Yeah. What? Yeah. Oh my god. Okay. 6:30. All right. >> Wayne, I'm ready. I need a little >> smart. There you go. >> Good evening everyone. I'm calling the meeting to order. Roseway area school board meeting April 14 at 6:30. Oh my goodness, I love that we have so many people here. Thank you for joining us. Um so let's get going and uh would Clark Manx call. >> Yep. Um Director Morse went >> here. >> Director Cleveland >> here. >> Director Bogesky >> here. >> Director Anderson >> here. >> Clerk Clark is here. Chair Chu >> here. >> We're all here. >> Great. Do we have any agenda adjustments? >> Sure. We have no agenda adjustments. >> Okay, great. And then the next thing I'm going to give it to you to like welcome all these people. >> Should we do the land acknowledge? >> Oh, I'm sorry. I totally missed that. Thank you. I totally missed that. >> Dr. B. >> Yes. >> Thank you very much. So, uh, Roseell Area Schools acknowledges that we reside on traditional, ancestral, contemporary, and unseated territory of the Dakota people. From Bedote, a confluence of the Mississippi and Minnesota rivers, a place the Dakota people poetically claim as the center of earth, directly beneath the center of heaven, to Indian Mountains Park, a sacred place of burial built by ancestors of living people and home to the only known remaining burial grounds within the Minneapolis St. Paul Urban Corps. Indigenous people have cared for this land through warfare, genocide, relocation, and removal perpetrated by colonizers. The state of Minnesota and the federal government, injustices that reduced over 150 million indigenous people to around 300,000 indigenous people have given their blood, tears, heart, resilience, and love to this land. Enduring boarding schools that were in operation from 1879 through the 1930s where assimilation through humiliation was a curriculum and unspeakable atrocities occurred daily to the foster care system where more kids were removed from indigenous homes than any other group in Minnesota. Indigenous people have not lost their culture identity and still reside on this land. Roseville Area Schools is committed to ensuring the culture of our indigenous relatives, the original and rightful caretakers of this land is studied, preserved, and celebrated. We are committed to understanding and honoring the sovereignty that has been denied to nearly 600 indigenous nations, including 11 federally recognized tribes in Minnesota through the breaking of over 400 treaties. and we are committed to the truth of the history of our indigenous relatives, the success of our indigenous students and to the healing we hope to create through this commitment. >> Thank you for reading that. Thank you. I got so excited for about that. Thank you. Yeah, just to ground us, right? To ground us. >> So, next now we go to um >> I'm very excited and proud as well to uh we'll start with thanking all the students and families for being here and congratulations truly. Uh we CAN START WITH ABSOLUTELY DESERVE IT. AND WITH THAT, UH, AGAIN, proud to introduce Adrien Turner as our district activities director. >> All right. Well, thanks for having us again. Um, this time we're here to celebrate our clubs and fine arts. Uh, we had a really good winter as you can see. We got lots of people here, lots of bodies. Uh, we're going to start with robotics first. Coach is right here behind me. Um, yeah, take it away. >> Thanks. >> Yes. So, I'm Don Seabard and myself and Tyler are the two lead mentors or head coaches of the high school robotics team. We do have five different robotics teams in our school district. And this is the high school one I'm talking about right now. And so, we have uh about 27 students. We have about a dozen mentors. We have a booster club that's a 501c3 and lots of involved parents. So, the team has been very successful this year. I can't take all the credit for it. I I the students, the parents, the boosters, my crew of mentors and coaches and Rosario schools, the high school is fantastic. They give us our own dedicated room where we have a machine shop. Their facilities is the best to work with. They let us hold big tournaments in the school. Uh, and I think really that atmosphere has really helped the team. I've got a couple students that I think want to say a few things about the team and what our goals were for the year and whether we accomplished those. So, >> thank you. >> Couple team leaders come up. >> Hello. Um, my name is Ethan Yang and this is Joshua Ranji and Fire Thompson. We are mostly the main three leaders of the high school team. And we had three goals for this season which were to have which was to be safe and include everyone, >> have fun, and go to worlds. >> Yes. And I'd like to add to that the thing about be safe and inclusive, the winning the team spirit award and the gracious professionalism award >> just goes to show that they're not just good, >> they're good people. And and maybe I would just like to ask could you share just a little bit about worlds? What does that mean? >> Oh yeah, >> I guess. >> Go ahead. >> Um world worlds is the first uh robotics uh world championship down in Houston, Texas. um about 600 teams um go there and compete at the world stage um to become the world champions. Um it is a very prestigious thing. Um teams all around the world um just it's an incredibly honoring event and very prestigious. >> Good good luck AND CONGRATULATIONS. I BELIEVE there's teams from 66 countries that will be there. Wow. >> So, it's truly an international world championship. >> And it's kind of overshadowed that we're also going to be going to the state championship, but the world championship is such a big deal that people don't look at the state championship as being a big deal in robotics, even though it is. The top 36 teams in the state go to the state championship. We have about 190 high school robotics teams >> in the state of Minnesota. It's the third most of any state. >> It's the second most per capita. >> So, robotics is huge here. And it is Minnesota State High School League recognized uh tier one sport. >> Kids letter in it. And it's the only sport that every kid can go pro. >> That's correct. >> Because we do we don't just do programming. We don't just do electronics. We don't just build stuff. Uh we have teams that do marketing and communication, photography, business plans. We create budgets. We track those budgets. We fund raise. So, they learn a lot of skills >> that are hard to come by and will really help them in college and in their career. >> That's great. >> That's great. >> Thank you again. CONGRATULATIONS. >> Anybody else ready to join robotics? Like, no, they they do great work. They really do. Uh, next, Mr. Larson. He's with our middle school robotics program. >> OH, >> STUDENTS, please join. >> Just stand right there. >> We have a a much smaller team. So, I couldn't get all of our uh kids to come tonight, but managed to get uh Espen, Theo, and Lucian to join us, but got everything. So, I'm going to go ahead and read this. Uh, good evening. My name is Anthony Larson. I have the honor of coaching the middle school's first tech challenge team. Uh, I'm here tonight because this group of seventh graders uh has done something truly exceptional. After a successful state competition against other teams, grades 7 through 12, uh, they've advanced to the Michigan Premiere event in Indiana this June. Uh, while the trophy was wonderful, uh, what's more impressive is the hidden work that got them there. This season, I've watched these students transform into engineers and professionals. Uh they aren't just playing with robots. Uh common misconception with what we do. Uh they're mastering Java programming to automate complex movements, utilizing CAD software to design custom parts from scratch, and performing rigorous data analysis to refine their strategy after every match. But beyond the code and the hardware, they've grown as leaders. They have learned to stand in front of judges and total strangers and practice high stakes public speaking, explaining their design iterations with clarity and confidence. They've navigated setbacks with a level of resilience that would impress any corporate professional. Uh advancing to an international competition is a testament of their grit and strength in STEM programs. Uh they are they aren't just representing our school, they're representing the next generation of innovators. We're so proud to of our journey to Indiana. Uh and we thank you for your continued support of programs that allow students to shine on the global stage. I think the success is also a reflection of the coaching and advising and mentoring. So, thank you. >> Yeah. Thank you. Well done. >> Would any of you have anything to say? >> I'd like to say something. I'm I'm a mentor for their for their team. team. I mean, as far as the middle school and Anthony coaching the team, he had 10 to 12 kids at in two teams. The school was fantastic. They have 3D printers. >> The kids would actually draw it up in CAD and they could print them out overnight and then try them the next day. That type of cooperation with the school was fantastic. Um, I we didn't always get to use them, but I mean, it was a very, very good treat to be able to do that. We're trying to build off of that technology. These kids are actually very I mean they're seventh graders, right? And they didn't even know which way to turn a screw. What was a screwdriver? What was But if you look at what they're doing now, now they they're doing it all themselves. They're doing the programming. Like the coach said, it was it was a fantastic year to watch uh watch them grow. And as as a mentor and and a corporate sponsor, it was really fun to support the team. >> Thank you. >> Thank you. >> Sorry. Go ahead. Uh when I was joining robotics in middle school, one of my main goals was to learn how to code and also to make friends. And I've accomplished both of those goals. I've made my friends Lucian and Theo and many more who didn't show up tonight sadly. And I've also learned how to code. And right now that's helping me code my own game in a game engine. Thank you. And for you guys, try to shift. >> Thank you. Cool. Uh, next up we we'll go to music. Uh, Matt Denell. Yeah, we'll we'll chat ABOUT HIGH SCHOOL. MIDDLE SCHOOLERS HERE AS WELL. >> Is that cool? >> Please. >> Absolutely. >> Good evening. My name is Matt Denell. I teach band and a little bit of guitar and rock band at the high school. Uh tonight we have a a handful