OFFICE OF STAFF RELATIONS

RESOURCE HANDBOOK

LOS ANGELES UNIFIED SCHOOL DISTRICT

(REVISED 1999)

STAFF RELATIONS RESOURCE HANDBOOK

BACKGROUND

Introduction...................................................................................................................... 1Administration of Collective Bargaining Agreements .................................................... 2Collective Bargaining Units............................................................................................. 3

DUE PROCESS AND DOCUMENTATION

Due Process: Certificated................................................................................................ 4Due Process: Classified................................................................................................... 5Documentation: Checklist................................................................................................ 6Documentation Sample: Informal Memo ....................................................................... 7Documentation Sample: Conference Memo................................................................... 8Assistance and Guidance: Certificated and Classified.................................................... 9Conferencing Skills: Certificated and Classified............................................................ 10Certificated Evaluation Forms and Due Dates................................................................. 11Classified Evaluation Forms and Due Dates ................................................................... 12Stull and Form 1022 Evaluation ...................................................................................... 13Stull Evaluation Work Sheet............................................................................................ 15Classified and Teacher Assistant Performance Evaluation ............................................. 16

INCIDENTS AND ALLEGATIONS

Administrator’s Investigation of Alleged Incidents......................................................... 17Substitute Service Report................................................................................................. 18

GRIEVANCES

What To Do When You Receive A Grievance................................................................ 19

FREQUENTLY USED PROVISIONS OF COLLECTIVE BARGAINING AGREEMENTS

UTLA............................................................................................................................... 20Unit A (School Police)..................................................................................................... 21Unit B (Instructional Aides)............................................................................................. 22Unit C (Operations-Support Services) ............................................................................. 23Unit D (Office-Technical & Business Services).............................................................. 24Unit F (Teacher Assistants) ............................................................................................. 25Unit S (Classified Supervisors)........................................................................................ 26

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INTRODUCTION

The primary goal of the Los Angeles Unified School District is to improve studentachievement. This requires the collective effort of all District employees. It isessential that each employee provide maximum effort toward that goal and thateach employee be accountable. At the same time, the District recognizes that to beheld accountable, employees must clearly understand expectations and be given afair opportunity to succeed. This means periodic feedback and evaluation, andwhen necessary, discipline applied progressively – keeping in mind due process,employee rights under a collective bargaining agreement and establisheddisciplinary rules and procedures. This resource handbook has been developed toassist administrators and supervisors in implementing the collective bargainingagreements.

This handbook also is intended to be a guide in evaluating employee performance.It is a ready reference for management personnel in providing effectivesupervision. Additional assistance is available from Coordinators and LaborRelations Representatives in the Office of Staff Relations.

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ADMINISTRATION OF COLLECTIVE BARGAININGAGREEMENTS

The role of the site administrator is essential to the effective administration of the collectivebargaining agreements, for it is usually in the day-to-day operation of a school or office thatdecisions on such matters must be made. Schools and offices are the places where the collectivebargaining agreements are interpreted and translated into practice. The various agreementsrepresent Board policy. It is the responsibility of all concerned to see that they are followed.

The site administrator is management’s representative at the school site. As such, theadministrator must interpret what an agreement actually says – no more, no less. It ismanagement’s interpretation of an agreement that is initially used. Management acts; laborreacts. In general, the employee is obligated to follow management’s directives.

In administering the agreements, it is imperative that management observe the following basictenets:

DO’s

Read, know, and follow applicableagreements.

Call Staff Relations if questions arise.

Maintain continuity and consistency of policyamong administrators and supervisorsreporting to you.

Keep full and factual written records.

Be objective and impartial.

DONT’s

Don’t negotiate at the site level.

Don’t make agreements contrary to thecollective bargaining agreement.

Don’t make exceptions for special employees.

Don’t show favoritism in imposing discipline.

Don’t grant union representative greater rightsthan set forth in the agreement.

Don’t try to sidetrack or work around theagreement.

Don’t act in a capricious, arbitrary, ordiscriminatory manner.

Don’t act based upon the union’s interpretationof the agreements.

