Tag: CSEA

  • Vacation Benefits

    Vacation Benefits

    Here is everything you need to know about your vacation benefits. You can find more information in the Calexico Unified School District’s Employee contract. (ARTICLE XIV).

    *One (1) month before the end of school or the end of the fiscal year (whichever comes first) the District will provide all employees with vacation balances in order to be in compliance with the maximum allowable carryover vacation days.

    Vacation Time-Off Rules

    1. Every employee in a permanent, probationary, restricted status or a permanent employee temporarily assigned to a provisional position shall earn vacation at the prescribed rate as part of his/ her compensation. Vacation shall be earned during a paid leave of absence.
    2. Earned vacation shall not become a vested right until the completion of the initial six months of employment.
    3. Classified employees who are employed on an hourly basis shall earn vacation at the ratio of their hours worked bear to eight (8) hours per day, forty (40) hours per week, weeks per month, or months to a calendar year.
    4. Employees with more than six (6) months of service who, either voluntarily or
      involuntarily discontinued their employment with the District, shall be entitled to the unused vacation time they have earned and shall be granted vacation pay. Employees who terminate with less than six (6) months of service shall not be entitled to vacation pay.
    5. Employees working less than a 12-month calendar will take their vacation during the winter and spring vacation periods consistent with the needs of the District. The remaining annual vacation leave shall be used during the year in which it is earned. In the event that vacation cannot be taken or is not granted by the employee’s supervisor, vacation days may be paid out at the end of the fiscal year in which they were earned. Vacation days in excess of the days that were paid out may be carried over for use in the following year. Employees working less than a 12-month calendar may accrue a maximum total of ten (10) vacation days. Prior to retirement, all vacations shall be used.
    6. Employees may have their vacation split, but no employee will be denied at least two weeks of his/her vacation to run consecutively during the prime time. Said prime time will be considered to be from March 1st through October 31st. This is not taken to mean that an employee will not be granted his/her full vacation at one time, provided the administration can see fit to approve it during the prime time.
    7. Vacation time shall be used during the year that it is earned. Vacation may, with the approval of the supervisor, be taken at any time during the school year. In the event that vacation cannot be taken or is not granted by the employee’s supervisor, a maximum of fifteen (15) days may be carried over for use in the next year. Prior to retirement, all vacation leave shall be used.
    8. Authorized paid holidays to occur in the period in which an employee is on paid vacation shall not be counted as vacation time. A period of illness occurring during a vacation period may not be construed as sick leave except as follows: Any employee may interrupt or terminate vacation leave in order to begin sick leave without returning to active service, provided, the employee notifies his/her supervisor within twenty-four (24) hours and subsequently provides a statement from his/her attending physician attesting to the illness and its duration.
    9. Vacation schedules shall be prepared by the administration with due regard to sections 6 and 7. Efforts shall be made to enable vacation to be taken at times convenient to the employee, consistent with the needs of the service and the workload of the department, with preference being given in seniority order.
    10. Unit members shall earn vacation on the following basis:
    Calexico Unified School District Vacation Hours

    In Conclusion

    As you can see, there are many rules for vacation time. This article is just to show you an overview of the rights and tools that we as CSEA employees can utilize to fight for your rights. Take a moment to review your contract.

  • Professional Growth

    Professional Growth

    Are you interested in earning an additional 5% on your monthly paycheck? Are you planning to go back to school? All employees at Calexico Unified School District can apply for additional compensation.

    This additional compensation is an award earned by a classified employee who successfully completes ten (10) semester units or the equivalent in academic courses. Course obtained must pertain to the employee’s specific classification or area of employment.

    Classified Professional Growth Committee:

    The Professional Growth Committee consists of:

    • No more than five (5) full-time district employees.
    • Four (4) members shall be from the Classified Service, appointed by the CSEA Chapter
    • One (1) from the Administrative staff, appointed by the Superintendent.

    Duties of the Committee

    • Prepare a course list for recommendation to the Superintendent containing representative courses for each classification of employees or groups of employees, such a list is not to be exclusive, but to serve as examples and guides only.
    • Place unit values on all approved courses.
    • Recommend additional or revised policy to the Superintendent for Board adoption as necessary (i.e., how many units of approved coursework constitute additional compensation increment, etc.)

