Anyway, it just seemed it seemed uh like it was more, you know, wasn't wasn't sort of advised. It was a student really completely student operation. >> I know that we've connected the Roseville Reader and the Roseville Reporter publications with Miller and so I'll just confirm that the bill is back. >> Yeah. Yeah. No, I mean it's it's impressive. Okay. organiz I was really impressed with it but I hadn't known about it just happened. >> I'll add that to the [snorts] [clears throat] We're good now. I think >> Can I speak up? Can you hear him? >> Yeah. Yeah, we can hear. >> Good. >> Awesome. >> Are we echoing? >> No, it's much better. >> Problem solved. >> Yeah. So, it's problem solved, I guess. by turning off the um >> okay Mike. >> Okay, Wayne, >> you're ready. >> Thanks. Good evening everyone. I'd like to call to order the Royal School Board meeting for Wednesday, November 12th. >> A clerk will please take the role. >> Director Shaw >> here. >> Director Gaggin >> here. >> Chair Edison >> here. >> Treasurer >> here. >> Director >> here. and two. >> Thank you. [clears throat] >> Uh any adjust agenda adjustments for this? >> There are no adjustments. >> Thank you. Under announcements, comments, and recognitions. Uh this evening's land acknowledgements will be read by director. >> Thank you, Chair Anderson. Uh, [clears throat] Rose Schools acknowledges that we reside on traditional, ancestral, contemporary, and unseated territory of the Dakota people. From Bedote, a confluence of the Mississippi and Minnesota Rivers, a place the Dakota people poetically claim as the center of earth, directly beneath the center of heaven. The Indian Mounds Park, a sacred place of burial, built by ancestors of living people, and home to the only known remaining burial mounds within the Minneapolis St. Paul urban Corps. Indigenous people have cared for this land through warfare, genocide, relocation, and removal perpetrated by colonizers, the state of Minnesota, and the federal government. Injustices that reduced over 150 million indigenous people to around 300,000 indigenous people have given their blood, tears, heart, resilience, and love to this land. and during boarding schools that were in operation from 1879 through the 1930s where assimilation through humiliation was the curriculum and unspeakable atrocities daily. The foster care system where more kids were removed from indigenous homes than any other group in Minnesota. Indigenous people have not lost their culture or identity and still reside on this land. Roseville Area Schools is committed to ensuring the culture of our indigenous relatives, the original and rightful caretakers of this land is studied, preserved, and celebrated. We are committed to understanding and honoring the sovereignty that has been denied to nearly 600 indigenous nations, including 11 federally recognized tribes in Minnesota through the breaking of over 400 treaties. And we are committed to the truth of the history of our indigenous relatives, the success of our indigenous students, and to the healing we hope to create through this commitment. >> Thanks. >> All right. Number four, summary of community input received for action items. I've not been made aware of >> any. Okay. U moving on to this evening's consent agenda. I will um there are no retirements. Uh I will entertain a motion to approve uh This evening's consent agenda conduct this by roll. >> Is there an initial initial motion? >> I move to accept passengers. >> Second. >> All right. Great. Been moved and seconded. Any further discussion? >> Okay. Clerk will please take the roll call on the consent agenda. >> Director I >> chair Anderson. I >> director >> I >> director Shaw >> I >> and Clu I >> All righty have it. Thank you. >> Uh the gifts this evening will be read by director Shaw. >> Thank you. It's a privilege to read about the generosity of our community. Uh first there are monitors for the media centers at Little Canada Elementary School in Brimart Elementary School made by CS. We have two gifts to Little Canada School for just from Rebecca and from do good. >> A gift from Shields >> to Roseville High School for academic athletic program. Um, a gift to Rose area high school girls volleyball program from Brock and Marie Lindstead. >> A gift another monetary gift to the volleyball program from from Jonathan >> and uh similarly from Deborah Greece >> monetary gift for the volleyball program. uh a gift from Frank Constanz for the >> football and boys >> lacrosse programs >> and I suppose I should say boys football program at this point. Um, we also have >> a gift to Rose Valley Schools in general, a gift from Anderson um for district needs. And finally, a gift from Karen Dor, financial gift for districts. >> Thank you. >> Thank you. >> All right. Well, that moves us to reports, non-ction items. Uh we welcome uh to the table a wonderful team to go over the enrollment and demographic report by the executive director. [clears throat] >> Thank you. We'll get our spaces here and get started number of us that are present for this evening. But yes, this is our 2025 enrollment and demographics report and like mentioned I am Jake Von executive director of teaching and learning and we can start off with our members maybe from left to right. >> Sure. Good evening our associate superintendent. Good evening. Nita Thomas, executive director, student services. >> Good evening program. >> Greetings board. Don Smith, associate superintendent of secondary schools. >> All right. And we're going to get started. Um, so we always have and start off with our district key goals and our uh strategies and many of our district goals are aligned with the report tonight and I'll walk you through some of the specifics that we have. So goal two is our district um our learners contribute to an equitable caring society and the strategies that we have that go along with this report cultivate student engagement and joy and learning and prepare our learners to be racially and socially responsive um through their time in our schools. We hope to prepare our learners to be racially and socially responsive >> and u in our schools we believe in building cultural belonging where all