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COLLECTIVE BARGAINING UNITS

UNITMAJOR JOB

CLASSIFICATIONSEXCLUSIVE

REPRESENTATION

AALA Principals, Assistant Principals Associated Administrators of LosAngeles (AALA)

UTLA Teachers, Counselors, SchoolPsychologists, Library Media Teachers,Nurses

United Teachers Los Angeles(UTLA)

A (School Police) Police Officers, Plant Security Aides LA School Police Association(LASPA)

B (Instructional Aides) Education Aides, Campus Aides,Special Ed. Assts., Instructional Aides,et al.

Los Angeles City and CountySchool Employees Union (Local 99)

C (Operations Support Services) Building and Grounds Workers,Cafeteria Workers, Bus Drivers, et al.

Los Angeles City and CountySchool Employees Union (Local 99)

D (Office-Technical & BusinessServices)

Office Assistants, Clerks, Secretaries California School Employees Assn.(CSEA)

E (Skilled Crafts) Carpenters, Plumbers, Electricians Los Angeles County Building &Construction Trades Council

F (Teacher Assistants) Teacher Assistants Los Angeles City and CountySchool Employees Union (Local 99)

G (School Supervision Aides) School Supervision Aides Los Angeles City and CountySchool Employees Union (Local 99)

S (Classified Supervisors) School Administrative Assts., CafeteriaMgrs., Plant Mgrs., et al.

Teamsters Local 572

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DUE PROCESS: CERTIFICATED

Critical factors in providing due process for certificated employees include PROGRESSIVEDISCIPLINE, DOCUMENTATION and UNIFORM TREATMENT.

PROGRESSIVE DISCIPLINE AND DOCUMENTATION

1. Informally remind the employee regarding performance concerns and reinforce performanceexpectations. (Refer to page 7)

2. If subsequent infractions occur, conference with the employee and issue a written warning.(Refer to page 8)

3. Notify the employee in writing that they may invite a representative of their choice if thefocus of the conference may be disciplinary.

4. Give the employee an opportunity to improve:–Provide assistance and guidance–Allow an adequate time interval. (This will vary with improvement sought.)

5. Notify the employee in writing that failure to improve may lead to a below standardevaluation, a Notice of Unsatisfactory Service or Act, suspension, or dismissal. There shouldbe no surprises.

6. Contact Staff Relations for assistance with issuance of a Notice of UnsatisfactoryService/Act, with or without suspension.

Note: Progressive steps are not necessary when misconduct is serious (e.g. , assault, theft,immoral conduct, fraud).

UNIFORM TREATMENT

1. Treat employees with similar problems similarly.

2. Enforce rules consistently and evenhandedly.

3. Support such treatment with written records.

4. Ensure treatment is not arbitrary, capricious, or discriminatory.

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DUE PROCESS: CLASSIFIED

In disciplining classified employees, critical factors in providing due process includePROGRESSIVE DISCIPLINE, DOCUMENTATION and UNIFORM TREATMENT.Administrators, with input from supervisors, should initiate and complete the discipline process.

PROGRESSIVE DISCIPLINE AND DOCUMENTATION

1. Informally remind the employee regarding performance concerns and reinforce performanceexpectations. (Refer to page 7)

2. If subsequent infractions occur, conference with the employee and issue a written warning(Refer to page 8)

3. Give the employee an opportunity to improve:–Provide assistance and guidance-Allow an adequate time interval (This will vary with improvement sought.)

4. Notify the employee in writing that failure to improve may lead to a below standardevaluation or a Notice of Unsatisfactory Service of Act, which may include arecommendation for suspension, demotion, or dismissal. There should be no surprises.

5. Contact Staff Relations* for assistance with issuance of a Notice of UnsatisfactoryService/Act for causes set forth in Personnel Commission Rule 902.

Note: Progressive steps are not necessary when misconduct is serious (e.g., assault, theft,immoral conduct, fraud).

UNIFORM TREATMENT

1. Treat employees with similar problems similarly.

2. Reinforce rules consistently and evenhandedly.

3. Support such treatment with written records.

4. Ensure treatment is not arbitrary, capricious, or discriminatory.

*Contact Cluster Facilities Specialist for Maintenance and Operations employees or PersonnelServices Manager for Food Services employees.

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DOCUMENTATION: CHECKLIST

Documentation provides written confirmation that due process with the employee has beenfollowed.

Remember: IF YOU DIDN’T WRITE IT, IT DIDN’T HAPPEN!!

