[snorts] >> Good evening everyone. I'd like to call to order the Roseville Area School Board meeting for Tuesday, October 20th. Clerk will please take the roll. Good evening everyone. Excuse my voice. Um Director Shaw. Here. Director Gaggins. Here. Chair Anderson. Here. Chair Sherwood Clark. Here. Director Boguszewski. Here. And Clerk Chew is here. Thank you. Thank you, Clerk Chew. All right, any agenda adjustments for this evening? There are no agenda adjustments. Thank you. Under announcements, comments, and recognitions, we will um start with the 2026 National Merit Semifinalists and Commended Scholars. Yay! PLEASE ALL COME UP. >> [applause] >> THANK YOU, FAMILIES FOR BEING IN ATTENDANCE ALL THIS EVENING. WELCOME. And please make sure you have uh Miss Mora, if you could please share one of the microphones. Thank you. Uh at this time, it's my honor to introduce Rosy Abondo, School Counselor, Roseville Area High School. In addition to her many responsibilities, Rosy coordinates our National Merit Program. She joins us today to share some exciting recognitions. Welcome. Thank you. Thank you so much. So, today we celebrate two RAHS National Merit Semifinalists and also three National Merit Commended students. Not all students could be here tonight. Um but and I will introduce them in a second, but first let me highlight just how significant this accomplishment is. Um 1.3 million students who represent 21,000 schools across the US took the PSAT in the fall of 2025. So, that's a lot of students taking the PSAT. Only 50,000 of those 1.3 million were considered high scores. Of the 50,000 high scores, about 34,000 scored high enough to be named National Merit Commended students. And while these students will not continue in the competition for National Merit Scholarships, some could be candidates for special scholarships provided by corporate sponsors. So, that's a great achievement. Approximately 1,000 of these scholarships are given out each year. Of the high scores, about 16,000 um students, which represents less than 1% of the nation's high school graduating seniors, score enough to be high enough to be on the PSAT to qualify as a semifinalist each year. So, only 1% um and have the opportunity to become National Merit Finalists. And these uh finalists will be named in February of 2026. If a student reaches this level, they are they have the possibility of being named a recipient of any of the 6,000 plus National Merit Scholarships. So, in in total, some 8,500 awards are given out each year with a total value of around 39 million dollars. Less than 1% of students. Now that we've heard what makes this accomplishment um such a big deal, we want to celebrate you and honor all of you. Um we have the The three National Merit Commended students are Henry Eubank, who couldn't be here tonight. Liam O'Neil, who is not here tonight. Um oh, sorry. Henry I have two Henrys. I'm sorry. Henry Eubank, right here. Um Liam O'Neil couldn't be here tonight. Lily Rendahl and Henry Vo are not here as well, but we do have Henry Eubank. Um and I have a certificate for you. Certificate here. So. There you go. Thank you. Congratulations. And then we have two semifinalists today as well. Um we have Stella Peitner and Rachel Lee. And I We just We just want to congratulate you two on becoming being part of less than 1% of the class of 2026 to earn this honor. Maybe one more round OF APPLAUSE. [applause] AND THERE AREN'T CERTIFICATES FOR YOU yet because you're still in the running for Great. Thanks. I I I would like to again have you introduce yourselves and say a bit about yourselves and then the board may have a question. If we'll just go from my left to right, Rachel. Please. Oh, okay. Um I'm Rachel Lee. I'm a senior in high school and yeah, um I really like to make art and that's what I hope to do in the future. Wonderful. And any plans after high school? Yeah, I plan to go to college, probably like Virginia Commonwealth University and enter into their art program. And yeah, cuz I really want to pursue a uh degree in like illustration, so I can become like like a storyboarder like concept artist in the future. Wonderful. Congratulations. Um I'm Stella. Um I'm planning to go to university next year. I'm not sure where I'll go, but I'm thinking maybe somewhere in Australia. Oh, wonderful. Congratulations. I'm Henry Eubank. Um I'm a senior in high school as well. I'm hoping to go to also to a university for math and physics next year. Wonderful. Congratulations. Congrats. Any other questions? I'll open it up to my colleagues. Yeah, so congratulations and I think you're absolutely right. I I So, you know, about 150 years ago, I was a Merit Scholar, actually. And our daughter was a Merit Scholar and you're right, even at Commended level and semifinalist, wherever you end up, even or finalist, if you make it that far, lots of schools have scholarships or special programs. You'll You'll get bombarded, probably, with communication from a lot of schools saying, "Please come here." cuz they want to build up their their cohort of of students that they can claim, you know, are high achievers. So, uh look at this sort of through all that stuff, too. So, that'll be kind of fun. But, congratulations. Uh you know, it's tough. It is. So, it's a good It's a good recognition. So, all the best to you in figuring out what you finally want to do and and what course you want to take in life. All right. It's good. Great. CONGRATULATIONS. >> [applause] >> ALL RIGHT. UH WE ARE NOW GOING TO MOVE on to We have some visitors with us from Central Park Elementary, the Spark Lab. Welcome. WELCOME, CENTRAL PARK. LOOKS LIKE THE SPARK LAB HAS COME TO US. I mean, it's a hard act to follow the 1%. So, we'll do our best. We consider Central Park top 1% of all elementary schools across the nation. [laughter] Yes. And I'm very proud to introduce Principal Becky Sutton and teacher Sarah Liney here today. Um just stars in our community. So, really excited to hear from you. Welcome. Yeah, and thank you so much for allowing us come. We love to share about the Spark Lab. It um kind of writes itself because there's always fun things to share about the Spark Lab. So, thanks for having us. Um Yeah, thanks. I think many of you actually when I look around the room, many of you have given us the pleasure of visiting Central Park and have seen the Spark Lab in action and in person, but we always welcome people to come and see it and it's often a big feature on and tours when families come as well. So, just to kind of remind you about our space. Some of the things that really spark interest for us uh about our Spark Lab is that it in terms of its investment and its impact on our whole school community is that it is a main thing that can attract new families and brings families from across the entire district as well as a benefit that, as you all know, is for every student who goes to Central Park. Um we do many communities partnerships through the Spark Lab each year. And some examples is that we always have a big