of high school students who have qualified for honor bands and one middle school student representing the middle school squad that made some honor bands. Uh we're talking about two different types of honor bands. One of them is called the MBDA honor band, Minnesota Band Directors Association, which is which is a statewide uh organization that that holds their own honor bands. So it's kind of like making all state. But the cool thing about the MBDA ones is they have different levels. You can uh you can do a middle school honor band. So you can make all state in grades six through eight. We have couple of uh RAM students. >> One RAM students and two Park >> one Ram student and two Parkview students that made the sixth eight honor bands. And and then there's also a ninth and tth grade uh uh state level honor band which uh and we have a couple of those students here as well. And then we have uh so that's the MBDA things. We we've got those all state level students. So we're we're talking about those kids tonight. And then there's also the Minnesota Music Educators Association which is uh a bigger organization that involves all music teachers and they have all state ensembles for those students as well. Generally you audition for those when you're in 10th and 11th grade. you go to a summer camp the following summer and then uh you get to perform with those groups usually at orchestra hall uh the following February. This year the orchestra hall thing uh got pushed aside a little bit due to some ICE situations in our community. Um but th those are those are that's sort of the pinnacle. The MMEA All State is is the big deal there. Um, we have four high school band students that were in the MMEA uh honor bands last uh summer and then into this school year as well. So, it obviously takes a huge amount of hard work uh to get to the level where you're considering this audition and then when you're auditioning to get into these ensembles, another uh long line of of preparation. There's one more right now straight off the tennis court. uh another yeah a huge amount of preparation to get get the skills ready to make it into these honor bands. Tons of kids are trying to get in. So to be in any of these MBDA honor bands or MMEA all state bands is is a huge honor. I don't have Do you have the list of names handy? I I wouldn't I don't want to mess that up. I wasn't prepared with list of names. Adrian's going to read you the list of names of kids who made these bands. >> All right, perfect. Anders, are you here? >> Anders isn't here. All right. What about Malcolm? >> Okay. So, are those are our two from from Park View. >> Um Leo, >> I'm here. >> Perfect. Thank you, Leo. Uh we have Phil Hug. >> I'm here. >> Perfect. So, when I call your name, just step forward. Give us Give us a wave. Thank you. >> Uh Ameilia, how do you say your last name? I'm sorry. >> Fec. Thank you. And >> Evitar. >> Evitar. Perfect. Evitar. How do you say your last name? >> El. El >> El Nika. >> El Nico. Perfect. All right. Thank you. Um those are our MBDA student HONORES for our MMEA uh qualifiers honores. Uh Lucas Betterman, >> Aiden Dah, >> not here. >> Not here. Okay. Saurin Longabal. Perfect. And Ellie Alt. >> She wasn't able to make it. >> She wasn't able to make it. And then >> Micah Sephi. >> Micah Sephi. There we go. >> Yeah. And again, thank you directors for your work as well. >> Do you know their instruments? >> Your instruments? >> Just go down the line if you were willing to share. >> I play trombone. >> Okay. Uh, percussion and piano. >> I play trumpet and French horn. >> I play trombone. >> French horn. In band I play clarinet. And outside school I play. >> Trumpet. >> Excellent. >> You have your own band right there. >> YEAH. >> Thank you. >> Thank you. >> Thank you. >> Up next, we are going to shift a bit and we'll go to speech. Uh, Megan and Brett, co coaches, want to come on up, please. Thank you. >> Welcome. Applause for speech. >> Uh, we're here representing the speech team. Uh, we're actually in the middle of our postseason right now, so we have state next Friday. These are our three state competitors. Um so they qualified to Minnesota State High School League state at our 4A section about two weeks ago. Um Sundis qualified in informative. So she will be among the 24 best informatives in the state competing as a firstear senior on the team which is incredible. We're so proud. Um and then Carrie and Logan will be competing in duo interpretation. They were also our 4A section champions. Logan for the second time in a row at our section tournament. And then um Carrie also a first year comp competitor for us as well, which is very exciting. And then in addition to state speech next week, uh Carrie and Logan are representing us at the um National Speech and Debate Association National Tournament in June in Richmond, Virginia. um famously with a script that they got two weeks before the tournament. They memorized it in 4 days and then qualified to nationals in one of the hardest districts in the country. Um which is incredible. Who knows anything else about nationals? Look, we all know how hard it is to get up in front of a group of people and give a speech. And the three students up here are beyond eloquent. They're poised. They're professional. They do us so proud. It is a incredible privilege to be able to coach them and I'm humbled by their talent and their artistry every day. So, a round of APPLAUSE FOR THEM. THANK YOU. >> WELL, wait one second. I just uh uh Mr. Hammerlin, you're so humble that you don't even introduce yourself as their speech coach, right? >> Yes. I'm Brett Hammerlin. >> Mr. Heammerlin. Yes. >> High school. >> And then do you want do you want to share your uh topics? >> Yeah. >> Or something? >> Yeah. >> About that way. >> My name is Cindis. I'm a senior at Roseberry High School. My piece is about makeup and how it originally excluded women of color. It traces cosmetics from ancient civilizations to modern times, critiques eurosentric beauty standards that excluded women of color while also highlighting the contributions of black women like Madame CJ Walker, Pat McGrath, Rihanna, and etc. Ultimately, it shows how advocacy transformed the beauty industry and made inclusivity both socially impactful and economically successful. >> WOW. >> My name is Logan Dom >> and my name is Carrie Thomas. Um, and our duo this year, um, is, um, a piece called Glitter Baby. And it is about two friends in high school who, um, one of them is queer, um, and the other one is straight. And, um, the queer person ends up dying at the end. Um, and it's our take on the eraser of queer people, um, in response to the Pride flag being removed from the Stonewall National Monument in New York. um and the um threat of um hate crimes against queer people. >> Wow. >> Wow. Wow. >> Carrie, you like to add anything? >> She's speechless. >> Well done. Thank you. And our sorry before we get to them, we did have we had some orchestra students as well who were busy tonight. They weren't able to make it. Um, one's at another giant concert and another is at tennis. So, you know, our kids are busy. They're they're off doing things. They don't have time to wait on us all the time. Yeah, >> maybe Adrien, if you please read their names, we'll give them a round of applause for >> Abby Eaton. You guys should recognize that name. She's been here once before for tennis in the fall. And Katrina Alrich. So, >> all right. CONGRATULATIONS. >> Last but definitely not least is debate. So, Coach Matthew Get up here. >> Uh, hi. My name is Robin Madson. I get the privilege of coaching these wonderful people who are seem to be hiding behind me right now. Um, debate, for those of you who don't know, is a competitive event where we, these people, I don't face off against other teams and debate. um topics from everything from well I'll let actually I'll let them talk about what they thought was fun to debate. I'll let them talk about it. Um, obviously they learn how to be amazing speakers, but on top of that there's research skills that go into a deep research, um, questioning, organizational skills, writing, and I think one of the most important things to me is that they learn to be excellent listeners because you have to be in order to respond. um they have to research and develop very high level arguments on both sides of the topic in a state that's one of arguably one of the top uh states in debate in the country. So this is Victoria Lynn and this is Ella Doas and um Victoria was um went to state for NLD and the first time in a really long time and they both are going to nationals at the speech and debate um tournament in Richmond this this summer for the I don't know how long it's been since debate has great >> been there. It's Well, yeah, I think it's been at least 10 years, so >> it's tough. >> Would you both share a bit? >> What's up? >> Yes. If they >> Yeah, I'm gonna let them talk a little bit about their topics. They're here if you want to use my bad. >> Okay. Well, regular season I compete in LD, which is solo. And throughout the last season, we debated in topics like nuclear weapon possession, um, rewing, substantial tracks of land, and then plea bargaining in the criminal justice system. >> Wow. For nationals. >> Oh, and for nationals, I'm competing in big questions. And the topic for that tournament is non-theistic moral systems are preferable to theistic systems. Um I compete in um public forum and some of my topics have included things like whether the um United Kingdom should rejoin the European Union >> and whether encrypted communication should be a thing um when it comes to texting in the event that there's uh sexual traffickers and different organized criminals using those um platforms. And then I'll be um working in the exemplary is that what's it called? exemporary um uh categories for nationals. >> Wow, CONGRATULATIONS. >> Thank you. >> Yeah, thank you. >> Thank you. Um a lot of gratitude after you know the groups presenting just the fact that we have great students. Can we clap FOR THAT PLEASE? UM GREAT STUDENTS who have been provided the opportunities by the adults in the room to allow them and to help them and to nurture them and to fund them and you know all all the things. There's a lot of time that goes into this between fundraising, between the planning, between the the transportation um where the kids get to really dive into their passions. So I I'm grateful for that. Thank you. Congratulations. >> Thank you so much