DOCUMENTATION CHECKLIST

_____ Record the observable, specific behavior promptly, while it is still fresh in your memory.

_____ Include the date, time, and location of the incident(s).

_____ Specify the action taken by administrator.

_____ Name the person(s) involved.

_____ List the specific performance standards expected or violated.

_____ Identify specific rules or regulations violated. Appropriate evidence and additional itemswhich can be helpful are:

. Firsthand observations, dated and documented.

. Specific school rules and/or policies provided to employee.

. Attendance records, calendars, bulletins, appropriate provisions of bargaining agreements.

_____ Record the impact of the action or behavior on the employee’s total work performanceand/or the operation of the school or office.

_____ Note the employee’s reaction/responses to your efforts to modify the behavior.

_____ Explain and document consequences for failure to improve.

_____ Provide a copy of conference memo and other materials related to the employee’sperformance to employee. If classified, have employee sign for receipt of such.

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DOCUMENTATION SAMPLE: INFORMAL MEMO

This note is an example of an informal way to document a concern with an employee andperhaps eliminate the need for more formal action.

Date:

Dear Pat:

Thank you for meeting with me yesterday. I understand your frustration when students do notfollow your oral directions, however there are some strategies you can use when this occurs.

The following are strategies you agreed to implement:

. Count to ten (to yourself)

. Lower your voice rather than raise it.

. Close the distance between you and the student.

I appreciate your willingness to have a follow-up conference in two weeks to discuss yoursuccesses.

Thank you for your cooperation.

Sincerely,

S. ChavezPrincipal

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INTER-OFFICE CORRESPONDENCE

TO: Name DATE:Title, E.N.

FROM: NameTitle

SUBJECT: CONFERENCE OF ____________________(DATE)

This is to summarize our conference held on________________(date). Also in attendancewere ____________________________________(name/s).

I During the conference, the following items were discussed:•Specific description of behavior or event observed or reported. Include date, time,location and potential effects. (THESE MAY LATER BECOME CHARGES.)

II During the conference, you stated the following:•(set forth employee statements significant to the issue.)

III During the conference, I offered you the following assistance and guidance:

•(Be specific! Avoid generalizations.)

•Include the names of publications given to the employee, opportunities to visitother locations to observe the work of others, names of individuals who will assistthe employee, etc.

IV During the conference, you were directed:*

If you wish to respond to this memo, please do so in writing by (date).**My signature below confirms that I received a copy of this memo.***

DOCUMENTATION SAMPLE: CONFERENCE MEMO

This memorandum summarizes the conference. It should be concise and complete, and forcertificated employees, issued within four working days following the conference.

* To be used only when appropriate.……………………………** Be sure to allow at least four working days for response. *** For employees in Units B, C, F and S, supervisors must obtain employee’s signature or that of a witness.

Note: If you feel the incident/act may result in disciplinary action, consult with Staff Relationsbefore issuing conference memo.

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ASSISTANCE AND GUIDANCE: CERTIFICATED AND CLASSIFIED

GENERAL DISTRICT PUBLICATIONS

. Board Rules, Memoranda, Reference Guides, Bulletins, Policies, Code of Ethics

. District publications

. Handbooks (Certificated and Classified)

. Job Desriptions

. Reference books

. Various Collective Bargaining Agreements

ASSISTANCE RELATED TO JOB DUTIES

. Classroom Demonstrations . State Frameworks

. Observation of classroom environment . Courses of Study

. Observation of classroom management . Paraeducator Career Ladder (Units B, F)

. District workshops, conferences . Tuition reimbursement (Units B, C, C, S)

. Lesson Planning

. Mentor Teacher

. Professional literature

. Professional Organization workshops

. Staff, Grade-Level, Department and/or Professional Development meetings

. Community adult school/college/university classes

. Use of District/local school resources

. Visits to other classrooms

. Visits to other work sites

MEDICAL

. Availability of Employee Assistance Program

. Employee Medical Services

. Formal Leave, including Family Care Leave

DOCUMENTATION

. Informal communications

. Conference memos

. Performance evaluation

. Records (e.g… Sign-in/out, work samples, etc.)