family engineering night. We have one coming up in November. And we have alternated between doing it with The Works and also with the Science Museum in Minnesota. Last year, we did a big partnership with Tree Trust bringing in trees. And the Spark Lab is such a wonderful opportunity for us to ensure all students get exposed to the similar curriculum or similar opportunities because all students do the Spark Lab. And uh we're going to talk about this later, but it's also a really wonderful opportunity for us to bring avid to all students at the um at Central Park. I now have the pleasure of really introducing the star of tonight until the students come on the video, at least. >> [laughter] >> And that is Sarah Liney, who has um really been the creator and person whose energy and time and investment is what makes Spark Lab so special. Yeah, I'll be the warm-up act for uh the student video. Um just to give uh people who aren't as familiar with the Spark Lab, just kind of an overview of what is happening there throughout the course of the year. On this slide right now is a just a screenshot of the curriculum map. Um so, every class, kindergarten through sixth grade, attends Spark Lab and throughout the year, they're working on four main areas, but you'll notice at the beginning, um we have a lot of focus on Panther Pride, setting up avid strategies, and really focusing in on group work skills because these are things that the students will be utilizing throughout the entire school year and we really want to establish that at the beginning of the year. Um but now we'll go through uh kind of the four core areas that students are working on when they come to the Spark Lab. Engineering is one of our primary focuses. Students um across grade levels are working on problem-solving and have at least one project that they work on every year. Mostly these are engineering is elementary units. The curriculum is based on that. So students are doing real world problem solving that takes place in different locations throughout the world. Our robotics unit at this point almost every grade has a unique robot that the students learn to program and use. Starting in kindergarten with the Bee-Bots, which is just arrow based buttons that they're getting foundational skills in programming. By the time they're fifth and sixth grade, they are flying drones around the Spark Lab and in our media center and gym. So it's a fun progression to see throughout the years that students are at at Central Park and in the Spark Lab. For computer science, we primarily use the code.org curriculum. However, we have other enrichment opportunities and with the younger students in particular, we also have Osmo tools, which are hands-on coding blocks so that the students can manipulate and move around objects to create their programs. And then there's an interactive piece where what they're doing on their table shows up on the iPad so that they can control the things happening on the screen. It's a really good concrete way for students to start understanding the abstract concepts of computer science and coding. And then the fourth unit is our 3D design. This one is again kindergarten through sixth grade. In the primary grades, they're using 3D pens and they are kind of developing three-dimensional modeling and some of those basic design skills. In second and third grade, they start using 3D scanners. The heads that you see, the students scan each other's heads, we print them off and then they've designed math board games that they are using their heads as their pieces. And then by fourth, fifth, and sixth grade, they are using Tinkercad software. They are creating different objects on their computer with different challenges that are set up and then they always get to pick at least one that are printed off on our 3D printers that they take home after they've been on display for a little while. So impressive. In between the different units that they're doing, students are also participating in makerspace activities. These are typically one-day challenges. Students might sometimes be working in small groups, sometimes they're with partners or on their own, but it's a chance to just build something and be creative. The kids really love these opportunities. Just to It's that kind of open, free building, creating opportunity that we love giving students as often as possible. We are going to mention this a little bit later, but really 21st century skills are something that you hear about frequently in education, but we feel that the Spark Lab really embraces and gives students consistent experiences with 21st century skills. So we'll get into some details of that with the project that students have been working on this year. In general, when we look at our look at research around culturally responsive strategies as well as what hands-on learning can look like for students, that is all featured really in the engagement that we see in Spark Lab. When we learn about different strategies through Zaretta Hammond's work and other other experts, I would say in education, we can see where that directly has a impact and is happening in the Spark Lab. And one of the many ways is that Sarah is our avid coordinator at our school. I have to really give credit to Principal Burkes and Sarah because I just benefited from that brilliance when I got there and as the first year. And it's really amazing because then Sarah not only works closely with fifth and sixth grade to ensure that she's partnering in the classroom, but then all of our students have access to so many avid strategies that's infused into the Spark Lab. And so one um another benefit of that is that when Sarah's doing that in the Spark Lab, our teachers are also in the Spark Lab. They come and and that way they're able to build off of the concepts when they're back in the classroom. But then she's also modeling so many different avid strategies and infusing that in her work, which our teachers are directly then getting to see and have that model for them. And also she's incorporating wicker not only in her lessons every time, but then pulling the attention to it and naming it. And so that again, not only are our students having that benefit, but our teachers are having that benefit as well. One of the one of the projects she had her own initiative and does is that every single week she isn't it every single week? That she does a STEM profile for either females or BIPOC or different people in the STEM fields and naming both their jobs and some background about them. So now we want to really put it kind of So many of you already know a lot about the Spark Lab, but what you might not know is a real life example of what our students just did in the last month. So Sarah's going to tell you a little bit more about that. And we'll start passing this as we're doing it. So our third through sixth graders for their first engineering project did a design a shoe project while our first and second graders focused on a making a hand warmer. Materials and concepts