for that. That was so inspiring. And really, thank you to the adults right in the room who are supporting all the young people around you. So, thank you so much for your support. And thank you to all the young people who are just doing so well. Just so Oh my goodness. So, thank you for being here. You can stay, but you don't have to. Thank you. I don't know how we follow that but we will. We will. Thank you so much. Really >> so hopeful for the future when you see them. >> All right, we'll get back to our agenda. Um, Clark Manx, were there any >> requests for >> We have session. >> Okay. For community input or action item. Okay. So now I entertain a motion for our ag uh consent agenda for today. >> So moved. >> Okay. >> Second. >> Okay. Thank you very much. And all in favor say I. >> I. >> Oppose. Motion carries. And we usually pull out the gifts. And I think uh Clark Anderson today will not cler. Oh my god. What did I just say? >> It's a lot of title changes. >> Director Anderson will gift. >> Yes. I'd be happy to um acknowledge um our generous um wonderful community with our donations and gifts. Uh Chad Doerty uh financial gift uh for students uh receiving special education services at EMD Williams. Uh Patricia Peterson, a gift of funds for the music program for Falcon Heights Elementary School. Michael Winnick, um gift of funds for the school for school needs at Falcon Heights Elementary School. Uh Christa Kudson, a gift of funds for the media center at Harambe Elementary School. Hi Finuka. Um gift of funds for the food shelf at Roseville Area High School. The Roseville Girls Basketball Booster Club gift of funds uh for the girls basketball senior night shirts uh Roseville Area High School. Then the following individuals have all provided a gift of funds to the trap team Roseville Area High School. Christine Allen doing business as Northern Stars Home Care LLC. Juan Lopez Martinez. John C and Katherine M. Dales. Harold Shoe Repair and Bedale Club. Again, all gift of funds to the trap team, Roseville Area High School. Little Canada Recreation Association, a gift of funds to the Rams Robotics Team at Roseville Area Middle School. And also J&M Diversified Home Services, a gift of funds to the Rams Robotics uh team, Roseville Area Middle School. Little Canada Recreation Association, a gift of funds for food trucks for Avid Career Cafe, Roseville Area Middle School. Michael Black and Carolyn India Black, a gift of funds for the Alpine Ski Banquet and fundraiser, Roseville Area Schools. Karen Dodor, a gift of funds for district needs at Roseville Area Schools. And then Aaron Mastian, a gift of funds for general district needs for Roseville Area Schools. We thank our wonderful uh community for their generous donations. >> Absolutely. Every time we read this, I'm like, wow. Just so grateful. So grateful. And I believe I do need to as um we have started I do need to move that. Is that correct? >> I believe um the motion and the second consent agenda. >> Yeah. >> Okay. That's right. I just want to make sure it's covered. Yeah. >> Thank you for asking though because this is kind of new to all of us too. >> Thank you so much. Um so we're going to move to our action item for tonight. Um Sherry top. >> Yes. >> Just not noted for the community, we preset the agenda and had the action item first before the traditional report. It was switched today as we'll honor our guest before a longer report this evening. >> And did the readers win? >> No. Because where were you before this report? >> Hi, I'm Shelby. I was at the JV girls lacrosse game. My daughter plays for White Bear and scored her first JV goal. Oh, congratulations. >> Exciting. >> That's very exciting. >> Great. Welcome. >> So, yes, this evening um we uh today was the day of our L LTFM um bonds. Uh $30,745,000 in uh in our bond sale today. Shelby McQuay, many of you know Shelby. And then there are a few new members that don't, but Shelby is part of our Allers's team. Yeah. >> And she is equally as fabulous as the rest of the team that you've met. So, she is joining us this evening and yeah, she was able to take care of two items tonight. Right. Um but she's going to report out um on the sale from earlier today. So, I'll just hand it off. >> Thank you. Yes. Um, I'm Shelby and I, um, I was refreshing my memory on the last few things that Roseville has done and my name appeared on the last um, facilities maintenance bond uh, in 2024. So, I'm back again to present the results of the sale of this bond. Aaron um, was here to present the pre-sale and kind of lay out um, what a bond sale looks like and uh, and the expectations we had at the time of the market. um then and the results came in um right about where we anticipated though just a little bit lower on the interest rate. So nice news to share with you and I always like attending stepping in and attending those meetings when there's nice news to share. So >> and Michelle did print a packet just aware >> uh so the bids opened at um or closed at 9:30 this morning. Prior to that you had eight biders signed up and four thought that they could submit competitive bids. The low bid was 3.93. It was um Mezero Financial and uh high bid of 4.05. And then coming into pre-sale, Aaron had presented it was right around 4.2. So nice. A little bit lower. That saved uh net PNI about $1.5 million. And then there was just about a $100,000 less deposit to the construction fund. So certainly able to mitigate those that with overall um uh project um costs over the the couple years and and interest earnings because interest rates are still up for that. So as part of the whole process uh there was another rating done and you affirmed your A2 rating. Um like I said on the attachments uh the um sources and uses is included demonstrating the deposit to the construction fund. The debt schedule is on page three and then your overall capital plan is on um pages four and five. The chart showing on page five also is representative of your um newly passed capital project levy. So that's incorporated overall keeping your um tax rate relatively or real stable over time. Um just uh there's a lot of material on the Moody's rating, but I'll just point you to the credit strengths um and weaknesses that they include on page 11. They're bulleted items demonstrating that your strengths are related to your healthy resident income and full value per capita capita. And then they also noted the newly passed capital project levy. And then um contrasting that a little just your um narrow fund balance and slightly negative enrollment. So um overall good results of the bond sale today. You'll have those funds available in May um to start those projects that have probably already >> Yes. >> Yeah. I was just going to say just as a reminder as we've been discussing leading up to this that this will um fund a good portion of our uh renovations. >> Yeah. um both at Edertton and then the first phase of Park View which will be starting next year. >> So the action item tonight is the resolution awarding the sale to Mezro and um I can answer any questions. >> Yeah. >> So the uh I note that in the section on factors that could lead to an upgrade of the ratings it notes an available fund balance. I'm assuming um available unassigned fund balance. >> You want to reference your page number? >> Will you reference your page number, please? >> Oh, I'm sorry. Page seven, >> starting at the bottom of page six, it's factors that could lead to an upgrade of the rating and it's the first below the top of page eight fund balance ratio above 15% of revenue. So, I know we've talked about this for years and years. >> We had a goal of six. I think we're at like 10ish now or something. >> We're at 10ish now. So at least Moody's may not be really proud of us but Shelby is and so is Ellers. Um because yes we have increased that and yes as we've talked here you know the average in the state is about 22%. >> Um >> and what did Moody's recommend in order to move to an A1 rating? >> Yes and Moody's had suggested yes above the 15% for any kind of movement. And again, just so that anyone listening understands the importance, it's that the better the rating, the lower it costs us to borrow money, >> correct, >> in the future. And so we save millions and millions, millions of dollars in terms of interest payments back on the money that we might need to borrow to do what we need to do. So >> that's an additional reason that a healthy fund balance is important >> beyond simply having enough run rate if something bad were to happen and we needed we can do it as a rainy day fund. So >> that's all I just wanted to >> Yeah, >> thank you. >> point that out. Thank you. >> I'm a treasurer now, right? So, you gota >> I'm proud of you. >> Yeah. And I'd just like to thank you for the partnership with Ellers and your, >> you know, coordination and expertise, Shelby, and sorry for your leadership ushering this through and the big picture, always balancing that. >> Thank you both so much. >> Thank you. So, the one thing that I think of, especially when we're in this building, >> because I don't know if the board meetings were in this building then. Oh, >> okay. So, way back in 2018, 19 when we were doing the assessment of the facilities after the original assessment, Shelby drew the short straw and she happened to be with us on a early Saturday morning as we went through the tunnels >> and all the icky places. >> The old Fairview building >> in the old Fair View building. Fairview. Oh my goodness. So I always think of when I think of this building and as far as Ellers goes, not only the services they provide, but she was crucial because she was actually here on site when we went >> said you need to >> we did that assessment >> and build a new building. >> It was a little scary underneath the block. >> Yeah, it was >> I mean you think about it now, right? It's hard to imagine Roseville without this building. >> Isn't that amazing? I mean, think about all how we use highly used, right? And it's just a beautiful building. Um just multi-purpose. So well, thank you for for playing a part in pushing us there. >> Well, thank you for having me and we equally appreciate the partnership. >> Yeah. >> So um the action is to accept this sale that happened. Yeah. So um would you like to would you like to as a treasurer? >> Sure. I would like to move that we accept the sale as presented and with gratitude and um appreciation for all your hard work and helping get this across the line to both of