. Meeting attendance sheets

. Previous discipline (if any)

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CONFERENCING SKILLS: CERTIFICATED AND CLASSIFIED

ADVANCE PREPARATION

1) Think through what you want to accomplish:. Take into account the employee’s personality and needs.. Determine what you would like the employee to do differently.. Determine the effect the discussion will have on the employee’s morale.. Consider what materials, advice, suggestions you might provide for assistance.. Be prepared to focus on issues, rather than on personalities.. Anticipate how the employee might react to your suggestion(s).

2) Make sure you have all of the facts:. Rely on factual information rather than hearsay.. Have statements and records to support your position.

3) Prepare a draft conference memo in advance to use as a script.

4) Arrange a time and place for the conference:. Schedule the conference with minimal impact on the employee’s work schedule.. Meet in a place which is private and fee of interruption.. Provide sufficient time for the conference.

5) Issue a summary of conference with 4 days for certificated or as soon as possible forclassified.

DURING THE DISCUSSION

1) Use the conference memo draft to keep you focused and on task.

2) Be specific and constructive in your comments:. Encourage the employee to make suggestions for improvement.. Offer specific suggestions for improvement.. Discuss weakness in behavioral terms. Be factual and objective.

3) Make the discussion a two-way process:. Listen for what the employee says and for what is not said.. Encourage the employee to express feelings; do not show disapproval when this happens.

4) Provide Assistance and Guidance and follow-up:. Make a plan with the employee for correcting weaknesses.. Set specific objectives and let the employee know what help will be provided.. Set a date for further discussion.. End the meeting on a positive, friendly note.. Issue conference summary.

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CERTIFICATED EVALUATION FORMS AND DUE DATES

Employee Evaluation Form Due Date

1. Principal, Assistant Principal. Probationary 98.39.1 May 10, every year. Continuing 98.39.1 May 10, every other year

2. Classroom Teacher. Permanent 98.32 Every other year* @. Probationary 98.32 Every year* @. Intern/Teacher Trainee 98.32 Every year* @. Temporary Contract 98.32 Every year* @

3. Classroom Teacher. Provisional 1022 May be issued at any time. Extended Status Sub. 1022 or the end of each semester. Probationary, Conditional, or 1022 if Less Than Satisfactory. Temporary Contract assigned after March 1

4. Classroom Teacher, Children’s Center. Probationary 98.32 Every year* @. Permanent 98.32 Every other year* @

5. Nurse, Counselor, PSA andSchool Psychologist

. Probationary 98.39 Every year* @

. Permanent 98.39 Every other year*

_________________

* At the discretion of the administrator or supervisor, employees may be evaluated more frequently than notedabove; any employee who receives a needs to improve should be considered for re-evaluation the followingyear. Staff Relations should be consulted

@ Not less than 30 calendar days before the employee’s last regular scheduled work day.

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CLASSIFIED EVALUATION FORMS AND DUE DATES

Employee Evaluation Form Due Date

1. Clerical, Custodial, Classified Special Education. Preliminary Probationary 8251 2nd month. Final Probationary 8252 4th month. Permanent 80.22 Yearly*#

2. Education/Campus or Children’s 80.22 Yearly*# Center Aide (Permanent Only)

1. Cafeteria. Probationary 8251(Prelim), 8252(Final) 2nd month, 4th month. Permanent Worker/Cook/Clerk 38.146 Yearly*#

4. Teacher Assistant PC TA5291 Yearly*#

5. Classified Supervisors. All Probationary 8251 (Prelim), 8252 (Final) 2nd month, 4th month. Cafeteria Manager 38.145 Yearly*#. School Administrative Assistant 80.22 Yearly*#. Plant Manager 80.22 Yearly*#

6 School Police 80.22 Yearly*# (School Police Supervisor initiates process)

______________________

* At the discretion of the administrator or supervisor, employees may be evaluated more frequently than notedabove. Staff Relations (or the Cluster Facilities Specialist for M & O or the Personnel Services Manager forFood Services) should be consulted.

# Except for non-supervisory clerical, not less than 20 working days prior to end of the employee’s assignmentfor the year.

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STULL AND FORM 1022 EVALUATION

The purpose of the evaluation process is to provide assistance and guidance to certificatedemployees in their efforts to improve their performance and thereby directly or indirectlyimprove student achievement. Evaluation is a positive process to assist employees and is notdisciplinary in nature.

