During the meeting, the need for additional contract days for staff members working with ESE and self-contained units was a central point of discussion. The board members debated the benefits of including these extra days in the teacher contracts. The purpose of these additional days is to provide support for overworked coordinators and teachers, addressing the high turnover rate in ESE coordinator positions and the disparities in resources between larger and smaller schools. Concerns were raised about how unused extra days might be handled in terms of budget allocation and whether they should be absorbed back at the end of the year if not utilized.

The possibility of providing extra funding for specialized ESE positions, such as those focusing on Emotional/Behavioral Disabilities (EBD), Autism Spectrum Disorder (ASD), and Intellectual Disabilities (IND), was also discussed. The board considered incentivizing educators to take on these challenging roles through a differentiated pay supplement.

In addition to discussing the potential integration of extra days into contracts, the board members expressed a commitment to addressing the vacancies in all ESE positions, especially those identified as the most challenging to staff, including ESE autistic, EBD, IND, and ESE pre-kindergarten roles. The aim is to allocate additional funds from the budget to provide enhanced stipends or compensation for these positions, which could serve as a decisive factor for teachers contemplating whether to continue in these demanding roles.

Safety for ESE teachers was another significant concern raised at the meeting. With instances of physical injuries or assaults being a reality for some educators, the board discussed the necessity to explore enhanced safety measures or consequences for such injuries during negotiations. The need to ensure the security of ESE teachers is considered critical in creating a safe and conducive teaching and learning environment.

The meeting was characterized by a collaborative tone, with representatives from the Classroom Teachers Association (CTA) and management expressing a willingness to engage in open conversations and ongoing dialogue to address the issues raised. The management side showed interest in a proposal from the CTA concerning various issues linked to ESE personnel, which includes speech-language pathologists, coordinators, and specialized teachers. They also provided additional information about how other districts implement dedicated days or extra duty days for ESE personnel, emphasizing the value of such accommodations.