time. That's a good time actually. Are we going out after today? Yeah. Been a very productive day. That's good. Very significant day. That's good. Are we going to hear about some of that? No, I don't think so. Um, let's go through the day. Are we going out afterwards? I know we have other years, but nobody talked about it. So, I was assuming just just check in because I told my husband I'm not sure. In about a month in a month. That's right. Yeah, it's a nice time to do it. Oh, I have big news. I'm gonna be a grandma. Another a second baby. Yep. You have grandma? A second time? Yep. Second time I was at uh end of November. Yes. This is my daughter's carrying. Congratulations. Yeah. Um my second grandchild is doing this in the announcement. Thank you. I can finally go public. Great news. I think we should start. All right, Wayne. We're ready. Good evening everyone. I'd like to call the Rosal area school board meeting of Tuesday, June 24th to order. Clerk will take the role, please. Thank you. Director Shaw here. Director Gaggins here. Chair Anderson here. Treasurer Clark here. Director Basheski here and cler 2 is here. Great. Thank you. Uh agenda adjustments for this evening. There are no agenda adjustments. All right. Uh announcements, comments, recognitions. I do not. Right. Number four, summary of community input received for this evening's action items. I did not receive anything for this evening's official action items. Right. Okay, that moves us to the consent agenda. Um, we do have a couple of retirements, but I will entertain a motion to approve the consent agenda minus the retirements. A move. Okay, it's been moved. Is there a second? Second. Okay. All those in favor signify by saying I. I. I. All those opposed. Motion carries. We have a couple retirements. Oh, there you go. I found my pitch. I got my packet all mixed up here. Okay. So, um I'm moving for two retirements today. Uh, one is Nancy Mc Healthy. Uh, she was a media technology and testing assistant at Bream Hall Elementary School. She has been with the district for 16 years. So, we thank you for her service. And then we have Susan Wolf Given and um she is a special education teacher at Roseway Area High School and she has worked at the district for 31 years. So if the math is right that is 47 years of service to Roseway Area District and we are very very grateful for their retirement. All right, it's been moved. Is there a second? Second. All right, we move and it's been seconded with deep appreciation. Uh those have been named. Is there any further discussion? All those in favor signify by saying I. I. All those opposed. Motion carries. Gifts this evening will be handed by Treasurer Clark. Sure. Um our first gift um is for Central Park Elementary School by NPO Connect Blackb Metronic. A monetary gift for school needs. Second, we have another one for Central Park Elementary School. Land of Lakes Gives Black Ball, a monetary gift for school needs. Um, our next one is for Parkview Center School, Valerie Valdi via Land of Lakes, a monetary gift for school needs. Um, and finally, we have Roseville Area High School, the Roseville um, Girls Lacrosse Booster Club, a monetary gift for additional coaching staff. Um, as always, we'd like to thank the wonderful community for the continuous support of our schools and our programs. So, thank you very much. Thank you, you treasure. All right. Uh that moves us to reports and non-action items. Up first, ATPPS annual report. We've got AP Mike Schrader and Jake London Lindy. Good evening. Well, thanks for having us this evening and um I'm really just here to support Mike and gonna like pass it re like really on to Mike who's done a fantastic job of being um two roles of assistant associate principal at Roseville area high school as well as leading our ATPPS program. So excited to have him uh present for us tonight. And I' I'd just like to echo that appreciation as Michael B shifting his role solely back to that of associate principal which is a full-time role unto itself. And so thank you for your leadership in that transition. Very very impactful. Thank you. All right. I'm going to go ahead and get started here. Perfect. So I'll be presenting on uh the following um an overview of what ATPs is. uh feedback from our teachers uh the impact it had on our work had on our teachers with their professional growth and our student outcomes and our effectiveness at the team and site levels as well as improvements and recommendations for 2526. So ATPS is a voluntary program that allows our district and our union to work together to meet four components. the career and job, our career advancement options, which is our lead teachers, our job embedded professional development, which comes from our office of educational equity, our teacher development and evaluation or TDE, which we have a plan in place, and then our performance pay, which our teachers uh receive for meeting site goals, uh team goals or performing at standard. So we are required by the state the why we do this report we are required by the state uh statute uh that uh we present on implementation effectiveness and annual recommendations to the board and of course we do this for continuous improvement. So our focus this year was implementing professional learning comm uh communities which you'll hear often PLC's uh with fidelity um elementary and secondary both focused on PLC questions one and two. Question one is what do we uh what do we want all students to know and be able to do and number two is how will we know if they learn it and those were the two we focused on this year. How do we know? What we did this year is we uh once again did an end of year staff survey to get data. Um we got a we have a site program review which uh goes out to all of our building uh lead teams and as well as looking at our student outcomes. Uh the professional development of our uh lead teachers was led by our office of educational equity. When we finished our book study last year on coaching for equity, uh this important work uh although we finished it last year, this important work continued as we focused on beliefs, behaviors, and ways of being. In addition, um our prek to six lead teachers received focus PD on literacy. Um, our K8 teachers went deeper in learning about the FastBridge assessments and learning more about our reports available as well as reflecting on district and building level data. Uh, finally, our 7 through 12 teachers continue the work on grading for equity. So our teacher feedback um key improvements that we saw based on the survey uh 90% agreed or strongly agreed that in my CT we regular regularly use discussions or other assessment tools to score student assessments when applicable. That was a 6% increase. Um 88% agreed that they regularly analyze data from assessments and that was our largest increase. That was a 9% increase and 83% agreed that we regularly assess assess student work samples to improve instructional practices and that was also a 6% increase from 2023. Our teachers were also ser our teachers also surveyed our lead teachers and 84% agreed that their lead teacher helped build capacity within the team. 88% agreed that their lead teacher builds a relationship to understand needs and creates inclusive environment and 84% stated their lead teacher supports my PLC as a priority. Some of the themes as you can see uh what was most valuable about the work with their their lead teacher accessibility and responsiveness, data literacy and intervention planning, constructive feedback and coaching, encouragement, positivity and emotional support, as well as resource and strategy sharing. Now, our lead teachers also surveyed our principles or supervisors, and 96% agreed that their principal or supervisor has high expectations for teachers and teams uh to improve their practice in cultural responsiveness. 