The following checklist should be helpful in carrying out the evaluation process:

INITIAL PLANNING

____ Inform employees who will be evaluated. Use the worksheet on page 15 to assist you.

____ Provide Initial Planning Sheet (IPS) and Work Copy and explain the complete StullEvaluation Process (Initial Planning Sheet, observations and conferences) to thoseemployees.

____ Ensure that employee has submitted Initial Planning Sheet (IPS) by the end of the sixthweek.

____ Hold an Initial Planning Conference to review and approve Initial Planning Sheet (IPS)and criteria to be used in Final Evaluation Report by the end of the 8th week.

____ Schedule classroom observations (specific dates and time).

POST-OBSERVATION CONFERENCE AND SUMMARY MEMO

____ Identify the positive behaviors.

____ Identify specific deficiencies, e.g., not “ineffective learning environment” but “twostudents were drawing pictures, Jane D. was punching Juan B., bulletin boards havedisplays dating back five months.”

____ Provide ongoing specific assistance, enlist the help of school-based personnel, MentorTeacher, Cluster/Division advisers, and/or provide release time to observe.

____ Document the conference with a conference summary memo. Give the employee a copywithin four working days of the conference. (Refer to page 8)

____ Allow sufficient time for improvement.

____ Repeat observation and post-observation conference as appropriate.

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POTENTIAL BELOW STANDARD PERFORMANCE EVALUATION

____ Identify employees who are having difficulty as early as possible and immediatelyconsult with your Staff Relations Coordinator.

____ Inform employee verbally and in writing of below standard performance and possibleconsequences.

____ Hold conference to warn employee that he/she is in danger of a below standard orless than satisfactory evaluation as soon as it becomes evident.

____ Continue to observe, hold conferences, provide conference memos and assistance andguidance.

____ Schedule conference to discuss and issue Final Evaluation Report by applicable deadline(listed on page 11).

____ If Final Evaluation Report is “Below Standard Performance,” consult with a StaffRelations Coordinator for advice in preparing the required attachments.

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SAMPLESTULL EVALUATION WORKSHEET

School Year_________________

EmployeeName *Evaluator

Employee’sTrack Status

IPS WorkCopy Distr.

Date IPSSubmitted

Date ofConferenceIPS Signed

ObservationDates

**Post Observ.Conference

Summaries toEmployee

Final Eval.Issued

________________________* APSCS can only evaluate teachers if he/she possesses an administrative credential.** Required for identified problems and for Below Standard or Needs to Improve ratings.

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CLASSIFIED AND TEACHER ASSISTANTPERFORMANCE EVALUATION

Fair and timely performance evaluations are an essential part of any sound program of personnelmanagement. It is the responsibility of management to communicate to classified employees theexpected level of performance, to document the extent to which established standards have beenmet, and to provide appropriate assistance and guidance. Evaluation is a continuous process;therefore, the evaluation should reflect performance over the entire rating period. Discussingdeficiencies with the employee as early as possible provides the employee time to correct theproblem prior to receipt of the formal evaluation.

EVALUATION PROCESS

• Evaluations must be completed by a supervisor or administrator;, not a bargaining unitemployee. (Teachers, including Coordinators, may not evaluate paraprofessionals; however,they may provide input.

• For permanent employees, an evaluation may be issued at any time; however, one is requiredat least annually. See page 12 for evaluation deadlines

• For probationary employees, at least two evaluations (preliminary and final) are required;these should be issued at the 2nd and 4th month, respectively.

• Only employees in permanent or probationary status are evaluated; temporary and substituteclassified employees do not receive formal evaluations. Restricted employees receive a“promotability evaluation” as part of the process for becoming unrestricted, i.e., permanent.

LOWER THAN “MEETS STANDARD”

• Whenever it appears that performance problems are developing, supervisors/administratorsare encouraged to contact Staff Relations (or the Cluster Facilities Specialist for Maintenanceand Operations employees or the Personnel Services Manager for Food Services employees.)

• Discuss deficiencies with the employee as early as possible allowing the employee time tocorrect the problem.

• If any category is rated lower than “meets standard” each of the following must beaddressed:

- statement of problem - suggestions as to how to improve- desired improvement - provisions for assisting the employee

• Performance evaluations may be appealed to the Cluster Administrator/Division Head if theemployee disagrees; only alleged procedural violations are grievable.

