. Take only credible positions on issues.
Preparation
Attempt to learn what the union demands will be in advance. Try to minimize union demands without getting too close. Dont put something on the table without a legitimate need or commitment. Share all pertinent information with the union. Have the right resource people on the team.
Patience
Be a good listener. Appreciate and understand the art of timing. Realize you cant force a settlement. Never demonstrate impatience. Remember there always will be a settlement.
Lessons Learned
Bils, J. (2000 February). Labor Relations. American School Board Journal. 52-55.
Build an atmosphere in your district that allows all three leadership parties - school board, administration, and union - to have strong and influential voices. The process must create a sense of mutual benefits, a feeling among all three leadership parties that were all in this together. All parties must be willing to compromise. Avoid as many language changes in the contract as possible. A committee of school board members, administrators, and union leaders must be small enough to allow for regular thoughtful interactions.
There should be minimal publicity about the committee sessions. Establish strong parent involvement in your district, because parents will push both sides to reach agreements.
School Board Common Mistakes in Collective Bargaining (Bolton, IASB, January 2003)
School boards negotiating a contract without any outside help. Failing to recognize the beginning of negotiations (give away items early) Failing to give authority to the negotiating team
For effective negotiations, the board must give its negotiating team a realistic idea of the total amount of money it is willing to make available for a settlement and the issues that are important to the board. For example, when the union cries, "The board is not bargaining in good faith," it usually means, "The board isn't giving us what we want."
In almost every bargaining effort, particularly when it is difficult or prolonged, either the superintendent or a board member believes that he or she can talk to several teachers privately to arrange a settlement. This is frequently known as the savior maneuver.
There are far too many instances when settlements have been delayed or strikes provoked as a result of indiscriminate comments that have infuriated teachers
It is important to realize that very few of the union's proposed items are serious; the job of the negotiating team and the board is to ferret out those that are truly rock-bottom demands.
Be wary of union demands that are rationalized in terms of concern for students or the professionalism of teachers It is important to remember that the essence of collective bargaining is discussion and compromise
Failing to resolve intra-board conflict Accepting ambiguous solutions Trusting the mediator
The mediator will attempt to gain the trust of both parties, often by meeting with both parties separately and attempting to ascertain what concessions each party might be willing to make to reach an agreement.
Getting to Yes
Negotiation
It should produce a wise agreement It should be efficient It should improve or at least not damage the relationship of the parties
Taking positions
Tells the other side what you want Provides an anchor in an uncertain situation It can produce the terms of an acceptable agreement
Positional Bargaining
Soft
Participants are friends The goal is agreement Make concessions to cultivate relationship Be soft to the people and to the problem Trust others Change your position easily Make offers Disclose your bottom line
Hard
Participants are adversaries The goal is victory Demand concessions as a condition of the relationship Be hard on the problem and the people Distrust others Dig in your position Make threats
Principled Negotiation
People - separate the people from the problem.
Takes the personal emotions out of the issue
Stages of Negotiations
Analysis
Gather information Organize it Think about it
Planning
Generate ideas and decide what to do
Discussion
Each side should come to understand the interests of the other
Perception
Conflict lies not in objective reality, but in peoples heads. Put yourself in the other peoples shoes.
Withhold judgment while you try on their views Coveys Indian Stick metaphor
Discuss each others perceptions Look for opportunities to act inconsistently with their perceptions. Involve the other side in coming up with a solution to the problem. Face saving should not be an issue at settlement.
Emotion
Recognize and understand emotions, both yours and theirs. Talk with people on the other side about their emotions, talk about your own. Allow the other side to let off steam.
Good strategy is to listen and not respond
Communication
Negotiation is a process of communicating back and forth for the purpose of reaching a joint decision. Communication problems
Not talking to each other One side not hearing the other Misunderstanding
Behind opposed positions lie shared and compatible interests, as well as conflicting ones.
Realize that each side has multiple interests. The most powerful interests are basic human needs.
Basic human needs include security, economic wellbeing, a sense of belonging, recognition, and control over ones life.
Put the problem before your answer. Look forward, not back. Be concrete but flexible. Be hard on the problem, soft on the people.
Prescription
Separate inventing from deciding
Invent first, decide later Postpone all criticism and evaluation of ideas Brainstorm with your side Consider brainstorming with the other side
Look through the eyes of different experts Invent agreements of different strengths
What decision?
