Modesto City Schools Discusses Elementary Schedule Changes in Ongoing Labor Negotiations
As part of our ongoing contract negotiations with the Modesto Teachers Association (MTA), we are exploring changes to the structure of the elementary school day.
District and MTA representatives have already met twice this month, on October 7 and October 15, with a third session scheduled for October 30. Alongside automatic reopeners for salary and health and welfare benefits, six additional contract articles are under discussion.
One key focus of the district’s proposals is Article IV – Hours of Employment, which aims to redesign the elementary instructional day to improve student learning and teacher collaboration.
The proposed schedule would create more uninterrupted learning time and reduce fragmented segments in the current daily structure. Among the major changes being considered:
Establishing common blocks of time so teachers at the same grade level have shared preparation and Professional Learning Community (PLC) periods each day.
Incorporating PLC time into the regular school day, eliminating the need for early student release at elementary schools.
Maintaining or increasing teacher preparation time over the course of the school year.
Ensuring all students receive physical education (three days a week) and art and music (twice a week).
Providing P.E., art, and music instruction through new elementary P.E. and Visual and Performing Arts (VAPA) teacher positions.
While making any change to the instructional day can prompt questions about how specific sets of staff are impacted, we have shared with MTA leadership that our goal is to implement the new schedule without laying off certificated employees, such as computer literacy teachers and prep providers. Those educators would have opportunities to transition into new roles or return to classroom teaching positions.
The proposed elementary instructional day is one with more time, fewer interruptions, predictable routines, and the conditions for teachers to do their best instructional work and for meaningful student learning.
The aim is to maintain the existing early release schedule for collaboration at junior high and high school levels. The district plans to increase investment in transportation services to support the transition, and it is our goal to continue early release—rather than a late start—for grades 7–12 following feedback from a dedicated committee of staff that has been meeting since last year.
There are still many details to finalize, but if it is adopted, the proposal would provide a predictable daily schedule with dedicated instructional blocks for English language arts, math, science, social science, English language development (ELD), and Multi-Tiered System of Support (MTSS) interventions.
For MCS, negotiations are an important part of keeping our relationships strong and ensuring that our district continues to be a great place to work and learn. Contract negotiations are currently also underway with our other labor partner, the California School Employees Association (CSEA).
Modesto City Schools Begins 2025–2026 Contract Negotiations with Focus on Unity and Students
Negotiations with our labor partner, the Modesto Teachers Association (MTA), are off to a productive and positive start! We began on Tuesday, October 7, with an in-person meeting at the District Office, during which we exchanged initial proposals. Although nothing is official until both the District and MTA’s membership agree to it, it was clear that there are key matters on which we agree.
This is refreshingly forward momentum during the start of negotiations! The District’s negotiations committee is truly grateful for productive and efficient collaboration by both sides.
We are discussing a number of matters as “automatic reopeners.” These are items that the District and MTA have agreed to bring back automatically, and some may be items brought back automatically every year. A good example is health and welfare benefits: it is typical in negotiations for this to be up for discussion automatically, annually.
The automatic reopener articles for both parties in this negotiation cycle are:
Article IX: Salary
Article X: Health and welfare benefits
Here are other articles opened by MTA:
Article V: Leaves (Contract section relating to leaves of absence)
Article VII: Staffing ratios
Propose the creation of a new article relating to Special Education
In addition to the automatic reopeners, the District has brought forward the following articles:
Article IV: Hours of Employment
Article VI: Class Size
Article XXII: Additional Programs (educational programs offered to students)
The District is committed to an efficient, effective, and transparent negotiations process, and we believe in making decisions that are focused on improving student outcomes. We recognize and value staff in a number of ways - through this negotiations process, but also through investment in professional development and support. We are grateful to MTA’s leadership for their contributions to a positive and productive first session! We look forward to coming together again at our next two scheduled sessions, on October 15 and again on October 28.
We are better together!
As negotiations move forward at Modesto City Schools, we are sharing a message from committee member and Associate Superintendent of Student Support Services Mark Herbst. Herbst explains what staff and the community can expect as the district begins its 2025–2026 contract negotiations with the Modesto Teachers Association. Below, Superintendent Dr. Vanessa Buitrago shares why she approaches this process with respect, optimism, and a shared focus on students.
One District, One Purpose: Message from the Superintendent
Greetings, MCS Community,
As we continue contract negotiations with the California School Employees Association and begin contract negotiations with the Modesto Teachers Association, I want our staff to hear from me directly, and I want you to know my approach to this process.
Negotiations are a normal part of the life of any school district. They often bring different perspectives, and at times, they lead to tough conversations. However, different viewpoints don’t have to mean we are divided. In fact, I believe this process can make us stronger.
We’ve all seen what happens when groups let deep divides take hold. Across our country, and even in some school districts, it leads to strife and dysfunction. At Modesto City Schools, we have the opportunity to set a different example —one built on respect, collaboration, and a focus on what unites us: our students.
Teachers, staff, administrators, families, and students—together we are one community. Our strength comes from working side by side, even when conversations are complex, with our eyes on the same goal: to fulfill our vision, which is that every student graduates with the skills, knowledge, and character traits necessary to thrive and contribute to society. We can only achieve this goal by investing in our own growth and in the relationships that sustain us.
I am deeply grateful for the passion, skill, and care you bring to your work. As we navigate this negotiation process, let’s do so with optimism, respect, and a shared commitment to the future of our students. Again, we will not always agree, and we may not get everything we want; you know, as I do, that such is life. However, we strive to find a solution that works for everyone. This must be our way, a way that cannot reinforce the toxicity that we see in other spaces.
Remember: Our schools are only as positive and productive as we make them. You (WE) belong here. We all share the responsibility of modeling care, belonging, and commitment to collective efficacy.
If you have any questions about this communication, please get in touch with me directly at buitrago.v@monet.k12.ca.us.
In community,
Dr. Vanessa Buitrago
Modesto City Schools Superintendent