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INCIDENTS

Note: You are encouraged to contact Staff Relations regarding investigations of allegedincidents.

PROCEDURES

Note: For Suspected Child Abuse Cases, you must first obtain authorization from the localpolice agency to handle administratively before you begin the investigative process.(Refer to District Bulletin No. Z-10, Child Abuse—Reporting)

1. Determine type of alleged incident and refer to appropriate bulletin [for example, No. S-11, Act of Violence, or No. A-3, Sexual Harassment Policy-Employees] for proceduralinformation.

2. Identify participants and witnesses, if any. Interview participants and witnessesindividually as soon as possible after the report of the incident. Ask witness to specify:

. what he/she saw

. what he/she heard

. when incident occurred

. who was involved

. where incident took place

. where he/she was in relation to incident

. Names of other potential witnesses

3. Secure written statements from all parties in a timely manner while details are still clear.Inform the witness that his/her statement may be provided to the alleged perpetrator.Each statement should be in the participant’s/witness’s own handwriting, if possible,signed and dated. Ensure the statements include what was specified in #2 above.

4. Review all information gathered, including written materials, objectively.

5. Discuss options with Cluster Administrator and/or Operations Administrator to determinecourse of action to be taken.

6. Hold an investigative conference with the employee and follow with summarymemorandum.

7. Destroy materials if the investigation indicates the allegation lacks substance and/orplausibility.

ADMINISTRATOR’S INVESTIGATION OF ALLEGED

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SUBSTITUTE SERVICE REPORT

CLASSSIFIED

If the substitute’s service is inadequate, you may call Classified Personnel to immediatelydiscontinue the substitute’s services. File a Classified Substitute Report (PC 5310) as soon aspossible, and provide specific comments.

CERTIFICATED

The Certificated Day-to-Day Substitute Report [Form 1080-11 (10/96)] is used to report bothcommendable and inadequate substitute service. If the substitute’s service is inadequate, theadministrator must first investigate the allegations. The administrator should make every effortto contact the substitute before issuing the Substitute Report. The Report must be filed within10 working days of the incident.

Reminders:

• If a conference does not take place while the substitute employee is still on site, contact maybe made by telephone or letter or both. (See below.) Document all efforts to contactemployee, e.g., calendar, telephone log, etc.

• Complete the Day-to-Day Substitute Report [Form 1080-11 (10/96)].

• If the employee is not present, SEND BY CERTIFICATED MAIL AND REGULAR U.S.MAIL with a request for receipt. Attach a cover memo to the Report indicating either theunsuccessful attempts to contact or a brief summary of face-to-face conference.

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WHAT TO DO WHEN YOU RECEIVE A GRIEVANCE

When you receive a grievance, the following steps should be taken:

1. READ the grievance carefully, including the allegedly violated contract provisions.

2. CALL Staff Relations* immediately to make certain they are informed about thegrievance and has a copy of it. (Note: Staff* will work closely with you from this pointforward.)

3. REMEMBER that from the time a grievance has been filed until it is finally resolved,neither the Union, the District, nor the grievant shall make public the grievance orevidence regarding the grievance.

4 ARRANGEMENTS for a Step One meeting will be by Staff Relations* within thecontractually prescribed time. Normally those in attendance at the Step One meeting arethe respondent (administrator/supervisor), grievant, union representative, and StaffRelations representative.* The Step One respondent should not contact the union or thegrievant directly.

5. GATHER all documents and information prior to Step One meeting and be prepared toconsult with Staff Relations.*

6. HOLD Step One meeting as arranged by Staff Relations.*

7. WRITE a response to Step One meeting with assistance from Staff Relations.*

If grievance is not resolved at Step One, the grievant may request a Step Two meeting withappropriate Cluster Administrator/Assistant Superintendent.

If certificated grievance is not resolved at Step Two, the union and grievant may submit thegrievance to arbitration.

If classified or TA grievance is not resolved at Step Two, the grievant may request a Step Threemeeting with the Deputy Superintendent or designee. The union and grievant may submit thegrievance to arbitration if not resolved at Step Three.

The decision in arbitration is final and binding on all parties.

* For grievances filed by custodial or food services staff, contact the Cluster Facilities Specialist(Maintenance and Operations) or Personnel Services Manager (Food Services), respectively.