a little easier to handle for our younger students. Um so we have some of these samples going around, but just to give you kind of an idea of what the students participated in as they worked on this project. So the essential questions for the students were primarily two. How can I be a good group member? Because leading up to this project, we spent a lot of time particularly with avid strategies talking about what makes someone a good student and a good group member, characteristics that they can show to be considered a good group member. And each class created a like a contract of what they can do because we know when students are not good group members, it makes it difficult and frustrating for everybody. So we really wanted to focus on that. So every class came up with their own expectations and all the students signed each of those posters. So I bring those out then throughout the year when kids make mistakes so that we can be working and keeping them on track for what we expect when we're working in groups, which happens so often in Spark Lab. Their other essential question is how can we use the engineering design process in the younger students for making a hand warmer and the older for a shoe. So on the next slide, it's going to go kind of in detail to the different steps, but I'm going to try to summarize it quickly. What's the problem is where they're asking a lot of questions. I kind of gave them the name of the project and then let that the curiosity build. They could start asking questions. That really gets the students invested early on when they're It's kind of like a mystery to them figuring out what's going to be happening. In the explore stage, they are looking at shoes or hand warmers from different points in history and around the world um just so they can see how other engineers have created hand warmers or shoes. And then we get into exploring what materials are available in the Spark Lab, which might not be what their own hand warmers and shoes are made out of. So clearly they're going to have to get creative with what they have available. In the design stage, this is where the group work really starts coming into play because we do a lot of brainstorming of ideas, but then they are working on consolidating different students' perspectives and ideas into one master plan. So that usually takes a little adult support at times, but it's a really valuable part to the lesson. Then the students move on to the create stage where things get messy, which means it's fun. Um they start constructing and then they go into little mini versions of the try it out and make it better stages. They keep looping around as you can see in the poster uh through anytime they make changes, then they're encouraged to update their master plan and they kind of keep cycling around until the big final test in which classes go outside and we have set tests that they are going to complete to see how their design has been. And we are documenting that. They're taking pictures and videos and saving that onto Seesaw, which is a online platform that we use so that then they can reflect on the experience afterwards. And also so that their families can see Yes. Sarah does an incredible job. >> [laughter] >> Um so students often times are very focused on the end product, but really it's the process where all the learning is happening and that I spend my time focusing on as I'm preparing projects for the class. Um three areas that I really would like to highlight with this project is that again that developing 21st century skills, which I'll share a few more details about, setting the expectations for how students will work and learn together in the Spark Lab, and of course having fun and building community. So the 21st century skills that I'm sure many of you have heard about, collaboration, communication, critical thinking, and creativity. The collaboration is a very large part of the group work as far as narrowing down ideas, coming to agree, and then also the sharing of work. So when students are working, they have to choose jobs for their group to make sure that everyone is having a chance to participate. So we really try to provide some structure, but also leave it up to students to be developing those skills of how they're going to work together successfully. The communication piece is where Seesaw is going to come in again. Not only are students able to photograph and take videos so that they can be reflecting and looking back, it also is a tool where their families are seeing what's happening. Sometimes I'll have comments, conversations back and forth with families from what students have posted as they're able to see what's happening while their kids are at school, which is a fantastic opportunity to for families to just feel engaged and involved. Um with critical thinking, of course, that's happening throughout the engineering design process, but some that I thought would be worth highlighting is um when students are having to use materials in a new way. So, they're having things like plastic bags and paper towels and aluminum foil. Having to decide how could I use this? Would this be helpful? Would it not? It really has them thinking in different ways with materials that they see every day. Um and then the reflection piece, I think, is so valuable for students. We really try It's Sometimes it's easy to kind of the project's done, move on. Um but really thinking about, "Okay, if I had more time, if I could do this more, what could we do better?" And kids are actually pretty good. Although, with this adding more tape seemed to be the universal >> [laughter] >> improvement. You don't want it to >> Which is a good lifelong lesson. Yes. Duct tape Duct tape is helpful. And then I I think just by seeing some of their products, you can see that the creativity is in full force with projects like this. Um I said that this project is all about setting expectations. What we want students to be used to is that productive struggle. That is where learning really happens. When there isn't a set answer, there isn't a set algorithm for them to follow, that is where learning can really benefit not just themselves, but the group that they are working with. So, they need to be comfortable with that and used to it. So, we try to keep it really fun at the beginning of the year with these kind of low-pressure, fun activities so that later on when they are coming across more difficult and complex challenges, they have experience with it and they can draw on that later in the school year. And having fun and building community are always something I'm trying to work into anything that we are doing in the Spark Lab. I know that when students have fun and they are feeling good about what they are doing, they are learning. And the more they can learn in a safe and sheltered community like the Spark Lab, they can make mistakes. That's going to be okay. We'll work through it. I know that's preparing them later on when they are going to have much more challenging real-world