84% agreed that their principal uh or supervisor takes an active role in cultivating a safe environment and 83% agreed that their principal consistently provides support for team members. Mike, can I clarify as you're moving through these slides for feedback, you're surveying all licensed staff, all teachers, so they're reporting out on the different categories that you're Yep. Thank you. Some of the themes that we saw uh that was most valuable from their principal or survey was trust and autonomy, active listening and responsiveness, uh constru uh constructive and actionable feedback, clear communication and follow-through as well as equity focused leadership. The impact um teachers uh were asked about the impact of the PLC's on their professional growth. analyzing data to make decisions on instructional strategies, 97% reported a positive impact. Uh developing and monitoring smart goals and having a clear plan to achieve them, 90% reported a positive impact. And maintaining a collective uh responsibility for all students learning that is grounded in equity, 98%. Positive impact. And when you're looking at the impact of PLC's on our student outcomes, they did mirror what we got what we saw on our professional um growth which was 97% 90% and 98%. So for the effectiveness, 71% of our Roseville staff met their team goal for the 2425 year. uh this is down slightly from last year which was 75% and as you can see the previous years that we've had. What's your experience if I may in terms of the increase in rigor in the goal as reflected in the percentage of achieving the goal? I I I think I believe in my opinion we have done a lot of work Jake and I and as well as others on the side of uh working with our teachers to provide rigorous goals um especially at the elementary level um to make sure that they um they're attainable but also they are they are challenge them to to go further. Thank you. Um, for our site goals, four of our 12 sites met their goal in 2425, which is up one from last year. Roseville Area High School, Fair View Alternative High School, Parkview Center, and Early Childhood Special Education. Of our schools that didn't make it, EDW missed their goal by 2%. Falcon Heights missed their goal by 1.3%. And additionally, Rams missed their goal by 1.2%. 2%. All show growth toward towards making their goals and essentially we were 2.7 percentage points away from seven of our 12 schools meeting their goals. So while it shows up as we only improve by one um as you look deeper into the numbers, we are making progress and we're close to having a big jump in our in our numbers improvements and recommendations. Um based on the site program review and our our surveys, the themes that we saw were to strengthen our team norms, time for our lead teachers to analyze data and coach as well as support with goal writing and action plans. And finally, our recommendations uh to provide PD for lead teachers and principles that deepens learning from our coaching for equity book study and applies that learning to our new teacher development system. uh continued time for data and assessment literacy training as we roll out our new data system educ time for focusing on equitable grading practices uh implementation at the secondary level literally literacy focus uh at the elementary level ELA implementation with continued letters training and finally uh PLC questions one and two at the elementary and secondary levels. So at this time we could open it up for any questions. Thank you for the report. Uh would you explain more like when you talk about the team goals, could you give an example of what the team goal is? Um I could uh it would be a an example could be on a reading. Um they're looking for they could be looking for a growth goal. So, how what percentage of their students made high growth? Or or they could be looking at a risk goal where they're looking at what percentage of students um move from one risk level to another. And so, we we look typically making a 10% uh gain in that area. And we found that it's been a um it's a good challenge for them. And it's it's something that we've been using the last couple years. And we do the same that same percentage for our site goals as well. Follow one question. So, so when they are not meeting the goals, however to close it, what they what what are the discussions to talk about like what next and how to improve? Just want to think more about that. Yep. I I think those discussions come in in their reflections as they each of each of our teachers will do a self-reflection as part of the their work. And I think this also goes into uh then we're looking at um when we move into next year, what what areas of focus and how we can continue improve and what work can be done with our school improvement plans to to help the building wide to to do do better. Kitty. Um, how are the school improvement plan goals aligned with the go these individual uh goals for the team and site? Yeah. So, um, the the site goals that were used were all literacy goals um at the elementary level. Um, and most I would believe all of our classroom teacher goals were also lined up as literacy goals. So majority at the the elementary level uh is that that literacy focus. Um when you're looking more at the secondary level, it is looking at uh targeted groups of of students trying to to show improvement. Okay. Question. I assume the surveys were anonymous. Correct. Yeah. So, uh, the ones about the late teachers, principal supervisors, the collaborative teams. So, those that weren't really high all seem to be within like three points of 85%. That's pretty good, I think. Yeah. But at the same time, it it's it's consistent for some of those. And you can't know. I mean, it could be a totally different group of 15% each time, but it could also be like there's like this cohort of 15% just that don't like it or aren't benefiting or don't see it. What's your sense of that? And and if that could be true, does that suggest any any action, any intervention, any questions, any further digging as to why that 15% might be consistently unhappy about it or I'm just curious. Yeah. Um, we we will look at themes. This data goes to our principles. Um, it goes to it goes to Jake. It it went to uh associate principal or associate superintendent Sonic. Um, and it will go to uh associate uh superintendent Dylan Smith. Um, it goes to to our individuals and and they can reflect and look at that that data. Um, it has been consistent. It is it is fairly consistent over the past three years since I've been in the position of where it falls for lead teachers and where it falls for principles even as you look at each individual question. So um there there doesn't show much change but um you know as principles we continue to try to do better to serve uh our staff. Yeah. And I'm not suggesting at all that you should flex any major parts of the program to try and gain, you know, at 15% to it's just it's just interesting that it's always that way, you know. 50% I guess just don't like anything, you know. You know, so maybe then to wrap up on it, you who are so close to this, what's your sense of this? It seems to me this is a very positive result. Oh, absolutely. I I I I I believe there's a there's um the the themes that we saw throughout our survey, even if they disagreed on one thing or next, there was such there was such positivity in the reflection on the work that's being done with our lead teachers, the work that's being done with our principles that overall there is a positive momentum with our with our TDE. Great. Well, thank you. That's good. I think they're incredibly positive results, which is very exciting. But what I was wondering is do we understand the barriers for that 15%. I mean are there are there um do we have any feel for how to make that mo movement to help the others gain that same value? I mean do we know what's preventing that 15% from being able to um achieve the kinds of things uh we're envisioning? Mhm. And and I I would say uh when I look at the each of the individual questions like what what could be a a a sore spot for one person is is a is a real positive for the next and and it there is such very there's the reception to receiving coaching as well. Yes. Yes. Um it fluctuates. So, um, I think we take in the feedback and we try to do better to to serve our our staff. Thank you. Yeah, I really appreciate the report and the work. Thank you. And all the thought uh and the background work that goes into it. And I know the board is very interested as well as our community that student achievement results follow these indicators as well. And I appreciate the recommendations and dedication to the data literacy and the letters training focus on literacy overall in this district. So, thank you. Thank you. Thanks, Mike. Well, Jake, you're staying. I am. Okay, we're moving on to our graduation and postsecary report. Thank you, Mike. Bonding. Thanks, Mike, for right back with water and a pen. All right. Well, thank you. As you said, this is our graduation and postsecondary report. Um, and these are updates from this year. And we provide this report on a uh yearly basis provides data on our graduation. And remember that these are our graduate uh graduate graduates from the 2024 school year. So it's not the ones that just graduated. We celebrated them and um at the end of 2025. Um and then also the post-secary