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FREQUENTLY USED PROVISIONS – UTLAArticle Section(s)

Absence Notification XII 6.0Access, to Telephone, Restrooms, and Parking XXXI 12.0Bereavement XII 9.0Class Size, Arbitration Procedures XVIII 1.6Class Size, PHBAO Class Averages XVIII 3.1,3.2Class/Subject Assignment IX 6.1Conferencing and Documentation X 5.0Counselors, Assignment XXXI 1.0Critical Material X 9.0Department/Grade Level Chairpersons/Selection XXXI 2.1Determination of Grades XXV 3.0Displacement-Overteachered Schools XI 6.0Election of Dean/Coordinator XXXI 14.0Elementary Supervision Time IX 7.5Establishment of Objectives X 4.0, 4.1Final Evaluation Report X 6.0Half Time Leaves XII 21.0Industrial Injury or Illness XII 13.0Lesson Plans IX 4.1Matrix IX 6.1Meetings IX 4.3Mentor Teachers, Duties and Responsibilities XXVI 7.0, 7.1Notice of Schedule Changes (yr) XXII 5.0Other Professional Duties IX 4.0Personal Necessity XII 14.0Preparation Period IX 6.0,7.0Public Reprimands X 11.0 (d)Pupil Free Days IX 4.4Reasonableness IX 4.2

Reciprocal Coverage XII-A 10.0Reduction in Force-Order of Termination XIII 3.0Registration Advisers XIV 27.0Released Time V 3.0Replacement Pay XIV 28.0Roving Teacher XXII 11.0, 12.0Safety XXVIII 1.0Salary Differentials XIV 24.0Schedule of Activities XXVII 2.4 (b)Shared Decision-Making and School-Based Management XXVIISign In/Out Procedures IX 2.0Student Suspensions XXIV 2.0Substitutes, Duties and Information XIX 9.0, 10.0Substitute Evaluation Report X 7.0Substitutes, Extended Status XIX 4.0Summer/Winter School Eligibility and Selection XX 2.0 – 5.0Union Representation X 11.0eUnsatisfactory Notices and Suspensions X 11.0UTLA Chapter Chairperson IV 8.0Verification of Illness XII 12.8, 12.9

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FREQUENTLY USED PROVISIONS – UNIT A(SCHOOL POLICE)

Article Section(s)Bereavement XII 8.0

Conference Memos X 8.0Conference/Convention Attendance XII 16.0Compensatory Time Off IX 7.0Court Appearance, Subpoenas XII 13.0(g), 15.3

Evaluations X

Family Care Leave XII 19.2

Illness Certification XII 11.7

Light Duty Work XII 11.9Longevity Differential App. B 11.0

Meal Period-Resident Officers IX 9.0

Overtime IX 4.0

Personal Necessity Leave XII 13.0P.O.S.T. Differential App. B 2.8Pre-disciplinary Meeting X 5.0

Transfers XI

Uniforms App. B 1.2-1.3

Vacation Scheduling XVI 1.8-1.9

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FREQUENTLY USED PROVISIONS – UNIT B(INSTRUCTIONAL AIDES)

Article Section(s)Absence Notification XII 5.0Access Union IV 1.0Additional Hours, Distribution of IX 5.0Aides, Use of in Absence of Teacher IX 8.0

Bereavement XII 8.0Bilingual Differentials XIII 4.0Break (Rest Periods) IX 4.0

Career Ladder XIXConference Memos X 5.2

Extended School Year (ESY) XI 7.0

Grievances V

Industrial Injury/Illness XII 12.0Intersession Assignments XI 7.3

Job Stewards IV 5.0Jury Duty XII 17.0

Longevity Increment XIII 13.0

Meal Periods IX 3.0

Off-Track Assignments XI 7.0

Performance Evaluations XPersonal Necessity Leave XII 13.0Pre-disciplinary Conference X 6.0

Summer School Assignments XI 7.0

Temporary Additional Hours IX 5.0Transfers XI 2.0,3.0Tuition Reimbursement XVIIUnsatisfactory Notices X 4.0Unsatisfactory Work Performance, Discussion of X 8.0