    Qualification for the Award

    • An additional compensation Award may be earned by a classified employee who successfully completes ten (10) semester units or the equivalent in academic courses taken in colleges, junior colleges, adult education, or other approved educational experiences such as attendance at institutes, lectures, workshops, seminars, or conferences sponsored by educational or professional associations. Course obtained must pertain to the employee’s specific classification or area of employment.
    • Credit may be granted for courses not on the approved list when evidence that benefit will accrue to the District is shown (example: course outline) and when approved by the employee’s supervisor, the Director of Personnel, and the Superintendent (prior approval required prior enrollment).
    • An employee who wishes to appeal his supervisor’s ruling with respect to the employee’s submission of individual research plans, or proposed courses for credit, and who wishes to have the matter reviewed in a hearing of the Professional Growth Committee, must present such request in writing to the Chairman of the Professional Growth Committee.
    • Of the ten units required, not less than seven must relate to the employee’s specific classification or area of employment in the District. (All ten units may be in that area.)
    • Credit may be granted only for courses successfully completed after July 1, 1970, during the first year of the program. After the first year of the program retroactive recognition is set at six (6) years and initiative and academic credits become outdated if not used within six (6) years.
    • Participation in educational conventions, institutes, and conferences may be considered a part of this project. Credit will be allowed for participation if the District does not reimburse the participant for 51% or more of actual and necessary expenses, including mileage. A total contribution of ten- (10) hours of actual participation is required for one (1) growth point.
    • No one shall receive credit for institutions, lectures, or conventions if these are attended during the working day and/or if the employee is being paid for other services at the same time without the prior approval of the Board of Trustees.
    • Education required at the time of employment for the position may not count toward professional growth, except for promotional purposes.
    • Incumbents in positions whose job specifications now require more educational training than that required at the time of employment shall be allowed credit for units that would have counted toward the requirement.
    • One unit (or one semester hour) normally represents one hour per week during one semester in lecture or recitation work with necessary preparation time, or three hours per week in the laboratory or other work not requiring homework or other preparation.
    • Credit for classes in adult education or other approved educational experiences will be equated as follows:
    Professional Growth Table
    • Professional Growth will be capped at a maximum of 20%; Current employees can apply for two (2) additional awards of 5%, not to exceed 20%; New employees hired after July 1, 1999, can apply for one award of 5%. Thereafter they can apply for a one-time bonus of 5%.
    • At least two (2) years must elapse before an additional increment may be granted.
    • It is the responsibility of the employee to apply to the District Administration by May 1st that he/she will qualify for an award of additional compensation beginning the following July 1st. The 5% compensation shall become effective on the next July 1st, upon presentation of evidence of a grade of ‘C’ or better on completion of courses. (10 units)
    • It is the responsibility of the employee to apply to the District Administration for credit for courses taken and to present evidence of successful completion of courses.
    • Attachment A, List of Approved Courses, is a representative list of courses currently offered at nearby colleges, private institutions, the Regional Occupations Program, and adult education courses at high schools. The Classified Professional Growth Program Committee will revise the list.
    • Upon the promotion of a Classified employee to a higher range, his/her professional growth program will commence without carryover of credits earned on the previous range.
    • Limit course selection to 9 units per subject area.

    Click on the links below to obtain more information about the CUSD Professional Growth program and how to submit your application.

  • Health Benefits

    Health Benefits

    Benefit Guide & Forms

    Insurance Information

    Dental Plan

    Medical Plans

    Vision Plan

  • A Guide to Position Transfers and Demotions

    A Guide to Position Transfers and Demotions

    Labor contracts play a crucial role in protecting the rights and ensuring the fair treatment of employees in the workplace. Within your contract at Calexico Unified School District, provisions related to changes in position and class are essential for employees and employers to understand.

    In this blog post, we will explore the key points of such provisions, clarifying their significance and implications. By the end, you will better grasp the rules governing transfers and demotions outlined in labor contracts.

    Position Transfers

    Transfers allow employees to move from one position to another within the same class, either at their request or for the good of the service. It’s important to note that transfers cannot be made for punitive or preferential reasons. The immediate supervisor holds the discretion to approve transfers, ensuring a fair and objective decision-making process.

