[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6076744,"mediaKeyId","2968021-9400520c80ea5b9d72d3497a31703cf3","parentId",2968021,"title","Committee approves technical changes: parental leave wording and supervisor approval for extracurricular pay adjustments","audioSeconds",331,"startMs",4223000,"endMs",4554000,"viewUrl","/Search/View?dp=1&key=2968021-9400520c80ea5b9d72d3497a31703cf3&start=4223&end=4554","thumbnailUrl","https://assets.pipeline.soar.com/2968021-9400520c80ea5b9d72d3497a31703cf3/thumbnail_4223000.jpg","articleUrl","/articles/6076744/Idaho/Committee-approves-technical-changes-parental-leave-wording-and-supervisor-approval-for-extracurricular-pay-adjustments","mediaUrl","https://secure.pipeline.soar.com/6076744-92b3c8cd25a89c0ed0938215cfed91b1/orig.mp4?Expires=1771004274&Signature=W96NcdGNpk0VKyDX8s1Rb2A7eskEZB6iLslS6xH2p9iv86jnv18fCdwxEYSpEahkO-lP36XZ5jIAoqVE4NGHbfS9MhSZS-tPJx7qQaAfL7eFiOslrhV9tiCuGtUKyvWXDttNKPMTgb7kgb09t5evmsmziktIAzZ1cwvs-qr9IgSKE0MM~vuQl5MbyMCxxR1XZNVUfkohTuAlXTyCtIpGiK2ifMDj0coOuGrZVVBxZgK3qvdx4l6ajHs8xtSX3ZeusqDWTpN8mVyuitPG~NlEzZ9qHQpjbBzI6McT2yqUn4H4c3uE9vdGrQDX0mPdGZmAP-gPeJ-j6vtUW9kLPRhk-w__&Key-Pair-Id=KUT5TJCACFTXG","author","Moscow School District","date","2025-04-12T08:34:06.117Z","article","Moscow School District negotiators agreed to two technical edits to the negotiated agreement and asked staff to return formal wording for committee review.

Parental leave: Committee members approved changing the parental leave clause on page 15 from ''should'' to ''must'' so that the five days of full pay allowed for the birth or adoption of a child are treated as an automatic, primary leave type rather than permissive language. Staff will bring a clean redline of the exact text to the next meeting.

Extracurricular pay and notification: The committee reviewed the extracurricular compensation schedule and corrected a drafting typo (change to 'not to exceed'). Members also directed staff to add a sentence making the superintendent the approving authority for proposed adjustments and to require notification of affected employees prior to approval. The committee asked staff to return an amended draft that includes the corrected phrasing and the added sentence; it also instructed staff to identify and add middle‑school swimming and middle‑school girls wrestling lines to the activity pay schedule and to confirm percentages for those positions.

Members emphasized that the intent is to ensure transparency: if a coach or program sponsor seeks an adjustment, the superintendent will approve any change and the affected staff will be notified in advance of the action.