feel welcome, included, and safe. We know that these provide the conditions for learning and success which lead to graduation and beyond. Which is why our district goal number three is there. We're a culturally responsive, inclusive, anti-racist district. And goal four, >> our goal four is that the community is united behind student needs. And we know that we need to partner with our [cough] families and our community to make sure that our students reach graduation and are successful in their years beyond high school graduation. [cough] >> So um just a reminder um or a heads up for those who might not know um [clears throat] our enrollment report is broken into um two different sections. So we have the enrollment section um which is first which provides updates on our current enrollment as of October 1st and then our demographic report is the second part and that provides information about who our students are as we begin this school year. So I'm going to pass it along to Mora Wyatt who will be walking us through our enrollment section. >> All right. Thank you Jake. Over the next several slides, I'll be sharing information regarding our enrollment. And this data comes from our enrollment office at the district center. It can be different than the data that ND reports as our data is updated more frequently. So this captures more accurate number as of today and primarily October 1st. So this first graph shows our enrollment trend over time in grades K through 12. PreK enrollment is going to be included [cough] in upcoming slides. This data is taken from the same data source each year. You you'll notice that jump in 2013 with the addition of Harambe and I will address the decline in recent years in enrollment in a few minutes. Currently, there are 201 kindergarten to 12th grade from last year to this year. But I will share some good news soon, too. [snorts] >> So, now this graph shows our enrollment including preK up to 12th grade. Looking at our elementary grade level cohorts, they range from 460 students to slightly over 550. And here's the good news. Our prek and our kindergarten cohorts this year are larger than they were a year ago. So our current cohort of first graders is our smallest group at 460. And so looking at the chart, you see our kindergarten and second grade are larger than that and much closer to 500. [snorts] We continue to see higher enrollment at our secondary levels which is typical. Last year over 600 students graduated and right now we also have 600 12th graders. A factor contributing to secondary cohorts being about 100 students larger than elementary is that at 9th grade this is our largest entry point for open enrollment. And this is likely due to private school, home school, and other enrollment from other districts transitioning into high school. >> Here is a little bit more specific data about preK. From 2021 to 2025, we see an increase of 42 students. And that's a big jump in a program our size. This is positive news for a few reasons. one, the importance of early childhood education, and two, students that attend preK and Roseville area schools stay in our schools. And I also want to note that we do have 20 spots open right now, which we will continue to fill. We have an additional 11 spots open for students receiving ECSE services in our co- classes. Now, this graph more specifically shows our K6 enrollment data over time. If we look at enrollment trends across this last decade, there's a decrease of 475 students. We continue to closely monitor enrollment and these trends as it is a significant need. I want to bring attention to the multiple factors that contribute to decreased enrollment in public schools. public school districts across our country. This includes declining birth rates, school choice, more online and virtual options postco and higher numbers of families that choose homeschool. So something that was really interesting to me was that 10 years ago there were 108 homeschool students in Roseville and currently there are 203. On this slide, you're going to see our secondary enrollment. The enrollment has differed by less than a dozen students for about the last three years and hovered around 3,400. That said, when we look at this year to just two years ago, we are down 54 total students in grades 7 to 12. Okay, this one is specifically looking at each elementary school's enrollment. So, five of our eight elementary schools have seen a decrease in enrollment since 2020, which correlates with the CO 19 pandemic and the other factors that I just mentioned. Schools that are below the projected enrollment this year are Brim Hall and Little Canada. Schools that more or less held steady are Central Park, Edertton, Falcon Heights, Harambe, and MTD Williams with Park View being slightly over their projected enrollment this year. When we look at those schools compared to a year ago, we have more schools that are close to their projected enrollment than we did last year. And now, this is a look at each one of our secondary schools enrollment. For the most part, enrollment trends are steady here and we see a slight decline at RODS. Because of the nuance to secondary classes, it would be almost deceiving to display a graph of average class sizes as I will for elementary in a few moments. So, we won't do this in this report this evening, but I do want to share a little bit about what's happening in one of our secondary schools. So this is specifically about RAZ that our target for core content classes in grades 9 to 12 is 36 students. That's the target at RAZ. Currently 9th and 10th grader in core classes. Their class size goal is 28. The school has made this decision to have 9th and 10th graders in lower class sizes based on data of no marks and attendance. So this was done intentionally to lower those grades as they learn the routines of high school. And then in 11th and 12th grade, they're much closer to 36. As well as their AP classes are closer to 36. Their fied classes are 40. CTE classes are capped at 28. That's for safety. um sheltered content classes and special education pullout classes range anywhere from six students to 22. [clears throat] And then we also have classes like band