I'll be okay. as it turns. >> Okay, last call for members. >> Oh, wow. >> Thank you very much. How are you? Okay, board. I think we're gonna Okay, Wayne, we're ready. Good evening. I'd like to call to order the Roseville Area School Board meeting for Tuesday, August 19th to order. Clerk will please take the role. >> Thank you, Chair. Uh, Director Shaw, >> here. Director Gaggins >> here. >> Chair Anderson >> here. >> Treasurer Cluck >> here. >> Director Basinski >> here. >> And Cler Chu is here. >> Thank you. >> Any agenda adjustments for this evening? >> There are no agenda adjustments. >> Thank you. All right. Moving on to announcements, comments, and recognitions. Uh I will be reading uh the August uh land acknowledgement. Roseville 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 Mounds Park, a sacred place of burial built by ancestors of living people and home to the only known remaining burial mounds within the Minneapolis St. Paul Urban Corps. Indigenous people have cared for this land through warfare, genocide, relocation, and removal perpetrated by colonizers, the state of Minnesota, and the federal government. Injustices that in reduced over 150 million indigenous people to around 300,000 indigenous people have given their blood, tears, heart, resilience, and love to this land. Enduring boarding schools that were in operation from 1879 through the 1930s where assimilation through humiliation was the curriculum and unspeakable atrocities occurred daily to the foster care system where more kids were removed from indigenous homes than any other group in Minnesota. Indigenous people have not lost their culture or identity and still reside on this land. Roseville Area Schools is committed to ensuring the culture of our indigenous relatives, the original and rightful caretakers of this land, is studied, preserved, and celebrated. We are committed to understanding and honoring the sovereignty that has been denied to nearly 600 indigenous nations, including 11 federally recognized tribes in Minnesota through the breaking of over 400 treaties. And we are committed to the truth of the history of our indigenous relatives, the success of our indigenous students, and to the healing we hope to create through this commitment. >> Thank you. >> Thank you. >> All right, we're moving on to the introduction of new associate superintendent. Take >> your way, Dr. Good evening. Well, it's my privilege to introduce a new associate superintendent, one of two, the new associate superintendent in Roseville area schools, Miss Mora Wyant. Mora, if you'd take the podium, please. Welcome. Again, very privileged to introduce you. More has been a educational leader, formerly, most recently principal at Edertton Elementary School. more as a community leader grounded in community and relationships in this district and now you've always been a district leader but now you've technically assumed this position and we're just thrilled to have you. So congratulations. >> Thank you. Thank you. Thank you Dr. Lake. Thank you school board members, cabinet members who every single person in this room has made this transition so warm and supportive and I'm really grateful for that. Um as Dr. Lake mentioned, it wasn't that long ago that I was here to speak as the new principal at Edertton. And that evening, I rushed out of the schoolboard meeting across the street to my son's band concert. And I had no idea that day how much I would love serving in a community where I live and my own children go to school. Over the past three and a half years, and particularly these past three weeks, my respect and admiration for Roseville area schools has just increased exponentially. This is not a district that just thinks about the K or preK to 12 system and those buildings and what happens in this walls. This is a district that truly cares for the whole community. I have been so impressed by how we think about birth to our senior citizens, the community partnerships and that true value of our whole community. We are a district that doesn't just say we believe in equity inclusion, we work it every day. Our mission and vision is not just a poster. It's talked about in every meeting that I've been a part of. In a good way, Rose in a like in a good way. And that's why I will choose Roseville over and over and over again because this is a place that aligns with my personal beliefs and values, what I think about community and education and just humanity in general. So I'm so proud and grateful. Um, very quick story. On Sunday, that was the day that schedules were released for RAZ. And so I got to be at home and over here a group of about to be freshman boys excitedly they're all reading off their schedules and the teachers and all this stuff. And then I hear these about juniors about to be juniors telling them with such excitement about the opportunities they're about to have these phenomenal teachers and like the energy at my house was something that I mean so proud as a mom and so proud as an employee of this district. It is mid August on a Sunday and we have teenagers talking about school and they can't wait for their first day and that's I'm committed to making sure every child in Roseville feels that way, not just the kids that look like mine. I particularly want to support and connect families that have been pushed out of the school system for generations. And I'm just so grateful for this opportunity. I really look forward to this next year of learning and making a little a few mistakes and showing up at board meetings on time. Um, but I'm in this with all of you and just thank you. Thank you for the warm welcome. >> Yes. Welcome. >> And now before you do that, are there any questions or comments from the board? Um I just I think