This guide breaks down how union negotiated raises work, how they impact your lifetime earnings, and why they play a critical role in financial stability for public school employees.

What Are Union Negotiated Raises?

Union negotiated raises are salary increases secured through collective bargaining between employee unions and school districts. These raises are outlined in your district’s contract and typically fall into three categories:

• Cost of Living Adjustments (COLA)
• Step increases
• Column (education) increases

Organizations like the National Education Association and the American Federation of Teachers advocate at state and national levels, while local bargaining units negotiate specific district contracts.

Unlike merit-based systems, these increases are transparent and predictable — which makes financial planning much easier.

Types of Raises School Union Employees Receive

Understanding the types of raises in your contract helps you see the full financial picture.

1. Step Increases: Predictable Career Growth

Most school districts use a step-and-column salary schedule. Each year of service typically moves you “one step” forward, increasing your pay automatically.

Why Step Increases Matter

• They reward experience.
• They provide guaranteed annual growth (if funded in the contract).
• They compound over time.

For example, a $2,000 annual step increase doesn’t just affect one year — it increases every future paycheck moving forward. Over a 20–30 year career, that compounding effect can add tens of thousands (or more) to your total earnings.

This predictability is one of the strongest financial advantages of unionized public employment.

2. Cost of Living Adjustments (COLA)

COLA raises are negotiated to help employees keep up with inflation. When inflation rises, unions negotiate increases to maintain purchasing power.

Without COLA, inflation quietly reduces your real income. A 3% raise during a 3% inflation year maintains your financial position rather than growing it — but it protects you from falling behind.

In states like California, COLA adjustments often align with state education funding formulas, which unions advocate to protect during negotiations.

3. Column Movement: Investing in Education Pays Off

Column increases occur when employees complete additional education — such as graduate credits, certifications, or advanced degrees.

For certificated employees, moving from a Bachelor’s degree column to a Master’s degree column can significantly increase base salary. Over decades, that difference multiplies dramatically.

This structure encourages:

• Professional growth
• Continuing education
• Long-term career investment

And importantly, these increases are permanent additions to your salary base.

The Long-Term Financial Impact

Compound Growth Over Time

Even a 3–5% raise may not seem dramatic in a single year. But compounded over a full career, negotiated raises can add hundreds of thousands of dollars in total earnings.

For example:

• A 3% annual increase on a $60,000 salary adds $1,800 the first year.
• But over 20 years, that consistent increase builds significantly larger cumulative income.

This affects:

• Your retirement contributions
• Your pension calculations
• Your Social Security earnings record
• Your overall lifetime wealth

Raises and Retirement Benefits

For many school employees, retirement systems like California State Teachers’ Retirement System and California Public Employees’ Retirement System calculate pensions based on final compensation or highest earning years.

Higher negotiated raises mean:

• A larger “final compensation” number
• Higher monthly pension payments
• Greater financial stability after retirement

Even small increases toward the end of your career can significantly impact your lifetime retirement income.

The Power of Collective Bargaining

Raises secured through collective bargaining represent more than just salary increases — they reflect collective advocacy.

Through negotiation:

• Salary schedules are adjusted.
• Salary compression issues are addressed.
• Equity between job classifications can be corrected.
• Long-term financial fairness is pursued.

Without organized representation, wage increases may depend entirely on district budget discretion, which can lead to inconsistent compensation growth.

Inflation and Why Negotiated Raises Matter More Than Ever

In recent years, inflation has affected housing, groceries, and healthcare costs nationwide. Without negotiated increases, employees effectively take a pay cut in real terms.

Union advocacy ensures districts consider:

• State funding increases
• Budget surpluses
• Enrollment changes
• Cost-of-living data

This protection helps employees maintain financial stability even during economic uncertainty.

What You Can Do as a Union Member

To maximize the financial benefits of negotiated raises:

1. Understand your salary schedule. Know your step and column placement.
2. Track your eligibility for movement. Don’t miss professional growth deadlines.
3. Attend union meetings. Stay informed about negotiations.
4. Review contract updates. Raises may include retroactive adjustments.
5. Plan long-term. Factor guaranteed increases into retirement planning.

Being informed allows you to fully benefit from what your union negotiates.

