Oh, did he hear me? Okay. >> Oh, there you go. Okay. Good evening, everyone. Um, I call the meeting of the Roseville Area District School Board meeting on June 27 at 6:30. Um, do we have any Well, let's just do the roll call first. Uh, Clerk Manx, let's do that. >> Director Anderson >> here. >> Treasure Boachesky >> here. >> Director Cleveland >> here. >> Director Morris went >> here. >> Clerk Clark is here. Chair Chu >> here. >> Thank you. Do we have any um agenda adjustments to >> There are no agenda adjustments. >> Okay. Thank you. And so I'm going to turn it to you in terms of uh announcement and recognition. >> Thank you. I'm excited to welcome Principal Wade and team from Emma D. Williams Elementary School to the table. Welcome. >> Thank you for being here. >> I know that our slideshow is on the screen and I'm still gonna bring my laptop because what do you do when you present but look at your laptop, right? So there we go. >> I know. Uh, thank you for having us here. School board cabinet. Uh, Dr. Lake, appreciate it. Um, and I'm Principal Wade, uh, Rebecca Wade, principal at EMTT D. Williams, and I have with me tonight Emily Temple, who is our social worker, and Leanne Salis is Salis, who is our student success specialist. Um and we are going to talk about um our social emotional learning that we have been doing and really sort of ramped up this year as we looked at data, as we thought about scholars, as we did all of those things. While we're talking, I'm going to pass around some books that you can look at. Um there are ones that we use intentionally with our social emotional learning and we've purchased them for classrooms. So every classroom has mentor texts and so I'm going to just pass them around. We do monthly things. So, I'll pass them that way. All right. >> Oh my goodness. >> Too much power. >> I'm so excited. All right. So, I want to just start about where we've been with social emotional learning. We know it's a huge thing connected to scholar success, their sense of belonging, which impacts achievement and growth and potential and all of the things. So we have um uh started and done for the past couple years lots of previous years. The beginning of the year we start with what we call our PBIS passport where we do intentional learning on um our cares or our Bobcat pride values. Cooperation, assertion, responsibility, empathy, and self-control. Right? Those are the those are the those are the five. And then January, February, we always do a refresh of those as we come back from winter break. Last year we did weekly weekly refreshes where we purchased different books for the classrooms connected children's books connected to each one of those um cares or Bobcat pride values and we did some intentional learning around those and what we noticed even with that sort of in and then teachers of course do social emotional teaching and learning all day long right like in everything they do. Um but we still noticed that there were needs that were not being met for schol for our scholars. And so these needs were resulting in some disconnect in scholars sense of belonging, some behavior referrals, those sorts of things. And so we're like, "All right, what do we do next?" So our PBIS team talked about options for more and increased intentional social emotional learning throughout the school year. And then Leanne and Emily went right to work. So, um, when we were thinking about kind of revamping our social emotional learning, like what it looked like for the year, um, we had some goals in mind. Obviously, we were looking to decrease behavior referrals. Um, but really like I feel like this was kind of born out of support for classroom teachers who were making a lot of requests for more explicit seal instruction in the classroom and either like wanting us to come in and teach or wanting materials that they could teach themselves. So kind of creating a plan for them um in that regard and then having goals of increasing connected connectedness in the classroom and in the whole school community. So we wanted classrooms to feel connected to each other but then also the whole school to be connected to each other and that's including our like C program and students that are in our centerbased learning as well. Um, and then we wanted to include explicit learning or teaching of those cares values and then additional SEAL skills as we could kind of fit it in. And some secondary goals that came as we were thinking about this were um just this idea that like having more assemblies, more times where we're grow we're gathering as a whole school gave kids a lot more opportunities to practice the skills of being in that large of a group and being asked to kind of sit in that kind of fashion. Um, and then we also have all of our assemblies uh projected on Zoom. So students that are over stimulated by that environment, have noise sensitivities for various reasons, just not feeling it that day, they can go to a separate space and watch it on Zoom with um other staff members. >> Um, we wanted the lessons to be leveled by grade. So tier one seal that is repeated each year so that teachers only had to learn the lessons for their grade one time. And as kids cycled through, they would like be able to experience all the lessons, but teachers didn't have to reinvent the wheel each year. So, it's like a lift this year in terms of learning new lessons, but next year we'll be repeating the same lessons. And then we also wanted all staff who weren't classroom teachers to push into a classroom um for both support to the teacher because it's a new thing for kids and to build community. So I go into a classroom, Leanne goes into a classroom. All of our other support staff, paras things, they go into classrooms too and are a part of those um dates. Would you like me to control this? >> Sure. Thank you. >> So with these goals in mind, we created Bobcat Bonding. Um Bobcat Bonding is a year-long plan for schoolwide tier one social emotional learning with a theme each month. It happens every week on Tuesdays during our classroom meeting, morning meeting times. Um the weekly activity cycle includes three things. Um we kick off the month with an all school morning meeting. Then we have a book connected to the theme, those some of those books that um Rebecca passed around and a lesson related to that book as well. And then we have a seal lesson focused on the theme. For example, January's theme was self cons self-control. We started with an all school morning meeting. Um students reflected on ways they practiced the previous month's theme, which was cooperation and inclusiveness. Um then we played a movement game that practiced self-control. And then we always end with our school song. The following week, we read the book of the month. Um, this month we read I can't believe you said that by Julia Cook. Uh, classrooms made. >> Yay. >> Um, classrooms u made self-control anchor charts as you can see a couple examples there from um some of the grade levels. And then the next week, classroom teachers taught SEAL lessons that ranged across grades from controlling my body in kindergarten to being patient in third grade to managing stress in sixth grade. >> That's great. >> Um, so we pulled the lessons from two sources, uh, random acts of kindness and be good people, which are both like free curriculums for SEAL. Um, and that allowed us to have them be leveled in a nice way for grade levels. And then it also allowed us to give some extension and like further sources for material for teachers. So like I know on the random acts of kindness one like self-control I think has like a lesson one and we started there and teachers could extend beyond that and do two, three and four if they wanted to. Um, and be good people has just like a lot of options of things too. So they have all of those available as extension sources too. And these are more examples of things that have happened I think mostly during um the SEAL port lesson week. Um I know like the trees all have little like self positive self-t talk um little statements on them and they're all different for all the kids. >> Um >> yeah, >> sweet and the sweet and sour and bitter was from uh the the book. Yep. taste your words. And it was and it um they did that was from the second week's activity around um what do words taste like, sweet or sour, when you say them? And so they did two column charts or two column notes, I guess, if you will. I'm getting them ready for that AVID stuff as they get older um around what do words taste like? Is that going to taste sweet when it comes out of your mouth or sour and bitter? and so to think about what you're saying and how it's going to land on somebody and what it's going to feel like when you say it. >> Um, and so that like is just one part of the learning obviously like that we're doing at school. We also start um Lean and I began filming a mindful moment for each week student announcements so that we were kind of like each week having that little touch point too. We tried to like theme it around the month's theme. Um, and then now we've kind of transitioned into students acting out scenarios that are like common things that happen in in school and like how we can resolve them. I don't know if we have time to show you. This is actually Leanne and I. >> That's fun. >> Do we have time for that? Okay. It's like a minute now. >> Yeah. We'll make that. >> Yeah. Really >> time to line up. First up. >> No, I'm first. I first >> But I know we both at the same time. We kind of got here at the same time. How do we solve this? >> Maybe we could try rockiss. >> All right, you win. You can go first today. >> I don't know if anyone noticed, but I actually won. >> And a lot of kids had things to say about that. Um but it's been it's been fun for us and like we can tell kids are engaged in it too and now that Leanne has led the kids um scenarios um >> which has been a lot of fun to see um students really students um become these actors and these leaders and um it's always a surprise when they come up on the announcements and they know they're going to be part of the announcements. just don't know when. And it's just um raised their self-esteem. It really brought in that inclusiveness and part of the community. And it just it feels really good to be part of it, not only for for myself, but really most importantly for them. Mhm. >> Yeah. >> The other thing that we're trying really hard to do with the books is as we celebrate um cultural heritage month, making sure we're choosing texts that are um by authors >> from the month that we're celebrating so that we can do because the second week, the slideshow with the readaloud and some additional information where they create those charts or activities. Also, they learn about the author and illustrator and so they're able to learn um around uh >> to learn about um folks who write right from different different um races, cultures, communities. And so we're trying to tie that connection across all of those things that we're doing. So >> great. Thank you. That's great. >> Any questions or wonderings from anybody? >> Yeah, go ahead. >> Oh, I know. Um this is an excellent framework. Like well done. And I know it involves taking from lots of different places and sounds really structured. What about like impact? Like do you have any anecdotal stories or things that you've seen that are different that like climate culture or director Cleveland if has any as a parent like how is it what are you seeing? >> Um we have comparing the data for behavior referrals from last school year up until January of this school year. If we compare the two school years, we've got just a little bit under 20% decrease in the number of our referrals. >> Wow. >> The other thing that I think is um great about that, right, seeing that decrease is that many of the scholars who uh who um engage in unexpected behaviors that we don't right that we're not not looking for are able to process quicker and go back will go back to some of the mindful moments. Couple of the earlier Scott um Leanne and Emily videos were around different breathing techniques, square breathing, rainbow breathing maybe um some of those like coping things and so able to go back to those and remind them so kids are are being able to process and re-eregulate quicker >> and we're able to remind them of here are the things that we've learned so far. So those >> just like anecdotally like the assemblies thing >> having them more often has also made them shorter. Um which I think is more appropriate for the age range we have at our school and I feel like they've been really like fun this year. Like they've been less like oh we're trying to manage all of this at one time and more like everyone is engaged for you know half an hour. Um and there's opportunities for kids to share out on the mic. uh and teachers do a really good job making sure that goes across the whole school. It's just I feel like that has felt more manageable and just better in general this year which has been great. >> We