Settle items that can be settled early.
Fair procedures
Use fair standards for the substantive question or fair procedures for resolving the conflicting interests. One cuts, the other chooses
Reason and be open to reason as to which standards are most appropriate and how they should be applied.
Do not come to the table with closed principles.
Psychological warfare
Stressful situations Personal attacks Threats
How should I adjust my negotiating approach to account for differences of personality, gender, culture, and so on? How do I decide things like Where should we meet? Who should make the offer? and How high should I start? Concretely, how do I move from inventing options to making commitments? How do I try out these ideas without taking too much risk? Can the way I negotiate really make a difference if the other side is more powerful? And How do I enhance my negotiating power?
Questions
Does a collective bargaining agreement have the full force and effect of law?
Yes Contract cannot supersede the law, if any provision is held to violate the law, that provision is subject to renegotiation.
Does the union have to defend a faculty member who is unfit to continue in his/her position?
Union ensures that all faculty have the right to due process. Faculty member should only be subject to discipline or discharge for just cause.
Arbitration
A third party, the arbitrator, has authority to decide the outcome of the dispute. The parties, or their representatives, argue the merits of their case before the arbitrator, by preparing and presenting evidence which validates their position and defends against the opposition. The arbitrator will render a decision that can be entered as a judgment of the court.
Mediation
The parties are in control of the final outcome of their discussions. They tailor the solutions to meet their needs. The parties may obtain the advice of an attorney which can help their negotiations but the nonadversarial forum will be preserved.
The mediator will facilitate communications between the parties, will help develop options and solutions, and can prepare a final agreement. By combining their resources to pay for costs of mediation, the parties can resolve their differences less expensively. By emphasizing collaboration and communication, under strict confidentiality, the parties can preserve and improve existing relationships. The flexibility and creativity of solution-building that enhances the interests of the participants, allowing all parties to win.
Although the fees for legal representation can be substantial, the process is more focused and costs less than traditional litigation. The goal is for each party to present its case before the arbitrator, avoiding the complications and delays of procedural conflicts and court schedules. The authority and finality of a court-like setting, but with less formal rules of evidence and procedure.
Recorder Role
Documents all actions at each meeting and each negotiation session. Pays special attention to any movement made on a particular team. When movement occurs, the recorder must note the date that this movement occurred. Must keep a record of the date of any tentative agreements. Must keep a record of any relevant statements made by the opposition.
Financial Expert
Provides a financial analysis of cost of wages, benefits, contract language. Must be responsible for analyzing all proposals for their cost impact to the district. Must provide clear, understandable, and accurate financial data to the team. Must be able to project revenue with expenditure trends for several years.
Observer
Watch for emotions and nonverbal behaviors of the other teams members. Attempt to determine whether each member is in agreement with the other members of the team.
Language Analyst
Carefully study the impact of each word in every proposal. Examples: Would and Should are much different than shall and will
FMCS Memo of understanding mid-term bargaining Past practice Retrieval bargain Side bar Win win Traditional Pressure on Super & Board Pressure on union Effect of statewide bargaining
Financial Variables
Student attendance General State Aid
Formula Funding by state legislature
Truth In Taxation Hearing Tax Caps TIF District Medicaid revenue Issue of resigning teachers
Calculation of retiring teachers Teacher RIF Philosophy of hiring new teachers Special education costs Contingencies Technology Building Financial Watch List Figure State and Federal Funding
Budget Variables
Revenue
EAV CPPR State funding level Low income count ADA ADA 3 Year Average Delayed State Aid Payments Tort Inflate IMRF & SS State pro-ration of transportation and other categorical expenses Medicaid
Expenses
Salary increases Teacher resignations Staff additions or deletions Staff development Technology Insurance costs Supplies & materials Purchases Services Capital Outlay Contingency Utilities Construction costs
Student District
Federal
Special Education Summer school Vocational Gifted Lunch ADA Block Grant Reading Improvement Other grants
Title I, II, IV, VI Medicaid Free and Reduced Lunch Other grants
Pension systems
Alternate
At least 93% but less than 175%
Flat Grant
At least 175%
Federal Funding
Title I School food program Special education Vocational education