Final Thoughts: Raises That Build a Future

Union negotiated raises are not just yearly adjustments — they are building blocks for your financial future.

Over time, structured increases:

• Grow your total lifetime earnings
• Strengthen your pension
• Protect your purchasing power
• Provide income predictability
• Support long-term financial planning

For school district employees, collective bargaining creates more than better working conditions — it creates financial security. Understanding how your negotiated raises work empowers you to make smarter decisions today that benefit you for decades to come.

School Board Meeting

School Year 2025-26

Board Meeting Time & Location

Date: March 12, 2026

Time: 05:00 PM

Location: Calexico Unified School District Administrative Board Room

Address: 901 Andrade Ave., Calexico, CA 92231

Board Meeting Recordings

• CUSD Regular Board Meeting – March 12, 2026 – Part 1
• CUSD Regular Board Meeting – March 12, 2026 – Part 2

Board Meeting Agenda

• CUSD Board Meeting Agenda – March 12, 2026

If you have been laid off, it means that your employer is experiencing financial hardship and is no longer able to pay you a salary. The recent outbreak of COVID-19 is the most recent example that forced businesses to downscale their workforce in order to survive.

If your layoff is temporary, your employer may require you to return to work after a period of time. If your layoff is temporary, it means your employer may require you to return to work after a period of time. it makes no difference if your layoff is temporary or permanent. You will be unemployed and eligible for unemployment insurance or compensation.

Employees may be laid off when companies aim to cut costs, due to a decline in demand for their products or services, seasonal closure, or during an economic downturn. According to the Calexico Unified School District CUSD employment contract. Here are the two main reasons for being laid off:

• Layoff shall occur only for lack of work or lack of funds.
• A limited-term employee may be laid off (separated/terminated) at the end of his/her assignment without regard to the procedures set forth in these rules.

Upon the decision of the District to reduce the number of unit employees in the classified service of the District, written notice of layoff shall be sent by registered mail or delivered in person to the affected unit employee(s) by the Superintendent or his designee.

The District shall send written notice of layoff to the affected unit employee(s) not less than sixty (60) calendar days prior to the effective date of layoff, informing the employee(s) of displacement rights, if any, and re-employment rights. Any notice of layoff shall specify the reason for layoff and identify by name and classification the employee(s) designated for layoff.

When as a result of the expiration of a specially funded program, classification(s) are going to be eliminated at the end of the school year, and unit employee(s) will be subject to layoff for lack of funds, the employee(s) to be laid-off at the end of such year shall be given written notice on or before April 30th. If the termination date of any specially funded program is other than June 30th, such notice shall be given not less than sixty (60) calendar days prior to the effective date of the layoff.

Nothing herein provided shall preclude a layoff for lack of funds in the event of an actual and existing financial inability to pay salaries of classified employees, no layoff for lack of work resulting from causes not foreseeable or preventable by the Board, without the notice required by subsections 2 and 3 hereof.

In considering the layoff of emergency, provisional, or limited-term employee(s) shall be laid off from any position while employees serving under restricted, emergency, provisional, or limited-term employment are retained in positions of the same class.

The order of layoff of unit employees shall be determined by length of service. The employee who has been employed the shortest time in the affected class including time employed in a higher class if applicable shall be laid off first. Bumping rights of unit employee(s) shall apply after the determination of seniority in a class.

Bargaining unit employees who are subject to layoff shall exercise bumping rights into any classification, within a current or previously held class, providing they meet minimum qualifications and providing that the classification in which they are bumping is equal or lower than the classification in which the employee has served. Reemployment shall be in the reverse order of layoff.

• The “bumping” employee must have seniority over the last person to be hired in his/her class. The “bumping” employee shall “bump” the least senior employee in his/her class with the most hours. A lack of seniority in his/her present class will permit him/her to “bump” the least senior employee with the most hours in the succeeding lower classes to determine if he/she has more seniority. Failing to have seniority over the last hired in any of the succeeding lower classes in the same series, the “bumping” employee may then look to other classes where he/she has established permanency. Transferring seniority from one class series to another or from one unrelated class to another is not allowed.
• The “bumping” employee shall consult the Personnel Commission Office (“P.C. Office”) regarding proper procedures and the seniority standing of any employees who may be affected by the bumping procedure. The seniority standing of “bumping” and “bumped” and other employees in the class shall be determined on the seniority lists maintained by the P.C. Office.
• The P.C. Office shall provide the Superintendent with the name of the employee to be “bumped”.
• The Superintendent shall send a layoff notice to the “bumped” employee.
• The employee being “bumped” has the same seniority “bumping” rights and may exercise them in accordance with these rules as though he/she was being laid off.