you know the cabinet and every around the table I can I think I can speak for the board that um you know we mentioned we mentioned this morning at the new teacher orientation you know some of us did that you know I mean Chris actually did a really good job former ROS principal Chris Hester said that this is a board that has teachers backs this board has that that cabinet's back it it it has Dr. Virginia Lakes back. It has your backs, associate superintendent. So, I just I think you already knew that. I think it's important that we affirm that we have your back. So, I just >> Thank you. >> I wanted to mention that. >> Thank you. >> Thank you. Thank you. >> Well, we have to end with another round of applause. [Applause] >> Yeah. Um Okay. Now, I'm going to transition here. Um, as an associate superintendent, we get to introduce the new principal of Edertton. And I think about this time of year and what I hold in my heart is those families that are sending their prek or their kindergartenner off to school for the first time. The families that are sending their oldest child off to college for the first time. These are big moments in our famil family's lives. It's filled with sadness, anxiety, excitement, all the feelings because it's a big deal. And I name those because that's kind of what it like feels like to be the principle of a community you adore and then pass that off to another leader. And I just want to say that I knew you were it meeting you and talking to you. Colleen Atapoo has that unique IQ and EQ. She is very very smart and very fun and warm to be around. I'm so proud of the work that has happened at Edertton and it brings me from all those feelings to just such peace and confidence that she is the principal at Edertton. Um, so before you it's your turn, I do want to acknowledge my teammate Don Smith who has known Colleen longer than I have. Would you like to add anything? >> You know her, too? >> Yeah. Yeah. >> Yeah. >> Um, yeah. I'm just excited for for you to lead EGertton. I I really am. Mora has done great work there and I I am more than confident that you will continue and just uh you know continue what we say level up continue to level up the performance over there. Um, you know, uh, Colleen is a fellow high school math teacher, so we speak the same language, so that really, really helps. But, um, no, it's it's just, uh, um, at one point, um, Colleen did some admin hours with me at Harambe. >> Um, and I think she caught the Roseville bug there. And, um, um, she she hasn't, you know, wanted to be anywhere else. So, it's good to have someone that um you know really craves to to to be here. Um she's a hard worker. Uh and I would say the Edertton students, staff, and families are blessed to have her and we are as well to add another equity leader to our district. So, welcome. >> Yes. >> All right. >> Welcome, Mom. >> Okay. I will say I feel like you guys put a few things in the fine print. Teacher to hire some construction over the summer. >> Some of those were not known when the >> Uhhuh. >> Uh, no, it's great. Um, so I I did learn about Roseville in working with um Dion and I reached out to him because of knowing him in Minneapolis and I said, "I want you to be my mentor. Can I please come and and observe you?" And it was a great experience. We connected. It turns out he had a student at Harambe that was the sibling of a student I had as a teacher at a previous school. And those connections mean something. And so um I am I'm I feel like this is a path for me. I feel like this is exactly where I need to be. And it's not that um that I want to be here. I have to be here. I can't be myself in other places. And I've learned that over the last 20 years. And so I'm so so grateful. I brought my daughter here today. She's um she's pretending like she's not listening, but she is. Um she is absolutely my heart and my mini me. And um when we were leaving today, she said, "Mom, I just want to go with you. I just want to She knows when things are important to me." Um, and so that's why she's here. Um, and education for me, working in education is not, it wasn't a given. I didn't have the best experience in K12 school. I was a great student, math, you know, but I didn't feel a sense of connection or belonging. I could not wait to get out. And um, I went to school for engineering and a bachelor's degree and a master's degree. And in during my master's degree, I had applied for some funding to do research and I didn't get it. But then I got a job working as a math tutor at a high school in Madison and that's what changed my trajectory and I I've never looked back. I've never wondered what what could have been. Um because like I said, this is my path. So I am so grateful to be a part of Roseville. I'm so grateful for Diman and Jenny and um and Mora and Rose and and everybody. Um I would not have taken this job two weeks before school starts anywhere else. It's fine. It's fine. Um so I am so grateful to be here. Um thank you to everybody for your past support and your future support. I'm not afraid to ask for help. So um I I will be doing that as well. So, thank you for the opportunity and I won't let you down [Applause] >> again. Are there any questions or comments from the board for Colleen? I know that we're just so happy to have you. I look forward to getting to know you and your family really well. >> Congratulations. Welcome. >> All right. U moving on this evening's agenda. Um summary of community input received for this evening's action items. Um I don't think I received any. I don't think funneled any towards the clerk. So nothing. Okay. All right. Uh moving on to this evening's consent agenda um minus retirements. I will entertain a motion to approve the consent agenda. >> Move