Vacation XVIVerification of Illness IX 11.6, 11.7

Yard Supervision IX 6.0

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FREQUENTLY USED PROVISIONS - UNIT C(OPERATIONS-SUPPORT SERVICES)

Article Section(s)Absence Notification XIII 5.0Access, Union IV 1.0Additional Hours (Cafeteria) IX 6.0Annual Physical XIII 20.0Bereavement Leave XIII 8.0Break (Rest Periods) IX 4.0

Changes – Work week, hours, shifts IX 1.3 – 1.5Conference Memos X 5.2

Family Care Leave XIII 21.0

Grievances V

Industrial Injury/Illness XIII 12.0

Job Stewards IV 5.0Jury Duty XIII 17.0

Longevity Increment XIV 9.0

Meal Periods IX 3.0Mileage Reimbursement XIV 2.4

Overtime IX 2.0

Performance Evaluations XPersonal Necessity Leave XIII 13.0Pre-disciplinary Conference X 6.0

Shift Differential XIV 3.8Summer Cafeteria Employment IX 7.0Summer Work for Bus Drivers XII 1.9

Telephone, Use of XVIII 31.0Tool Reimbursement XIXTransfers XITuition Reimbursement XX

Uniforms XIV 2.2Unsatisfactory Notices X 4.0

Vacation XVIIVerification of Illness XIII 11.6, 11.7

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FREQUENTLY USED PROVISIONS – UNIT D(OFFICE-TECHNICAL AND BUSINESS SERVICES)

Article Section(s)Absence Notification XI 5.0Access, Union IV 1.0Annual Physical XI 20.2

Bereavement Leave XI 8.0Bilingual Differential XII 3.6Breaks (Rest Periods) IX 4.0

Changes, Work Schedule IX 1.4, 7.0Computer Terminal Differential XII 3.7

Examination Procedures XI 20.1

Grievances V

Industrial Injury/Illness XI 12.0

Jury Duty XI 17.0

Longevity Differential XII 12.0

Meal Period IX 3.0

Overtime IX 2.0

Performance Evaluations XPersonal Necessity Leave XI 13.0

Tuition Reimbursement XV 4.0Transfers XIV

Vacation XIXVerification of Illness XI 11.6, 11.7

25

FREQUENTLY USED PROVISIONS – UNIT F(TEACHER ASSISTANTS)

Article Section(s)Absence Notification XIII 5.0Access, Union III 1.0Additional Salary Step (Degree Track) VIII 2.3

Bereavement Leave XIII 8.0Bilingual Differentials XIV 2.0Breaks (Rest Periods) IX 4.0

Career Ladder VIII-ACollege Requirement (Non-Degree Track) VIII 3.1College Requirement (Degree Track) VIII 2.1Conference Memos XI 2.4

Degree Track VIII 2.0Discipline XI

Evaluations XI 1.0

Grace Period VIII 2.2, 3.2Grievances IV

Hours Reductions IX 7.0Industry Injury/Illness VIII 12.0

Job Steward III 6.0Jury Duty XIII 13.0

Meal Period IX 2.0

Non-Degree Track VIII 3.0

Order of Reduction in Force X

Paid Non-Working Days XIII 17.0Performance Evaluations XI 1.0Personal Necessity Leave XIII 9.0

Reduction in Force X

Temporary Additional Non-Overtime Hours IX 1.5Transfers XIIUnsatisfactory Notices XI 3.0Use of TA in Absence of Teacher IX 6.0Verification of Illness XIII 6.0Yard Supervision IX 4.0

26

FREQUENTLY USED PROVISIONS – UNIT S(CLASSIFIED SUPERVISORS)

Article SectionAbsence Notification XIII 5.0Access, Union IV 1.0

Bereavement Leave XIII 8.0Bilingual Differentials XIV 3.6

Call Back Time IX 3.0Change, Work Schedule IX 1.0Conference Memos X 6.0

Grievances V

Industrial Injury/Illness XIII 12.0

Job Stewards XXIIJury Duty XIII 17.0

Longevity Differential XIV 10.0

Meal Period (Unpaid Time) IX 4.0Mileage Reimbursement XIV 2.2

Overtime IX 2.0

Performance Evaluations XPersonal Necessity Leave XIII 13.0

Tuition Reimbursement XX 1.0Transfers XI

Vacation XVIIVerification of Illness XIII 11.6, 11.7