problems that they are dealing with. And another area that I really try to help the students recognize is the strength in our diversity. We are very fortunate at Central Park that we have an incredibly diverse community. And so, our students when they are at school every day, they have the opportunity to work with people who are different than them. They have kids who uh think differently, who have a different skill set. They come from different backgrounds. They're getting that experience every day. And then when we are working on these group work skills in the Spark Lab, they're having challenges that they're having to work through, but the takeaway from that makes me feel like our students are at an advantage as they move forward because they have that comfort and that experience with working with people who are different than they are. And now we get to highlight some of our phenomenal students and get to share a little bit about their perspective about this recent project. Assemble the mitten together. We had to put it on and then check if it was the same size. We had to tape it on. Like trying to make it better in time because the she set up a timer. We had some struggle. Having to participate with the other people over at the table cuz sometimes they're competitive. And so, they kind of take over. Everything gets messed up. >> I'm designing it to be like strong. We had like the building. We tried to put like a layer on top and a layer on bottom. >> It was really hard bending it together so it didn't fall or break. >> Hard doing the inside part. I told them what to do, then I listened to the teacher. >> I took what I knew about the shoes, told it to my group. All worked together. Helping um to cut the tape out when it was hard and Help them learn it. I'll tell them what to do that I think. I told them you need to add this. Gave people jobs to do. Like, "You do this while I work on this." >> Um I helped make the shoe and I also gave ideas. >> I helped them make the shoe and I also I got the stuff. material. I labeled all the things. >> I helped make the um bottom of the shoe. >> I helped them all assemble everything. We was raising our hands to get help. If they did something wrong, I would help them. I cleaned up and helped some of them. I traced the stuff and labeled all the things that we needed. The gloves are so important for the cold. Uh it's a lot harder than it think making the shoe because you have to make all these parts. Teamwork is always the stuff to learn with. >> That some shoe could be um different design. There's a lot type of shoes. >> How to be cooperative with a group. >> Even if it like doesn't work or function, it still like works good, but actually point of this was to make a shoe that can withstand stuff. And our shoe looked good, but it failed one of the tests. And another group made a shoe and it was just covered in duct tape. And it was really good, but it didn't look If you don't have a hand warmer, then your hand will be cold. You can have fun, but still learn with it. Trying to put the bottom in, it kept falling out. We used duct tape. We just like talked to each other and like figured out the problem all together. I would put like a lot of cardboard on it, then we tape like tape stuff on it. It could be extra strong. It won't fall off. It was kind of falling apart. We extra taped it. It was like a little hard to cut the felt. I had to cut the end of it. The base and like the sides cuz we had to get it like really correct. Kind of like used it to trace it. We got like the perfect size. There was a hole in our shoe. We taped the hole and then it was fixed. Which shoe design we could we should have. >> And cutting off because it was so hard, but then we figured it out. Zion said to stretch it and then cut it. A lot of tape. Didn't know how to take it off. It was too much. >> I had to peel all that tape off. Only put some back on. My other foot was really good. >> That was cold on my outside. My other hand was really cold. Decorations. I did a bow. It didn't break apart. >> Help them with the idea. >> Finishing the shoe and the bright colors on there. And how fast we got it done. It was really fast. We got to do tests. I was proud because our shoe didn't fall apart. >> That it actually like withstood the tests. >> When I tried it on, it was really warm and good. She put it above. And I really liked that. It didn't break when we were running and jumping. We built a shoe that was durable in the grass and the wood chips and the dirt. Actually stay on. Just how the shoe came together and just how we were working together. Being able to have fun and learn and getting to make a shoe. It has lots of engineering and to like make stuff. >> But we get to like engineer and build stuff a lot. in your community. I get I get to engineer your stuff, work out with my team, participate. Finding things that we get to learn and have a little bit of fun and get to know more people. I think you get to leave with a I'm thinking like, "Are you done?" Questions? No, not quite yet. Colleagues, questions? Are you going to put this on your website? Cuz this is great. Yes. Actually, um so, we'll we'll make sure that the families of their students get to see it and then we'll also share it like we share all successes at Central Park broadly. We always share it like, you know, in our bulletin and on our Facebook account and um in our Seesaw, like our overall Seesaw. So, I feel like we always make sure that we share that. >> It's just it feels like it could help attract families to understand what it is you're providing. Cuz it was very exciting. I was wondering getting back to drones really quick. Yeah. Um cuz they're fascinating. They are. They're being used all all all over. Was there ever an opportunity to partnership with any of the high school drones classes? Or I don't know if that's something you've thought of or students, high school students? Uh at the time when we were first thinking about getting drones, I contacted and we've had some com- communication. Took a little while till we had the funds and had the drones in place, but that would definitely be a good next step for us. Cool. >> We're really fortunate. We just got these drones more recently, the most recent ones that we have through a parent who submitted our name um at her company to get a donation. Oh, wonderful. Thank you, Boston Scientific. Yeah, Boston Scientific. Yeah, awesome. Absolutely name them. As a former engineer, I'm all smiles. >> [laughter] >> Can't stop smiling. Yeah, good. Yeah, just because this is I I to have to have engineering kind of be highlighted and um so integrated in the curriculum. Um so, thank you for the work. So, my question is, how do we Is this something to consider for the whole district? Right? I'm a fan for for I I mean, seriously, so this is something something I mean, is this something we can talk about or to make sure that this is accessible? Um you know, so that learning is this engaging. Yeah. And I think there are pieces of