have an all school morning meeting a committee that is comprised of staff that meet and plan those and then like they said somebody opens a zoom link and so scholars who are not able to be there for whatever reason at that moment still can participate from a space where they don't where there's not 450 kids in the same spot. So yeah, >> thank you. Right. >> Any other questions? >> Well, I'd just like to say I think you're dynamic educators. Feel lucky that Quincy is able to go to EDW and have this experience. >> Dr. Wilson and Director Cleveland, we can go home and talk to our kids about what they're experiencing for Bobcat bonding. >> Yeah. Thank you. Great. >> Thank you. Thank you. Other questions? >> Oh, yeah. >> Thank you so much. Thank you. Thank you for your work. >> Thank you. Yep. Next. >> Yes. Next up, I want to say principal Gibbs, but should I say principal Nate? We're >> still figuring it out >> from Park and team. Welcome to the table. Welcome Parkview community. >> They should have a more assertive answer. >> Mr. Gibbs, simple gifts. >> Our chairs. >> I like the first name sometimes. >> Thank you for your team for being here. >> Yeah. You guys want to come sit on these two? >> We'll we'll make this work. >> Yeah, >> absolutely. >> And pass around and you can say my name. >> Okay. >> We're doing musical cheers. >> Thanks for being here and welcome. >> Yeah. >> Thank you for having >> Okay. >> All right. Well, uh, Chair Chu, Superintendent Lake, schoolboard members, and cabinet, uh, we're really excited to, uh, share some highlights and some updates related, uh, to our efforts around inclusive play at Parkview. Uh, really the heart, uh, behind this work is around making our facilities more accessible, uh, making play more inclusive, and and making our Parkview community more equitable. And so I'm excited for you all to hear from from our team and this is truly the team uh students uh community members and staff working together. Um and as we share um just want to encourage you all to reflect on uh what you can do to elevate the visibility of this work um connections you might be able to facilitate um and continue to encourage you all to be uh cheerleaders for this amazing team and in our efforts moving ahead. Uh so with that I give you Emily Dah. Hello everyone. Uh good evening and thank you for having us here today. My name is Emily Dah. I'm a Parkview parent of two students, the louder one over there. Um so, uh Peter is a third grader and my daughter Sophie is a second grader in the STAR program at Parkerview. I'm also the treasurer of the PTSA and the chair for the inclusive playground committee. Uh tonight you will hear about our inclusive playground project and the amazing students, families, and staff who are advocating for inclusive play. Um and we just want to acknowledge the stress and challenges facing our community right now. Um but we appreciate the opportunity to talk to you today about this ongoing work as it's very important to us. Uh the inclusive playground project is deeply personal to me. It began nearly um two years ago. Thank you. um during Sophie's kindergarten year as I watched her struggle to use the playground. Sophie has Down syndrome and heart conditions that have affected her mobility her whole life. And Parkview's 27year-old playground is simply not built for her or for many of the children like her. >> And too often Sophie and her peers are left sitting on the sidelines watching as their friends play. Our community has come together though to change that by building an inclusive playground at Parkview, one where every child belongs. She is cracking me up right now. Hey. >> Um, so, uh, here is our existing playground. Um, we had an accessibility report performed by JQP to assess our current play space. Um, and it showed our upper playground had zero accessible pathways or doors to any of the play equipment. And you're getting a folder and that report is in that folder for you to review. Um but this report really just validated the stories we have heard from students and staff that our playground had numerous barriers for children with disabilities and play is an essential part um or is essential for all children. Um it supports social, emotional, physical and academic growth. Barriers um to inclusive play result in reinforced feelings of isolation um and difference among peers. So why is this so important for Parkview? Um, Parkview serves more than 700 students and is home to two district-wide programs, the STAR and the Beam programs. Parkview supports 160 students with disabilities, including more than 40 with mobility impairments, making accessible surfaces and those pathways essential for inclusive play. Um, and now our next one is you'll see our journey. We are thrilled to share with you, and we'll see if the video Oh, it does. Yay. We're thrilled to share with you that this past fall we completed phase one part A. And that work included installing the path from the accessible door to the playground as well as expanding the play space to in include some standalone pieces like the inclusive whirl, the half-dme climber, monkey bars, a spinner um and a bench as well as an 88 accessible ramp into the new play space. And that's what it looked like very close to being done. Um, these improvements are already transforming daily life for our students and the staff who support them. Um, and this project is more than just building a playground. Um, it's about living our values and creating spaces for our students where they can belong and thrive. And now Kristen is going to share her experiences. >> Hi everyone. I'm so excited to be here with you today. My name is Kristen and I'm gonna talk to you about my daughter Elelliana. She's in the little floral jacket there in the picture. Um, and my daughter is in the same class as Emily's daughter, Sophie. Um, she's a second grader at Parkview. We've been there since kindergarten. And during that time, I've really come to appreciate and learn how important an inclusive playground is. So, my daughter um primarily gets around in a wheelchair or crawling on the ground. And the wood chips that were part of the former playground um are just really not safe for her. they are hazardous for her wheelchair and she would come home with ripped up pants, ripped up hands. Um, and I also heard from her teachers that she also has intellectual disabilities and she's not always aware of where when she's in a safe position or not >> and she would get stuck in places that were really hard for staff to come and help her get in or out. >> Um, and so with the new equipment that we have, we've seen so much excitement from her. I received a video the very first day that she got to play on the um the spinning piece, the carousel. >> Yeah. >> Um and she was just lit up with joy. Um and the playground is so important because she's incredibly social and although she has a lot of differences that create, you know, isolation in many parts of her life, um she wants to be with people. If you've been to Park View and seen her, she's probably tried to give you a high five. and she uh knows when she's on the outside looking in, she can feel that. And it's really important for us, for her that she can be part of the excitement. Um and then developmentally, she's working really hard on a lot of skills like walking with a walker, stepping up steps, um walking with less support from adults. and the new playground equipment gives her an opportunity to practice those skills in a fun environment where her peers are and that's so important for her. Um, Park View is an incredibly welcoming, inclusive school and we're grateful for that. But we're really excited that the playground can match the culture of the school. Um, for Elelliana, her peers and future generations. My youngest is going to hopefully be starting in kindergarten at Park View um next fall and I'm really excited for her to get to see the evolution of the playground as it continues to to grow. >> Thank you. >> All right. Oh, I'm Carolyn and I'm the director of community engagement. I'm also a Parkview parent. Um, but my job right now is actually to introduce a couple of our students from Parkview. Um, so I'm gonna hand it over to you. >> Hi, I'm Brena and I designed the playground t-shirt. The first design I did for the t-shirt had different playground equipment and different ways to move, including a wheelchair or mobility can, and also a cular implant. The final design on my shirt has a bumpy slide, a double slide, and a lookout space with a climbing and sensory wall. These places are important on the playground cuz everyone can use them together. When our playground isn't for everyone, some kids can't play with their friends. This design shows that everyone can move around and have fun together. >> Oh, it looks so good. So beautiful. Thank you. Yeah. >> Hi, my name is Lucy. My friend Brendan and I went to Ella Baker School into the Changemaker Hub in the fall. As a part of this program, we thought of this idea to have a benefit concert to invite our family and friends to support the playground. You are all invited to join us for a hearts and harmony benefit concert on February 10th at 600 p.m. at the high school auditorium to listen to parfth and sixth grade students sing and to check out our awesome booths like my friend Brena's crochet for a cause. We hope to see you there. >> Thank you for the invitation. >> All right. Thank you both for sharing. Um, and we also we are also going to be moving into our fundraising where we're focusing more on our Park View community. Um, and so that's why you're seeing things like the inclusive playground apparel. We're going to do a crowdfunding using Give Butter and that will all be set up at the classroom level. And really the goal is um 85% participation. We want every student and family to feel like they have a level of ownership over this. and we're um doing everything we can to make that an inclusive, equitable experience. So um we're really excited to see what happens over the next what six to eight weeks here. Um and with that, we did want to just kind of share the partners that we currently have. Um we have so many amazing partners. We're so grateful for the people um organizations that have come forward and recognized the importance of this project. Um because of these individuals and companies, we are at 70% funding already. Um which is amazing. Also from grants that we um are so excited to have been awarded over the past couple of years. So just to kind of give you an idea what we have ahead of us. Um, and then I did just want to talk about um I'm just going to close us out here, but um you've heard voices from all of us um from students, from family members, from staff members, and we all believe that inclusive play is not something that should be extra. Um it's something that we view as a promise to our community. Um and the truth is is we've made progress. Um, and we're really proud and excited about the progress that we've made, but the playground that we have currently still stands in tension with the Rosevelt Area Schools equity vision. And that tension calls us as a school district and a community and Park View not to turn away, but to act because of our amazing community partners. Like I said, we're 70% to our goal already, but we still have more to do with approximately 150,000 left to raise. Um, so your voices, your leadership, your willingness is what we need to help us build something better. And to finish this, we are determined to see it through to the end. Equity cannot only be defined by what we say. It must be measured also by what we do. Together, we can create a playground at Park View that reflects who we are and what we aspire to be. We hope to see many of you at the Hearts and Harmony concert on February 10th at 6 PM in the auditorium. It's going to be a really wonderful event um put on by our fifth and sixth graders. Um and we are extending the invite to anyone who would like to join us. So, thank you again for your time tonight and for um your support of this project. >> Thank you. Go ahead. >> So, if um if someone viewing or out there did want to maybe contribute, is there a website or something that folks can go to to do that? Could you share that? >> So, we have um a a PayPal account that goes directly towards the um the playground fund. This is through the PTSA, Park Face PTSA. Um, we also have um uh uh again we're doing the give butter um code so we can have um a link for families to have or to share out handouts to share out with neighbors um family members etc. People can also write checks. Um on the Parkview website, there's an inclusive playground um uh page that has information pro about the projects. Um Val, who did not speak today, but has done an incredible leg work. if you want to stand. We're just going to recognize you very closer. Um who's a parent, a Parkview parent um and a a grant writing specialist and who's um enabled us to get the uh Christopher and Dana Reeve quality of life life um