you. >> Yes, you have resolution, I think. >> Yep. >> Yeah. >> Do you want the title of the resolution, Red? >> You want to >> Oh, do I? >> Oh, yeah. You should make Yeah, you might want to be a little bit more specific because of the amount, right? >> In the back of the Okay. Okay. that I move that we accept approve the resolution awarding the sale of general obligation facilities maintenance bonds series 2026A in the original aggregate principal amount of $30,745,000 fixing their form and specifications directing their execution and delivery and providing for their payments. >> Great. Thank you. Um >> I second. I second. >> Thank you. We have uh the motion and our resolution also read and second. Any other discussion questions? >> Yeah, I knew that we had to be specific with the amount. >> Sorry. >> All right. So, uh all in favor say I. >> I. >> I. >> Oppose. It's sign. >> Motion carries. >> Yay. >> Thank you. Thank you so much. Thank you. Effort. Thank you. >> Well done. >> Yeah. Thank you. >> Lost my page. There you go. >> Okay. >> It'll be right on Q. You'll introduce them and they're going to walk the door right there. So, we have a um non-action item that is a report on multilingual program, which I'm really looking forward to. Come on in. Drum roll. >> Welcome. >> Welcome. >> Please come on in. We're ready for you. There's somebody else too. A few few more people. Yes. Look at the team. >> Do we have enough mics for you? >> We'll just have to make sure you speak to the mic. Welcome everyone. >> Are you on the mic? >> Yeah. Thank you. Good evening everybody. We have a wonderful group here that represents our um MLL and the LSI team. As you know, my name is Lud Flores Hansel, multilingual program administrator. Hi, my name is Miss Kelly Gresilski. I am the lead of the multilingual department at Rams. >> Hi, my name is Carmen Selini and I'm the elementary ML lead and I also teach at Hall. >> Hi, I'm Maline Oria. I am a current sophomore at RAM at Ros >> um in the DLSI program. >> Thank you. Hi, I'm Jane. It's nice to see some of us again. Um, I am a senior in the DLSI program at Ross. >> Wonderful. >> And hello, I'm Maria Christina Delgado. I am the DLSI coordinator for RAMS and Ross. >> Hi, I'm Teresa Chavez. I teach MLL Little Canada and I've been doing DLSI coordinating. >> Welcome. Thank you. So our table programming uh is composed of several wonderful groups, wonderful people that are here to meet and meet our students and help them grow. Am we have the cultural leazison the dual language Spanish immersion program K12 English language development program connecting with and partnering with families especially this year providing professional development to all educators starting with early childhood classroom teachers MLL EL staff and instructional leaders here's um our team of wonderful cultural leazison that uh work with us next slide please with seven um different cultural and language groups partnering with different schools and different ways supporting students in their growth supporting students to as they navigate the educational system. We're very fortunate to have them as part of our program and this evening we're going to start talking about the dual language Spanish immersion. That program exists to provide students with a solid education to become bilingual, biliterate, and multicultural leaders in our globalized society. I pass it on to uh Teresa. Okay. Uh so at Little Canada Elementary in the DSI program, uh we currently have 374 students enrolled, K6, 235 Spanish home language, 139 English home language. Um students typically remain in our program. We have about 1.5 attrition per year. in all of the KS6 program and then we've continually had success with kindergarten enrollment and also students who enter late into the program transferring from other districts or uh other countries. Um the goals program goals continue to be bilingualism and biiteracy grade level academic achievement in both languages and socioultural competence. So uh we requested two AMD international interns for the next year 2627 continuing our transluaging and bridging work uh with our new language allocation plan as well as our curriculum in both Spanish language arts and English language arts. Um and then we had students transition back to in person um after being online. And we also did the stamp 4S test in grade six. >> Will you let the board know please what's AMD International? >> I was just going to ask that. Yep. >> So Amity International is a program where um through the government and we apply and request um their beginning teachers who come for a year. Um so this year we have two. We have Yanette and Valentina from El Salvador and Colombia. >> So >> thank you. >> You're welcome. And at Rams we have this is a picture of one of our classes and we have a beautiful population of many countries from North, South, Central America and Col and the Caribbean. >> Um we continue teaching languages and culture, social studies and science. These are the teachers, Alysia, Christa and Sylvia. Um the seventh grade we have 59 students currently and eighth grade we have 50. Then for RAS we have been fortunate to be able to have the languages and cultures classes on ninth and tth grade. Um in 11th grade the students take the AP Spanish class. Then we have wonderful social studies teacher. Can I brag enough? Um she's been teaching human geo this year 9th and 10th and then we did the capstone project for 12th grade for which many of you were at the celebration on Friday. Thank you for being there. Um currently we have 112 students enrolled at RAS but projected for next year we have 148 students. >> So there is growth. >> And did you just give a teacher a compliment? Do you want to name that teacher? She's right behind you. There you go. >> So yes, I I am going to introduce you her to you. >> She her family comes from Guerrero, Mexico, and she grew up in St. Paul, studied at St. Olive. This is >> always >> this is her first year of teaching um at RAS and her first year of teaching and I have to if I have a minute I would like to tell a story at the beginning of the school year she asked me about one particular student and we shared a little bit about this student and the next week after school this student and she were working one-on-one multiple times. Very often I would see them working really hard doing homework together. When Operation Metro Surge happened, this student had such a connection with Dulce that they dulce was able to help her family immensely. In addition, when the results for the stamp 4S came back, this student had done so wonderfully. She was at the intermediate high level in every domain. >> Wow. >> And she was so excited. She couldn't even believe it. >> So that is just who Dulce is and the beauty of teacher student relationships. So >> is extend our thanks to her. Yes, I will. And this is our capstone project graduates. You met them on Friday as well. They wrote an autobiography for class and also did apparently very impacting volunteer work at Little Canada for which you saw the presentations on Friday. Then as thank you all for providing for us the stamp 4s assessments. We have been giving that assessment for three years and now we can compare where students are in seventh 8th nth grade. This is one example and we can see that the student students are growing in their proficiency as they move from RAMS to RAS. And finally, and most exciting, I have two students who have come to share with us how DLSI has been so important for them. They introduced themselves, so I won't do that again. Um, and then after they're done, I'll we'll just wrap up with some takeaways. >> Like I said, I'm Jane. So, I have been part of the DLSI program since I was in kindergarten, so 13 years now. Um I am a native English speaker and so I think that definitely changes my perspective on um the program especially compared to yours. But um so DLI just created DLSI now um created such a huge um communal connection and friendships for me especially being with the same kids from kindergarten through 12th grade. And yes, things have changed. We've had new kids come in and some leave, but like generally like it has been very very nice and very beneficial to have at least one class a day where you know those kids are going to be there and you know you're going to have that community and there are children that I won't see for months at a time and you can just pick right back up where you left off because you've known each other since you were 5 years old and learning how to braid hair and not bite your friends and you know it's just it's been so so wonderful to have that over the past 13 years. Um, and then as Miss Delgado mentioned, I volunteered at Little Canada for my first trimester and actually went back and volunteered again uh for my second trimester. So, I did six months at Little Canada and truly I can say the changes that Lully and Miss Elgado and Miss Chavez have made have impacted the DLI program in immensely different ways. I have seen a huge increase in the amount of Hispanic teachers that we have had teaching there which has just greatly impacted the culture um that we have seen coming from these kids. The proficiency and the way these children are just picking up the language very quickly like little sponges has been so amazing to see the change from September till March has been incremental. You have children who come in who have never heard you say hello in Spanish to kids who are coming out with full sentences ready to go and it has just been such an amazing change. Mr. Bera, the principal there has been doing a wonderful job. Um especially with like the translating everything in that school has English and Spanish always. there is no like sort of discrimination in that sense and it has been amazing to see those improvements especially from when I was there and just the connection that these kids have with one another has been amazing to see the friendships that they make and how close they can get and just the conversations that they can have if one kids talking in English and talk another is talking in Spanish like they can just go back and forth it is amazing to see >> um and just overall it has been so wonderful to work with those kids and so wonderful to see the changes especially like the changes that I must have been going through but not really realizing it up until this point and that has been so just wonderful to see um but also DLI has been a great fallback the teachers that I have