    Here are some of the rules included in the CUSD Contract:

    • An employee may be transferred at his/her request or for the good of the service, from one position to another in the same class, at the discretion of the immediate supervisor, provided that such action shall not be taken for punitive or preferential reasons.
    • A permanent employee may be transferred to a position in a related class on the same salary schedule.
    • Transfers shall be made without changes in salary rate, anniversary date, accumulated sick leave, and accumulated vacation credit.
    • A permanent employee who transfers to a position in a class in which he has not previously completed a probationary period shall be considered probationary in that class for a period of six (6) months or one hundred eighty (180) days. At any time during the probationary period, he may be returned (transferred) to his/her former class without rights of appeal, unless such action results in layoff, demotion, or reduction in assigned time. In the latter cases, the employee shall have the same appeal rights as a permanent employee who is demoted or dismissed.
    • Transfers shall have the following effects on seniority: a. None within the same class; b. From one class to another, the employee shall not receive seniority credit in the new class for service in other classes; however, he shall retain such credit as seniority in the classified service.
    • The transfer shall not be used as a device to alter the effects of an impending layoff, although employees whose positions are to be eliminated may transfer to other classes as this rule contemplates.

    Demotions

    Demotions refer to the voluntary or involuntary downward movement of an employee to a lower-class position. While involuntary demotions are not covered in this provision, it’s worth noting that voluntary demotions have certain conditions attached.

    • A permanent employee may request a voluntary demotion to a class with a lower maximum qualification for that class. Such requests require District approval.
    • A voluntary demotion is a privilege available to a probationary employee only in cases when he would otherwise be laid off for lack of work or lack of funds.

    In Conclusion

    Understanding the provisions related to changes in position and class outlined in labor contracts is crucial for employees and employers alike. By knowing the rules and implications surrounding transfers and demotions, individuals can navigate their career paths and exercise their rights effectively within the organization.

    This blog post has aimed to shed light on the critical aspects of these provisions, empowering readers with the knowledge to better comprehend and make informed decisions based on their labor contracts.

  • Union Represent­atives

    Union Represent­atives


    Meet CSEA CHAPTER 399 Union Represent­atives to stay informed and get the most out of your union membership. Union Leaders and Site Represent­atives can answer questions and provide advice on how to make the most of your employment and union rights.

    Chapter Executive Board

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    Elizabeth Esqueda

    Chapter President

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    Krystle Casares

    First Vice President

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    Pat Bristow

    Second Vice President

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    Juan Ferraes

    Chapter Treasurer

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    Rosa Bermudez

    Communications Officer

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    Linda Luna

    Secretary

    Site Representatives

    Every school in the Calexico School District has a field representative also known as Union Stewards to back you up and help you stay union strong.

    Carmela PerezChief Steward, Steward
    Alejandro HuezoSteward
    Alejo CortezSteward
    Corina GarciaSteward
    Elizabeth EsquedaSteward
    Emilio PinonSteward
    Esperanza Amial MunguiaSteward
    Graciela Aldana-BataniSteward
    Jesus BravoSteward
    Judith LopezSteward
    Krystle CasaresSteward
    Maria BravoSteward
    Maria Del Carmen Arreguin QuijadaSteward
    Maria LimSteward
    Priscilla BeltranSteward

    Additional Contacts

    Troy JohnsonArea K Director
    Board of Directors
    Susan Zarate-SandovalRegional Representative
    Region 53
    Gary SnyderField Director
    San Diego Field Office
    Rene PollardLabor Relations Representative
    San Diego Field Office

    Want to become a CSEA Union Steward?

    The CSEA job steward is a vital representational link between bargaining unit employees, their union, and site-level management. If you are interested in becoming a CSEA Union Steward ask your Union representatives for more information.

    Get started
  • Layoff Procedures

    Layoff Procedures

    A layoff is the temporary or permanent termination of employment by an employer for reasons unrelated to the employee’s performance. Losing your job is never welcome news. For most people, it’s a traumatic and frightening experience. Read your Calexico Unified School District CUSD/CSEA employment contract to help you stay informed.

    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.

    Reason for Layoff

    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.

    Notice of Layoff

    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.

    Order of Layoff

    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.

    Demotion or Retirement in Lieu of Layoff

    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).

    Re-employment Procedures

    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)

    Seniority List

    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.

    Volunteer Aides

    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.

    Limited Term Employees

    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.

    Employee Severance Provisions

    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.

    In Conclusion

    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.

  • Grievance Procedure

    Grievance Procedure

    One of the most useful tools a contract provides you with is the grievance procedure. Often employees think filing a grievance will label them as a “troublemaker,” but really the grievance process is just that—a process, which we use to resolve violations of our rights in a professional, orderly manner.