In case of two (2) or more unit employees having the same length of service, the order of layoff of such employees shall be determined by lot. The employees affected shall be invited to the drawing and a CSEA and District representative shall be present.

Any employees going to a lower class pursuant to this rule shall receive the maximum of the salary range of the lower class provided that such salary is not greater than the salary received in the higher position.

In all cases where an employee elects to exercise his/her seniority rights and move to a lower class in lieu of layoff, his/her name shall be placed on a layoff list for the position from which he/she moved.

For purposes of this section, for service commencing or continuing after July 1, 1971,
“length of service” means all hours in a paid status, whether during the school year, a holiday recess, or during any period that a school is in session or closed, but does not include any hours compensated solely on an overtime basis. For employees in the classified service hired prior to July 1, 1971, the date of employment in the regular classified service (regardless of hours worked per day or months per year, a day is a day and a year is a year) shall be used to determine the length of service prior to July 1, 1971. Seniority within a class shall be calculated by time worked within classifications of higher, equal, or lower ranking in which the employee is serving or has served.

“Hours in Paid Status” shall not be interpreted to mean any service performed prior to entering into probationary or permanent status in the classified service of the District except where the affected unit member was employed as a substitute in the assignment received upon entering into probationary status, and in restricted positions as provided in the Education Code (Section 45105). For purposes of this section, the word “class” shall be defined as a group of positions (classifications) within a job occupational family which have common characteristics and are ranked according to a job family. The word “classification” shall be defined as a position within a class that has a designated title, specific duties, responsibilities, and minimum qualifications, and which has a designated salary range established for each position within a class.

A unit employee subject to layoff may, in lieu of such layoff, if qualified and subject to the provisions of this section, elect to be demoted to a lower job class, voluntarily reduce their assigned time if this option is made available or retire under the provisions of the California Public Employees Retirement System (PERS). The right to elect demotion shall not apply to restricted classified employees.

To be considered for demotion in lieu of layoff, which demotion would result in the
displacement of a unit employee with less length of service subject to the provisions of this Article, the unit employee shall be required to notify the Personnel Office in writing of such election not later than five (5) work days after receiving the notice of layoff.

A unit employee displaced under Section C of this Article shall be subject to layoff
according to the provisions of this Article.

A unit employee who elects demotion or retirement in lieu of layoff shall nonetheless be placed on the thirty-nine (39) month re-employment list and shall be eligible, when a classified vacancy occurs, to return to the former job class in the order of service as any other employee on such list.

Employee(s) who elect to take demotion shall be extended for an additional twenty-four (24) months provided that the same tests of fitness under which they qualified for appointment to the class shall still apply. (Education Code Section 45298).

A unit employee who is laid off shall be placed on a thirty-nine (39) month re-
employment list and shall be re-employed in preference to new applicants. The employee shall be required to maintain his/her current address on file with the P.C. Office.

If, during a unit employee’s eligibility period for re-employment, a classification becomes vacant, the Personnel Commission Director shall send written notice by registered mail or telegram to the last known address of such unit employee(s) offering re-employment in order of service, providing such employee meets the minimum qualifications required of the classification.

A unit employee who receives such notice of re-employment and refuses to accept in writing the offer of re-employment within ten (10) working days shall be deemed to have rejected the offer of re-employment.

If the unit employee in a layoff status accepts the classification being offered, the unit employee shall have up to thirty (30) calendar days from the postmark date of the notice to report for work. This does not preclude a unit employee from returning to work in fewer than thirty (30) calendar days.

A unit employee re-employed after being laid off shall be fully restored to his/her class with all rights to permanent status. Service credit and benefits shall not accrue during the period of layoff.

Refusal of an offer of provisional or limited-term employment shall not affect the
standing of any employee on a layoff list.

Employees on layoff lists shall be eligible to compete in promotional examinations for which they qualify.

