Negotiations Updates
Negotiations Update - SRVUSD and SRVEA - SESSION 11 - May 28, 2026
posted June 8, 2026Negotiations Update - SRVUSD and SRVEA - SESSION 11 - May 28, 2026 ![]()
posted June 8, 2026
Negotiations Update - SRVUSD and SRVEA - SESSION 11 - May 28, 2026
The District and SRVEA convened the 11th session of successor negotiations for the 2026-2029 Agreement on May 28, 2026. During this session, the parties discussed various topics and exchanged proposals. Below is a factual summary of the discussion points and links to any proposals exchanged between the parties.
The parties engaged in discussion on the following topics:
- Job Shares
- Leaves
- Extended Day Kindergarten
- Special Education
- Employee Rights
- Salaries
- MOU: Grading & Assessment
- MOU: Bell Schedule
SRVEA Proposals to SRVUSD
SRVEA provided proposals to the District team on the following articles (the below are brief summaries and not inclusive of all aspects of the proposals provided):
The San Ramon Valley Education Association (SRVEA) has proposed the following economic changes:
- 8.3% salary proposal for all unit members over a two year period (2025-2026 and 2026-2027)
- Other Salary Schedule Adjustments
- Automatic Economic Benefit Language
The details of their proposal are outlined below.
- 2025-2026:
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- 2.2% ongoing salary increase effective July 1, 2025.
- A one-time payment of 2% of a unit member’s salary schedule placement as of May 1, 2026, to be paid no later than June 10, 2026.
- Effective July 1, 2025, the highest cell on all SRVEA salary schedules (i.e. column F+75 step 25 on the credentialed teachers’ salary schedule) will be increased by an additional 1%.
- Effective 7/1/2025, the SRVUSD Extra Services Salary Schedule will include the following revisions:
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- High School Orchestra Director Stipend (3 productions) 8.5% of C-1
- Middle School Dance Director Stipend (3 productions) 8.0% of C-1
- Update language to specifically differentiate High School Fine Art stipends from Elementary/Middle School Fine Art stipends
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- 2026-2027:
- 4.1% ongoing increase effective July 1, 2026.
- Economic Benefit Language: SRVEA proposed adding the following contract language:
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- In the event the District grants any other represented employee group or unrepresented management employees a salary increase, compensation adjustment, stipend, differential, bonus, longevity pay, restoration of previously reduced compensation, or other form of economic benefit during the term of this Agreement, the District shall provide an equivalent economic benefit to members of the San Ramon Valley Education Association (SRVEA).
- The equivalent economic benefit shall be applied in a manner that results in no less favorable overall compensation for SRVEA bargaining unit members than that provided to the other employee group.
- Any compensation adjustment provided pursuant to this Article shall be implemented no later than thirty (30) days following the effective date of the compensation granted to the other employee group and shall be retroactive to the same effective date.
- The District shall provide written notice to SRVEA within five (5) working days of approving or implementing any compensation change for another employee group during the term of this Agreement.
- The District’s obligation under this Article shall apply regardless of whether the compensation granted to another group was the result of collective bargaining, a memorandum of understanding, Board action, or unilateral action, and shall not be construed as a waiver of SRVEA’s statutory bargaining rights under the Educational Employment Relations Act (EERA).
Initial Budget Impact Estimates:
To maintain equity, SRVUSD’s standard practice is to apply salary increases across all employee groups. If these ongoing increases were applied district-wide, a rough estimate shows the costs would exceed $20 million in new, ongoing financial commitments. SRVUSD staff will continue to cost out the final details of SRVEA’s proposal and provide additional information in future negotiations updates.
Assessments:
- No unit member shall be required to perform assessments, services, or instructional duties outside their credentialed scope, professional competence, or ethical obligations under IDEA, Section 504, the ADA, or professional licensing standards. Unit members who raise concerns will not be retaliated against.