Ending: Staff will circulate a redlined negotiated‑agreement excerpt for parental leave and extracurricular pay before the next committee meeting and will supply the missing percentage figures for the newly proposed middle‑school entries.","mediaType","Video","parentTitle","April 10, 2025 - Interest-Based Bargaining (IBB)","oneSentenceSummary","Negotiators endorsed a technical change to parental‑leave wording and directed staff to refine extracurricular pay language so the superintendent must approve changes and notify affected staff prior to approval; additions to extracurricular listings were also requested for middle‑school swim and girls wrestling.","taxTitle","Moscow School District, School Districts, Idaho","taxId",49337,"location","Idaho","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6076749,"Negotiators direct staff to draft white paper on flex time and comp‑time guidelines",2845,6228000,9073000,"/Search/View?dp=1&key=2968021-9400520c80ea5b9d72d3497a31703cf3&start=6228&end=9073","https://assets.pipeline.soar.com/2968021-9400520c80ea5b9d72d3497a31703cf3/thumbnail_6228000.jpg","/articles/6076749/Idaho/Negotiators-direct-staff-to-draft-white-paper-on-flex-time-and-comptime-guidelines","https://secure.pipeline.soar.com/6076749-976ef86bed5b98d6a00ad81ec6ad82cd/orig.mp4?Expires=1771004274&Signature=mNooQDqxIRakFEzESywf7seG5Iz7j9IsOg-B29P1RDx3A8y12WZMzWzZs3tlIsvg0SMtgPMbZbdGNNIRD8Fe4Tih4uOtPcGfgvvHL5TG1LqNvtF86PHkGwB0hdP~ZesK-tMFOid3qMR2P7ccsQv7N1AbUPRQRNpa7NnjqU4NMldQN9HCcCkmw-UOb5BxPv1CJ-1zRPSxi4SLsmBT-HryfLyuFc2KBO0JpLfpeqHmhP08dbaz4d-Ovy-Sdlz1yyztw-NE8L1t12cqtlCBPBCOwW2iXSoshN9hwpqWW3FS5bxSqo-37Bd87avYP1uMaB0NddFuifFrEaiPlqN4Bo6Kow__&Key-Pair-Id=KUT5TJCACFTXG","Moscow School District negotiators directed staff to draft a white paper setting district guidelines for flex time, compensatory time and communication protocols for work required outside contracted hours.

The committee said the district needs a clearer, district‑wide approach to when teachers and staff who are asked to work after contract hours (for example, IEP meetings, required parent events, or other administrative requests) may receive time‑in‑lieu, and how those arrangements are communicated to staff. Members cited inconsistent practices across buildings and grade levels and expressed interest in preserving limited flexibility while avoiding ad‑hoc outcomes that place unfair burdens on some employees.

Discussion points included:
- Distinguishing required duties (administratively requested or contractual obligations) from optional attendance (such as attending a student's athletic event as a spectator). Negotiators agreed comp‑time or time‑trading should apply when staff are required by the building administrator to attend.
- Whether the district should adopt a weekly‑hours model (hours per week) rather than a strict hours‑per‑day contract to allow limited intra‑week flexibility.
- Introducing guidelines administrators must use when they ask staff to work beyond contracted hours and how that request should be documented and communicated in advance.
- Potential caps or safeguards (for example, limiting extraordinary weeks) to avoid excessive workloads, while recognizing special‑education staff may incur additional after‑hours meetings related to IEP timelines.

Committee members agreed the topic is operationally complex and better framed first as a white paper rather than immediate contractual language. The committee chose to try a white‑paper approach for the coming year so the district can test guidelines and adjust before placing firm wording into the negotiated agreement. Negotiators asked staff to include recommended communication protocols and to account for building differences.

Two volunteers from the negotiators' group and district staff will draft the white paper; staff will return the draft for committee review before the white paper is finalized.

Ending: The committee placed the white paper on the work plan; staff will return draft guidelines for review and potential integration into bargaining language after a trial period.","Committee members directed staff to prepare a white paper recommending district guidelines on flex time, communication protocols, and duties eligible for compensated or traded time; two volunteers will help draft it.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6076752,"Moscow negotiators agree to add preschool to special-education caseload language",3649,458000,4107000,"/Search/View?dp=1&key=2968021-9400520c80ea5b9d72d3497a31703cf3&start=458&end=4107","https://assets.pipeline.soar.com/2968021-9400520c80ea5b9d72d3497a31703cf3/thumbnail_458000.jpg","/articles/6076752/Idaho/Moscow-negotiators-agree-to-add-preschool-to-special-education-caseload-language","https://secure.pipeline.soar.com/6076752-dee227972961423d9458894199f4f200/orig.mp4?Expires=1771004274&Signature=EKce1GGAOsaGFPq~w0xfNm6kUzjPpSHeg4dgWCgwW54vHefZAPGNVRVbmq717JcBaycWQwKZYFry57eOxtFuf0mqz0tPtkO85B5ovaDN~JRlAIhWkLmA1D-fgVDHs1pREsswsphrtJmnxOA0EyTHuTCUMqUkBbJVjdXdSXa84ewIwNZ62IswzXCL-T8oT9F6i6iqECXa04pYAd3RZbThToT~NUciCRoNsnf62NAoWXAUY5ugGnGcbzvy9VC1WdJYahl8gtfvf8K~6G7xdu3O04Doh3PeNeL-VMLlRDgtrosYZXZQZ~osuW8HXnFc1PDASv3U9n1gFnuhE6mMUBf7HQ__&Key-Pair-Id=KUT5TJCACFTXG","Moscow School District negotiators voted to add prekindergarten to the district's K–5 special‑education caseload language in the negotiated agreement, a change supporters said would align the preschool teacher's workload with other special‑education positions.