it that do happen at other schools. I know that some of the other elementary schools have pieces of it. It's also what makes Central Park unique and a magnet school. So, it's something that we we want to make sure we highlight at Central Park since it's a big draw for families. But I will say a couple years after the Spark Lab started, we did change the science curriculum across the district to make engineering and computer science more a part of schools across the district. So, those are present now. So, my other question is that with with the with AI, there's a lot of talk about how coding is right. So, at what point do you want to also incorporate that? Right. Well, it's it's certainly something that's changing quickly. So, we need to keep on top of that. But, um having kids familiar and understanding computer science, whether they go into that field or not, is I think going to be a helpful skill and a good life skill for students. So, even as AI is doing more and more to have an understanding of how it works is still an essential skill. Well, I'll I'll offer if you ever want me to, I mean, come to your class and talk about my experience, I would love We will work on that. Oh, I have more questions. I'm always thinking about how we get our students excited about STEM is and how do we get our young people also to think about they could be like you who promote STEM education or engineering or be working in companies to make something. Cuz people somebody asked me like why did you leave and whatever. So, I say, well, I could do this or I could do this. So, I did both. So, it's a choice. So, I always think about how do we start that conversation early? Because you are both kind of like scientist and engineer and a teacher, right? That that's the way you design the lessons and all that. That's the fun of it. >> [clears throat] >> So, yeah, just something to think about. And the more students are seeing mentors and role models and knowing what their options are, we referenced opportunity knowledge, helping our students know what possibilities are out there is a a big role in this program, too. Thank you. Thank you, Sarah. Yeah, really well done. Thank you very much. Thank you. Go Central Park. GO PANTHERS. ALL RIGHT. MOVING TO summary of community input received for action items. I have not received anything. All right. Uh then moving on to our consent agenda for the evening. Uh I will entertain a motion to approve this evening's consent agenda. There are no requests. So moved. So moved. Is there a second? I second that. Was that you? One of you two. 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. Uh gifts this evening will be read by Treasurer Park. Well, thank you. We are always very fortunate to have people who support our schools. So, I will start off with Edgerton Elementary, Galilee Lutheran Church, school supplies for students in need. Path of Grace UMC, school supplies and snacks for open house for school students in need. Anchored Ministries, school supplies and food for open house students in need. Eaglebrook Church, school supplies and food for an open house students in need. And all those were Edgerton Elementary. Um the next couple will be Harambe Elementary School. Wendy Thompson, a financial gift for media center supplies. And Alec Johnson, alto sax for students in need. Little Canada Elementary, Rebecca Niemi, monetary gift for school needs. Parkview Center School, Wendy Thompson, a monetary gift for the media center. Roseville Area High School, Katherine and Paul Moller, a monetary gift for the boys cross country program. Roseville Area High School, Kenneth and Michelle Hanson, a monetary gift for the boys cross country program. Roseville Area High School, Merle Gady, a monetary gift for the volleyball program. Roseville Area High School, Saint Paul and Minnesota Foundation, a monetary gift for the volleyball program. US Bank Foundation, a monetary gift for school needs, also for Roseville Area High School. Darris Baker LLC, um a monetary gift for student activities at Roseville Area High School. Karen Doherty, a monetary gift for district needs. And Aaron Mastering, a monetary gift for district needs as well. Once again, I'd like to thank our community for their generous support of all of our schools and our programs. Thank you. All right, we're moving to reports and non-action items. Uh first reading of the Roseville Area Schools School Board handbook. My colleagues. Okay. Rose and Mannix and I were assigned were given this opportunity to present it. What we've decided since we have another item as well, Mannix will present the second item. And Rose with her her cold and a loss of voice will just contribute where she feels compelled to add more emphasis. Wanted to take a briefly the community through the process that we've used to get where we are. For the last several years, we had discussion about how do we document our processes, our practices, things that aren't policies, but it's really helpful to know how it's been handled or how we how we look at things. And so, we've been kind of we kind of throwing around some ideas. And then last year, just a little over a year ago, Minnesota School Board Association came out with a template, kind of a school board book, which was doing exactly what we were trying to do because we weren't the only school board with these kind of conversations, but many across the state were thinking about the same thing. Particularly as you get new members on board, it really helps them become really productive members earlier cuz there's just so much you have to learn in the first year on the board. Um so, we assigned a task force as a board. And the task force was Mannix and and Dr. Lake, Michelle and I. And we we went through and we looked at all the everything that was in the template. We looked at, well, okay, where do our policies that will be approving shortly, that governance policies, where do they feed into that? And so, we put links for all those policies and and the content that those policies brought. Then we looked at, where did we have practices that that we should integrate? And so, we put together a first draft that this the whole school board had an opportunity to look at. And everybody looked at it with great um detail and really came with a lot of suggestions. And so, we had a real robust discussion in July, which was really wonderful. And uh made a lot of the edits. And then Frank had volunteered, we had an eight-page section, which was very repetitive. And he condensed that down for us to a a nice manageable size. Um and then we had another workshop in August. And at that point, we're pretty good with the material, but the flow wasn't working quite right. And Rose volunteered to kind of a work on that and adjusted the flow. So, input from all board members has really fed this process. It wasn't just one or two of us who were working on it. Um so, the overall structure we worked in in a draft document. Ultimately, we want to get it as a web document. So, today really