Tomorrow's Friday. It is a little >> older I get the less tight. for that West Coast game. You're probably right. >> All right, Wayne, we're ready. >> I hope you're right. Good evening everyone. I'd like to call to order the Roseville Area School Board meeting for Thursday, September 25th. A roll call will be acting clerk Manx clerk. >> Director Bogachesky >> here. Director Shaw >> here. >> Director Gogggins >> here. Treasure and acting clerk Clark is here. >> Chair Anderson >> here. Thank you. Uh any agenda adjustments for this evening? >> There are no agenda adjustments. >> All right. Thank you. Announcements, comments, recognitions. We have a special guest here this evening, 2025 Minnesota Psychology Teacher of the Year. Come on up, Sarah. >> Y Hello. It's my honor to introduce Sarah Mortell, an AP psychology teacher at Roseville Area High School. Sarah was named the 2025 Minnesota Psychology Teacher of the Year at the annual Minnesota Teachers of Psychology in Secondary Schools Conference. The award recognizes her outstanding dedication to students and her ability to make psychology engaging, relatable, and meaningful. Colleagues and students alike praised her for going above and beyond to create a thoughtful interactive learning environment. As an example, a raw student said the following about Miss Mortell. She cares so much about everyone and the curriculum. My favorite part of the class is how relatable she makes psychology to our lives. It makes it more memorable. That's a wonderful testament to your impact on our students. Congratulations. >> Thank you. Thank you. I don't I I don't I just want to thank you all for bringing me here to celebrate this. It's been a really really wonderful 21 years already teaching here and many more to go. And um I guess I kind of just want to say on behalf of everybody at Raz, but also in the district, like I'm just one of many, many people here that work really hard every day that really want to provide an outstanding education for our community, for our kids, and we work really hard trying to be engaging and make really strong relationships with our kids. Um, and like there's just lots of us in at RAZ in all of our buildings that do really great work and it really is it's nice to be recognized for what you're doing and how you're impacting kids, but um really there's there's just lots of greatness happening all all around our school at at Raz, but also in all of our buildings. So, I I do want to thank you and um thank you for supporting everything that we're doing. There are states that don't allow AP psychology to be taught. So, um I thank you for supporting um a class that works towards our equity mission in the content that we teach. And I I also teach college in the schools sociology which is another class that uh probably would not be able to be taught in other states. So I just thank you all for your support and just for bringing me here today. It means a lot that um y'all took the time to celebrate something exciting for me and for our school too. >> Absolutely. >> Thank you for being here. >> Yeah. Thank you. >> 21 years. Is it have you always been a psychology teacher? >> Um each of the years I have taught some psychology. I started out teaching our on level course which continues and is a really nice option for students who have other things that they want to spend their elective credits on. Um AP psych is a two credit or a two trimester course with an optional third and so it's not always something that people can fit in. So I do teach onle psychology as well. So it's and and I have for all 21 years. >> Wow. Wow. Well, thank you very much. That's really cool. And then and over a time span where I think there are a lot of things that have happened in the world that a psychology student and teacher can really get engaged around, right? I we went through starting with 911 and then COVID and all the other stuff that's happened in between. Yeah. It's been a really interesting um they've they've changed our AP curriculum a number of times and it's interesting to see how much more cognitive bias has become a part of the brain psychology that's being taught. Um, and I hope that I'm able to help kids identify when either they themselves are engaging in cognitive bias or when other people in social media online are engaging in it so that they can start to recognize when when we do that. >> Well, thank you because to me that's that's the ideal. It's it's teaching kids how to discern >> and think and form their own judgments about things in an informed way. not just learn stuff, but how to think and how to do it >> and and how to recognize how their brain is wired to function because sometimes our brain can trick us and we have to catch ourselves >> to be able to not make errors in thinking or errors in judgment. >> That's great. Thank you. >> Yeah, thank you. Congratulations, Sarah. >> Thank you. >> Yeah. Thank you. All right, moving on with this evening's agenda. Summary of community input received for this evening's action items. No. >> All right, that moves us to this evening's consent agenda. Uh we do not have any retirements this evening. So I will entertain a motion to approve the consent agenda. >> So moved. >> Second. >> Moved and seconded. Any further discussion? >> Okay. All those in favor signify by saying I. >> I. >> All those opposed. Motion carries. Uh gifts this evening will be read by director Frank Shaw. >> Thank you. Um from two Central Park Elementary School for soccer nets and student needs. We have two cash gifts. One from Paula Buouie and one from Michelle Blumbberg. for the Falcon Heights uh kindergarten who are making books book making materials from Donor's Choose uh to Harambe from Megan Gangal a cash gift for the media center supplies for the storied uh Parkview Center school inclusive playground a cash gift from Sandy Putman and to the Roseville area high school um a cash gift for the football program from the Little Canada Canada Canadian Days Incorporated. And as always, we are highly grateful for the generosity of our community. Thank you, Dr. Shaw. All right, we're moving on to reports and non-action items. Uh we'll start with the summer programs presentation. Cindy and Aca and T other >> wonderful. Gosh. Awesome. >> Thank you all for being here this evening. Thank you. >> We always have room for this team table. [Music] Welcome. >> Good evening. >> Good evening. I'm Nita Thomas, executive director, student services for Roseville Area Schools, and I get the honor this evening to um introduce this presentation. I'm trying to pull my notes up now. Hold on a minute. Just hold on. Um I get the honor of introducing this fantastic presentation. Um it will highlight why our families have chosen Roseville. You're going to see rich relationship building, true colleial collaboration um at its finest. And what you're going to see are summer programs that are robust, engaging, and most of all inclusive. Um, let's take a moment to meet the team. And we'll start down with you, Molly. >> All right. Hi, everyone. I'm Molly Flynn. I'm a community education supervisor. Um, I supervise Friendship Connection and Youth Enrichment. Um, this summer in Friendship Connection, we had 563 students at four of our buildings um for nine weeks. And then in Youth Enrichment, we had um 75 classes with um 1,200 registrations and um 672 of those were individuals. >> Wow. Awesome. >> Hi everyone. I'm Erica Anderson. I supervise targeted services and unity. Um I'm a community education supervisor and um this year we had 751 students enrolled in summer discovery and we had 60 enrolled in Unity Center, meaning they stayed the remainder of the afternoon to complet the day. We have three summer discovery sites over the district. We had Edertton, Central Park, and Rams. >> Hi, I'm Eric Thordon. I uh supervised credit recovery um as well as summer academy um and I'm proud to say that our students earned over 407 credits uh this summer in summer academy. >> Great. >> Wow. >> Uh Tad Hagen, uh supervisor of the adult basic education program, um located here at Teta. Uh this summer we had one of our best summers in years, serving almost 400 adult learners for close to 7,000 hours worth of learning. Uh among those learners, 57 of them were through our career pathways. Um 37 in our community service interpreter program and 20 in our apprentice and manufacturing ready program. >> Great. This is all music to our ears. >> I know, right? >> Um I'm Taylor Anderson, assistant director of student services. In the summer, I oversee our extended school year program, which is ESY. Um, as well as our replacement credit recovery and all of our health services. And so, for ESY, we had 246 students enrolled, E12. Um, and then, this is pretty exciting. So, for student services, for ESY, replacement, credit recovery, and health services together, we had a staff retention of 70%. I'm Megan Webb, marketing manager for the community education programs. And this summer, I took 2,628 photos and 325 videos. >> Good evening. I'm Laura Frier. I'm the principal of FA as well as summer academy. Uh we had a four-week program and we had seven graduates, five from FOA and two from Ross. >> All right. Hello, I'm Tammy Reese, early childhood program supervisor, uh, supervising pre-K, early childhood screening and ECFE. Um, this past summer we had a six-w weekek ECF program that we held at 10 different sites within our communities. Uh, new this summer was our Friday field trips, which were super fun and popular. Uh, we had like an average of about 45 children and caregivers that attended each one of our Friday field trips. And I'm Sydney Arnison, the executive director of community education. And I got to work with these eight fantastic leaders and watch them shine as they delivered awesome programming that focused on student success. >> So before we get into our uh presentation, we just want to talk about how our programming addresses our strategic plan. >> Um we address it through goal one. Our graduates are prepared to achieve their goals and aspirations. And goal four, the community is united behind me and student need. >> So this year we wanted to highlight the many amazing partnerships that our programs have with both internal and external groups. You should have this in front of you too. It might be easier for you to read. As programs of Roseberry Schools, we value collaboration. We encourage teamwork. And we know that together we can go farther. Here is a snapshot of some of the partnerships that took place this summer. And it's just the beginning of a list. There's many more than this as well. These partnerships that you see here have such a deep impact on our students and their education, their experience here. But the impact goes even beyond the skills and concept learns and the outcomes um listed here. These partnerships bring so much joy and a whole new level of energy and excitement to our schools. So to capture the genuine emotion and liveless behind these partnerships, we compiled this short video that we'll play next so that you can not only see but feel some of that impact that our students get to feel. So for the next few minutes, feel free to immerse yourself into the world of summer 2025 at Roseville Area Schools. >> Love it. [Music] [Laughter] [Music] [Laughter] [Music] [Music] [Music] [Music] [Laughter] [Music] Heat. Heat. [Music] Fore. [Music] [Laughter] [Music] [Laughter] [Music] [Laughter] [Music] [Applause] All right. Um, so from that video you can see that we had a lot of meaningful partnerships and we are excited to share three stories that showcase this collaboration. To start, here's our story of ESY and summer discovery. Um, so when we talk about equity, it's not just about access during the school year. It's about making sure every student has a chance to thrive even in summer. And so this summer we brought something back. Um we partnered ESY with our summer discovery program. So we had a traveling special education teacher go to summer discovery sites and work with 10 of our students um in that program. And so for our 10 um students that were receiving special education services, this partnership made a huge difference. Um so typically in ESY um we provide you know supports to prevent uh regression, recruitment, self-sufficiency and or unique needs. Um but our students have limited opportunities within ESY because it is just a special education setting. And so with us partnering with Summer Discovery, we're opening up that inclusivity um and really allowing our students that need ESY to have access to um other like gened programs. And so um the impact was very powerful. Students practice communication, social interaction, and problem solving in realworld settings. Um skills that always can't be taught in the classroom. And so they did maintain their academic progress while also building friendships, confidence, and independence. Um so for these 10 students, the partnerships ensure that they maintain their skills over the summer while fully engaging um alongside their non-disabled peers. So this model demonstrates how intentional collaboration can open access to the least restrictive environment. Um making sure that we fulfill both the requirements of the Individuals with Disabilities Education Act idea um and our commitment to true inclusion and equity. >> Thank you. >> Thanks Taylor. Um so I will now share about um our partnership with our neighbors at the Bell Museum and Friendship Connection. So we were lucky enough to partner with them in a couple different ways this summer. Um, first we had one of their interns come visit our older kids site to talk about how they got to where they are as an intern and a University of Minnesota student. Um, and kind of help our students. Um, we use that as like a strategy to help them kind of see the possibilities um of um where they can go in the future. Uh, second, we got to visit the Bell Museum and experience what they all have there. We met the woolly mammoth. Um, we got to do the touch and um, see lab. Um, we got to go to the planetarium. Um, the kids were so enthralled with everything they had there and what Minnesota where Minnesota has come from. Um, on the way back on our short bus ride back to site, one