grant which is a nationally awarded grant. Um but again that is on the website for Park View. >> Got it. That's a good place to start. Go to that link. >> Exactly. and just kind of a learn more. Um, and we have folders and things to that we are working with community partners, local businesses, um, local Lions groups, etc. So, >> thank you. >> And then, hi girls. >> Oh, my name is Mike. Nice to meet you. Could you tell me like how old you are, what grade you're in? I'm just curious. >> I'm nine and I'm in fourth grade. >> I'm also nine. I'm also in fourth grade. >> Oh, thank you very much. >> Smart. And Carolyn, if I may ask, uh, if you could please send me a link to any of that information, I'll forward it to our board as we do have a board meeting the evening of February 10th. >> So, I'll be able to share with the board that opportunity to give and then we can forward that on to others as well. >> Yeah, absolutely. >> Okay, we can do that. >> Thank you. >> Thank you so much for being here. Thank you for having us. >> Yeah, thank you. >> Well done. >> Yeah, well done. I was thinking about how do we communicate this? >> Oh, I was going to say there's also the link for shirts and things like that. Anybody >> write it down? >> Yeah. Yeah. Yeah. >> How do we follow that? Huh? >> Thank you so much. Oh my goodness. Um such a such kind of like very hopeful right when you hear such progress in work that is so important. All right, so let's get back to our meeting. The next thing on our agenda is um if there were any community input received for action items from anyone. >> Okay. All right. So we'll move on. Um um we have a consent agenda. I entertain a motion to approve that except for gifts. Mhm. I mean, we'll pull that pull gift gives up. >> I move this evening's consent agenda. >> Okay. >> Second. >> All right. >> All in favor say I. >> I. >> I. >> I. >> Oppose. Okay. Motion carries. So, um, Mike, would if you could read the gifts tonight? >> Madam Chair, I'll be happy to. So, once again, uh, our generous community has given us a lot. Um, from Wendy Thompson, a gift of supplies for use in the media center at Harambe Elementary School. From Patricia and Daniel Hasset, a gift of funds for the cheerleading program at RAZ at the high school. From the Raz Raideretses kick and jazz dance team, a monetary gift for additional coaching staff at the high school. And also from the RAZ girls hockey booster club, a monetary gift for additional coaching staff at the high school. from Michelle Sherman, a monetary gift for the food shelf at the high school. And then finally, from the Roseville area, Optimus Club with which we visit, I think every meeting somebody goes, uh, typically the superintendent. Um, a gift of funding and some non-p perishable food items for the food shelf uh to be used throughout Rose Various School. So again, just thank you so much all of you out there, whether you're individuals or companies or businesses or whatever you may be. We we couldn't do it without you. It's really really >> y >> breathtaking the support we get from our community every month. Thank you. >> Thank you. >> Uh next on the item uh for our agenda is report and non-action items. And we bring >> Oh, what is the title? Oh my god. >> Career college readiness report. Executive director of >> executive director. See, I I get all the I need a I need a or so I get >> Mr. Jake Bondi and team. Welcome. >> Welcome. Yeah. Thank you. >> We have a new member of the team to welcome this evening. >> Wonderful. >> Thank you, chair. Um, I am Jake Vonda Lindy, executive director of teaching and learning, and I have a team with me tonight, so you don't just have to hear from me like you usually do. So, I'm sure you all appreciate that, but I'll just allow them to introduce themselves as well. We'll start with Marine. >> Hi, good evening. I'm Marina Aria, AVID district director. >> Chris Hester, secondary equity advancement principal and special assignment. >> I really don't know the titles. >> She needs notes, too, right? >> Yeah, I know. >> And I'm John Wilson, the principal at Roseville Area High School. >> Thanks for being here. >> Um, well, thank you for having us. And like I said, this is our um report that provides some information about students that took our career and technical education courses, um college credit bearing courses, and the supports at our schools around career and college readiness. Um and so with that, we're going to get started on our our first slide here. So, um we are we'll go through our district goals and Oh, we have the >> we have mics here. I got I got to hit the clicker. Yes. Gotcha. Okay. Here we go. So, here are our district goals and key strategies. I'll just walk you through the different ones that connect to um this uh report. So, our goal number one is our graduates are prepared to achieve their goals and aspirations. Obviously, this fits very well with this report. Um but the top the top line and the strategy that we ensure students are college and career ready. Obviously, this is a fitting one for us. Our second district goal is that our learners contribute to an equitable and caring society. And one of those things that we do through our work is cultivate that student engagement and joy and learning. We find that that happens through our college and career readiness programming. Our third goal is um that we are a culturally responsive, inclusive, and anti-racist district. And the strategy highlighted there is that we ensure our educator commitment to anti-racist practices. And these bring out these different pieces um as we talk about our um career and college readiness programming. And and finally, our fourth goal um that meets with this um career and college readiness report is the community is united behind meeting our student needs and that we partner with our families and the community to support student success. and there is ways that we're working with our community, working with our families, and working with our students um to make this happen. So, we'll start off with our first part of the report, which is our career readiness measures. Um and the following slides that are going to be coming u provide some data information for you all around our career and technical education courses or what we call our CTE courses. Um, CTE refers to multiple departments including our business, um, family and consumer science and our group that you met with last time at our, um, >> our, uh, information session study session. Sorry, couldn't get that one. Um, our trade and industry program. So, >> yeah. So, uh, our first slide here is, um, a graph that shows our student participation in CTE courses over the past five years. And specifically, this is showing the number of unduplicated students or unique students that took at least one CTE course. And overall, you see um you'll see about the same total number of students participating in last year. So, this is all 2425 school year data um and the previous school year. Um, and that has increased from that 20 uh 21 school year. We continue to see a trend of more student enrollment from our Hispanic and multi-racial students. And we do see that many RAS students um take both CTE and our college bearing courses to diversify their learning. Um we also um continued to see incredible growth in our family and consumer science courses. um especially since moving into our new facilities in the RAZ uh e-wing. So the chart on the left is um the 2425 enrollment in CTE courses by race and ethnicity and the chart on the right represents the total enrollment by race and ethnicity for RAZ. As you can see, our population percentages are within just a few percentage points, if not identical. um for a course representation for all of our groups by race and ethnicity. >> Great. >> And this slide provides another view of that previous data, although this slide provides the five-year trend for our student groups looking at the ratio of representation. So, a proportionate amount is considered to be a 1.0. Numbers above 1.0 0 mean a student group is over represented and numbers below 1.0 mean a student group is under represented. We like to see all of our numbers within a tenth of a point which we continue to see in our 2425 data. So this slide provides um some more information about courses that our students take that are related to our career and technical education but aren't provided by um our RAZ um faculty. These are provided by our partnership with the career and teched at North Northeast Metro 916. And this list represents the classes that students um took and the number of students in each of those courses. Um, these numbers weren't included in our previous slides that we just saw because they're outside of the scope of Roseville Area High School, but wanted to include these as um, as the board has asked for these in the past. Um, and now I'm going to turn it over to Meen Aria, our AVID district director, who will start our section that is around career and college readiness and examples that are in our schools. >> Welcome to Roseville Schools. Well, thank you. Um, for those of you I've not yet met, I'm Moren. I did start just this August in this role, so I haven't gotten to meet many of you. Um, some of you might remember those who were here previously, we had two AVID district directors, an elementary district director and a a secondary district director. And there's been some shifts in how we are um leading AVID as a district. So, we now have one district director and I span K through 12 and being able to articulate what college and career readiness looks like throughout the district. But that also means our two district directors previously were also site coordinators at some of our sites and we've shifted that. We now have site coordinators who are embedded in their sites. Um and so that has been a shift in our work this year. Um this report talks about last year but it's a good to know that that's a little bit about kind of our systems and our leadership that's um shifting. Part of what I want to share with you though that um AVID is our framework. We're many of us are aware right that we think through our AVID lens and our AVID framework or thinking about college and career readiness as a district and AVID offers to us this model when they think about what is college and career readiness. What do we define that as how do we understand our work they offer this as a model and there's lots of pieces of it. We could go into lots of things, but the thing I really want to focus as on is that top part of the triangle where it says what do students need that when we say okay college and career readiness what do kids need to be college and career ready no matter what choice they make what what path they take after um graduating how do we understand that and AVID is offering to us that there are three kind of key essential components of that one is rigorous academic preparedness they need those academic skills um two they need opportunity knowledge They need to know what's out there, how to navigate it, what those opportunities are. And three, student agency, right? Building some of their own SEAL skills and leadership skills to say, who am I and how am I going to uh persist to meet my goals, right? So, those are kind of the three buckets that we're looking for um and that we as educators are looking to support in our work. So throughout tonight through the report, you're going to see these kind of data points and examples of where academic preparedness is happening, where we're ensuring that all students are getting opportunity knowledge and that not there aren't gaps in who is getting access to what's available and then that they're also getting built up as leaders and with their own capacities and strengths. So keep that kind of framework in mind. The other thing I just want to note is that in this framework that piece about relational capacity that yellow glue that goes through all of it is particularly important um that AVID says none of this learning happens without relationship right and so when I think about our work um and what Jake was sharing about our role as educators to be anti-racist leaders to support joy joyful learning right the moment that we're living in being really intentional you hear often about AVID classrooms being community being support um for students in really unique ways in in our school and that is essential work right that we are doing um and that connects with the AVID lens. So um framework would you go to the next one? >> Um so one of the things I also want to make clear is we do have AVID programming and AVID um focused instruction from fifth through 12th grade in our district right so from elementary, middle and high schools. Um and because of that we say all of our students who receive that kind of instruction are AVID students. All of our students need those three components. And in addition, we have AVID elective classes which exist only in the secondary. So all four of our secondary schools, our two um middle schools and our two