Whether you report or do you want to make me doing study session report? I'm talking about the Yeah, yeah, your own board report. Well, I have a long study session report, so I was You visited Little Canada. Yeah. Oh, there you go. And then you were at the style I saw your picture. I just happened to be on Facebook, which I'm so behind accepting like Very good. I'm doing I don't know. Kelly was there, too. Two different people asked me if my legs were sore from standing up Really? It wasn't that bad. I didn't think. I'm okay. I'm a physical education teacher. Come on, please. Have you seen the treadmill in my house? Okay. It is dusty. Okay. Okay. Did you guys See, we don't even know. It's 6:30. Yes. All right. All right. The party can't end unless it starts. That's right. Oh. That's a good point. I just don't want to get caught. All right, Wayne, I'm ready. Eventually. Oh, there are people. Oh, great. I like that we have people. Hello. Well, good evening, everyone. I just realized when I start this, I don't say who I am. So, maybe I should say who I am. Rose Chu, the chair of the school board here. Today is April 28th, and we are going to I'm going to call the meeting to order for Rose Tree Area School School Board meeting. Let's call to order the roll call. Clerk Mannix. Director Morse Went. Here. Director Cleveland? Here. Director Dubois Jessie? Here. Director Anderson? Here. Clerk Marcus here? Chair Chu? Yeah. We're all here. Great. Are there any agenda adjustments? >> There are no agenda adjustments. >> Okay, great. And now we're going to go to announcements and comments and recognition. We have some guests here. No, no announcements today. >> announcements. >> important guests that are a part of our avid report later in the agenda. >> Ah, got it. All right. >> And thank you for being here. Thank you for being here. So, hang on until we do our little business and then we'll come back to hear from you. All right. Um, do we have any summary of community input received for any >> We do not have any. Okay, none. All right. So, now we'll uh go to the consent agenda. I move I mean, I ask for a motion to approve the consent agenda. I move this evening's consent agenda minus Myra's retirement. Yeah, Myra's retirement. Second. Okay, thank you. So, we have approval and and um second. Call to question. I'll say um all approve say I. I. >> I. Um oppose. Okay. Motion carries. So, we do have one retirement. Yeah. Clerk Mennix >> We are um pleased that Tammy Allen, at the Roseway Middle School student success supervisor, will be retiring in June after 10 years with the district. So, we thank her for her wonderful service to our district and doing good work with our students. Yeah, that's great. >> Thank you. Thank you so much. I think we do have >> You do have to >> So, I move that um we accept the retirement for Tammy Allen. Okay. Do I have a second? Second. All right. Any other discussion? Those who approve say I. I. And um otherwise, okay. Motion carries. And uh we always like to pull out the gifts to show our appreciation and um Director Bukachevsky will do that tonight. Thank you, Madam Chair. We once again have a bevy of benefactors Mhm. uh to thank from Andrea Garvey, a gift of funds for the Meals on Wheels program at the Abap Tutelage Education Center. From Sarah Audette, a monetary gift for school needs at Central Park Elementary School. From Jill and Tom Lund and the Roseville Lutheran volunteers, a gift of funds for books and classroom and media center for Central Park Elementary School. From the Roseville Anderson Nelson VFW Post 7555, a gift of funds for the boys lacrosse program at Roseville Area High School. From Joan and Robert Beierscheid, a gift of funds for the band and choir programs at Roseville Area High School. From Citywide IT Consulting and especially attention Steve Galicia, a gift of laptops for students in need at Roseville Area High School. From Jack Brodt and the Jack W. Brodt Agency, a gift of funds for the trap team at Roseville Area High School. From the Little Canada Recreation Association Inc., a gift of funds for the football program at Roseville Area High School. From Catherine and Paul Moller, a gift of funds for the boys track program at Roseville Area High School. From Emiliano Chagall and Gail P. Mason Chagall, a gift of funds for the food shelf that's administered out of Roseville Area High School. From the Wildwood Chiropractic Center, a gift of funds for the boys golf program at Roseville High School. And also from Tyler and Andrea Laducouer, a gift of funds for the boys golf program out of Roseville Area High School. From Jean Graham, some quilting and sewing supplies for the family and consumer science department at Roseville Area High School. From the Roseville Swim and Dive Boosters, a gift of funds for equipment and transportation for the boys swim and dive program out of Roseville Area High School. From the RAZ Bullpen Baseball Booster Club, a gift of funds for gear for players, coaches, baseballs, baseball field supplies, mesh banners and supply shed for the Roseville Area High School. From the Falcon Heights Lauderdale Lions Club, a gift of funds for Rams Robotics team in the Roseville Area Middle School. And finally from Aaron Mastrian, a gift of funds for district needs uh at Roseville Area Schools in general. So, uh again, we're just so thankful and impressed by the generosity of our our families and friends in the community. We can't can't express our gratitude enough for all the all the they give us every Definitely. every time. Thank you, Madam Chair. Thank you. All right. Now, we'll go to reports and non-action items. Um yes, now we get to have our students come up and staff and Welcome. Welcome, guys. Our associate principal. Hello. Hello. Hello. Hi. I have a phone. Um Do you want me to start and then Uh Do you want me Yeah. Yeah. And please introduce yourself. Well, we got We were going to start um Well, good evening. I'm Maureen O'Raya, AVID District Director. Um it's good to see you all. I was here when we did the College and Career Readiness uh report a couple months ago. So, it's good to be back and just um share a little bit about AVID. I have some very special guests with me today that I'm going to have introduce yourselves. Okay, so your name, um a little bit about your journey, like where you went to school or currently go to school in Roseville, and uh how you're connected to AVID. Can you do that? Yeah. >> Okay. This is a powerhouse family. >> cool here. And I'm going to share with you, we had a second family who was planning to be here, who we found out today was not able to be here, but it's so cool that we're able to share about the long history of AVID in this district, and we get to have powerhouse families like this Wow. here to share about it. And mom's in the back supporting. So Welcome. So, go ahead. Will you introduce yourselves? >> Yeah. Um my name is Cesar Estevan Perez. Um I am first year math teacher at the high school. Woohoo. So I remember you. And delivered part of the keynote at the opening workshop. >> I remember. And how did you get to Roseville or your Roseville experience before being a teacher this year? I mean I I've been in the AVID program since 7th grade. Um continued through it all the way to high school, so I'm an AVID alumni. Um and then after graduation as well, I was also an AVID tutor, so I was heavily involved with the AVID program. Nice. My name is Aldo Estevan Perez, and I go to Brimhall Elementary, and I just signed up for AVID this year, and I'm excited for middle school. Yay. So, Aldo got accepted to the AVID elective for 7th grade for next year. So, yeah. Hello, my name is Yugo Estevan Perez, and this is my second year as an AVID elective student. And yeah, I went to Brimhall just like all of my brothers here, and yeah. Diego, what school do you go to for uh middle school? >> Rams. Rams. He's going to Rose next year. Yay. Yeah. So, thank you all for having us. My name is Eric uh Estevan Perez. Um I went to Brimhall Elementary, then I went to the middle school, then I went to the high school, so I got the full Roosevelt experience. We all did. Uh Um and currently I'm a sophomore studying computer engineering and Catholic studies at the University of St. Thomas. And I was an avid since what, seventh grade? So, the full time I was eligible. So, from seventh grade to 12th grade. So, we're excited to have them here to share their experience with us. >> for us. What an honor for us. A family experience, right? Love it. Love it. Great. So, uh I'll get us started. We're happy to see you, too, Dylon. Yes. Yeah. Yeah. I know I'm not as popular as the family that's here, but that's okay. Uh Dylon Smith, associate superintendent. Um just um couple I just wanted to say a couple of things. As you know, uh for years the AVID initiative in Roseville Area Schools has been a model of excellence, innovation, and equity in all we do. Um AVID is a framework of an instructional philosophy that opens doors for all students to pursue their college and career path of their other choosing. In Roseville Area Schools, AVID has been through some changes um in the last year um since we last joined you at this board table. Uh both of our district directors um Ann Barnes and Tanna Bogenholm um have moved on. Um but they've left a wake of a thriving AVID program, elementary and secondary, laying the foundation for us to take the college and career preparation that we do to the next level. Uh I want to personally thank Ann and Tanna. They may be watching um cuz they know that this presentation's coming up. But, I want to thank them for their excellence and for their vision uh with this program and then for for their unwavering commitment to ensuring the longevity of AVID. Uh we now have a new AVID district director. You've met her uh here, uh Ms. Merina O'Rielly, um who maybe not by choice hit the ground running here um because AVID is every day, all day, doesn't stop type thing. Um but, in this short year she's shown uh that she's been with us she's shown to be a great fit. And so we're we're confident is ready to lead us into that next phase of avid. You'll see here on this slide that that this presentation is brought to you by avid's mission, vision, and equity vision. This presentation touches on all I believe on all five of the strategic plan goals. Our graduates are prepared to achieve their goals and aspirations. Our learners contribute to an equitable caring society. We are culturally responsive, inclusive, anti-racist district. The community