    A “Grievance” is a formal written allegation by a grievant that he/she has been adversely affected by a misinterpretation, misapplication, or alleged violation of a specific provision of the collective bargaining agreement or incorporated Board policies. A “Grievant” may be CSEA or any member(s) of the bargaining unit. Unless specifically mentioned otherwise, a “Day” is any day on which the central administrative office of the District is open for business and the unit member(s) is (are) scheduled to work.

    The “Immediate Supervisor” is the lowest level management member having a line supervisory authority over the grievant who has been designated to adjust grievances. The “Second Level Supervisor” is the supervisor of the management member defined above as an “Immediate Supervisor”.

    Grievance Procedure

    The CSEA contracts contain a two-step grievance process. Remember, to consult your contract to understand the grievance process and timelines.

    Informal Level:

    Before filing a formal written grievance, (Appendix B) the grievant shall attempt
    to resolve the problem by scheduling an informal conference with his/her immediate supervisor. The grievant may be accompanied by his/her Association Representative at the informal conference with the immediate supervisor.

    The problem shall be discussed orally, including the nature of the problem, the person or persons involved, and the remedy sought. The immediate supervisor shall respond to the complaint within three (3) days. If the grievant is not satisfied with the proposed resolution or if the immediate supervisor has not responded within three (3) days of the formal conference, the grievant may proceed to Step One of the Formal Grievance Process.

    Formal Level:

    Step One:

    • Within twenty (20) days after the occurrence of the act, or omission giving rise to the grievance, or the date when the grievant should reasonably have been aware of the act or occurrence, the grievant must submit his/her grievance to his/her immediate supervisor in writing using a District classified grievance form.
    • This grievance statement shall be a clear, concise statement of the circumstances giving rise to the grievance, citation of the specific article(s), section(s), and paragraph(s) of the collective bargaining agreement or incorporated Board policies that is (are) alleged to have been violated, the names of persons who witnessed or have first-hand knowledge of the grievance, and the remedy sought. The grievance shall be signed by the grievant.
    • The immediate supervisor or his/her designee shall respond in writing within five (5) days after the receipt of the grievance at Step One.
    • If the grievant is not satisfied with the decision of the immediate supervisor, the grievant may within five (5) days of receipt of the immediate supervisor’s response, request on the proper District grievance form that the grievance procedure to Step Two.

    Step Two:

    • The grievant shall submit to his/her second-level supervisor a copy of the original grievance form, a copy of the first-level supervisor’s response, and a signed, written statement of the reason for the appeal and the resolution requested. The second-level supervisor, or his/her designee, shall respond to the grievance in writing within five (5) days after the receipt of the grievance at Step Two.

    Step Three:

    • If the grievant is not satisfied with the decision rendered in Step Two, the grievant may submit the grievance in writing to the District Superintendent within five (5) days after the receipt of the response in Step Two. The Superintendent, or his/her designee, will respond in writing within five (5) days of receipt of the said grievance.

    Step Four:

    • If not satisfied with the decision at Step Three, the grievant may, within five (5) days from the Step Three decision being rendered, submit a request in writing to the Superintendent that the grievance be submitted to the Board.
    • A hearing shall be conducted by the Board at the next regularly scheduled Board meeting or at a mutually agreeable time but in no event, more than ten (10) days after the request for a hearing has been received.
    • A hearing shall be conducted in an informal manner with only those having a legitimate interest in the problems at issue allowed to attend. The Board may admit evidence and testimony regarding incidents and occurrences that antedate the event giving rise to the grievance if they conclude that they have sufficient relevance as background information. They may also take further testimony they deem necessary. The hearing shall be conducted in accordance with fundamental rules of fairness and due process.
    • The Board shall render written findings, conclusions, and recommendations within ten (10) working days of the termination of the hearing. The findings, conclusions, and recommendations shall be sent to the parties concerned and to the Superintendent for implementation.