to approve the consent agenda without require without retirement. Second. >> All right. It's been moved and seconded. Any further discussion? All those in favor signify by saying I. >> I. I. >> All those opposed. Motion carries. We have some retirements. >> Yes. >> Thank you. >> So, I'm recommending the following Oh, I just lost my pitch. Retirements. Mary Alisander uh who was a adaptive physical education teacher at Roseway Area Middle School and she has worked in the district for 32 years. Tana Bogenholm. Is that how you say her name? >> Um she um was the elementary aid district director. She also has been uh with the district for 33 years. >> John Kaiser who is a counselor at the Roseville Area High School. Uh he has been with the district for 17 years. Timothy O'Brien who is a English language outreach manager at the Apata Teta Education Center and he has been with the district for 16 years. And finally, F Odigard who has been our title programs administrator and he she has been working at the district for 20 years. If my math is correct, that is 118 years of service, right? This fine individuals that um we recommend I recommend for their retirement and um ask for the vote and we are so grateful that they have spent all these years with us. >> Wonderful. So, it's been moved. Is there a second on the retirements? >> I'll second. >> Okay. Been moved and seconded. Any further discussion? All those in favor signify by saying I. >> Oh, sorry. Sorry. I just wanted to say I have an opportunity to work with almost all those individuals and I have been so impressed by what they have contributed. We've been so fortunate that they've chosen >> our district and chosen to give so much of themselves in helping our students and our community. So just want to add appreciation. >> Can we I wanted to just go back over Florence's >> trajectory here. She she was a principal was she not? She was a principal on special assignment. Principal at Harambe, principal at Central Park Elementary. >> Yeah. Yeah. >> Principal in special assignment overseeing title programming. >> Yeah. Yeah. Fantastic. >> She was at Harambe when our kids were there. >> Oh, wow. >> So, we got to know her there. >> Oh my gosh. I mean, you know, it's with all of them. It's it's what it's what you know, you and the new edging principal are going to be. You know, they they changed so many lives positively with their interaction and work at this district. So yeah. Yeah. Thanks for saying that, Kitty, because we we often just >> prove it. I just wanted to slow it down a little. A lot of really superb staff there. >> All right. So it has been moved and seconded. Any further discussion? >> All right. All those in favor signify by saying I. >> I. All those opposed. >> Motion carries. And this we had voted no to have to keep working. I know we >> silence some some >> we've never actually tested that. Right. >> Tested it. >> Did we? We actually said no. Not approved there. >> And tonight uh gifts and contributions for schools will be read by Director Boeski. >> Thank you, Chair Anderson. Once again, we have a very generous community uh from Jim Wabendado, a gift of a threequartersiz youth cello for Central Park Elementary School in the instrumental music department. uh from Sarah Adet, a uh monetary gift for Central Park Elementary for school needs from the Charities Aid Foundation of America uh and S Cyber Grants LLC, a monetary gift for student needs at Falcon Heights Elementary School. From Julie Bennick, a monetary gift for school needs at Harambe. From Rebecca Neimi, a monetary gift for school needs at Little Canada Elementary School. from Girtton's a monetary gift towards the inclusive playground at Parkview Center. And from Kristen Dylan, a monetary gift towards the inclusive playground at Parkview Center. And from Marian Youngman, a monetary gift towards the inclusive playground at Parkview Center School. From the American Heart Association, a monetary gift towards the Kids Heart Challenge held at Parkview Center. From General Mills, a monetary gift towards general school needs at Parkview Center. And from Valve Welda, a monetary gift for school needs at Parkview Center School. From Karen Doherty, monetary gift for school needs at Roseville Area High School. From the US Bank Foundation, a monetary gift towards school needs at at RAZ. From the Granite Foundation, a monetary gift for the girls tennis program at at RAZ. from the Raz Boys soccer booster club, a monetary gift for boys soccer t-shirts at the high school. From Brock and Marine Lindstat, a monetary gift for the boys volleyball program at Roseberry High School. From the Prince of Peace Lutheran Church, a monetary gift for the food shelf that's held out of the Roseberry High School. From Karen Doherty, a monetary gift for district needs just to the school district. from Aaron Mastrian, a monetary gift for district needs to the overall school district and from the US Bank Foundation again a monetary gift for district needs for this rose various schools a district. So uh thank you with great appreciation again to all of this generosity from individuals and companies that uh that support us and our kids and our staff. Thank you. >> Thank you directors. >> Amazingly. >> Okay, moving on to reports and non-action items. Uh 6A policy 510 student address associate superintendent Dylan Smith. Welcome Dylan. >> Thank you. >> Wardrobe adjustment. >> Thought you were going to pull out a time. >> Yeah. All right. So, okay. So, um uh greetings uh board Don Smith, associate superintendent. Um, and I'm here to uh for the first reading of policy 510P. So, as an ongoing policy review, I'm bringing forth policy 510P, student dress code for the first reading um of the policy revisions. Uh, this