of the students was talking about how great of an experience they had and they said, "But we didn't even make it to the Bell section." Um so um that we took that as like an opportunity to do some research, learn about where where the Bell Museum, why it was named, how it was and all that kind of stuff. So again, taking the um Bell Museum's values of um inquiry, wander or wonder, and um um engagement. Thank you. Um and um really living those out. And then lastly, um we the Bell Museum provided us with 75 um free STEM kits to take home with their families. And in those kits, they um include some hands-on science experiments and um uh invitation and admission to a for a family to go to the Bell Museum together. So that is our partnership with the Bell Museum. >> The last partnership that we're going to talk about is with our um summer academy students. We um we spent our four weeks here in Abeta and it was great because then we still got to partner with our um early childhood programming. Um and so our um high school students got to go down and read to our students um to show some leadership and some role modeling as well as the opportunity for our littles to hear um a good story and to build some learning um connected with older students. Uh the partnership really focused on um the contribution that they can give to school communities and a lot of our students saw um an update I think that Megan put out a week after in um community ed and they were so excited to see themselves in print. Um and so um the very excited to see the pictures that you you saw in the video. Um, our early learners gained exposure to reading and language development while our bigs, our high school students experienced that purpose driven learning that supported them to get to graduation. >> Great. We might have uh created a pathway for uh future educators as well too. So, Kinyatta, we we got you. >> Just want to uh thank you all for having us uh and allowing us the time to spotlight um our different summer programs. Um really thankful for this group. Um we spend a lot of time together in the planning process. Um and what that time spent has really showed me is that we uh are are truly um embody taking a village. Um you know, and we've bought into that village approach. So I'm thankful for this group, proud to be a member of this community um that gives so much of themselves to our residents and our students. Um and I think it's obvious, you know, that you can see our commitment to partnerships uh and collaboration. Uh it's ingrained in all we do and we're proud to represent Rosal area schools. Um thank you. We're happy to take any questions that you have. >> Well, well done first of all. >> Uh so um first just some comments and I do have a question. So every time you report to us it's kind of like what the Disney movie uh Beauty and the Beast there's a song, right? Uh something is there now that wasn't there before. In movie they're talking about love, you know, with you guys the same thing. I mean, every year it's something new, something different. You're reaching out. You're improving. >> And what impresses me is you're not just like doing the same thing over. You're always seeking and looking for ways to expand to reach more people, reach more kids, make it deeper, make it better. And that's initiative. That's not somebody coming telling you to come, you know, to do this. I mean, this is this is you guys as leaders doing it. It's extremely impressive. I That's one of the reasons I love being on this board and being part of this district is because it's filled with people like you guys. So, I really appreciate it. I I I know the community appreciates it. Maybe they don't tell you directly as much as they should, but through us really thank you everybody for what you do and what you've done. It's really really impressive. So, thank you. My question was you all cited numbers. Whenever I hear a number, I think of what's the context. Is is is that growth from before? Are you capped out? Do you have capa? Like what was this year like compared to last year? What do you see for next year? Do you need more resources to expand? Like just could the answer could be different from all of you. I don't mean to put everybody on the spot, but just maybe as a group kind of where are you with with growth and future look, you know, future growth. >> I mean, I can share for summer discovery. I um we were really purposeful on growing particularly our um middle school program. So this year we had 751 students but last year that that's total so not just at the middle school last year we had 561. So we were seeing growth and like we were focused on the middle school in particular >> because we only had about 75 students there last year. This year we had about 130 and we just went to a different model. We called it a different name. We didn't call it summer discovery. We hyped it up. I big partnership with that Rams team over there. And um so that was kind of a big focus for me to continue that next year. How do we continue to grow that and make it bigger and make it appealing to our older students? >> Thank you. >> Yeah, >> I I um I applaud the the summer programming. I I don't think the community knows just what goes into uh the summer programs. And you know, I can attest to definitely the partnership between Friendship Connection and the Bell Museum. My son was on Friendship Connection staff at Falcon Heights. Uh, and and this is his second year, so apparently he likes it. I think he really really enjoys it. And he had kindergarteners through second graders that he took to the Bell Museum. He said it was a challenge to corral them sometimes, keep them focused, but he said the kids did have a ball. But I'm I'm proud of the program and all the work you guys do. It's it's phenomenal. So, thank you. >> Thank you. >> Anybody else? >> Any other question? >> Question. >> Um, I know that you guys are always working to try to make it an attractive option for Roseville staff to join. I was wondering of roughly what percent of Roseville staff keep these wonderful programs going or how much you have to rely on outside staff. >> Um, for summer academy, I think we only had to hire one outside staff member this year. Y >> and she was a veteran even. >> Yeah. >> She's someone we were very familiar with. So it felt like we were 100% which was awesome. >> Wonderful. >> In health services we were 100% Roseville staff which was really exciting. Um in ESY we hire we hired over I want to say like 180 staff members and so is it 180? Mhm. >> Yeah, it's a big number. Um, but with that, it falls within I would say 80% of like Roseville staff. We have a lot of returning staff and this was the largest returning staff that we've had, which got us to that 70%. Um, and we're hoping next year to continue to grow staff attention. >> Good news. >> All right. Thank you guys. >> Thank you. Well done. Thank you. [Applause] All right, moving on to our achievement report. Jolindy, [Music] >> good evening. >> Well, a lot less aggressive team, I guess. still very important, >> right? Yes. Very important. It's very true. >> Like you too, Jake. >> Well, good evening. Um, >> good evening, >> school board members and district administration. Um, I'm Jake Bond Lindy, executive director of teaching and learning um, in the office of educational equity. And, um, thank you for having me this evening. and I will be presenting our achievement report which focuses on our MCA and FastBridge um scores for reading and math. Um as you know we adopted our five district goals and key strategies in 2023. I think we could make an argument that all of our goals and key strategies um must align with our uh student achievement. And I'm not going to go through all of them. So I I pulled out the ones that I think are most important for us. So our district goal number one is our graduates are prepared to achieve their goals and aspirations. The strategies under that are all aligned for student achievement and include ensuring that our students are college and career ready, delivering uh a challenging, joyful and safe learning environment and delivering innovative, effective practices and systems. Our second goal is that our learners contribute to an equitable, caring society. Um, for growth and achievement to occur, we need to we need um to we need our students to feel they're connected and proud of their accomplishments. Um, to do this, we um do this through engagement, interest, and relevance as well as having our students genu genuinely enjoying learning. And as the strategy states, we cultivate student engagement and joy in their learning. And for our goal number three, um, we are a culturally responsive, inclusive, anti-racist district, which includes ensuring that our educators commitment to anti-racist practices, that we hire and retain a diverse workforce, we develop equitable leaders, and we build a culture of belonging where all feel welcome, included, and safe. All of these things contribute to a culture of learning and high achievement where students all feel safe uh feel a sense of belonging and a commitment to growth. So I do have some data caveats and and acknowledgements. So I I wanted to add this slide this year as a little bit of a different um spin on some of the things that we talk about within the achievement report. So, we know that our achievement tests are typically a one-time snapshot that don't always provide a great look at individual growth or achievement. However, they do provide us with our district trends over time and an overall summary of how well we're meeting the state standards as a system. They also provide us with a look at disparities that may exist. Disparities by socioeconomic status, languages spoken, race, or ability. Without reviewing these tests with an eye on equitable outcomes, some of our data can hide disparities and e inequitable outcomes. In Roseville area schools, we look for the disparities and identify them. As Jim Collins discusses in his book, Good to Great, we as an organization have to confront the brutal facts, but never lose faith. We continue to have brutal facts in our data and yet have faith that we are working to improve our systems for our students and families so that all students can achieve. We're not there yet. That's a brutal fact, but we will never stop trying. I also want to acknowledge that we don't blame our students for our results. >> When we review our data, we know that we're not reaching all kids in the way that they learn best. That's on us to improve as educators. We also know that this one sn one snapshot does not encompass all the important things that are not tested about our students, >> including their sense of wonder, their critical thinking, their endurance, persistence, and determination, or their humor and curiosity. So, we acknowledge that these tests are not all-encompassing, but important for us to face our brutal facts about how we need to change as a system to continue to improve for our students. So before we look at our achievement data, we'll review our um some key demographic areas of our district to help shape our community and who we are as a district. This provides you um you all and our community about our changing demographics and how our student groups compare to the state averages in Minnesota. A reminder that this port is this report is a look back at the last school year and that we receive our Minnesota comprehensive scores in the summer and report on them um in the fall. So the graphic at the top of this slide shows the percentage of students who receive educational benefits comparing our students in Roseville schools to the statewide average. Just a reminder that educational benefits are benefits that students receive in their family if their family income is at or below certain thresholds. This can in include free or reduced meals, transportation, athletics, and activities and other areas. And the educational benefits looking at that trend shows that since the turn of the century, we have more than tripled in our students that qualify for educational benefits. And now about half of our students qualify. The state has also shown a steady increase from the year 2000. Below is our multilingual learners and you can see that Roseville and the state of Minnesota were similar at the turn of the century, but Roseville has outpaced the state and continues to show an increase in our percent of students who are multilingual learners. And this slide looks at our students with an individualized education program and students who identify as black, indigenous, or people of color. students with an IEP. Both of our uh both Roseville and the state have shown increases over the years. The state average um continues to be a little higher than Roseville. And for our BIPAC students, we see that students in Roseville and the state continue to be more racially diverse. However, Roseville has outpaced the state in our percentage of BIPAC students. We have about tripled since the turn of the century, whereas the state has more than doubled. Jake, can I ask a question about the multilingual learners? Um, it is does that mean in fact that the language spoken at home is different from the language in the classroom? >> Correct. Yes. So there they would be speaking a a a second, third, fourth language. Okay. >> But it's not it's not just that they're speaking a second. It's it's that there is this >> their home language >> discrepancy between the home language >> other than English. Yeah. So, it's not the students are in our multilingual program. It's any student even if they no longer receive services um that have >> these are are students that we that are currently in the multilingual learner program >> and that have report and that are reported by the state. So, there may be there may be some students that we're continuing to sport to support um that aren't necessarily in our multilingual learner program that may have um out graduated their their number of years that are supported through state funding. Um and there's also students that we're kind of still watching and supporting as well. So, >> those students wouldn't be currently showing up in our multilingual learner, >> right? If I remember