report is usually a couple years um late as well because they're tracking where students are going after graduation. So that takes a little bit of time to to gather that data up. So just be aware that that they're a few years back and you'll see those years um as dated in the report. Um a reminder that we always do, we have our district strategic um goals and our strategic plan that align to this report and I'll walk you through um some of those specifics in the upcoming slides here. So our first goal is that our graduates are prepared to achieve their goals and aspirations. that absolutely connects to this report. Um and ensuring that students are college and career ready. So very obvious on this one. Um goal two is that our learners contribute to an equitable caring society and we just believe that through their time in our schools we hope that we're preparing our learners um to be racially and socially responsive. And our next goal three is that we are a culturally responsive, inclusive, and anti-racist district. So in our schools, we believe in building a culture of belonging where all feel welcome, included, and safe. We know that these conditions provide those um with that we with those that we provide conditions for learning and success which lead to graduation and beyond. And our other goal here is the community is united behind meeting students needs. Um and we know that we need to partner with families and our community um to make sure that each of our students reach graduation and are successful in their years even beyond um high school graduation. So we'll start with our graduation um results from 2024. Again, just a reminder that this is a year behind. So, typically graduation data is reported in a four-year cohort format. However, we do have a number of students who continue beyond those four years. Um, but they're not included, um, as a graduate in that four-year cohort data. So, um, just know that when we talk about some of these things, we have students that continue beyond those four years. Um the standard that the Minnesota Department of Education uses is the 4year cohort rate. Um which is why this report focuses mainly on that four-year rate. Um however, when we look at um our district data, we especially look at data for Fairview Alternative High School in the seven-year rate and we look at actually the five, six, and seven years um where students can continue um beyond those four years to complete their high school. um by the time we reach that seven years, it doesn't include very many students, but it's still an option for them um to complete their high school um diploma. And we know that it's so important for students to finish that high school diploma and leads to many opportunities and possibilities for their future. So again, the district data in this report includes all of our schools that provide diplomas. So that's Roseville area high school, Fairview Alternative High School, and the adult basic education program. Um, and so that's for this first part of our report, and we'll go into RAZ and FOS as well. So for our first slide, um this is our data, Roseville area schools data comparing um to the state of Minnesota percentages. Um, Roseville is in the light blue and Minnesota is um in the darker blue. It's important to note that students graduating in 2024 were still significantly impacted by the CO 19 pandemic um which disrupted much of their freshman year. Um the all students group is you can see that they are even with the state and decreased about five percentage points from last year. So Roseville's percentage is 84.5 compared to 84.2 for Minnesota statewide. So the result, the statewide result is about a 1 percentage point increase from the previous year. Um, you can see that most of our student groups outperform the state graduation percentages, um, including Asian, uh, black, white, multi-racial, and multilingual students and also students who qualify for educational benefits. So, this slide shows our student groups based on a four-year trend. Um, our data from 2024 shows that our Asian students were the only student group that increased from the previous year. We do see that the number of students who did not graduate but continued um in high school more than doubled from the 2023 results which was at in 2023 it was um 3% that continued beyond the four years to this year um in 2024 it was 7%. So this next slide represents the numbers for our student um groups that were reported on that previous slide to provide some context for the percentages. And you can note that these um numbers represent the number of students who graduated in four years and that the over overall number of graduates was up from the previous year. This data compares our Roseville area schools to the statewide graduation data and also to eight comparable school districts. So you can see in 2024, Roseville area schools remained among the highest graduation rates of our comparable schools. And our graduation rates um were mixed this year with three districts um showing an increase, five decreasing and one remaining about even. So this slide moves us from the district data to our Roseville area high school data. So, RAS continues to show high four-year graduation rates and increased slightly from 2023. Our Asian, multi-racial, and multilingual students showed graduation percentage point increases from the previous year. And students with an IEP and our students who qualify for educational benefits also increased in their graduation percentages. Um, in relation to nine other comparable high schools, um, RAZ ranks second. Wow. Was first. So, this slide shows the student counts for graduation at Raz. And as you can see, we also increased the total number of students graduating um from previous years. And this slide also helps to see the context behind those graduation percentages, especially from um some of our groups that have smaller numbers, which can really change the percentage year-over-year. So, this slide shows the graduation rates for students at Fairview Alternative High School or FAS. For FA, the standard graduation rate that we use to evaluate ourselves is the seven-year rate. The nature of FAS is to get every student to graduation as quickly as possible. However, students come to FA with significant credits to make up and the seven-year rate provides us with a more accurate timeline for graduation. Fairview Alternative High School's um 7-year graduation rate increased from um 69.4 um in 2023 to 74.4 in 2024. Um the seven-year graduation rate continues to increase from 2014 when we started tracking that seven-year graduation data. Um and the other student group that has enough reportable data is our students who qualify for educational benefits and their trend really mirrors the all students group as well. Looking at other comparable alternative high schools, FAS ranks um second out of nine um comparable schools when looking at that seven-year graduation rate. And this is looking at the picture, the overall picture of graduation at FA over time. So you can see um the four-year rate, fiveyear, six, and sevenyear rates. Um, and again, you can see why it's important for us to focus on that seven-year rate as it is oftentimes, you know, four years is not quite enough for some of our FA graduates. Um, you can also see that if you look back at the four-year rate um, from last year compared to this year, you'll see a very high rate in 2023 compared to 2024. And you're probably wondering why that overall graduation rate decreased for the districtwide. And that's really because there was such a difference in our graduation rate at FOS this year. Um and again um just saying that this is um typically we would see a higher graduation rate for seven years and that's the expectation. We don't necessarily expect our our FA students to graduate in four years but we we'd like them to like that's the goal, right? Um, so that's another part of why you see a different graduation rate and why it it leveled off um this year compared to last year. So just a brief summary of all of that data that we um just walked you through. So as a at the district level, our districtwide graduation percentage was about even with the state. We had about a 5 percentage point decrease. We saw that most of our student groups performed above their statewide group and our district is among the top of our comparables. Um students do who did not graduate continued in school to complete credits and that more than doubled um over that past year. Looking at Roseville Area High School, oops, sorry. Um we did see a slight increase from 2023. We rank about second or