policy was last reviewed in August of 2018. Um, and there is one suggested change to this policy to align with M MSBA model policy 504. Um it's advised that a district adopt the addition to this policy to clarify our stance on headwear. And so you can see the addition there, but I will read it. Um and that is uh 4.0 headwear including hats or head coverings are allowed provided that it does not cover the student's face to the extent that the student is not identifiable. So that's a suggested addition to policy 510P. So at this point, I open up for any questions or suggestions. questions. >> Uh I appreciate the clarification as I understand that wasn't necessarily clear across the district. >> So I do appreciate that we're being more explicit. >> Yeah. >> In that. >> Absolutely. Yep. Definitely. >> And per the board's earlier discussion during a study session meeting, this policy will be two readings because there is a new addition suggested. colleagues have any further questions? >> I I'd actually be interested to know what the motivation is for putting this in >> um specifically is it for surveillance per purposes? >> It's a good good question. Um one one thing I would say is um if we look at MSBA policy 5 or is it again 504? um our policy matches that pretty well except for this. So that's one thing. This is one thing that they have in the policy we don't have. The second thing I would say is it became apparent um in in in the p past spring that there was different um understandings of headwear >> um allowance in our district. Um and so we wanted to make sure we kind of cleaned that up so all of our staff knew how to move forward when when it comes to headwear. >> Okay. Thanks. Okay. Thanks, Dana. >> All right. Thank you. >> Okay. Moving on to 6B, policy 722, public data and data subject requests. HR executive director here, Ken Yada Mccardi. >> Welcome. Thank you. >> This evening, I am bringing forth a new policy to the board. Um the district is required to maintain a policy on public data and data subject requests as governed by the Minnesota government data practices act and Minnesota state statute. So this recommended policy will be policy 722 and it will be titled public data request. Um it is new and the the adoption that we have is to comply with this requirement with the um state of Minnesota. So based on an earlier discussion in the study session that you all have in past practice, we will only be reading this tonight and it'll be just one reading for this policy. >> May I interrupt because I think I'm wrong on that with the study session. There was comment that if it's a brand new policy brought to the board that the board was interested in two readings. So if this is a brand new policy that that was my error. >> Okay. >> Okay. Sounds good. Well, this will be the first reading of this corrected >> and I apologize. >> That's fine. That's fine. >> Um, and so this this policy is based on the MSBA MASA model policy and so we have really taken all of that policy and adapted it for our district. There are just minor changes in terms of the policy to provide some clarity for us. Um just just to summarize what's in here, it contains definitions of data, the different types of data that can be requested, the process of data requests, and also the roles and responsibilities of the district in this um process. It also talks about our obligation. So once we get a request and what that needs to look like based on the type of data request again um there are just minor edits for clarity in this and the recommendation is that we um review this for a second reading at this time. >> Thank you. >> Thanks. >> What did we do prior to having a policy? >> Right. So we had a we had a practice um that is aligned with what the policy says. Excuse me. And so what we have done is um we would we would still follow that guideline. We would have the request put in writing to us and then we had a certain amount of time to respond to that. And so if we're not able to respond to the request, we would have to if we're not able, excuse me, to provide the data, we would have to respond to the requester and explain why we weren't able to. This gives a little bit more clarity and it again it um outlines what our requirements and obligations are under the law. I just have a question for my own understanding and I'm not sure that you would know this offhand, but it talks about in 3.1 confidential data on individuals that's not public by statute or federal law and it's not it's inaccessible to the individual subject. I was wondering if you could just help me understand what would be included in that that's not accessible to the individual. Sometimes there are um documents such as investigation notes that may not be. So that's what that would be including. Okay. I knew I thought you might ask about that. So I just kind of like went through um just kind of thinking because it is kind of confusing in the way that they describe the types of data that you would have and that's probably one of them in terms of an employee I should say. >> Yes. >> Yeah. I would suggest on that 3.1 a slight change in wording because I I read it like 12 times and couldn't understand it. >> Um I think it should read and tell me if I'm wrong. >> Data made So this is this is the definition of confidential data on individuals. Data made not public by statute or federal law applicable to the data. and that are inaccessible to the individual subject of those data. I would say that so so so I'm thinking that there's another problem with this whole thing which is that data is taken as singular instead of plural. But it looks like um data it's it is plural. Okay. Or is that I mean what what what's the subject of are inaccessible to is that