is is united behind meeting student needs and one really evident example of that is the fact that the Rose Valley School Foundation has funded avid elementary for the last 3 years. And so we really want to thank them for that gift. And then we are financially secure. A lot of presentations that I'll just speak for me that I bring we don't get to touch on that particular goal but if you know what goes behind the scenes for funding avid and all the different pathways and the creative ways we look for funding you'll realize that we are really living within goal number five when it comes to the funding of avid. Avid's mission is to close the achievement gap by preparing all students for college readiness and success in the global society. In this presentation we'd like to share with you exactly how Rose Valley School does that. And so at this time I'll turn it over to our avid district director Marina Ryan. Thanks Dylan. So to start with it's a little background about college and career readiness and the framework that avid shares with us. It's this model around this triangle. What does it mean to be college and career ready? And some of the work we've been doing this year is looking at that model and thinking about okay so at the top of that triangle there's three things avid says students need to be college and career ready. All students wherever whatever path they take they need academic preparedness, they need opportunity knowledge, and they need student agency. Okay? And we're like, "Okay, great." And then we looked at um the four those three things are all uh supported by what educators do. What can we do to ensure that all students receive that? And so we have those four blocks at the bottom, insisting on rigor, breaking down barriers, aligning the work, and advocating for students. And so we've taken this model that the that also recognizes that yellow triangle that holds it all together, that's about relationships. That's about the community. That's about the connections. You often hear in AVID about the family piece, that none of this works without that piece of belonging and connection. And we were thinking about um the strategic direction that Dilan just talked about. How do we ensure What is our language? What is our way of understanding when we're going to ensure that all students have this, college and career readiness? How do we define that? And so that's what you see these words up here on the left. This is a working definition for Roseville. What do we mean by college and career readiness? Um that we have been crafting this year and vetting with different groups around the district. And it says um college and career readiness means students know themselves, understand various post-secondary options, have the skills and mindsets that prepare prepare them to navigate and thrive in a changing world. So that's our overall definition, and we're going to use that definition throughout this presentation today to demonstrate what our work of AVID looks like in action. Okay? So you're going to see this come up over and over again today. One thing I want to make really clear is when we talk about AVID, we are meaning all students. We want college and career readiness for all of our students. Thus that framework is what we want to ensure all of our students receive. So when we say an AVID student, we mean everybody. Some students in our district also are part of an AVID elective class. But that's not our only AVID students. We have all students receive AVID because we want college and career readiness for all. Some are in an AVID elective. How do we do that? The AVID program has two main pillars. One being AVID school wide. This is where we recognize um when D-Line talks about a system instructional practices that doesn't matter what content you're in. It is about a way of engaging in teaching and learning that increases student rigor, engagement, critical thinking, and thus additional, right, um achievement in academics. That happens across our district from fifth grade to 12th grade. We have teachers who are trained in school wide practices. In addition, there is AVID elective class, which is an optional elective class at our secondary schools, right? Um that doesn't exist in our elementaries. We don't have electives. We have school wide practices. Um and that elective is really designed for about 10% of our student population who is looking um to achieve rigorous classwork, right? It's really a college and career preparation class. It is rigorous with additional support. So, the same practices that happen in AVID school wide happen in AVID elective, but more intensely, you can say, to provide additional um supports so that students can um achieve that higher rigorous coursework, okay? So, I am curious. We have some current Mhm. AVID elective students. How do you see AVID strategies outside of your AVID elective class? >> Well, from my perspective is since I'm an AVID student based on my current core classes, basically like, you know, English, math, social studies, and science. Like, taking, how do you say it? Notes? Mhm. Like, yeah, the five steps of notes and stuff. Basically, like, social studies and science since like and math, especially since we get ready for those tests. And then for English, probably those um inquiry um high-level questions like the Costa's questions and yeah. And does it help you to see those strategies in other classrooms, not just your elective classes? >> Yeah, sure. How does it help you? Um It really helps me like organization is one top-tier. And what else? Yeah, I think that's it. Organization definitely. Yeah. Okay. Thanks. So, we're going to hit on this idea of Avid school-wide and of Avid elective today, that both those things were were working on simultaneously. Um brief history of Avid in Roseville. Brief but long. We We've been at this, right? So, I'm going to keep it brief but long. Um really our Avid journey started back in 2008. And at that time, Rose, Ram, and Parkview began with just a single elective class. That's where it started. And it was really between 2008 to 2015, um we did have a concerted effort of sending teachers from multiple content areas to get Avid trained. But it wasn't a full system of school-wide. It was right gaining um in practice. And it wasn't until 2015 when Foos also joined, starting with a single elective class, right? And each year, you can imagine as students move up a year, you add another elective class, and it was growing along the way. Um but it was really around 2015 we noticed this sis wanting to invest deeply in a school-wide system. And so, um it was in that time period where we said, "Yes, we want to We We are taking this on as some of our core work, and we're interested in becoming a national demonstration school." And so, it was those next 3 years that work was being done to systematize what AVID looks like to become a national demonstration school. Now, that is That is an optional process that is in addition to the regular certification you do. In the demonstration school process, you actually have AVID staff come to your sites and verify the work that they are seeing um being done, and you become a showcase school. Um and so, it was between 20 20 uh '15 to '20 '18 we worked on that, and the first time both Ross and Rams were validated to that national demonstration level was in 2018. Um that is a process that needs to get revalidated. So, by 20 um 23, they were revalidating again, uh and both got revalidated. And it was at that time that AVID Elementary came into play. So, really thinking about we have these really strong secondary programs, how do we support our elementary students in their process and their transition into um those systems? What do they need at the elementary level? And so, that began in 2023. We are currently in our third year with AVID Elementary. And I can say by 2025, so last year at the end of the year, every school completes um this major uh certification instrument by AVID. It's got about 60 indicators to certify your work. It's really a self-reflective tool, um but all of our sites were certified. So, our elementary sites in Parkview all were certified at at the the uh basic level, where Faz uh took the next level up called emerging school-wide, and then Ross and Rams were sites of distinction in that tool. That is different from national demonstration. It's a whole other process. But, um so, that is amazing for our district be at that place, to all of our sites to be certified in that way. And it it is because of that longevity that we can have families like the Estevans here. And it is because of that we can also say we are continuing to level up our work and deepen our work this year. So, the rest of this presentation will be about the work we have continued to do throughout this year to deepen our our process and our practice, okay? Okay. So, back to that idea around using the AVID system, the the what do students need to be college and career ready? And so, this first area is around rigorous academic preparedness, which in our language and that definition was just really around academic skills. What are the academic skills that students need to be ready to take on their post-secondary choices. What I love about this slide is that it really shows our progression. That first image in orange are our elementary students. They're in their classroom, they have their binders and their organizational tools, they're getting those foundational skills um in place. Where then in yellow we have our middle school students who are really taking on rigorous academic work, right? It's critical thinking, they are owning their learning process until we have um our graduates who are celebrating their milestones and that next step they're taking, right? So, this really encompasses kind of our overall process that we're taking here in Roseville. Um alongside those images we have some data that we're sharing with you about who are our students built in school-wide and uh in the AVID elective and some of that rigorous work that they are taking part in. Uh I can walk you through this quickly, but as we think about on the top left our school-wide AVID, if we count all of our students from 5th to 12th grade because they are all avid students, we are impacting 3,896 students with our avid system school wide. We can also look at our demographics. Who are those 5th and 6th grade students? And how does that compare to our 7th and 12th grade avid elective demographics? You can see. Okay, so that's what those pie graphs are. I'm