high schools have an elective course for students who want a higher level of saturation of AVID practices. And so we just want to highlight some of the things that students who are in the AVID elective get to experience and are experiencing um that align with those pieces of opportunity, knowledge, experience as leaders in the community, partnerships in your community. Um there's a lot of really cool stuff happening and particularly that um first line about 712 articulation. That's actually really powerful this year because we have those four site coordinators. Three of our secondary site coordinators are new this year to their roles because of the switch that we have in leadership. We're really able to do some really cool planning this year in collaboration um to ensure that all students, no matter which of the middle schools or which of the high schools that they're going to, they have a seamless experience here in Roseville. >> So, I'm now going to turn it over to Chris to keep going about career navigator highlights. >> And I am not Brenn McConnell. Brenn was supposed to be here. Unfortunately, um she could not be here due to a family emergency. >> So, uh Jake and I will be um speaking on her behalf. >> If I fumble in my reading, that's because these aren't my slides. Okay. >> Um first of all, Brent's position as um career navigator first started out where she was housed at Roseville High School and her main duties were in that space working on college career readiness, mainly career navigator. Um last year the position or starting this year the position was changed to OEE working 712. >> And so the idea is to get that going back to how AVID is structured to get a more district-wide career navigator where students now have access to someone that can show them what is what is career career readiness. Um the partnership between AVID and the career navigator has increased. I have the opportunity of supervising both um Moren and Bren and we meet every other week and we talk about what that partnership looks like because it's about career and college readiness and how are they working together to make sure all of our students are having that opportunity. Um one of the things that has um come about as you can see up there is Zello. Zello is a 712 career education uh platform. We used to be Navian, but we're now using Zello, but Zello is now all the way down into seventh grade. It's been launched at Rams and she's in the process of launching it at Parkview with the AVID program and then she will go schoolwide once that is up and running. All right, Jake, I'm on a roll. All right. Um, the highlights I will say the highlights of Brent has written down um the Career Connect field trip in October. They had 100 students primarily in 10th and 11th. um with AVID and MLS's they went to 80 businesses. What the list that you see is a list of opportunities that students are being given here in Rosville area schools and that is 7 through 12. It's mainly our um 9 through 12 but it's both FA and ROS where these students are getting this um opportunity for them to have these experiences you Yeah. Great. Um, this is where I'm going to jump back in and um, >> bin number two. >> Yes. And actually Brenn was filling in for Laura Frier who was not able to be here as well. So we're representing um, >> it's a real team. >> Yes. Yes. FA as well. So um, in FA they have many opportunities for students to receive support in their college and career readiness path. All students write goals every six weeks on how um, they want to progress through the school year. This year they have been focusing on making sure that all students have a solidified post-secary plan by graduation. Um, one of their SIP goals is to communicate this plan with families as students work through their goals each term. They've s surveyed their students and found that um, real estate, cosmetology, and nursing are the high career interest areas for their students. And using that information, they have created opportunities to bring awareness um to these career interests um through field trips, guest speakers, and their national college fair. >> So some of the student quotes that they have for this is I really like how much stuff we get to see and all the people we talked with uh we talked to. It helps paint a picture for your future and that's along with St. Paul College. Um another student said seeing the cosmetology class in action was fire. I really got to see what class would be what class would be like and that was from Century College. >> Great. >> And so for this slide they've um they've really broken down three different areas of how students experience um college and career readiness at FA. Um they have an awareness level, an exploration level, and a preparation level. M >> so at the awareness level they have um the ability to visit and hear some guest speakers as students learn more about career and education opportunities. At the exploration level they um their own human resource department has offered or our human resource department has offered to um team with FA to do mock interviews for students who are looking for experience and honing their interviewing skills. Um the students there their AVID students complete um are the first to complete the youth science aptitude discovery and these assessments connect the students aptitudes to careers and educational pathways designed to help students make career and college choices and over 85% of our student population has completed that work-based learning course which will allow them to start earning elective credits once they have secured employment. And in that preparation phase, 40% of the FA student body are currently working, which means they are building their work experience for their resumes. And these students have a collaboration with their employer in school so that a bridge can be built to support their learning at school and the workforce. And they're also thankful for the district's OST programs as they've been uh great to work with and placing their students in open positions to work with our younger students. Um their award coordinator Ben Samson connects with um the students employers throughout the year. Um FAS continues to partner with Inenver Hills Community College as their ACUPPLACER testing institution and they're grateful that um they're coming to FA to explain options for community college test prep strategies and academic counseling of students. Um, and their AVID elective continues to be a strong course that promotes working on strategies that students will need in college. Giving students the confidence to practice and make mistakes in high school instead of college has been a positive experience for their students. And their site coordinator has been working with South Washington County um to create a collaboration to brainstorm ideas on bringing college level courses to FA as well as the South Washington County ALC students. And some of the college tours that they've done for our FA students are Henipin Technical College, St. Paul College, the DHY family college, Minneapolis College, Inver Hills Community College, and at the University of Minnesota. And again some of the in addition to the college visits and they've had some field trips that they have included the opportunities that have pres presented for students um from the trades on how to write a resume as well. So these are just some of the opportunities that they've had and I will turn it over to Dr. so you can fill in for yourself. >> All right. Um, thank you for having us and as has already been shared, lots of the things with AVID and Brin's work and the things that happen at FOS are very similar to what happens at RAZ, but with 2400 students, it's not quite as individualized based as it is able to be in some of the other settings. Um, but we do have it similar to FOS as one of our site improvement goals. And so there is like this reoccurring focus on it um as a building. So our goal this year was to make sure that at least 85 to 100% of our students had a post-secary pathway planned out for them. And we use that um Zello that's already been mentioned to help measure that. So there's lessons at each grade level that students have to do to help get them on that pathway to thinking about what is my future like after I leave high school. So, we have monthly career and college lessons that happen in our home room. Home room happens once a week. Um, and so we get pretty high rates of user engagement on Zello um during those home room times and that's how we're measuring this goal. Then if you can go to the next slide. Um, we are lucky to have Brin as our career navigator um, in the building for part of the time, but in addition to that, new this year, I hired a college lead teacher. And so this teacher, it's not her full position to do this. She also happens to be an English teacher. Um, but she's really supported in partnership some of the work that Brenn is doing on the career side on the college side. So, we didn't have someone who was like specifically tied to that. um she's been phenomenal in supporting lots of the things that we're doing including the home home room lessons that every student engages in. Um additional things that we do at RAZ, we have just recently um had a segment on our RAZ report. So the RAZ report is like our student announcements. We have a a TV production class and each week they produce a show that's like 10 to 12 minutes that's then showed to all students in home room. it if you just want like joy like listening to those nine-year-olds like watch the Raz report. It's very sweet. Um but we've recently had a segment specifically on different career fields since it's CTE month and so that's like just another touch points that people get. We of course have lots of family communication that we share, family information events. We just had a FAFSA night at our Zoom conferences that families were able to attend. Uh similar to the other school, we do lots of career and college fairs and visits. Also, one thing that I we had to do these slides before we were able to enter this, but um one thing that I'm especially proud of for career readiness is that right now students on our setting three special education program are almost solely the ones that are supporting our food shelf. So, we today got 500 pounds donated and the students are working throughout the day to help like sort by like here's toiletries, here's different types of food. And so that like real life experience and how they can impact their community has been really special and sorry that it wasn't included in this, but that's like a new >> way that we wow. >> Yes. They even what I I just learned today that they now have all written thank you notes. So, we have lots of people coming to donate food and then when they drop off their donations, we hand them a note that says like, "Thank you." And they're very sweet, like the nine-year-old. So, just like little nuanced ways that college and career readiness is happening within our buildings, like from an anecdotal um perspective, because we see like all these numbers and these great pictures, but the real life like happenings in the building are preparing our students. So, um, last year I showed tons and tons of pictures of our spaces and they remain beautiful. I think it's a disadvantage that we're a bit landlocked and people can see like, oh, you only have this amount of space for sports and that type of stuff. If you actually come into our building for the tour, you get to see all the amazing spaces that exist. So, many of you have been on those tours. I'm always happy to um provide them, but it gives actually a real picture of what RAZ can offer. Um I thought it was important that you don't just get to see the pictures of all of it, but to know that there are 44 CTE courses like Jake has explained in 16 fax courses and then each of the like automotive, drones, small engines, tech styles, sewing, fashion, those are all kind of like the umbrella for each of the courses that are underneath them. And so while we can see what's offered um like through Northeast Metro like Jake mentioned, there's 44 different 60 courses really under all of those umbrellas up there. So lots and lots of opportunities for students. >> Really impressive. >> Now I'm going to pass it back. >> I get to finish this off. All right. Um I'll be talking about the college part of this and what Roseville Area High School offers. I I would want to emphasize that Roseville Area High School is a comprehensive high school is a high school that offers opportunity within the context of trades within the context of going to college not going to college doing a business. So they are really looking at students as Moren talked about of kind of the world as your oyster and we're going to make sure that you're prepared for that. And you will see within the context of what I'm going to be going through just a number of classes from a college bearing credit bearing of what RAZ offers and as you can see we have a number