we do rank second for our comparable um comparable schools and most of our student groups improved as well. Our Asian and multilingual students had the largest increases. Um at Fairview Alternative High School, we saw that seven-year rate increase from the previous year. Um and we have seen that increase from when we were first tracking that from 56% to 74%. Um and then again they were second among the comparable alternative high schools as well. So we'll keep on moving and go into our um report for our career readiness measures. And the measures that we look at for this is our post-secary school enrollment, our developmental course enrollment and then graduates who are entering the workforce. So this first slide is our um enrollment of um students in post-secary school and it's provided by the Minnesota statewide longitudinal educational data system or sleds. Um it's a partnership of the Minnesota Office of Higher Education, the Minnesota Department of Education, and the Employment and Economic Development Department. And it shows that students who entered postsecary in the fall after high school graduation and this is starting in um the fall of 2020 or sorry 2022 and you can see we have a slight decrease in student enrollment from that previous year that 2022 to 2023. Although we saw an overall decrease in our post-secary enrollment, a positive increase we noticed is that our Hispanic student group increased from 32% to 54%. Um, which had been declining since the pandemic. Another growing gap that I did notice in post-secary enrollment is between male and female students. Um, students who identify as male have been steadily declining since the pandemic and have not increased. Um, in 2023, students identifying as male had 58% enrollment while um, students identifying as female were at 74%. Um, female students did not see such a wide decrease after the pandemic as well. Just something I'm noticing as a trend in our data. Um again this slide provides the numbers behind those percentages from the previous slide. Again helpful to see to see how smaller numbers can have that larger impact on those percentage point changes. And this is looking at the um enrollment for comparable districts over the past five years. And I did include um school year 2019 in the data. So you can see that pattern from 2019. Um and that shows a uh trend of declines for all of our comparable districts since that pandemic year. Um the range of decrease from 2019 is anywhere between three and 13 percentage points. um which is um slightly improved from the 2020 2022 school year. We saw that most comparable districts saw decreases um over this past year. Well, from 22 to 23 and Roseville area schools has seemed to stabilize since the pandemic, but has not seen um the enrollment increase um to prepandemic levels. And in 2023, we were 11 percentage points lower than in 2019. So the data on this slide is also provided by sleds and it's looking at the percentage of students who enrolled in college who needed to take a developmental course or they're formerly called remedial courses um during the first two years at the college level before taking a credit bearing um course in that subject area. So counterintuitively, we hope to see these numbers decline um and that we want to see that trend that shows that our students are are more prepared for college um and prepared for college courses that are credit bearing. Um so overall we had a 3 percentage point decrease from 2022 to 2023. Um, and we also had some significant decreases for our Hispanic and multilingual students and students with an IEP with all of those groups um, decreasing by double digits from the previous year. [Music] So, this slide shows our comparable districts um, for students taking developmental courses in their first two years. Um, we see that other districts have also seen large decreases over the past three years. U, Roseville is now one of the lowest percentages of students needing to take developmental courses. So, we're going to move on to students entering the workforce after graduation. Again, this um data set is provided by SLEDs and shows the fields that our students went into after high school. It represents about 20% of our high school graduates that went into the workforce after graduation. And there was only three areas that our students went into after the 2023 school year. The education and health care um and social assistance area, leisure and hospitality, and the trade, transportation, and utilities area. We continue to see an increasing number of students in the education, healthcare, and social assistance and the leisure and hospitality fields after high school. Again, these are fairly small numbers. And so that's why you see some different changes within there. But even in some of those, you can see um the decreases in the numbers um and the increases in some of them, especially in the trade, transportation, and utilities. you see some of those decreases um over the last three years, but the um consistent leisure and hospitality has been going forward as well as the education and healthcare and social assistance. So, this um data shows comparable schools that have the percentage of students entering the workforce comparing Roseville to other districts and to our statewide um percentages. So, Roseville, like most districts, um saw our number of students entering the workforce increase after the pandemic, and we saw a pattern of that inc of that decreasing in 2023. And this slide shows the percentage of black, indigenous, and students of color or bipok students compared to white students in what students do after graduation. The top line shows comparison by percentages of students entering the workforce and the bottom line shows a comparison of students in post-secary school. We continue to see a disparity between our bipok and white students that attend post-secary after high school um at about 14 percentage points and this has gone up and down over the years but has widened over the past two. However, the difference between students entering the workforce um decreased to a four uh percentage point difference. So this is just a highle summary of what we just went through. So our post-secary school enrollment um for districtwide our enrollment decreased slightly. Our Hispanic student enrollment was up about 69%. Our we have a that growing gap between male and female identifying students in enrollment. Um and most of our comparables also showed a decrease. Um overall our developmental courses um had a decrease of three percentage points. Um statewide there was a 1 percentage point decrease and we did see significant decreases for our Hispanic and multilingual students and also students that have an IEP. Continuing on with our students that are graduates that are entering the workforce. Again, we saw about 20% of our students entered the workforce in 2023. Um that increased during COVID um and then the years after, but now it's showing some decreases. And again, those fields that our students are entering, the trades, transportation and utilities, leisure and hospitality, education, healthcare, and social assistance. and our last slide. So any questions and discussion from the board? So thank you for that. Um the question I had was when we say comparable just remind us what compare in terms of what? Yes. Great. So yes um one of the first factors that we look at is just overall size of the district. So the number of students that are enrolled in the district. So, it's mostly medium-siz districts about the same as us. Then we're also looking at the number of students who qualify for educational benefits or free and reduced price lunch or meals. Um, and then we're also looking at the number of students um who are matching our racial demographics as well. And the last part would be um multilingual learner students um seeing if those are are closely aligned with other districts as well. So we take all those factors and we look at the the 8 to 9 to 10 um schools that are closest aligned to that. So really good question. Yeah. Thank you. Thank you for that. Should I keep asking? This is a huge amount of um information. I mean I really appre just just putting it together. Yeah. Uh it's a gargantuan task. Um I remember uh earlier in my board journey um talking about the enrollment in remedial courses I guess developmental courses we call them. Uh it looks like that has improved enormously. Yeah. Over the course of the last 10 years. Um has there been any sort of targeted work to get that to to happen? I mean, yeah. Yeah. Right. I I I I know what you're saying. Like, I think that there's two