going to jump to the right side. Um which also breaks down when we think about those 3,896 overall students, but we want to look at who are um intentionally in 5th and 6th grade, we have 956 students. We have almost 1,000 students who are experiencing avid school wide, preparing them for um 7th and 8th grade either at Parkview, both at Parkview and Rams. And if we break down who our avid elective students are, you can see the numbers of students in each of our secondary schools. Okay? And like I said, avid elective is about 10% of the population of any um specific school. We also do highlight on here the rigorous courses that avid elective students are taking, whether at their Rams and Parkview, the ones that are getting high school credit for them um because those obviously all of our classes uh that are grade level are preparing them they're on track for college and career readiness, but these are the ones that are giving them additional credits or or additionally rigorous. And we also have um high school students who are in the avid elective who are taking things like concurrent courses, two or more college and career uh technical courses, or advanced placement courses. So those are those rigorous course works, we we track that. One thing to highlight here that I'm really excited about is FAZ. Avid elective the students this year are taking an AP Econ class, which is really cool. Um so that's what's noted there. Um and we're also noting here that um our staff who have been trained in avid practices because this is what's really helping us achieve rigor across our district. And so you can see both in our fifth and sixth grade teachers and seventh through ninth grade or seventh through 12th grade teachers we have all over 90% of our student teaching population who have been trained in avid practices, which is what helps us get to school wide. All of this to say our avid elective students we know 100% of them are on track for four-year college and career readiness preparation. That doesn't mean they all choose that, but if they want it if to choose that path they are on track to do that. Okay? Very cool. So you have that to take with you. Now there's no way to talk about a rigorous academic preparedness in avid without mentioning wicker, which is one of the things people often know about avid. What are these instructional practices and college and career readiness skills that we intentionally provide to students. So when when we think about wicker, wicker stands for writing, inquiry, collaboration, organization, and reading. I think about it two ways. These are the explicit skills that students need to be college and career ready. No matter where they go in life they need to know how to collaborate with others. They need to use communication, reading, and writing skills. They need to be able to be problem solvers and critical thinkers. And they need to be able to organize their their thinking, their time, right? For planning, and their materials. And so those are those critical skills that we want to explicitly ensure that students have. It also helps us with our instructional practices. So as educator, how am I ensuring that students receive those skills and what am I doing engaging because they're engaging, right? They're ways of engaging and learning. And so it creates this that rigorous coursework and support. It creates that critical thinking space. And so we think about WICOR both ways. Okay? That's what it means by being school wide. You have teachers who are using these WICOR practices throughout their day, including in our elementary schools. Now, if anyone knows in the AVID elective, there is the culmination of those five skills in what's called the AVID elective tutorial process. So the tutorial is a really cool way of bringing those five WICOR elements together where our students twice a week come to class having thought about what they're learning in their other coursework and where they maybe have a point of confusion or a wondering and they work in small groups through collaboration using only inquiry to problem-solve together. It's like these study groups. Um and it is amazing the level of thinking and rigorous work that they do going through that elective tutorial process. Um there is a picture of students in the high school doing a tutorial. We also have a picture of our amazing tutors. We have had an incredible year of having um our tutors who are engaging with us twice a week supporting our students in this process. Right now that picture is our RAMS tutors. Almost all of them are current college students or recent graduates who love supporting our students and this and it has been a fantastic year of working with them. So that's some stuff about WICOR. I am curious. We have two past graduates who are out in the world right now. When you think about WICOR, what about those skills are you bringing with you or utilizing in your life outside or post-secondary, right? Um for me especially after graduating, um you know, I went to Hamline University where I got my degree in mathematics and you know, part of that we had to take other courses, you know, they gave us reading assignments, all that stuff. So just applying all of those AVID strategies, like marking the text. Um I know as a math major, math uh content can get really hard. So forming those collaboration groups, um how to organize those study groups so they can actually be productive was one of the big ones. Um and just the organization piece. I remember I have solely relied on my planner that I bought for for college that I used everything to mark assignments down, important meetings, um and even now like as a teacher, I use that to plan everything. Um and so it's Um I feel like without the AVID program, I feel like if I were to go into college, I'd kind of be lost in a way. So pretty grateful of the strategies that I learned. Mhm. So I don't know if you want to add anything. Yeah, uh for me, definitely organization. Um if it weren't for the organization, especially the the strategies that I learned through AVID, primarily through their planner, uh and binder checks, which, you know, going through middle school and high school, I didn't really like. But now that I'm, you know, in college and you know, in the workforce, um you know, it's like I do it subconsciously every time I'm, you know, keeping track and inventory of the stuff that I have, you know, it's kind of like a daily thing now. I don't even have to think about it. When I think about it now, it's like, oh, you know, when Mr. Lao and and Ms. Bogenholm and and Mr. Yulin and Ms. Michael, who isn't in the district anymore, you know, when they were checking our stuff, you know, that's what I'm doing now. And and I I I think it's quite um how would I say it? I think it's quite uh satisfying seeing that after so much time of just, why why why, you know, finally finally makes sense. And I think I think it's it's something I've seen in my peers and even now going back to the high school and the middle school school, still see. Um people aren't really aware of it until they're out and they're like, "Wow, like, you know, I'm I'm truly grateful that I got to learn this so early in my life." Uh, and and not just learn it, but actually got to practice it and master it. So, I'm at a point where it's kind of just second nature. It just It just happens. That's great. Diego, what skills do you uh would you say you're learning through the AVID tutorial process? Well, mostly based on the AVID elective tutorial, probably like the point of confusion, trying to bring that from the inquiry questions that bring you to your aha moment, which is pretty surprising what I learn, especially on something I'm stuck on. Good example. Yeah. That's awesome. Very good. That's great. Um we would love to be able to bring you to all the classrooms and show you what this looks like, but we can't do that today. What we do have is just This is actually a first time showing of a little video that shows AVID in action school-wide in Roseville. Um, I think it was finished in the last few hours. So, we're really excited to show it to you all, but it um it shows our elementary through middle school through um secondary. Would you mind starting it for me? Uh, so just a little brief glimpse, what does this look like, feel like in a classroom when it's it in action? Oh, beautiful. So smart. When you have people from all sorts of different backgrounds, it brings like a unique perspective into the classroom. When someone is presenting, when someone is following the rule, they always look at the person that is presenting. It's interesting to be like, oh, evaluate this, analyze this, so you can really think about what you're learning on a higher level. John Locke was born 1632 and died in 1704. They give you structure on how to learn and how to apply that learning. It gave me the discipline to be able to apply the scholarships, you know, to apply to schools, keep track of what that looks like for me. So, there's a general English class here. All those strategies are pretty key in our school. It helps me ask why does this stuff work the way it does? It's impacted me in my social life and in my community skills. It's learning that I can apply in my own life as well. You definitely get to reap the rewards if you're able to put time into it and effort. It's showing the kids that you can really do anything. Just a little glimpse at some of the students, right, and in that environment, what that feels like to be engaging in learning that way. Which is really fun. Michelle, would you mind advancing? Thank you. All right, so opportunity knowledge is really about that understanding post-secondary options. What's available for us? And so, there are tons of ways that this happens throughout our schools. Some of these are, you know, happen through our home room processes, our STAR processes, and are for all students, like our Zello's. Some of them are opportunities that avid elective students get in addition. I can say things are happening all the time, like the career cafe was just last week at Rams. We had about 40 community members come and and about their careers. We had over 300 community members come to learn about those options. Um we had last week Foss was at Mankato State on a field trip, right? So, there's just opportunities out there all the time. One of things I was told by a site coordinator to make sure that I mention that our Avid alumni because we have this longevity, they are a huge part of our network and how they come back and