met the connections that I have made have been >> life-changing really between Miss Webb and Miss Elgado and even some of my elementary teachers it has been wonderful to just see these people again especially on Friday >> um but it's just been a great fall back and it has been great to learn new life skills and to have those connections and to be able to converse with my aunt who actually is from Mexico, born and raised. So, it's just been great to meet all of these new people and have these new connections and these new skills. >> Wow. Wonderful. Thank you. Thank you. >> Well, um thank you, Jane, for that amazing speech. My speech my speech won't be that glamorous, but I do have um a little bit to say about my experience with DSI. Um, I come from a single mother that is only Spanish speaking and I've been in the program since third grade. I was a little bit of a late starter. Um, but before the before going to Little Canada, which is where my I went, I went to an all English school and when I first started, I didn't know the language. I didn't know what they were talking about. I didn't know what they were trying to tell me. And it I struggled a lot with communicating with teachers, teachers communicating with me. And then after a little while, I went to to Little Canada and I saw the DSI program and I was amazed cuz I didn't know that there was a program where it can help me stay in my bubble of comfort, but also push me to learn a completely new language. And well, the DSI program has helped me a lot because I've become a better translator for my mom since not not many people can speak multiple languages. >> And the DSI program has helped me a lot because I have met new amazing people. I've met people that I even know were Spanish speaking until I got into the program and until the program showed me the best of what school can actually give me. And ever since I was introduced to that program, I've thrived a lot in school and with my teachers and with everything that I've learned. >> Wow. >> Thank you. Thank you. Yeah. >> Beautiful. >> Thank you so much. >> So I don't know that I need to add much takeaways. I can read those. So the LSI teaching encourage and encouraging bilingualism and biliteracy and the other two just recap what Jane and Maddie have said which is provide a space for students where they feel comfortable being themselves and encouraged to be adventurous in areas where they need to grow and also creating a smaller school within the bigger schools. Awesome. Before you move on, can I just note uh Maddie, I want to make sure I quoted you. Maddie, right? >> Quoted you right. Uh it showed me the best of what school has to offer. >> Think if what if we could do as a district for every single student if we could do that. >> Thank you for that. I'll I'll quote you. I'm going to include that in my next article. >> All right. So now we're going to move to the English language development program section. And the mission for our program is uh we provide research and evidence-based language instruction and programming support for students receiving ELD services. Our program advocates for equity for multilingual students in all learning environments. Here's a representation of the many languages that are um that make our district a strong and beautiful um place of 91 languages represented in our schools. And of those we have 918 students in grades preK through six and 501 students in grades 7 through 12. So, we're we're working on um putting together an award for anybody here who can say at least one word in all those 91 languages can get to the goal. >> Yeah, it's beautiful. >> And here you can see uh the different schools and programs that we have and the number of students in each one of those schools for a total of 1419 students at this time. Uh as you know access is our annual assessment tool where uh students are tested in four different domains language domains reading writing speaking and listening and here we show where we are uh last two years ago 2024 last year 2025 um the results for this year will be coming late May so we don't have those yet but um we had a slight 1% growth in exit rates And I'm going to pass it now to Carmen Selini. >> All right. So, here we just have a few snapshots of some of our elementary students. So, one, we went to Tamarak Nature Center, so we got to do some snowshoeing. So, that was cool. It was actually my first time snowshoeing. I was like, how have I lived in Minnesota so long? It was a first for me, too. And um yeah, so that's just some in the small group and then just a group of first graders. >> Yeah. All right. So then one thing that was new this year is so as the elementary lead I also started helping with some early childhood ECSE and some of the things that we've done with ECSE is so they're taking the pre-law screening which is basically like an English proficiency test for preK just to identify some of our multilingual learner students. And then I've been attending some of the CTS for ECSE. So, just to kind of hear what's going on. I mean, I'm learning, too, because I aside from my own children, I haven't really been in the pre-K world as much as the elementary world. So, we're helping with some MML MLL strategies. And then we've also had some targeted professional development. So, then I've worked with the preK lead and then a lead from ECSC. So, we're developing some professional development. All right. And then here is just our MLL teachers at each school. And so if you see how many teachers there are too, you can kind of get a feel for how many students there are. So like more MLL teachers, more LL students at that school. All right. And so then some of the highlights from the elementary is we have a team of elementary MLL teachers that are leading professional development for the elementary team. So this year we've been focusing on writing and then we've also done some collaboration with literacy too and then a lot of our collaboration recently too has been helping mainstream teachers with the new ELA programming. So some co-eing or collaborating when we can otherwise maybe supporting. So like if I know they're talking about space I might be working on writing but I'm also writing about space. So just to kind of support and so then they have that knowledge based learning. And then one other thing is just a shout out to all of our elementary MLL team. They did an enormous amount of work and an incredible job during kind of all of the things that were happening at the beginning of the year. So some teachers didn't have all their students in their class, but I think some of them were working harder than they had been working before. So, it was just cool to see everyone come together and support our students and our families in that way. And now I'm passing it on to Rams. Okay. Um, at Rams we're really lucky to have been able to add a full-time teacher and that is Miss Jessica Nunees. She's in the middle kind of by the flame. And then we also have a wonderful >> also behind me. >> Yes. So behind you, part of the crowd back there. Um, we also have a really wonderful parah named Miss Gabby who really I would say the kids probably would say she's like a auntie. Um, she's constantly helping them, advising them, mentoring them. She's from Venezuela. Most of our um, many of our students are from Venezuela also and it's been so beautiful to have her support and it's she's been with us for about the last year. We're very lucky to have her. Um at both RAMS and RAZ, we have really robust programming for students on the whole um level of being emergent bilingual. We have really strong programming for students who need sheltered content classes so they can uh learn content and language at the same time. We have uh been ex been able to expand our co-taught classes this year where we've been able to have actually seventh and eighth grade science and um I have started co-eing AVID which has been a really wonderful journey. Um we also have some elective courses for the students who are um uh testing at a level one and then also for students who are experienced multilingual learners at levels three and four. So, um you'll see similarly at RAZ a there's a wide range of different um types of classes and I think that's probably the strongest strength of our program from a programmatic standpoint. What we offer the students um some of the highlights from this year is that we are we do have a record amount of students at Rams right now who are in our English language development program. We have a steady amount of level one students. In the last couple years, we saw a large increase and we're maintaining that um about 15 students who are newer to the United States and who are uh at the emerging level of learning English. It's been a pleasure to work with Miss Maria Delgado, Midria Christina um this year with we really have been working closely together in our programming. That came into play a lot during Operation Metro Surge. we um as a team met every Tuesday for a few hours and it was like an action think tank um that um we were able to do with the help of Luly and Heidi and we were able to we were like at the front lines of helping um the families at Rams and that was what they needed and it felt really great to be able to help. Um, and then with AVID, not only am I able to co-e with AVID this year, but we also have been working um, as a whole secondary team, multilingual teachers and AVID teachers have been partnering to provide professional development >> um, around topics related to multilingual students um, being successful and and showing all their strengths. And that the next uh, PD is coming up this Friday. Um over at the high school we have a new teacher whose name is John Shakil. He has the yellow badge and the other teachers are returning teachers. Um and then also they have a behavior interventionist um Pablo. We have our counselor Jervu. Um Kelsey Raymond is the lead and then uh Gabby is the parah. So we actually both sites have paras named Gabby who are great. Um, Kelsey wanted me to let you know that uh they're feeling very strong about their level one programming at RAZ because like at RAM, well, our students who are level one at Rams then went to RAZ and they have been able to develop some sheltered content courses for those students so they can earn credits towards graduation um even at an emerging level of English. >> Can I just talk about sheltered content? Yeah, sheltered content is for students that need a to learn content