right, when Luly last presented, um, she shared about 33% of our students speak a language other than English at home and 18% are serviced in some way through our programming. >> Thank you. That's what I was trying to clarify because different impression. Thank you. >> So, as um as we showed through the last few slides, we've become less comparable to the state. However, we are comparable to other districts and communities around the state of Minnesota. We often look at the data from these districts to see how we compare in terms of student achievement. So the districts that you see on this slide include Bloomington, Burnsville, North St. Paul, Maplewood, Oakdale, OIO, Robbinsdale, Austin, Invergroveve Heights, West St. Paul, Menota Heights, obviously Roseville, and then the state of Minnesota overall. So this graph shows all of those demographic comparison areas that we discussed on previous slides and also um these school districts have around the same amount of student enrollment as Roseville. We'll begin with uh we'll start with our review of our reading data. So this first slide shows the trend of Roseville area schools in blue compared to the statewide average in red. It includes six years of trend data all based on the MCA3 reading test. Please note that the 2021 school year is included but is not in uh a comparable data year because uh because of the pandemic and based on the limited number of students that we tested during that school year. It's not representative of our typical testing. You'll also notice that 2020 is not included. That was the year that all state testing was canceled. So for our um for the reading test, the tested grades are grades 3 through 8 plus 10th grade. In reading, you'll see that students in Roseville area schools are about 45.5% proficient, while the state average is 49.6. We remain about four percentage points below the uh statewide average and both Roseville and the state stayed about the same proficiency rates from the previous year. We were consistently following the statewide trend since 2019 but had a dip last year and have stayed flat from the p past school year. Both Roseville area schools and the state have declined in scores since the pandemic. This slide shows Roseville area schools compared to Minnesota in reading proficiency by grade over the past three years. In Roseville, we see gains in grades five, six, seven, and eight from 2024. Eighth grade, um, students had the highest gains from the previous year at 5.3 percentage points, and seventh grade outperformed the statewide average. Statewide, only grades seventh and eighth had proficiency in increases. Grade 10 is still marked with an asterisk as our uh participation rates in MCA testing improves. We have more comparable numbers of students participating in the 2024 and 2025 MCAs to participation prior to the P or prior to the pandemic. This slide shows trend data for our students by race and ethnicity. American Indian and Native American students and white students increased from the 2024 year. The disparity between American Indian and Native American students decreased by about two percentage points. However, disparities for all other groups by race and ethnicity ethnicity increased and the racial disparity between student groups persists and ranges from 22 to 46 percentage points. This slide shows trend data for our students who qualify for educational benefits, students with an indivi individual education plan or IEP, and students who are English language learners. Our students who receive educational benefits had reading achievement increases in proficiency over the previous year while the our other students decreased. This slide compares uh proficiency for our student groups to the statewide average for that group. So 2024 is in dark blue and 2025 is in light blue. We see that our American Indian, Native American, and white students both improved from the previous year and performed above their statewide counterparts. This slide provides us with a look at how we relate to our comparable districts and includes data over the past three years. Our comparable districts had a reading proficiency average of 41% in the 2025 school year. We performed above that and were the third highest of our comparable districts. Five out of the eight districts decreased in their proficiency rate overall from the previous year and two showed small improvements. This slide shows our school's reading achievement over a three-year trend. Falcon Heights, Park View, and Rams saw increases in proficiency compared to the 2024 school year. Central Park and Falcon Heights both continue to outperform their 2019 scores prior to the pandemic. Most of our other schools remained the same or saw decreases from the previous year. We're going to switch over to our A- reading growth, which is from our FastBridge um testing. This is testing that we do for all students in grades 2 through 8. And um just so you have um a baseline, a reading is an adaptive reading test which mostly tests students comprehension and reading skills. Um and then growth in fast bridge is broken into four different categories. aggressive, typical, modest and flat. And we want to see low flat growth and high aggressive growth. >> Another question that is what what defines typical >> it's aboutif the 50th percentile students that would fall around um that uh I would say the 33rd through 80th percentile of of growth. >> Okay. But that's that's as fast as seen. >> Yes. >> Okay. >> Yeah. >> Okay. >> Yeah. >> Thank you. >> Mhm. >> Um so again we wanted to see we want to see that flat and um high aggressive growth and overall we see a decline in the flat growth from the 23 24 school year along with a decline in the aggressive growth. We also see increases in our typical growth um and our modest growth. However, to change proficiency proficiency, we really need to see a decline in flat growth coupled with that higher aggressive growth. So, this slide is the same as the data in the previous slide except for it's disagregated by race and ethnicity. For context, we included our American Indian and Native American group on the slide. However, we didn't have enough students um take the test to publicly report the results. All of our student groups um by race decreased in their flat growth, which is always good. However, most of our student groups also saw either a decline or no increase in their aggressive growth percentage. We do see that our multi-racial multi-racial students had the highest rate of decrease in their flat growth. So this slide shows auto reading growth for all students in grades four through eight. And the auto reading test is an additional test that can be added to the A-reading um for the upper grades to teach students or to test students on their foundational skills which include word identification, decoding, morphology, and um some matching synonyms. So for all students in auto reading, we had about the same amount of typical and aggressive growth from the previous year. And when looking at auto reading by student groups, we see that our Hispanic and black students had the highest amount of improvement in their levels of typical and aggressive growth. Although not shown in our slides when reviewing our growth by schools, we see that um Brimhol, Edertton, EMTT D. Williams, and Little Canada all had combined typical and aggressive growth scores above 65%. Um and Brimhall and EMTT D. Williams had aggressive growth percent above 40%. >> Just um it's and it might just be me kind of the context of when we talk about the A reading auto reading >> we're talking about it's still connected to the overall MCA. Correct. It's a subsection or just >> this is a completely different test >> completely. Okay. >> Yep. So FastBridge is our our in-house test that we use um to measure growth. So, the MCA really just measures that proficiency, whether they hit the mark or they don't. Um, and what we're really looking for when we're doing our fast testing is to say how, you know, whether they're proficient or not, how well are they growing? The MCA used to have um a growth score that went along with that, but they stopped using that score because it wasn't um as accurate and reportable as they'd like to have it. So, >> thanks. And and again, the MCA was not designed for individual scores anyways. And so it's there's some trouble with with that using that as growth. >> Yeah. I wanted to know would a typical student who experienced aggressive growth in one year then be in a position where they're less likely to experience aggressive growth in the next year? Or is it the same students? it is the same students and you can um you can have aggressive growth in in two years in a row. It's it's harder to get that as as you move up some of Yes. >> Yes. So this is our early reading growth and again this is another fastbridge um test and this one is really looking at um our early reading and CBM reading tests which are at our early elementary grades. So the last one was second through 8th grade and these ones are typically with our kindergarten and first grade students. Um and they're usually individually administered to our students as well. Um and you can see in our early reading um students show their their basic beginning reading skills in mostly in the K and one. Um and then in u the CBM reading test students read a passage um to an assessor um and that's typically in our grades two and three. So these charts show the growth levels over time. And overall in early reading we had an increase in typical growth with a significant decrease in students showing flat growth. Taken together, 64% of our students had either aggressive or typical growth, which is promising for our earliest readers. And then not shown in these slides, um, Central Park, EMTT D. Williams, Falcon Heights, and Park View all had also over 65% of their students with a combined typical and aggressive growth rate um, for their youngest students. >> Which were those schools again? >> We had um, Central Park, EMTT D. Williams, Falcon Heights, and Park View. Um, and a Falcon Heights had over 76% of their students show typical or aggressive growth. That was our highest one. Um, in our in the CBM reading, we had overall um improvement in our typical growth along with a decrease in our flat growth from the previous year. And highlights from the CVM um reading from our buildings include Central Park, Falcon Heights, and Park View, which all had strong combined typical and aggressive growth. And Brim Hall, Central Park, EMTT D. Williams, Falcon Heights, and Park View all had flat growth declines. So, this last slide for our reading um shows the same fast bridge tests, early reading and CBM reading, but only for the 2024 school year. and broken down by race and ethnicity. So in early reading, most of our students saw u by race saw decrease in flat growth from the previous year and saw increases in typical growth. We see that Asian, black, Hispanic, and white students were all above average for both combined typical and aggressive growth. And in CBM reading, our black and white students showed increases in their combined scores for typical and aggressive growth. Our black students also showed a 10% uh 10 percentage point increase in aggressive growth from the previous school year. So these are some points to remember just kind of boiled down all of those slides to one slide. Um so our points to remember is that we maintained MCA proficiency level from our 2024. We're about four percentage points below the the state. We outperformed most of our comparable districts. Our grades five, six, seven, and eight increased proficiency and seventh grade outperformed the state. Falcon Heights, Parview, and Rams increased from 2024. And our Native American American Indian students, um, their racial disparity decreased while most other groups increased. And we see a higher amounts of typical and aggressive growth for our kindergarten and first grade students. So in our reading response, we cons we continue with a focus that reading is our as a social justice issue of our time and we continue to put forth resources and efforts into our literacy improvements, especially at our earliest grades, including prek and elementary. We invested the most in elementary literacy materials for any curriculum purchase. um and that the purchase of the materials includes Whiten Wisdom, Amplify, foundations, Heggerty, which all focus on the science of reading and structured literacy. Last year was our second year of implementation and we expect to see proficiency proficiency changes in a few years in terms of reading proficiency impacts that will be seen with our youngest students as they age up to the MCA reading test. Almost all K through4 teachers have been trained in the science of reading and structured literacy instructional practices. They were trained in letters with over 150 hours of training over two years. Our prek teachers have also gone through letters for early childhood uh the early childhood program as well. And this year, our fifth and sixth grade teachers who didn't go through letters will be trained in carry all, which is a structured literacy training um program through the University of Minnesota. And carry all stands for the center for applied research and educational improvement advancing language and literacy. We continue to provide reading screening three times a year in grades K through eight and intervention supports are provided to our students. We also secured funding for through MDE for the alternate alternative delivery of specialized services or ADSIs for about a million dollars of reimbursement support which includes staff to support interventions um to students in literacy, math, and behavior. And we trained all of our secondary special education intervention multilingual learner teachers and alternative high school teachers on the science of reading and structured literacy last year through carry all. And we started working with our our secondary English language arts teachers in a mini curriculum review to asssure alignment to our materials and alignment to the 2020 Minnesota ELA standards. And as always, we continue to provide avid wicker strategies for our students throughout the secondary. And the