provide opportunities for our students whether they're student speakers, whether they are providing internships or career mentorship. There's just so much connections with our Avid alumni which we are so grateful for. So, but I would love to hear from you all about some of the opportunity knowledge, some of the experiences you had and how they most impacted you. Like what was most memorable? Um for me, uh I remember especially the last 2 years I was in Avid, so 11th and 12th grade. I really got the most out of seeing Avid alumni come in. For me it was uh a testament to uh the fruits that the Avid system provides us. Um and it really just encouraged me, you know? Um you know, high school was a completely different experience compared to the peers who didn't take the elective. Um and and seeing how it's impacted them now that they left uh to college. Some of them didn't go to college. Some of them, you know, went their own way, workforce, you know, but then seeing that how how regardless of where they went, they all understand where they're going. They have that clarity. And you know, even if they don't have that clarity, they still had that system where, you know, they were able to navigate those those uncertain challenges. And and so for me is those last 2 years me going through my own experience of applying to colleges and scholarships and you know, there's all these options that I could do after college. Uh having that really helped me cement what I wanted and also knowing that I had the resources, the support network that I needed in order to get to where I want to be. Cool. >> Thanks, Aaron. I mean, he's pretty good at, you know, AVID offers all of these opportunities and it's all up to the students to take advantage of the of these opportunities. They're not being spoon-fed. We we are actually stepping up and taking initiative of these opportunities. Um I know one of the big ones, you know, a freshman year, you know, how to create a resume and you know, it's not just create a resume and leave it alone. Don't touch it until your senior year. It's more like, here's the resume and as we move on through through the years, come back to it. All of the opportunities that you've taken so far, uh summer programs, uh community service opportunities, let's add that more to our program. Um and I know I don't I'm not I don't want to flex on on my brother over here, but can you explain the opportunity that you got your senior year for your scholarships? Yeah, so I went to uh national scholarships senior year. So, one of them, the Gates scholarship, was a it's a last-dollar scholarship. Um and the Amazon Future Engineer scholarship. So, that one didn't just come with, you know, a scholarship money, but it also came with an internship after my first year of college. >> Thank you. Sorry to put you on the spot, but That's what I Yeah. Yeah. Yeah. Uh one thing I do want to add too is that, you know, at least for me, having been through AVID from 7th to 12th grade, um hitting again on what I mentioned earlier about, you know, things becoming second nature, um it was strange to me when I would have conversations with students that were in the AVID elective. And they were like, you know, it's it's it's time to apply for like a job, you know, but you know, how do you make a resume? Or or they're like, oh, it's time to start applying to colleges, but you know, you know, how how do I do that?" And for me it was kind of just like, "Oh, like, you don't know?" And so, it was just astonishing. And and it was a I think it was a profound moment of reflection for me, the the investment that the district, the educators, and that I put in myself in being part of the Avid elective. Thank you. It's cool. It is cool. It is cool. So, student agency is that third piece of what students need. And this really is about students knowing themselves and having the mindsets to navigate a changing world. Okay? And so, this once again happens in many, many ways as we support students. Um Two things that I want to connect with is one of the things that I've been amazed at since coming to Roseville is how well our students are respected in the community and seen as leaders. The amount of partnerships we have, people asking for Avid elective students to come and support. It is a full-time job to make sure 464 students have a leadership and service opportunities out in the community and to be that communicator. It is an incredible amount of work and it is so powerful to see what our students do when out in the community. One fun story is I just learned that we had students, fifth grade students from Central Park, were going to Junior Achievement in March for a BizTown experience. And they actually invited 20 Avid elective seniors to come to be facilitators, you know, youth there. And it was such a powerful experience that the Junior Achievement has been calling our site coordinators saying, "We want them at every time you have students coming, elementary students." It was amazing the amount of learning that happened. And because of that our students are being offered scholarships. Right? So, it's those kinds of collaborative experiences that happen all the time and are really amazing. I also want to just mention Roseville's mentor mentee program is really unique. All of our Avid elective students have a specific mentor in our district, so they are connected with an adult who are in our district who do mentor checks with them throughout the year. This is also an amazing undertaking. If you imagine at Rose, we have 300 elective students and only 150 staff. Because our program is so big, we have new challenges to figure out systems of how to support our students in these ways. So, that's pretty neat though. What that relationship connection provides. So, once again, I'm throwing it back to the Estevan family. Tell us about some service or learning leadership opportunities you had that you found impactful through your your Avid career. For me, my senior year, that's when I was since I was in the Avid elective class, they required students to come up with a community service project. And so, when I was a senior, I decided to come up with even though it wasn't successful as I wanted to be, I came up with the idea of creating a tutoring service to help our EL students at the high school. But just through that through that project itself, I always knew I wanted to be a teacher going through my high school career. But when I was working with those EL students for a time, I kind of apart from the for me wanting to be the math teacher, one of the main groups that I wanted to focus on especially after that project was to work with our multilingual students, our EL students. And so, Um, really impacted me to to fight hard and even convince the department chair to like the at our our math department to to give me some of those yellow classes. So, I currently teach the sheltered content classes where I get to work with our yellow level one, level two students. So, students who are new to the country or who speak little to no English. So, I feel like that project has really helped me notice my love and passion for helping those those students. I was fortunate to have been part of the Avid Summer Institute here in Minneapolis the summer before my junior year. Um and I was really nervous. I had never done anything like that ever in my life, especially knowing that there going to be a ton of adults, professionals, you know, administrators wanting to hear what I have to say. Um, and then once I actually began to engage in these in these small groups in these tables hearing the speakers as well. Um I felt really empowered uh because, you know, I had I had through Avid I had gotten to a point where I didn't just meet the bar. I exceeded the bar. And it was to the point where adults, you know, people much older than me with so much experience out in the real world, they wanted to know they wanted to learn from me. Um, and that was kind of just like from there I felt like the last two years wouldn't have been the same if I didn't have that experience just because I had felt so encouraged, so confident in my skills, and in my accomplishments. And also understanding that I do have an impact in my community. Um, so yeah, I mean if it weren't for that, you know, the last two years would have been way different, you know. I how you see me now talking you know, those first two years of high school, you know, completely different. I hated talking, I hated public speaking. I couldn't keep eye contact. Yeah, but you know, Avid really helped me get out of my shell. Yay. You hear a lot about leadership and that as you communicating in public, and so, yeah, that makes a lot of sense. I'm going to quickly try to go through some of the what educators do in the background to ensure that these kinds of experience happen for our students, right? Um and I'm going to do it as a collective around just some stories of some work that we've been doing this year that really combines these four: insisting on rigor, breaking down barriers, aligning the work, and advocating for students, okay? So, first, we're going to talk about the impact of AVID elective or sorry, AVID elementary. Like I said, we are in our third year. Um and one of the things we're really finding is uh our fifth and sixth grade teachers are saying, "We've worked really hard on building our organizational structures and systems, and we're feeling pretty good about it. Like they're part of our routine practice now." And we're actually seeing then our seventh and eighth grade teachers saying, "We're noticing students coming with these skills." So, we're starting to see that impact, right? Which then helps our middle school teachers say, "We can up the rigor. We can take it to the next level." Um on that, Aldo, you have been working on your organizational skills at school, correct? >> Yeah. In fifth and sixth grade? You want to tell us a little bit about what you do for organization? Like, what does that mean? And how do you use organizational tools at school? Um I use my binder for organization by putting dividers to know which subjects my papers are in. And I also use my planner to know what I have to do or what I have to prepare for. And I also it's good that I'm learning how to organize because I also like it now that I know how to do it. That's great. Thank you. And that's what we want, right? Like, it is an actually an explicit skill Yeah. to to know how to do this. And it's a lifelong skill, right? That's one of the things when we alumni