the data the data are inaccessible to the individual. >> Yes. >> Okay. >> Yes. >> And the data are not public by statute. >> Correct. >> Okay. So I would I would put in another word there. Okay. because it because when you get to to the data and are inaccessible, >> that's that's where I fall off and start to question my own cognition. >> Yeah. >> Okay. >> Which which you know is questionable. So So >> all right. Or or are inaccessible I guess I I said. >> Okay. >> No, it is very confusing. Yeah. >> And and and then I mean there there's some other things that that that are kind of recursively written here. So for instance, you hear about the responsible authority in 3.3. But the responsible authority is not defined until later on. Uh right doesn't responsible authority comes uh in 3.14. >> So I didn't know what responsible authority was. Do do you see how how that might >> I I can >> might might sort of put that ahead of the place where we talk about responsible authority which is um >> or I mean who it can be. >> So I think what's confusing in this part this is around the definitions. the definitions per the model policy are in alphabetical order and that's why that's why that's there >> I see >> um >> but we might be able to provide some clarity as >> okay or or see below or something >> I could do that or see 3.1 [Music] >> okay thank you >> I didn't catch that >> no alphabetical order >> yeah I was wondering why they were in the order they were in >> yeah okay now it makes sense now okay >> yeah nonpublic public and not public is is very strange. I couldn't really make out the difference uh in 4.2.4 4.2.4 what does it say here? 4.2.4 it talks about responsive data. So as a statistician, I'm thinking that so that that what's going on here is is when when that you analyze and summarize data, but then there's a if there's a request for summarized data, then they talk about responsive data. And I've never heard of responsive data before. So I think well this particular item is if we don't have the data if we don't have it if it doesn't exist that we're not required to provide that and so I don't know if that I can clarify what that responsive means but I think >> it's I think it's re referring to the response >> um and not having to provide the response if we don't have that data. >> Oh oh oh response I get it. >> Yeah. Yeah. >> Okay. Okay. It I had I hadn't seen that. Um 9 I'm sorry I've just got I've got little notes here. Six 6 point 6.0 6.0 data by Oh yeah. So you have data by an individual data subject. >> So for instance data on me. So if the individual um requesting data on themselves is what that is. Yeah. >> Okay. >> It's the way that it's written. I can I can appreciate >> a data data of >> data or individual data subjects data. I I you know I I I think there's sort of legal stuff going on here >> which makes it hard. And then we have 7.0 Oh, and then it's requests for data by an individual subject of the data. >> But isn't that data by an individual data subject? >> Could be. >> Can you can you see why I'm confused about that? >> Yes. >> So, so anyway, I I don't know what to say about it, but I'm glad there's going to be a second reading. >> And so am I. I mean, you clearly have a great grasp of this. I'm impressed because because it's difficult to grasp. I can or or at least I feel it's difficult to grasp. >> Okay. >> Anyway, I've just got a question mark next to 4.2.5. Let's see why I would be questioning that. Just to wrap the school, let's let's just read this. The school district is not required to respond to questions that are not about a particular request or requests for data in general. So if there's no request, why would there be a response or why would there even be the thought of it? I mean, would you sort of respond kind of automatically >> potentially? So that could be a lot of different things. And so I'm just trying to think of a really good example. Um, >> I think it could be where we where it's really a generic or really general ask of something. Um, and I I cannot for the life of me can't think of a really good example of what that would be, but um, we could ask for more clarity around what that um, respon or what that request is. And if it's too general, we could say it's it may be too general for us to um, provide the the requested data. So that might be what that is referring to. >> Okay. Um okay. >> Mhm. >> Um and as I came to to the end, uh right at the end it talks about who the responsible authority is in and and it's it's HR. That surprised me immediately because I thought I had been imagining all the way through this that this is student records, but it's not student records. We have our own student records thing. This is this is this is HR data and things that are in people's files and stuff like that. >> That's a really good question. This is all data in the district. So it can be student >> Oh, okay. >> records, it can be um we do have a process that we follow internally. It can be personnel records, it can be records on um exchanges and in emails. There there can be a lot of types of requests, but this is the general overall policy for any kind of data requests from the district on any data that we hold. >> Okay. Okay. >> Can you maybe add a sentence on the purpose that says that because it I think that would help kind of clarify what it applies to. Yeah, I was going to suggest putting that the the sentence about the student data >> um or academic data that's toward the end here. Put that right at the beginning so that as you are look at the policy you realize that you go off in a different direction even though it's subsumed. I don't know. Would you would you first go to this policy in a student data request and then later go to our policy