things happening actually. And and I think it's I think that colleges are decreasing the amount of their courses that they're forcing students to take as remedial or developmental courses, but I also think it's it's continued preparation of our schools as well. Um and so really trying to get those um those career or those college readiness aspects into um our curriculum and really looking at like what are we providing our students for for preparation for the ACT? Yeah. And and and we had too didn't we have a a course a math course that was um that that was cross-listed with the St. Paul College so that so that Yes. We have like a pre-ol algebra. course and also a college algebra course that are both connected to um St. Paul College as well too. So if students take that course, they can automatically take a math course that's um that would be a college a credit credit. Yep. So that is a another great factor that we've been doing as well. So yeah. Uh is there anything being done to look at GR? I'm I'm sure there is. Can you tell me what is being done to improve the uh the overall graduation rate? Yeah. Fouryear. Yeah. I mean, I think it's it's it's really a multi-factor situation. Like in terms of um in terms of when students start at Rosalier High School, they're really um are they have the behavior assist uh behavior academic and um grades um teams that track how students are doing and really looking at whether Is their attendance uh an impact? Is their are their grades having an impact? Is their behavior having an impact? And really trying to find those students that are not meeting those thresholds that they should be meeting in terms of getting their credits. And so that's kind of the way that we're starting to look at our our students in that nth grade year and really saying like how are they or not meeting these thresholds and how can we provide more support for them. Um, one of the ways that we're we're doing that is is providing actual um for students who may not have gotten a credit in a course, whether they have a no mark or a fail in that courses, getting them credit recovery courses right at Roseville Area High School. Um, while also providing that outside of the the um high school time as well, so it's a little bit flexible for those students and trying to get to them earlier. Mhm. Um and and then also continuing to offer um for students who are significantly behind after their really after their sophomore year is looking at how do we provide that support and um help through our credit recovery and FAS. Yeah. Um so I think there's really good tracking. I think also our AVID program in focus continues to be like one of those things that you're getting on to that that first tier that you know all students receive. um and getting really good instruction. Um and so I think that program has continued to show benefits for for that as well too. So yeah, great. Thank you. I'll add to that. I this is very encouraging about de developmental uh courses because I think there's been also a lot of reporting and research done on the financial burden of of our of our students, right? Because I I remember at Metro State students are coming in not understanding how they are maxed out on their financial aid because they were taking way too many courses that didn't count. Yeah. And so, you know, it's kind of like I think there's a lot research on that and so it's very encouraging to see I mean over the years like there is improvement. So this it's really great. So thank and I think that's important to colleges too, right? They want their students to be able to graduate and show those statistics as well too. So they provide that. support in different ways. So that's that's encouraging for us and K12. Absolutely. Yeah. PreK12. I know the practical part of finance is always been a part that a lot of students didn't used to know, right? And so they are taking courses over and over again not realizing, oh yeah, they can't, you know, they can't take anymore. Yeah. So so thank you for that. I I'll come back. Maybe you can ask first. I have a couple more. What's next? Um, maybe you know this, maybe you don't. What What's the You get the four-year rate, you get the seven-year rate from Raz. What's the ever rate? Like, if a kid doesn't graduate in four years out of RAZ, we don't just say, "Go home. Too bad, so sad, your life's over, right? It may take an extra year or two." Faz, we track it at the seventh year, but they may take eight or nine or whatever. How How many kids I use a very harsh word, how many kids do we fail? how many kids like because it could be Oh, sure. Yeah. Could be four year rate is this percent and seven year rate is this percent but wow our ever rate is like 99%. I'm just curious if you track that. Um I do have that. Um and I you don't have it immediately. Don't have it right off the top of my head, but I can pull it while we're talking. I'd appreciate maybe at the board because that's an important question to me because I think the fact that we believe so much in something like the concept of for every alternative high school they chances yes the state uses it. Yes, we're mandated. Yes, our culture says what's your four-year graduation rate? But I'd like to also know well some kids maybe they just take some time or maybe we've gotten some kids from other districts who've had a tough a tough time and it takes a little longer. metriculation to the Roseville Area Learning Center as well. Exactly. Yeah. Yeah. And so what like maybe this would help to answer your question. Um in 2024 we had are like I talked about the 7% that continued. We had two and a half% so 2.5% that dropped out completely. And then we have about 6% that we just don't know. So they might have moved out of state. They might have been an international student or somehow we're just not able to find where their last code. One could one could presume that that 6% follows the same curve as all the rest and that you get my point. Yeah. So, right. So, two so they could continue in another state and be, you know, included in in some other graduation dates. That's that's comforting to me because it basically says, "Yeah, there's some we don't know, but of those we do know, really only two and a half% are ones that have not been able Yeah. in the way that we're we're Okay. Thank you. Um, it's a similar question, but of the 8.7% that don't graduate from RAZ, how many of them end up over in the alternative high school and get helped versus how many of them just leave our system? That's a really good question. I don't have that off of hand, but I can find out because if they I mean there's no alternative to graduate from RAZ in greater than four years, correct? you have to go to the alternative high school. You actually can. You actually can. Yes. Um and a lot of students choose not to because I mean the stigma of being a five-year um student or beyond um sometimes isn't what students want acceleration of the ability to earn credit more quickly. But we do have sometimes what we call super seniors that continue on and some that continue um in the summer and then beyond summer as well too. So after their four years, they're summer right after. Does that make sense? Oh, so if they would graduate at the end of the summer, they're not counted in the four years, but yet they're they're done with high school by Right. Correct. Okay. I just have an idea. This just popped me in my head. There are organizations out there that work with what I mean I I know that because I work with youth prize on opportunity youth. So those are the youth who are almost like adult but they never quite finish high school. So that would be the 2.5%. Do we know do we actually know who they are? Because you know it would be amazing to connect with programs outside of a school district to say we have other what they call wraparound ways to make sure that there is we talk about on-ramp and offramp because some of them go somewhere they come back some of them don't and so knowing that there are other safety nets around might be a very interesting way to like let even let the student know right yes for whatever circumstance you have to drop out and they are services out there and other organization that kind of like we we'll wait for you. We'll wait for you to come back for whatever reason. No judgment because we're just talking about that second chance, third chance, fourth chances for some of these young people. Yeah. So, a um we do know we do have the names of students that are in that two and a half%. Um and it it's it's hard to connect with those students as well. Um and um you know there is a reason