I gotta leave by so it'll be good no kick for you yeah oh I see right see 630 folks all right Wayne Right Wayne we're ready hello everyone good evening I'd like to uh call the Roseville area Schoolboard meeting of uh Wednesday February 26th to order uh clerk will please take the role thank you director BFI here Treasurer Clark here chair Anderson here director gaggin here director Shaw here and I forgot myself cler Chu is here thank you thank you cler Chu all right uh any adjust any agenda adjustments for this evening There Are No Agenda adjustments thank you uh announcements comments recognitions I don't believe we have any all right right moving on the agenda uh summary of community input receive for this evening's action items I did not receive any for our action items this evening okay all right uh moving forward with this evening's consent agenda um minus retirements um I will entertain a motion to approve this evening's consent agenda so moved all right with the mission of the retirement all right okaye and move it and seconded um minus retirements all those in favor signify by saying I I I all those opposed motion carries uh clerk Chu please yes we have one retirement today so is uh Laura burus and she has been an elementary teacher at achon for 23 years we really thank you for her service to our district and I moved her for her retirement thank you all right has been moved is there a second I'd like to Second it and add with great appreciation I've had the opportunity to work with um Miss burkus on many occasions throughout the years and I've heard from so many of her students what an impact they had on her on their she has had on their Liv she's just an amazing kindergarten teacher and um really appreciate we have so we are so lucky to have staff like her in this District so with great appreciation I second the motion thank you director gogins it's been moved and seconded any further discussion all those in favor signify by saying I I I all those oppose motion carries thank you all right reading gifts this evening will be Treasurer Clark sure I'm happy to do so today um our first two GI will be for abeda um education center first one's from premier thanks for the use of the Roseville area senior program a monetary gift next is from John Dos um also for the Roseville area senior program a monetary gift um we have Wendy Thompson um for the media center a monetary gift for Falcon Heights Elementary School Little Canada Recreation Association a monetary gift for outdoor basketball hoop replacement at Little Canada Elementary School um the Raz girls hockey booster club a monetary gift to Rosell area high school for additional coaching staff the Roseville boys backport back court Club a monetary gift for additional coaching staff tournament fees and clothing at the Roseville area high school um Roseville area high school gymnastics booster Association of Roseville area high school additional coaching staff a monetary gift um and finally um Janet aens a monetary gift for 623 Productions at the Roswell area high school so we' like to thank our community for their generous donations to our schools thank you than all right moving on to reports and non-action items we begin with our program participation report come on up director Jake Vonda Lindy and fabulous team that's here welcome good evening yeah thank you so thank you for having us here this evening I as chair Anderson mentioned I'm Jake Lindy executive director of teaching and learning and we'll um the team here will be presenting our 2324 program participation report so um I see do you want to kick off introducing yourself good evening ni see to Thomas executive director of student services hi everyone Trina Hera I coordinate Advanced academics and talent development and Andre schm um is typically here and presenting some of our um information around activities and ath Athletics um she was not able to be here because we have a couple of um sports teams that are continuing in sections this evening so needed to be with them and I'm excited about that as well too so thank you um so many of our district goals in uh this in our strategic plan aligned to our report and I'm going to walk you through those in the next few slides our first one is um our first goal which is our graduates are prepared to achieve their goals and aspirations and um in this one really focusing in on the strategy of um the strategy of delivering a challenging joyful and safe learning environment through the programs that we offer our second goal is that our Learners contribute to a an an equitable caring society and with this report we're looking at the representation by race in a few of our program areas in these programs especially in the clubs Athletics affinity groups and courses that we offer we believe we can build a culture of belonging where all of our students feel welcomed included and safe our third goal is that we're a culturally responsive inclusive anti-racist district and again we um build a culture of belonging through our District programs our fourth goal is that the community is United behind meeting student needs and um again we we believe that our programs help to um cultivate and maintain Community Trust along with that um the last one here is that we are financially secure and we wanted to provide our community um with the purpose um and cult continuing to build that um Community Trust some information about our program participation report so this report is provided for our school board and educational stakeholders as an update on the areas of the Strategic plan the information and data in this report is used by our School District staff um to review the trends and take responsibilities to interrupt our systems that create inequities and our staff used this information and data in this report to better serve our students and change the educational experience for those students who are furthest from Justice so I think um wanted to start off this um slideshow with that to put it into context of the reasons why we do our um board reports and continue to update you about the data that we have and how we use that information so we will be um sharing three different sections of our report the um Advanced academics and talent development activities and Athletics and then finally the special education information so I'm going to start off by kicking over to Trina her all right so um I'll be sharing about participation data in advance Advanced academics and talent development the data that we're going to be reviewing includes only formally identified students and that's students in grades 3 through 12 even though we informally identify and serve students that are younger in K2 as well as provide opportunities for all students within grades um K through 12 whether identified or not and we'll talk about that a little bit further as we as we move on so as quired by State Statute we identify students as gifted within our Advanced academics and talent development program and we follow guidelines that offer procedures that offer um more fair valid and reliable uh methods for identifying students especially students who we have been um institutionally underserving so we universally screen all students we use the Hope teacher rating scale in kindergarten and first grade and the cognitive abilities test in grades 2 and four we consider other information as well in in identifying students so students that are identified require Advanced academic programming Beyond what's typically offered at grade level and we offer enrichment and acceleration so at the elementary level our classroom teachers provide advanced work to our students we also offer acceleration in math as as well as although less commonly whole grade acceleration um we also have some field trips like the creativity festival and the young authors conference that our students participate in at the middle school level we have accelerated courses that you know about in math and World languages we also offer Advanced options within English social studies and science where students can choose Advanced assignments to to further their learning um there also are some ment groups at the middle school level and at the high school level of course there's a vast array of enriching um electives as well as accelerated courses so as we look at this data it's important to note that the data is about who identified not necessarily who's participating because the services that we offer we offer to all students um on this slide it's uh representing students who are identified in grades 3 through 12 in advanced academics and talent development so only students who have been formally identified so we formally identify students in grade two and in grade four and we use all the screening data from kindergarten through fourth grade to do that a reminder that a proportionate amount for each student group is considered to be 1.0 and that's represented by the red arrow in line to be proportionate means that the group of students that's identified in advanced academics and talent development matches the overall population for that for that grade in group and you could see that over time our racial groups have not changed much most have increased or decreased by about 0.1 we continue to see many of our bipox student groups and in particular our Black and Hispanic students underrepresented in uh aatd identification and white students continue to be over represented on this slide we have more student groups represented you can see multilingual Learners students who qualify for educational benefits and students who have an IEP are still well underrepresented in advanced academics and talent development line you can't even see the 1.0 represented line there now this slide is different this slide shows only student groups that have been identified in a particular school year so if you look at the far right column um that shows students in grades 2 and four who were identified in 2023 24 school year all the other slides were showing students from grades 3 through 12 so this data shows some promise we see some positive Trends um our white students are becoming less overidentified over time and our bip talk and multilingual Learners are trending toward more representation um looking at the data for this year which is not on this slide those Trends are continuing to improve which I'm happy to see um I think focusing on improving identification for advanced academics has made an impact and we need to put more special attention excuse me toward our multi-lingual Learners so I've been teaming with uh LLY and that department and we have a few ideas for some things that we'd like to implement next year to make some more positive changes um and I think it's important to note too um you know teachers are providing as much as they can as far as advanced work to all students so we what we offer often is something called Low floor high ceiling so it's it's an activity or an opportunity for student all students can access it and reach very high levels so it has some flexibility and I know teachers and families would like to see some more services provided and I think having those Services especially with our very youngest students can make a difference in identification as well so bringing in the field trips bringing in some other things that we're doing at the elementary level I think is helping make an impact L when you're when you're finished okay that's that's actually it I just wanted to connect thank you for your report Trina and I appreciate the transparency I wanted to connect to a discussion we had at the last board meeting that these results in terms of over and under identification of students are not a reflection of the Brilliance of our students it's a reflection of the district's ability to identify students so that is our responsibility uh not the responsibility of our students and families and and we believe in all students so abut just wanted to remind us of that conversation and and actually all of the services that um that I provide all the materials and everything is offered to all students so thank you um there isn't um there there are some I would say there are some activities and things for students who are well beyond grade level and I think that's appropriate to have that as well but the majority almost fully is really for all thank you um with the trend that you um identified how we've been able a little bit at least moving in the right direction in terms of identifying uh the students who are um needing the enrichment in in various sub groups that we look at is that due to the you're looking at the local population rather than the global population that that is made a that's made a big impact for sure um we also moved the testing down to grades two and four just a few years ago versus grades three and five and the second one of the second grade cognitive abilities test is almost completely picture based which and it's also untimed and and that uh benefits students for you know for whom those obviously that would have an impact language or or the pressure of time yes a couple of questions one is what what are the actual numbers these are normalized to divided by the whole number what what is the number of students who are in the program um I I don't know numbers but I know more percentages and that that number has increased over the years so we're identifying students in different Talent areas versus having to have kind of across the board um you know high scores um across the board because as you know people some people have uh strengths in different areas um so right now we are identifying right around 22% of our