on student data? >> I need to I need to look at that a little bit closer to see if that's what we'd want to do. >> I also appreciate Kenyatta's level of expertise too. Unfortunately, this fortunately or not, this is a growing demand placed on the school district and we're looking at putting certain uh pro additional procedures and and safeguards in place in terms of the laborious effort that is included at all levels for these data requests. They come across in the least of it being student records. >> Yeah. Yeah. Yeah. But but I can imagine it would be difficult to go into this policy and figure out which paragraph applies to a particular data request. >> So I guess that's that's the skill that you have. >> Once you rewrite this policy, if you could share it with MSBA, that >> there you go. >> All right. No, I'm glad you brought that up, Frank, because um I mean getting getting to 3.14 that responsible authority as as I'm reading throughout all of this, you know, I'm just thinking, well, it's the superintendent. >> Yeah. Yeah. >> But like it says here, until an individual is designated by the school board, >> doesn't actually have to be >> the superintendent. I mean, who would be I just who would be the next compliance officer? I mean, is that you or she would designate a compliance officer? I'm just Who would that possibly be? >> The way that we read it and the way that we interpreted based on our practice was the flip. So that I was the responsible authority and that the superintendent would be the compliance officer >> based on how our process is right now. >> Okay. >> Um and maybe making the assumption that the board has already kind of designated that. >> What do you think? I think I look at Sher and Kenyatta the most. I think at any one time we always have at least one data request that we're working on in Roseville schools. It's like an ongoing >> every single week >> effort. Any further questions on this first reading? I guess I would just say it's hard to follow, >> but I'm assuming that's because there's a lot of legal requirements on how it's written, >> and so if there's anything we can do to make it easier to follow us meeting those, that would be great, but I can understand if that's not feasible. >> And I appreciate that because I think that is has been the challenge that we've had in looking at this as well, >> the legal requirements. >> Thank you. >> Thank you. Thank you. >> Thanks, Kina. >> Thank you. >> Thank you. >> Thank you. We'll be back. >> All right. Stay here. >> Yeah. Great. Action items. 2025 2027 cultural lesson on contract. Kenyat will be standing right there. We'll be welcoming Sher Thompson. >> Welcome Sher. >> Good evening. >> Thank you. Good evening. >> Good evening. >> So, thank you. So on behalf of the district negotiations team, we're bringing forth the changes to the conditions of employment for our cultural leaison employee group. They are represented by ASME and um this is for their 2025 2027 contract. Our sessions began in May um excuse me in on June 3rd, not May, but June 3rd um 2025 and we concluded them on June 30th, 2025. We had a few sessions. Um, Dylan Smith, Sherry Thompson, Corey Hanigan, and myself represented the district negotiations team. Um, in this round, we didn't have a lot of changes because we made a lot of changes in the last two rounds of negotiations with this group. And so, I'll just give you a little summary of what we agreed to. And there is some background on some of these pieces. So, we looked at adjustments to the salary schedules. And so we did cola increases on year 1 um at 20 at 2.5 and then on year 2 1.75. Um there was also an 8% increase to the employer paid contributions in year one of their contract. The reason why we um have that amount of an increase is because we did make adjustments and improvements to all other employee groups and they were the employee group that was not negotiating at that time. And so we were just doing that to catch them up with the rest of the organization. And then finally to align with other groups in ASME which are our clerical office support and pair professionals we um increased the cap to accumulated sick days to maximum of of 250 um different from what they had in the past. And so we made that improvement to their contract this time around. The tenative agreement, I'm happy to say, does fall within the parameters that were adopted by the board in our budget. And um they ratified this um contract on July 21st of this year. And we um I would say that overall we had a really good discussions in those um in those negotiations. And we want to thank um more specifically the team that represented cultural liaison which is Cecilia Martino and Dira Carell and Kathar Ishmail. Those are employees in our district. Um they are um invaluable in terms of the work that they provide. And then we have our ask me representatives Kyle Smith and the steward Sandra Sy for their collaborative work on our efforts to reach a fair settlement. Um, at this time we are informing you of the changes but also asking for approval of the 2025 2027 contract negotiated and ratified by our cultural leaison employees. >> Yes. >> Um, guess two questions. The first is um I believe we separated out the cultural lison a couple years ago and started negotiating a contract with them. I was wondering if that's common in other districts or if that's unique to what we're doing. And that kind of ties to the second question which is how competitive we are are we in obtaining uh you know uh culture leaison in terms of the market. Are we fairly uh competitive there or above market hopefully a little bit um as we are with some of our other employees just your thoughts. >> So I I think there are different ways that districts might