    Step Five: Binding Arbitration

    • If the grievant is not satisfied with the decision of the Board,
    • he/she may within five (5) days submit a request in writing to the Superintendent for binding arbitration of the dispute.
    • The grievant and the District shall attempt to agree upon an arbitrator. If no agreement can be reached, either party shall request the California Conciliation Services to supply a panel of five (5) names of persons experienced in hearing grievances in public schools. Each party shall alternately strike a name until only one name remains. The remaining panel member shall be the arbitrator. The order of the striking shall be by lot.
    • The fees and expenses of the arbitrator and the hearing shall be borne equally by the District and the grievant. All other expenses shall be borne by the party incurring them.
    • The arbitrator shall, as soon as possible, hear evidence and render a decision on the issue or issues submitted to him/her. If the parties cannot agree upon a submission agreement, the arbitrator shall determine the issues by referring to the written grievance and the answers thereto at each step.
    • The arbitrator shall have no power to add to, subtract from, or modify the terms of this Agreement or the written policies, rules, regulations, and procedures of the District. California Conciliation Services rules shall govern.
    • After a hearing and after both parties have had an opportunity to make written arguments, the arbitrator shall submit his/her findings and recommendations to all parties. Absent mutual agreement of the parties to the contrary, the arbitrator’s decision shall be submitted to the parties within thirty (30) days after the completion of the hearing.
    • The arbitrator’s decision shall be final and binding on the parties.

    Grievance Meetings

    The immediate supervisor, second-level supervisor, and/or District Superintendent, or his/her designee, may schedule such meetings with the grievant as deemed appropriate to discuss the grievance and attempt resolution at Steps One, Two, and Three. The grievant shall be present at all grievance meetings. The absence of the grievant at a meeting shall constitute a waiver of the grievant’s right to further processing of the grievance. In instances of emergency or illness, the grievant shall have the right to have the meeting rescheduled.

    The grievant is entitled to association representation at all steps of the grievance procedure specifically at every meeting between the grievant and a district administrator. Should the grievant elect not to be represented by the Association, the District shall notify the Association of any settlement reached. The settlement shall not violate the terms and conditions of the collective bargaining agreement.

    In Conclusion

    As you can see, the grievance procedure is there for us—but only if we use it. This article is just to show you an overview of the rights and tools that we as CSEA employees can utilize to fight for your rights. Take a moment to review the grievance procedure in your contract.

  • Why Charter Schools Are Bad for School Employees & Unions?

    Why Charter Schools Are Bad for School Employees & Unions?

    Charter schools have become a controversial topic in education policy and labor relations. Supporters of charter schools argue that they provide more educational options for families and promote innovation and competition in education. However, opponents of charter schools, including many labor unions, argue that they undermine public education, reduce teacher job security and benefits, and contribute to the privatization of education. In this article, we will explore why charter schools are bad for school labor unions.

    What are charter schools?

    Charter schools are publicly funded schools that operate independently of traditional public school systems. They are granted charters by a state or local authority, which allows them to operate under different rules and regulations than traditional public schools. Charter schools are often run by private companies, non-profit organizations, or individuals, and have more autonomy in hiring, curriculum development, and budgeting than traditional public schools.

    Charter schools were first established in the US in the early 1990s as a way to provide more educational options for families and promote innovation and competition in education. Since then, the number of charter schools has grown rapidly, and they now serve over 3 million students in 44 states and the District of Columbia.

    Why are there employee labor unions in schools?

    Labor unions are organizations that represent workers in collective bargaining with their employers. In schools, labor unions typically represent teachers, support staff, and other school employees. Labor unions negotiate contracts that establish salaries, benefits, and working conditions for their members, and provide legal representation and advocacy for their members in disputes with management.

    Labor unions have a long history in the US, dating back to the 19th century. In schools, labor unions became more prevalent in the mid-20th century, and today, the majority of public school teachers and other school staff are members of a union.

    How do charter schools affect traditional public school employees?

    Charter schools can have a negative impact on traditional public schools by diverting public funding away from them and creating a two-tiered system of education. In addition, charter schools often have lower unionization rates, which can reduce the job security and benefits of teachers in traditional public schools.

    Charter schools are generally less unionized than traditional public schools. According to a 2020 report by the National Education Association, only 11% of charter schools are unionized, compared to 68% of traditional public schools. This means that charter school teachers and staff are less likely to be members of a union, and therefore have less collective bargaining power.

    Impact of charter schools on Salaries and Benefits

    Charter schools often offer lower salaries and benefits than traditional public schools. According to a 2019 report by the Economic Policy Institute, charter school teachers earn, on average, 11% less in salaries than traditional public school teachers. In addition, charter school teachers are less likely to have health insurance and retirement benefits.