students that show strengths that are within the top five or 10% either locally is is um director gogin mentioned or or nationally okay and another question is to what extent do parents participate in in an advocate for participation in this program is that completely impossible to do well I um for identification it's not really necessary because we screen all students um I would say that happens more often with our multi- exceptional students so students I have an IP and also um are identified as gifted and often you know one or the either one or the other is isn't um isn't identified because they mask each other so a a lot of advocacy in that area um I would also say students who aren't identified officially as required by state but obviously still you know have a lot of talents um they're advocating as well um and emailing me and I'm working with teachers with that as well we don't need to have a score to uh serve our kids yeah okay okay thank you you made a comment that intrigued me you said that it's offered to all students so what's the difference if one is as uh aadd or not is there any benefit to being identified well we don't we don't have separate Services no um but what is offered benefits all students so there are some there are some activities that can be used whole group as I mentioned that all kids can access critical and creative thinking um and then there are some activities that teachers can use like I said that go beyond grade level that are that are well Advanced so like during wi groups at the elementary level um you know at the middle school level with the advanced options a lot of our gifted students that that number uh uh students who access advanced options is over represented by gifted students and students in Avid which I would predict would have happened um because those students are looking especially for advanced um opportunities and we're trying to grow students who are not in those two groups to to participate as well um I don't know if that answered your question but there are there are activities that meet a range of students and most of them can meet all and like I said with that kind of low floor high ceiling a lot of these activities um kids can take it where they you know where they're ready to go developmentally I guess all right we're going to um shift over to our Athletics and activities and this section um focuses uh just primarily on secondary so grades 7 through 12 um our activities are grouped into multiple categories so our uh academic groups Athletics clubs Fine Arts and then we this year added a Community Education course for our driver education classes this is a visual example of some of the activities in our secondary St uh our secondary students participate in and as you can see there's a wide range of opportunities for uh for students to engage from deca to our black student union to our robotics Club to Jazz Ensemble so this graph provides data for a fiveyear trend of activities which includes all of those five categories and we look at this data disaggregated by race to measure if there's any disparities within our um uh sorry disparities within our our student groups and as you can see we put an asterisk on the 2019 and 2020 school year and the 2021 um 2020 and 2021 school year as both of these were significantly impacted by the covid-19 pandemic uh these covid impacted years make it difficult to compare any of our Trends over more than really the past two years um however in talking with Andrea Schmidt she was sharing that this school year we're finally seeing numbers of students that are comparable um in total number to our preco participation um so if you look at that it did take us about three years to get back to normal participation um in so in school years 202 2022 and 2023 as well as 23 and 24 we see our proportions stay about uh relatively stable our white students are over represented in most of our um student groups by uh students of color are under represented um especially our Black and Hispanic students um our multi-racial students are about representative so this next graph shows the data by student groups including our multilingual Learners are students who qualify for educational benefits and students with an individual education plan uh and again over the past two years we see the prop the proportionality um for all of these groups remain about the same and continue to be well under what we hope to be representative this next slide is a um pyph that provides us with a look at the percentage of students that are participating in each of those different categories that we had talked about and as you can see the majority of the students participate in athletics with 45% clubs following that and then Fine Arts um are the three largest um we've done some recategorizing of our clubs which took some of the academic oriented activities into um our club category so you see some shifts there rather than that academic category um also note that these um are fine arts activities that are happening outside of the school day as extracurricular activities um these don't include the Fine Arts courses that happen during the school day um so some of the academic um areas that are included include like Deca speech and the math team so this was a board request a few years back to actually look at within each of those activity uh groups what are the um what is the representation that is uh within those groups so these ones you can see this first uh graph shows us a look at the um academics area and the pie chart on the left um indicates the percentage of students participating in that um academics and the graph on the right indicates the percentage of students in um each of those categories that are in 7th through 12th grade uh you can see that um the groups of students by race are mostly representative um when looking at um our students of color and white students however when we look closer we do see that our Hispanic students are underrepresented in this category looking at our um specific Athletics you can see the pie chart on the left indicates um the percentage of students participating at a Athletics and then the overall secondary um when we see Athletics we're look we see that we have an over representation of our white students and under representation of most of our bipo students however we do see that our multi- racial students and Athletics are representative of that overall population looking at our clubs this um again we see more representation for many of our student groups however white students are slightly over represented and black students are slightly under represented and our last one is our Arts we see a large over representation of white students and most of our students of color groups are underrepresented but again we do see representation um around representation proportions for our multi-racial students um Jake may I just request I know that you have it on the last slide but it's so powerful in terms of the district's aim to have representation across all activities will you speak just briefly to the comprehensive needs piece at this time versus waiting to the end sure um we are doing a comprehensive needs assessment currently that's being um run through our um Community Ed programs to help identify um what are the needs out there for our students what are what's the participation um that our students are looking for it's kind of a part of the 21st century um grant that they're looking to renew to get participation um with students um I I know that Andrea would have a lot more to say about that and a lot more to say about our activities and Athletics and clubs and things um so if you have any questions around that you can direct those to her email and I can um provide that to you I I don't have the background around some of the why around some of these particular areas um and so her expertise would be definitely better than my guesses so and feel free to share those questions with me as well it's just a District's aim to offer culturally relevant and attractive uh activities right for all students and know that anytime a student group comes forward we try to sponsor that activity but it takes a certain amount of students to show interest as well so thank you for that I'm going to kick it over to uh n so we'll continue with our special education program information this slide um talks about the initial referrals for students who have met um uh initial criteria to be evaluated for special education students may or may not qualify for um special education instruction based on this evaluation and students may or may not be evaluated based on initial referral so the following data is going um is monitored to determine over and under representation of student groups so this graph provides information about students who were referred to special education so these students may have may have qualified for special education or may not have have met criteria and we look at this data by race to measure whether we have disparities in our data um we do see um slight increases in our Hispanic black and Asian and um decreases in students who identify as multi-racial who were referred last year for all of um all of our groups all the other groups stayed steady so the next we'll look at data um represents students who are served in special education and are currently receiving specialized instruction or services this differs from the previous slide as the students represented in this data um are students who have been referred qualified for and are currently receiving services so this graph represents students who are receiving Services uh for the 23 24 year broken down by race we continue to see a more representative proportions of students um served in special education by race however some of our groups continue to be outside of our proportionate range we continue to have over representation of American Indian students service and special education as well as our students who identify as multi-racial and this graph looks at our students our our our students at ML and our students who receive educational benefits and we see that the proportions stay steady and this next slide um just provides our um District response to all of this data is um more comprehensively so thinking through as Trina talked about the um Advanced academics and talent development the identification improvements um as well as the participation um looking at that compared to the identification so we know that we have a number of students that are in our program already but what does it look like for the students that we are um continuing to identify and is there any changes within that because the the the larger group doesn't have as much change as we do for the identification of new students um also we talked about this the comprehensive needs assessments for our programs and activities especially at our our secondary level and we're also looking at providing some more information um in our next year's report not all of our groups are included in our in our data and part of it's because of um they're not really tracked very well um because some of them have um attendance that is variable so they might not take attendance for their group they might not um be a group that actually you have to pay to get into so there's a little bit more of a looseness to the group still they have an advisor and all those different pieces but there's less of information and data to track with that so we're trying to we've been working this year on um having ways to um track some of that attendance and who's participating within some of those so we'll have more of our information on our Unity center participation next year um mostly at their um at the secondary level at Rams and then also more information about our student Affinity groups that continue to to happen and be robust as well um the other the other piece is just kind of some more data review for um and updating some of our information around our activity so making sure we're classifying our information correctly as we go through it um and just making sure that all of our our data is is there and and um continues to be represented um and then another big piece of our um work with special education and n and I were just talking about it prior to the meeting is just really working on through some of our multi-tiered systems of support work really um honing our Student Assistance teams process and that's really the the first step in looking to see how a student is responding to a particular intervention or if a student is um not uh responding to especially that tier one or core instruction how do we provide um interventions that help that student um so that we can get intervention early for them before they uh need special educ um Services as well I don't know said it perfectly thank you and we did have some questions and discussion in the middle but uh if there's any still questions that are remaining you just mentioned that you know some of the there a club or activity there may be a a fee or a are do we have like Scholarships in place do we have stuff in place to suest just that we're confident that affordability is not kind of a hidden factor in participation or could we still improve along those lines and not to presume there's a correlation between any particular group or soci economic status but there could be and you know we want that be a hidden barrier to kids participating I I'd like to respond I think you can't get away from socioeconomic status ever not impacting a student's choice I think uh cultural relevance plays into that too so we're unable to impact uh directly that youth programming that happens