and language at the same time. Okay. >> And the classes are usually smaller in number. Like my sheltered classes only have 15 students for social studies, >> so I can focus on them like a lot. And then I'm working on language and uh the social studies standards at the same time. >> Okay. Thank you. >> Thanks for asking that. >> Um she Yes. So they were able to develop some science um courses, English courses and the foundations of algebra course to be able to support those students towards graduation. So there is a pathway for uh students to graduate within four years and that um that that is unique. Um not all districts have a way for those students to graduate within four years, but our students really want to graduate within four years. So we want to encourage that by offering the classes that we can. >> Um also um Kelsey has told me that they have she has worked hard to have a college and career focus throughout the uh RAZ programming. And so they have a English 11 course that does college and career readiness. Every student in the EL program had the opportunity to go on a college visit this year. Um they've gone to Augsburg this year, St. Paul College, Century College. And the exciting addition this year was um they visited the finishing trades institute in Little Canada >> which was um really fantastic for students to learn how would they if they want to go into the trades, what would be the next step after taking the courses at Ros. Well, we continue our work with partnering with families through the uh DSI advisory council. Uh that is led by Christina and Teresa. Sharing resources and information for family preparedness plan. Um a lot of the documentation that families needed to be prepared for what might come their way. Collaboration with community organizations such as uh Dood Roseville uh who have extended their hand and their hearts to us. the all the the teams that we have, social workers, building staff, cultural leaison, administrators, volunteers, everybody to support uh families impacted by Metro Search. So, we're very grateful for that outpouring of support and dedication from everyone involved on behalf of our students, families, and educators. Such a difficult time. I would like to acknowledge too we have um Jennifer George who's one of our teachers at Edertton who's the company and Jane's mom here. So, thank you. Um, thank you to our leads. Thank you, Kelly. Thank you, Carmen. Thank you Christine and Teresa. Thank you students for being here, Jane and Mlin. And thank you all for the support. >> We're committed to continuing doing everything we can on behalf of our students. >> Yeah, >> I do have a question. Could you go back to the um the exit rates? >> So, you know, we see a lot of statistics and someone sees this without the context. This this is not bad, right? I mean, it's not like a student's going to exit out in one year. What what so the 6% 7% total like what's what's good? What's a target? What what would we be shooting for? Because a steady state >> is, you know, not a very high percentage necessarily because it takes multiple years. How >> So, just for context, when we look at this, this is telling us a good story, an okay story, a hopeful story. >> Where would we want this to get to? >> Yeah. >> Um, I think what we want to see is growth. I I think we want to see we don't have a number percentage because it varies depending upon how many students we have the levels that we have. So we want to continue with growth. Um one area that we're working as uh I mentioned before earlier today we're doing program review and evaluation. So one of the things one of the um aspects or areas that we're looking at is the students who are considered the federal language is long-term English learners. The assetbased language is experienced multilingual. So experienced multilingual are students who have been in the program five, seven or more years. And that's an area that we're looking at. How do we continue to provide instructional structures that the kids will be able to exit within a reasonable time. Um it varies. Uh the pandemic has done a number. We are thinking that this year with everything that happened, we'll see what the numbers will be. Um the majority of students were able to take the test but we didn't push for that. So we'll see what what the results are. Um I think what we want to do is see growth. So we would like to see this go up another percentage point at least every year. >> Okay. All right. Yes. Thank you. Thank you. But that also helps a five to sevenyear window maybe for what you look at for success and exit. >> So could I clarify? So when you say growth, growth in the percent who qualify to exit, is that correct? >> That's one area. And then growth in terms of the students showing that they're maybe they haven't exited at the 4.5 composite level that that's uh considered exit um criteria, but also showing that they're growing in in language. And so this is a number, this is a measure, but there's so much more to the story of how students are showing up. And there are factors um connected with the reason why the test might or might not show what the students actually know. >> So maybe just a quick followup. Do you all have what you need to make that happen? >> I was going to ask that too. >> Yeah, you you pick it up. Go ahead. You talk too much. Go ahead. >> I feel like I do too. But um yeah, do you I'm I'm especially curious about in the elementary because I did hear a lot about the middle and the high school um as far as like how the program looks, but in the elementary is it is it a lot of co-eing? Is it a lot of pull outs? Like do you feel you have the staff and resources which I guess no teacher ever seen? >> Yeah, I got it all. Well, so so at the elementary level, we've seen that co-eing is effective. Like the students stay closer to the grade level curriculum. They're also growing in their language. >> But currently, we're one to 50 ratio at the elementary level. And so I would say >> the greatest resource that we could use more of is more teachers >> because it would be really cool if let's say we had an MLL teacher that could just work with third grade. So then they're like knowing the third grade content well and able to like support the MLL students in those classes. So we try to collaborate and co-e as much as possible but when that's not possible then the teachers are pulling small groups. >> Okay, >> which we're trying to kind of lean against. I mean because the students like being in their class >> too. >> So they want to be where all the students are. I don't want to feel different and I just think co-eing is a great way to support. I mean it meets both of those needs. >> Okay. Thank you. >> So I don't know maybe if Jenn to go back I mean she's the other kind of elementary teacher here if there's something else she would add but my top would be more teachers >> per student. You did want to say something though before. >> Yeah. Well, I was just going to say a little more about the access test because I think >> just a lot of people don't know about the access test. So, one thing I would add on is the grade as the grade numbers of kids in each grade level changes that really impacts too because there's bands of the test. So, there's a kindergarten test, there's a grade one test, there's a two, three test, a four or five test, and then a six through eight test. So, like in our system, our our sixth graders take middle school tests. So statewide nationally you will see a drop in exit rates in sixth grade because they've moved up to a band. >> So that's just another factor of we have a lot of sixth graders. We have a lot of so it's just another factor in there that will impact those. So it's not as easy to compare your tier like preference like the level of students >> and I in in futures I wouldn't hate to see the more um like uh detailed like you know how many level ones you know are like and they're moving to level two because I know if you have like 15 level ones as I saw somewhere in here was that at Rams >> I mean they're not going to exit in a year right like so like about expectation and and everything like I wouldn't I'd love to see more detail about like how you think it's really going with each kind of level and cohort. >> Yeah, I think that would be good and to see the movement because if >> they're all level one students, we're not expecting them to and so it's >> right. >> I mean it's a lot of like desegregated data, but like if you look at like what year they were level one, so what we want to look at in four or five years like are they exiting? >> Yeah. When they start >> and I would just add on like Our elementary schools in Roseville are very different from each other. Yeah. >> So like looking at numbers at Edton we have 155 >> and at Falcon they have 40ish you know so just like that's a factor that comes into it as well as we talk about how teachers can best support students there's a lot of different scenarios >> and then of course that little candidate with DLSI the research shows that uh students who are MLL students in DLSI programs it they do as well or better than their peers but it takes up sixth through 8th grade. Um, so the research would look a little different there as well. >> Like that's where you see it. >> That's where Yeah, that's where we see based on tests. So like standardized testing comparing a student in DLSI like their access tests >> to some another one. Okay. >> Another student or the MCAs for example. >> Um, >> I agree. Misha, I was just going to ask like can can we like somehow have a more a more nuance >> Yeah. >> report right on the data that shows the kind of growth that you're talking about. >> Like not like a what you're asking is part of our program. So we're actually having the same. >> We'd be interested in like it wouldn't be too deep in the weeds. I don't like I think we'd be interested to hear what your celebrations are and then what you feel are like >> the areas that you need more to get move those students. Yeah. >> And like Jenny say right Jennifer say is that >> every school is also different. So how do you have the nuance >> reporting or celebration that talks about that cohort in this school versus that school? a couple hours. >> Well, and you know, you you all know how important this has been to the board over the years, administration, and this is this is one of the jewels in the crown, I think, of the school district is our is our DLSI and our LD programs. >> Thank