come back, it is one of the two things they talk most about is organizational skills and the tutorial. Hard to do while you're in it, going, "Why am I doing this?" And then they they come back, they go, "Oh, yeah. That was helpful." Um the other thing I just want to say about the impact of Avid elementary is one of the things we're really finding is because we have these two years under our belt, we're now at a place where we can really say, "How do these tools of Avid really align with our SIP goals? With our building goals?" If what we want is student achievement around literacy, math, well, what about these tools can we take and have some ownership about that's really going to align? So, they're not separate, we're integrating. And that's really the work where we're at right now. Um and so, lots of sites are taking on things like inquiry and collaboration and just finding ways to connect them with their tier one approaches to teaching and learning. Um so, that's a little bit about impact of Avid elementary. If I can get it to move. Oh, jumped too far. Um we also this year, one of the things I want to highlight, Delane talked about we had a lot of change in our leadership this year in Avid, so I was new this year. We also of our seven elementary sites, we have two new site coordinators and of our four secondary sites, we have three new site coordinators. So, we've had a lot of change in our leadership. We also have a lovely site coordinator here who I I should mention when we talk about Avid family and the support for our students, Scott's here because he wanted to support his students and know let them know that the educators were here caring about them. But because of all this change, it's given us an opportunity to collaborate and align in new ways. And so, we've been on a lot of work getting together throughout the year. One thing I want to just highlight right now is one of the things our 7th through 12th grade site coordinators have done is really looked at a vertical alignment of opportunity knowledge. How do we ensure Parkview and Rams are having the same experience in 7th grade, in 8th grade so that when they get to ninth grade it's we know what we can do next, right? So, they've taken time this year to do that and ensure that all AVID elective students are receiving similar experiences. You are going to see some of the work around professional development and measurement and evaluation also next. So, professional development, what it has looked like this year has been kind of three main things. At our seventh through 12th grade level, all educators have received a co-facilitated, co-designed professional development around MLL and AVID. This has meant we are looking at how do we support our multilingual students with AVID strategies and what about our AVID strategies if we look with an MLL lens? We would tweak or advance. So, both of those things simultaneously. That's been really cool integrated work, so we don't have to just do AVID separately, but it's it's aligned with other teams and departments and all of our work across our seventh through 12th grade buildings. At the AVID elementary level, I've been able to facilitate some training with our 5/6 teachers this year. Really, a lot of it has been around collaboration, inquiry, and focused note taking, so they feel really good about that organization, but want to move into those next areas. But, what we're also finding is that one of the ways to get to that tier one instruction is aligning our instructional practices, our AVID work with things like there's new social studies standards coming out next year. And those social studies standards are built on the three C's framework: college, career, and civic life. And they're built through an inquiry arc. Well, it makes perfect sense that when we're doing professional development with our K-6 staff about these new standards, we're integrating our AVID approaches, right? It's just natural. And so, that's the way the work is really moving. You now have experienced professional development in the avid world for the first time. You want to tell us a little bit about what that has been like? >> Did you lead it? Did you lead the development? No. >> Not yet? Not yet. Um, I will say I do feel kind of like It's really cool to see how I saw avid as secondary student in middle school and high school. Um, especially since we're in a district Avid is district wide. Uh, so a lot of the things even in outside of my avid elective class, how a lot of these students are are a lot of these teachers are incorporating certain teaching strategies. And now that I'm the actual teacher and I'm on the other side of of of that, um, I just see how, you know, it makes sense. It makes sense to offer a lot of collaboration opportunities, a lot of writing. And I feel like um, it was perfect timing for me since I teach the sheltered content class, you know, the like that we're they're doing co- with multilingual and also providing those avid strategies, you know. I feel like I have really changed a lot even within this first year of how I work with my EL students to now where it's like we we start taking focus notes, um, talk about the collaboration. And so I it really shows that avid is not just for the avid elective, not for general students, but it's like for all of our multilingual students, all of our special in the special education in the in the EL department as well. It's just a district wide as they keep in emphasizing, so. Thank you. We also have done a lot of work about evaluation measurement. Um, one of the things so even this morning our secondary site coordinators and principals were all together looking at what's on the bottom right. We have created a new wicker walk through form. This is how we ensure high levels of rigor are in our practices school-wide, but recognizing that we need to do that in alignment with our new TDE, right? What does that look like? And also creating alignments in the middle. This is the recertification document that all schools are completing by the end of this year with about 60 indicators. And for fun, AVID has created a new one for secondary this year, so it's our first time going through a new one, and elementary will have a new one next year. So, we're constantly looking for those alignments and how do we measure and ensure that there is alignment across the ways that we're teaching and learning in our schools. So, that's awesome. And I just want to shout out one of the big works that we did this year in our systems work is around the AVID elective recruitment process. We had the opportunity to step back and look at that process, and we it actually And how do we message it? How do we create common applications? And we did so because we had recognized that there was some discrepancies around who was applying in the past. And so, we have some real big celebrations this year. Um, Scott has completed 105 interviews with sixth graders who applied for the AVID elective for seventh grade in Rams. It was the highest rate of applicants from Parambe, Little Canada, and the DLSI program this year, which were all targeted groups. We also had a 16% increase in male applicants, which was huge and part of our target of why we spent time adjusting our application process. We also get to accept about half of those. That's That's about what it is. It's a real tough problem problem to have to only be able to accept half, but of that class that's coming in is the first time we're going to have a gender balanced class. We have not experienced that, and we also have a 15% increase of Hispanic Latino students, which is really cool because last year they started some intentional collaboration within the AVID elective with our ML team. So being able to support that, huge. We also because of this process Parkview and Rams have an aligned process. So what that means is we even have students who were going to go to Rams who are now going to Parkview, but the process is aligned so you're able to just slide students in and out which is really great. And Park had the most applicants this year and we also for the first time have a wait list at Fuzz for the elective class. So these are just huge and we can also mention Roz will be adding additional elective class hitting that 12th elective class not next year but the following year because we have such a long wait list. So those are just a lot of shout outs for our recruitment process. Now Aldo you just got to go through the recruitment process for and you applied to the avid elective. Why did you do it? Why did you want to apply for the avid elective program? I applied for the avid elective because I wanted to get the same opportunities that my brothers got. For scholarships and for skills in life. What a bright future. We do have all of this is around the lasting impact of the avid elective. We have somebody and then you know our alumni come back every year right before winter break and talk to all the avid elective classrooms and we had a video crew come and capture them. If you want to see the lasting impact how all of this the work we do in Roseville travels with our alumni. Really briefly I know we've taken a lot of your time. I'm assuming it's a few minutes. It's it's like less than two. Oh yes for sure. So this is the like this is what all this work goes towards. It's fantastic. >> For sure. >> Yes. They start in the dark. That goes too. It's rendering. Yeah. Buffer, buffer. Yeah. Buffer. Oh, no. Oh, here you go. So, I first heard about AVID in seventh grade. My parents were like, "Hey, maybe you should consider, you know, joining this group and see what it does for you cuz, you know, you're a little unsure about what you want to do." As a first-generation student, I did not have many people in my life who knew what college was like, how to apply, where to look for resources. AVID was definitely that, like, you know, helping hand through a lot of miscommunication or like not knowing a lot of things. It gave me the discipline to be able to apply to scholarships, you know, to apply to schools, keep track of what that looks like for me, and feel confident going into something that no one else in my family has done. AVID really taught me like how how to like be a leader and like put myself in leadership positions, how to carry myself, and like how to act. Now, I'm the student body president of Augsburg. If I didn't join AVID, honestly, I don't think I'd be in college right now. And even if I was in college, I don't think I'd be doing as well as I am today because of