and those feeder programs certainly in athletics with that being the biggest music would be another one with a socioeconomic barrier but in terms of our clubs and local levels um we absolutely uh provide sliding scale and scholarships and all of our educational benefits students participate for free as well and I think you know I'm looking at a music teacher in the audience too I I think all students can access music so that's not what I meant I just think it right you're grooving that I see that U but I think it is something when it comes to private lessons and I could learn more from you too M sharp in terms of how how students can access more music and widen their opportunities as they get older so I look forward to talking with you about that yeah because it's it's also layered because it's not only things like direct fees or direct ability to get equipment or instruments or whatever it's also Transportation or you know for after school activities is there way even that could be a bar curious how we deal with that I was just thinking it could be the family culture right what we are asking the kids to do when they they get to when they get home evening commitments exactly or care care caregiving like you know taking care of little exactly right so there a lot of those that prevent some of our students from so on that note I was just thinking about how you had a respond where the street Tor [Music] Comey right are we talking about maybe trying to understand like some of the some of the places where I I thought some of those charts there were so so clear right as to which group are not like are participating less do we want to go deeper to talk to students or instead of guessing kind of here I would love to hear whether we have a plan for that or hope to do something yeah I would hope that some of that comes out from our our needs assessment with students as well because that's been a survey that's provided to all students so okay that's hopefully we will hear from them um surveys you always get a different kind of response so um I think also we we get a lot of feedback within our um our student groups as well as our leaders are meeting with them too so there is all that kind of that information that's being put together Street data yeah yeah Al also thinking about those who are not so when you talk about the survey is that going out to those who are participating or to everyone all students to all students okay it might be interesting to understand the ones who are not participating after you get the data to kind of do doing be more the why yeah the why yeah yeah there would be get some qualitative data to compliment what you guys pull together getting qualitative data complement the survey y yeah so look forward to that data yeah thank you thank you for this right thank you yeah thank you for your work thank you for being [Applause] here all right uh next up uh the American Indian program report associate superintendent Elon Smith and we have some wonderful guests here with us good evening welcome welcome welcome right good yeah okay all right thanks for having us uh greetings school board and all those watching at home donon Smith associate superintendent of AC Innovation any office of educational Equity here in Roseberry schools and I'd like to uh just take a moment to allow my team to introduce themselves my name is Gabriela Carol and I'm the American Indian Education Program Coordinator and my name is Savannah roas and I'm the Native American culture leison all right so we're here to uh update you and our community on our American Indian education programming and the work of our American Indian education department over the last four years uh We've uh I'm proud to say we brought some stability to our programming uh for our students we're closing the gap between their identity at home and their identity at school um and positively impacting their academic focus and outlook for our families we cultivating a place where they are seen they have a voice in in their in community our goal is to ensure we have meaningful programming for all of our Native American students where they can learn about their Rich history and traditions and to provide space where our students can be in Affinity free from misunderstandings and judgment uh this is essential uh to reach our our potential for excuse me for students reaching their potential uh personally and academically with the leadership of these two Gabriella Carol and Savannah roas have we provided consistent cultural programming for all of our Native American students tonight you'll hear about that programming and many um and the many other offerings that we have for our Native American students and families uh with that said I will turn over to Gabriel Gabriel Carol excuse me our Native American uh program education program coordinator instument Roost our Native American Cultural aison and they'll give you a deeper look into our Native American uh program awesome thank you Jon so hammed akabi hello my relatives we're going to start off by giving a brief overview of what American Indian education looks like here at Roseville area schools so here in Roseville our American Indian education program is districtwide and designed to promote cultural awareness academic advocacy and build a strong sense of community for our Native American students and their families we provide this program um the statutes that are in legislation are listed on this slide so if you're interested you can refer to those at a later time but they outline the responsibility of school districts who have more than a hundred Native American students um to have programs like these and to have coordinators uh to facilitate the programming and then any student who identifies as Native American can participate in our programming so I'm now going to pass it over to Savannah to share a little bit more about what cultural programming looks like within the school day okay so um this is about Affinity groups at elementary and secondary level so Native American Affinity groups are structured a little differently at both Elementary and secondary at the elementary level we host 30 to 40 minute Affinity groups every other week and for our secondary students we meet week and we offer a mix of like grade level and if it's small or large groups and then we sometimes just do individual checkings throughout the day um but you'll hear more about that in another slide so next one um okay oh okay so um what have we been learning in group so um our students have been learning a wide range of cultural activities that teach knowledge and allow students to express themselves creatively so on this slide you'll see the moccasin game which was developed by um Nash games and um so the moccasin game is a traditional game played by the oju people it's all about strategy and teamwork today we use tiles instead of moccasins but the spirit of the game Remains the Same it's a fun way to connect with ojibway culture while learning about history teamwork and problem solving the game teaches us to be um focused to be p and they all have to work together as a team and so they're going against each other but yeah it's super fun and sometimes we play this game fully in OJ so that's been a really cool experience with language revitalization okay honoring our elders in many Native American nations Elders are deeply respected for their wisdom and guidance this month our students took time to honor our their Elders by creating cards to show their appreciation each student each student chose an elder or someone they admire to thank and support for their wisdom this activity helps students reflect on the valuable lessons and stories shared by the older Generations next slide feeding circles and I created this this fun bracelet which will be students are creating these so if you want to ever ask them but this one is just like the ABCs over and over again and they did like wire um wrapping so that was fun um but um another wonderful affinity group activity we've posted as beading circles students create bracelets earrings and traditional Buffalo bone bead necklaces beading is not just an art these activities Foster a sense of belonging while students also get to revitalize a beautiful tradition within our cultures next slide um providing indigenous authored books in an effort to promote literacy and enrich the cultural experience of our students we've made it a priority to provide indigenous authored books to each participant in our program these books are distribute distributed before each break so winter spring and summer this strategy is this strategy is one of the ways we're working to improve our reading scores while immersing our students in literature that reflects their cultural heritage so these are just some of our fun titles that we provide um next slide field trips we also take our students on field trips to enhance their cultural learning and Foster stronger connections within the community so let's take a look at some of the trips we took this year our students in grades K through six recently visited the Minnesota Historical Society during the field trip they participated in a lesson about oju fur trade and Dakota lifeways they were also able to explore the Museum's exhibit exhibits which provide hands-on experience of Native American history so that one was super fun next one um we took the kids to M of America which was an experience but we all made it all made it out and then I even got stuck on a ride like the ride broke down during it and the kids were like can I call my mom and I'm like I don't have my phone and we got through it together but that was yeah that was a crazy experience um this experience um we organized a field trip to M America for our middle and high school students this was a request from our apack parents who wanted a more fun and social experience for our older students one that didn't necessarily focus on cultural content but was still an opportunity for them to connect and build friendships and last we have our live it Retreat so this year we partner with the division of indie Indian work to offer students an opportunity to engage in DW's teen pregnancy prevention curriculum created specifically for Native American students live um it's called livet and by facilitating we've did this by facilitating a cultural Retreat here at Adat Anda and students from ra Rams and Raz learned about the importance of cultural teachings like two spirit identity and then um participated in a SMUD ceremony so I'm going to pass it over to Gabriella so now we're going to briefly go over the family activities that we've provided this year so we've had Family beating Circle which was held at mukwa Coffee students and family of all skill levels created beautiful beaded projects this family night activity has grown each time we host it and many students ask when are we going to go to mua again when I see them during the school day during our Native American Heritage Month fall celebration we gathered and ate fried bread tacos together families traveled around the raw around RW to student Le activity stations so there was students all throughout the common area and then we had a buffalo bone bead station decorating in Bandelier bag station and then painting bookmarks as another station it's real fun real great turnout our program is in its third year of competing in the oat kipi archery tournament students practice twice a month at Little Canada Elementary where they learn traditional Dakota archery skills and teachings so those are some of the great things that we're doing within our American Indian education program this year and I'm now going to go over briefly the funding sources that support all of these awesome activities that we are able to provide for our kiddos so this is our federal funding on the federal level our program is supported by the department of Indian education under title 7 Indian education program our funding is directly linked to the number of 506 forms that we have on file the forms are completed by parents or guardians of students who are enrolled in a fredly recognized tribe or have a parent or grandparent who is enrolled each year we continue to increase the number of 506 forms collected this year we have about 59 which is a significant increase from the eight forms I found when I first started at rosille four years ago on the state level we received support through the Minnesota Department of Indian education American Indian education Aid this year the base award for 20 Native American students is $40,000 and each additional student beyond that base generated an extra 500 so for this school year the total amount we received in funding was $124,500 so our presentation this year was short and brief because we wanted to give an opportunity for our students to kind of take the stage we met with them a couple of times through throughout the last couple of months and asked them if they'd be able to join us at the table but due to a lot of different time constraints and conflicts um they weren't able to join us here but we were able to record a a video for them so as we come to the end of our presentation we'd like to take a moment to reflect on the progress our program has made over the past four years we are proud to say that our Native American Affinity groups have seen significant growth and today we're thrilled to report that we are approaching a nearly 100% participation rate within our Native American Affinity groups alongside this we've continued to strengthen family engagement year after year and we're excited to announce a new Milestone this June we are working on piloting