8.1 Effective with the 2014-2015 school year, the work year shall be 182 teaching days plus one (1) in-service day and one (1) work day*. The last teaching day of the work year shall be designated as an operational day unless needed for an emergency student day. *Workday is for teacher preparation.  No scheduled and/or involuntary meetings will be conducted.

8.1.1 Effective July 1, 2015, all new certified employees in the Special Education Department shall, in addition to the days set forth in Article 8.1, have two (2) professional development days paid at their daily rate.

8.1.2 These dates are mandatory and shall be scheduled by the special Education Department.

8.2 The unit member’s working day shall be as administratively required to perform professional duties. A unit member will be expected to be on-site not later than 15 minutes prior to the school’s regular instructional day.  The length of the duty day shall not be less than fifteen (15) minutes following the conclusion of the school’s regular instructional day, unless early release is authorized by the site administrator/designee.

8.3 Full Time Equivalency Ratios

Elementary – Full Time = 100%

Elementary- Half Time = 50%

Elementary – One (1) Day Per Week = 20%

Secondary – Full Time = 100% (Based on a three (3) period day)

Secondary – One Period = 33%

Secondary – Two Periods = 67%

Secondary – Three Periods (+ Prep) = 100% (Based on a five (5) period day)

Secondary – One Period = 20%

Secondary – Two Periods = 40%

Secondary – Three Periods = 60%

Secondary – Four Periods = 80%

Secondary – Five Periods (+ Prep) = 100% (Based on a six (6) period day)

Secondary – One Period = 17%

Secondary – Two Periods = 33%

Secondary – Three Periods = 50%

Secondary – Four Periods = 67%

Secondary – Five Periods = 83%

Secondary – Six Periods (+ 2 Preps)    = 100%

8.4 Any comprehensive secondary school that has administratively determined that additional “last minute” sections/courses are needed, particularly when enrollment exceeds projections, and hiring staff for hard-to-fill sections/courses is difficult, may fill additional sections/courses using current full time (1.0 FTE) staff members under the following conditions:

8.4.1 The sections are temporary, filled as soon as possible with suitable candidates and will be limited to one semester at a time.

8.4.2 The sections may be scheduled during “zero” period, if appropriate.

8.4.3 On a voluntary basis only, current staff may volunteer for sections for which they are qualified.

8.4.4 If multiple full time staff members are interested and qualified for one of these temporary sections, yearly selections will be made on a rotating basis. If an additional temporary section is filled with a current full time (100%) staff member for a 6-period day, then additional compensation will be at 20% of his/her step placement on the salary schedule for the period of time he/she is teaching this section. If an additional temporary section is filled with a current full time (100%) staff member for a 4-period day, then additional compensation will be at 33% of his/her step placement on the salary schedule for the period of time he/she is teaching this section.  Amounts over 100% (1.0 FTE) are not included as part of STRS calculation.

8.5 Instructional schedules shall be in compliance with SB813 and Trailer Bill funding guidelines.

8.5.1 All staff at the middle and high schools shall be provided a weekly opportunity for common planning time (CPT). CPT is designed to permit staff the opportunity to implement the programs connected with restructuring activities, to coordinate WASC activities, plan, develop, and implement the latest research guidelines for best practices, and to provide articulation among Middle Schools and High School departments to develop instructional continuum. The length of the common planning day will not exceed the number of minutes in a regular school day. CPT at the high school levels will include regular staff, division, WASC, and collaboration meetings.  (Executive Council meetings will not be included in CPT.) Meetings held outside of school hours henceforth will be on a volunteer basis, unless unforeseen circumstances require such a meeting. CPT at the middle school levels will be utilized to incorporate ideas from the latest research on middle school instruction, allow time for teachers to plan collaboratively, and do other activities as needed to improve school functioning, and shall, based on consent by both the site administrator and middle school staff, include periodic or regular staff meetings. At the high school level, a minimum day will be scheduled for the Back to-School Night and Open House if either is scheduled. Every attempt will be made to schedule a minimum day whenever teachers are required to attend similar after school activities. At the middle school level, the sites will determine day placement. Teachers will be given relief from either the fifteen (15) minutes before school of the fifteen (15) minutes after school contract requirement as a compensation for the longer work week requirement of CPT.