why they dropped out, right? And and so yes, we would love to work with other organizations that could help and support students to get them to that diploma because it's such a significant factor in your your life sustaining, you know, employability and housing and just so many different factors within within your lifespan. And sometime it might be that they needed you know to be outside of a institution. Right. Right. To be connected other ways other adults. Um so it's a it's an area that is is actually amazing work is going on about what we call opportunity that they are just waiting right they're waiting to have their wings kind of um how do you say that? I don't think I say that correctly. I'm not good with you. But yeah, I I just thought I just thought about that. So if if there are times that we can connect, I would love to at least say there is a network of of other organizations that support um this this this youth group. Yeah. And I think our high school counselors would be very interested in in working with you on that. Um uh to the director Shaw's point, thank you for this report. It's it's a lot of information being put together. Uh perhaps just a reminder um to the community um you there are some it was a small number but there were some student groups that weren't represented at all. Oh just just maybe a reminder it doesn't mean they didn't graduate or didn't enroll but just what's that threshold again? Yeah, thank you for bringing that up. So I can only publicly report um groups of students that are 10 or higher um for graduation. And so some of our student groups like our American Indian student um groups this year had less than that. So, I can't publicly report that, but we still have that data that we can use internally. Um, whenever there is public reportable data, I'd make sure to put that in there. Um, so it's not uh ignoring any student group. It's make it's just making sure I'm following with the public um data privacy law. Yeah, thank you for And just to clarify that, I would guess that the reason that the law won't let us report on groups of less than 10 is because with that small of a group, the the the the deidentification could fall apart and people could discover who the specific students are. So, it's a way to protect student privacy. Exactly. Which is why it's it's the law. Okay. Thank you. Yeah. Yeah. Thanks. Thank you, Jake. Thank you, Jake. Thank you all. Thank you. All right, we're moving on to 6C, summary of superintendent performance evaluation. That will be handled by Mayor Anderson. Roseville Area School Board of ISD 623 formally reviewed and evaluated the performance of Superintendent Lake on Tuesday, June 10th in a closed session. Superintendent Lake was in attendance. Here is a summary of our discussion. Uh, Superintendent Lakes's uh, strengths. Number one, valuebased leadership. Superintendent Lake effectively models authentic, courageous, and agile leadership as she guides the school district. Number two, excellent managerial style. Superintendent Lake respects, empowers, and cultivates talent. She personally models desired behavior. Number three, collaborative leadership aligned to a common vision. Superintendent Lake effectively partners with all stakeholders. Number four, strong fiscal leadership. Under Superintendent Lake, LTFM, um that's long-term, you know, financial uh management projects uh continue to stay on track and with and within the budget. The school district also maintains a healthy fund balance under her leadership. Number five, authentic and productive relationship with the board. Superintendent Lake excels at transparent, genuine, and proactive communication with the school board. And number six, lifelong learner dedicated to continuous growth. Uh, Superintendent Lakes opportunities for growth. Uh, number one, be more intentional to use our equity engine to focus on student academic achievement and success. Number two, prioritize initiatives to continue to build the long-term fiscal health of the school district. And number three, continue to strengthen her public-f facing voice and leadership outside of the school district. Superintendent Lake has a strong and impactful voice, and we just want to see more of it. The Roseville area school board is very pleased with Superintendent Lakes's performance this past school year, and we look forward to her continued leadership next year. Thank you. [Applause] All right, we are now moving on to action items. A 7A policy 564, the second reading, non-resident student attendance. Director Sherry Thompson. Good evening and thank you. So, um we're here this evening on the second reading of the non-resident student attendance uh policy. Uh we this came to you initially uh for the first reading in April. Uh we have made a couple of small edits uh there trying to clean up the language but also be succinct and um uh in in the policy language. This really relates to our prek students, uh, whether they're residents or non-residents, if they've received ECSC services, the early childhood special ed, uh, that they they do have um the the rights uh to um to enroll. So, it's it's outlined there in 1.2.3. Uh so a a student of uh or parents and guardians of a preschool-aged child with a disability who is not yet in kindergarten and not o open enrolled may choose a school in the Roseville area school districts. And there are some reporting requirements or requirements that are um need to be met or um some expectations there. And it's true, Sher, that we kept the language parents and guardians even though we've really changed over to families because that's the language in statute. That is the language in statute. Thank you for asking. Thank you for the much cleaner and more understandable wording. All right, this wasn't an easy one. Thank you for your work, Michelle. Michelle helped a lot. All right. Um, uh, entertain a motion to approve the second reing reading of policy 54. I move that we accept the proposed edits to this policy as presented. It's been moved. Is there a second? Second. Okay. Moved and seconded. Any further discussion? Right. If not, all those in favor signify by saying I. I. I. All those opposed. Motion carries. All right. Director Sher Thompson will be staying up there. 7B. Preliminary budget for 2025 2026. Yes. Thank you. So, we had the preliminary um general fund budget hearing. We uh held that on May 27th. Uh we are just moving forward as far as u the budget for all funds. Uh the board is required to adopt a preliminary budget prior to July 1st. So that's what we are bringing forward to you tonight. There is an extensive budget document in your packet. This is also um uh out on our website for anyone would like who would like to view that. Um just a couple of things I I want to point out as far as um I won't go through the budget document but u on the cover sheet you'll see kind of the our summary or our highlight uh as far as our budget our proposal our projection for the next year. We are looking and um our general fund, our unassigned fund balance, we're looking at deficit spending there of about $1.9 million. Um uh as far as revenues versus expenses, uh I should also state that we made um adjustment or we made uh assumptions. We did our parameters uh back in January. We did um we did project the 2.74% increase in the general fund formula which actually did move forward. There are a few small things uh that came through in the special session which was what just like a week and a half ago that are not incorporated in this budget. Uh probably the biggest one is um uh there is a hold harmless in our compensatory revenue and I believe that adjustment will be we'll see probably an additional $300,000 there. Our uh compensatory did go down based on the preliminary estimate uh because of changes um in in the law. Um so we will pick those up when we do our revised budget. Again, it's not substantial. Uh we're still um need to do a little factf finding in that area. Uh a little bit more information because of changes to special education transportation. Um but again, they're not extraordinary changes. So, we will uh pick those up when we do our revised budget uh later this year. Something else that I want to point out under the especially under the general fund if you look at um our restricted I know it's kind of small to see it on the f uh on the cover page it is the last page of the budget document also so it's a little bit larger there for those of us that could use that assistance um speaking for myself if you if you look at um our operating capital uh one thing that I want to point out is we're estimating meeting