- The maximum number of assessments assigned to a 1.0 Full-Time Equivalent (FTE) shall be:
- RSP teachers shall be expected to complete no more than 6 initial assessments across all grade levels. For RSP teachers with an assignment of less than 1.0 FTE this maximum shall be prorated accordingly.
- SLP shall have no more than 10 initial assessments per school year across all grade levels. For SLPs with an assignment of less than 1.0 FTE his maximum shall be prorated accordingly.
- School Psychologists shall have no more than 10 initial assessments per school year for Elementary and Middle School Psychologists only. For Elementary and Middle School Psychologists with an assignment of less than 1.0 FTE this maximum shall be prorated accordingly.
- Speech and Language Pathologists and RSP teachers with a full caseload of eligible students or who have achieved the initial assessment maximum, will receive additional compensation for any work performed outside of the workday conducting additional initial assessments.
- Bargaining unit members who have reached their contractual initial assessment maximum or who reasonably believe additional assessments would compromise compliance timelines, assessment integrity, or service obligations may request a workload review. The District shall meet promptly with the unit member and SRVEA representation to identify supports, redistribution options, or compensatory time necessary to maintain compliance.
- Bargaining unit members are encouraged to seek resolution to workload concerns with their immediate supervisor as a first step to discuss the situation and collaboratively resolve the concern. If the concern is not resolved, an appeal shall be submitted to the Director of Special Education for review.
- SDC Preschool Teachers shall be assigned to support the Preschool Assessment Team in conducting initial preschool assessments as their “give back” time. Such assessments shall be distributed equitably among all SDC Preschool Teachers in proportion to their respective instructional time. No teacher assigned to a class five (5) days per week shall be required to complete more than eleven (11) preschool assessments per school year.
- Any assessments assigned after a teacher has reached their assessment limit will receive additional compensation for any work performed outside of the workday conducting additional initial assessments. Upon approval from the site principal or supervisor compensation will be at the hourly per diem rate, up to eight (8) hours per assessment.
- A districtwide assessment team will be established to cover overflow of initial assessments. Immediately upon ratification, the duties and constitution of this assessment team will be developed jointly between the Association and the District.
Staffing Guidelines:
- Full-time RSP teachers shall have a maximum caseload of twenty-two (22) students.
- The maximum caseload for 1.0 SLP shall not exceed forty-five (45) students.
- Proportional Allocation: For SLPs assigned at less than a 1.0 FTE, the maximum caseload shall be calculated at a rate of 9 students per 0.2 FTE (equivalent to 9 students per assigned day of service).
- TK SDC Class size and caseload shall be 10:1.
- Pre-school SDC class size and caseload shall be 10:1.
- SDC Teachers in Adult Transition shall have a maximum caseload of the following:
- Moderate 14 students
- Intensive 12 students
Full Inclusion:
- Placement decisions shall be determined by the IEP team based on individual student needs and shall not be driven by staffing availability, fiscal considerations, or programmatic mandates.
- Class sizes shall not exceed those set forth in the Class Size article.
- Instructional material, furniture, and supplies required to accommodate inclusion will be provided by the District.
- General education teachers assigned to full inclusion classrooms shall receive equitable workload relief recognizing the increased responsibilities associated with serving high numbers of students with IEPs. Relief may include:
- Reduced supervision assignments;
- Reduced yard/recess duty;
- Additional release time;
- Additional paraprofessional support; or
- Other mutually agreed-upon workload accommodations.
- TK/Kindergarten Full Inclusion:
- Two teachers will be co-teaching a class of general education TK or kindergarten students and mild/moderate special day class students.
- SDC Autism Specialist Paraeducators (ASP’s) will be in the classroom to support both teachers.
- The general education teacher is the teacher of record; the special education teacher co-teaches to meet the students’ specialized academic instruction services per their IEPs,
- The Education Specialist shall not function solely as a paraprofessional, substitute aide, or floating support provider.