R in wicker stands for reading and is an area of focus um and support in our classes. We continue to have an um an equity advancement literacy lead to provide support and oversight to our literacy um programs and districtwide. And this year we're excited to um welcome Dr. Clarissa Jackson to our office of educational equity. Um she helped to lead and train um Cariel at the University of Minnesota the previous two years and is now joining us. >> We're going to shift our focus to our math achievement data. >> Hey. >> Yes. >> I ask some questions about reading before we go on. Sure. Could you go back to the slide that shows the reading proficiency by building? You also want that was a change. >> What >> do you want me to go back as? >> Yeah. Yeah. Go back to the reading proficiency by building. It's like a number of slides back. Sorry. >> And the packets page 37. >> Oops. Sorry. It's on the on what's showing. It's the bottom turquoise one towards the right there. Next one. The right of that. Next one. That one. >> Okay. >> Um I'm consistent over my time on the board of being extremely skeptical of the MCAs. I mean, especially when you look at a situation where forever, not just be us, but this whole state of Minnesota tests kids at less than 50% proficient. I mean, something's just doesn't seem quite right to me about it, given that, you know, they they show something, I guess. And I guess when you were talking about the fast bridge reading and called out that Falcon Heights and Ed Williams and Park View did very well and those three are also three of the highest four proficiency as measured by the MCAs by building on on this chart. So there'd be some kind of correlation there. Um, is there anything that we think we can observe, any factors at all that are correlative between the high performing the body of students that test higher as proficient in Rim Hall, Falcon Heights, Ed Williams, and Park View compared to the other schools factors that we in any way have any control over, even if we observe any because you could observe them but still not having control over it such that any factors are replicable in the other schools or any factors are avoidable in the schools whose students test as lower proficiency at all. You just you get my my question is because it's fairly consistent right over the years that some schools continue to be >> assessed as higher proficiency than other schools. Mhm. >> So, it's just like the question that comes to mind, especially if it's backed up kind of with the fast bridge stuff, is there are there factors there that we have any control over? There's so many factors that could go into this >> we have zero control over. >> Um because I'm not I want to be very clear on this. I'm not suggesting >> that the staff, the teachers, the leadership in any of these buildings in any way themselves are better or not than the other ones. Right? It's not a fault. It's not a failure because it's consistent over the years. changes and teachers changes everything. >> So, but I don't know if there's something about you is it I don't know what it would be. I don't want to presume anything because it could be going beyond brutal facts to assumptions, but I'm just curious if there's anything we've seen or observe in any kind of factors in the schools that test as higher proficiency. And I'm very careful to say not are higher proficient, it just tests as high proficiency. The MCAs, which I think is a flawed test anyway. Mhm. >> I'm just curious if there's anything in that at all or if I'm just, you know, >> and if as we move ahead, it'll be the same curve among the schools for the math >> proficiency. Mhm. >> And it may be unanswerable tonight, but just something that I don't know if there's something there that >> we could try to be alert to or discover without and again without blaming the student body. >> I it's just it's a it's a tough question, >> but there seemly consistent testing results among some of the sites. >> Yes. Um there h Mike you ask the question that we all ask ourselves all the time >> right that this is if we had that figured out education would be perfect >> right I mean so so show me a school where that's where that's happening right and we do h we do see some right we we talk about the 90990 schools so schools that are um 90% um bipok 90% % um uh free and reduced price lunch and 90% proficient on their on their tests. Um, typically what they see in those in those schools are things like teachers collaborating um, and just completely focused on student growth and their um, and their common assessments that they're doing are aligned to the state standards. um they are schools where their teachers are focused completely on um on the the the achievement that their students are doing. Like that that's their conversations. Now, does that mean that we're not having those conversations? No. I would I would argue that the MCA is one of the most difficult challenging um tests within if you rank them through the states um that Minnesota's their levels of expectations are very high. Students come in with varied levels of of background knowledge >> and learning. I mean uh when when we start in school, they're not starting all at the same starting spot, right? So it that's just That's a given. And so what we've decided to do is focus on what are those reading strategies that that are showing that work right through um some of the the work that other states are are doing. um I believe it's Mississippi um that has been about 10 years in this work of structured literacy and um a focus on the science of reading and they're starting to really see the gains now that >> I just saw an article today that Mississippi now has risen to the top because of the following >> the same science that we have just >> and it's been a continued focus for for many years and so um Again, I don't want to blame our students on things. And so, I think that, you know, that there's practices that we're going to be that we're doing now. And I hope in 10 years that all of our schools look like the ones that you see that have the highest achievement. >> Well, and the reason I ask is, you know, because you never know, you know, and I'm making this up is not true. I'm just saying in a hypothetical universe, let's say there was a school that 70% of the student body was new every year >> because the parents were part of a university community that got transferred around all over the place. One might expect that the the the fact that they're new and don't know each other and they're forming communities and all that kind of stuff that could be a factor in their performance on the tests and then intervention could be well let's let's put a little more focus on helping them make connections and make you know so that's what I'm wondering since it seems to be consistent are there things that we just haven't identified or noticed or observed yet that we could actually do something about >> yeah to help and again there's like you said there's no magic answer I know you is what makes you not sleep. >> Yeah. >> But >> people will notice this and you know thought I wanted >> math. >> Yeah, math. Let's let's jump in. Um so our first slide for math is um just some context setting. Again, this slide includes um six years of trend data all based on the MCA3 math test um to include scores that have that we had prior to the pandemic and scores post pandemic. Again, school year 2021 does is not um comparable to other years. Um Roseville schools is in blue and the state average is in red. So in math, Roseville area schools remained about even with the 2024 results and the state remained about even as well. And districtwide, we see about the same proficiency rates as we have in previous years since the pandemic. We're now at 37 uh 37.8% proficient for all grades in 3 through 8 and 11, which is about 7 and a half points lower than the statewide average. We're about 11 percentage points lower in math than we were prior to the pandemic. This next slide is comparing data um of our overall MCA scores to the n uh to the statewide average for each of our grades. Our math scores in grades seven and 11 improved over last year. Grades seven improved by 2.1 percentage points and grade 11 improved by 4.4 percentage points. Overall, grade seven has improved about 12 percentage points over the last three years, and all of our grade levels in 2025 were below our statewide averages. This slide provides trend data for our student groups by race and ethnicity. We see proficiency increases for um our Asian America, Asian, American Indian, Native American, and multi-racial students. All other student groups showed marginal gains or decreases from the previous year. Um, with their increases in proficiency, we see racial disparities decrease for our Asian, American Indian, Native American, and multi-racial students. However, our racial disparities continue and range from 13 to 42 percentage points. This trend line shows our students who qualify for educational benefits, students with an individual education program, and students who are multilingual learners. We see proficiency decreases for all of these groups in the 2025 school year. This slide compares our district proficiency percent for each of our student groups compared to the statewide percent proficiency percentages. Our American Indian and Native American, our white students and multi-racial students increased and performed better than their statewide average for their counterparts. And this slide looks at Roseville area schools to our comparison districts for the past three years. Roseville outperformed five comparable districts and most districts showed decreases from the previous year. Whereas Roseville maintained proficiency from 2024. This slide shows MCA scores for the past three years at Central Park, Edertton, Falcon Heights, Harambe, Park View, and Rams. All increased math proficiency from 2023. And with their continued proficiency increases above over the past three years, Central Park is now 9 percentage points above their 2019 prepandemic proficiency rate. So these next two slides will um switch from MCA data to FastBridge data. And in this slide, we're looking at growth for all students um tested on early math and a math. So this is the first year that we've had early math data for our youngest students in um K and one, which measure measures early math concepts like n number identification, number sequencing, decomposing numbers, place value, and story problems. We had 64% of our students in either typical or aggressive growth which is above average. Um many of our sites including Edertton, EMTT D Williams and Little Canada had extremely strong typical and aggressive growth scores over 70%. Little Canada had three quarters of their students at either aggressive or typical growth and Emma D. Williams had 41% of their students at aggressive growth. this year um includes or sorry a math includes all students in second through eighth grade and in fastbridge a math growth we had about the same amount of growth in typical and aggressive as last year. However, we see a decrease in flat growth. And this slide shows the growth of our student groups by race and ethnicity for both of those early math and a math um tests. In early math, we see that Hispanic and white students had the highest amount of of students with typical and aggressive growth. For Amathth, we see that black and white students had the highest amount of aggressive growth and the lowest amounts of flat growth. And other um AMAH data data, Falcon Heights, Little Canada, and Rams had strong combined typical and aggressive growth um rates compared with low rates of flat growth. And this is our math points to remember. Um these are um just those bullet points kind of narrowed down from those other previous slides. So um MCA scores remained even with 2024 and so did the state. Our grades seven and 11 saw proficiency increases on the MCA. Grades seven has improved 12 percentage points over the last three years. Our racial disparities decreased for Asian, American Indian, Native American, and multi-racial students. And our racial disparities continued to be persistently too high. We had proficiency increases at Central Park, Edertton, Park View, Rams, and RAZ. And our proficiency percentage increases over time. We saw that Central Park has increased their um 10 percentage points since 2019. Edertton has increased 12 percentage points since 2022 and Rams 7 percentage points since 2023. Um we have had high typical and aggressive growth in early math and decreases in flat growth for a math. So our math response um is that we continue to um partner with Dr. James Brickwitty um to provide cognitively guided um instruction which is professional development for our teachers in kindergarten through 8ighth grade. This summer we had more than 20 teachers take a week-long training which continues over this school year. And rather than a math program or curriculum, CGI is a way of listening to students asking smart questions and engaging with their thinking all with the goal of uncovering and expanding their mathematical understanding. At Rams, our math teams have focused on standards and aligning aligning their common assessments to MDE standards and proficiency levels. And both K6 and 712 math curriculum review teams continue to continue their work this year to match with the M uh MDE rollout of their new math standards in school year 2728. We continue to offer MCA testing at the high school level during the school day rather than a separate testing day for 10th and 11th grade students, which has improved our test participation. And we're now um providing math screening three times a year in grades K through 8 with supports and some intervention work to our students in math. So, some brief um science information. There is um just a summary of information for you for this year. Um this year was the first year that we're testing MCA4 in science. And so, we haven't received results yet um from the state. We'll receive those sometime in October. Um, we do test for MCA science in grades 3, five, and in high school after they finish their biology. Um, we'll bring these back to you when we have them reported. Um, also, these new