AVID. I joined AVID towards the end of junior year here at Roosevelt. Even though I joined in late, I still felt welcomed academically, where we could connect with different students who have the same subject as us or even the same teachers, and we could just work through our problem or questions that we may not have the time to ask our teachers. So, I gained a lot of benefits from AVID. It's the reason why I got a full-ride scholarship to the university that I attended. It's the reason why I'm able to have discipline and time management and to know what I'm want to go for. AVID also helps with like narrowing your focus in a way because I feel like once you get closer and closer to graduation and you know, you see all your peers like they have these very established, you know, goals and you're just there and it's like I don't really know what to do. Even if you're in that situation, AVID does, you know, help you guide to create something step-by-step in order to get me that point. If you're not in AVID, I would just recommend joining because there's so many benefits and you also gain a family from that. So you also gain friends and you also gain teachers who help you and that you'll be close with even after graduating from Roseville Area High School. So we just want to thank everybody for the long-term support of the AVID, right? This is what it gives us and we are so grateful. Yeah, thank you. Oh, wow. How do we follow that, huh? Yeah. This was amazing. Thank you. Thank you. Yeah. As she's talking, I'm thinking 10 years. My daughter would have been here 10 years. So I thought I When we started on the board in the middle of the 2015-2016 school year, the debate at the board table on the old district center, different superintendent, you know, all that, was, you know, Is this even a thing? Is it worth it? Should we continue it? And there the board really supported trying to expand it as much as possible. Because some of the board even then, I remember Frank and Mark Twain said it's like, "Why can't we just do it?" And you know, there's an expense involved, there's training, there's everything. But this journey, as you outlined, is a historical journey to go from you know, trying it, seeing if it works, validating it, and then really wanting it to become part of that every student would have access to the things that AVID gives you, you know, whether it's the wicker, uh you know, which in itself is is good even beyond the specific, you know, the specific electives. To see where it went from then to now, I think that that dream is there. Yeah. It's our identity. It's or very close to it. You know, there's still more to go, but it's it's been disseminated throughout, you know, the curriculum, the teaching, the training, the methodology, the things that you guys teach. I mean, Jake, you were here. You're a veteran of all these these discussions and how to how to get it going. You know, I mean, Cindy, even you were here, but sort of different role, but, you know, now you're at the top of that of that chain. Yeah, so long A lot of us have been on that journey, and I think it's just so um satisfying to see how it's coming and to see the kind of students that it helps it helps you all become your best. It helped you make the absolute right decision to get out and come back here to do what you're doing. So, thank you. Yeah, it's just it's just remarkable how how it's spread and and uh and you were so right. I think you were saying it. It's It is. It's about life. It's skills about life. It's not just getting to college or a job or a career. It's It you know, if you wake up in the morning and you're trying to figure out what kind of groceries to drive by. How do I organize this? How do I think about it? How do I go through it? What's the strategization? What's the prioritization? It's It's life. So, anyway, thank you for the presentation. This is very uh very satisfying. Very very happy. Yeah. Thank you. Yeah. Thank you all. But, speaking of the growth, I always have questions. Um so, you have all these students on this wait list, and I mean, the way it's presented, and I saw it at the at the scholarship presentation last night. Like, this is life changing, okay? Uh uh for a lot of people. And so, all these kids that are not getting this opportunity, like, where we at with that? And like, what do we do about that? And also, like, and Mr. La, like, how do you make these decisions about um you know, like, uh Aldo and even Seisai are like, if Aldo hadn't made it into the program, like, how would you have felt about that? And um you know, like, just can you speak to that at all? Yeah, there's lots of pieces to that. You could speak to the process that you've created cuz you did How do you choose is a thing, right? And there that that is Uh every choice is big choice, it feels like. That's hard. Um the idea around, you know, we I think you can talk to this, too. The system of every time you add an elective, it impacts other things, right? And so, thinking about who is the Avid elective for, what is its purpose, and we also recognize uh there's lots of things we do throughout our system that support kids for college and career readiness, right? We want them to be able to take our CTE courses. We want them to be able to explore multiple things, right? Like every time you do one thing, there's something else you can't do. And so, it it I've had the people ask me this. I've had elementary teachers say, "Can we just add more elective classes?" We can consider it. It will have an impact on our system in other ways, though, too. And so, we want to be really intentional and thoughtful about that. Um and this is why I also talk about school-wide. How do we continue to ensure that all students have experiences, recognizing Avid elective students get a higher injection of them, but I want to ensure all students get opportunities, get have right go to this college and career readiness fairs, can right? Sure. And so, we balance both of those things constantly. Actually, Alwan, anything you want to say? Um this year, I mean, of the 100 We had 105 um that completed the applications. Therefore, they get an interview. Do you want to come to the mic? Yeah. Um Thank you. Um and of all but one qualified for Avid. Um there is one who signed up that didn't meet any of the requirements. Um Um, this was the toughest year because we we we thought we revamped everything. We created a rubric, uh went through the rubric, gave scores. Um, but this this year more than any I mean there were 90 that we could have easily taken. So, um it's tough. It is tough, but then I mean the the the what what Miss what Marine said where we know they're still getting avid strategies. We know they're still getting those things and um this our seventh grade this year we have 10 students right now of our 60 who were originally on the waiting list. So, whether students move or they you know for whatever reason they they exit, I mean that hope is there. Um, but and we just we keep checking in with them. But yeah, having a third section would be it would be great, but I I mean that's you know it's Yeah. Yeah, peace. Um, thank you for that semi-finalist teacher of the year. >> I wanted to Yeah, yeah, yeah. We'll be inviting you back for the board to Yeah, next meeting. Uh I just couldn't be more proud to have the four of you here at the table. You represent Roseville Area Schools with such shine and grace and brilliance. Thank you. I can't wait to get to know you two a little bit better, too. We'll call on you back. I'd like to really recognize mom IN THIS SPACE. YOU MUST BE BRILLIANT. >> SO PROUD. All right, an amazing mother. Thank you for your gift of your children to our schools. Uh I just want to add on to the the question that was posed. I just want the board to know we would add elective classes and that would come to cutting other things. So, there are limitations with the avid elective because there are class size caps and they're lower than our class size averages at the secondary level and there's also significant tutoring costs that come with I believe four tutors with every section that happened two times a day. So, just those are some other complicating factors. Okay, helpful. And yet we've been so fortunate, right, to have the foundation support this to make this happen. Yes. Cuz there is a cost, right? There is a cost, and we want to do this, but there is >> Yeah, a portion of it. Right. So, we are very fortunate to do some of that. And then we just have to keep I mean, with your leadership to keep thinking about what does it mean to expand to all our students? Cuz I mean, I'm so glad you asked, cuz I was just thinking about that, right? What about the ones who didn't get in, right? How do they feel? I'm so glad to hear that you're still checking with them, right? So, they still know that adults care, that we care about them. Um they may not have gotten in the elective, but they are getting, you know, they are getting the care. They are They know that, right? And then that's important. Yeah, so thank you. Well done. >> Really well done. Thank you. I do have a question. This is the teacher in me. Yeah. So, now that you're on the other side, right? You know, people talk about math as if you're like, oh, this is math and there's something else. How are you How are you incorporating the weaker like practices in your teaching? Um so, I teach half my day I'm with the EL students, and half the day I teach advanced algebra. Okay. And so, one of the main ones, of course, is um the one that I started incorporating that I got to learn from my cooperating teacher, Laurie Overstar, Okay. uh was the writing portion. Uh if for that, how to create a good summary for math. Good. Cuz I know a lot of people when they take notes in math, they just kind of jot down a few stuff, and there's it's different to study for math compared to like English or biology, where you can just like quiz yourself or stuff like that. Um so, teaching students how to make a good summary, and then how to go back to it, that way when they study, those summaries are meaningful to them. Yeah. So, I think those are good. And especially for the EL students, you know, how can we keep practicing our English while also growing on those math skills as well? So. Yeah, that's great. Great answer. How do you use collaboration in your math class? Cuz I have gotten to observe you teaching at the board, you know, at the walls, students collaborating to solve problems. Yeah, so one of the ones and I think it was when um when I