a week-long cultural summer program this is a step toward forward in deepening our commitment to supporting Native American students and families now that we've established a strong foundation and a presence throughout the district our Focus will shift going forward toward building stronger connections between our Native American students their families and the dedicated staff at Roseville area schools our ultimate goal will be to enhance the educational experience for our Native American students holistically Beyond just their involvement in our wonderful program activities there is still an achievement gap between our native and non-native students and we believe that through continued partnership and collaboration with the district we can work towards closing that Gap to help guide us in this next phase we ask students to share their authentic educational experiences here at Ross their enthusiasm for this opportunity was expiring they were super passionate and exited excited to have their voices heard um at the Schoolboard meeting so a brief explanation on the questions for the video the questions in this video are Guided by the success measures outlined in this year's aiaa application which APAC will go over in great detail um in this the next section of the Schoolboard meeting but one of our goals this year is to increase student participation in advanced classes and the specific measures of success outlined in the plan for this gooal area are students can explain the advantages of taking Advanced coursework and students report that a teacher encouraged them to pursue Advanced coursework the video highlights students experience with questions like what has your experience been with advanced placement classes and who encourage you to take advanced placement classes another goal focuses on decreasing the flat growth of Native American students reading growth the measure of success for this goal includes students will report learning about Native American can culture in their classroom and students will report seeing themselves reflected in the curriculum in this video you'll hear from students as they respond to the question do you see yourself reflected in the curriculum specifically regarding your Native American identity give her your attention and we hope you enjoy the video thank you say your name grade in tribal affiliation my name is Max I'm a senior and my family is a descendant of the Red Lake Nation my name is Damen and I'm a descendant of the Foundation I'm Lily I'm in seventh grade and I am a member of the Okala Lakota I'm Venus I'm in ninth grade and I am from planet modok my name is Sher I'm a member of the selin tribe in California my name is Jack I'm in seventh grade and I'm a descendant of the white Earth Nation my name is Aila I'm an 11th grader at Roseville I'm a descendant of Leech Lake my name is Abby I'm old J boy uh White Earth Nation my name is j I am in 11th grade at Raz and I a ro member of the on Ben chip and I'm descend of the there he is in 11th grade and part of Nao Nation how does the Native American affinity group you as a student at RW or Rams group helps me stay focused they teach me a lot about my culture and when I'm doing good in school they make sure that you know I stay that way help me get around more Native American people helps me feel more at home helps me you know gives me more time to do other things if I need to do other things in different classes it's just a good calm space it gives me a place to disc discuss my culture it provides with more of a sense of community I'm around people that are like me and it's a very comforting thing all around because I get to hang out with Jack more because I can hang out with Damian more it benefit to me because it's welcoming and it created exposure to other students in our school whom I didn't know was Native American they brought us on field trips to Expos us to different career paths that we could choose do you have a trusted adult at school if so who Al m m i really trust coach Taylor actually uh she's one of my favorite teachers my teachers it's Miss Gabriella and miss Savannah also the Woodshop teacher Mr Davies and my Avid teacher Mrs Warner Miss Gabriella it's Savannah coach tayor we love coach tayor real adviser Monica M it's Gabriella miss Savannah and misss miss Savannah Miss Gabriella and Mill Miss Savannah Miss Gabriella Mr bbo M they loud and Miss hon as Miss Gabriella and miss Savannah you know they're just they're really good people to talk to if you have any problems what has your experience been with advanced placement classes I'm in 10th well 8th grade geometry I take Intermediate Algebra sometimes the work get a little bit too too much but when you pace yourself and you take it all one step at a time it becomes a lighter load I have no experience in advanced classes I haven't had any I haven't had any I haven't had any in this school district but I did have some back in my old ones personally Advanced spices classes had a lot of like heavy workload it's a good thing if you could take on that close who encouraged you to take advanced placement classes Miss PE my fourth grade teacher I help me get into there and she's got some we had a teacher suggest to go into AP photography that would be Miss no teachers have asked me to be& in middle school my teacher advised me into taking AP a teacher my sixth grade teacher Ry I originally didn't want to do it um and that she made me but I'm very grateful that she did do you see yourself reflected in the curriculum specifically regarding your Native American identity they haven't changed any of our core classes even down to like elementary school so we're still getting that same whitewashed material but with the addition of Home Room in the high school I feel like they've been trying to put a bit more effort but it's not being met with the respect or the Student Response that I think they would like searching uh I do especially with The Home Room videos that are displayed it helps educate people um on the different backgrounds of different communities and ethnic groups including the Native American groups I believe with the addition of Home Room they have tried to support those of color but have been ultimately failing due to the lack of change in poor classes such as history English and Mathematics if they were trying because they do like give us the groups so we have place to go but they're trying almost in every class not even including American histories uh there's a lot of teachings that my teachers like to go off of they like to teach about different Native American creators and Educators and usually whenever it's brought up I get excited because I can feel the representation and I can feel the inclusivity yes in social studies hi we talk about like tribes but I've never seen my tribe talked about and we don't go much depth we just like oh this is what they did during that time they they moved and that's about it and like we do talk sometimes about like their struggles but not often like which are these are like more tribes represented no not often outside of History classes never and in history class I believe that some teachers try to water the things down some of them will just tell straight up obviously in social studies we talk about it a little bit they aren't very well described like they just kind of talk about it briefly but it they don't go into any details about anything that happened in IND American history just mostly white people history they don't really talk about us in there and sometimes the information's a little false or changed and they censor a lot of stuff and most English and history classes they only cover the basis of African-American history and Asian-American History however throughout Native American history they tend to skim over some of the major events that occurred what is a change that Ros can Implement that would better support our Native American I wish we could like go more in depth about things and just have more information as a whole like have like more activities and class that represent Native American people more extracurricular activities for Native American kids during school so that they can better Express themselves and be more comfortable publicly with their native identity and be PR to embrace it so thank you for joining us and watching that video I will say after watching it in this space um I think it's really interesting because the students at the high school would have completely different answers than the students at the elementary level and this video unfortunately doesn't reflect that experience um but I think it kind of shows the growth that the district has been making because there's been quite a few classes at the elementary level the kiddos would be like guess what we learned today Miss Gabriella or guess what we learned last week or they'll even have a basis of knowledge um just like a a background of things that we're bringing into the schools I just don't know if that's necessarily maybe trickled at the high school but we've seen some students have very different experiences as well right depending on their teacher and the classes that they they choose so yeah we love our kiddos we're really proud of them and to end our presentation we're excited to invite you to our annual powow on April 12th at champlon Park High School I know a couple I've seen a couple of your faces at the events and I know the families and students really love to see their their teachers and District staff uh so we would love to see you there I think that is all we have for for us thank you for listening and if you have any questions or the answer I I just like to commend your leadership and it's obvious the um adoration that the students have for you and the respect they have for your leadership as well and I think I really also welcome student voice thank you for bringing that to share with the board because uh as a school district we need to be vulnerable too in terms of areas of growth because I would believe every word that every student says so thank you for bringing that forward thank you Richard G I was just going to basically similar comments but also we've been talking a lot about Street data and how to get the student voice in more and just really appreciate you taking the time to bring that because it's it's just so insightful to he directly rather than some kind of average level information so really appreciate that and all the work you do to help support our students it's amazing thank you I love the video yeah that that that was fantastic talk about Street data in action here thank you with recommendations yeah what's directly affecting students and families that's what we're really trying to get it so thank you for that anybody else and I would say I'm just like remembering right because when I first started like you say where we were and where you are now I'm just like amazed at all the offerings and experiences that that our students have and the fact that we are near 100% participation the two of you just like oh my goodness it's just so happy that you chose that you're choosing Roseville so thank you thank you thank you well done thank you thank you so much thank you right um thank you guys all right donon will be staying right there yes we're moving to action items uh American Indian education transmitt of res resolution and parent committee R come on us everyone is welcome we can get more chair yeah all right perfect so I'll uh open this up real quick and um once again greetings um thanks for having us today uh and once again I'm donon Smith is associal superintendent of equity and Innovation uh here in rosev schools and I'm I'm pleased to uh be here with members of our American Indian parent advisory committee and I'd like to take some time for them to introduce themselves I'm Doug clar I'm a teacher at uh Little Canada and um I'm the staff liaison on the committee my daughter's uh a member of uh or not a member but from Red Lake I'm ranessa senen I'm a parent on the committee I'm from the Navajo Nation the northern Ute tribe in the soup my name is Ursula I am a parent on the American um advisory American Indian parent advisory committee I am a descendant of Leech Lake bandav boy hi my name is Jaylen I'm a student I'm sorry I'm a student on the committee uh you want to tell where you're you're descendant of I'm a descendant of Navajo Nation Buu n mag my name's Elizabeth day I'm from the Lee like band jibway and I am a parent on the advisory committee and a son at Brimhall in the fourth grade you great thank you for being here so the American Indian Paran advisory committee or APAC as um it is known uh serves an advisory role to the district and helps ensure that uh American Indian students are receiving closely relevant and Equitable educational opportunities the apack is critical the to the achievement and success of American students in Roseville um and the president's input and knowledge is key to strengthening in um the district and family Partnerships at this point I will turn it over to Gabriel car our America our American Indian Education Program Coordinator I'm going to explain a little bit more about the process of coming to the vote of uh in compliance so APAC meets to assess if Roseville area schools is currently meeting the needs of our Native American students this year mde again provided an American Indian education aid program plan review document to assist APAC in determining if Roseville area schools made sufficient progress towards each of our goals submitted to mde this fall once the vote is taken it is reflected formally on documentation provided by the