- TK and Kindergarten full inclusion teams will meet with site administration before the start of each year to develop Wednesday schedules and lunch break schedules which include educationally appropriate space
Supports:
- Sites will equitably assign students with IEPs to general education classes. Upon request, site administrators shall meet and confer with the students’ case managers to review student placement prior to the first instructional day.
- No General Education classroom shall have a roster where more than 10% of the students are identified as having an IEP.
Supervision and Staffing Ratios Student Oversight:
- When student–adult ratios are required by a student’s Individualized Education Program (IEP), Behavior Intervention Plan (BIP), safety plan, program design, or District staffing model, such ratios shall be met through the assignment of appropriately trained paraprofessionals, behavior aides, or other designated support staff.
- The teacher of record shall not be counted as part of any required student–adult supervision ratio.
- Nothing in this Article shall be construed to require the teacher of record to:
- Serve as the designated adult for purposes of continuous or exclusive supervision of an individual student;
- Replace or substitute for required paraprofessional or support staff coverage; or
- Limit instructional access to other students in order to satisfy supervision or safety ratios.
- Instructional flexibility and professional judgment of the teacher of record shall be preserved at all times.
- Responsibility for student supervision during non-instructional or unstructured time, including but not limited to transitions, breaks, lunch, arrival, dismissal, or crisis response, shall be addressed through administrative staffing plans.
- No Special Education unit member shall be required to assume ongoing responsibility for student supervision during such times as a condition of assignment, nor shall uncompensated extension of the workday be used to address staffing shortages.
- No Special Education unit member shall be held responsible or subject to discipline, evaluation consequences, or adverse employment action for supervision-related incidents arising from:
- Inadequate staffing;
- Unfilled positions;
- Absence of assigned paraprofessional or support staff; or
- Administrative decisions regarding coverage or deployment of personnel.
- Liability for supervision failures resulting from staffing conditions shall rest with the District.
- Supervisory duties shall not be incrementally added, expanded, or informally imposed through practice, directive, or expectation without prior notice to SRVEA and bargaining over the impact and effects of such change.
- Supervision: The Intensive (Preschool and TK-12) or Adult Transition teacher of record shall not be counted as part of any required adult-to-student supervision ratio.
| Student Population | Classified Support-to-Pupil (adult) Ratio | Interpretation |
| Preschool SDC | 1:3 | 1 Adult for every 3 students |
| Mild | 1:5 | 1 Adult for every 5 students |
| Moderate | 1:4 | 1 Adult for every 4 students |
| Intensive | 1:3 | 1 Adult for every 3 students |
| Adult Transition | 1:3 | 1 Adult for every 3 students |
- Each Middle School shall be staffed and assigned School Psychologists based on total student enrollment as follows:
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- Up to 500: 0.8 FTE
- 501-750: 1.0 FTE
- 751+: 1.4 FTE
- Each Elementary School shall be staffed and assigned School Psychologists based on total student enrollment as follows:
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- Up to 499: 0.6 FTE
- 500-599: 0.7 FTE
- 600-699: 0.8 FTE
- 700-799: 0.9 FTE
- 800-899: 1.0 FTE
- 900-999: 1.1 FTE
- 1,000+ 1.2 FTE
- Staffing ratios shall be reviewed annually by the Special Education Steering Committee, and deviations shall trigger corrective action timelines.
- Bargaining unit members may participate in job sharing subject to the recommendation of the principal/supervisors involved and the approval of the Superintendent (or designee). Job sharing is defined as a situation in which a commitment to one position is shared by two employees who interrelate by sharing both the responsibility for a specific group of students and adjunct duties required by that position. Job-shares shall be approved on a year to year basis, for a maximum of five (5) years during a bargaining unit member’s employment with the district.
- At the discretion of the HR Director, additional job share placement may be approved beyond initial participation.
- Reduced Workload participants are not included in the five year limitation.