    Efforts to undermine labor unions in charter schools

    Charter school operators have been known to engage in union-busting tactics to prevent their employees from unionizing. These tactics include intimidating employees, making anti-union statements, and even firing employees who support unionization. In some cases, charter schools have closed down or been taken over by other operators to prevent unionization efforts.

    There have been several high-profile cases of charter schools and labor unions clashing over labor issues. For example, in 2019, teachers at the Chicago International Charter School went on strike for 11 days over issues such as pay, class sizes, and support staff. The strike was the first-ever strike at a charter school in the US.

    Lack of Accountability and Transparency in charter schools

    Labor unions also argue that charter schools lack accountability and transparency, which makes it difficult for teachers and other school staff to advocate for their rights and for parents to make informed decisions about their children’s education. They argue that charter schools are often run by private companies or non-profit organizations that are not subject to the same level of oversight as traditional public schools.

    Charter schools have been criticized for cherry-picking students, which means selecting students based on academic ability, behavior, or other factors that make them more likely to succeed academically. This can lead to segregation and inequity in education, as well as a lower level of academic rigor and challenge for students who are not selected.

    Charter schools and privatization of education

    Labor unions argue that charter schools contribute to the privatization of education, which undermines public education and reduces the collective bargaining power of teachers and other school staff. They argue that charter schools divert public funding away from traditional public schools, which serve the vast majority of students, and create a two-tiered system of education.

    Labor unions also argue that charter schools often have lower standards and qualifications for teachers than traditional public schools. They argue that this can lead to a lower quality of education for students and reduced job security and benefits for teachers.

    In Conclusion

    Charter schools have become a contentious issue in education policy and labor relations. While supporters of charter schools argue that they provide more educational options for families and promote innovation and competition in education, opponents argue that they undermine public education, reduce teacher job security and benefits, and contribute to the privatization of education. From a labor union perspective, charter schools are bad because they reduce unionization rates, offer lower salaries and benefits, engage in union-busting tactics, and contribute to the privatization of education.

  • Get Involved With The CSEA Team

    Get Involved With The CSEA Team

    Learn How to Join the CSEA Team

    As a CSEA member, you are part of the largest classified union in the nation. Despite our size, CSEA remains an organization of people. As a member-run union, we rely on members to step forward and contribute new ideas and new energy.

    There are many ways you can volunteer and get involved with CSEA. Local chapter meetings are open to all members, and everyone is encouraged to attend. Talk with the leaders of your chapter to find out what kind of help is needed.

    Whatever you choose to do, just remember that getting involved is the lifeblood of our union. The only way for us to grow and improve is if new volunteers like you get involved. Talk to someone today about how you can play a bigger role on the CSEA team.

    Site Rep

    A good “entry-level” job is site representative. Site reps provide a vital communication link between members and chapter leaders. Site reps help sign up new members through CSEA’s New Employee Orientation program. They also keep bulletin boards updated and answer questions at their site or refer co-workers to the appropriate chapter officers or union staff for answers.

    Union Steward

    If you really want to roll up your sleeves and help out members of your chapter, you can become a CSEA union steward. These volunteers protect employees’ rights on the job, enforce the contract and keep management in check. It’s a tough job requiring both knowledge and instinct, but as most stewards will tell you, the work is very rewarding. CSEA ensures that its job stewards get as much training as they need through the CSEA Steward Program. Participants get comprehensive training on everything from legal rights to listening skills.

    Chapter Officer

    Each year, members elect their co-workers to serve on the chapter executive board (president, vice-president(s), secretary, treasurer, etc.). These elections are open to any member in good standing. Maybe it’s time for you to run for office and help lead your chapter. Again, CSEA provides chapter officers with plenty of training opportunities.

    Chapter Committees

    Many chapters elect and appoint members to various standing and ad hoc committees. These committees handle everything from negotiations to welcoming new members. Joining a committee is another great way to get involved with your chapter.

    Chapter Webmaster

    Chapter Webmasters help keep members up-to-date on local news and events. CSEA provides its Webmasters with all the training and tools they need. If you’re interested in becoming a chapter Webmaster, get more information online, then talk to your chapter president.

  • Classified Job Descriptions

    Classified Job Descriptions

    A job description is a list provided by Calexico Unified School District describing the roles and responsibilities of the position, as well as the qualifications you need to be able to perform the job. Make sure you read and understand the job descriptions of your current position. Below is a list of all job descriptions within the Calexico Unified School District.