utilize that that employee group and they may call them different titles. Our experience I think has been that some are within other groups, some are outside and I feel um I wasn't here when I when I was negotiated to be outside of a different group but I think they weren't represented at one point and wanted to meet and confirm and confirm they were under program assistance. >> So I think it it just varies depending on the district and I would say that we are competitive in terms of our wages for that group. Thank you. Um maybe it's more Sherry question maybe just overall budget impact on this anything really unexpectedly high or is this you know >> no I think um Kinyatta uh covered everything it was um what wasn't built into our budget parameters uh and the 8% increase in the um insurance contribution um from the district is in alignment as she mentioned Um and we do still have dollardefined contributions in this contract and other contracts. So we don't say the district will cover 90% or any percentage. It's dollar defined which really helps us with our budgeting. >> And then the the 250day sick day cap that's common to other employee groups too is having it match that. >> Yeah, that's correct. Mhm. >> And they and that's important because when someone retires or leaves, they're able to get that paid out. >> No, there is no cash benefit. >> Ah, okay. All right. So, it doesn't have any effect on us to erase that. So, no. Okay. Cool. >> Thank you. >> Right. Any further questions? Then I will entertain a motion to approve as has been presented. So move. >> Is there a second? >> Second. >> All right. Moved and seconded. Any further discussion? >> Okay. Motion before us is to approve the 2025 2027 culturalism leazison contract. All those in favor signify by saying I. >> I. All those opposed. >> Motion carries. >> Thank you both very much and sharing what we can. >> Okay. The 2027 2035 long-term facilities maintenance plan. >> Yes. Thank you. So, um this is uh an action that you take annually. Uh these are the this is really kind of one of the b first big steps in the whole levy process that starts now. And you see we ask for preliminary certification in September. Um this really helps us fund um our deferred maintenance projects throughout the district. uh it is you are required to uh approve a 10-year uh plan each year. Uh the majority of these funds do come from levy, but there again just that reminder funds that the just the district receives either need to be authorized by statute um or we need to go to our voters for approval and this is a statutory um authorization. So um we are looking in next year uh being year one of the Edertton construction as Colleen had mentioned. Um and we will support her in that all the way. Um so this is is kind of that first step in uh funding the um projects for fiscal year 27. But again, it's a 10-year projection needs to be approved every year. And there will be a next step in this in that in September, we will likely come back to you because we sell bonds every other year as part of this. So, we will come back to you in September seeking authorization to sell bonds in the spring. So, there will be a followup on this. Any questions? >> Was there anything that you found uh required you to make some significant changes from the plan that was in place last year? >> That's a very good question. Um what uh we are looking at is getting a little bit more aggressive um with some of our roofing projects because we have and I'm sure you've seen roofing projects throughout the district this summer. Uh we had actually hoped to complete more roofing this summer at the high school. Uh but we there were lack of bids. Um and I think um uh the costs were much higher than anticipated. So we are kind of re uh grouping on that. We're going to going to go out earlier this fall and seek bid bids for roofing work uh for next year. hoping to kind of catch um catch up on some of that. So um so while we still have the Edertton project in there, um we're looking at doing some more roofing, but we're also finding we didn't spend as much on roofing this summer because we weren't able to get the work. So it's really kind of more of a cash flow. We'll see an adjustment on the levy for that. >> Thank you. >> But that's something that we're watching closely. Any questions? All right. I'll entertain a motion to approve the long-term facilities maintenance capital and expenditure plan as has been presented. >> So moved. >> Okay. It's been moved. Is there a second? All right. It's been moved and seconded. Any further discussion or questions? If not, all those in favor signify by saying I. >> I. I. >> All those opposed? Motion carries. >> Thank you. >> Thank you, Sher. >> Thanks, Q. Okay, we'll be moving on to this evening study session report. Uh, Chair Anderson will be presenting. Uh, the school board and district administration met over the summer on July 14th for a study session and retreat. Uh, district administration presented the board with updates on our strategic plan and goals. And we ended the day with a wonderful opportunity, probably the best part of the day, to hear directly from Roseville Area High School students on how the experience has been at Roseville Area High School. It's probably definitely the highlight. I appreciate everybody who took part in that >> and getting that or organized together. >> Thank you. >> That's it. Okay, we will move on to Okay, board reports for the evening. Um Frank, would you like to go first? Um gosh, I don't think I have a board report. >> That's fine. >> I I went to a a study session that you just told me about >> and uh you want do you want me to untell you? >> And I got I got to see a room full of new educators this morning. >> That