what we're talking about is the process and the content. And um >> [clears throat] >> then uh uh we received a few minutes before the meeting tonight a very early draft of it on the website. We're going to take a stab at trying to get that a little bit better before we ask the board all to review it. And then have you review it prior to the November 8th meeting. Um and then at the study session, we can have a little time if anybody has input on the web version of it in terms of how the content and form is presented, we can get an opportunity at that. And then we'll have a second reading um at the second meeting in November. Um The first meeting in November is after Veterans Day. So, Wednesday the 12th. Just to clarify. Whoops, sorry. Thank you. Great. Um if anybody in the public is interested in seeing the content draft of it, it's not pretty, but we'd be happy to send it to anybody who requests it. Um This document is really for internal board operation, but it as a public entity, it's available to anybody who'd like to see it. So, just the kind of material that it covers, it kind of starts with an overview of the district. So, all about kind of Roseville Area Schools, you know, the history, some demographics, some points of pride, some programming, a leadership directory, the facilities, the strategic plan. So, we're kind of giving a real overview of the district. Then it gets into becoming a school board member, elections and post-election procedures, all the things that need to happen to get somebody on board, then serving as a board member, what's involved in membership, what's our organization, what kind of resources are available for learning on the job. And one thing that is new is the the board has decided to go to a formal process for mentoring. We've had informal mentors in [clears throat] the past. But especially as we're expecting more turnover, particularly this time around, we have at least two new board members coming on board to actually have a formal mentor to help that individual come up to speed as quickly as possible. Also working as a board team and working as superintendent. So, all the policies that we will be approving in the action item tonight really fit into this and are the bulk of what's in here in addition to some of the practices that we do that are really just stated as practices. Those can always be changed by whoever is on the board at that point in time. Then it gets into a section around school board meetings and and governance. In terms of you know, meeting with the board, there are meeting operation, our minutes, our agendas, and communication. So, those are the the the key elements of it. Um The one thing I'll say about communication is there really is some uniquenesses around the board's communication for two reasons. One is we have open meeting law, which applies even to our email and text communications. We have to make sure we don't have a serial meeting by you know, one of us talking to another and then talking to a third. Nope, now we got a fourth and we have a serial meeting. So, that's one element. And then the other one is the fact that we make decisions as a board and not individuals. And we are governance board, not a management board. So, how we interact with staff within the district. So, it it's a little nuanced and when you come on the board, there's just a lot of those nuances to understand. So, the draft is is um out there. What I would say is that the you know, the word kind of document draft that you received in preparation for tonight's meeting I would like to suggest two some minor edits. One is with the board policies, we made a few wording changes. And some of that we had actually taken the wording from the policy and put it into the board manual and so the wording changes that occurred in the policy need to be reflected in the board manual. So, a few changes like that which are not or just procedural from my perspective. And then the one other one is that the other significant change I think that we've talked about in our policy is the interactive technology at meetings. And in that in the document we have, it just states that what's in the law and then it says further that we're going to want to have the chair in the in the meeting present in the in the room as well as a quorum. And those are actually additional requirements Roswell has. Those are not requirements of the law and we just need to specify because that is not we are being more we've put some restrictions on ourselves that are not required in the law. So, that was kind of a long intro, but I since it's the first time we've done it publicly, I wanted to give a a bit of a background. Anything anybody else would like to add or comments on what they got or You summarized it well. No, You say it's out there. Where where is it? Um the web version Yeah. Um we got a link like 5 minutes before the meeting tonight. >> [clears throat] >> No, you wouldn't have seen it. Um that's why we're not we're not tonight we're talking about content and the process that we used to get here because the actual formatting give us a a little bit more time because that was just literally put together. Okay. We need to make some some some a bit of edits and then we'll re-get it out to the board in time for you to look at it before the November 12th >> study session. Study session. >> And then to vote at the end of November, November 20th. >> Right, right, right, right. No, it's just it it sounded from what you said like we could access it immediately. Well, you did get a link to it. >> Yeah, okay. But to save you the effort of going through before we make those small edits, so you don't have to go through it twice. I'd give us a little time before you go look at it. Yeah. Okay, and but but the public can get to it. No. No. It is it is a hidden page at this point. Okay. >> But it is available to anybody in the public. We can send you the draft we have of the document, which has all the content in it. >> It's publicly available. Yeah. Okay. Got it. I'd also like to acknowledge the work of Michelle Tessum, the detailed work. Right, you've been working on this project for the last 5 months or so, I think. And with Carrie continuing to work on the document as well. Thank you. And Carrie has has done a great job of putting the first draft into the web page. We just have some work finessing work to do and thankfully Michelle is going to help us with that. >> [clears throat] >> And so we are counting this as the first the first reading. So, we're staying with the process. Mhm. >> All right, we will move on. Thank you very much, Kitty. Thank you. >> Okay, moving on to this evening's action items, policy 584. Um collection, maintenance, use and release of student educational data. Associate Superintendent Mara Wand. Good evening. Good evening. I'm here for the second reading of policy 584 and continued at this time there are no recommended revisions to the policy. It was last [clears throat] revised in February of 2023 and our current policy is in