office of American Indian education in mte the vote and resolution must be presented to the school board by one or more members of the APAC if the vote is one of non- concurrence the APAC must also provide written recommendations for improvement to the school board at the time of the presentation the school board does not approve the resolution they receive the information and it is reflected within the board minutes in the case of non-c concurrence the school board is given 60 days in which to respond in writing to the APAC recommendations the board response must be signed by the school board and be provided to APAC and submitted to the office of American Indian education at mde so now I'll turn it over to as Ursula our APAC committee chair um the AIA the aiaa grant provides the funding to our district that supports Indian Ed programming and our coordinator position there are five goal areas that um APAC works with the district to support for Grant approval our parent committee considers the needs of our of our children as we write the goals the district collaborates by coming up with strategies to meet these goals then the APAC votes to approve the grant goals and strategies before we submit the grant to mde this slide shows the mde worksheet for parent committees to consider when discussing the collaborative efforts of the school district regarding support for our indigenous children we use this document to guide our discussion as we looked at the five goal areas that we submitted for the American Indian education aid grant will we go to the next one please thank you um the first goal focuses on making ensure our indigenous students are prepared for postsecondary opportunities on this slide you will see the goal um that we wrote at the top we chose this number based on the percentage of indigenous students who successfully completed Advanced coursework at Raz last year we wanted to maintain the high level of advanced course participation that our students had the previous year the left box shows the data that was available to our coordinator when we voted in January the right side includes the Strate iies that were written in the fall these are the methods that the District staff and Indian Ed plan to implement to support the goal as our parent committees discussed the progress toward the goal area we considered which strategies seem to have been implemented successfully or consistently those are highlighted in green the strategies that may have been implemented for all students are highlighted in yellow these strategies may be considered supplanting as the focus of the grant is on strategically supporting Native American students so if it is done for all students um that might be supplanting the strategies highlighted in red were not implemented successfully or consistently you will notice that for post-secondary supports most strategies were read indicating that they were not implemented consistently one was yellow so offered to all and potentially supplanting because of the low strategy implementation and unmet goal we did not find the midyear results sufficient toward goal progress for this area um area two looks at um academic achievement for this schol area we focused on the middle- grade students if our students are well prepared in middle school they will be ready for those advanced classes we would like them to see them take in the high school I believe our coordinator received data from Ram students by the time we had our votes but I don't think she had the Parkview data we were pleased to see that this goal was met however we were frustrated that many of the strategies to be implemented by District staff outside indanet and OE departments were not implemented consistently the one green area on this slide was the strategy implemented during the Native American student groups because of the Met goal we did find the midyear results sufficient toward goal progress but we remain concerned by the insufficient strategy implementation for area three the focus is on culturally relevant curriculum Our Hope in this school was that if the curriculum were relevant to the students we would see increased learning by our students for this area we focused on Elementary reading the scores were not yet available when we voted on the progress for this area however we did notice that many of the strategies were implemented successfully or consistently for area four it looks at positive self-perception for this goal we looked at student and family participation in Indian Ed programming for the last few years the students have been participating in Indian Ed programming at high levels this year we wanted to focus more specifically on bringing the students adults to help build trust and collaboration with families many of the strategies were implemented consistently and successfully the numbers indicate that this goal should be met by the end of the year because of the increase in participation and the many successfully implemented strategies we did find the current progress sufficient area five looks at collaboration with um The District staff and the families the strategies in this area were implemented by the office of educational equity and Indian Ed however our families are reporting that meetings are happening without being offered indanet support it concerns us that even though the oee strategies of communicating the expectation with building level staff um even though that's happening the invites from from those building level staff are still very inconsistent we think that when decisions are being made that impact our students and families the cultural component should be taken into consideration our Representatives should be in those meetings and when our families are inviting to meetings with the school it can feel intimidating the strategies were implemented but the goal will not be met without the support of the rest of the District staff we did not find the current progress toward meeting the goal to be sufficient the efforts made to ensure that building staff know that Native American Staff should be invited to these meetings is a good first step and we did that that is green but maybe it was optimistic on our end to assume that making sure that the building staff know the expectations would result in progress towards meeting the goal but it did not we um we did not find this sufficient we believe that our Native American Staff are not consistently inviting to these me meetings and their voices are important as advocates for our students and families in order to better support our students and increase District collaboration with Native American families and staff we have the following requests one increase follow through with American Indian educational aid grant strategies as written by the office of educational Equity the goals and strategies are written in collaboration with the parent committee and the oee this is a good collaborative step but our family Ames would like to see a broader District level commitment to collaboration this would involve following through with strategies in the oee and at building levels the work cannot and should not be done by one Department alone our children are 6 to3 students and it is our hope that all staff members will feel just as committed to the success of our Native American children as the Indian Ed department does two we would like to see the district level policy changes regarding Native American programming inviting Native American programming staff to IEPs um drb's and attendance meetings we appreciate the efforts of donon Gabriella and Savannah as they have worked with building leaders to make sure programming happens at all the schools for years our staff reported difficulties getting in contact with their St students in some of the buildings and I don't know why those barriers existed but it seems that a similar barrier is presenting itself when it comes to making sure our liaison are being invited and allowed to participate in these sorts of important student meetings um meetings that impact the educational outcomes of our children three we want funding from the aiaa grant to be primarily used for programming we want to make sure that the bulk of the funding of this grant goes towards Indian Ed programming um we do support a portion of the funding going to the coordinator position but we do not want there to be an increase in the amount of funding that goes towards um Staffing or the programming position we want it to go towards programming for we request an additional 0.5 FTE to support an additional Native American liaison and this is a decrease from what we've been asking in the past but an increase from what we have now we are still concerned about staff retention having two staff members support 11 buildings is a recipe for Burnout my children love going to the Native American group and I think you saw from Gabriella and Savannah presentation a lot of our native kids love going to that group and we heard all the reasons that they like going to those groups um we are descendants of those who have survived genocide our families are from different tribes throughout the Americas we don't always know each other by sight and these groups are a great way for our children to get to meet each other learn more about indigenous cultures and be encouraged to embrace their Heritage we are on native land and one way to honor and recognize the land that we inh habit is by supporting the descendants of this land's original caretakers oh do we not do the see it I mean you can if you have a to we don't have a slide okay we we voted um non-c concurrence this year questions all right well I'll start with thank you for the presentation and I'm all my question all my notes I was writing down were the why right so that's what I'll be spending my time following this meeting the why behind what didn't get done so they'll be follow through on my end I appreciate it so as as you look at your five goals the goals that you have in place today are those the same goals you're asking to drive toward this next year and these are the changes in terms of what you think needs to happen to meet those go to make progress on those goals is that the way to interpret it I think we we haven't settled on what the goals are going to be for this next coming school year yet and we are we are actually just starting that conversation because the practice was to do the goals in the fall to be due in November but now they're due in June so next month we'll be going over that and we we started talking about that at our meeting this month like which ones do we want to keep the same because we don't we won't have the end of the year results yet but we I would say um in terms of concurrence our Our concern I would say for the last several years has been about staff retention um and about feeling like there is District level support um in all the areas of the district so not just coming from like the office of OE but you know are the um are the building principles committed to making sure that our families have a representation have representation at these IEP meetings that our parents don't go in there by themselves and you know have like six 10 staff members at this table and they feel alone and unsupported we want we want there to be broad support for Indian Ed um and I think that those are those are our main concerns and even when we weren't meeting our goals in the past years and we were voting concurrence um we were waiting to see those things happen um see the support in terms of additional Staffing and then see the support in terms of like everybody um at all the buildings we can see that they are invested in the Native American children and they are invested in supporting Indian net um but we we've been waiting and it we haven't seen that consistently which is why you know we were color coding like where are these things not happen happening and a lot of the places where they weren't happening are the places that are um outside of like oee and Indian Ed's Direct Control like Gabby can make sure that the kids get invited but she can't make sure that the counselors meet with our students once a trimester does so those are did that answer your question okay yes I but but you're I guess it seems a little awkward for you that you have to give us your um your needs today when you haven't had a chance to spend time on what your goals are seems a little bit kind of a cart behard the horse but it it sounds like because these are very long-term concerns and you're identifying long-term kind of um changes you'd like to see in place that you you feel they'll support the goals you're moving forward with would that be fair to say yes I think if we have the support that we are looking for um throughout the district regardless of what building and our children are in all different buildings um if we see that kind of support we believe whatever the goals are for these five goal areas like they can be met thank you for clarifying that I was just questions any others what what is our um are uh how many students are we serving no no no 63 right is that right did you say 63 no we're about 220 right now okay okay okay somebody said 63 maybe that's an elementary 623 students okay so the number again you say two 200 220 currently okay okay good because I thought boy that seems low because I know it was sort of in the hundreds last time I was at this table no what what is it that we have to do now we have we have to we have to make us a response and and uh talk about this will will I be a study session or something like that well typically we'd work with donon to learn more right we'd want to