8.5.2 Currently, middle schools use either a six, seven, or an eight period “academic” class schedule with an additional Homeroom/Advisory period. For the “typical” six academic periods, Article 10.1.1 is still in effect where there is a maximum of 175 daily student contacts for academic classes and a maximum of 200 daily contacts for the P.E, and elective classes. The Homeroom/Advisory period is designed to foster close personal relationships with students to develop social and academic skills as described in Chapter 5, page 100, in Taking Center Stage, the California Department of Education Guide for Middle Schools.  It is shorter than other periods. It is not graded. It does not include a required curriculum.

8.5.3 High School Advisory – Advisory at the high school level (Vista del Lago Advisory, Folsom High School PAWS, Cordova high School Lancer Advisory, and Kinney High School Homeroom) shall not result in an additional preparation or increased duties for teachers.

8.6 Librarians shall be on duty fifteen (15) minutes more than the daily hours required of the District’s classroom teachers in 8.2.  Specific hours and work locations for employees in these positions shall be determined by the administrator.

8.7 Psychologists shall be on duty a minimum of sixty (60) minutes more than the daily hours required of the District’s classroom teachers in 8.2.  Specific hours and work locations for employees in these positions shall be determined by the administrator.

8.8 It is recognized that employees’ duties and responsibilities can continue beyond the normal workday.  Examples of duties for which employees may be assigned are:

Student supervision (Secondary)
District or school level in-service
Faculty meetings
Parent conferences
Back to school nights
Open House

8.8.1 Site administration will schedule after school meetings and evening events in a reasonable fashion, so as not to have too many commitments in any given week. Adjunctive duties will be distributed in a fair and equitable way, giving teacher preferences first consideration. An adjunctive duty is an unpaid assignment related to the school site that typically occurs outside the instructional day (by way of illustration, and not limitation, this includes CAC, FCEA rep, PTA, etc.)

8.9 Each full time employee shall have a continuous duty free lunch period, each working day, of not less than thirty (30) minutes.

8.10 Employees may not be involuntarily assigned to perform duties listed on the extracurricular assignment pay schedule; however, once such an assignment has been accepted, it must be fully completed.

8.11 Elementary Prep (K-6)

8.11.1 A minimum of sixty (60) minutes per week of preparation time will be provided for self-contained classroom teachers in grades K through 6.

8.11.2 Commencing with the 2008-2009 school year, a minimum of forty (40) additional minutes per week will be provided for each self-contained classroom teacher in grades 3 through 6.  If Class Size Reduction is restored to 3rd grade, the 40 additional minutes of elementary prep will be provided for grades 4 through 6.