The committee agreed to expand the existing K–5 special‑education caseload line to explicitly include pre‑K. Supporters said the preschool teacher performs duties like a special‑education teacher, including maintaining Individualized Education Program (IEP) paperwork, coordinating therapies and IEP meetings, and providing classroom instruction across short sessions.

Negotiators said the district's preschool program serves students whose needs require substantial adult support. Committee members who reviewed the preschool teacher's description said the teacher handles both a special‑education caseload and separate teaching duties: 16 students were listed on the teacher's special‑education caseload, 22 students attend district preschool sessions in two half‑day sessions, and a total of about 30 students were said to be served districtwide when part‑day speech‑only students and three Head Start placements are included. The preschool classroom is staffed with one full‑time para and an additional 1:1 aide for a medically fragile student; occupational, physical and speech therapists rotate into the classroom.

Committee members discussed how the district currently applies a 1.5 weighting for students with 'significant needs' in elementary caseload calculations and whether that approach should extend to preschool. Members noted that many preschool students are on IEPs for speech‑language issues and that paper‑work and coordination demands can be similar to those in K–5 special‑education positions even when direct instructional time is part‑day.

The meeting also reviewed how preschool services are funded. Participants said the district receives federal preschool dollars (a figure cited in discussion was about $28,025 for preschool federal funds), Medicaid reimbursement for some therapy services, and general‑fund support for the classroom teacher and speech‑language pathologists. Committee members cautioned that teacher salary and total employer cost vary; during the meeting figures referenced a typical total teacher cost in the range the district uses for budgeting.

Board negotiators considered two options: (1) add pre‑K to the existing K–5 special‑education caseload line, or (2) create a separate pre‑K line with distinct caseload numbers. After discussion about the program's distinct schedule (two half‑day sessions, Monday push‑ins to community providers, and rolling enrollments as children turn age 3) and about parity with other special‑education protections, the committee chose option 1: add pre‑K to the K–5 special‑education caseload language. Staff were directed to draft the precise contractual language and return it for review.

Committee members said additional work remains: confirming which preschool students would count as 'significant needs' under the existing weighting, verifying whether the preschool teacher has been included historically in paperwork‑day calculations equal to other special‑education staff, and clarifying how Head Start placements and students who receive only speech services will be reflected in caseload accounting.

Members asked that the staff draft clarify implementation details and overage remedies already specified elsewhere in the negotiated agreement (for example, additional paperwork days and per‑student overage compensation once a caseload exceeds the maximum for a specified duration). The committee also discussed potential recruitment and retention effects if caseloads are set too high.

The committee vote: negotiators used a dot‑vote process; the board selected the option to add pre‑K to the K–5 special‑education caseload line. Staff will return draft language for the next meeting.

Ending: The committee placed the drafted contract change on the follow‑up list and asked staff to return with precise contract wording and caseload calculation examples so the parties could confirm implementation and budget consequences before final adoption.","Committee members voted to add pre‑K to the district's K'5 special‑education caseload language after a multihour discussion about staffing, service models, and funding for the preschool program.","actionData","errors"]

Article not found

Committee approves technical changes: parental leave wording and supervisor approval for extracurricular pay adjustments

Negotiators direct staff to draft white paper on flex time and comp‑time guidelines

Moscow negotiators agree to add preschool to special-education caseload language