that our year-end fund balance this year, June 30th, is about $54,424. That typically for years was anywhere between a that budget balance was anywhere between a half a million to a million dollars. One of the things that has really um been um somewhat of a drain on that is our increased cost for technology. Um and then also some of the increased curriculum costs who which are also technology related. Uh so we have and we transferred some funds from the unassigned general fund last year to even get to we uh transferred I think just under a million dollars to even get to this $54,000. So that wasn't in a deficit. But one of those are one of the things as we look at our resources and we talk about securing our resources and managing our resources that has been an area for us um that we've had to pick up more in the unassigned uh fund balance. Um and we've seen that that balance draw down and you will see that also if you when you look if you take a closer look at the operating capital uh in the general fund. Um so that is one thing that the last couple of years has been a challenge and especially as uh we lost our um federal funding, our COVID funding. We knew that was coming. Uh but again with the increased technology that we rely on in our district, we see those expenses go up. So, um overall, um again, you have the the budget before you and we are recommending um that the board approved the 2526 prelim preliminary budget. Thank you, Sher. I like the fact that you put in the percentage. I mean, that unassigned fund balance, we know, as you mentioned, there'll be a little So, we're still above our target. Yeah, that's um where this district has been before and the overall board goal of at least 3% but thanks for putting in the the percentage doing some of the math but I appreciate that. I appreciate that. All right. Um uh I will entertain a motion uh to approve the preliminary budget 2025 2026. Recommend that we approve the budget presented. Okay, this been moved. Is there a second? Second. Okay, it's been moved and um moved and seconded. Um further discussion on the motion preliminary budget. Just so appreciate all the work that you put in. Thank you. Of the packet and this very comprehensive. It's a team effort. We have great team. Great. Thank you. Thank you, Sher. All right. All right. It's been moved and seconded. All those in favor signify by saying I. I. I. All those opposed. Motion carries. All right, moving on to 7C uh the capital projects levy authorization. Um yes, so again related to our strategic plan and um our goal five uh under strategic plan to ensure that the district is financially secure. Uh that so included in that is not only securing the resources but managing those resources. So we have spent um the last um several months and I I mentioned our operating capital and our challenges there um looking at um a as we move forward how do we secure the resources that we need um and and also are uh financially responsible and do what's best in in the interest of our students. uh as I mentioned technology plays a crucial role and we have seen uh uh those costs increase. Uh it is a key aspect of our operations whether it is uh our infrastructure cyber security uh we see challenges with uh physical security as well but again all technology related. Uh we have looked at we have put um together uh our costing estimates. We have worked with both the um board finance advisory uh committee and then we have also worked with our district finance advisory committee. The fi finance advisory committee recommended as we're move to in order to move forward. um they uh recommended uh that we uh are in pursuit of a capital projects levy for technology so that we have that dedicated funding uh resource moving forward. So um we have the recommendation we have the resolution before you uh it calls for this is a tax rate that's just based on our district's net tax capacity. So as that tax capacity increases the revenue that generates can go up. If the net tax capacity goes down that uh revenue can also go down. Um so we have a ballot language. We have a resolution here authorizing the special election and the ballot language is also included in this uh pure and this would be for the ballot of on November 4th. And just know so this we would uh should this move forward and it be passed or accepted by our voters uh the money would flow to us in the 2627 year. That would be the first year and it would be about $6 million a year over a 10-year period. But again it would be that um dedicated uh capital projects levy for technology. And our legal council actually um has reviewed this and prepared both the ballot language and the resolution obviously feedback initial feedback from the board. Um maybe and I know there is bold language resolution maybe have the clerk just read that that part possibly or do we want to just make it as a motion and we can have a final discussion. We will not be reading the whole resolution. just mean what's bolded just just uh uh on page this back the cover sheet yeah resolution relating to just so that's that's formally introduced that way so let moving this resolution yeah yeah yeah not reading the entire resolution and just a reminder we work on this quite a bit leading up to this there was so much discussion and so thank you for kind of like taking all that discussion and coming up with, you know, what the amount is, what it's going to say on the ballot, and making sure that our special com general counsel has looked at it. So, thank you for the work. I just wanted to add that I really appreciated the systemic approach to this, the fact that we went through our five-year financial plan, determined the need. I mean, then, I mean, it's been very systemic. We've been working on this now for more than six months and I I find have found it a very uh thoughtful and methodical process to get here. Thank you. Thank you. And thanks for especially the board finance committee has been very involved. And also definitely appreciate the data that we had from the last meeting. It kind of solidified some of the concerns that uh that has come up from our our advisory council, our financial advisory committee to say well what what what is the will of our community? Would they support this? And so it it feels good that we are at this point to say let's make the decision uh because we have all the data as best we can to the decision. So So do you want me to go ahead and hold Yeah. Okay. Back page. So, I'm going to read the B part and um ask for the motion. Resolution relating to the approving of capital project levy authorization to fund technology of the school district and calling an election thereon. Thank you. So, it's been moved. Is there a second to the resolution? Second. Okay. Uh the resolution has been moved and seconded. Any any further discussion? Um, all right. All right. Seeing none, um, all those in favor or go ahead. Yep. I I believe that this is a roll call the form. It has to be a a roll call vote. All right. So, the reminder. So, um, either nay or yay or nay. So, thank you. Um, director Shaw. I I director Gaggins I chairman and anderson I treasurer Clark I director Busheski yay and cluckchu yay all right motion passes resolution passes thank you thank you again for the reminder I I just like to thank Sher Tina your team for all the preparation and detailed work and approach uh and process as was said. So, thank you for that. And just to assure our community, we will be thorough in our response to ensure that the community is well informed heading into that vote in November. And I really appreciate the confidence of the board. Thank you. Thank you very much for sharing. All right, moving on to 7D. Um, a resolution establishing dates for filing affidavits of candidacy. Um just kind of a brief uh context, some background. Ramsey County, as most of us know, uh conducts the elections for the school district. Um the county is the one that establishes the filing dates or the elections, but we as a board do have to pass a resolution establishing those dates for the filing the affidavit of candidacy. So, um uh clerk Chu, I think, is up again. Yes. You know, and this time we will read, um let's read the the entire resolution. Thank you. Resolution establishing dates for filing epidemics of candidacy. Be it resolved by the school board of independent school district number 623, Roseville area schools as follows. Notice is hereby given that a filing period will be held for candidates seeking election to the board of Roseville area schools at the general election to be conducted on Tuesday, November 4th, 2025. The filing period