8.11.3 Guidelines for elementary prep time Definition: Prep time is a professional time to prepare for teaching, communicating with parents, collaboration, etc. Prep time is not for personal business. Should a teacher need to leave the campus, he/she must notify the site administrator/designee. Curriculum The original 60 Minutes The three (3) curriculum areas to be considered are music, art, and physical education. Any curriculum change and appropriate staff notifications must be completed prior to March 1st of the school year. The Additional 40 Minutes The District shall determine the curriculum for the additional 40 minutes provided to 4-6 classroom teachers. Minutes Per Week: A minimum of 60 minutes per week of prep time will be provided for each self-contained classroom teacher in grades K through 3. Self-contained classroom teachers in grades 4-6 shall receive 100 minutes per week.  This assumes a five (5) day work week. The District will establish and maintain a ratio of 1:24 – one elementary specialist teacher for every 24 eligible teachers (regular, newcomers’ class, and self-contained SDC) for the original 60 minutes. The ratio for the additional 40 minutes shall be 1:32. If, at a particular school site, this ratio is inadequate to provide the elementary prep time in the allocated amount stated above, then adjustments will be considered on a case-by-case basis. Specialists that travel to multiple sites will be scheduled to no more than nine sections each day, or the number that will allow adequate travel time. All other contract language on class size applies to specialists. School/Site Decision Making: As a new elementary school opens, those classroom teachers at each school will come to consensus regarding the subject area(s) to be covered by the specialist teacher.  If a specialist teacher teaches at more than one site, consensus between schools will determine the subject area(s) taught by the specialist. Notification will be made to the Personnel Department. Article does not apply to the additional 40 minutes for self-contained classroom teachers in grades 4-6. Special Classes/Aides: Each SDC class at the school site may be combined with an appropriate regular class based on IEP and in consultation with the site administrator.  The SDC class at Reymouth will be an exception. The specialist teacher assigned to Cordova Villa will cover the SDC class at Reymouth as a separate class. All SDC aides must go with the class during the SDC teacher’s prep time to assist with the SDC students. Newcomers’ class teachers will be scheduled for prep time just as a regular classroom teacher is scheduled. Aides who are scheduled to the newcomers’ class during prep will remain with the class to assist the teacher providing prep time. Support personnel who do not teach self-contained classes do not receive prep time (speech pathologists, psychologists, resource specialist program teachers, ESEA resource teachers, etc.). ESEA aides, Bi-lingual aides, etc., who are assigned to a class during that teacher’s prep time will remain with the class to assist the specialist teacher. Scheduling of Classes: Specialist teachers will develop a schedule which allows each classroom teacher in grades K-3 a minimum of 60 minutes per week and each classroom teacher in grades 4-6 a minimum of 100 minutes per week.  Site administrators will review and approve the schedule. Schedules for minimum and super minimum days must also be developed, as prep time will occur according to a pro-rated shortened schedule, except specialists that travel to more than one school on a single day. The prep time schedule will be developed first and take priority over individual classroom schedules and all other schedules except music and universal access. Prep time will not be scheduled during a classroom teacher’s recess or lunch period.  (The bell schedule may need to be modified to accommodate the prep schedule. Someone will be scheduled for prep time throughout the teaching day, from beginning to end, in most cases.) Recommendation:  Perhaps the best time to schedule prep for the SDC teacher is when the greatest number of students are already mainstreamed.  That way, the least number of SDC students will join an appropriate regular class. All SDC aides must go with the class during the SDC teacher’s prep time to assist with the SDC students. If a teacher’s prep time falls on a holiday or non student day, the prep time for that day is not rescheduled. Prep schedules will not be changed for individual teacher needs (i.e., field trips, classroom teacher absence, special programs.) Teachers assigned a Monday or Friday prep time schedule during one school year will not be scheduled the following year for a Monday or Friday schedule. Monday-Friday prep time schedules need to rotate through staff members for equity because of the number of holidays and non student days which fall on Mondays or Fridays. (This does not mean that schools with staff turnover always assign the newer teachers to a Monday-Friday schedule and senior teachers never take a turn at a Monday or Friday schedule.) Specialist teachers will be selected and ready for prep to start by the first day of school.  Classroom teachers and specialist teachers may mutually agree when to start prep at a later date.  As adjustments in the number of classes assigned to school are made, schedules will be adjusted. Recommendation: That classroom teachers and specialist teachers work jointly to establish clear expectations and procedures for students. Specialist Teachers: The specialist teacher is responsible under the FCEA teachers’ contract to be at his/her site for work fifteen (15) minutes before and fifteen (15) minutes after the students’ instructional day.  Part-time specialist teachers will add fifteen (15) minutes before and after their prorated day. Specialist teachers will not be scheduled for any recess/bus supervision duties. Should an emergency situation arise, specialist teachers may be assigned supervision duties on an equitable basis. Specialist teachers will have the same number of minutes, not to include transition time, for lunch and recess breaks as the classroom teachers at the site. Specialist teachers will coordinate with site administrators to attend an equitable number of staff meetings, non-student in-service days, District in-service days, etc., comparable to regular classroom teachers. Specialist teachers who are assigned to YRE schools will work an equivalent number of teacher days as a classroom YRE teacher, with the option of extending up to a total of 228 teaching days. A substitute will be secured if the teacher does not opt to extend his/her contract. The specialist teacher is responsible for short-term and long-term planning and lesson planning comparable to classroom teachers. When the specialist teacher is absent, substitutes will be secured in the same manner as for a regular classroom teacher.  When a full day substitute is secured for a less than full time specialist teacher, the site administrator will assign the substitute teacher responsibilities for a full day of work. During assemblies or special programs that interrupt the regular schedule, the specialist teacher is responsible for the students of his/her assigned class at that assembly, etc.  The classroom teacher receives prep time. The site administrator is responsible for the evaluation of non-traveling specialist teachers.  If a specialist teacher teaches at more than one site, those administrators need to determine each year which one is the primary evaluator, with input from the other(s).  Each administrator will share the observation portion of the evaluation. Specialists assigned to multiple sites with a district-wide administrator may be evaluated by the administrator. Specialists who travel between sites will have fewer classes based on travel time. Timeliness: Each classroom teacher is responsible for delivering the students at the scheduled time to the specialist and being ready to receive his/her students at the end of the prep schedule. Should tardiness occur, lost prep time is not made up. Each specialist is responsible for receiving and returning the students to the classroom teacher at the scheduled time. Supplies and Equipment: Supplies and equipment for specialist teachers providing prep time are funded through the site’s budget and any other monies available to that school (SIP, PTA, grants, etc.) Monies should be budgeted for specialist teachers using the same process as for classroom teachers. Facilities: Priority usage of the multi, playground areas, and equipment for the specialist should be coordinated and calendared in advance. Site administrators shall develop a “rainy day” plan for specialist teacher use of facilities. School sites shall provide access to a computer, and attempt to provide a desk and identified work area for the specialists. Schools need to provide a safe place for the specialist teacher to keep personal effects. Appropriate and safe storage will be provided for instructional materials. The classroom teacher may choose to work in the classroom during their prep time.