Names shall be certified for appointment from employment lists as follows:

• Layoff the Re-employment list (one name) until the list is exhausted.
• Promotional Eligibility List – When a qualified candidate exists within the employee ranks, he/she shall be first interviewed. If no suitable candidate is selected from the promotional list, the process continues with the Open Eligibility List.
• Open Eligibility List (top three ranks)

The list shall consist of permanently classified employees listed in order of seniority (see Order of Layoff), and by class series and classification. The most senior employee is to be listed first.

In the computation of seniority, all served within a class plus higher classes within the same class series shall count as seniority within the class. Continuous or uninterrupted service as a probationary or permanent employee within a class, rather than actual days worked, shall determine seniority.

The P.C. Office shall establish and maintain the seniority lists for all class series. These lists are to be updated from year to year to insure their accuracy and availability to the Board.

At least twenty (20) working days prior to the effective date of a layoff, the District will provide CSEA with a seniority roster.

No district may abolish any of its classified positions and utilize volunteer aides, as authorized by Education Code Section 44814, 44815, 35212, and Labor Code Section 3364.5, in lieu of classified employees who are laid off as a result of the abolishment of a position; nor may a district refuses to employ a person in a vacant classified position and use volunteer aides in lieu thereof.

It is the intent of the Legislature to permit school districts to use volunteer aides to enhance their educational program but not permit displacement of classified employees or to allow districts to utilize volunteers in lieu of normal employee requirements.

In the event of a layoff of permanent classified employees, no limited-term employee shall be retained to render service that a laid-off classified employee is qualified to render.

Bargaining unit employees laid off due to lack of work or funds shall continue to have the District pay for health and welfare benefits for three (3) months following a layoff. Should the employee obtain other employment that offers health and
welfare benefits during the three-month period, the employee shall advise the District so that the benefits may be terminated.

In lieu of layoff, the employee may exercise their early retirement benefit rights under Article VI of the collective bargaining agreement.

Being laid off from your job is one of life’s major high-stress events, but there are steps you can take to make the transition a little less rocky. Read your Calexico Unified School District CUSD employment contract to help you stay informed.

Make sure you have some savings, keep your résumé up to date, and reach out to your contacts. Remember that a layoff is a great excuse to take stock of your life and go after what you’re most passionate about.

What Is the Brown Act?

Enacted in 1953, the Brown Act guarantees that meetings of local government bodies—including school boards—are open to the public except in very limited circumstances. The law applies to:

• School district boards of education
• District committees and commissions
• Other local legislative bodies

Why Does It Matter to CSEA Employees?

• Transparency: You have the right to know what your school board is discussing, deciding, and planning—especially on topics that impact working conditions, staffing, wages, and district policy.
• Participation: CSEA members can attend, observe, and offer public comment. Your presence can influence board decisions that directly affect your workplace.
• Accountability: When meetings are open, decisions can’t be made “behind closed doors” without public input.

Key Requirements for School Boards

1. Open Meetings

All discussions, deliberations, and actions by the school board must be held publicly unless an exception applies.

2. Notice and Agendas

• Meeting agendas must be posted in a publicly accessible place at least 72 hours before a regular meeting.
• The agenda must list topics to be discussed or acted upon.

3. Public Comment

• CSEA employees and the public must be allowed to comment on any item on the agenda and, within limits, on items not on the agenda.
• Boards can set reasonable time limits for speakers but cannot prohibit comments.

4. Accessible Locations

• Meetings must be held in places that are accessible to all community members, including those with disabilities.

5. Closed Sessions

These are exceptions, permitted only for specific subjects like personnel matters, pending litigation, or labor negotiations. The board must announce (in general terms) the topic before entering a closed session and report any final decisions afterward.

Brown Act and Labor Relations

CSEA employees, as district staff and union members, are often impacted by:

• Contract negotiations
• Staffing decisions
• Changes in district policy or budget

These issues will appear as agenda items and may also involve closed (confidential) sessions. While labor talks may occur confidentially, the broader process, including approval of agreements, must be public.

Common Questions

Can I be required to register my name to attend?
No—everyone has the right to attend anonymously.

Can the board vote in secret on issues like layoffs or salary?
No final actions must be taken in public, and the votes of individual members must be recorded.