believe it was the avid demonstrate the showcase. Um we were doing a carousel brainstorm. You know, we were for those students we were learning how to do distributive property. So, put problems around the room and have them, you know, do one step at a time. Uh as they rotate, go back to those to what those students from the other group did and correct it or if they did, move on to the next step. So, it's just it's really nice to see and hear students talk about math and especially for those collaboration. Yeah. That's great. Thank you. Bilingual students in math collaborate. >> Yeah. And and it's nice too cuz for the PD we talked about the importance of translanguaging. It's not just English, you know, it's important to also incorporate their the languages that they know into the repertoire. So, like I heavily encourage the use of Spanish when they're talking to each other, when they're working through problems. So, it's great. Being culturally responsive, right? Absolutely. Thank you. That was makes my heart sing as a former math teacher. So, thank you. Big round of applause. Yeah, THANK YOU SO MUCH. THANK YOU ALL. THANK YOU. THANK YOU SO MUCH. LISA, I'll be in touch. Yes. I need some mothering tips from your mom. Thank Thank being here. Thank you. Yeah. Thank you so much. Yeah. Yeah. You're appreciated. >> Yeah. How do we follow that? My goodness. But this is why we do what we do, right? I mean, we got to hear like what is on the ground, what is the impact of how money is being spent, how the programming is being expanded. Um and then how do we think about the financial part? How do we keep thinking about what it means to expand this program? It is so effective. It's so effective. So, it's it's amazing. And you know, my entire I still remember because when I first came on board, it was the like it was like 2020. It was right around when we were starting to talk about expanding. And look at here we are. Yeah. It's It's just encouraging and just yeah. Thank you. All right. Back to the agenda. Where am I? Oh yeah, that's right. Okay. So now, after that amazing presentation, we're going to get to an action item and we really only have one today. Um for the community listening, um most people don't know this. So, as a school board, we speak with one voice and our own our employee is really our superintendent. We are in charge of evaluating, uh hiring, evaluating, retaining, right? All that and developing our superintendent. So, um um by law, we got to decide um kind of like when when do we want to have this discussion behind closed doors? And And there are only a few occasions where we we we can do things closed doors because this is public. But in terms of performance, we do it closed door. We usually have two occasions. One is for the board to talk among ourselves. And then the another occasion is actually we invite the superintendent to have a discussion. And the community will hear the summary of that in subsequent meetings. So today we need to we we had a study session trying to figure out what the process is. So now we need to vote on the two dates. The two dates are as you know this, May 26 8 26 and June 9th. Okay? So and again, this is for the for the sole purpose of evaluating the performance of our superintendent as permitted by the Minne- Minnesota statute statute section 13D.05 subdivision 3A. And it will be held here. Yeah, it will be held here. So um So Madam Chair Yes. >> I would like to move that we set closed sessions on May 26th and June 9th, 2026 to evaluate the performance of the superintendent as permitted by applicable Minnesota statute sections 13D.05 subdivision 3A. Yeah. Thank you for that. And can I second? Second. Thank you. Any any further discussion either about the process or anything like that? Is it good? Okay. Good. Very good. All right. So all in favor say I, please. I. Opposed? All right, motion carries. Thank you so much. And we look forward to this process with our superintendent. I I For me, you know, instead of thinking of it evaluative, it's really a process for us to learn from each other, reflect on what is happening, and really ultimately our goal is about our students. Like the students right here, right? And so, that's our goal. That's our goal. So, very good. All right. So, that's the only action item we have, and now we have a study session report that um Director Cleveland will provide. Sure. Well, as it has been shared, one of the items that we discussed during that study session was the Superintendent's Performance Evaluation, um deciding on the dates that have just been shared. So, I won't necessarily report on that since it's already been talked about. The other big component was the Curriculum and Program Annual Review. And I want to do this justice, so I wrote it down because it is really important, and it was a long uh long presentation um with a lot of details. So, again, I will read uh kind of the the report and my summary of it. So, during the April 14th, 2026 study session, we were joined by Jake Vondelini and Lourdes uh Flores Hansen, Dr. Clarissa Jackson, and uh Eli Richardson uh to share with us the Curriculum Review System Annual Report. This year's Curriculum and Program Review highlights significant progress across Roseville area schools as departments move through various phases of the review process, which include installation, sustainability, program evaluation, and program design. Across K-12 visual aid visual arts, the district uh um completed its full program review and began installing new program design centered on amplifying student voices, community connection, and social and emotional well-being. New courses, such as the Ceramics at Rams, expanded uh they've expanded student display and digital showcases, and professional learning. Elementary school teachers have also created a new common formative assessment alignment aligned to updated the updated standards. In business and computer technology, the department launched a new cybersecurity course and prepared to meet the state's new personal finance graduation requirement by offering managing your money. Family and consumer science continued in implementing an updated curriculum and facilities with enrollment growth and strong representation of students of color and BIPOC students. Health saw progress in 7th through 12th grade with new curriculum, resources, and guest speakers, while K-6 work maintains pause due to some staffing constraints and district focus on ELA implementation. The team is still waiting for new state standards for mental health as to be added as part of the curriculum. The trade and industry department completed its program evaluation and began to sign a new program structure including purpose statements, learning goals, and course articulation. A major focus for this year was literacy, especially with Minnesota's Read Act. K-6 educators continued implementing Foundations, not Foundations, Foundations in Wit & Wisdom. While 120 paraeducators and 60 teachers completed a required Read Act training, this training will be offered again this fall for new teachers and new para profession paraeducators. Um secondary educators will begin phase two next year emphasizing on morphology and vocabulary across content areas. In mathematics, both K-6 and 7 to 12 teams advanced through program review phases preparing for new state standards and integrating eight mathematical practices. Teachers also participated in cognitive guided instruction and professional learning. Media specialist continued program evaluation focusing on equitable budgeting, expanding Asian Pacific Islander resources and aligning their work with new teacher development and evaluation rubric. I am not done. They did a lot more work. And I wanted to do you justice. Music, physical education, and sciences teams continued implementing new standards, refining curriculum, and strengthening alignments across grade levels. Notably, ninth-grade Earth and Space Science is now a graduation requirement. In social sciences, K-6 teams reviewed new inquiry-based curriculum options aligned to to the 2021 standards, while 7-12 completed textbook purchases and prepared for a full implementation in the 2026-27 academic school year. The World Languages team evaluated the effectiveness of their adopted program Link Co and continued alignment of Spanish courses while prepping for upcoming AP Spanish changes. The language the dual language Spanish immersion program continued their strong implementation across sites. Stamp 4 is the assessment that continues to be used for proficiency in K through ninth grade. And notably, the DLSI celebrated its second cohort of graduating seniors and showcased students' capstone projects. Finally, the Multilingual Learning and English Language Development program advanced its program evaluation and delivered culturally responsible responsive professional development to align with the new TDE metric rubric. The report also acknowledged the profound impact that Operation Metro Search had on students and family and highlighted the resilience and advocacy of our educators and community partners. That is what I have for curriculum review. Thank you. Okay. You did a lot of work and I wanted to make sure I included it. Well, thank you so much. Thank you. So, now we'll go to board reports. We'll just start with director votes here. What reports? Who? Me? >> You. Oh. I had the chance along with yourself Yes. and Director Morris went and I don't know if anybody else made it after I left. Well, our superintendent obviously was was there. Took part in the Earth Day celebration at Harambe Elementary School. Beautiful day. It was just last Friday. It was gorgeous and it was 2 days after Earth Day because it was intentionally planned by the PTO and the forest committee at the school to be on a Friday to allow, you know, parents, others to come. All the classes got outside and did something. There was a nature walk. I spent time on the assembly line helping the kids put seeds in milk jugs, empty milk or water jugs that would have, you know, put the soil in and plant the seeds and water them and all that. It was really really fun and great. The kids, you could tell they had a great time. Yeah. The teachers, the staff, the parents were there. Everyone had just a wonderful time. It was a fantastic event and I uh certainly hope, along with everyone who did organize it, that it will be the first of an annual thing, you know, cuz that'd be really lovely to do there. If if not even expand to other schools, but particularly I think