8.12 Secondary Prep (7-12)

8.12.1 At the Secondary level, a full-time teacher will be provided a scheduled prep period equivalent to five class periods each five-day week.  Full-time teachers on an eight-period A-B block schedule shall be provided, whenever possible, a scheduled prep period each day.

8.12.2 It will be the District’s responsibility to assign someone to make a reasonable effort to obtain a substitute when requested for •-day or full-day teacher’s absence, in lieu of utilizing teachers on prep time to cover these absences.

8.12.3 Administrators may assign teachers to cover classes during their prep period as long as this is done in a fair and equitable manner.

8.13 Secondary Supervision (7-12)

8.13.1 At the secondary level (grades 7-12), paid, non-adjunctive student supervision beyond the normal workday shall be on a volunteer basis provided that if sufficient volunteers are not forthcoming at a particular school, the principal or designee may assign such supervision.  Such assigned supervision shall be made in an equitable manner at each location. Teachers may trade supervision assignments with each other if both parties agree to the exchange. The responsibility to communicate the change and to ensure coverage remains with the assigned teacher.

8.14 Teacher Visitation

8.14.1 Professional visitations to another site will be on an as needed basis as determined by the site administrator.

8.15 180-Minute Minimum Day – End of each trimester for elementary (1 – 6)

8.15.1 The elementary student school day (grades 1-6) will be increased by two (2) minutes to allow a minimum day at the end of the 1st, 2nd,  and 3rd trimesters. The minimum days will be within two (2) days prior to, or following, the end of the trimesters. This time will be used to prepare for Parent-Teacher conferences and to complete grading and report cards.

8.15.2 Kindergarten teachers will be allowed up to five (5) 180-minute minimum days each school year. These minimum days will be used to prepare for Parent-Teacher conferences, conference with parents, and prepare report cards… Since kindergarten conferences do not coincide with the end of each school calendar trimester, Kindergarten teachers will be allowed to use these days based upon individual school needs for kindergarten conferences and report cards. Scheduling of parent conferences (either in November or January) will be determined and coordinated by the site administrators based upon consultation and input from teachers to meet individual school kindergarten program needs.

8.16 240-Minute Minimum Days

8.16.1 The elementary student school day (grades 1-6) is increased to allow ten (10) 240 minute days.  The middle school student school day (grades 6-8) and the highschool student day (grades 9-12) are increased to allow seven (7) 240-minute minimum days.  The middle and high schools may have one additional minimum day (total of eight) if the annual instructional minutes are maintained and if the additional day is used for an Open House.  These minimum days are to be used for, but are not limited to: Back-to-school night preparation; open house preparations; parent teacher conferences; and final exams.

8.17 IEP Meeting Attendance

8.17.1 When unit members are required by law to attend IEP meetings: The District will make every reasonable effort for IEP’s to be scheduled and completed during the unit member’s contract day. Every attempt will be made to schedule a student’s IEP team meeting at a time that is mutually convenient for the parent/guardian and school staff. The District shall make every effort to provide substitute teachers for unit members to attend IEP meetings. Unit members shall contact the IEP chairperson if that member cannot attend a scheduled IEP. Unit members shall not be required to attend IEP meetings on their days off.

8.18 Elementary Supervision Time

8.18.1 Elementary supervision is based on the number of K-6 regular classroom teachers at each school site times 16 minutes per teacher.  Daily hour allocation will be calculated and provided to school sites prior to the start of each school year. Kindergarten teachers shall be entitled to one (1) daily relief period of not less than 15 minutes.

8.19 Overnight Field Trips/Extended Workday

8.19.1 A staff member who accompanies students on an overnight field trip and is responsible for students beyond the regular instructional day will be released 15 minutes after the students return to school and leave for home.  If that school day has ended, however, the staff member will be released when all students are safely off campus.