- Job-sharing will be considered terminated if one partner is unable to continue (such as in the case of a leave approval, retirement, or resignation). The remaining partner shall have the option to return to full time equivalency otherwise the position will be posted. If mutually agreed between the Principal and bargaining unit member, a long-term substitute may be hired to finish out the school year.
- Bargaining unit members returning from a job share in the prior year shall be returned to their full-time equivalent (FTE) position for which they hold employment rights. Placement shall occur at the employee’s current site based on site seniority. If no appropriate full-time position is available at the current site, the member shall be placed in an open full-time position at another site based on district seniority.
- Bargaining unit members must notify the District of their intent to return to their full-time equivalent (FTE) per Article XVI, Section A.2.
- The District shall grant up to full-time release for the Association President and Vice-President from regular duties upon written request of notification to the District.
- The Association President and Vice-President shall be advanced on the salary schedule as though s/he had been a regular full-time employee shall receive compensation, benefits and leave accruals as a regular full-time bargaining unit employee. When on a full-time release for Association Leave, the Association President and Vice President shall advance on the applicable salary schedule in the same manner and to the same extent as if actively employed in a full-time assignment.
- The Association President and Vice-President shall have the right to return to the exact same position, assignment and school s/he they left prior to receiving Association Leave, provided the position still exists (ie; same subject area/grade level position, not necessarily vacancy). If the position no longer exists, the HR director will work to find a comparable position within the Association President and/or Vice President’s preference or request placement at another site with a comparable position.
- Association President: The Association shall reimburse the District for all salary and benefit costs in an amount equal to the rate of the lowest paid temporary employee in the District as of the first day of school annually.
- Association Vice-President: In the year 2026-2027, the Association shall reimburse the District for all salary and benefit costs associated with the Vice-President release time, up to an amount equal to 50% of the salary and benefit rate of the current Vice-President.
- Summer Work Outside of the 186 Instructional Calendar: In the event that the Association President and/or Vice President are requested and agree to perform duties for the District, including but not limited to serving on interview panels, negotiations, committee work, meeting with district administrative personnel, and responding to district initiated email/phone calls, they will be compensated at their hourly per diem rate to be submitted through the district extra pay system.
District Proposals to SRVEA
The District provided proposals to the SRVEA team on the following articles (the below are brief summaries and not inclusive of all aspects of the proposals provided):
- Bargaining unit members may participate in job sharing subject to the recommendation of the principal/supervisors involved and the approval of the Superintendent (or designee). Job sharing is defined as a situation in which a commitment to one position is shared by two employees who interrelate by sharing both the responsibility for a specific group of students and adjunct duties required by that position. Job-shares shall be approved on a year to year basis, for a maximum of five (5) years during a bargaining unit member’s employment with the district.
- Bargaining unit members returning from a job share in the prior year shall be returned to their full-time equivalent (FTE) position for which they hold employment rights. Placement shall occur at the employee’s current site based on site seniority. If no appropriate full-time position is available at the current site, the member shall be placed in an open full-time position at another site based on district seniority.
- The District shall grant up to full-time release for the Association President and Vice-President from regular duties upon written notification to the District consistent with California Education Code section 44987.
- The Association President and Vice-President shall receive compensation, benefits and leave accruals as a regular full-time bargaining unit employee. When on a full-time release for Association Leave, the Association President and Vice President shall advance on the applicable salary schedule in the same manner and to the same extent as if actively employed in a full-time assignment.
- Association President: The Association shall reimburse the District for all salary and benefit costs in an amount equal to the rate of the lowest paid temporary employee in the District as of the first day of school annually.
- Association Vice-President: The Association shall reimburse the District for all salary and benefit costs associated with the Vice-President release time, up to an amount equal to 50% the salary and benefit rate of the current Vice-President and all other health and welfare benefits and Cal STRS related employer contributions consistent with California Education Code Section 44987.