set up an action plan I would want to make some commitments to the group and then work through the chair and we'd respond both to the committee and then a response to American Indian programming correct and then we of course would keep the board informed as well okay thanks for that summation yeah we'll have to work very closely with ass associate superintendent uh Dyan Smith so it's important that you for us to let us know exactly so I appreciate all the work and any other questions anybody else appreciate what you you know you said 220 total you know the difference of um postsecondary and in elementary attic curiosity oh that's a good question I you don't have to tell yeah I know we have around 50 students at Roseville area high school about probably right now 5 to six at CLA M and then the middle school I think we're around 30 so then the rest of those are a bit more at Elementary yes we have quite more thank you just to follow up to that question do you think we have more at elementary because there's so much more awareness of what the program has to offer and therefore families step forward so do you anticipate that continuing to grow as we that's a really good question I think my observations right now looking at the trend of um families who have chosen to change their identification in student enrollment forms or honor school systems throughout my four years um being here it does typically happen at the K through six level first I think there's even some students who are identifying as Native American but they're hesitant to even change their information in the in the school system and so we're not counting because those numbers um that I just listed are the numbers of identified students total and then the participation numbers would be a little bit different than that but I have I have noticed that Trend that usually it's our younger kiddos who are more willing to change their ident identity identification markers on our school enrollment forms thank you any I guess I do have a question because one of the goals um because we don't have the data yet so H how do we have really better alignment or some I'm just trying to understand right yeah yeah maybe explain more fact that you couldn't even ra it yeah right right I think you referring to code three yep yep yeah so that is um so we're looking for decrease in flat growth is is what that is and so um yeah the alignment doesn't line up so the fact we have to get this in February because we also have I think it's a March 1st deadline yeah for you know resolution right um and um the The Benchmark for us at this point would be the win fast scores and we just didn't have them at that time and so um so so so so yeah I mean I guess either we get those scores faster or we move this meeting further up um that I'm sorry I I thought we had I mean I clicked on that spreadsheet and I got a spreadsheet yeah that was not the winter fast well let's see this was we voted in January right that's that's what it was so we voted in January and we actually I see but but now our last meeting so so right so we did get it but it came after after the vote right yeah yeah and we do we have concerns about being able to get the data that we want when we establish our next set of goals too and that was something that we talked about at our last meeting like how can we make sure that we get the data um efficiently to make goals that make the most sense for the children thank you all right thank you okay the so the actual action on front of us is is receiving the transmittal of the resolution and the parent committee roster so um I entertain a motion I move that we received uh the American Indian parent uh uh advisory council's resolution okay uh second second right any further discussion okay all those in favor signify by saying I I all those opposed all right thank you very much for being here you'll definitely be hear thank you [Music] everyone all right moving on with uh disy for you donon I'm moving on to 7 point uh 7B our our achievement 2025 2026 achievement and integration budget yes uh it's me again all right uh so let me just get there okay uh yeah once again good evening I think you know by now who who I Who I Am least today or the record just to make sure absolutely so Deon Smith assal superintendent vac Innovation um but here today to share the proposed budget for the 2526 achievement and integration plan uh this is an action item as you know um as board uh a board approved Ani budget is due to the Min Department of Education by March 15th uh so we will head to the next slide yep so rules VAR schools uh achievement integration plan supports our vision of each learner experience is uh sense of belong and en Joy of learning is inspired and repaired to reach their potential and uh contributes to our communities um all in a way that promotes Excellence Innovation and equity and all we do go to the next slide also here our our um five district our goals and key strategies from our um strategic plan um this particular presentation is going to focus uh probably mostly on number five uh because it's all about the budget so uh the goal of we are financially secure so the achievement integration Ani plan for Minnesota program supports the pursuit of racial and econom economic integration increase student achievement the creation of Equitable educational opportunities and the reduction of academic disparities based on students diverse racial ethnic and economic backgrounds in Minnesota Public Schools so just a little background on the achievement and integration a little bit more background Chi integration plans have to contain these three types of goals uh reducing disparities of academic achievement amongst all students reducing disparities and Equitable access to effective and more diverse uh teachers among all students and increasing racial and economic integration so this slide is a summary of our budget for um actually this uh the the life of this particular plan so we're on um uh uh achievement Integrations on a three-year plan and we're about to enter our last year of that cycle so you can see what um uh our budget has been for this particular plan over the last three years um and I would say that the 2526 um um is is an estimate that we get um from the state so we'll be very close to that but it is an estimate so next couple slides just want to break down what that supports and and put some kind of dollars to it so you can get an idea of of of what's in the the budget um and these particular numbers um right here are actually this year's numbers as once again we have the um the estimates for for for next year but uh uh the Ani supports the attainment of the of our goals through uh abot and so Avid is one of the um uh bigger things in our plans um as far as instruction so it covers um some instruction at middle and high school it it covers our district directors and training um is is is um the things in the plan to go to Avid um you also see dual language Spanish Immersion or dlsi um that's for instruction so for Staffing uh for Little Canada and Rams um and then it also supports dlsi coordinator um which is really focused on the professional development side of uh dlsi um also supports our cultur Liaisons um who serve a number of functions to connect uh home and school for us uh professional development there's some uh um funds set aside to support the professional development in the district and then our racially identifiable schools you see what they have received um and those support art teacher at harambe and culture Lea at aterton [Music] and that is the budget uh so open it up for any questions that you may have I have a quick one I'll start start off um I believe it was last November I found a copy of it you had the actual progress report you came before the board and just um and and I know this isn't the progress report but I remember something I jot it down was we had discussed that seal and Equity survey just uh has that been already developed has that fall into the budget here needs you know does it need to be in the budget get that off the ground or just gotcha that's gotcha that's very good very good question so so yes so um the and Equity student survey is a part of the plan right um it's it's a it's a part of a couple of goals there's a goal in our ra identifiable school section of the plan and then there's a goal for the entire entire District as far as um you know how we want to see um you know students um you know favor favorable responses of of of our Equity work here in the district so um that actually um does not come with a cost per se um so it's not something that is put into our budget okay um it's far as supporting that it it is a means to help us reach a goal in our particular plan though and then just to kind of clarify um yes last year at this time where there was some progress stuff um and I I I believe I mentioned back back in November um that as I get more clarity on this um the presentations may start to look different where this particular one is solely focused on budget the um progress one we will continue to see that happen in November once we um which really makes sense once we've collected all of our data for the previous year and are able to to really speak upon it right yeah thanks tayor yes I just have a question um the Dual language uh immersion um what is the instructional expense I mean what's really different between that program and our other programs because I'm assuming our class sizes are similar so our teachers must be similar so is it materials is it training is it yeah yeah for the for the dlsi really supports um FTE for the for teachers so there's um and I do have the numbers I just don't have in my head as far as exactly what the the total is um as far as FTE go um but um it's somewhere around um a quarter of an FTE of our dlsi teachers that this um program this plan would support and and just to go a little further it's about the same percentage when we talk about Avid when we talk about Avid instruction we're talking about supporting the Avid elective teachers and and helping to you know kind of offset some of those cost um with this plan and I'll give comment to instructionally deal side does become more expensive at the secondary level certainly the high school because we're challenged as students matriculate when there's so many options for students they get pulled in One Direction or another and so uh enrollment in the program tends to Trend low as students enter 10th 11th and 12th grade so to support the sections they do naturally become a bit more expensive I see that's a good point Yik so the expenses reflect the budget yes right as we look in the future um is there a a desire or need to change or shift the portion from within the money that we get to you know away from Avid towards this towards Avid away from that or this look to be kind of stable in terms of how it proportionally supports so yeah that's a that's a great question and I I I smile because it's conversations that that um you know I've had with Dr Lake um um but it is a part of the conversation of um and and and actually it's conversation we've also had with the um Equity leadership advisory committee um who um supports the um you know the goals and and whatnot of this plan um but that's a good question um because part of it is you and you can see from the things that it supports um you know it's a lot of Staffing in there if for talking about Aid you know instruction and DSi instruction and things like that and so so then if you change that and say let's get less abits so then the question is okay we still support a but where do we support it from um and so there's definitely some tough choices to make within that um and I and I have you know expressed um a desire to um to kind of have a little more play in there um but once again some of the things that it's supporting it really kind of dictates you know um how much moving you can actually have that's what it costs yes yeah exactly so so sh superintendent Smith wants to put a capital I in innovation in our mission statement indeed indeed yeah good question though clerk yeah so on that note so because it's something that we always clarify right that this is the budget for AI within the AI like how we spend that money right like forever for example mhm that is not funding everything in a right so that's what I mean like what percent is that that might be interesting to kind of know how what percent is supported through we can get back to yeah and what percent is supported um uh through Ani on the uh uh the the um dlsi progr just it's a it's a way to think about like yeah wow right without without this money we will lose right and the foundation yeah yeah in the foundation I think just understanding because we have such commitment to have it mhm there's a chunk that coming from a Andi there's there's some money coming from absolutely um Foundation like understanding that might be may be good for us to know like how are we keeping our commitment yeah um and for ever to go keep going right and the fact that the D dlsi is also growing and so how do we sustain that and what what funding do we have to think about to continue supporting that yeah that's that's that's that's a very good point because as Dr Lake said you know the um Rosary School Foundation has supported Avid Elementary um and so there's site fees that are in there there's training costs that are in there that are not NE necessarily reflected um you know in this in this plan so yeah it's definitely some multiple modes of supporting Abit we'll do that clear and get you that information yeah that will be great yeah and