alignment with our state statute. As mentioned during the first reading, a subcommittee is currently engaged in updating our regulations that align with this policy so that we have better and more specific definitions, specifically around our directory information. Any questions? Tomorrow? All right. This is our And then you can stay. It's an action item. >> Yeah, yeah. To me. That's right. I mean, you it It doesn't matter. All right, thank you. So, I'll entertain a motion to approve policy 584. So moved. It's a move it. Is there a second? All right. Any further discussion? Okay, all those signify by saying I. I. All those opposed? Motion carries. The gavel dismisses you. >> [laughter] >> All right. And then as has been referenced uh item 7B, school board governance policies, the 200 series. It's their second second reading. All righty. Well, I will take the lead here as Kitty mentioned before, but any of us will take questions if there are some clarifications. But once again, just so people understand that the 200 series are the board governance policies. There are several other policies that like we just heard from Associate Superintendent Mara that so we will go through those. We will start with policy 200, school board governing commitment. Um the last time we met, we made a few changes. We changed, if you look there, from procedures to practices. And we went from citizens to students, families, and residents. We tried to do that in several spaces places within the document. And then the last thing that we did the kind of the last paragraph was just to add the statute and in addition to the district policies. And all that was just taken from the feedback from our previous meeting. All right, wonderful. Just going to act on these individually? That would be I like wait till we're all done and do it as a group. I think one action as a 200 series. >> approve the 200 series. So, all is current through or is it? Perfect. The next one will be policy 202, school board governing style. Um So, we made them more inclusive. If you go back and look at the or will govern them there, we changed students to all learners. Um I don't want to read it so everybody has it in front of them, but it was a more making sure And these are all public as well and publicly available. Make sure that anybody has any changes to what we have in front of us on 202. No. I don't think so. Perfect. I can see I put my pages back to back so So, I think we're 206 now. >> 203. 203, okay. All right. The board will follow it's our school board annual work plan. One of the things that we added was the work plan and calendar since the calendar helps us monitor what's happening next. Um Reporting and engagement, we just changed some of this word smithing um there. And we took out that one bar about the annual planning cycle which will begin each January. Um there's any Okay. We're at 204. Mhm. School board job description. There once again we changed the families. That's the way about families. Mhm. Changed to 204. We're on to 206. >> Yep. School board officer roles. Um we put policy there as the GP. And the big thing or we adjusted the treasurer just a check the district expenses and the budget and the review all the audit report. And those were the only changes we made. There was no changes to 208. Mhm. 209 we made some adjustments in 1.0 the order of business just to go in the order that we currently have been Yeah. practicing and doing things. All right. Then the 5 days prior we adjusted we took out the actual day so that it would just be 5 days prior in case the days ever change to make sure that we are on board there. Um board calendar. We talked about sharing with all the board members. And the board meeting agenda posted on the site at least 4 days. Once again, instead of putting the date there we went the number of days it would be ahead of time. Just to make it a little bit more clear. The first we do first readings and not first readings so we tried that stuff. Part of the thing with the updates I think what we discussed last time we were making it more in our practice versus the what it said there. And the community input sessions we said when feasible that we will allow a 30 minutes between the session. Community input. For the board meeting. And once as Kitty alluded to earlier the meetings by interactive technology, we just put there um what our thing there and the chair or the acting chair the quorum of the board members must be in person. So if the chair is not in person, just reiterating that whoever is acting chair has to be in person. Mhm. of the board. And 210 school board account code of conduct. Um once again we did the student families and residents. Made a couple of grammatical things there. Um Yeah, I don't think there's much there. 212 we did school board conflict of interest. We didn't make any changes to. 214 school board process for addressing board member violations. We just kind of clarified if the chair was alleged how we would adj deal with that. All right, anything else? 216 school board superintendent relationship. Um we just clarified services in a functioning chief executive role more I remember that. 220 superintendent staff accountability no changes. 222 authority delegation to the superintendent no changes. 224 monitoring superintendent CEO performance no changes. And then 226 out of state board travel. We just took out the specific conference just to make it more generic. I believe chair that is the 200 series. Thank you very much. Indeed. >> Treasure Clark. Could I just make one suggestion of a change we have in grammar? If we go back to 202 um the bullet two through the end are all verbs starting with verbs and it feels like we shouldn't have a colon before the first one. The board will will govern lawfully with an emphasis on outcomes for all learners rather than interpersonal issues. And then we have a colon encouraging all the other things. And those are all parallel lines. It feels like that first one is actually part of the sentence or part of the first clause not a um uh an equivalent clause to you know two through seven or whatever that is. Does that make sense to people? So just take out the colon behind on and then outcomes is not a bullet but part of that sentence. Cuz the other ideas are kind of subservient to that. So we're we're removing the top bullet. Making that the first sentence. We're removing the colon after on and the bullet. And then so it goes emphasis on outcomes for all learners rather. So it's just a grammatical change. But I think it's more what we intended. Oops. But then how do you lead into the other bullets? Well then after the word issues you'd leave the colon, right? >> Mhm. And then the rest would stay as bullets. It's it's simply that the sense of what is currently the first bullet is really the second part of a single thought. So it's it's it's like if it was on your computer you would put your cursor to the left of the O of outcomes and just hit backspace to get rid of the bullet and pull it up to the