- Starting in 2027-28, the Association shall reimburse the District for all salary and benefit costs in an amount equal to the salary and benefit rate of the current Vice-President and all other health and welfare benefits and CalSTRS related employer contributions consistent with California Education Code Section 44987.
The District proposes maintaining the current collectively bargained contract language regarding complaints included in Article XIX: Safety (see below) and propose revising Article XX: Evaluations regarding complaints as follows:
Anonymous Complaints: The District will follow Board Policy 1312.1, Complaints Concerning Personnel and Administrative Regulation 1312.1 when responding to anonymous complaints.
Substantiated complaints will be processed following applicable district policies and procedures, in compliance with the law. Unit members may provide a written response that will be attached to the complaint.
Unsubstantiated complaints will be dismissed immediately.
Article XX: Evaluation
- Public Charges
Any anonymous complaint shall not be used in an employee's evaluation or included in an employee's personnel file unless the complaint is substantiated pursuant to an investigation.
The parties agree to establish a Grading and Assessment Joint Working Group to refine implementation considerations, develop clarity around expectations, and identify areas requiring further alignment prior to any potential policy or practice changes.
The Joint Working Group shall:
- Examine the findings of the Grading Reform Committee;
- Identify areas requiring greater clarity, consistency, and shared expectations;
- Evaluate key implementation considerations, including but not limited to:
- Workload and long-term sustainability
- Applicability across disciplines and grade levels
- Impact on students;
- Focus on grading and assessment practices at the middle and high school levels;
- Develop draft guidance and implementation frameworks for consideration;
- Provide non-binding recommendations to the District and SRVEA bargaining teams.
The Joint Working Group shall consist of twenty-two (22) members in total to ensure broad and balanced representation across secondary grade spans, disciplines, and roles.
Thirteen (13) SRVEA Members:
- Seven (7) high school teachers, with representation across core academic subjects, electives, physical education, and special education
- Four (4) middle school teachers, with representation across core academic and elective subject areas
- One (1) counselor
- One (1) SRVEA leadership representative or designee
Nine (9) District Representatives:
- Three (3) high school administrators
- Two (2) middle school administrators
- Four (4) district administrators
Timeline:
- Spring 2026: Selection of Joint Working Group members
- Aug/Sept/Oct/Nov 2026: Joint Working Group convenes to review, analyze, and develop draft guidance and implementation frameworks
- Dec 2026: Presentation of findings and recommendations to SRVEA and District bargaining teams for review and discussion
- Spring 2027: Preparation of final implementation framework
The following parameters shall be utilized by school sites in the development of bell schedules through a collaborative process facilitated by site administrators with site unit members.
Elementary Schools:
- All sites will utilize one common start/end time: 8:00 A.M. - 2:30 P.M. as follows:
- Kindergarten slip: 8:00 A.M. - 11:30 A.M./ 9:00 A.M. - 12:30 P.M.
- TK/Kindergarten (no slip): 8:00 A.M. - 11:30 A.M./ 11:30 A.M.- 3:00 P.M.
- Grade 1 slip: 8:00 A.M. - 1:50 P.M. / 8:40 A.M. - 2:30 P.M.
- Grade 1 (no slip): 8:00 A.M. - 2:30 P.M.
- Grades 2- 5: 8:00 A.M. - 2:30 P.M.
- Sites with SDC Kindergarten/Grade 1 will utilize the 8:00 AM start time.
- Early dismissal Wednesday (No slip schedule)
- County Preschool shall be three hours and twenty minutes four (4) days per week and three (3) hours on Wednesday.
- Slip Programs will be a site-based decision. Site principals shall solicit input and work collaboratively with staff to determine if the site utilizes a slip schedule for Kindergarten and Grade 1 for the 2026-27 school year.
- Schools that did not implement slip scheduling for Kindergarten 2025-26 shall not implement it in 2026-27.
- Based upon available classroom space, schools that offered a slip schedule in Kindergarten and/or Grade 1 in the 2025-26 school year shall be permitted to do so.