of AP courses. College in the schools is specifically for the University of Minnesota and there are two courses there and then also the concurrent enrollment which means we have a teacher who has a masters in the area or masters in education 18 credits who is teaching a course in partnership with a college thus getting students college bearing credits. So when Jake talked about the CTE courses, those are rigorous courses, but that's what he's saying when they're taking those courses along with these college bearing courses as well. So our students are really getting a well-rounded um education. >> Sorry, >> that's all right. Um in this one, you can see that the pi graph shows the students that are taking our college bearing courses compared to the overall enrollment. The chart on the left is the student enrollment in the college bearing classes. And as you can see, we have um representation with our white students, it's 51% um for college, but our enrollment is at 41%. So there is a slight discrepancy, but it's not a huge discrepancy. I believe um the numbers have increased. And in the next slide, you will see that we are looking at what Jake talked about that five-year trend. >> Yep. Um the five-year trend where we're trying to get to that 1.0. Um, and as you could see over course of time, um, we're still working with our black and Hispanic students and getting them to that point. And then our white students are slightly over represented as well as a multi-racial. But I want us to reflect back to this to the CTE picture as well. Um, once again, it's a comprehensive high school. colleges. Not everybody's not going to go to college, but that means we are also providing them an opportunity to get something in the trade, something that's going to be alternative to that, be it two-year, be it going to apprenticeship. So, yes, the numbers may look a certain way, but then when you go back to the CTE slide, you'll see that those numbers look a little bit different, but it also balances it out. Yep. AP tests. So over a course of once again five years you can see over time the number of students taking AP exams has increased um which is actually awesome especially since um since co there was a struggle there of getting them to take the rigorous course and one thing that we have to remember when kids take an AP class they have to get a three or higher to get college credit. Um but the most important part is that they take the class and they take the test. It has shown that when they take the class and they take the test there's a higher retention rate in college. So therefore when we think about these numbers and how they have increased because I want you to look at 79%. That is a very high number of three plus which tells us one of how our teachers are preparing students but also students are hearing don't just take the class also take the test. So this also equips you with the skills that you need to be successful. Now some of the students may not be going to college but guess what they're still going to be successful no matter what area they choose to go to. All right. Now this one is a uh participation by race and ethnicity. And as we saw in the piggraphs, we have mainly u white students are taking AP courses, but over time you're seeing more and more students of color taking a course and taking that test, which is which is important. They see themselves in the context of those courses. They see themselves as belonging within that community, which is a which is a huge thing, but also it tells you what teachers are doing within the context to say there's a space for you here. We want you here and those classes will continue to grow. the the thing that um you need to notice when you look at the no response um that jumped like I'm kind of surprised because last year it was that purple mark but this year 61 students said they do not want to identify themselves. So no one knows what that's about. But just the number of students who are saying you know what that's okay you need to know who I am but know that I am taking my class and I'm taking this test. All right. Um, so this is a pie chart for participation. Um, on the left hand side is the participation. On the right hand side is the high school enrollment. And with the participation on the left hand side, 51% of the students are that are white are taking it. And when you go to the other side, we still have that discrepancy. Um, and I and I know um, Dr. Wilson and her team and the teachers in that building are continually always recruiting kids to take an AP class, even if it's just one, because that gives them that opportunity to gain the skills that they need to be successful after high school. So, um, the numbers are slowly changing and I just anticipate it just to get even more and more to that 1.0 that we want to get to. ACT, I just need to get a drink of water for Okay. All right. So, this um our ACT over the past 5 years um in 2425 uh school year, we had 467 students take the ACT, which is approximately 82% of the juniors. um over the last three administrations of the ACT um we're now getting more back to the normal number of students um of taking it and lowering the numbers um the lower numbers have been seen mostly around post pandemic but that 112 is like even people who already graduated and they took the ACT again they put that in there because at that time students weren't taking the ACT also because college and universities it was not a requirement and we're now seeing a turn with that with that becoming a requirement or a preferred thing for kids to do it for admissions. So 21 that's our 112 kids but when you go 22 moving forward you can see that we are continuing we we dipped a little bit but then now we're coming back up. Um Roseville's in the blue and when you think about Roseville compared to the state we're not that far behind but the fact that we are now starting to gain ground and let's let's reflect about what's happening in CTE courses which are rigorous courses what's happening in the AP courses which are rigorous courses that provide kids the skills those skills are the skills they need to perform on an ACT test. So we are seeing that what what they are doing comprehensively within the context of that building is giving kids confidence and giving them the skills that they need to score higher on the ACT. And here we have a breakdown of our ACT composite scores by race over the last three years with uh 23 in the blue and then 25 in the green. And as you could see, um, some scores have been steady, but some scores are also rising. When you think about the kids who prefer not to respond, um, the Roseville kids, you got to love the Roseville kids who prefer not to respond, but look at what they're doing. They are, they are performing. We don't know who they are, but they are performing. Um, and what I love about almost it's almost like a statement is you don't need to know who I am to understand who I am. Um, which is which is which is a unique take on things. Um, but as you could see within our uh populations, they they've kind of steadied. It's not like these big jumps, but they're setting, but they're slowly but surely climbing with their performance on the ACT. And if you think about going back to what Dr. Wilson shared about their building goals and what they're looking at in their SIP plan, that's an attribute to what they're finding out with their ACT scores. >> Oh, you did it. >> You did it. I did it. >> Awesome. >> Thank you. >> Yeah, we're open for questions and discussion and um for any of us on the panel. >> Sorry. >> Uh getting back to AP really quick. >> Yes, ma'am. >> Um is it still just refresh my memory um that the AP courses are usually two trimesters in general? if they're doing that third trimester, >> we're we're getting them ready for the AP exam, right? That's still kind of the case. >> That's still that's still I I believe it's still the case. And the thing is some of the teachers when they have kids there try, it's not only test prep, but it also allows them to be the skill prep that they need and finishing up the content. um which is really helpful depending on what test you're taking because there's a lot of writing these days um with the AP exams and those SAQs and FRQs are really important to prepare kids for that. I can also add on to that that uh when we do our staffing we have to look at the number of students who are enrolled in each section to know like well this needs four sections because this is what the class size will be and in almost all cases we have to run the same amount of sections trimester 1 2 and three meaning that many of our students are remaining in that trimester 3 of the class if it's a three try class >> which is why you see increase in number of kids taking the exam awesome Other questions? >> I do have one. It it might be answered by the those who have no response. There were the AP test participation by race and ethnicity. So like uh most groups have an increase and I was noticing the Asian group had a dip. Not sure. >> Do you want this one or this one? >> That one right there. >> Okay. >> Yeah. Don't know, you know, I don't whether don't know what that mean or what why why is that or is it the demographic shifts in terms of >> It would be interesting to see how demographics have changed over the five years. Like this is kind of independent of that and we'd have to go back. >> Yeah. Um I believe no that only chose a 2425 school year but it'd be interesting to see what the demographics were at the time. Yeah. >> To see is there a dip or is there consistency in that >> and and if I understand AP is also very rigorous right? Is there a language >> component in there >> that you know is causing that dip. So I'm just curious >> and maybe where this is where strict data might come in too kind of thinking about what what what is going on there. Yeah. Just curious. Yeah. Can you say that please? >> Sure. >> One of the things we were just talking about anecdotally is that um our students who are participate in the AVID elective. First of all, we've added ADVID elective classes each year. Like we've had to add another section of them based on getting more students from the middle schools that are participating in AVID. So that's one piece of it. and you go back like there's more kids in AP because they're required to take a rigorous course which these AP and CTE courses would >> um need to be. Additionally, we have students who receive EL services >> that are in a AVID class with an EL teacher. So they're EL students and their AVID students. And because of the nature of the teacher that teaches the class, like having expertise in both of that, I think we're seeing an increase um of our students in EL taking AP classes. Also, I know that doesn't really like explain the nuance of this data, but >> it's just I think it's an important thing to note that we're um like partnering in some of the ways for in that area. >> Yeah. >> Statistically, it's challenging too with 61 on the no response. makes it very challenging to interpret >> when it's also a huge increase from previous years. >> We just don't know whether >> if any of those were distributed in some of the different categories, it could make a significant difference in terms of >> that we see. >> I also think there will be a significant difference when we're doing this report next school year. >> Yeah. >> Right. Yeah. Given what is happening. >> But thank you for this work. It's kind of great to pull all this together. Thank you. And it's a lot to put together. So, thank you so much. much to celebrate and work to be done both. >> Yes. >> Thank you. >> Thank you. >> So the next item um is about calendars. We always have to talk about that, right? Belong in my I'm not very good at for formal names like I didn't even call Mike like director Burger Chef. So pardon me. >> Welcome. >> Yeah, >> that's fine. Oh, we just >> Yes, we just get that. >> That's right. Just want to keep the heat in. So, we're going to take >> All right. Um, greetings school board members. Uh my name is Don Smith, associate superintendent here in Roseberry Schools and I'm also here with members of our calendar committee to present drafts of the 2026 2027 and 2027 2028 calendars for your consideration and feedback. Before we dive into that, I want to take a moment for uh my team to uh introduce themselves. >> Uh Stephanie Circa. Uh I'm at Central Park Elementary uh teaching second grade this year. Mike Schrader, associate principal at Roseville Area High School. >> All right. Uh Roseberry School's calendar committee plays an integral role in maintaining excellence, innovation, and equity in all we do. Our role is crucial because it ensures academic calendar aligns with the educational goals, state mandates, and community needs, all while fostering collaboration among all district and community stakeholders. This community balances instructional time, holidays, and professional development to optimize schedules for student learning and uh also family convenience. Uh