you so much. >> It's really important to us. So, we just want to help articulate the story of what's really happening and how successful it is and help identify where their areas are we could maybe support more or work with the superintendent to support stronger that kind of thing. So, yeah. >> And I'll just I don't there are question Go ahead because I was going to say one last thing to the >> No, I was just going to say James a lot of times when we have seniors are here we ask what may be your plans afterwards. So, >> put you on the spot. >> I really wish I knew. Um, so I want to be an OB/GYN and I would like to study genetics and genomics or cellular, molecular and developmental biology to get to that point. >> That was my >> um so you know nothing nothing too big, nothing too major. Um, >> but actually I saw you at the admitted students day at U of M. Y. So >> I was there and we're still looking around. We're going to Iowa State this weekend. So, it's really just coming down to those last few things and do they have exactly what I want? Do I know that this is exactly what I want? Um, but also, this is a little off topic, but I just want to say that the hard work that Miss Delgado and Miss Chavez and everyone here is doing, the improvements that I have seen have been immense and wonderful, but they are also something that I wish I would have had. And granted, I am the second year of this program. We are not that far in, but I also know that I have had classmates who have dropped out for Spanish, too, because we haven't always had teachers that have been prepared to teach this subject. And I have had wonderful teachers, don't get me wrong. I have had Miss Delgado and Miss Webb and Miss Ricks and just absolutely wonderful teachers across the board. But I have also seen certain areas where we fail to show dedication to these things especially surrounding culture. >> Yeah. >> If you are going to teach children a language, you have to include that culture and you have to bring that background in. And not just for Hispanic Heritage Month, but for the entirety of the year because reality check, the fake activism is not cool. And in reality, I would love to see a beautiful culture shine even brighter. And I would love to see children who are proud of who they are and the culture that they are being raised in and the language that they are learning because I am white. I am not Hispanic and I cannot speak for those students. But I can say that the culture is beautiful and what I have learned is beautiful. But I wish I would have gotten the chance to learn that sooner. And I know that our kids now, I worked with kindergarteners, they learn about this constantly, but I do wish that we had started that sooner so that we could really see that and we could have seen those higher numbers now. And don't get me wrong, I love my little kids. I love them to pieces. They are the cutest, most wonderful, qualified kids I have ever seen. But I do wish that we had this a little bit sooner and that we were thinking about this a little bit sooner so that we could have gotten to this point. Um because DLSI is a wonderful program that provides a wonderful opportunity and opportunities for children to be comfortable and to speak to their families and it would just be such a shame to let such a wonderful program just fall off the rails. And I especially think that focusing on that culture and qualified teachers who have the license to really make this program wonderful is what we need. And I am just really excited to see where we go, especially with Milgado working so hard. I know that she works tirelessly and I know that Luly works so hard and I just know that this can be great, but we have to all work together and we have to remember that when you teach a language, you also teach a culture and it is important to teach that culture to these children because I know so many kids that have no idea what is going on, what they're saying, what is happening and I from the bottom of my heart want to see that improve and I am so glad that we have seen those improvements but there is further to go. >> All right P. >> Thank you. >> Wow. >> One thing about Latinos, we're proud of who we are. So continue to be loud and proud and even if Bunny has to be on the Super Bowl or Carol has to headline Coachella, we're so proud of who we are and it'll continue to to be part of the district as long as we're here. So, I mean, >> we'll continue to improve. >> Other than this year, I've had 14 teachers as a DLSI student in total. I have had two Hispanic teachers and only one of them is a native Spanish speaker. And I know that is not the case anymore. We have wonderful teachers like Miss Stanski and Miss Benaves and Miss Ortega and all of that who are doing wonderful work now, but I just wish that that had been there for me. And obviously, should have, could have, would have, whatever. But I'm hoping to see that change and I would love it if we really focused in on that. >> You're welcome everyone. >> And maybe on that I'd like you know Maddie thank you Jane good to see you again the other night and thank you to Jane's mom. >> Yes especially >> she found she found out about this today. as you know as we've all as you get it's so important to us but for like you students in particular and for you you know being here on a lovely spring evening might not be your idea of fun for an evening so we really appreciate you coming and sharing your voices >> and your support for this so yeah thank you >> using your voice and your opportunity to say things >> so we need more students like many too right to go through so that we can have teachers who represent you too. >> Well, thank you so much. Yes, you have something to say, please. Yes. >> I just think deep breath and soak in what the students had to share. Just really, really powerful. Again, thank you for being here. And then in connection to honoring our staff. Michelle, if you would please uh forward six slides or so to the support during challenging times. >> I just want to take a moment to have the board and our district and community just to see and try to understand that disproportionate impact that our families felt in our multilingual programs that our students felt broadly across culture and across race. and then to acknowledge the disproportionate burden but how graceful you said opportunity >> to help our families and how important that was. Uh, and I saw all of our MLL teachers as leaders and DSI teachers as well, uh, because you stepped up because you needed to do that, but but you felt that call and you were always so gracious about the care. Uh, and and so I I just want us all to see you in that. So, thank you. >> Thank you so much. >> Thank you. >> Yeah. >> All right. Wow. Really appreciate all the work. Um, I I mean I I'm glad you put that back up, right? The whole idea of >> really getting through and supporting with professionalism and heart. I think that's what you're talking about, right? So much care, right? It's not >> just a job to do, but this is caring >> for the students and the families and uh it shows. It shows. So, thank you so much. >> Yeah. Thank you so much. >> Wow. Enjoy the rest of your >> enjoy the sun's quite down yet either. >> You have four minutes. >> Wow. >> Yeah. Just so in right that we have students who are so eloquent to share and lovely lovely. We should just end there. >> We got some good board reports to go. >> Yes, we do. We do. And and you know, I I have to say right at the end of the day, we we do all this work because of our students. So, when you hear students speak and you're like soaking every word or you hear the experience of and I love that the two experiences are so different, right? one native speaker and one non non- Spanish speaker. It's just lovely. >> All right, on that note, um we got all the reports, let's start on this end with director. >> Okay. Well, if you can't tell by our shirts, Michelle and I went to Dr. She did not get our text. I'm just kidding. We did not text about it. Um Saturday we attended the American Indian Education Program Pow uh that was put together by 10 11 10 school districts um across the metro. >> Um our cultural liaison uh Savannah and Gabby were present part of the organization group running around um getting things organized and it was just wonderful to be in community with such a large group. um of uh indigenous communities. Um so um shout out to that. It was wonderful. If you have an opportunity to go in future years, please do. Um wonderful event uh at Chaplain Park High School. Um also, it has been said many of us attended the DLSI uh ceremony for seniors this last Friday. >> Um so congratulations to all of those students who have gone through the program and are now finishing up. Um it was wonderful to hear their stories. Um a shout out to Jane who was kind of our the student keynote speaker at the time and shared um some very vulnerable personal information um in Spanish. So if you didn't understand it, sorry >> or lost, >> but it was very vulnerable and and beautiful for her to share that um in that space. Um so congrats to those students. And I think the last thing I have to share, a couple of us were also part of this, the community advisor meeting last Wednesday where the district uh leaders shared uh some of the responses to operation u metro surge um as far as the district has done. Um we had principles share out um and sharing a little bit of the impact that they saw directly within their schools. How many of our staff and educators um stepped up. It has been a theme of many meetings and it has been shared multiple times so I don't think I need to share but um whether it was delivering food um showing up for families making sure they had access to education remotely um supporting with bus patrols etc. really our community really showed out. The other thing I wanted that we covered in that meeting and others feel free to add once we get to your part of report is that dog good rose also shared out um their impact and the things that they're doing in partnership with the community and we'll just leave it as the community because it is not an organized group. It is a lot of individuals stepping up. Um and the specifically want to highlight the housing stability fund. Love pays the rent is what's being called um to cover and support some families who um have been impacted through the month of um March and February as far as rent and utilities. Um do good Roseville was able to get a uh