with Harambe with its its focus on environmental science and with the great property there, the the backyard and the forest >> The forest, yeah. It was it was just a fantastic day. So, thank you to everyone there who organized it and allowed us to be to be part of that. It was really great. It was joyful Yeah, it was it was amazing. It was my first time going walking on that trail. DNR designated forest. Oh, love it. Love it. I'm looking for the name of the Jenny Eckman. Eckman, yes. We need to acknowledge her. She's the one who She's the >> She's their environmental Yeah, the coordinator. Yeah. >> She's the officially designated coordinator as part of the state of Minnesota >> Yeah. forest or the DNR forest school program. So, she kind of coordinates all that from that aspect. >> It was her organizational skill that got like, you know, everything done, right? So, very well organized and where, you know, all the students are, what grade level, and all that. So, it was amazing. Amazing. Thank you. Todd? All right. Uh opportunity to attend the District Curriculum Advisory Committee meeting uh last night. Uh a great report, um great discussion around social emotional learning. >> Mhm. A program review, the team was there. And so, you know, the nuts and bolts, the the the DCAC did did um unanimously approve the um SEL implementation plan and purchase. But, it was a fascinating discussion around you know, social emotional learning. This isn't going to be like just like a like like like one course >> Yeah. that students are going to check off. >> Yeah. I mean, this is this this is a different type of purchase, and it's a different type of program that's going to be embedded >> Mhm. >> and woven into all kinds of things, all kinds of systems and processes, you know, school improvement plans. I mean, just all kinds of things. So, it's not we're not talking about just one course. And it was great that they're going to start with we're going to start, you know, with staff first. You know, making sure that it's just woven into and embedded into staff and professional development. Social emotional learning. And it was just great to hear all the work that's been done, you know, that there is plenty of work that still has to be done. But, also coming back to the fact that social emotional learning, it has to be tied to our equity vision. It has to be a part of everything we do there. >> Yeah. You know, and a great discussion around social emotional learning, you know, it's not about a certain group of students that we're trying to fix or get Mhm. group of students to comply, you know. I mean, it's it's a part of everything that we do. >> Yeah. You know, it's just, you know, it it was just a I think it was a fabulous discussion. >> That's great. You know, and they'll be coming back to us, I know next year, but it was great to be part of that. And then we also ended off with the annual report of curriculum and programs. We just got a great study session with the board on it and you know, the board has already seen it, but the DCAC was able to kind of get their first look at curriculum and the programs. So. Great. Great evening. Yeah, thank you. Um, Michelle, I realize I go back and forth between calling you formally with director titles versus first names. So, I want to acknowledge that if you want it very specific, let me know. So. All good. Uh, no, I'm sure Dr. Like is going to talk about the scholarship presentation. I know you're Okay. Please expand. And let me get my notes. Just comment on my notes. Um. I just loved how representative it was of our community, our our community here in Roseville. All, you know, all of this is my first time and I just recommend it to every board member to see. Also, the variety of donors and how they are supporting the community, investing in the community, and to hear these students talk about their plans and um, the road that got them there and to acknowledge the teachers that have really, believed in them. So many of them talked about how they didn't they didn't see themselves on that stage. They didn't think they would ever get those scholarships, but then they were able to pinpoint, you know, this person who believed in me or their their families or and it was just it was incredibly moving, incredibly inspiring to see so many students honored. And then so many donors present to support those students. So, highly recommend it to anybody in the future. Thank you for being there. Yeah, thank you. Thank you for representing us. Thank you. Yeah. Mr. Mix. Um, I attended the Brightworks annual business meeting. And Brightworks is one of the nine Minnesota service cooperatives that the legislature established in 1976 to provide cost-effective high-quality education services and programs to public schools, which we are a member. Um, so they highlighted several of the things that they were doing. It actually was pretty impressive of a lot of the different things they were doing. They talked a lot about the teacher apprentice program. We're really looking at paraprofessionals or people there trying to get people to be teachers and support there. Our paraprofessional testing, um, some of the equity partnerships that we have. They're able to provide a lot of the services to places that may not be able to do some PD for their own um, teams. Highlighted Dr. Lake. They mentioned about some work in with our district there. So, it was very good, very informative. Hadn't ever been there before, but it was a good opportunity and good organization. Seemed like they do good work across the state. That's great. Thank you for the work you do. Yeah, thank you for representing us. Yeah. Um. Oh, I'm sorry. I kind of went. Do you have anything else to add? Um, the one thing I will share is that Dr. Lake and I attended the Little Canada Elementary uh, spring open house. What's the title of it? Um, and it was a really vibrant festive event. It was really beautiful to see that building uh, just full of people and the voices were carrying. Like it it was just really nice to for that building to be so lively after everything it's you know, had to navigate this this year. Um, you know, there was a book sale at in the library. They had pizza at the cafeteria, activities in the gym. Every classroom was open so you could walk and learn and see what happened and it was nice to see everyone sets a different environment. Every teacher decorates a little bit different and you can just tell who they are by how they decorate their room. So it was nice to be in that space and speak with our community members. Uh So I just wanted to share that it was really nice to see that space with so much joy. Yeah. Yeah, thank you for being there, too. Yeah. Um I would just add I don't know whether you were going to say you and I were both at the um the middle school career fair. Yeah. Um I have actually done it where I had a table. I absolutely forgot about it this year, but that was nice because then I got to walk around and really talk to people. And we co-hosted. And then we co-hosted. So uh our superintendent had a table about like what do superintendents do? And you think about it, right? You think about it. What does a school board member do? What does a chair? Right? So it was interesting to think about how we both try to explain to young people coming through where they have to like take notes and like what do you do? Well, it's a metaphor we would give you as to who is a superintendent. Uh and so it was it was it was lovely. It was really lovely. The young people were curious and just to have lovely conversation with them and I I used a metaphor of like it's like a CEO of a company. Wow, you know, the CEO of a company talk about products that they sell. We here we are talking about success of all of you, I say. So which is true, right? Which is true. So it's just it was just really fun. It was nice to do that together. >> It was really nice to do it together. So I appreciate that night. And it was lovely night. Again, because of community support everyone attended got to experience the food truck. Just just like experience it. Oh my goodness, because of a funding from I can't remember which community organization. I can't hear. Yeah, I can't either. So sorry. But yeah, thank you. Thank you so much. And so it was a great event. >> Yeah, thank you Principal George and her team. Yes, definitely. Yeah. Yeah, so Yeah, Superintendent's report. This is appropriate. I have been a lot of places. It is. I had mentioned to Dr. Morse Went last night, it's "Tis the banquet season" as I call it in schools. Uh the season lasts from late April until the beginning of June. This is the time to celebrate, honor, and recognize all the great things happening in our schools. This includes everything from kindergarten tie-dye days to end of year field trips, to scholarship nights, graduation ceremonies, and absolutely everything in between. Congratulations to our amazing students and thank you to our staff who work hard to add these special touches to each memorable occasion. Speaking of celebrating, last week in Roseville Area Schools, we honored the exceptional work of our administrative professionals. Mhm. These are the staff that serve as the glue to our organization. Our admin professionals are the key communicators and collaborators that keep the good work moving forward. I'd especially like to recognize Ms. Michelle Tessem who serves as the executive assistant to the school board. To the school board and myself as superintendent. Michelle is a brilliant researcher, organizer, advocate, writer, thought partner, and so much more. Thank you Michelle for placing an emphasis on the excellence in our mission statement of excellence, innovation, and equity in all we do. There's your time for applause. Yeah. Twice. Yeah, most sincerely. And finally, next week we'll be honoring all staff who are celebrating milestone a milestone year in their careers and or retiring from Roseville Area Schools. I know that the school board and I look forward to celebrating with all of their family and friends. Yeah. Thank you. Thank you so much. Um I you know, I think about how um for school board meetings, right? We can talk about governance and policies and voting. And the joy that we are experiencing like tonight is just is just fills my heart. So, it gives a lot of meaning to why we do the work we do for the sake of our students and families. So, thank you for being part of this. So, all right. Do we have any other business on the table? Okay. Um I now adjourn the meeting.