results will not be able to be compared to MCA3. So, it's a whole new test. Um and so we can't really say here's, you know, the 2024 to 2025 um trend scores. So these are all based on new science standards as well. Um a heads up that this is going to be happening next year for reading. So this will be the first year that we do the reading MCA4. And so there we again will have a break in some of that trend data and have to um look at some new trends that will be starting from there. So that was a lot and um we already had some questions and discussion but if there's more things that you'd like to discuss or ask this is >> yeah I I'm interested to know with the aggressive um changes in curriculum and um techniques pedagogical techniques that are going on in both reading and math. >> Um, how are the teachers responding to that? And I'm specifically sort of looking for how they're seeing it working in the classroom where they whether they feel it's effective. Is is that is is that feedback >> good >> or middling or are they annoyed? >> Good question. I think um going through the the process of our curriculum review for our elementary um teachers was a really important first step for us. >> So even before the state said you have to do this structured structured literacy and science of reading training, we were already looking at doing that. Mhm. >> And a part of that in their curriculum review, they really studied the the um oh, I can't remember the podcast. Uh sold a story. >> And through that, there was a lot of um cognitive dissonance for teachers because they felt like I've been doing it wrong for a long time and and it was very hard. And and so I think coming to grips with like saying I'm here to do right by students, but but by the practices I was doing may not have been supportive of all of our students. And I so I think that was hard at first to like confront that brutal that brutal fact. >> But then I think after taking a step back and saying okay that here here is what works and so let's put those into practice. Um it's hard when you have to go through 150 hours of training. Um that's a lot and in in two school years over that amount of time. Um but I think teachers are willing to do it based on the results that that they're starting >> they're seeing. Okay. Okay. >> And some of it is like we had two things all at once, right? So we had a new curriculum and we have new um some significantly new practices and training all all at the same time. And so that that was hard. I mean that that's a hard thing to do. Um and so there is still some learning that we're doing along with um along with the implementation of new curriculum. So like what is it that I can cut out? What is it that I can make sure that I um need to hit on? what is what is it that I that I've not wrote, you know, reading for my students, but that I can now kind of own on my own and and teach in the way that I need to make sure that we have some really good engagement. I think the first year that you go through an implementation, it's so much learning for for teachers and um especially with a a layered curriculum approach that we have as well. So, >> so we're still feeling like we're implementing and will be probably for the next two years as well. And math the same >> math is different. So math we've done some on the side training with with CGI. >> Um and that's been just voluntary and we've heard really good results um from our teachers >> and as you can see Central Park has seen some really good results. they have put all of their teachers through um that CGI training. And so, like I said, like they have seen some of the highest um increases in proficiency um since the pandemic and and and even like their math scores um now are higher than the than they had during the or before the pandemic, which very few other schools in the state or nation have really seen. So, We see some promising results with that. Currently, KSIX um math is in curriculum review and so they're rolling their new math curriculum out with um the roll out of the new math standards and so that will be in 2728 school year. So, a few years yet, but really heavy elementary focus um in these next well right in the last two years and then upcoming as well. >> I I I would uh just quickly add to just kind of address your question, Dr. Shaw, um in some of the feedback we've gotten from uh teachers around uh professional development the last two years. Um if we look at um what 23 24 school year and some of the feedback we were getting, I think that was our first year mentation of this and there was a lot of you know just comments about how how hard it was. Um there was you know those kind of comments where you're you know you're going through that learning pit and you're kind of >> struggling but you know you believe in this stuff. Um but man it's tough right now >> and then compared to the u information feedback we got this past year was it was a different tone to it. there were, you know, talks of, >> you know, at first they were complaining about how long it took to get through a lesson. Um, and trying to hit, you know, all 18 parts of that lesson. Um, and now being able to understand like how those 18 parts work and then being able to move faster through those those lessons. So, some of those things started to come through in our feedback where we could tell there was a shift in just like, okay, I'm not struggling like I was. um you know with two years of learning this stuff >> while like maybe teaching something that was kind of counter to it while you were learning >> um and then trying it out and then now second year and so now we're in our third year. So I'd expect that to continue to >> to head in that positive direction as far as how teachers feel about the implementation on the reading side. >> Yeah. Great. Great. Great. >> So So the ground is fertilized, >> the seeds are planted, >> it's been watered, >> ready to grow. >> Yes. Yes. >> Thank you. >> You mentioned CGI. What percent of our staff would now be through that in terms of I'm assuming that's specifically elementary staff. Is that correct? >> It's actually um some um middle level teachers as well have taken that. So, um I I honestly would have to come back to you to give you a percentage of of teachers. >> Is it pretty broadspread now? Is it starting to gain critical mass or we're still a ways from that? >> We're still a ways from that, but it's sprinkled in. I mean, okay. So like Central Park has critical mass obviously, right? Um but then sprinkled in at each of our other sites as well. >> Um well, thanks Jake. I appreciate that thoughtful and deliberate presentation and the points to remember. I appreciated those slides as well. My question slashc comment, >> it seems like some of the racial disparities have increased. Um is do we have any thoughts on how and you may have answered this or through that how we plan to look at that or is there anything that we have that so it doesn't keep increasing I guess >> we go over >> yeah I think one of the things that um that we're really focusing in on um this year especially is our um new teacher development evaluation rubric And it's um focused on cultural competence and it's really about um how are we making sure that we are connecting with our students? How are we bringing student voice? Um bringing all aspects of who students are into the classroom and acknowledging that. Um and so it's it's we've got rubrics now for what those things look like. We've been talking for years around, you know, equitable practices and equitable teaching and now we have um I guess our learning criteria for what that should and needs to look like in our classroom. We've been talking this year about leveling up our um our expectations and leveling up what we're doing in the classroom. And so I think that's one area that I think is will when we talk about with students right we talk about we need to make their learning explicit to them. So, so what is it that they need to learn and how can we measure that? We feel like we've got that now for our teaching staff, right? Because for us as administrators, those are our learners. And so, how do we make sure that we've been very explicit and specific about these are the things that we need to see? And now it brings alignment from our um from our vision, from our equity vision, from our goals and key strategies now down to the classroom. It's not something that's separate. Like we used to have the Charlotte Danielson four domains and a and a fifth domain that would describe um what that cultural competence would look like, but now it's just that's what it is. And um I mean I I think a big part of it is is belief in our students, right? like um and and and so we believe in our teachers and we believe that they can follow and level up to these expectations as well. >> Yeah. I just um I appreciate so I think that was different than last year is the data caveats and acknowledgements. I think it's >> important that we acknowledge where students are at. you know, we always we have this I've been on the board now 10 10 11 years and it's we have this, you know, achievement report every fall and we know it's giving us it's a standardized test giving us this data >> where we need to do better, right? I think we all acknowledge that. But um I've never doubted our ability to get to district goal one >> by the spring. All of us were all going to these celebrations. We're going to these graduations and talking to these graduates, these graduates coming back to teach, take positions in the district, knowing what they're doing. I've never doubted we're getting to our graduates who are prepared to achieve their goals and aspirations. I mean, I know we all know this, but it's just it's the little exercise that I have to sometimes go through. You know, the MCAs, they don't measure social and emotional intelligence. They've never captured someone like my daughter >> who did horrible on these severe test anxiety. never measures that. Uh they never measure artistic talent, >> you know, athletic talent. >> They never measure how well-rounded our students are. I just that that's just something that I have to go through >> mentally when I go through this. >> And I know you threw out 10 years. And I know you're not really forecasting anything, but maybe it's a pipe dream, but I I hope even before then, I hope there's a different test. I hope there's a different system. I hope there's a different process. And I'm telling this communitywide, maybe state legislators, I hope there's something different. >> Um, I think we're always going to have some type of standardized test, but something that meets students where they're at. Just I I just I just feel it. I I just hope someday we're we're there. I'm just that's my little my little soap box. So, >> can I just respond? I was just going to say I I just appreciate that that that's something that I believe in Roseville area schools, right? Like my my kids go here as well and the I feel like that's a part of like choosing Roseville is because we have and we believe in a well-rounded education. It's not just about these uh the test scores that that come out once a year. And it is about the test scores that come out once a year as well. like we can't just ignore them and say they don't exist and because it does help us to say where do we stack up? How do we how are we doing in in terms of some of these things? And they also do um they don't allow us to hide our racial disparities as we had in the past prior to that. And so I think some of those things bring us like the frustration but also um you know there there is some points that we that we have to that we have to do based on this. >> Yeah. >> Yeah. One of the things that I've observed having been on this board for a while is we come up with these great teaching techniques and we're hoping that that as we're improving our techniques k cognitively guided instruction science of reading but the other techniques before then we've done a lot of things we always hope that's going to bring down the racial disparities but what I keep seeing is that our white students are equally benefiting from it if you look at both the math performance and the reading performance against the state, we are significantly above in both categories. So, it's like all of our students are benefiting from it, which is fantastic and wonderful and preparing our students for success, but yet we still have this challenge of the gap and we're not we haven't been successfully decreasing it. And I know we're doing some great things to try to work on that, but but it's been it's been kind of a a tough situation. Um because it's it's which is wonderful to benefit every benefit everybody, but we continue to have that challenge of how to support our students who are are are racially diverse or ethnically diverse, etc., and give what they need for support. And so I really appreciate the culturally responsive teaching. appreciate the continued emphasis on that and we've got a lot more work to do obviously >> and that's why we have a strategic plan that that guides that work too. >> Right. >> Well, I think what Kittywig just said gets at the heart of of the anti-racist nature of our of our of our values. It's not just raising the lakes so all the boats rise. It's helping the boats that are having trouble maybe more the boats that are not having as much trouble. >> But >> and how do you do that? Do we >> Yeah. >> put more resources directed into, you know, certain groups, certain categories, certain buildings because the point is, you know, and and and I want to be clear what I I see teachers and students like this. >> So if we're failing our students of a certain race, if we're failing our students in a certain building, We're failing our teachers there, too. And I don't know if there's a way to even get the teachers involved to what do you really need? What, you know, is it is it more is it more teaching bodies in the classroom? Is it is it targeted smaller class sizes for certain buildings or certain groups? Is it more teaching assistants or interns that are targeted to areas that we we need to intervene more because it's just not closing that gap? I don't know what it is, but I'd be hoping