was that was marvelous. It's all exciting. >> Yes. >> Wonderful. Thank you. Yeah, I think it's really wonderful that so many administrators and board members were at the new educators welcome. It's a great way to show support uh for the educators and really make them feel like this is a district that wants them and welcomes them. So that was pretty cool. >> Um attended a couple of Harambe meetings um since uh over the um June July since we've had an update probably three or four now. Um we have had a a couple a steering committee meeting but also doing some work with um trying to identify who could might be environmental partners for the um organization as well as trying to some of the planning and visioning. Um we have another steering committee meeting on the 28th. So that's very much moving forward and it's pretty exciting. U the enthusiasm and the commitment and time people are putting in to really make that what we'd like it to be. >> If I may, we'll also be bringing a full update back to the board in October to keep the board briefed on our vision and the new updates and the community updated as well. Is everything sort of in place then uh for rolling out a a complete picture in November for the for the kindergarten or for for the uh school? >> I would say it's moving in place. Yes. >> Yeah. Okay. Okay. No. >> Yes. We will be ready. A plan is in place. >> Yeah. Yeah. Okay. >> Yeah. Thank you. >> Treasure clerk. Um the Northeast Metro Intermediate School District board meeting was last week and one of the highlights was Valerie Dosland, the lobbyist for the intermediate came and chatted about the legislature and shared that in her 30 years. It's probably one of the most unique and tumultuous and interesting >> um things there. Just highlighted by um that there was money set aside for the intermediate teacher residency approved collaborative um which will be fun about $2 million for the next bianium. Um and then just talked about the blue ribbon commission on special education. Um but it was good and that was the the also one of the things we talked about. I think they are better staffed than they have been in the last several years at this time which also helps our district and when we have students that need to go there as it relates to special um the setting four things we have there. So that's about it. Also, our executive director of student services, Nita Thomas, has applied for that blue ribbon commission. So, we'll keep the board updated when that list comes out. >> Good. Mike, >> I don't have anything. >> I'm good. All right. Thank you. >> Sure. >> Um, I was looking at what I did. Um, so I was at the Canadian base parade. It was fun >> to join uh Little Canada Elementary School community. Um and then I I would say the one that I wanted to highlight, I have a chance to visit the cognitive guided instruction summer institute. So the math teacher in me was just so excited. So to kind of look at how some of the the calcul uh the the operations in mathematics were deconstructed. It was just fun to watch and really thank um our um let's see the names. So it was Jill was part of it. Um and then Shella Shella Sheila. Yeah. >> And then I think there's another name. Um I'm going to forget who's the other name here. Oh Gret Greta. read it soon. >> Yeah. So, it was just wonderful to kind of see how excited elementary teachers were about mathematics and what they can do to engage our young people to think, right? Not just remember something, but really to think about how they do ma mathematics. So, I was >> So, if you haven't not been to one of them, go sometime in the summer. It's really fun fun to watch. >> I went last year. Fair. I heard that you you did. So, I'm glad that I went this year. Yeah. That's great. Thank you. >> Thank you. Um I'll just I'll just piggyback because I was so impressed with the Little Canada parade, Little Canadian Days, >> um with with the turnout. I I am so impressed with everyone that came out for that float. I've been in a number of years now and that was by far the largest >> Little Canada Elementary leadership and everyone they got to rally around. It was fantastic. So I I appreciate the leadership at Little Canada Elementary and everyone who came out from those various schools. It was fantastic. So, piggyback on what Rose said. All right. And then, uh, superintendent report. Dr. Jenny Link. >> Thank you. Uh, colleagues and community members, again, I hope your summer gave you plenty of time to recharge, refresh, and enjoy the people and things you love most. Now, it's time to launch into an incredible 2526 school year, and I couldn't be more excited to get started with you. I'd like to thank all of our staff for creating schools, programs, and services where all students feel safe, welcomed, and ready to thrive. The care and commitment you bring to work makes a world of difference. A special thank you to our incredible school board members, Todd Anderson, Mike Bogashevky, Dr. Rose Chu, Manx Clark, Kitty Gogggins, and Dr. Frank Shaw for their consistent presence and vocal support for our students, staff, schools, and programs. And finally, this fall, Roseville area schools residents will vote on a capital projects levy for technology. If approved, the security and technology levy will provide a dedicated source of funding to update school security while ensuring access to technology tools essential for learning and teaching in today's digital world. Please look for more information in this regard very, very soon. Many thanks to everyone in our community for the care and commitment you show Roseville area schools every day. Thank you. >> Thank you, Dr. Lake. >> All right, if there is no further business before the school board, we stand adjourned.