then the final question I have is that just just for the community too this funding is State funding yes achievement integration is State funding absolutely State funding it is not I think it's good to clarify that it's not impacted by any federal decisions right well is it but is it State generated funding or is it State funding also accept Federal funding to support it I don't know that I don't think so yeah I don't know if the answer top my head on that one I don't think so what we were told by Sherry at the finance meeting that we just came from yeah was that um there it's anything in our budget that is listed as Federal funding it goes through the state to us anything listed as state funding is uh the money is generated within the state and comes to us so it so answer the question yeah you know it may be good to clarify right is there anything in here from the state level that yeah because need to be concerned about because of the executive order and this is totally about right about supporting uh students in those different groups so I yeah yeah and and this what this isn't this report but it's connected it's one one of the thoughts that I had as we presented on the uh American Indian programming report and the two different sources of funding that we have there yeah U the one based off of 506 forms is federal funding and so yeah I think you know yeah and and thank you for bringing that up donon because there a similar point the district general fund also covers American Indian programming absolutely right real similar to How achievement integration contributes to a program such as Avid the general fund continues to cover those programs absolutely y so I would love to see almost like now I think about it like almost for both programs where there's supplemental funding that support it what what is what is what is that chart look like what does the high chart look like right like forever This Is What It Takes and how what percent is coming from federal what percent is generated by Foundation or eventually maybe and some other private funding that you know that may be a really great way to understand let's start with those two if I if I may suggest those two programs yeah I think those two are great one because we talk about it today and we know that it's beyond like this is not the only funding for it yeah yeah yeah we can definitely do that yeahh I just thought about that right now it's I'm speaking because I was curious I'm just curious yeah thank you for your leadership with us thank you thank you thank you do we do we have a vote yeah for a second all right uh uh we need a motion to approve the 2025 26 achievement and integration budget as has been presented I'll move that we approve as presented all right is there a second second all right it's been moved and seconded any further discussion all those in favor signify by saying I I I all those opposed motion carries thank you so much for your participation abely this past like half hour yes all right thank you all right we are now moving on to policy 400 acceptable use revised uh the second reading uh our other associate superintendent Melissa Sonic all right thank you chair Anderson uh tonight we have the second reading of the acceptable use policy 400 there were no recommended changes so we're asking for the board's approval of the policy as presented right move approval as presented okay it's second all right it's been moved and seconded any further disc discuss or questions all right all those in favor signify by saying I I all those opposed all right easy one okay staying right there of course you'll be staying there anyway all right approval of the final the final approval of the 20125 2026 calendars and the draft school year calendars 26 to 27 all right uh tonight we have the second reading of the 2526 school year calendars and the draft of the 26 27 school year calendars again there were no recommended changes so we're asking for the board's approval of the calendars as presented I want to thank Melissa and the calendar committee I think just also for the community to realize that we actually have a calendar committee yes that does go through this it's more work than you think it is um but I appreciate everyone's efforts and the world's worst game of Jenga you move one piece there's just all kinds of Ripple effects it is a great team though and I did pass on the board's thanks to the committee after our first read to just again for my edification I'm sure we've already answered this but when is it when is that committee meet again start looking or like oh we start pretty early in the year I would say October november-ish um and then we meet uh monthly if not um a few time a couple of times a month until we kind of get to a place where it feels like we're ready to bring it to the board for recommendations great yeah thank you okay um wait did we already move sorry we didn't we did okay I'll entertain a motion entertain a motion Pro the calendar has been presented so move all right it's been moved second is there a second I can second it gracious they moved and seconded okay any further discussion any questions all right all those in favor signify by saying I I I all those opposed all right motion carries thank you thank you thank you Melissa for your thank you so much all right we're moving on to our study session report uh director Kitty gin s report okay there were ones that I thought somebody else was I was going to see if somebody else covered first but no study session report oh study s okay sorry yes I have both here sorry um study session report um the study session that we had after last um board meeting uh covered had two agenda items one was the um uh proposed legislative priorities um developed by the uh legislative subcommittee and um we had a great um conversation around them the priorities are to establish some funding priorities um so around the basic formula keeping up with inflation um some un uh some mandated programs that are not fully covered in cost requesting coverage of that or if there's change programs and compensation uh for compensatory funding to get the districts holding harmless and be able to continue our grow our own teacher uh teacher Apprentice programs then the second major area is around enhancing student learning specifically um offering funding for mental health and for creating an assessment design working group using Street data um that will enable um districts to better understand the what's really happening at the classroom or student or teacher level to provide the insight to be able to change the high level data that's typically collected in the state and then the last major area was around sharing safe schools for students and um staff and it's around some flexibility of using some of our Capital dollars for security modifications and to really financially support the district's effort to embrace Cutting Edge safety um elements uh including um infrastructure cyber security and minimizing liability exposure um so those are some of the main areas um yes because it's to the legislature a lot of it's requiring around uh funding but it's often um how that funding goes or some of the policies around the funding um so that was a great conversation and um the district will be um going to the legislature um with msba on the 10th of March and with um Association met metropolitan school districts on the 24th of March to Advocate um for the things that would benefit our district and of course other districts as well the second U part of our um study session was to follow up on our book reading um the one we discussed last summer which is around Street data which is written by Jam Dugan and um last summer we talked about well what were we seeing differently or thinking differently or doing differently based on the Insight we have trained um from reading the book and then for this Workshop our followup we had two follow-up questions which was how does the rosev schools um do a disservice to our students and family using just that very highlevel satellite data um and there was a lot of conversation around when you just look at the high level data it implies that um what's happening there is that group or this you know and it's such an average of an average and average um you know how the group is doing and not how individuals are doing and not about all the other talents and gifts that people bring it's one metric um typically uh trying to cover so many so that was a we had a good conversation about that and then how should Roseville schools engage in further collection and use of Street data a number of different ideas came forward but it was really about better understanding what's happening with our students and our teachers um just like today when we had um the uh Native American students uh video which we're sharing their perspectives that's the kind of thing um that uh as a group we're trying to figure out how to get more of that into um uh all levels of our organization to provide the Insight uh for bettering how to how to change that's our my summary all right thank you director gogin appreciate that all right now we're moving on with our board reports and we will start start with clerk CH okay it was a busy couple of weeks for me at Le yeah um I had an opportunity to attend the early childhood education advisory committee it was it was lovely to learn more about uh how they engag the parents um and there were probably I don't know at least 20 people in person and then another 10 or 15 online and very engaged in volunteering wanting to know what is going on how they can be helpful so I learned a few things like for example this is like the 50th anniversary of uh ECFE and I think there is a program coming up this Friday uh at the capital that is about advocating for early childhood and um and then there were some volunte child I'm just going to pick up a couple there's a toy landing library for parents to go to and so there's some reorganization needed and so soliciting parents and very quickly we have parent volunteers who say yep I'll come in and organize and anybody can come and help so it was just really was just a really great meeting um for me to be to get pluck in and listen and know how much uh these parents just left the district and want to help and so really appreciate that meeting and and the next thing that I went to aitt and I went to a policy course at mallis at McAlister and um it was was a lovely group of uh students who were either in let's see some were in politics uh a pol political science major some were in economics major but taking this as a as a elective just lovely and we were part of were there six of us no five of us five so uh Kim Allison from Minneapolis public school and I'm not going to remember their names oh my goodness do you remember Kitty oh there were two individuals from Sing public school so there were five of us so two of us represented Roseville and they asked some wonderful questions and we each of us had a chance to kind of talk about what was our journey to become board a school board member so that was just lovely lovely to see these young people interested in in um kind of what is going on from a school board policy making way so that's that was lovely yeah um another thing I went to was the Ramsey County League of local government legislative meet and greet so they do this every year kind of like um meeting all the Remy County local or whoever whoever can show and we have a pretty good good showing and so you have people who are like the Mayors the the the a couple of school boards were there um we have people who are council members and then meeting with the legislator we had a meal together and then we really had the RG also talk about what is their focus and what has been interesting to me is that the focus has been on climate resiliency and sustainability and I find that Collective action very interesting the fact that in Ramsey County if you think about some of the um uh some of the um uh oh what do you that community that are the that housing what do you call those um what do those call what are those houses called oh my goodness um tiny multi family huh tiny houses m not tiny not tiny homes um habitat for no going to come it's going to come um that there are folks who really have a issue they have a lot of problem with not having the best um um support in terms of making sure that their power works that their their insulation Works um is going to come to me so it was very interesting to understand that as a county how can we support those those those communities um and so that was very interesting and then we always think about how does that impact impact say um um you know schools and you know counties and how can they all work together so it's really great I I I love this committee for the fact that I learned a lot I learned a lot about how County work together um and how can we solve something so the the climate one have become um a great one and um and and I think I I'll I'll if I remember that I'll come back it's terrible that I'm not remembering the last one I would mention is that t and I were the we the only two yeah we had a community advisory committee um led by uh uh Dr Lake and also Kathy remov from du Roseville and that topic that day was really heartfelt was really heartfelt about what we are doing as a as a as a district to support our multi lingual students and families given all the things are happening what is it that we are doing how do we make sure that our student and our family know their rights uh we you know there was a session where we talk work with the one of the um attorney right understanding what are