there'd be something we could do that's very targeted. It's difficult to understand what that could be. >> And it's kind of Yes. And I mean we want to continue to improve right >> um our tching techniques or for example the college I mean we haven't talked about that that much in a couple years but um in terms of the number of students participating in college credit classes it used to be um you know a a lower percentage of students and we were trying to close the gap and we did close it somewhat but we raised the white students significantly too because as we changed our processes and our approaches is it helped everybody. >> Um, and it's just it's it's a dichotomy or perhaps that but it's it's it's got to be a yes and >> yeah, we want to see growth for all groups of students, right? We we just know that there is more growth that we need to see for some of our students, right? >> Yep. >> More uh higher rates of growth. Right. Thanks, Jake. >> Thanks for your leadership, Jake. >> Well, and I just I want to compliment you on the data caveat kind of at the beginning. I really appreciate that context setting. >> Yeah. >> Thank you. >> Yeah. >> All right. Uh, moving on to our safety and technology levy update. Superintendent Lake and executive director Sher Thompson. >> Yeah. Welcome Sher to the table. So, we ask for the board's patience because you were we know that you've seen this presentation some of you many many times over the past month or month to four to six weeks. And we think it's important that the presentation is recorded for our community and our public. And so, we'd ask that we move through the presentation and then ask for the board's participation with questions and comments uh following the presentation so the community can follow along uh in a recorded fashion. So, we know that. Welcome, Sherry. Thank you. Want to say good evening. >> Good evening. >> Yes. Uh we have an important uh safety and technology levy. We're going to our voters on November 4th. We'll have the opportunity to vote on a capital projects levy again for safety, security, and technology. So, if approved, the levy would provide the district with a dedicated source of funding uh for technology and to provide school security in those items that fall under um technology. It would generate $6 million per year over uh for 10 years. So, $60 million in total over 10 years. Um, looking as as far as some of the items that we have had or that we've gone to our voters for, uh, thanks to the support of our community voters have approved back in 2017, uh, voters approved $144 million uh, building bond. Uh, again, those funds can only be used for for our buildings and facilities. Uh move moving forward to 2021, our voters then approved a renewal and an increase in our operating levy. Uh those funds um are dedicated to provide additional operating dollars for our general fund and we obviously um deeply value the investment that um our community has made and continues to make uh in our in quality education, our facilities and our essential services. So, um why are we asking for voter approval for a capital projects levy now? Uh and the reality is is that um school districts only have two main sources of revenue. Revenue needs to be uh it's either determined by the legislature. So it comes in the form of state funding or if not u approved by the authorized by the legislature we have to go out to our local uh to um our local property taxpayer payers through a ballot measure. Uh a little bit more on that information. So we are not like other municipalities. School districts are not. We don't have the authority to increase our our taxes um when the need arises. We don't again because there are so many formulas. We don't look at what our estimated expenditures are um and then look at what we're getting from the state government, the federal government and you know balance that um any kind of deficit or any gap with property taxes. uh when we have rising costs, uh if we do need additional funds, we are required to go out um to our taxpayers uh and ask for approval on that. Most Twin City metro districts uh about 70% have a c capital projects levy in place already uh to support these investments in technology. Uh currently right now I know um there are other districts that have that on the on the ballot for November. Uh two of our neighbors uh are close by neighbors neighbors have not access this these funds and uh they are also going out to their taxpayers. >> This is a critically important time for Roseville area schools and we can't be left behind in terms of asking for a community support at this time. We'll watch a two-minute video and outlines our ask. [Music] This fall, Roseville Area Schools is seeking voter approval of a dedicated source of safety and technology funding. If approved by voters, the levy will provide $6 million per year for 10 years to support security and technology related expenses such as acquiring, maintaining, and upgrading equipment, infrastructure, and systems. The tax impact on a $350,000 home is about $18 per month. Visit our website to use the tax calculator for your estimated tax impact. Roseville area schools is one of the few metro districts without dedicated funding to maintain and improve the technology that supports student learning, safety, and connection. Technology impacts every part of the student experience. The levy would help Roseville area schools enhance safety in areas such as strengthening school security with modern tools, protecting against cyber threats, and helping ensure safe, welcoming spaces for students. Funding dedicated to learning would provide every student with access to up-to-date digital learning tools, support career and technical education with modern technology, and ensure reliable online resources that prepare students for future success. The levy would strengthen how we connect and communicate by providing funds to upgrade networks for strong, reliable access, improve communication tools between school and home, and enhance collaboration for students, staff, and families. The safety and technology levy will foster safe, welcoming learning environments for students and staff. Empower students with the digital resources they need to discover, innovate, and excel, and connect families, staff, and students through reliable tools that build community. You can vote on or before November 4th. Learn more and ask questions at our website, www.isd623.org/levy2025. >> Thank you. I'd like to again thank Carrie for working to get that video put together. And the community should access our resource page on the web. has many many details going through the FAQs as well. If there's any questions you that you have that you don't feel are answered, please feel free to reach out directly and we'll be uh happy to help. And also I like to identify those three pieces, safety, learning, and connections. So for our community, whether you have children in the schools or not, um think about describe your own story and how you engage with the school district in terms of the safety of our buildings, our security, how technology engages in all of those areas, the learning, and how we're ail are how we are able to connect and communicate with our community. So where will the tech dollars go? Um first area is safety and security. So, some examples of that are in internal and external video cameras. We have over 600 currently and we don't have nearly enough. We're also moving from analog to digital video um cameras in our district as well as staff security badges and the ability to fob in and out of our doors. Again, we have hundreds and hundreds of doors of which about half are currently fobed. An example of the cost would be $5,000 per FOB in this district. costs continue to increase. Just as though our community members experience those increases at home, we experience those same increases as a school district. Uh as we have always followed in Roseville area schools, um we feel good about our two-pronged approach uh working in partnership with the violence prevention uh project. Uh we have relation based safety, which we know that learning and connection is so very primary to feeling safe. We also have technologydriven safety in terms of reinforcing that physical safety with secure entrances, surveillance systems, locked doors, and visitor sign-in policies. And again, the way we interact and those rising costs within technology, student learning, uh families at home know this as good as well as anyone. We're currently a 6 through 12 onetoone device district and we will not we do not have a vision of expanding K5 so that families understand that. We believe we have adequate access. We just need to continue to update that technology. Since the pandemic, we know we've moved from uh desktop computers to laptop computers. We know that we've moved mostly in large part from textbooks to online curriculum. All of those costs continue to increase. >> Uh in addition to that, um in recent years, you um will hear a lot about cyber security. uh we are not excluded from those issues as a school district. Uh we have implemented two factor authentication for uh secure access to um all of our servers. Uh we do also have threat detection software and we work very uh closely um in looking at monitoring uh our networks to make sure um uh we work in conjunction with a partner that attacks our networks. Uh fortunately up to this point it's been unsuccessful but um we invest a lot of resources. Uh in addition as far as cyber security for the last few years we have uh been carrying a cyber security insurance policy as you read with um other organizations um if a network is taken down or if uh data is held uh if there's ransom there's an a significant recovery cost. Um so again we are trying to strengthen our systems and making investments uh so that we can protect our our data uh and our student data um going forward. In addition uh infrastructure infrastructure for us um that's one of those things a lot of people don't notice. We don't notice it when it runs well. We notice it when it fails. Uh we continue to increase or to add additional Wi-Fi access points uh throughout out our school district. Um also our phone systems um all of that is um also um run on our systems. We have data storage systems. Uh I'll give you an example of um a more recent data storage system. Uh uh Dr. Lake had touched on the fact of our cameras and now they're digital cameras. Well, our digital cameras, all of those files are now uh stored on a large server. Uh that server we purchased um when we made um enter or secure uh improvements to our buildings. Well, now um we are planning to replace that server. It's a huge server. Video files are huge. So not only um the cameras but also looking at uh replacing the infrastructure for the items that support uh these additions. Our internet filtering is also um uh costly and important and and our network connectivity. As I said infrastructure is great fortunately um we have been well supported and it's one of those things that you only notice when it fails. And lastly, just the communication. I would hope our community and all of our family members and staff really feel the improvements in our communication. Our families are are owed the responsibility we have to communicate effectively and efficiently. Um certainly timely. And they also deserve to be communicated in the language in which they speak at home, their preferred language. And all of that comes with increased costs as well, including family to school communication platforms, the virtual meetings, the Zoom subscriptions. That all comes with a cost, internal messaging systems, as well as great improvements to our website. Last year alone, we had $1.4 million 1.4 million touches to our website. So then looking at the cost um the cost implications um for our community. Uh so we basically have three different types of property in the district. The most common is a residential homestead property. We also have a commercial industrial property and then what's also referred to as nonhomestead. Um so that's like the apartments or non-h homestead residential properties. So those are uh three different types of um tax brackets or uh categories. Uh we're going to zero in on the residential homestead. Uh we've got a few different values uh listed there. Uh you will see the $350,000 there highlighted in purple. Uh we have highlighted that that specific uh market value because that is considered to be the median value property uh value of a home in the Roseville area school district. So $350,000. the tax impact um uh should this move forward would be $18 a month or $218 a year. I will also add if you go out to our website, there is a tax calculator um that's right on our website so you can put your specific parcel value uh into that website and know exactly what the impact will be. So the ballot question um so this is a copy of the ballot question exactly as it will appear for the election. Um we we share this information. It needs to be very prescriptive. We work with our legal counsel. Um you will see it's very detailed as far as where we are looking at spending the money. Um and that of course is um in for legal compliance and transparency. Uh so we lay everything out there and then um again uh uh voters can vote yes or no. And it does state right on the ballot by voting yes on this ballot question. You are voting for a property tax increase. So again, in the interest um uh of transparency and making sure that we are meeting the letter of the law. So when will the revenue be available? Uh so this will go to the voters as we have stated on November 4th. Uh and if that is approved in November, it becomes part of the school board's um certification of your levy in December. Um and then looking at next calendar year 20 the 2026 calendar year the money would start to flow with that first um uh with the first advance of property taxes in May. So uh the money would start to flow in the spring of 2026 and we would uh receive the funding or be able to uh uh access that funding with the 2627 school year. So, next school year. >> Yeah. And I think the biggest point that we need to make with our community is simply what will happen if the levy