we plan for key dates such as breaks and trimester transitions uh to keep the school system running efficiently. By managing these factors, the committee reduces confusion and frustration, ensuring the school calendar acts as a tool for success rather than a source of stress. Uh today's presentation will look a bit different than it has in the past. Uh this will be the first time in a long time that this committee will bring forth one calendar for the 2026 2027 school year and one calendar for the 2027 2028 school year >> for your consideration and feedback. >> Uh this is because I think some of you are like yeah oh I know why. Uh but this is because uh our our year- round school Harambe Elementary will be transitioning to a to the traditional calendar beginning the 2026 2027 school year. So now to take you a little deeper into it, I will turn it over to associate principal uh Mike Schrader and and he'll take you through the drafts of both of those counters. >> Thank you. >> Yeah. >> All right. So, per statute, our calendar must have 425 hours of instruction for kindergarten, uh 935 hours of instruction for grades 1 through 6, and 1,020 hours of instruction for grades 7 through 12. We also need to have 165 instructional days. And this is really how we build the structure of our calendar. Now, our calendars look different depending on when our first day of school lands. Last year it landed on September 3rd and this year was on September 2nd. >> This brought us a 10day uh winter break and this has only happened twice since uh 2013 2014. Calendars that start uh have start dates between September 4th and September 8th. They tend to uh look very similar in framework. And you'll notice as we look at this 26 27 and 2728 calendars that they are very similar. I'll also add that outside the number of days in winter break there only minor adjustments from our current calendar. So we'll go ahead and start with the 2627 calendar. Is there one that's available? >> Okay, that's fine. >> All right. >> So we can but >> each member has it. Okay. I just want to make sure we had it. Thank you. >> All right. So, our first day starts on September 8th. Our first professional development day is on October 14th, and that leans up right against our MEA break on the 15th and 16th. Our second professional development day is on November 2nd, followed by a collaboration and application of learning day and a 712 asynchronous day. that is the first of three collaboration and application of learning days and the first of four uh 7 through 12 asynchronous days. Uh November 26th and 27th we have our four Thanksgiving break and December 3rd is our last day of the first trimester followed by a grading day for trimester 1. Um our winter break will be 7 days starting December 24th and going through January 1st. And then when we come back on January 1 f uh January 4th, it's our first minor adjustment from this year's current calendar or second one from the current calendar um which is moving that collaboration and application of learning day uh immediately following uh the winter break and this is in our current year it is on the it is this upcoming Friday. Uh but we had in 20 I believe it'd be 2324 is the last time we had this and we had really positive feedback from our teachers having this that collaboration and application of learning day. So that was returned to that slot. Do you mind if I just interject real quick? Go right ahead. I know we have a couple of new schoolboard members. I want to make sure that we're speaking things that make sense to you. So uh collaboration application days because there'll be at least one other one that Mike will speak to. Um these are days for our um our licensed staff to um collaborate. It's kind of really what it is. Um the application piece comes in the idea that professional development is not always just where I'm going to sit and get some things or just that particular day. Professional development needs to be thought out throughout the entire calendar and how it's all how it all connects so that the learning is sticky. And so these um collaboration application days are days for our staff to take the learning from um previous professional development and to collaborate with each other in an effort to apply these things uh to their teaching u for um you know future teaching and and whatnot. So that's what um those collaboration. >> Now quickly had the board approved the three additional days during the beginning of COVID in terms of additional plannings and a way to support teachers. So they remain even five years later. >> Yeah. >> Thank you. >> Yep. So the next date is uh January 13th for MLK uh junior day. We have that off. And then uh February 1st is our K8 professional development day. Uh February 15th, President's Day. And then uh March 5th is the last day of trimester 2. and that is followed up by our spring break which will be March 8th through March 12th. Uh one change uh that from this current calendar is that the grading day will be the the Monday after spring break and that was done in uh to balance the trimesters. Um and so and that's a very important piece of our our calendars. Um, next you'll see the in March, uh, one thing that you won't see in March that you will see on our current calendar is we have currently on this year's calendar, uh, we have a day off, a no school day, uh, for Eid. >> Um, that is not reflected in this calendar because it does fall over spring break. >> Um, it is the same for the 2728 as it falls on a Saturday and a Sunday. So that is why you're not seeing that in reflected in this year's calendar. >> Um our our next collaboration application of learning day is on uh March 26th. Um that again is a 712 asynchronous day. Our professional development day is on April 16th. Uh that is our um also a asynchronous day for 712. May 14th, a professional development day, as well as May 28th, and we have Memorial Day, then our last day of school on June 9th, and June 10th is a grading and workshop day. Our trimesters break down as 56 days, 55 days, and 57 days with 168 total days. K6, we would have uh 1,02 hours. 7 7 and 840 9 through 11049 and 12th grade 125 hours of instruction. So all meeting the statutes. >> I'll I'll add before you move to next year. Um thank you for the impressive work. Uh it's a lot to balance. Uh I just want to note for the board too in November the Monday and Tuesday Roseville area schools made the shift to have no students on a voting day. one to enable uh safe voting for all and safe schools. >> So, thank you. >> November >> November 3rd will be election. >> Oh, yeah. Yeah. >> Yep. >> You want to open your questions for >> um Yeah, we we could we could open questions right now for this calendar or we could share the 2728 and then open for questions. >> It's so similar. >> Yeah. Could Yeah. >> Should we just do the whole thing and then come back? >> Okay, perfect. I'll go on to 27. >> So similar. Um, as I said, uh, September 4th through September 8th, they if the calendars start on those dates, they're going to be very similar. >> Yeah. >> Um, 26 27 was on the 8th and 2728th starts on September 7th. So, they're going to be very similar calendars. Uh, first professional development date is on the 20th leading up again to MEA. Uh, we have our November 1st and November 2nd professional development and collaboration and application of learning day. uh that first of four asynchronous days for 7 through 12. The 25th and 26th, Thanksgiving. Our last day of trimester 1 is December 2nd, followed by a grading and reporting day. Uh December 23rd through December 1st, uh 7 days for winter break. Uh then again, the the followup to that will be that collaboration application day number two on January 3rd. MLK day on January 17th and January 31st is our first is our K8 professional development day. February 21st uh President's Day. March 3rd is our last day of trimester 2 followed by our spring break from March 6th through the 10th and our grading day again to balance the trimesters will take place after the uh spring break. Our uh final collaboration and application of learning day will be April 14th followed by professional development on the 17th both asynchronous days. Uh we have May 12th and May 26th as professional development days. Memorial Day on the 29th and our last day of school on June 7th with a grading day followed on June 8th. trimesters again broken down the same as 26 and 27 56 55 57 168 total days and the total hours are the same as the 26 and 27 calendar. And so that is our 26 27 and 2728 calendar drafts. >> Now we'll open it up for questions. And I I would say that Eid was on the 27th 28th. Uh is February 26th and February 27th, a Saturday and a Sunday. >> Okay. >> Okay. >> I have a question. Just a historical context question. Um because I'm trying to remember. I mean, I know in November, um I'm thinking about the December leading up, how how frequently does Roseville go in school session all the way to the 23rd? is like is that it's pretty >> uh three three times since 2013 2014. >> Okay. So it's not necessarily the standard. >> No. No. Uh was it sorry going to 2013? >> Well I'm just yeah go like working >> most of the time we do that we either would have >> if we start on September 2nd or September 3rd we have the that 10day spring break or sorry winter break. Um on every other time between the 4th and uh the 8th it is a 7-day winter break and that has been historically it's either falls on one or the other. >> Okay. >> And it always goes up to that 23rd. >> Okay. >> Historically too we try to avoid anything less than three day weeks. I know we have one because of MEA fall break. >> Um but we try to have at least three days of school per week. >> Okay. So is there a way to denote I was trying I couldn't keep up um like >> from a teacher perspective right the PT days are different than the applica uh the >> collaboration collaboration application is there a way to maybe >> we have different >> we do that yeah so we we provide both an outfacing uh calendar for our um our families and then one also from our staff that can both be found on the the website so they see the differences in >> right >> in language. >> Okay. So, this one definitely is like for family. It doesn't matter. >> This Yeah, this is the most >> draft piece you're going to see as what everyone else will see will be a lot prettier. Carrie does a fantastic job of making it look great. >> Yes. We also just to add to that, we also have a professional development calendar which just focuses on professional development days. So all those TE's that you see and it's very detailed on you know what we're doing on those particular days. >> Okay. >> Thank you. >> How many people are on the calendar committee and how >> Oh well you know what this year you it was a it was I'll say it was a smaller group and part of part of what I'm learning with committees is like when you restart a committee you kind of restart a committee. So um you know leadership change in the committee um you know it sometimes people fall off and and you have to restart. So we I don't know if we had a number eight n >> I feel like it was about that and then we also have um um the student high school >> we have student on the committee >> um we try to get family >> input also. Yeah. >> Don't always have >> that was you get a lot of family input or >> Yeah. Well, not as much as we would like for this particular committee. Um, so like we did not have one this year and I don't know know if we had any either last year. >> I don't think last year but the the two years prior to that we did the same family member an elementary representative. >> Yeah. >> Yeah. But we have had a a student at least a student on our calendar committee for the time that I've been a part of this committee. Yeah. So if if community members listening or see this, do they contact? >> You can contact me, Don Smith, associate superintendent. Yes, >> we uh our our calendar committee will usually begin meeting um um sometime late October, Novemberish. Um we got a bit of a late start this year on that committee, but there's usually about uh we schedule about four committee meetings um if we need them. This year we didn't need all four of those. Um as you can see the the calendars that we presented are pretty similar. >> Pretty simple type thing. Um but in the past we've had um you know other things to consider like holidays for the last couple years are things we've kind of really dove into and looking at you know the impact of holidays from different communities and what they may you know how we can try to accommodate those things on our calendar. Um this time around it was >> Yeah. And I think that not and then with one calendar versus lining up two calendars, it does make a big difference when >> looking at that >> especially for professional development. >> Absolutely. >> Can we hold our meetings on Zoom for all that are listening? >> So yes, it's we try to be as accessible as possible. >> Plus, I think you know I think having been a veteran of calendar committees myself in the past, people don't understand the complexity. >> Yeah. and and also there isn't much flexibility for a lot of these days because there's so many mandates and you got this holiday and that holiday there's very little to play with. So I applaud you all because this is this is never easy >> and there's always a danger that someone is going to not like something and you know >> want to blow it all up. So where are we in the process? This is a >> just a >> this is this is a non- actual >> no non but will this come to a vote for approval? >> Yes, >> sometime later. >> So February it's right now on February 10th. >> Got it. >> For us to bring this back for approval and >> then we can publish it for our >> now and then >> if there are no changes then that could be a very short presentation at a time. >> Unless for some reason >> you all get some input and you go oh wait that is a really great idea. We should incorporate that change. >> Yep. Okay, good. And I do remember there was a year where even after we approved there were some changes because of falling on I can't remember what the >> reason was but I remember we had >> that the year was it I think there was one year it was like a we did a >> yeah that's it we didn't know we didn't realize I think >> since then I think we've been more aware the group has been much more aware and diligent and all that kind of stuff. Yeah, we were just discussing. We think that >> Junth was also a time that we we also adjusted >> our calendar for, >> right? But Junth will be Yeah, for this will be fine. Yeah, we'll be out of session. >> Well, thank you so much for all the work, energy, and expertise. >> Thank you. >> And your memory >> and and and to you two, Dion would be here anyway, but thank you also for just staying this late on the agenda of your day. Thank you so much. It was nice to hear all the exciting things happening at other buildings and thank you for your work. >> Thank you. >> Well, we'll go on to our action item today about budget parameters and we bring up executive executive director of business operations services. Okay, I almost got it this time. >> Thank you. Good evening. >> Good evening. >> Good evening. So yes, it's that time in the year. Uh you accepted the audit at the last meeting. We are in the process of finalizing our midyear budget revisions and at the same time as we finalize those, we've started developing the budget for next year. Um so we always start with sharing those parameters uh so that you can review those and approve those. Um I won't read all these uh items to you but just a few of the highlights. Uh we are projecting a 2.4% increase in the funding formula. So that would be an increase of about $180 per pupil. Um our operating referendum that we have in place uh that does have an inflationary factor built into it. So that is also will be increasing about 2.4%. For a total of 2,93 per pupil. Um, and then probably the biggest change on the revenue side for us going into next year is that effective with the new fiscal year, the district will receive the $6 million in capital projects levy funds that our community generously approved this last November >> and we will use those funds to support safety and technology needs of the district. So, we're developing a separate appropriated fund for that, too, so that we can track that. And at the same time as we're tracking those revenues, as part of that, we'll be shifting some of our existing expenditures um from the unassigned into that fund. In addition, we'll have some new expenditures as well. >> And so, that will change our overall percentage slightly, right? Or does that >> Yes, it could. Yes, it could potential for it to change though because it will this will stay in an assigned fund >> um these dollars as part of capital the operating capital. Um also um then looking uh our compensatory revenue um which is a big uh piece of our general fund budget. It's about $9 million. Uh we still have the hold harmless in effect right now. Um with that hold harmless, while we're anticipating um a slight decline in our enrollment for next year, but with that hold harmless in place right now with the legislature, that would result in about a $70,000 increase or decrease, but that would take it to about $9 million without the hold harmless in place. Like last year we were looking at about a $4 million >> wow >> reduction. So >> um as the legislature convenes this year and there's a legislative task force y >> we are looking forward to learning about the future on compensatory revenue. >> Terry, would you just explain what compensatory revenue is again? >> Yes, that's a a very good question. Um so compensatory revenue is the revenue that's really generated by um students. It used to be previously um uh students who qualified for free to reduce lunch under the educational benefits. Um now it's kind of been redefined some of those same students, but for one thing we have universal free lunches and then also um the state has um shifted from tracking even some of those applications. All of the information comes to us electronically. So uh for the most part so right now they've looked at just shifting to what's there electronically >> and that has resulted because there is a gap not everyone qualifies uh or comes to us through the electronic certification. So we're seeing less and it's throughout the state right there's just less students under that format. So there's there's a a big reduction in funding formula or in the funding for that and and districts are seeing it across the state. So they're trying to figure out an equitable way to keep that revenue going and the best measure to do that. Um looking at our enrollment, uh we'll talk more about enrollment as we move forward. We usually start by building off of our enrollment where it is on February 1st. For example, February 1st of this year and projecting forward. Um, for those of you that have been on the board for a while, we used to have a really good cohort survival method that worked really well and then CO happened >> and it all blew up >> and we're starting to get in the groove again. >> Yeah. Um and now we have a situation locally that is also upending our enrollment. >> Yeah. >> So we will continue to look at um what how the current situation >> will impact our um enrollment going forward. So we will monitor that. >> We will budget conservatively >> and we'll adjust as needed. >> Yep. Um, uh, on the expense side, we, you know, we're class sizes, our targets are staying the same. Uh, I've got things laid out as far as, you know, we have, we build in estimates for, um, salary and also medical benefits. Um, we also have built in, um, costs for utilities, transportation. Um I've got a note there just stating that uh there will be some expenditures that will be shifting to that operating capital uh within the general fund to the capital projects levy. So that will be a factor as we um develop the budget and um our federal program expenses. We always keep those expenses um equal to the amount of revenue that's being generated by the federal program. Um generally I mean just as far as input we report to the board periodically as needed. Uh we do have a um uh citizen finance advisory group that we meet with throughout the year. >> Um also our district leadership. We meet with principles and program supervisors and then we seek other stakeholder feedback as needed. Typically, unless we are looking at budget reductions, we typically don't go out to sites when we have been in budget reduction mode. Then we take this out to the sites in need with um with the school sites. >> So that is the parameters and then you also have just some highlighted dates there. Um your the calendar uh is attached or are part of this packet as well. some of the big big dates there like the date that everyone looks forward to. So, note it on your calendar, uh the budget hearing on May 26th, um typically falls um the day after Memorial Day. So, it's really something to look forward to after your long weekend. Um yes, and then adoption of the budget in June June 23rd. Thank you. >> Thank you. >> I'm always always amazed at like how much work this is to put together and the expertise that you have to bring to us. >> So, thank you so much. Yeah. Thank you. >> Thanks for withstanding the fatigue of having the audit accepted and then starting the budget. Like it even overlaps, >> right? Yeah. >> Continually. >> The business office is always living in three fiscal years. Yeah, thank you for that. >> Yeah, thank you. Any any questions from We do we do have a this is the action item. So, >> yeah. Any questions for Sherry? >> Okay. >> So, I entertain a motion. I move we accept the preliminary budget report as delivered by senior executive advisor administrator >> extraordinary counter >> cherry house. >> I'll second >> better known as bean counter. >> Great. It's been uh motion has been seconded. Um, all in favor say I. >> I. >> Oppose. Okay. Motion carries. Thank you again, Shar. Sure. >> Thank you. >> All right. With that, I need to tear this up. That's what I need. >> Um, we have a study session report. We're going to try to do the study session report after our >> the meeting after. the minute after. So, so we're going to start the the rhythm right now. So, clap menics. >> Yep. I will attempt to jog my memory back. Um Jake and team gave us an update on career in tech, which now will be trade and industry. >> That's right. >> We used that term tonight. I heard trade and industry. Um it was a group that's different than some of our other groups because all the staff that teach in that area can be involved in it because it's not as big as a group. Um so they were all there um to do that. Jay came with a couple other folks to us just to share with us what they had done and where they were at um in the program evaluation phase. Then the next phase will be the program design phase. Um it was approved by the district curriculum advisory committee which we usually go to um to have do that. Um some of the things we heard earlier tonight about CTE also was discussed. Um there was solid alignment I think we heard between both Rams um and Roseberry High School. Um, we also have spent some time trying to assess um, female identifying courses that we learned to make sure that um, there's representation there. Um, and we heard a little bit tonight about that also the courses are rigor courses um, that students can take them for that as well. And they're partnering with AVID um, increased certification for students and dual enrollment options. Yeah, I think that's about it. >> Well done. Yeah. Thank you. >> Thank you. So, uh now we go to uh board reports. Um I'm going to start on this side with um Director Anderson. >> Okay, great. Um I think some of us might have similar reports but um um most of us were at the Minnesota Schoolboard Association leadership conference and um I think we all have different ways to report out or things that we um that we attended but one of the highlights for me is every year that I've gone is um Minnesota school boards association for those that don't know they kind of um divvy up the state or ch or in in districts I guess they kind of um siphon or I'm partian off the state in districts and a highlight is always going to our district six. Roseville is lumped in with I think it's White Bear Lake, Forest Lake, Monidi, North St. Paul, Maplewood, and I might be forgetting one, but it's a it's a great time for the districts. We can get together. Um MSBA does ask us questions. We can talk to and every district elects a director that's kind of like on the MSBA state board, but we can they ask questions. We provide them feedback. One of the best things is kind of a give and take and sharing of you know what's going on in your district. >> And obviously this this past conference we had a lot to share around ICE activity, border agents, border patrol, and just I mean just how we're all kind of dealing with that. But it's just a great time I think to share out you know and provide feedback to MSBA too on what's affecting our districts. It's a great way to >> kind of connect but that's always a highlight. That's one of the aspects that I wanted to report on. >> Yeah. No thank you >> directors. >> Thank you chair Chu. I will I also will just share a little bit about that conference. Um, you know, there are two and a half days of workshops and seminars and lunch learns and, um, I went to three in particular that were enjoyable. Uh, one was on cell phone usage and our kind of neighborish Stillwater has gone last year to a total cell phone free policy. >> So, it was very interesting to hear that that's been very successful >> and that the students and families in the end have embraced it. Uh and there's all kind of safeguards like if someone's on an IEP or they need a medical thing or whatever then there'll be some exceptions but the report back is that um you know it's gone very well and they were they were very fearful you know that they'd get a lot of backlash. Uh, one interesting thing to me is of the multiple sessions over the two days, there were at least five or six devoted to cell phone usage. It's some kind of cell phone restrictive policy that various districts have put into place. >> And all of these seminars that are put on, as you may know, it's not it's not MSBA that does them. It's it's member districts like we could put on a seminar we have in the past. And so just the fact that so many sprung up around cell phone use was very telling to me that that it's something that's recognized as as a problem and the way they're dealing with it is is putting in some limits and restrictions and largely they've been successful. Another one was on AI usage. Not the one I there is at least seven or eight seminars on AI usage, right? Because it's top of mind. >> The one I went to was not around students. It was around using AI like what Sherry could use in in the business office and going on to, you know, Claude or Perplexity or, you know, one of those even the free version and doing something like taking the entire 300page, you know, financial report and uploading it and asking it to pull out things like anomalies, errors, you know, checking the math, all that kind of stuff, looking at trends. the the art is in the prompt writing, right? Like it's like a page long prompt on what to look for and then in 30 seconds you get get a report back. So whether it's that, whether it's looking at board policies, you could upload the entire board policy book, all hundreds of them, and say find us themes, find us duplications, find us ways to do that. And he just the artist is writing the prompt. So he was really encourage it was the uh the Rosemont um Apple Valley Egan uh guy somebody in their district I forget his title again who was encouraging folks just experiment play around with it to make lives easier for administrators teachers us just in our that kind of work. >> Uh the third one was interesting. I went to one on uh restricted funds. Um I didn't really learn anything because you know Sherry's educated us on how they they work. But the only thing I'll say is the learning wasn't so much about and that this was hosted by MDE. Uh someone named Kathy Eric sent out if you know Kathy. >> And um Kathy had a had a difficult time kind of controlling the room because there were a lot of new board members from some smaller districts who understood none of this. Like they didn't even know there was such a thing as restrictive funds. And so I was sort of surprised at how like I almost wanted to say why did you want to run for board if you didn't even know this? And like one one person from a smaller world district even asked her. I'll never forget the question. It was well what is MDE doing? What kind of what kind of new revenue sources is MDE working on for us? And like Kathy, how do you answer that question? Because MDE has nothing to do with revenue sources. So there are a lot of new board members out there who have a incomplete understanding of how school finances work and it came out in that room and so she had to keep responding to some of those questions from new members. That was instructive to me too that a lot of new board members are on there for whatever reason but they're not on there because they want to bring their financial acumen to the table. So >> well and they are supposed to get training. There is a whole training on the financing of schools. Right. >> So anyway, that's it. But it was >> it was just a fun good sessions I went to and I look forward to again next year. Right. >> We always do. >> Okay. >> All right. So um last week I attended my first IPAC meeting. Uh it was fun. >> Okay. >> Thank you for inviting me. Um it was a really packed agenda. Uh the meeting was via Zoom for the safety and security of the students, parents and community members who are part of for this committee. Uh but yeah, we had a packed agenda um going over what uh RA uh Rams Middle School is currently doing to support uh American Indian students uh retention and academic success. Uh we had um some information uh in which we celebrated our student athletes, senior athlete recognition. That was really fun uh to see uh their achievements and what they're doing. Um and then there was also a recap of some night events, uh game nights and community events that I am a little jealous I was not a part of because the images looked really fun. But next time, next year, it will be uh fun to be in community, in person with folks in this room, um you know, celebrating and embracing American Indian culture, learning about, you know, their games, foods, and etc. Um I also want to give a shout out to to the parent leaders, the student, the staff, and associate uh superintendent Don for the organization of that group. In my professional career, I've been part of many, many committees and I can already tell this is already one that's really organized and >> is has a clear vision for what they're looking for. Um, so shout out to all of you who are part of this group and to you for for leading that group. Um, I'm really excited to continue to work with them. >> That's great. That's great. That's all I got to report. >> Thank you, Director Cleveland. Yeah. Um, Director Morris went. >> Yes. Okay. Um, first I got to go to the Roseville faculty recital at Roseville Area High School. I mean, >> I need to go. >> If you haven't, I did see Dr. Lake there. Um, if you haven't ever been to that, like it's just so good. We've gone a couple of times and there's so much talent and um, I think it's really inspiring for all the students. I know my own son insists we go and um, is like he recorded a bunch of it and I was like, what are you going to do with this? Um but he every and he's a he's a pretty reserved kid. Um he's never really like we go to lots of shows and he just kind of sits there and after every single one he was just like this. So um I think I think it just shows like how great our music instructors are and they're like gaining the reverence of their students. Um and then the last the last week or so yesterday I was able to go to Rams um and I've been in touch with a lot of the Brimhole teachers about their response. um to students who are not in their classes and um just the all hands on deck >> situation. I got to see the food shelf at Rams yesterday and I was >> blown away at how much was in that room. Um but it, you know, it all takes volunteers and it all takes time and um just kind of observing that and learning from that. >> Thank you for doing that. Right. It's real, right? That this is happening in our >> They're all feeling it. Yes, for sure. Absolutely. Thank you for doing that. Yeah. >> Um director, oh no, not director pluck. >> Um >> I too went to MSBA. Um only could attend one day, but um we did do the banquet that Mike was recognized at director Chesky for >> his many hours of sitting through some of the MSBA sessions. So thank you Mike for that. >> President Award, >> it's called president. That's right. Um, also went to an AI thing, an open meeting law thing, and then the first keynote the first day was on navigating conflict. It was pretty good. Wasn't >> too bad. Um, for district 916, um, we had our organizational board meeting. Um, and there was two new district members. We have a new pres a new chair. U Marilyn Forsburg had been the chair for a long time. Marilyn stepped down. Now she's the clerk. Um, but Andrew Theelander from Stillwater is now our chair. Um, and yours truly is a treasure. So, I'm the treasure of that organization, serve there. Um, the staff presented their annual report and part of that included we had 38 students last year through the last school year that were part of the um, setting for special ed program. And then we had, I think, 85 84 career and tech students that did some um, took the classes over at career in tech. And then they received uh no material weakness or instances of non-compliance for the audit for their report there. So I don't think there's much else. >> Great. Great. >> And I'll just give a brief update myself. Um as some of you know I sit on the Ramsey County League of Local Government and um we had an executive meeting. So yours truly is the vice president this year. John Don is the president. He's a council member of Shaw View, a city of Shaw View. And I have to say I often learn a lot from this group because you have the mayors, you have the council members, you have schoolboard members. Uh and so it become kind of like understanding how all these different parts work together. So it's been really interesting to to sit on this. And so we this Friday and because Roseville is a member so it's for very nominal fee anybody in Ro uh Ramsey County as part of the government uh is part of that um and and um we have a meeting this Friday so anybody in Ram I mean in Roseville in the cabinet um you know schoolboard members can go a virtual town hall uh we have invited our congressional uh members ers and to come together and talk about what is happening uh with with um with our eyes um uh rates and all that and so um because we invite them we sometime we don't know who show I mean we are hoping to get some some RSVP if that's not happening we're going to just have a space hold a space for people to share what is happening at the city level what is happening at the council level what is happening at the school level So, um, I'll be attending and we hope to have maybe another person from Roseville to represent Roseville in terms of all that we are doing. So, it's a great way to listen in to kind of say what is happening at Ramsey County. The commun commissioners are usually there. The Ramsey County Commissioners are usually there. So, uh, that's um that's this coming Friday. Yeah. So, with that, um, I'm going to pass it on to you. >> In connection to that, good evening. Uh my superintendent report message will also be shared out with all district families and staff uh as well. On February 28th, 2017, the Roseville Area School Board passed the resolution regarding district practices related to immigration and customs enforcement or ICE. The purpose of this resolution then and now is to clearly define how our district responds to ICE activity on school property. This resolution matters. It puts in a plain language our commitment to protecting students learning and well-being. It concludes uh in quotes, the board declares the district to be a safe zone for its students and staff. Meaning that the district is a place for students to learn, to thrive, and to seek assistance, information, and support related to any immigration law enforcement that interferes with student learning experiences. With ongoing ICE activity within our district boundaries, on district property, and across the Twin Cities community, it is essential that we remain clear and consistent about how we interact with ICE personnel. Our students, staff, families, uh, and student, staff, and families deserve to feel welcomed, supported, and safe in our schools. I share this knowing how hard things feel right now. I see what is happening in the metro area and I know these events carry a heavier weight for many of our families of color. As a district, we stand firmly in support of our immigrant families. We honor their humanity and the many, many ways they strengthen our schools as parents, grandparents, caregivers, volunteers, and community members. Our district is a wonderful place to learn and grow because of the families who entrust us with their children and the staff who serve them every day. We stand unwavering in our commitment to every child and every family. And we will lead with compassion, protect their right to learn, and care for one another. >> Thank you. >> Thank you. Very heartfelt. Thank you so much. Yeah. Um yeah this this hits me personally. Yeah definitely. So it hits many of us personally. So thank you. Thanks for the message. So now we go on to a section that is um we're going to have a close session to consider labor negotiation strategy. And according to our um statute um we may do that. Uh and in order to do that I need to entertain a motion to make sure that we close this meeting and then we open the other closed meeting in order for that uh conversation to happen. So I entertain a motion. Oh >> go ahead. All right. I'll second it. >> Please. I move to close the meeting for the purpose of considering strategy for labor negotiations with education Minnesota Roseville per Minnesota statute section 13D.03 >> and I shall second that motion. >> Thank you. Thank you. >> Okay. Um and we need to call question. Yes. Um all who vote yes, please say I. >> I oppose. Motion carries. So, I will close the meeting right now and I'm going to wait for Wayne to kind of not record this the next part. So, we'll wait for a few minutes here. >> Okay. And uh now we're going to open >> the >> regular >> regular session of our schoolboard meeting. And if there are no other items uh on the floor, we will adjourn the meeting.