- TK/K shall be three and one-half (3.5) hours per instructional day.
- Grades K-5 will administer screener assessments three (3) times throughout the school year - fall, winter and spring, according to the District's assessment calendar.
- Grades 3-5 will administer interim CAASPP assessments two (2) ELA and two (2) Math prior to the CAASPP testing window.
- Fall screener assessments will be administered for the 2026-27 school year for grades K-5 August 14th through August 21st. Grades 1-5 will follow the adjusted assessment day schedule on days August 14, 17, 18, 20, and 21. August 19th will remain a Wednesday Schedule.
- TK teachers will administer assessments three (3) times throughout the school year - fall, winter and spring.
- SRVEA Leadership/Representatives and District administrators will collaborate and consult on the assessments that will be used prior to the administration in Fall 2026.
- Employees will maintain a standard 7-hour workday, independent of bell schedule variations.
Secondary Schools:
- Sites shall have the option of utilizing one of the following block schedules:
- 2 days per week block
- 4 days per week block
- 5 days per week block
- Minimum of two (2) student support periods per week.
- Employees with less than 1.0 FTE will provide one student support session per week.
- Minimum of one (1) collaboration meeting per week.
- The length of the workday for employees teaching at a school with a block schedule including lunch, brunch, preparation time, recess, passing time, travel time between assignments, and time required before/after school is an average of seven (7) hours for ten days over the two week period.
- Grades 6-12 will administer screener assessments three (3) times throughout the school year - fall, winter and spring, according to the District's assessment calendar.
- Grades 6-8 and 11 will administer interim CAASPP assessments two (2) ELA and two (2) Math prior to the CAASPP testing window.
- Sites may utilize the student support periods.
- Sites will collaborate to determine the testing schedule
- Employees will maintain a standard 7-hour workday, independent of bell schedule variations.
Middle Schools:
- Exceed the state minimum requirements of 54,000 minutes per year
- Common start/end times 8:15A.M. - 2:45 P.M, except for the TRAFFIX sites.
- TRAFFIX sites include Los Cerros and Pine Valley and start/end times will be 8:45 A.M. - 3:15 P.M, Monday-Thursday and 8:45 A.M. - 1:35 P.M, Friday.
High Schools:
- Exceed the state minimum requirements of 64,800 minutes per year
- Both Regular days and Block days will start at 8:30 A.M. and end between 3:30 - 3:45 P.M.
- Period “B” will be offered at the end of the instructional day. The following process will be used to determine teaching assignments for “B” Period:
- All bargaining unit members at the site will be given the opportunity to provide their teaching preferences including whether they would like to teach “B” Period.
- Site administrators will work with Curriculum Leaders and individual bargaining unit members through a collaborative effort if there is still need after volunteers are assigned.
- Following steps ‘a’ and ‘b’ above, site administrators may assign bargaining unit members to teach “B” period.
- In the case of scheduling preference conflict with the assigned schedules, the first right of refusal will be given to the employee with the most seniority.
- In the event a bargaining unit member does not agree with being assigned to teach “B” period, he/she may request a conference with the site administrator to discuss reasons for the assignment.
Special Education Transitions Program:
- Common start/end time 9:00 A.M. - 2:00 P.M.
Next Steps
Although no tentative agreements were reached during today’s session, the parties continue to make progress and are committed to working collaboratively to reach an agreement. The next session of negotiations will be scheduled upon return from summer break.
Representatives in Attendance for this Negotiations Session
San Ramon Valley Unified School District |
San Ramon Valley Education Association |
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View previous negotiation session summaries with each of our Union partners.
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California School
Employees Association (CSEA)
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Service Employees
International Union (SEIU)
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San Ramon Valley
Education Association (SRVEA)
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If you would like to review additional information regarding the process, documents, resources, and iterations of the budget reduction plans, you may view those here:
