I'm usually usually very mellow today. It was just >> I'm glad I took some notes. Oh my gosh. Oh wow. Okay, let's talk about that. Wayne, I'm ready. Good evening everyone. >> Good evening. >> Um, I'm going to call the meeting to order. the Roseway area schoolboard meeting on February 10, 2026. And Clark Manx, please call the role. >> Director Anderson >> here. >> Treasure Boacheski >> here. >> Director Cleveland >> here. >> Director Morris Wint >> here. >> Clerk Clark is here. Chair Chu >> here. >> Thank you. >> Thank you. Are there any agenda adjustment? >> There are no agenda adjustments. >> Okay. Thank you, Dr. Lake. And we'll go to announcement, comments, or recognition today. Do you have any >> our land acknowledgement >> and then now land on bench by uh director Morse. Thank you. >> Roseville area schools acknowledges that we reside on traditional, ancestral, contemporary, and unseated territory of the Dakota people. From Bote, a confluence of the Mississippi and Minnesota rivers, a place the Dakota people poetically claim as the center of earth directly beneath the center of heaven, to Indian Mounds Park, a sacred place of burial built by ancestors of living people and home to the only known remaining burial mounds within the Minneapolis St. Paul Urban Corps. Indigenous people have cared for this land through warfare, genocide, relocation, and removal perpetrated by colonizers. the state of Minnesota and the federal government injustices that reduced over 150 million indigenous people to around 300,000. Indigenous people have given their blood, tears, heart, resilience, and love to this land. enduring boarding schools that were in operation from 1879 through the 1930s where assimilation through humiliation was the curriculum and unspeakable atrocities occurred daily to the foster care system where more kids were removed from indigenous homes than any other group in Minnesota. Indigenous people have not lost their culture or identity and still reside on this land. Roseville Area Schools is committed to ensuring the culture of our indigenous relatives, the original and rightful caretakers of this land, is studied, preserved, and celebrated. We are committed to understanding and honoring the sovereignty that has been denied to nearly 600 indigenous nations, including 11 federally recognized tribes in Minnesota through the breaking of over 400 treaties. and we are committed to the truth of the history of our indigenous relatives, the success of our indigenous indigenous students and to the healing we hope to create through this commitment. >> Thank you so much. >> Yeah, thank you. >> Next, uh do we have any summary of community input receive for action? and CL manx I just want we can start the tradition where you know that anything that is about that we direct to the to our cler >> yeah so >> all right we don't have any um we go on to consent agenda I entertain a motion to accept the con consent agenda >> I move to approve this evening's consent agenda >> okay Second. >> Okay. Thank you. >> So, now we'll uh have someone read the gift. >> All in favor? >> Oh, hello. I jumped out. Thank you. >> All in favor, please vote. I >> I >> um oppose. All right. Now, we can read the gift. >> Thank you, Madam Chair. Uh once again, we've had a a generous outpouring of our community. Uh we'd like to thank uh Amy Dulman for a gift of an alto saxophone for use in the instrumental music program at Edertton. And also Amy O'Neal for a gift of a bell and snare drum practice kit for the instrumental music program at Edertton. Uh Wendy Thompson, thank you for a gift of funds for media center support at Harambe. Uh, from Brian and Linda Balfance, a gift of funds for the speech team and quiz pole at Roseville High School. From the Minnesota Vikings Football LLC, a gift of funds for the girls flag football program at Roseberry High School. from the Roseville Boys Hockey Booster Club. A gift of funds for a streaming service subscription. Additional coaching staff and gear for Roseberry High School. From US Bank Foundation, a gift of funds for school needs at Roseberry High School. From Carrie Sunberg, a gift of funds uh for charity week uh at high school. from Lucas Betterman, a gift of funds uh via the charity week program for Rose High School. From Jenny Terrell, a gift of funds for charity week uh for the high school, and from Christina Westfall, the gift of funds uh be a charity week for Rose High School. from Sarah Bars, a gift of funds for students in need at Roseberry High School. From the Roseville Anderson Nelson VFW Post 7555, a gift of funds for the track team at Rose High School from Patrick Skoonover Heart Foundation, an AED device and cabinet for the AED device uh for community use uh based at Roser Middle Middle School. from Tammy Norish, a gift of funds for groceries for families in need just in general for Rose Schools as a district. From the Presbyterian Church of the Way, a gift of food and some personal products for families in need uh for the district from Showtime Studio and Coffee, a gift of food and personal products for families in need in the district. From Ansley Brown, a gift of food and personal products for families in need for the district. And then we had in addition to those five gifts for of food and personal products for families in need from uh donors who asked to be anonymous. So thank you Madam Chair and thank you again to all those who gave both people and organizations. Once again it astounds me how how open the hearts are of our community and their generosity. >> Thank you. Thank you. Well, we'll move next to uh reports for non-action items and we have Missa and >> Kila. >> Kila. Yeah. Please come forward. >> Welcome to the table for the first time. >> Yeah. So, I just met the district. >> Yeah. I just met her. So, it's like it's great. >> Thank you. >> Good evening and thanks for allowing us to the table. My name is Na Thomas. I'm the executive director of student services here in Rosebar area schools and I have with me my colleague Kila Coolers and you'll heard more about her in a minute. Um, one of our fabulous hires this year. She heads up our district crisis mental health and behavior for our district. Today we're going to present to you um our mental health supports and partnerships that are currently going on within the district and some things that um we would like to do um possibly in the future. and then we'll talk a little bit about um our response to the current crisis within our community. I'm going to turn it over to Kila for uh the majority of our presentation. >> Well, thank you all for having me this evening. It's lovely to be here and talking about a topic that I enjoy quite a bit, mental health supports and partnerships. So, so just a little bit about the role there that I have in Roseville, which is new this year. So, district crisis mental health behavior lead. It's a mouthful. Um, but is it's lovely and there are three very distin distinct but very intertwined hats. um with the crisis work. I've been helping to facilitate our district crisis consultation and support team, not to be confused with our co-f facilitating with Don um the district safety and security team um which my role is kind of helping to work coordinate um crisis response in the event that something should happen in the community where um staff and um students may just need some extra support. So facilitating that process. >> Um I'll elaborate a little bit more on mental health as we go, but essentially serving as a liaison for our mental health partnerships um supporting those tiered systems of support that we'll talk about today and mental health topics um PD for staff and with behavior just providing some leadership teams to help support that really important work as well. >> Yeah. Um, so as we're talking about mental health tonight, I think it's really important to really start off with a common definition of mental health. It can get easy to think that mental health is really the presence of a mental illness, but in fact, it's much more broad um, spectrum of wellness. Um, and it's important to know that it's just a state of well-being around emotions, relationships, how we get along with others, how we cope and manage with stress and realize some goals, you know, within um, personal, professional, academic, and just like academics, um, mental health um, systems and support should really be thought of as tiered systems. Um, Roseville, as Mara has mentioned, is a very resourcerich community, which is lovely. And so part of my work, like that um picture on the left, has been learning about all of those resources that are out there and then trying to see how they might fit into tier tiered systems of support. And then also, as you see at the top of the pyramid, thinking about how those um different systems can be aligned in different places and different um buildings um across our district to allow equitable access and opportunity for everyone um in the Roseberry Schools. Um today I'm going to focus a bit on kind of the bottom and the top of the tier. So talking a little bit about some of our um community partnerships that we have surrounding mental health and what that looks like to provide some targeted interventions and support for students. Okay. So I think that these are um probably demographics that a lot of us may be familiar with now, but um you mental health needs and concerns for youth have been growing in um the last several years and particularly highlighted since uh co um nearly one in five students um are diagnosed or sorry even youth um are diagnosed with a mental health, emotional or behavioral um disorder or condition. Um and there are high reports of suicidality, sui um ideiation, things like that in adolescence. Um and even this demographic just recently the 2025 um student survey results came out, but this so it rings pretty true to what I found in 2022, but it's not Rosevel schools isn't any different than what the you know national statistics are around just what the need is. Um and even more interestingly is that around 50% of youth that are in need of mental care health care um actually don't receive it. Um but the good news is that um school-based partnerships offer a really unique opportunity for kids and students who um have families have different barriers or different circumstances in life or accessing services in the community um hasn't hasn't happened. Um, and so, uh, schools are a real natural point for some of that early intervention. So, we're going to talk a little bit about that now. Um, I'll elaborate a little bit more on some of these different partnerships as we go through today, but in short, these are some of the partnerships that I work with most commonly. Um, Natalus and Lifance um, both provides some services in our schools. Um Ramsey County Children's Mental Health Collaborative is a support resource um that offers um different avenues of support. Um you are not alone. Um our dog therapy teams that have visi been visiting our sites um across the years and and even growing some new partnerships here in the last few weeks and um Suburban Ram Ramsey Family Collaborative is another related resource that um we partner with. Um so when we talk specifically about some of the different um mental health partnerships um that we have in our schools, there's really kind of three um targeted um services um within those partnerships. So the one at the top there is school-based mental health. So that's um a more formal relationship that we have um with different agencies in the community. Um and those agencies will um have providers, clinicians that come into our buildings. Um and they provide therapeutic individual services um for students out of the building. Um we have some partnerships that are in a school 5 days a week um to one to two days a week. Um and they provide services as kind of an extension of some of the other social emotional mental health supports with school staff. And there are some students in situations where they have already established relationships with mental health providers outside of the school, but there may be some um underlining reasons why they can't have those services outside the school. So um mental health providers are allowed allowed to visit within the school. Those requests must come through um the office of student services through me. Um there's a process um why um can't the services be provided outside the school if there's a hardship as well as trying to avoid all core acu uh academic um time when the visitors are in visitors must go through background checks as well as their they have to provide um develop within the district to provide those services. We do have um approx a handful of students that do see their providers during the school day >> or in tella health. Yep. Um and then the one at the end there is called school linked mental health and that's primarily through our partnership with um Ramsey County Children's Mental Health Collaborative. A lot of long acronyms um >> uh where our our staff, mental health staff, social workers, counselors, psychologists have more direct avenues to refer um kids to care out in the community. Um so specifically to the school-based mental health. So, this is when practitioners are um based out of the school building. Um each trimester, I just reach out to each one of those um clinicians that we currently have in our buildings and ask them for some information about who they're seeing and um what those numbers are to just reflect on how we're utilizing um these partnerships um and also just reflect on some of our referral practices and then also create opportunity to advocate for it to grow down the line. So after the completion of trimester 1, um here's some information and data from those school-based mental health providers. Um like I mentioned, we have those two um community agencies, Natalyus and site um life stance. I spelled life stance wrong. Um that work out of four different um Oh, I put Oh, and then I put RAW sites. Roseville area school sites. Two typos. Sorry, everybody. >> No. >> Oh, just kidding. It's perfect. Um, Raz, Rams, Fos, and Central Park um have providers there. There are five providers then that are also providing um service to 83 students that are receiving ongoing >> usually weekly therapy sessions um with those providers throughout the week. >> And that's at no cost for families. >> Um that's a really great question. So, um, with our partnership with Natalyus, um, it is through an MD grant. I'll let you talk about that just a little bit. >> Okay. >> So, that's through, um, we have we get funds through the Suburban Ramsey to pay for our, um, time with Natalus as well as the district does put in funds to cover the rest of that. Um some of our providers do if if families have insurance we'll build the family's insurance but >> no um without insurance they'll still see it as well. >> Thank you. >> So with Natalyus they're they're able to um meet with students for a few times um without without billing insurance first. That's kind of a part of the extension of that grant. Um but life stance does um and then after that they access um uh family insurance. Um, so if there's co-pay plans or things like that, then that is a part of those pieces. Can I ask a um so they are at these four sites Raz Rams Faz and Central Park like so I'm just curious why Central Park >> out of the elementary schools >> there any >> so um Central Park used to be one of the um racially identified schools and at one point we had we tried to get providers at each of those sites. >> Okay. Um and they have continued on with services there even now that they are no longer that officially identified. >> Okay. >> Um and so we did at one point um had a provider at Little Canada as well as um >> no Canada and I don't think Edertton had one. We had we were going to set up services at Edertton but had not yet. >> Okay. >> Quick quick question. the 83. Is that is that seem to be kind of steady year to year kind of around that same number? Is it increasing? Is it decreasing? >> Based on the number of providers that we have at the school, it's about the same. >> Sure. Because you need the providers to actually deliver. >> They they can only >> Well, let me ask then the unasked question. Any sense on the number of kids that have needs that might be going unmet because we just don't have the resources? >> Um, yeah. the need is there. >> I mean that's a good question. We do know that we have a long list of students that whose needs are going unmet because we do not have providers to offer those services. >> Yeah. Which is a really great segue onto this um this slide here. And so there is a process um I go out and meet with all the school teams to kind of talk with them about referral processes. And a part of that um determining referring a student onto school-based mental health um services is considering what kind of access the family does have in the community and sometimes considering the circumstances for needs because as you can imagine there's sometimes different traumas or past experiences that might be just too difficult to unpack during the school day and then go back and try to focus on algebra. Um so the teams meet and they do a really lovely job of kind of determining um you know appropriateness of referrals and I feel weird saying that because I think everybody should have access that needs it and you know it's it's a finite resource to so there is determinations that made there but um the school-based mental health team does work together and collaborate and determine um referrals um to the schoolbased services. Um, of those new referrals that have been made by the staff, 91% have turned into ongoing clients, which is a really fantastic number, which means that there is that kind of bridge from the school talking with families about this resource and this service to then the family and the student then utilizing the resource. And as of the end of trimester 1, um, the provers case load, so by the volume that they have allocated at our sites, they were at 90% of capacity. I would bet you that that number has grown since then. And I would I I know that there are two spaces at Central Park, but I think everybody else is full and Ros has a wait list of 12 as of my last um numbers. And so the need is definitely there to grow. Um and that's a kind of a part of the next steps of of what my work will will be. Um also asking um that staff to provide information about their case load and and the the students that they're seeing. Um so just looking at grade um gender, race, um special ed programming. um just to kind of reflect on who's utilizing the service, but also for us to, you know, reflect on our referral practices and make sure that, you know, if there's different information that we need to look at if we're missing, you know, if we're missing people, if we're over referring or underreerring in certain areas to just reflect on that as a staff as we go. >> Yeah, sorry, there's some small text on there. >> Can I ask your thoughts on the female to male um like disconnect? I just anecdotally, we have this in my school and I mostly see males going to it. So, any thoughts on why there's >> Yeah, that's a really great question. I'll admit I haven't engaged in conversation yet with the school staff to reflect on that. I think that that's a really lovely thing to do. I could speculate um you know sometimes females are more help seeking and advocating in that way that they may be engaging conversations with counselors and social workers and comes about this way. Um but I don't want to overgeneralize that that's the case as well. Um but I think that that's a really important reflection for us to think about um as we look for you know kids that are in need of service. Um because as we know some things are very outward presenting as far as needs and some things are very internal and we want to make sure we're not missing and >> so so just to clarify this breakdown here that you got is based on the 83 student >> correct? Okay that's what I thought. Okay. >> Yep. Um, so kind of some of the pieces there about looking ahead and what will this continue to look like as my position grows, as I grow and and get to know more about um the different systems of support here and get to know the people. Um, I want to continue to work to build those comprehensive mental health systems. Right? A lot of the things we talked about are very tier three. They're very individual, but really all students need um information and learning about mental health and next year state statute changes where grades four through 12 are must receive mental health instruction. So, I've reached out to um different leads in in the health world so that we can collaborate on how we can include the components of that um as those standards change and all those things kind of over the next few years. So want to collaborate with them um all the way up to continuing to build these partnerships that we have with um these community agencies. So looking for grants or other different funding sources to support that work and then building that structure so that the people that are coming into building those teams feel supported um there's community around it so that we can have something that's sustainable for students over time. And then as that builds then um continuing to increase awareness for um students and families about what resources and what services that we have here so that they know how to access and creating those referral pathways. >> Those would be some next steps. Um and then just a little bit um here about support um around the current um events in the community and just kind of letting you all know. Um, so some of the work that I've been doing is creating support resources for staff. So things on talking points, how to engage in tough conversations with kids, um reminders about trauma sensitive practices, but also a lot of self-care and compassion, resilience, how they take care of themselves while they're taking care of others, um grounding exercises um and different um mental health resources that are in the community, whether it's our EAP or just tonight we came across some new ones um with MDE and some offerings for educators that we'll get out to principles. Um, I've been going out to some different sites and visiting and just supporting and listening. And like all of us in this room, I don't have answers, but I can listen and and hopefully try to respond. And we've had some dog therapy um visits out at some different sites, which has been um received very well. So, >> at this time, we'll entertain any questions you may have. >> I have I have one more. First of all, thank you. This is fantastic. Um what would it this is like more pipe dream like knowing early inter intervention is key and it kind of prevents some of those problems from bubbling up later. What what would it take to have this you know have uh providers at all the elementary schools >> like just >> how much money >> it will take dollars and it would take providers. Okay. um even working with the different partnerships there there has to be providers that fit well with Roseville. Um and so we'd have to make sure and again the biggest piece is the is the money piece. A lot of them want to have their cost offset if if you're working with families that can't afford those services. >> Okay. So it's a shortage of providers and a shortage of funds. >> Yeah. >> N would you add also a shortage of culturally responsive BIPO providers as well? >> Yes. Okay. >> Yes. >> Um I'm interested to know Sorry. >> Okay. >> Okay. Go ahead. >> About the dog therapy visits that you've been having in response to what's happening. You said other locations. Can you just dive into a little bit more of like what that looks like? >> Um do all children at one school have access to it? I realize that that would overwhelm dogs. Like how are how are we reaching the most amount of students um in these visits? And what does that look like by sight? >> Sure. Um, so you're not alone as a community nonprofit um that I has worked in different schools in the district prior to mine being here, but um I made connection with the the owner um the director of it um in the fall and um they essentially have volunteer dog teams that come out um and really it's um up to the partnership between the school and the dog team that goes there to kind of establish what the needs are and um and what that what the time will look like when they're there. Um so, for example, Park View has run a program like that for a long time and they the dog team comes in weekly. The school psychologist is with them the whole time and they have just different groups of kids that come in for, you know, 15 20 minutes at a time and um the psychologist leads group and the dog team, the human of the team, you know, just works. They work collaboratively together with that. Um and then um recently had them visit over at Little Canada and at Rams um and at for example at Rams they just kind of walked around and just greeted staff and just engaged in conversation and just kind of lift moods and spirits and just kind of made those connections and so it sounds like something that may continue. >> Um and so it pretty much just takes schools that are interested in being a part of it. um it does take a bit of time because they have to have somebody that's there and helps coordinate and you know all those pieces but um that's kind of an an offering that's open to all schools that are interested in how does it work if a a student a kid like might want to do I guess what you call a self-referral so I'm high school I'm middle school and I just >> I might want to talk to somebody about something that I'm thinking or feeling Do I do I know where how do who do I tell where do I go first? Do I a teacher? Is there a >> is there you know a place to >> who do I go to? What do I >> Well, I think kind of the first most natural thing is where those relationships are, right? And sometime and those those webs of of relationships can be very unique with the student but kind of those first access points are absolutely first. And so I've, you know, heard scenarios where, you know, comments are made to a teacher and they, you know, refer them onto a social work counselor, psychologist, and then that team will follow up and then through those conversations and through their meetings, they're kind of making determinations of is this something that, you know, is very, you know, acute and just some problem solving and a few skills and strategies and we can give it a try or is this something that's a little bit bigger and might need some more or there's maybe um some, you know, concerns around mental health diagnosis that might need something um more of a therapeutic intervention. And um those mental health um staff are really well trained in recognizing and and looking at those different pieces to determine what's best. >> You have a sense that the that the kids know that staff teachers would be receptive if if they come >> and then what what are they able to expect? It's going to be a tough one in terms of confidentiality, you know. >> Yeah. Yeah. Yeah, good questions. Um, you know, I think every we can think back to our own teenage years and oftentimes I think peers turn to peers first and you know I think with that mental health literacy and that mental health instruction is really really important of recognizing what are self- advocacy behaviors recognizing what is what is stress versus what might be more and then where to go or who to talk to but also peers recognizing and acknowledging when um they've been confided in something that's that's a bit big. And what about even >> what if I kind of trust you guys, but it's something I might want to share that I might not even want to share with my own parents or >> and those roles. >> Are we able are we able to protect that? I guess I I don't even know what the law is. >> And those roles like um counselor um social worker, psychologist or these school-based therapists, they're kind of unique in the sense that they do operate around confidentiality. So, my previous experience as an elementary school counselor, anytime I'm meeting with students, I'm kind of talking about what the limitations are, but also recognizing that you work in within a system of support and how do you, you know, communicate and how do you lead kids to have conversations with other caring adults. Um, and so that's something that they're definitely well trained in and navigate, I think, very well. Yeah. >> And and it's tricky, too. >> Yeah. >> Thanks. >> Yeah. really impressive. >> Yeah, thank you. Thank you for your work. >> Absolutely. >> Thank you very much. >> Much needed. Much needed today. >> And hopefully we could continue to get funding to sustain this, right? Because we know the need is there. Need is there for sure. Yeah. So, thank you so much. >> Thanks for choosing Roseville. >> Good job, Nia. Thank you. >> All right. Very timely topic too, isn't it? Yeah. So, let's move. We have three action items today. And so, we'll um have Sher Thompson. >> Good evening. >> Talk about our budget revisions. >> I just realized that >> our recent change. It was actually just an additional >> Oh, this. So Sherry's walking in the budget revisions in >> and if we have any guests, we'll make sure that they would get a copy as well. >> Thank you. >> Well, this is hot off the press. >> Yeah, it actually has warm. >> It has five more lines on it at the bottom than >> ah >> than what you currently have. >> Yeah. Thank you. So, >> we have just completed our midyear budget revisions. >> Yeah. >> Um the budget, the board adopts a budget at your last meeting in June of each year and that's where we make assumptions. We have our enrollment projections and we're estimating who's what the staffing looks like and whatnot. So, and then um so that happens at the last meeting in June. Um, we then close out the year, go through the audit process. We've done that, and then we go back and revise the current year budget as we're starting to build the new budget for the next fiscal year. So, this is just um this is a summary. This is a summary of our midyear budget uh revisions that we're asking for your approval on this evening. And I just want to walk through from where we started and I'm going to pretty much go through um it's the the general fund. There are some changes to community education, some minor changes um but this is the general fund, the primarily the unassigned general fund because that is the majority that is our day-to-day operating expenses. We're not making any changes to our operating capital portion or our long-term facilities. So, if we look go back to last June, the board approved a budget, a revenue budget of 134 million, $499,000. Y >> as we've gone through the re our revisions or our budget now, we have a couple of items. Um most notably uh looking at our general education revenue uh we are underenrolled actually right now we are underenrolled by 72 students based on what we projected last year >> um for this year but in in October it was 40 students. >> So that's why you'll see 62 there >> because those students have dropped off since. So we don't take the whole entire 72 students. We're um estimating 62 because we will get funding uh for when the students were um enrolled. Obviously one of the concerns we have uh going forward is the current state of our enrollment and the uncertainty. So we'll continue to monitor that but we want to be conservative in this. Uh so right now uh we are estimating our that we are underenrolled over the year that it'll come out to 62 students. So we have to adjust our revenue for that our general education revenue. Um so we have a reduction in revenue of $1,51,000. Uh in addition to that we have received uh we have an update on our special ed um special education aid. And you also have to understand our special education aid and cross subsidy for special education is in excess of $25,000 or $25 million. Right? >> So we have um that most recent number reflects uh there's a reduction there of about $570,000. >> So I but I just want you to know the scale of that. It's not like we're looking at big sweeping changes in special education. On a positive note, uh we have also acquired some additional grants um from the Department of Education. So that will result in an increase of about $38,000. So when we look at our total adjustment to revenue, the adjustment to revenue is um uh a negative $1.3 million. So then that brings our new revised revenue for the revised budget drops from 134,499 to 133,187,000. So then we'll move down further then and move to the expenditure side. So, the board had approved um a budget of 136,420,000 633. So, we knew um going into this year that we were going to draw down that fund balance. >> Y >> right. That was intentional. >> Yeah. >> Um because that is an excess of of our revenues. But then looking at um some of our adjustments, even looking at our estimated uh salary settlements and our final staffing, we had minimal adjustments. Um on the expense side, the expenses increased about $220,000. Uh one thing that um we did have an increase on is um >> last June the PML, >> paid family medical leave. At that time it was appearing that they were going to kick that a year down the road. >> So probably wishful thinking on our part. >> Um so we did not include that in the original budget and that's about $250,000 for the district's premium because the premium the district pays.44% and the employees pay44%. Uh uh also uh ex executive director Mccardi had mentioned in our works uh study session this evening additional positions that we have added as a result of what's going on in our schools. So we have it at added a 0.5 uh family emergency coordinator is is how I would describe it. And then we're looking at and that's been in place since the 1 of >> January. And we are looking at also adding a point6 additional instructional um an additional uh licensed teacher. The total of that then is 67,800 for the remaining of the year. So we are actually looking to increase our expenses by about 538,000. That then brings our revised expenditures up to 136,959,000. So again, that increases our deficit spending um between revenues and expenditures on the revised budget. We are estimating we will draw that fund balance down by uh 3.7 almost $3.8 million. Um so that fund balance the revised fund balance uh would be 12,26,973. Now, what doesn't show here, but shows on the handouts that you just received, it really lays out the preliminary um budget, the operating deficit that we were projecting is 1.9 million and now with the revisions, we are increasing that an additional 1.8 million. So, the draw down on the fund balance is 3,771,000. Um that would give us when we look at fund balance and talk about our target and percentage uh that would draw the fund balance down to 8.91% which is still within um the target range. It's still above the 6% that's in policy but it is >> now we're well now we're going below 10. >> Yeah. >> But we are below >> 10 >> we are below 10. >> Yep. And of course, um, as we stated when you adopted budget parameters even for next year, um, we continue to closely monitor, uh, our enrollment and, um, as we move forward, um, and yes, hopefully things are resolved sooner rather than later. Um, as far as with the enrollment challenges we're having in our schools, questions here. >> So, so my question is just thinking ahead, right? Because now we have drawn down a little bit more than what we had >> anticipated. How do we how do we then think forward? I think the enrollment is a question, right? So we will look probably in March. I think we have a financial just a financial report update >> scheduled and um this will give us some time to meet with a finance um uh committee also. >> Uh we will bring I'll we will bring a projection forward like a multi-year projection. >> Okay. At least a three-year we can look at five. I sometimes hesitate to do five years because when you look at education funding and >> I mean everyone falls off a cliff. >> I and I'm I'm not making light of that. So I just want to frame that because we don't want to just frame that it's doom and gloom. >> Yeah. Yeah. So we can look we will for sure look at three maybe go out to five but with the caution of the further we go out the less dependable they are >> and will the upcoming you know there are all sorts of things about federal government cutting something that will trickle down and impact schools right? Yes. >> Right now, as far as this is preliminary budget, we are estimating based on what we're hearing from MDE. >> Yeah. >> Uh we are estimating about a 19% decrease in our title one funding. So that would drop our title one funding from about 1,250 or 275,000 to about um or yeah 19% reduction to just over a million dollars. When we look at some of our other title programs like um our title title three um which is um for our MLL um learners we're actually estimating that that will remain a flat. >> Okay. >> Because our numbers are up a little bit. >> Okay. >> And then um yes and we're just being cautious in the other programs too. >> But that's what we're hearing from MDE and then also from MSBA. Thank you for that. Yeah, >> but the bottom line is if if enrollment doesn't >> enrollment is our big driver. >> This this would be repeated year after year. >> Correct. >> We got like three more years of solveny basically with the fund before going into actual operating deficit. >> And we have been stagnant or slightly declining each year since co. So >> it means having to lower the expenditures in line with the lowering of the revenue and the >> staffing equals enrollment. >> Yes. Yeah. Like Right. Like and that's why we always say too I mean we are never >> overstaffed. Who's overstaffed? >> Right. But um we always we do talk about underenrollment >> because that's the reality, right? We're underenrolled so we can't pay for the staffing that we have. And then obviously mathematically we'll be able to calculate a projected you know what what that count could be >> is is is natural attrition and turnover such that we could absorb all that or are we looking at more draconian things in the future maybe this isn't really we don't know that yet. We don't know that yet, but yeah, that could be a likely consequence, right? I mean, the federal government hasn't saved us. Um, I don't know that the states in a position right now to come in and do much. So, we rely heavily on um on our enrollment. And I think one added advantage uh next year is the tech levy dollars will kick in. >> Yeah. >> And that six million won't be a total like new funding stream. I mean some of the things that it funds right now are out of operating capital. >> Yeah. >> But it will help to fund some of our tech salaries and whatnot. >> Yeah. >> Um so it will provide some relief. >> Yeah. >> For the general operating fund. So this is starting fall of July >> and that starts July one. Yeah. Yes. Yes. >> For the additional underenrolled students, is that both at the um elementary and secondary level or is it >> Yes, it is. But that you That's a great question. Most of it's occurring at the elementary level. >> Um we can see >> that's even worse because then the >> No, I know because that's what we've seen, right? Because you're right. our graduating classes are larger than >> Yeah. >> Um our kindergarten classes is what we're seeing. >> And do we need to I know we've done a lot of enrollment conversations like you know trends lower birth rate and all that and so you know I it's kind of like it's a conversation it never ends right you got to keep working on it to look at the latest and all that. So I'm I'm hoping that's something that in the finance committee that you know we'll talked about. >> Yeah. Not weeks and I'm not >> great thing for the finance committee to talk about because we have touched on that before. >> Yeah, we have. Yeah. >> On whether we should be having a study done again. It's been 10 years, >> right? Yeah. >> Well, yeah. In our current current challenges, um there'll be ripple effects, right? >> We'll see. And it's going to hit enrollment. >> Yep. It's kind of why families may not choose or might be all >> wanting to stay in an online situation or just pull out for other opportunities and their districts with online opportunities. So, it's there's going to be a ripple effect for sure. So we have to think about how do we uh I mean if for one of the best districts at least I think right how do we you know how do we make sure that people know that and >> choose choose Rosewell right literally choose Roseell so yeah well thank you for that so you need us >> is an action item >> that is an action item we can keep talking here is an action item >> so I I'll uh you ready I'll move I'll move that We approve and accept the revised budget as presented by cars. >> I'll second. >> All right, we have a motion and a second. Um, all in favor say I. >> I. >> I. >> Say a. Okay. Motion carries. Thank you. >> Thank you, Sher. >> Thank you for all your work. Thank you. This is very clear. So, thank you. >> All right. The next item we have is from Dylan Smith, our associate superintendent about the grading. >> Dylan, would it be helpful for you to have Mike in the audience? Otherwise, you could do the calendar first so that >> associate principal Shredder could leave for his family. >> Oh, we could do that. Okay, >> absolutely. Yes. Just a swap. >> Not a formal agenda because we're covering both. >> He did he did he did beg me to stay the whole >> Right. You got to stay anyway. >> You are you are welcome to stay. >> So, do we need are we supposed to like move for an agenda adjustment? We'll flip and move it. >> Not if we cover both. >> We're done. >> Yeah. It's just a swap >> by consensus. Okay. >> Okay. >> Great idea. I didn't notice that. Yeah. Thank you. >> Yeah. Thank you for that agenda adjustment. Appreciate that. >> Thank you. So, uh, yeah, Don Smith, as social superintendent, um, here with, uh, uh, >> yeah, Mike Shredder, uh, social principal at Roseville Area High School. >> Yep. So, we're here, we're here representing the calendar committee, and this is the second presentation of the drafts of the 2026, 2027, and uh, the 2027, 2028 calendars. Uh, this time for your approval. Um so on January 26th uh we presented drafts of the 2026 2027 um and 2027 2028 calendars to this board for their for your review and after a healthy discussion uh there were no suggested changes uh to either of the calendars coming from the school board. So, it is recommended that the school board approve the final version of the 2026, 2027, and the draft of the 2027 2028 calendars as presented. Uh the just a reminder that the 2027, 2028. Can't believe I made it through all that. Didn't mess that up. >> That those that calendar will remain in draft form until uh it's approved by this board about a year from now. So, um, at this point, uh, Mike and I will, uh, just open it up for any questions, uh, that you may have. >> And, and just to remind the community now, this calendar is for all school. >> Yes, >> absolutely. >> One calendar. >> One calendar. >> One calendar. >> One calendar >> for entire district. Yes. >> It's great. >> So, Mike, do you want us to like debate anything for a while? to see worth your time staying with you know rather like you stay this whole time for like a 5-second vote you know >> I'm okay >> okay all right >> his girls are waiting for him >> okay if there's no question I entertain a motion >> I move that we accept the calendar as presented >> okay second I second okay thank you we have a motion in a second >> we have the discussion uh all in favor say I >> I >> I >> name Okay, motion carries. >> All right. >> Thank you for your work. >> Yeah. Thank you. >> Thank you. >> Yeah. >> Thanks, Mike. >> Okay. >> All right. So, can >> Yes. Can I transition? >> Continue. Yes, you're you're on for the next item. >> Right. Uh so, I won't introduce myself again. Uh but um I'm staying here uh because I'm requesting uh we are requesting approval from this board uh for modifications to schoolboard policy 624 which is the student progress reporting policy and we're more specifically looking at section 4.4 for the modification. Um so just to give you a little background, recent immigration enforcement activities has uh had a significant impact on student attendance and academics. Many school districts in Minnesota, including Roseberry Schools, have had to make modifications to academic programming to meet the needs of our students and families during this uh this time of occupation. Um some students have gone online with their learning. Um adding a bit more challenge to achieving uh their academic goals. Um and just so you're sure, this request aligns with our strategic plan, more specifically goal area three. Uh we are a culturally responsive, inclusive, anti-racist district. as we work to respond to the challenges uh the changing excuse me circumstances of our students um academic commitments in a way that is responsive to what they need in this moment. And we also believe this uh addresses goal area for the community united uh behind meeting students needs as we work to partner with our families and community to uh support the success of our students. To address the significant impact that our students are experiencing with their attendance and academics, our administrators have reviewed the district's secondary grading in progress requirements of reporting requirements, which is once again policy 624. Um, and are recommending the following modifications for students in grades 9 through 12 through the rest of this school year, the 2025 2026 school year. So, there's two modifications we want to look at in section 4.4. Uh the first one is um this is what we'd like to this uh to to to uh move forward with this. Uh Roseberry School students may elect a pass or fail grade in up to five out of five courses per trimester under the conditions outlined in section 4.4 of the policy. Now the current language allows students to elect to pass and fail in one out of five uh courses, which mean the other four courses they would need to take for grade. Um, and that's per trimester as well. So, we'd like to allow them to take um we like this temporary modification to this policy to allow our impacted students to elect pass and fail in all of their classes during trimester 2 and trimester 3. So, that's the first modification we're looking for. The second one um is that courses will be selected um for that pass fail by the end of the trimester. Currently, uh, the language requires students to select those in the first five days of the trimester. And so, we want to ensure that students have the time because we not sure about the landscape and hopefully it will change soon. But, uh, we just want to make sure that we we give our students time to to make those critical decisions on whether they want to go with grades or pass or fail um with with their classes. So here, um, we're just, uh, recommending that the board approve, uh, the secondary grading and progress reporting modifications through the end of this 25 2026 school year as it has been presented today. And, um, I will now open up for questions so you can have a better understanding and of of of why we're looking for this modification. for those on a college track, will having these past fails affect that at all for their their GPA and everything? And like will they be advised about that in advance if it does? >> So the so um as always when students choose pass or so there there's a conversation that happens with their counselor, okay, to so they can understand all of those options. >> Okay. >> Um and the biggest part of this is to try to protect GPA. >> Absolutely. >> Um is why the pass fail is uh is the option that we we think at least in this time would support what students are looking for. >> Yeah, I appreciate that question. Thank you for the presentation. Yes, >> I just like to confirm Don that is it Roseville area schools uh meaning fos and ro is it >> yeah well the language was pulled this is how the language reads from the policy. Okay. >> Which is why I kind of just rolled the same, but I was thinking the exact same thing and we can definitely make that adjustment >> uh to that piece. But that's how the policy reads. >> Yeah. >> Because I would think this apply to the students in F. >> Yeah, we would want all students 912. I know um FA is, you know, has some differences in in Roseberry High School, but we want to make sure we cover up students and go for those programs. So, if I may, can we offer up an amendment and still take action and say Roseville area school students grades 9 through 12? >> I would say yes. You talking >> I would say yes. >> I'm offering up the amendment to be voted upon. >> Yes. >> Yes. >> Friendly amendment. >> Friendly. And so because this is till the end of school year >> then do do you come back and how how does this work? >> Yeah. Yeah. We're just I that's the purpose of like putting that end date on there so there wouldn't be a need to come back and see. >> Got it. Just expire. It just expires. >> Okay. Got it. Are there any students who don't quite have enough to graduate in June but then take summer courses? >> Yes, there would. >> So would this cover them too? >> Well, this is >> in broadstrokes. It does anyway because of credit recovery. >> Okay, so it's not an issue. >> Thank you. I know you're in your credit recovery like >> Yeah. >> groove right now. >> Yes. Yes. >> Still still got some learning there. >> I really appreciate your thinking through this, right? I mean, talking about being responsive, talking about what students need. >> Yes. >> So that they can be supported to get through this and not >> kind of lose the momentum >> and like you say, protect their GPA. Absolutely. Yeah. >> Yeah. So, thank you. Yeah. And I have a question. Even before all this, if they could when you when they could do like one >> Yeah. >> How how is a pass fail >> counted? How is it enumerated? Does it is it scored as like a three or is it just not counted? How how does it >> I wonder that too. >> That's a great question. That's a great question. I'm still alert on that. I'm thinking I'm wondering if my pal Jake may be able to help with that response. I I think we should just do a data dig on that and send that information out to the board because from what I understand there's a neutral impact on GPA for a class fail, >> but I can we can do a a data poll and just send the number that like from try one compared to try two just so we have a better understand >> what would it mean? Great. >> Yeah. >> Because I I don't have any idea >> and don't spend hours doing it. I mean it's probably something readily findable, right? Just just shoot an email to us. Yeah. Okay. >> Yeah. But if Jake, do you have anything to >> Yeah, it does typically um like have a neutral impact, but but when colleges see it and then they like start to transfer that, they sometimes wait it and they sometimes wait at a D. And so >> um so it can have an impact depending on what school and how they interpret that. >> Yeah. >> Most colleges do ask for if you have multiple of something during a certain time, you have to explain why heard to share the story. Most colleges are understanding >> things happen in life. >> Yeah. The only thing I would add is the impact would also >> be related to the course that they decided to take that on >> and the type of program that that they're >> interested in pursuing, right? So, you're talking a very math heavy program and >> you know that would impact but I would echo Cindy's >> um the story versus an exploratory elective versus >> Correct. Right. So that might be kind of part of the conversation, right? Kind of like as they write their essay or they need a letter from the school or something >> that that we can be prepared to say, yeah, I mean >> we can verify right this is the period where the policy change it was intentional and it is because of what is happening. So I think we can be proactive during that too >> as part of uh supporting the students. Yeah. Go ahead. >> Yeah, that's kind of what I was looking at. How will the families and students find out about the PI if we approve? >> Well, and and related to that, >> because I've seen different notes like this on various ones, do we have the ability to actually print on the transcript some explanation? >> A good question. >> So that so that the schools would see it too. So not just how families know it. >> Is there a message that can be actually printed on the transcript? >> We'll ask that question. >> Yeah. >> Yeah. >> Yeah. >> I think that's where the that's the note comes in for me too, right? Whether it's on there or accompanying it. Mhm. >> And yeah, to answer your question, um so that's already happening. Um as far um as far as our like response to um everything that's happened in this community. So um just an example at Roz there's we have a list of students just like at our other schools of of who may be impacted negatively by the current situation. And then there's a list of questions that we're asking families when we call and so like you know whether do you need food support, do you need this? Do you need that? Are you planning on coming in? Are you going to be online? Things like that. And one of those questions um is the um um the do you want the ability to take your classes as pass fail? >> And so that information is being collected currently as we speak. Um and you know the um amendment to this policy would allow us to um to actually make those changes because right now once again they can only be done in the first um five days and we're way past that for this particular trial. So yeah, so that's how we're getting information. >> Thank you. >> Yeah, >> and um for our uh kind of multilingual students or family with >> right that are non non English speaking that they they will get this >> well coach leazison are involved in process. Yeah. And so they're um as you know they service all of our schools but yeah they are definitely deeply involved in connecting with our families and making sure they know their options >> and the support that's out there. Yeah, thank you. This is >> Any other question? This is really right heart heartfelt to think about what we need to do to support our students at this time. >> Um yeah. >> Yeah. Because you know there's enough trauma >> and so let's figure out what we can do academically. >> So thank you. Actually >> just like to also >> Yes. Yes. >> Sorry. Just want to credit our our principles um for this. you know, they're the ones that, you know, they deal with this on on a daily. And so, um, this actually came from conversations with our secondary principles as far as if we're going if we're going to support students academically, we really need to look at this piece. So, >> thank you. >> So, this is an action item. Uh, so we have a motion on the floor with the friendly amendment for that is about all the students who are grade 9 to 12, not just Roseville Area High School. um in terms of um the grading and progress reporting modification um for this school year for the end of this school year. I entertain a motion. >> You're shy. I >> I'll make the motion to accept it with a friendly amendment to say Roseville area schools grades 9 to 12. And I second that motion with a friendly amendment. >> Okay, great. Any further discussion. All right. All in favor say I. >> I. >> Name. Motion carries. Thank you for the work. >> Thank you, Superintendent Smith. >> Thank you. >> Just wait till I come with an unfriendly amendment. >> See the hesitation? >> Yeah. What is what is it called? Friendly amendment. I guess it is. All right. Wow. So, now we have board reports and I'm trying to remember where I started the last time. >> Yeah, a little bit. >> I don't remember. >> I think you started with Manx, >> I think. >> Oh, did he went down? >> Ah, that's right. So, maybe I will start the other direction. You >> want me to start? >> Okay. Yeah, >> sure. Um, we had our 916 board meeting last week. Um and one of the highlights was Valerie Dosland who is the lobbyist for the intermediate districts came and shared the intermediates um key priorities for um this session. I will say she wasn't real optimistic about a lot happening this session. Um so um but um she also talked about the blue ribbon commission on special education that we've talked about before. Um yeah, and we approved that um that uh platform for the intermediates. And then yesterday I attended the National African-American parent involvement day um at both Roseberry High School um where associate superintendent Don Smith gave a nice little to the families and students that were there and then got to go to Edertton Elementary um where we helped serve food with the families and talk with the families. They had an excellent turnout. Their media center was full, overflowing. So, it was good to be there and good to see some of the parents and the students. That was a good good event. >> Thank you. >> Okay. >> Yes. So, Director Anderson and Clerk Cler and Dr. Lake and myself attended the Falcon Heights uh family service. Oh, I did not see you. >> Oh, and Dr. Chu, yes. Uh, attended that and believe it started five years ago by parent Carrie Kokovich. Um and we we participated a bit and um packed some bags and good do Good Roseville was there and um just overall like a very uplifting event in the midst of um heavy community issues. >> Yeah. >> Yeah. >> So did you do some of the c I even the blanket thing >> I packed packed some bags. >> You did the card. >> Yeah. Did some cards. Right. Thank you. >> Um, yeah. >> Um, I think I want to use my board for a time to just express my gratitude to community members. Um, whether they're educators, teachers, parents, grandparents, folks who are not related to the schools in any sort of way. Um, just a huge thank you for stepping up during these times to take care of our community. Um, it's been we're going on month three of this occupation and it's been very heavy and uh I just want to express my gratitude to everybody who is uh doing everything they can whether it's personally or professionally. We're all spending a lot of time taking care of each other and so that's all I want to use my report on as a huge thank you and I'm really grateful to be part of this community. >> So, thank you. >> Thank you. Thank you. Uh so Rose and I had the opportunity to participate in an MSBAled training session last week. Part one of two. It was three hours. >> We got one. >> Part two of two is tomorrow. It'll be three more hours. Uh geared towards officers. Yeah. >> And um just side comments even in my 11th year on the board and having been a clerk and board chair. Uh there are some things that I learned. >> Uh the the session was hosted by the MSBA council, general counsel. Uh three things in particular that I was surprised by which I'll just mention briefly. Um, one had to do with hearing that all that needs to be kind of posted ahead of time is just a meeting notice, not the full agenda. Uh, my own opinion is we should continue exactly what we're doing. That's our policy. It's transparent. >> We share that. But the surprise to me that legally I thought the statute required the agenda, but it doesn't. Apparently, it's just a meeting notice. Secondly, had to do with uh our need to formally approve terminations when they occur. And I think that's part of the process already, but there are some situations where it's not and you have to be careful what appears even in the um how it's listed even in the uh consent agenda. if it's part of the consent agenda because if it's terminated for a reason that could be disclosure of private information like is is terminated after resignation due to an illness or something but but just a little more scrutiny around that. And then the third one was apparently we're supposed to approve gifts by resolution. And so um you know I think I was talking to Michelle earlier there's a way to structure the consent agenda that there may be resolution. It doesn't even need to read it but it technically has a resolution um to accept the gifts. So we've never done that. And >> again these are things that were from the general counsel. Who's to say that he was right that that's what we have to do, but that was his advice with that we do that. So again, I think both Rose and I have shared those things with Michelle to look into how we can adjust stuff in a way that doesn't require really a lot more time or anything on our part as we go through the meetings, but just behind the scenes accomplishes that. And I'll ask Rose, those are the three that leapt out at me. Were there others or >> um I can't think of it right now, but it was very helpful. It >> was very helpful. very helpful and very helpful to hear some of the questions that have come up from other officers, right? Board B board members from other districts. That's always interesting for me to kind think about what they are grappling with. >> And I think the other thing it just it just calls out to me is if especially for the new board members uh as well as us veterans, >> the MSBA stuff is generally really well done and very well thought out and very helpful. So to the extent that there's anything you have any curiosity about signing up for a workshop, a session, whatever it might be, I'd encourage you to do it because it's it generally is always worth the time. >> Yeah, agree. >> That's all I have tonight, Madam Chair. Thank you. >> Thank you. >> All right. Um bear with me, folks. Um last Friday, um myself, Chair Chu, Dr. Lake, and so Superintendent Dylan Smith, uh we were able to attend the AMSD annual legislative preview. a lot going on. It was just a fantastic preview. So, I've got um a couple pages worth of notes from that. But every year, um our association metropolitan school districts, I mean, it's it's a way to get together. We invite our area legislators that represent us, our districts, and it's a way to get together, talk about the amity platform. Um so, we had a plethora of legislators there. Um, there are also a lot of legislators that were online, so just a great way to be around them, kind of have their ear and talk about the platform and issues coming up. Little bit of a context. As most people know, it's going to be interesting. This year, the House is going to be at a 6767 partisan tie. So, that means power sharing agreement. That means shared committee control. And every year there are always bills, you know, that that never get heard. Well, there'll probably be even more bills that won't get heard. It's just it we don't really know how all this is going to happen yet. So, that's that's kind of an interesting backdrop when we talk about issues in the platform. Now, the Minnesota Senate is controlled by the DFL by one vote. So, that's 3433 majority there. So, that'll still even be interesting. But kind of where things started is that uh they always uh line up some superintendent who do a great job with their presentations. So we have the superintendent of Rochester public schools, superintendent of Minneapolis public schools, and the superintendent of Centennial School District 12. And they each highlight their district and their needs, but they also tie it to the AMSD you platform. Uh but some of the themes I'll go over that kind of the running themes of all these superintendents stabilize education funding. Some of these probably won't be surprises but you know again while we have these legislators here it's things that they still need to keep hearing. You know stabilize education funding. Uh huge growth in special education needs as we all know. Um there are some also some blue ribbon commissions that are out there. I think there's more than one. And it's like, let's make sure that that we're not dropping the ball on these blue ribbon commissions, that the state kind of still has this focus. Let's still be working on some of these issues. Uh link the formula to inflation. That's a common theme. Fully fund future readact trainings. There's always a big focus on full funding for any new mandates. If we're going to have a mandate from the legislature, from the state, let's make sure there's some funding there. Okay. Um, and of course, Minnesota paid leave was uh brought up. That's going to be a challenge moving forward. Compensatory education revenue was was brought, you know, up. Let's make sure that we're holding harmless at least compensatory education revenue. Um, then we had a great presentation. It was brief. Education Commissioner Willie Jet um did a good job of, you know, we're hearing about these issues, the Amnesty platform. What we want to focus on as we approach our legislators uh this session is Commissioner Jet really did a good job of making sure that the focus is always on students. The students are everything that we're doing in these chaotic, challenging times. And that requires all of us. All of us have a responsibility for steady, calm leadership is needed for our students and families. We're on the front lines. We've got this awesome awesome responsibility and it has to be steady, calm, clear, consistent leadership. So, he did a really good job of that within like 10 minutes or less, you know, that was great. >> And then one of the highlights too of every single legislative preview session is then we have these legislative panels. And so I know that this year we had some representatives and usually you know uh the breakdown is it's always going to be representatives um some representatives and some senators from the various house education policy committees, finance committees and vice versa on the Senate and you know and well balanced versus the partisan aspect you know of things too like the DFL will list its priorities. The GOP will list their priorities and there are some this year there were some some stabilizing themes I thought some themes coming out again keeping students safe first and foremost during these challenging times both um caucuses uh prioritizing again public education we're talking about local flexibility that that was a theme from both uh local control in innovation uh pushing again the science of reading some things that some things that we can probably agree on, you know, uh going into this session. Uh and then some great questions then from um you know, us AMSD members, superintendent, schoolboard members, great questions around effectiveness of PSO, uh compensatory revenue. And I love how we also, you know, we're we're not just leaving the federal government harmless, though. You know, it's like there's there's a responsibility when it comes to special education revenue. You know, that kind of was a theme that all of us, we can reach out to our congressional delegation regarding special education funding. We know that there were promises made. Let's let's still hold their feet to the fire. We know that we can't, you know, it's it's tough to be counting on anything there, but we still have our local uh congressional delegate de delegation that we can still remind them, hey, special education revenue. It's like let's, you know, let's hold feet to the fire, you know. So, that was that was great to kind of wrap that up. And I know there was an online training after that I was not able to stay for. >> I forgot about that. I there, >> you know, that that I don't you might be able to speak to during your segment, but that's that was around the legislative preview. But, I mean, it's just a great way >> to really kind of tee things up because the session convenes on February 17th. So, I mean, it's just right just right around the clock. So, that was um the AMSD preview and then I um had an opportunity to attend the Falcon Heights PTA meeting last night. Um they're in the midst of their readathon, one of their biggest fundraisers, uh raising money for the school, you know, for grants for the school. And um also really something interesting that they're raising money for this year. Um they called it reading hammocks. And I mentioned that because one of the other big reports for the evening is that, and I didn't know this, but Falcon Heights Elementary received a grant from the Tree Trust nonprofit organization, and it's to fund 30 trees that are going to be planted, you know, at Falcon Heights to provide shade. Um, Falcon Heights has a plan to have a nature learning area. If you if you're familiar with Falcon Heights, there's that back area where I think there's a field, you know, kind of like a small baseball field, but they want to turn that into like a nature learning area, and they'll be getting 30 trees. And these aren't going to be just little seedlings. These are going to be trees that are already a year old. So, they're going to eventually want to have like reading spaces, these reading hammocks. So, they're raising some money for that. And I just thought that was that was fabulous that they got this grant, you know, from this nonprofit organization based out of St. Paul. And one of the last things with Falcon Heights is, and I know Associate Superintendent Dion Smith is going to be at a special conversation, uh, let's be co-conspirators, sponsored by I think I get their name wrong, but it's it's >> families for equity and justice. >> For equity and justice. Yeah. Yeah. But a fantastic conversation on February 26th, 6:00 to 8:00 p.m. And you're going to help facilitate uh kind of that conversation. And that'll be at Falcon Heights. >> And just quick reaction, the 25th >> is it? I believe it's a No, you're right. >> It's a Thursday is the 26th. >> It's a Thursday. Yeah. February 26 to 8 p.m. >> Thank you, sir. >> Yeah. Yeah. Appreciate you to be there and it's going to be a good good community dialogue. >> Great. Thank you. >> All right. I'm finally done. >> Thank you. That was great. Yeah. For sharing all that. Yeah. So um I don't know if I can get through this part but I'll I'll mention that one of the thing I was uh there last week um we were rose for a school who were very honored to be invited to the press conference that our governor um um presented and um Dr. Jose from Little Canada was with me. We represented Roseville >> and I have to say I got very emotional. If you have watched me, I got very emotional because it was really hard to hear >> how our leaders I I mean they I impacted I could tell from our commissioner Jack he basically say right this is harmful to our our kids to hear from the commissioner of health they talk about what this means to our students to feel this from our governor who is you know he's a former teacher um I it doesn't matter whether you agree with him or whatever I could feel his part and the attorney general Keif Ellison were there too and really talk about kind of like um the ruling about bringing the five-year-old from from um from from Texas back to Minnesota and he laid out the the ruling that was kind of amazing if you look at that ruling is quite amazing what it says and it's it's public it's public so it was very emotional and then we We heard from a social worker from um is it Colombia Heights uh um school district and then the principal was there, a teacher was there that we got to meet. It was very emotional for me partly because this is this I I have to be very honest. This has been hard personally because you know personally I'm an immigrant for 46 years and and I speak of an accent till today. And to think that I'm this cautious about what I do, where I go, um um it's it's been hard. It's been very difficult. Um so I I feel it personally and I'm like you uh so grateful for everything that is happening in our community to to make sure that our students and families are supported. I was at um Westside Story um um production at Battle University and I don't not know whether you'll remember the song. It was very timely production in a lot of ways. Um the song that says um there's a time for us, right? Um I got it right here. Someday a time for us. Time together and time to spare. Time to learn and time to care. Oh my god. Someday somewhere we'll find a new way to live. Okay. And we'll find um a way together somewhere. That song just like broke me, right? It was so timely. A story that is years ago and is still so timely today. So I just want to share that because this is real, right? This is real. And so I really appreciate it um you know kind of what is happening in our school to support our students and families. So with that you thank you >> thank you. >> Yeahelcome good evening. I want to provide an update about immigration supports in Roseville area schools across the district. Schools and staff are responding in multiple ways to meet immediate needs. We have strengthened food security through two district-wide food drives and continued support of many school-based food shelves along with the temporary acceptance of gift card donations for essential needs. School administrators, social workers, counselors, teachers, cultural liaison, and many more staff teams are connecting families to food, housing, transportation, legal resources, and mental health support. We're also working closely with community partners and mutual aid organizations in partnership with Jvidita Hernandez who is serving as a part-time community liaison. We are truly fortunate to be almost overwhelmed with offers of help. But anyone who knows our community knows they show up. We show up and give generously of their time and of their financial support. We continue to prioritize student safety and rights, including clear protocols for any law enforcement presence on school grounds and timely communication with families if concerns arise. At the same time, we are supporting student learning both in person and when needed through flexible online tools to maintain connection. Through all of this, our commitments remain steady. safety, inclusive support, family engagement, clear communication, collaboration, and respect for every family's privacy and dignity. We continue this work and are ready to flex our work as needed because students need community, families need to feel safe, and education continues to be an act of hope. >> Yes. >> Thank you. >> Yes, absolutely. >> Oh, take a deep breath. Well, if there's no other business before us, I declare the meeting a journ.