match through April. So if you're able to donate, the Wilson Foundation will match uh with no limit. Um so you can go to the Good Roseville website. Um, and in addition to raise more funds, the community has also organized uh Roseville Small Business Week, which is currently happening. Go to the Dog Good Roseville website and you'll see this flyer or something similar to find out the uh businesses that are taking part of this week. Um, so that some of the funds uh you're supporting local small businesses as well as supporting the housing fund. Um, so want to make sure that we call that out. Um and I think that's all I have but again everything I attended others did. So feel free to add your perspective. >> Thank you. >> Me? >> Yeah. >> Uh so I had the chance to attend the most recent um advanced academic and talent development advisory committee formerly known as gifted and talented committee um headed up by Trina Hera. And uh it's interesting it's it's had some fairly good participation, but I think that there's been a recognition that a lot of parents and families the the word hasn't reached them if they have how things work. So there's going to be a shift a little bit and going forward it's not going to be just one single kind of general thing. Uh Trina shared that she had worked with district to change the model. So going forward it'll be really more um partnering in a more targeted way with parents and families. There'll be a group around program review and and getting student voice, family voice, teacher voice in the actual programs that are under the ATD umbrella. Um, one on equity uh focused um you know how how to broaden that and make sure that it's that that equity is included in everything. Um and then some annual check-ins uh at each school site uh to hear from parents and kids directly what worked, what didn't, what they like, what they don't like, etc., etc. So that'll be kind of changing uh next year, but it's really trying to uh to target it more and get a little more value to the kids and the families and and have the feedback and the communications just more embedded in everything that goes out there. So I think it's it's a it'll be a advisory committee 2.0 going forward. So good work on their on their part on that. >> Great. Thank you. >> That's it. >> At the top. >> All right. Uh a couple things. Uh I'd say um one of the biggest reports or the most lengthy of my reports and I'll I'll do my best here. This was a big day. Uh yesterday uh Association of Metropolitan School Districts uh day at the capital um and Roseberry Schools along with a lot a lot of districts was our opportunity to meet with legislators and we all have legislative priorities but um you know at least four board members along with Dr. Lake, Sher Thompson, and one of the best parts is four fantastic students were able to come with us. Um, you know, the day started off with coffee and donuts in the basement of the capital where we heard from MSD staff, uh, various key legislators from the various Senate and House education committees. Heard from them and then the rest of the day was fantastic. I also want to shout out to Michelle for thank, you know, thank you, thanking you for helping us with the agenda. anytime you're meeting with legislators, you have to be flexible. They have to go to this committee hearing or something changes and you know, but all some last minute things had to be adjusted, but did a phenomenal job. But, you know, throughout the day, you know, I'll list at least um we were able to meet with Representative David uh Godfrieded from 40B, uh Senator Claire Umo Verbaton, you know, uh Senate Senator from 66, Senator John Marty, Representative Kelly Mohler, Representative Lee Fininky. At various times we had to kind of divide and conquer because we had three meetings about one o'clock, you know, but just we were able to Roseville had a presence in front of all of them. I think some of you have seen our fantastic one pager that a lot of hard you know a lot of hard work has gone into this especially from Chris Hler, Chris Hester um in our um committee legislative committee. But again, we went over provide, you know, we we we got in front of them and we had their ear, provide stable and predictable school funding, ensure safe schools for students and staff, increase investment in student mental health and wellness support, and then additional context on the back. But every legislator we met with got this. But it was great that we could tell stories, but again, the best, most impactful story and voices came from the students. I think it was just fantastic that they could be a part of this. And it wasn't just Roseville. uh their early morning meeting, but just the hands I think of the students who were there or first- timerrs who were there uh to get in front of legislators was fantastic. I love um seeing especially the youth and u you know just how again how impactful that was. you know, um I I just, you know, they we we we we were not quite sure where the legislature is going to be going because every single morning speaker did have to kind of comment that with the House being tied politically and the Senate uh having one one vote extra uh with the DFL side, it's going to make things very very challenging. We heard a lot of um phrases like we have to hold harmless. We have to just make sure that we're not going backward. So there's not a lot of there's a lot of uncertainty yet moving forward. But at least you know if you're not at the capital um then you're not there. You're not making a difference and there's somebody else there who might be arguing against you know what we're trying to accomplish with public education. So it was great to be there. Our delegation is fantastic. The legislators representing Rose schools you know and we can we have their ear other times but it was just great to be there I thought. So that was AMSD day at the capital. Um and then uh a really cool unique thing I was able to um I went to Central Park PTA um last night. Uh besides updates on you know preparations are underway for silent auction and bingo night. >> I was really I didn't know former board member Dr. Frank Shaw was going to be there. Oh. >> Last night and I I lucked out and I'm glad I went. I'll be going to more Central Park PTA meetings. But Frank was there. Um Frank has this fantastic opportunity. I was there to hear this. He's going to be providing um out of a p personal funds every year for I think it was the next five years. He's going to be donating to the PTA to help with some type of event or program or something. you know, some of you uh don't know this, but um a special place in his heart because for one year through the math core, he taught fourth, fifth, and sixth graders at Central Park. And at the end of last year, you know, Kitty and Frank retiring from the board, you know, school district, we gave them signs. So Frank has his sign at Central Park, Dr. Frank Shaw way that I was able to see, you know, took a photo with him and uh, you know, Principal Sutton, but just the fact that he came back and he's going to be dedicating some personal funds every year to, you know, a special program to help the PTA with whatever, you know, that just and I I lucked out and I was there for that. It was just it was so cool. >> Oh, I'm glad you were there. Yeah. >> You know, I I I just loved being there. But just, you know, just what Central Park means to Frank, what Frank, you know, means to to them, and just it, you know, it was great. I I picked the right time to go. >> Yeah. Thanks for sharing that. >> That was that was just kind of blew me away. Blew us all away. So, >> and I would say the only thing I'll add to that is that Carrie >> Adido put this together. Beautiful handle. >> Shout out to Carrie. A lot of hard people worked. I mean, a lot of people worked hard on this. >> Thank you. um director, >> you know, I think this week, uh last week went to the community education advisory council um and our marketing director for um community ed, Megan Barrett, gave us a good presentation on the marketing all goes into the marketing for um community ed. Um we have hundreds of program offerings, both are adults and a lot of stuff for kids for the summer. Um there are some things I think still available people are interested. um the newsletter, they sent out the email newsletter goes to almost 17,000 people get that newsletter um every week that goes out. So, it's this great work that um was done there. And the big thing was that the community ed extravaganza is coming back. It'll be August 13th, so mark your calendar so we can attend. It's great in this building. Last year, we took a hiatus, but it is coming back. So, that will be exciting times. It's kind of a good way is to bring us back and starting when the school year starts again. So, at the toward the middle of August, we'll have that. That's it. Everybody else did all >> Yeah, I agree. I don't really have anything um that director Cleveland didn't say except um you know, echoing what Jane said because I know in our land acknowledgement, we talk about um you know, the culture being studied, preserved, and celebrated. And that's what we witnessed at the pow-wow. Yes. Um but yeah, our work won't be done until >> that is for all of our students. Mhm. >> Thank you, y'all. Yeah. Lovely. >> Well, let's have our superintendent words. >> Well, thank you. I I was going to add a couple, but thank you, Director Cleveland, adding in the celebrations that I was able to attend, too. And good evening, everyone. Uh, this is the time of year when things start to feel full in the very best way. Concerts, theater, end of year moments, senior celebrations at both Roseville Area High School and Fairview Alternative High School. They come quickly and one after another. Honestly, it's just fun to be there for it, right? To sit in the audience to clap, to watch our students step into who they're becoming and truly shine. An example of this was even honoring our students who participated in the fine arts at the state and or national level just this evening at the board meeting. Uh, and we just acknowledged that this is just simply the beginning. I'm so proud of our students and staff and so honored to continue to have the opportunity to cheer on their hard work and collaboration. >> Absolutely. >> Thank you. >> Yeah. Thank you. >> Wow. This my my heart is full >> today's work. Um so if there are there is there is no business before us I call to adjourn the meeting.