To Union Leadership,
We, the undersigned 2209 members working in Setting IV and other high-needs educational environments within District 287 are submitting this letter as a formal petition expressing deep concerns with how our needs and working conditions continue to be addressed within our collective bargaining agreement and through union advocacy.
Chronic Delays in Contract Settlements
Contract negotiations are consistently not beginning until AFTER the old contract has already expired and contracts are not being finalized until many months into the new contract year. This pattern creates prolonged financial uncertainty for ESPs, as well as other non licensed, and licensed staff and undermines trust in the bargaining process. Timely negotiations must become a priority, not an afterthought.
Ineffective and Inequitable Pay Scales
The current pay scale is ineffective prior to the Associate’s Degree lane and does not reflect the qualifications required of ESPs. ESPs are required to be highly qualified, either by passing the ParaPro assessment or by holding an Associate’s or Bachelor’s degree. Pay lanes below the Associate’s Degree level are functionally useless and should be removed to align with the professional standards expected of our role.
In addition, the pay scale must be expanded to include additional lanes between the Associate’s Degree and Bachelor’s Degree levels. ESPs often pursue continued education, training, and certifications, yet there is no meaningful financial recognition for progress made between these degree benchmarks. Creating intermediate lanes would provide fair compensation for professional growth and incentivize retention.
Furthermore, the overall ESP pay scale—particularly at the Bachelor’s Degree level—must be significantly increased as well. The responsibilities, behavioral demands, safety risks, and instructional support expectations placed on ESPs far exceed the compensation currently offered. Overall, ESPs are not being paid adequately for the complexity and intensity of the work we perform daily.
Additionally, ESPs with five or more years of experience frequently cap out on the pay scale, leaving them dependent solely on negotiated raises. This fails to recognize accumulated expertise, institutional knowledge, and the increasing demands placed on experienced staff.
Inadequate Longevity Compensation
While the contract includes a longevity stipend, the current amounts do not meaningfully reflect years of dedicated service. Remaining in education—particularly in high-needs settings—requires commitment, resilience, and skill. Longevity pay must be substantially increased to honor and retain long-term employees.
FTE Equity for ESPs
All ESPs should automatically be placed at .937 FTE. Requiring staff to request these hours annually places unnecessary burden on employees and creates instability. Full, consistent workloads should be the default, not something employees must repeatedly advocate for.
Lack of Investigative and Disciplinary Support
Many members report feeling unsupported during investigations or disciplinary processes. Union representation must be proactive, visible, and reliable. No member should feel isolated, vulnerable, or unsure of where to turn when facing serious workplace concerns.
These issues have persisted for years without adequate resolution. If meaningful progress is not made on the concerns outlined above, union members will begin withdrawing their membership beginning September 2026. This is not a decision taken lightly, but one driven by the ongoing failure to address the needs of members in a substantive way.
We are asking—clearly and collectively—for action, accountability, and advocacy that reflects the value of all members and the critical roles we play in education.
Respectfully,
The undersigned Local 2209 members
10 Comments
One more thing the team wanted to negotiate during the day to get it done sooner-however James would not ok federation leave for us.
If we do cont. to have the union.... I believe we should go for contract for this school year and the next two. That way we negotiate alternate years from member districts and other similar schools. This whould stop the dragging of feet to see what others are settling for.
If anyone would like explanations and clarification so you have the facts correct- I would be more than happy to give you the correct information. There is a lot of misinformation being said and misunderstanding how contract negotiations work, union clarification and why things are done the way they are. One clarification is that staff do not have to fill out the FTE form every year- ONLY if you want to lower your hours. Also this term for negotiators is almost up- I suggest stepping up and being on the new team. I do not recall seeing any of the names on here in any union meetings. A union is a union of people working together-not just the same handful doing all the work. We are educators- educate yourselves on procedures, legal ramifications, negotiations, and just how things work and the reasoning behind them- do not make assumptions.
Please educate yourself on things before sending misinformation out!!
*many of these issues
It seems there is a huge lack of understanding of the process, legal and standard practice. I suggest attending union meetings and asking questions- many of these "issues" were explained in the reading last night and in 2209 newsletters.
I hope others can sign this so our union can understand how majority of us are feeling.
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To Union Leadership,
We, the undersigned 2209 members working in Setting IV and other high-needs educational environments within District 287 are submitting this letter as a formal petition expressing deep concerns with how our needs and working conditions continue to be addressed within our collective bargaining agreement and through union advocacy.