will open on Tuesday, July 29, 2025 at 800 a.m. and will close on Tuesday, August 12th, 2025 at 5:00 p.m. Polling places will be the same as those established by the county and municipalities. Evidentics of candidacy for the following officers must be filed filed at the Ramsey County Elections Office. School board member three at large seats. A filing fee in the amount of $2 or a petition in place of the filing fee must be file filed with the affidavit of candidacy. Petitions in place of the filing fee must contain at least 500 signatures. Petitions may only be signed by persons eligible to vote for the candidate named on the petition. So the motion for the adoption of the foregoing resolution is what we are moving forward. Okay. Um, thank you for reading initial resolution. That's been moved that initial resolution. Here's our second to that resolution. I'll second that. Okay, it's been moved and seconded. All right. And roll call. Oh, did you? Thank you. Okay. Director Bisheski. Hi. Um, Chair Sher Clark. I, Chair Anderson, I. Director Gaggins, I. Director Shaw I and Cler Chu I. Okay, resolution passes. Thank you clerk Sher. Thank you very much. Thank you to everybody for I'll just again apologize some of these resolutions get a little clunky with the procedures but we get through them. I think it's everybody's patience. All right, we are moving on to board reports for the evening. I think we will start with uh how about director Shaw board reports. Okay, that'll be quick. Um school's out for summer. Um I went to the Junth uh celebration Harambe um and learned a lot about Junth and learned a lot about Harambe at the same time. What a wonderful dynamic school that is. And then I went out and watched some of the um some of the competition that they had inter inter mural comp competition. So others others were there but that's that's all I have. Yeah, that was Thank you. I've been to this celebration. This is my third year. I think the third since they it's been offered for three years and it's been exciting to see the evolution of it. And this year it was totally student driven and it was so impressive. I mean the students organize it. Every student spoke, you had kindergarteners speak, had Amanda Gorman poems read by first grader. I mean it was just like oh my goodness. It was just really exciting and impressive. Um and I greatly appreciated that. also had a chance to attend this afternoon Harambe um brainstorming session on thinking about environmental partners as we're refocusing and re uh freshing the school. Um it's very exciting uh the thoughts um that are coming forward. Uh there's been some great community input. I know we'll be seeing some summaries of that, but uh the environmental focus in re-energizing that has been of high interest to parents and I think we're making some great progress there. um attended the AMSD uh legal update that was on Monday for two hours. Um it was uh the very very bottom line is that there are no new dollars. But it's interesting because some dollars went up and some dollars went down and that the inflationary increase of the 2.7% that um executive director of business services mentioned um is uh was passed and thankfully will be um coming forward to schools. Um the Rose Parade was fun. There were four of us there I think uh Mike and and Manx, myself and Rose. Uh and that was a great a lot of great showing from principles and num enormous number of families out there. It was a great event. Um and then uh lastly um the school board uh committee uh subcommittee Manx um Dr. Lake um Michelle and I met. Um so we we've got a draft that you guys will be seeing roughly around July 1st. So you can read it in time for our work uh workshop. Um uh and we can have some good discussion about what we want in that um based on what the draft has and how you want to see it changed before we get to approval hopefully maybe in August if not September. Wonderful. I have nothing more to addit. Everything's been covered. Um the only thing I'll add is that um I represent um um the board on the Ramsey County League of Local Government which is an amazing group of um you have you have like council members, you have mayors, parking rack folks, schoolboard members all in the Ramsey County and there are amazing programming every month. and I was uh I I'm on this on the board and so we had a a latest board meeting and one of the thing that came up was uh the fact that the whole idea of collective action has come up again and again the fact that you know people are listening and learning about each other and what are things that we could do together and so there is a um event that is coming up that I I wish I could go um and is coming out from the collective action on climate change and um they are having a resource fair for residents to understand how they could be part of the solution. So that resource fair is happening and I'm looking at it as we speak. Oh, energy resource fair at Fivear Estates and which is at um where is that? Maybe we should host it at Harambe Elementary next year. Yeah, maybe we could. Yeah. Well, that would be awesome. I was just thinking we probably want some connections there. I mean, yeah. I mean, it's a great idea. So, I think that's where they started with like manufactured homes as to say how can we support that community to be more energy efficient. And so, this really I think that's what the estate faster estate is one of those places. And so it's a it's it's great effort and I think there was a grant that was um secure to make sure they have um community working on this. So I wanted to report on that and I love the idea how can district right be also be part of um the climate change and sustainability uh conversation. So definitely something I would take back. So again actually Mr. Chair I just realized I do have something I want to say that just occurred to me. We can't go back. can't go home again right home angel um about the parade what I just wanted to mention was that uh our new busing partner we approved and sons was there they provided one of their greatl looking modern new buses and they had a crew of oh my gosh it must have been 10 or a dozen staff members all dressed in their in their company gear uh walking with us in the parade helping distribute candy and all of that and we got to know them a little bit they got to know us not just the board members but many teachers and district staff walking that parade. It was a huge group. So, I just want to maybe shout out a call to Schmidi because I think that's reflective of the wonderful relationship we're going to have with them and we're really glad to have them on board. Uh great as we move ahead. So, thank you for thinking of that. And they're also looking for drivers. They are. Yeah, that's great. Drivers school as well. Yeah. So, if you're thinking of a career, teacher first, then maybe bus driver education big. There you go. or once your term ends. Yeah, that's right. There you go. There you go. Well, um I want to thank uh Director Gaggins and Treasure Clark and staff for working diligently on the um the member handbook. I'm looking forward to seeing that July 1. So, thank you. But thank you guys for working hard on that. Um I wanted to mention um Roseville Area Schools celebrates that June is Pride Month. Uh, we recognize the LGBTQ plus community's history and culture and contributions to our country. I want to make sure we recognize that. Thank you. And superintendent report. Yes. Thank you. On behalf of Roseville Area Schools, we are deeply saddened to learn about the shooting of two Minnesota lawmakers and their spouses. Our heartfelt condolences go out to the loved ones of Minnesota House of Representatives Speaker Ammerita Melissa Hortman and her husband Mark. We're also wishing State Senator John Hoffman and his wife Yvet peace and comfort as they continue their long journey. An attack on our local elected officials is not only a tragedy, it strikes at the very heart of our democracy. We strongly condemn any act of violence intended to silence or intimidate public servants. We are especially grateful to the legislators who represent Roseville area schools and our communities with dedication and care. In the face of such challenge, we remain firmly committed to fostering a safe, respectful, and compassionate society. And having said that, finally, it's my privilege to work with and for this dedicated school board. And it's a privilege to serve our tremendous community. So, thank you. All right. Um, that's a great way to sum up and end the evening. Um, there's no further business before the board. We stand adjourned.