doesn't pass. Well, certainly Roseville area schools will always prioritize safety and security and the interaction with technology in those systems. And so then the cuts would need to come from our general fund. The same dollars that pay for teachers, classroom supplies, buses, co-curricular, extracurricular, and student support. means technology competes with the basic needs of our students every single day. And again, safety and security will always be a priority. It does come with a cost. So, what can you do as community members? Really simply be informed, ask questions, and share what what you know. Um, reach out if you do have questions, talk with your neighbors, um, and let us show you the rationale and our need. We also have two upcoming community meetings. The first on Tuesday, September 30th from 6:30 to 7:15 uh in the Roseville Area High School Media Center and the second on Monday, October 6th from 6:30 to 7:15 here at Embetu Teta and those will also be recorded with community questions as well. Finally, I think it was at the top too, there's more information to be found at our website. There's a FAQ section and please don't ever hesitate to reach out to Sher and myself. I know our our board is happy to to fill questions as well. And Sher, any closing comments before? >> I don't have anything to add. >> Okay. Thank you. So, comments and questions from the board. >> I actually have one technical question. I just don't know. Sherry, is the are the annual tanches fixed and finite in that we get six million a year, we spend six million a year, or if in the first year, for example, we wanted to upgrade a larger infrastructure system and it cost seven or eight million, could we do that and spend against future dispersements of the of the tanches? >> We are um we are limited to the six million to the $6 million uh a year. So we can't draw advances on those funds. >> Got it. >> If we were to overspend, we would have to transfer funds in from another fund. >> And then the opposite question, if we undersspend in year one, >> Mhm. >> those funds would still be banked and available to to spend in year two in addition to the year two dispersement. >> Correct. And again, restricted use, as was stated, as you could see on the ballot question, it's very restrictive in how we can spend those dollars. But yes, we could have a reserve if we hadn't spent those dollars all one year. >> And I would say, sure, you can give comment. That's not what we anticipate as we currently have these costs and are paying these costs from the general fund currently. >> Judy, >> um, you commented on all these uh technology related extra expenses that we've incurred when we went out for the levy in 2017. Can you comment on how much our expenses were for these kind of technology things are we anticipated versus how much are we having to spend now? So I think it it definitely has evolved. Um and some of it has been a learning curve like when we were looking at the safe and secure entrances for one thing um you know we had that uh initial investment as I mentioned the server uh for our video cameras um not realizing as we expanded um uh also the number of video cameras that we have because we continue um at that time I mean we were probably looking at um a couple less than $2 million initially if we go back to 2017 and then you you know you add COVID and the um as Dr. Lake mentioned having to move from uh desktop to laptop computers for all of our teachers, especially at the elementary. That was not our original plan and we had to move on a dime. But we use some of our funding there. Um some of those federal funds, we've been very intentional um about um as we have moved forward and looking at this. Uh but we have seen our cost um uh with the curriculum and with um all of the other items, we've have seen our costs um uh more than double in the in the last if we go back to all the way back to 20 like 2018 or 2019. So now we've got a plan and that we've been developing over the last couple years of how we sustain this going forward and how could we can be very planful and intentional in replacing these new technologies that >> some of which we hadn't worked with before because it is ever evolving >> and our student staff and community deserve it. >> Yes. >> And we're not going to be left behind in terms of our neighbors as well. We want to remain a very competitive high-quality school district for our community >> and we don't want the programs to have to compete in order to to sustain them. One of the comments you've made before that I found fascinating because I I thought at the time too, you know, when we go to um online textbooks that they would be cheaper because you don't have the physical book, you don't have to ship it or anything, but in fact the cost is way more now because they update it regularly and they can update it at their choice on timing. So June 30th they can say, "Okay, we're going to have July 1st a brand new book and if you want access to it, you have to pay the additional fee." And that to me was new information that you shared that I don't know that other board members have had a chance to hear. Um because I guess I didn't fully appreciate how much control that um the publishers have. I granted they have all these online resources available and interactive etc. And it's some wonderful tools but it's also not a physical textbook that we had even if we you know could hold on to even we delayed a year to get a new one or something. It's no longer the dogeared textbook. And you would think that not printing in digital format would be less expensive. It is not. And now it's basically it's a subscription is what it is. >> And that subscription ends. So you can't choose to keep using that for an additional two or three years as you adopt um your curriculum cycles. Yeah, >> I appreciate that. It's it's a wonderful presentation and I appreciate the hard work that Superintendent Lake and Executive Director Sher Thompson, everyone has pulling this together and you know visiting the schools and the community events and the ones that are still to come. So appreciate all that. That's an excellent presentation to bring. So thank you guys very much. >> Thank you. Sure. Thank you. >> Thank you. All right, we're moving on to the Minnesota School Board Association Delegate Assembly Director Mike Bogeski. >> Sure. Thank you, colleagues. So, uh, just for context to remind us all, every year representatives or delegates from school districts across the state assemble in what is then aptly named a delegate assembly to discuss and vote on the positions that we want to have our legislators work on and pass at the state capital in the coming year. So we make resolutions, we discuss them, we vote on them. Uh those representatives gather for a day and a half, two days in December. Um and it is time for the districts across the state to select the persons that they want to be their delegate to that delegate assembly. Uh the state is divided up into 30, I think, delegate districts. our school district is in one of those districts. Each district will have at least one delegate that goes to the assembly. Some have more, some have less. Kind of depends on the population. Um uh and so uh the process begins by anyone on a school board nominating a colleague or themselves to be that delegate for their district. Um if more names are submitted then there are then for which there are allocated slots for that district then there will be an election. So, for example, if the district we are in has five slots and seven nominations are received by MSBA, then in October, every board member within that district will be able to vote on which names they actually want to represent them. Historically, in the district we live in, the the the delegate assembly district, we've actually had fewer people originally than seats. So calls have gone out and said, "Hey, would you like to nominate somebody in addition to the person that you nominated?" I have no idea how it's going to happen this year. Some years you get more than the seats. Somewhere you get fewer than the seats. So just to share that with you because the nomination process closes the 30th of September, which is coming up. And then once it's closed and they look at the numbers and see whether a vote is necessary or not, that will come out in early October to individually directed emails to each of us as a board member. I have had the honor of being one of our delegates to the delegate assembly for the last I don't know eight years or so years. >> Some years we've had more than one of us. We've had two or three. I think Rose was a you've been a de Oh, not you ever Rose has been. >> I have. you have been uh folks who are off the board have been I don't were you allowed anyway so it's open uh so I am interested in doing it again full disclosure I did go ahead and nominate myself already anyway uh but if anyone else here feels like nominating themselves or someone even other than me on this board to do that please do so the email with the link for the nominating form was sent out earlier this month um If if you want to do that and you can't find it in your email, let me know and I can forward you the link. I think that the subject line of the email was elegant assembly nominating process now open. I think it was like September 2nd or something that opened up. So we'll see who it is. It could be only me. It could be not me. It could be anybody. We whatever you want to do. But just wanted to share that and let you know what was going on. And again, the delegate assembly is a place where I imagine again, as has happened the last several years, one of the proposals of the 30 or 40 that we send to our legislators that we lobby them to do, one has then often debated um do we want to lobby the legislature to allow school districts to levy without having to go for a vote? uh that typically is defeated in our December delegate assembly because many board members feel that that wouldn't be something they want to go and tell the public that they're in favor of because they believe in local control. Uh last year, again, something we talked about tonight, there have been proposals to lobby the legislature to replace the MCA or allow an alternative to the MCA or there's been a separate proposal to at least not have to count students who don't take the test as not proficient because as as we know, even if it's optional, if a student doesn't take the test, then it's just recorded as not proficient. So, that tends to drive down the scores. So lots of things get discussed at delegate assembly. Not all of them were approved to pass on to the legislature. And of course it's a lobbying effort and the legislature may or may not decide to even consider what we lobby them to do. So there's a process. Thank you. >> Thanks Mike. >> There you go. >> Yep. Question. >> It wasn't question. It was just a comment to say thank you for your willingness to continue to take on the role. I know it's a significant amount of time and appreciate that. >> You're welcome. >> It's an honor. Like I said, >> thanks, Mike. Yeah. >> All right, we're moving on to action items. Um we'll welcome Executive Director Sher Thompson back to the table for our preliminary levy approval. >> Thank you. So yes, um you received uh fresh off the press uh literally uh at your table uh this evening uh our most recent estimate of uh the uh preliminary levy certification um for the uh 25 pay 26 proposed levy. So this is for this will fund the 2627 school year. Um just as a reminder um you know most of our levy of course is is based on calculations that are based on formulas and and whatnot. So we uh we begin a process in August. Uh we began the process with the department of education submitting all kinds of data projections uh about our enrollment about other things. And we're submitting data this this past August for what we're projecting not this school year but a year out. So, and the reason that I bring that up is um we're always kind of dealing with a levy certification or with levy numbers. you'll see adjustments on the levy and some of them can go back like right now we're ringing with we're reconciling adjustments that go back to the 23 24 school year and then we're projecting out as 20 as far as 26 27. So, we've got a lot of years mixed up in here. Um because we do um if for instance we overestimate or our enrollment or we're underenrolled, we get that reconciled like on after the year is complete. Um it isn't just based on our estimates. So there's many categories here. Uh we are have worked through this uh again right now. Uh and I believe we are very close to final on this. We are estimating an decrease overall in our uh tax in that tax levy of about $1.5 million or three uh which is about 3%. Uh and again this is all formula uh all formula based um and the you need to certify this preliminary levy by September 30th. Um, and I we're recommending administration, we recommend that you certify the maximum just in case like a late adjustment or something else comes through um rather than a specific dollar amount because when you do certify your final levy in December, you cannot increase it at that point. The only thing that would um would have impact that is um as we discussed just a few minutes ago uh the election the election is not any potential election is not included in these in these numbers. >> Is that typical Sherry to seek the max on the levy? That is a typical that's yes that's what this board has done >> um for years and and again it's a safeguard I think the um yeah the majority of school districts do that again because it's formula based >> when we if we certify the maximum as we have other years what number goes into the tax calculations that families receive >> okay that's a very good point because what goes actually into the numbers. Um, in November, the estimated property tax statements will go out. They those typically go out about November 15th. Those will be based on this on this levy certification, right? And even if if it's adjusted up if we or down if it varies a little bit by September 30th when um we the state finishes that calculation that is what's included in um the estimated property tax statements. No, nothing