Chronic Delays in Contract Settlements
Contract negotiations are consistently not beginning until AFTER the old contract has already expired and contracts are not being finalized until many months into the new contract year. This pattern creates prolonged financial uncertainty for ESPs, as well as other non licensed, and licensed staff and undermines trust in the bargaining process. Timely negotiations must become a priority, not an afterthought.
Ineffective and Inequitable Pay Scales
The current pay scale is ineffective prior to the Associate’s Degree lane and does not reflect the qualifications required of ESPs. ESPs are required to be highly qualified, either by passing the ParaPro assessment or by holding an Associate’s or Bachelor’s degree. Pay lanes below the Associate’s Degree level are functionally useless and should be removed to align with the professional standards expected of our role.
In addition, the pay scale must be expanded to include additional lanes between the Associate’s Degree and Bachelor’s Degree levels. ESPs often pursue continued education, training, and certifications, yet there is no meaningful financial recognition for progress made between these degree benchmarks. Creating intermediate lanes would provide fair compensation for professional growth and incentivize retention.
Furthermore, the overall ESP pay scale—particularly at the Bachelor’s Degree level—must be significantly increased as well. The responsibilities, behavioral demands, safety risks, and instructional support expectations placed on ESPs far exceed the compensation currently offered. Overall, ESPs are not being paid adequately for the complexity and intensity of the work we perform daily.
Additionally, ESPs with five or more years of experience frequently cap out on the pay scale, leaving them dependent solely on negotiated raises. This fails to recognize accumulated expertise, institutional knowledge, and the increasing demands placed on experienced staff.
Inadequate Longevity Compensation
While the contract includes a longevity stipend, the current amounts do not meaningfully reflect years of dedicated service. Remaining in education—particularly in high-needs settings—requires commitment, resilience, and skill. Longevity pay must be substantially increased to honor and retain long-term employees.
FTE Equity for ESPs
All ESPs should automatically be placed at .937 FTE. Requiring staff to request these hours annually places unnecessary burden on employees and creates instability. Full, consistent workloads should be the default, not something employees must repeatedly advocate for.
Lack of Investigative and Disciplinary Support
Many members report feeling unsupported during investigations or disciplinary processes. Union representation must be proactive, visible, and reliable. No member should feel isolated, vulnerable, or unsure of where to turn when facing serious workplace concerns.
These issues have persisted for years without adequate resolution. If meaningful progress is not made on the concerns outlined above, union members will begin withdrawing their membership beginning September 2026. This is not a decision taken lightly, but one driven by the ongoing failure to address the needs of members in a substantive way.
We are asking—clearly and collectively—for action, accountability, and advocacy that reflects the value of all members and the critical roles we play in education.
Respectfully,
The undersigned Local 2209 members
10 Comments
Nope not signing because i uinderstand the behind the scenes that take place or are needed and how we compare to statewide and local districts as far as compensation, contract negotiation time etc. I have been here for 32 years, I have a lot of experience history with what is being brought up. Also correct understanding of your issues- which doesn't seem to be represented here. I would highly recommend doing research on the topics- compare statewide statistics on Ed Mn website- look at member contracts and other intermediate contracts.
One more thing the team wanted to negotiate during the day to get it done sooner-however James would not ok federation leave for us.
If we do cont. to have the union.... I believe we should go for contract for this school year and the next two. That way we negotiate alternate years from member districts and other similar schools. This whould stop the dragging of feet to see what others are settling for.
If anyone would like explanations and clarification so you have the facts correct- I would be more than happy to give you the correct information. There is a lot of misinformation being said and misunderstanding how contract negotiations work, union clarification and why things are done the way they are. One clarification is that staff do not have to fill out the FTE form every year- ONLY if you want to lower your hours. Also this term for negotiators is almost up- I suggest stepping up and being on the new team. I do not recall seeing any of the names on here in any union meetings. A union is a union of people working together-not just the same handful doing all the work. We are educators- educate yourselves on procedures, legal ramifications, negotiations, and just how things work and the reasoning behind them- do not make assumptions.
Please educate yourself on things before sending misinformation out!!
*many of these issues
It seems there is a huge lack of understanding of the process, legal and standard practice. I suggest attending union meetings and asking questions- many of these "issues" were explained in the reading last night and in 2209 newsletters.
I hope others can sign this so our union can understand how majority of us are feeling.
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Nope not signing because i uinderstand the behind the scenes that take place or are needed and how we compare to statewide and local districts as far as compensation, contract negotiation time etc. I have been here for 32 years, I have a lot of experience history with what is being brought up. Also correct understanding of your issues- which doesn't seem to be represented here. I would highly recommend doing research on the topics- compare statewide statistics on Ed Mn website- look at member contracts and other intermediate contracts.