What if the Brown Act is violated?
Complaints can be filed, and courts may nullify actions taken unlawfully.

Tips for CSEA Members

• Review published agendas for items affecting your job.
• Attend open board meetings—your presence matters.
• Use the public comment period to share concerns or support.
• Ask your CSEA representative about how the Brown Act applies during contract negotiations and grievance processes.

Conclusion

The Brown Act exists to ensure openness, fairness, and accountability in the way California school districts are governed. By knowing and using your rights under the Brown Act, CSEA employees help protect transparent decision-making in schools, supporting a stronger voice for all district staff.

Date: May 22, 2024

Time: 05:00 PM

Location: Calexico Unified School District Administrative Board Room

Address: 901 Andrade Ave., Calexico, CA 92231

• CUSD Regular Board Meeting – May 22, 2024 – Part 2

Understanding Classification and Compensation Studies

At its core, a classification and compensation study is a comprehensive analysis conducted by organizations to evaluate and establish the structure of job classifications and corresponding compensation levels within the workplace. But what does that mean for us as union members?

Job Classification: Putting Everyone in Their Place

Imagine our workplace as a puzzle, with each position representing a unique puzzle piece. A classification study helps ensure that each piece fits into the puzzle correctly. It begins by examining all the positions within the organization to determine their duties, responsibilities, required skills, and qualifications. Jobs with similar duties and responsibilities are grouped into job classifications or families.

Job Evaluation: Assessing the Worth of Each Piece

Once the jobs are classified, they are evaluated based on various factors such as required education, experience, complexity, decision-making authority, and level of responsibility. This evaluation helps determine the relative worth or value of each job within the organization. Think of it as assigning a point system to each puzzle piece based on its size, shape, and intricacy.

Compensation Analysis: Ensuring Fairness and Equity

Now comes the crucial part – compensation analysis. This involves reviewing current salary and benefits data, benchmarking against industry standards, and ensuring internal equity among similar job classifications. The goal is to ensure that everyone is fairly compensated for the value they bring to the organization. No one wants to feel like they’re getting the short end of the stick, and a proper compensation study helps prevent just that.

Why It Matters to You

You might be wondering why all of this matters to you as a union member. Well, let me break it down for you with a list of the pros and cons of the Classification and Compensation Studies:

Pros of Classification and Compensation Studies:

1. Fair Pay: A classification and compensation study ensures that your pay is fair and reflects your work. It helps prevent disparities in pay based on factors like gender, race, or personal connections.
2. Transparency: By clearly defining job classifications and responsibilities, these studies can help protect your job from being arbitrarily changed or eliminated.
3. Career Growth: Understanding how your position is classified and evaluated can provide insight into potential career advancement opportunities within the organization.
4. Union Advocacy: Armed with the findings of these studies, our union can better advocate for fair wages, benefits, and working conditions on behalf of all members.
5. Retention and Recruitment: Fair compensation structures make the organization more attractive to both current employees and potential recruits, helping to retain talent and attract new skilled workers.
6. Legal Compliance: Classification and compensation studies help organizations comply with labor laws and regulations regarding fair pay practices, reducing the risk of legal disputes and penalties.

Cons of Classification and Compensation Studies:

1. Time and Resources: Conducting comprehensive studies can be time-consuming and resource-intensive, requiring dedicated staff and financial investment.
2. Resistance to Change: Employees may resist changes to job classifications or compensation structures, especially if they perceive that it could negatively impact their pay or status within the organization.
3. Complexity: The process of evaluating job classifications and compensation levels can be complex, requiring specialized knowledge and expertise in human resources and compensation management.
4. Subjectivity: Despite efforts to create objective evaluation criteria, there may still be subjective elements involved in determining job worth and compensation levels, leading to potential disagreements or perceptions of bias.
5. Potential for Disruption: Implementing changes based on the findings of classification and compensation studies can disrupt the organization’s operations and may require adjustments to policies, procedures, and employee contracts.

In Conclusion

Classification and compensation studies may seem like complex processes, but they’re crucial for ensuring fairness, equity, and transparency in the workplace. Home this article helps to demystify these processes and ensure that every one of you has the information you need to advocate for your rights and interests in the workplace. After all, knowledge is power, and together, we can build a stronger, more equitable workplace for all.