previous. Yeah. Sure. >> And if you wanted to you could after interpersonal issues that could just be a colon. I don't think it's essential whether it's a colon or a semicolon but Okay. Okay. All right. Okay. Make a motion as amended. Yeah. Yeah, I'll entertain a motion um as amended by um Director Goggins. I move that we approve the 200 series including Director Goggins' recent proposed edit to 202. >> Yep. Yep. It's moved. Is there a second? Okay. I appreciate the team working on this. I'm sure it was riveting for the community to hear. Um but um very necessary to go through our governance policies in the 200 series. Especially in line with our new handbook our member handbook. All right, it's been moved and seconded. Um all those in favor signify by saying I. I. >> I. All those opposed? Motion carries. Thank you. All right, we are moving ahead to uh we will start with board reports. How about Director Frank Shoop, please? I don't have a board report tonight. Sorry. >> [laughter] >> Next time. >> No story? >> Yeah, no story. I have no story, I'm sorry. All right, Director Goggins. Um I have voted. I I just want to remind everybody to go and vote. Um the uh library at Shoreview and Roseville are open from 10:00 to 4:00 on Monday through Friday and then they are open on Saturday um the 3rd of um on Saturday the 1st of November, I apologize, from 9:00 to 3:00. Um and uh the Monday through Friday is all the way through the 3rd of of November. So lots of opportunities if it isn't convenient for you on on on the election day to vote to remind everybody to please get out and vote. Um then the other thing I just wanted to mention was I had an opportunity to attend the Harambee celebration uh for Latina Heritage Month and I know that Mannix and Mike were also uh present and we saw Dr. Lake there. Um and it was an amazing Oh and Todd as well, I'm sorry. Um it was an amazing presentation. Um they were there were all these rooms set up with a different activities um making origami monarchs, uh planting uh plants, uh go you know doing postcards to the regions uh in different languages for the regions where the um the monarchs go to etc. I mean it was just this wonderful um like there were what six six or eight different rooms and the kids were just so engaged. There were so many smiles and acti- and then there was this lovely meal for people to enjoy. So it was where the kids made the salsa. It was pretty exciting. They evidently learned a bit about good manufacturing procedures in the process. Um so it was a lovely event. Thank you. Well, thank you. Treasure Clark. Um kind of like for the only other thing I think that I did a little bit of the Little Canada Pumpkin Carnival. Um the PTA and the staff do a wonderful job volunteering. It's a lot of work but the kids and families love it so it's always a good time so Okay. you. Director Bochniak. Nothing to add. Maybe I'll just say as Kitty, my wife and I also voted. It I love it. It's fun to vote, right? It's like really cool. And it was really neat we did it at the library. And you know, you walk in, you give me your name, they give you a thing to sit down on the clipboard and fill out. So, I sit down at a table and there's a gentleman sitting there already. I look up and he says, "Hi Mike." I say, "Hi John." And it was John Thune. Not only do you just feel great about doing your your civic privilege to vote, but you meet the nicest people. So, as Kate said, please everybody go out and vote and uh however you want. That's it. I don't have anything. I wanted to go to the you know, candidate classic. Thank you. All right. Uh I got a couple things. I had an opportunity last night to attend the District Curriculum Advisory Committee and I must say I think Director Shaw you mentioned um cuz you attended the previous month. I am so impressed with the caliber of the students. And it it seems like that DCAC has just doubled in size. So, whatever you're doing Jake um you and Lindsay, it's uh it's it's it's grown, it's bigger and the students are outstanding. Seven students uh we had remarkable discussions last night. Very engaged, very active. Um we had a lot to um discuss. Um one of them was the the math team. K- the K-6 math team. So, we approved the K-6 math program evaluation report. But wonderful discussions around, you know, cognitively guided instruction. Fabulous um conversations. Uh it was approved the K-6 um evaluation report and is now going to move into the design phase. So, we'll be hearing more about that later. Uh we also reviewed uh the graduation and post-secondary report that the board has seen. And I had a couple minutes at the end um to mention that we have an important vote coming up uh next Tuesday, November 4th. And part of that is the safety and technology levy. Uh also was able to pass out some of our flyers um and make sure that folks were getting to the polls and voting. Uh reminder of that next Wednesday uh the Roseville Area Schools has their annual Foundation uh fundraiser. Uh the foundation does so much for our schools and it's next Wednesday, November 5th at Cedarholm Golf Course uh the reception room. I believe starts at 5:30 or so, but it's going to be next Wednesday. So, please if you can, um stop by. Um there's always a like a wine wine pull, fabulous speakers and just, you know, a great review of some of the things that the foundation has done for our schools. And then just as a reminder to the board and the community, our next school board meeting and our study session is going to be on a Wednesday, November 12th due to Veteran's Day. So, that's a reminder. All right. Uh Superintendent's report. All right. Thank you. I'm sensing a theme tonight as my Superintendent report in summary is please remember to vote on or before next Tuesday, November 4th as Roseville Area Schools has three open school board seats along with the critically important capital projects levy. Simply put, this levy will support safe, welcoming environments for students and staff. This levy will empower students with digital resources they need to discover, innovate, and excel. And this levy will keep families staff, and students connected with tools that enhance communication and strengthen community. For more information, please review our website at ISD623.org/levy2025 and always feel free to contact me directly with any questions you may have. Thank you. Thank you. Now, we are not officially closing the regular business portion yet because we have to move um into a closed session. I will begin things off. I move to close the meeting for the purposes of considering strategy for labor negotiations with Education Minnesota Roseville per Minnesota Statute Sections 13D.03. Is there a second? I second. Okay. Then move it and seconded. Um all those in favor signify by saying I. I. I. All those opposed? Thank you. Entering into a closed session. All right. I would now like to reopen our regular session. Um if there's no further business before the board, then we stand adjourned for the evening. Thank you.