their rights and then and then and U making sure that making sure that our teachers our staff also understand what those rights are for example right if an an ice agent comes to say I'm making this up like Rosell area high school they will be there's a procedure as to what happens right that they will be received at the office and then the principal will be working with this agent to say what do you need okay there are some data we don't even collect as a district and so it it's basically no one is allowed then to go roam the roam the um hallways so like having everybody knows that at the district and how we want to comply with the law if there's some things that they request but we also need to make sure that within the law this is this is how we're going to address it so I thought that was just really heartfelt in terms of what our staff uh is doing uh to make sure that our families feel that they have a safe place to be yeah so that's that's where I'll addend is there anything you want to add well I just wanted to mention for additional contacts I think it's important Melissa as associate superintendent that you've got an important role with that um and I think the benefit of this important update in the community just you know the message that you sent out you have a role in this yeah maybe just to reinforce that yeah I think you know it's important to note that there'll be um a response and support for schools and if we need real-time legal guidance that will ensure that we have access to that as needed to support our students and families yeah yeah yeah thank you thank you thank you for that report y okay uh director baseski uh a couple things so first of all I did get the have the privilege to um fill in for director Shaw at the the uh American Indian parent advisory committee AP Pac uh in the last week or so and uh I don't need to belabor that I mean the I think the leadership of Ursula's chair and Elon is the district liaison is just fantastic um I did get a chance to see firsthand the the passion and the uh thoughtfulness thought thoughtfulness that the group has and that they bring to the discussion and we saw that reflected I think in their presentation tonight so I'm sure Frank will quite a very worthwhile going ahead you know working with that group and continuing uh second uh this Saturday I think I mentioned it last time also March 1st from 8 to 12 at the Masonic Lodge on Plato in St Paul South River is the uh annual harambe pancake breakfast uh and proceeds will support the field trip uh for Haram kids I encourage anyone that likes pancakes and who doesn't uh to trundle down there Saturday good event and get your fill so that's another good thing they do every year um and then finally uh this last week was the was Spirit Week at F for the uh Alternative High School and I got a chance on Friday to visit in person and participate in their bingo thing that they did uh and it was really fun to see really just the the kids and the sense of community and sense of family they have with the teachers staff everybody there it was just really neat a kind interacted and called out the Bingo and all that kind of stuff it's kind of fun to see and was able to walk away with a reward new F shirt Rise Like a Phoenix um which is you know a SL good of Mel I think that's very fitting for f and its Mission and what it provides for the kids it was a fun week and a fun day and I was glad to get the chance to go over there and meet those folks so that's it wonderful thank you clerk yeah um prior to this meeting tonight um clerk Chu and director gag and I attended the district's finance committee U meeting we had several new members tonight um um Sherry led a great meeting we talked about the audit um our legislative priorities um really took us to a nice lesson of how we get our money and what came like director gin said what comes from the federal government what comes from the state so it was very informative um and that group will meet again because as we continue to talk about things and we may have an extra meeting this year to try to work through someone else so it a very good meeting um also last week attended the seek meeting the special education advisory Council um led by executive director um Thomas and her team um we had um some folks from Parkview um Center School come and talk about the Parkview inclusive playground um I think the parent kind of President of that PTA or Emily dah gave a great overview of what's happening with that um we had a video from some of the students who I think also also spoke to some of the District staff as well so we got some of that street data that we could hear the students talk about why it's important to have um the creative awareness and to have inclusive playgrounds um for all I left pretty excited about it was a good um meeting about that um we also heard a little bit about UniFi Club part of what the group is trying to do is to figure out what the parents who come want to hear about and do that um assistant director of student services Jenny senson talked about her previous position at a different place where they had a UniFi Club um where you know that's students with disabilities and without disabilities connect and and connect that there because that was some of that some of our parents were interested in learning more about so it was very good seek meeting we got one more left this year as well but I'll do two things on sh I'll also just send out an email about the 9916 we'll do their annual tours and I'll try to send that an email out this week when they are and how many of our students are in those schools because I think that sometime makes a difference if we can want to attend if we know some of our students are participating in some of those programs great thank you right Dr um had an opportunity to attend the LG lgbtq plus uh Equity Council they continue to work to provide staff and students Affinity groups um it's interesting to see how over the last few years the number of affinity groups at the elementary school level is increased which is wonderful support um for our students um they've done some training to help with increasing knowledge of the guidelines that are in place in our district um they've uh they helped uh prepare some talking points uh for staff um related to the executive order so if students have questions or something how can you respond what can you talk about um and this is kind of complimentary to the same kind of document that was prepared for staff uh around the immigration executive orders so that if students uh bring up questions teachers are prepared to be able to um what what can they um what can Insight can they provide um and is helpful um then uh attended the local elected officials meeting with I think there were five of us there is what I heard um was a great showing uh on our part um and uh we shared the legislative platform that I talked about from our study session um there was a lot of conversation uh by others as well about some of the grants and other funding in place that they were concerned about um uh that come from the federal government similar to some of the conversations that ended up happening from our district um and uh there was a a strong thirst for collaborative projects that aren't money because everybody's kind of in a similar position with trying to figure out how do we do more with with less um and so that was a productive session it's always wonderful that our legislators um want to work in collaboration across the different levels of of government um there was just one thing on the finance committee that I found so interesting I've just got a share here and that was when we look at the federal dollars how much of the what comes federally and how would that affect us um this year we had $14 million come from the feds and a normal year that would be 9 million because 5 million is the co dollars that's still coming in this this last year um or this past year I should say and not this year and then about half of that n million that we get is um for meals yeah so four and a half million comes from meals then the other funds it's there's AB adult basic education for 1 and a. half million special ed for 2 million title programs 1.8 million that kind of rounds it out so as we're trying to think about where um Federal funding is and could you know the impact it potentially could have that's that was just really I found extremely valuable and I thought those who weren't present here in the board should have a chance to hear that Direct too because I've been wondering how much of the 75% that goes to the state um is also potentially impacted beyond the 9% that we got from federally and was very relieved to hear that that is not the way it's counted that that money um that we talk about is directly from the state is in fact State dollars so that was a relief to me so I wanted to just add that um um thing um then the last thing I wanted to share uh was I had an opportunity to attend with uh superintendent Lake um and and several other staff a session with our faceb community really talking about um how can the face bath community help our multilingual families so I think this proceeded the group and the community so this wasn't it was somewhat about what the district is doing but more it was about how do we do in Partnership and what kind of things could be um useful it was kind of a brainstorming session um and kind of an initial planning session to think about how do we um uh work together to support our our our our youth and families and that was I just I'm so grateful for our community and the continued leadership of the community and continued commitment of our community to all of our families and youth thank you Dr uh yeah I had the opportunity to see the high school I was tour conducted by uh Dr Wilson around uh the high school in the middle of the day it's the first time I've actually been in the high school in the middle of the day in in a number of years and uh it was very impressive to see it uh to see it in action to see the kitchen in action to see the wood shop in action to see the auto shop in action and also to see Dr Wilson in action action as she sort of controlled everything around the entire High School by walkie-talkie while she while she took me around so it was uh it was impressive in that way and basically what I came away with is how privileged High School our high school students are our raw students to be in that facility the community has provided for it and it is marvelous and there there are so many opportunities there it's it's clean it's spacious it it uh you have a sense of learning there's a sense of excitement everywhere and um it's is really very impressive I wish I'd gone to school or I wish I were going to school school right now that's wonderful it's great um yep I got something to mention um I the opportunity to attend the February meeting of the district curriculum and advisory committee um a fabulous fabulous presentation by our E12 social emotional uh learning review team um it was it was a real chance to get deeper into their program evaluation report and as you can imagine um the initial uh report was you know social emotional learning implementation hasn't always been consistent um just you know it that's starting to change you know for all the obvious and positive reasons but there hasn't been a unified framework um this this is the right team though to um really start deing deeper into this social and emotional learning um something that we ought to be doing uh they recommended to the dcac you know to um to start really working on a district-wide framework and curriculum so that's something that that the dcac uh C uh voted on um there's going to be a process with this you know it's working on the framework it's doing some community building around the importance of social and emot learning and then you know curriculum development so there's a lot that has to be done yet but at least the first stage here the first steps um it's uh we're moving forward it's just a fantastic group uh working on this and then we also heard about our staff demographic report and that is all I have from the dcac so superintendent report Dr Le well good evening I'll keep you brief this evening I'd like to prioritize thanking the community for their immense support of the district values uh especially the support of our immigrant students and families um during these uncertain times so I look forward to furthering our Partnerships in this area and just uh deepen my commitment in terms of leadership of and supporting our students and families thank you thank you Dr Lake all right um if there is no further business before the board we oh go ahead good go ahead yeah sorry found it sorry so the point I was trying to make was um the climate resiliency project is impacting 7500 residents in 15 mobile home Pars in in Ramsey County so that they learn to learn and learn about the resources and funding available to make sure that they can mitigate some of those clim right it's a great thing it's a great thing and I actually do have just kind of a housekeeping so one thing um as it's kind of a reminder for the board and for the community out there we only have one meeting one meeting in March due to where spring break Falls I do want uh to let the public know that there's a number of school district committee meetings that still happen uh events that still happen that we're all going to go to but one actual meeting on March 18th so just wanted to remind the public on that okay so if there's no further business before the board no problem uh we stand adjourn thank than you for