that happens on November is included in that and that is made very clear on the tax notices that anything that had been if there was anything approved uh like in a November election that is not that is not included. >> So it whether we certify what's listed here or we certify the maximum we're in essence certifying the same thing. >> It we are you are certifying the same thing. Yes. Thanks for clarifying. um that question. >> Any initial questions? >> All right. I will entertain a motion then to um approve the preliminary levy payable in 2026 for fiscal year 26 to 27 at the maximum >> at the maximum >> levy. >> I move that. >> Okay. Second. >> Second. >> Okay. Been moved and seconded. Any further discussion? Okay. All those in favor signify by saying I. >> I. >> All those opposed. Motion carries. >> Thank you. >> Thank you. >> Can you maybe read into the record what percent decrease on this maximum >> or for people listening at home because I don't know that we specifically mentioned that. >> So, um, so the overall decrease is 3.03%. um according to our calculations um with the department as of today. >> Thank you. >> Okay. >> Thanks. Sh. >> Okay. Moving on to action item 7B uh appointment of the Bright Works representative assembly member. Um I hope we've had some time to look at some of the background materials um information. Um as we know Roseberry Schools, we're a member of Bright Works. It's a Minnesota service cooperative that provides cost-effective high-quality education services. So, it's a partnership that we have. You know, they're governed by this representative assembly and an executive board. So, this is, you know, what they're doing is they're they're seeking someone from Roseville to sit on their representative assembly. Um, I I know one of the documents went over the duties of the assembly member. I believe it's like an annual meeting. Um, and it's it's not mandatory. you don't even have to go to it or you could zoom in >> to the meeting. Um you know it's not even being on the executive board unless you wanted to I think but we they are asking us to have a member on that ex representative assembly. So >> couple of questions in the electoral districts it doesn't list Roseville >> this is >> as a member from last year when we weren't members so we just became members again this year. >> This is our first year post July one. >> I see. Yep, I noticed that too. Where is Roseville in this? >> The other thing I want to comment on is Bright Works is doing a phenomenal work with us on the multi-tered systems of sport and with supporting Harambe. They're putting in a lot of time. We are getting tremendous benefit from what they're doing. So, I frankly was very excited to see this um that um will be more engaged in their process. Any takers we can discuss before we move? Anybody? Uh I think they said the annual meeting is in April if I'm not mistaken. Or >> was there a due date, Michelle, on this appointment? >> Uh so they have asked that we return some information about our district as well as our representative assembly member by I believe it's September 30th. Um but as I look around at the board, I know there are elections. I know there are some people who are not here, some people who are not running. >> So we could send them a name >> and then should it change we can send them new information. >> I I could ask for an extension too and we could get them the information from the school district and the board and ask for an extension and then address this at the organizational meeting in January if the board would prefer that >> because the makeup of the board will change. Then there might be some new members who would like to but I think that is a good idea to submit a name you know. Yeah. And the information who wants to be the name. >> Well if you have one of us who is leaving then you have obvious January. >> So um if there's nobody who's gone home for it I'm fine to be a a placeholder until you have your elections in January. Unless you're somebody. >> Yes, I like that. Pardon >> me. It makes sense. >> A good tactic. >> Wis tactic. >> It makes a lot of sense. >> Yeah. >> All right. >> And if there is anything in the next few months that we need to do, I'll I'll happy to do it. >> And I just don't know this, you know, so regardless of the annual meeting perhaps being in April, is there more frequent actual interaction and decision making and board involvement or any of that? >> Okay. So what we're doing will not anything. >> It it'll be fine. >> Anything our board does would help any organization. Yes. >> Yes. >> All right. I will make the main motion. I move to appoint director Katie Gogggins to the Bright Works representative assembly until such time as situation changes in January. >> Come January. >> I'll second that. >> Okay. Okay. Nomination. >> Do we have to do that? >> Yeah. >> Okay. >> It's been moved and seconded. It's been moved and seconded. Yeah. >> Move and second. >> Moved and seconded. Any further discussion? I don't think we need to. Okay. All those in favor signify signify by saying I. >> I. >> I. All those opposed. >> Motion carries. Thank you. Thank you, Kitty. All right. 7 C work study session time changes. This should be a fairly self-explanatory um motion. As we've been discussing, um we need to consider a recommendation to change the time of the study sessions on October 14th, November 12th to begin at 4:30 um and end at 6. Um community input sessions will still as they have been continue to begin at 6 pm. So nothing is changing there. It's these two dates. And also there in January after new board members we can re-evaluate rethink the study um study sessions but I will move to reschedule the study sessions on October 14th November 12th to begin at 4:30 p.m. >> Is there a second? >> Second. >> Okay. So moved and seconded. Any further discussion? I wanted to state that I appreciate the fact that the board or the community input session would not be held prior to the work study session but after the work study session because I think a six o'clock time is much more convenient for anyone in the community or more likely to be convenient for somebody in the community than a four o'clock session. So thank you for whoever laid that out. >> Important note. All right. Um, if there's no further discussion, all those in favor signify by saying I. >> I. I. >> Those opposed. Motion carries. All right. Okay. That moves us to uh board reports. Let's start with director Basheski, please. I don't think I have anything. >> Trying to think, you know. >> Seems like yesterday. So, >> yeah, I don't have anything. >> All right. uh acting clerk. >> All right. I have to always remember what two week period we were in since the last time. Um I attended the Apac meeting um for director Dr. Shaw. Um there was a good discussion. Um they voted in some new voting members. um had a discussion about um ways to continue to get students um involved in college ready CTE um AP classes there as well as the discussion that when they came and talked to the board about um representative of district staff um from the American Indian staff there when they have IEP meetings. So a good discussion there. Also, the 916 board had a retreat. Um, half of it was getting to know the board members and the cabinet together and the other half was kind of a summary of last year and then how this year started. We also had the district finance committee uh meeting um that we discussed the audit updates. We had the levy information. We also got a report on um a preliminary report on the enrollment because enrollment report comes out in October. Um but the promising part of that was the kindergarten numbers were up and that um would be terrific for us if that happened and I think other people may report on other stuff so that's there. >> Right. Thank you. >> Director Gogggins >> um one of the things and Manx was also part of this group as well as um Dr. Chu um was our uh policy task force met and identified some tweaks needed in the policies. Overall, the group did not feel that any policies were missing or super. Um, they've added the section on virtual meetings as discussed at our last session, study session. Uh, adjusted the policy review process to reflect how our board has been operating for the last few years and some other minor tweaks and that'll be becoming to the board in the study sess or at the board meeting in the first board meeting in October. Um the second item uh was I had to opportunity to attend the community advisory meeting. Um and it was our in-person meetings. It's the first time I've had an opportunity to attend one of their in-person meetings. So that was very nice to meet all the different folks and we had a fantastic tour of the high school which was really reinforced the main topic on the agenda which was the presentation of the levy which we got to see this evening. but people could see the how it was being used in the career technical in the safety and other elements as we walk through the building. So that was particularly meaningful. Um, and just as I think it's put on people's radar that do Good Roseville has a Saturday, October 11th from 1 to 4 PM at the high school celebrating the 10 years of impact in the community. And there also will be a booth with information on the um, levy that will be coming out. Um, opportunity to attend the Rose Valley Schools Foundation donor appreciation evening and um, the good work that they're doing. We are so lucky we have community members committed uh to providing some of those extras for students um to be able to have um wanted to thank all the candidates who are participating for the schoolboard election and there was a League of Women Voters forum last week for anybody interested that is on NOR's website you can look it up and um that's some I I think really valuable to help give a information around the different candidates and what they support. Um and then uh had an opportunity to attend the Edertton uh kind of staff meeting and one of the key topics there again was the uh levy but it was also interesting because there was significant discussion around the fact that Edertton's going to be updated um next summer over the next two summers and I candidly had no appreciation of how challenging it is for teachers and how much extra work to get their rooms ready for that process. So that was a eyeopener for me >> um on what's involved there. Also had a opportunity that morning to attend a morning classroom and that was such a treat for me. I mean these kids walked in, they put any there's a little box, little lock box for cell phones if you you had one and they sat down, they pulled out their math packet that they have every day. have a little bit to do in this book and they're sitting there working on that and eating their breakfast and then if any of them finished they were reading books they were engaged and this morning meeting was interactive. It was just so fun to see that and to to see um um how the morning meetings go because it's been a while since I've gotten an opportunity to see one. >> Um that's my update. >> Dr. shop. >> Um, nothing really except to say that I've been hearing a lot about this levy. >> So, I've gone to a couple of meetings and I've seen I've seen it in uh, you know, the the video several times and uh, it's really great the way it's being put out into the into the community. I I guess I can mention that on when I went to the um and saw the presentation uh at Falcon Heights that everyone was was really already aware of it and uh and gung-ho about it. So, >> uh I think we're really getting the word out. >> Thank you. >> That's it for me. >> All right. Um just wanted to touch briefly on the as um Kitty mentioned I had an opportunity to attend the League of Women Voters School Board candidate forum. Um well attended excellent questions of our candidates. Um prior to that, Superintendent Link and I were at a table with information uh regarding the safety and tech levy. So getting getting some more information out with our fact sheets. Uh, and I also want to um make sure that we're all mindful of the fact that Roseville Area Schools celebrates uh this is Hispanic Heritage Month through October 15th. We honor all the significant contributions and achievements of our students, staff, families, and community members of Hispanic and Latinx descent. So, that and superintendent of the board. >> Thank you. September is Minnesota school board recognition month and I'd like to take a moment to thank our six incredibly dedicated community members who serve on our school board. You give your time, energy, and care to help ensure Roseville area schools are safe, supportive, and successful for our students. I'm very grateful for your leadership and commitment. And I need to talk about the levy again when I have every single chance. Uh looking ahead, I'd like to thank all of you, our community, for being such important partners as we share information about this fall safety and technology levy. We've heard questions about why we're asking for support now following our 2017 bond referendum and the 2021 operating levy. The answer is simple. Unlike cities or counties, schools need voter approval to fund many of the things our students and staff depend on. This levy is all about keeping our schools safe and supporting learning every day. This includes both both physical safety like secure entrances, cameras, and locked doors, and classroom technology that teachers and students use constantly. Technology isn't optional. If the levy doesn't pass, the district would need to take the funding from other areas, which could mean fewer resources in our classrooms, and that is the reality. We hope you'll consider joining us for one of our upcoming information sessions. Join us on Tuesday, September 30th from 6:15 to 7 6:30 to 7:15, excuse me, at Roseville Area High School or Monday, October 6th, again from 6:30 to 7:15 at Ambu Tetus Education Center. To learn more about the levy and ask questions, please bring a friend or neighbor. And again, please feel free to reach out to me directly with any questions or concerns. Thank you. Thank you. Okay. Any further business before the board? If not, um we stand adjourned. Thank you.