and orchestra that are much larger. So there's such a range at our secondary schools for those class sizes. Now this is it is a little bit easier to talk about average class size for elementary also because they are in one class the whole year. We don't have the trimester changes. You can see the average by each grade from 2021 up to 2025. I'll look at kindergarten as an example here. In 2021, our average kindergarten class size was 20.4. You see it dipped down there and now we're [clears throat] back up this year to 21.5. This is all still within our average targets. So for kindergarten, our target is 22. And I also want to highlight that I'm using the word target rather than cap because we do have a target in Roseville. So 22 at kindergarten, 26 for first to third grade is the target and 31 in fourth, fifth and sixth grade. So currently our district class size averages are all within our class size range and target. Now that's a lot of numbers but going back to a story or to highlight better explain what all these numbers mean. Our in kindergarten district average currently is 21.5. The target is 22. We all know that averages mean some classes are lower than that some classes are higher than that. So what we do when there is classes above that target, currently we do have three kindergarten classes in Roseville above the target, we work collaboratively with the teachers in that space, the principal to make adjustments as needed, which could include additional support in the room, other scheduling structures. This last one, this graph is a visual that illustrates the variance in class sizes by grade and school. So, I look at this at first and go, "Oh my goodness, what does this mean?" So, if you look at the colored bars at the label at the bottom, you can see that that blue is Grim Hall, red is Central Park, and I was looking for is there any line that kind of goes in a nice straight line? And that's our district average, which kind of makes sense of why our district average would be in the middle of those. Um, it just fluctuates greatly. It can fluctuate from school to school and also within a school. Variations in our class size can be due to schools selecting to use compensatory ed budget funds for general education teachers. It could be based on the sizes of grade level cohorts at a specific building and more. So, in an effort to better explain how this happens, I'll share a story of how this is playing out in our schools. You can see two, like if you look at first grade, there are two colors that are pretty low and then they spike way up to second grade. That's because those schools have three sections of first grade. So, when you have three sections of first grade, your class sizes are going to be much smaller. then they only have two sections of second grade which causes a big jump in class size. Those second grade classes still may be below our target or right at our target but to the family experience it feels like class sizes went way up when really the and they did. But what happens is in collaboration with the teachers, the principal and family input will talk to staff about what do we do with the we have five sections. We could have two first grade, two second grade, and one split first and second grade class. Often times the staff and families say they would rather have the three first grade rather than a split. And so then the school makes support choices for those second grade classes with maybe literacy intervention teachers have more time with those classes. But that's kind of just one story to show how it's playing out and why a graph like this looks so up and down. And at [clears throat] this point, I'm going to turn it back to executive director Vonda Lindy to talk more about our demographic portion of the report. >> Thank you. Um we are going to shift to the demographic areas. Um and these include race and ethnicity, uh multilingual learners, special education, and educational benefits. So the primary information for our demographic section of the report comes from the preliminary Minnesota automated reporting student system or MARS. Um and this is a submission that we make in um late September early October. Um, our special education data comes um from Synergy, which is our student information system, and some of our comparison school information comes from the Minnesota Department of Education data center. So, a lot of different data sources. There's even some different data sources within um some of our programs. So, like our multilingual learner program is actually from two different reports. So, you'll see some numbers that may seem contradictory, but it is the same numbers. and those all get rectified in January when um the state looks closely and um puts some of these reports together to match. So, but we always report these at this time of year so it's consistent data for us even though it might be a little bit uh [cough] so I am going to pass it on to my colleague Don Smith our associate superintendent. >> Thanks Jake. So, I'll get us started in this section uh by looking at demographics by race and ethnicity across the district. >> Go to the next slide. >> Okay, there we go. All right. So, >> okay, that's the uh as you can see from this graphic, our percentage of students of color is 63%. That's up um 1% from uh the last time we reported this in 2024. um 11 years ago was was the last time we were 50/50 [clears throat] um between students of color and um our white students. Since then, we've seen an increase of about 1.12 percentage points per year for our students of color population. This um you know, some of this could be explained in the fact that there's been a change in our community as well. um from the 2020 start of 2010 20 to 2020 census um uh white population and has gone down about 5.7%. [clears throat] Yeah. Uh this graph shows the trend in our enrollment over time uh by race ethnicity, excuse me. Um you can see the district's enrollment gap is decreasing um between uh white students and our students of color. As was referenced in that previous slide, our enrollment for white students over the past six academic years um has decreased at a rate of about 92 students per year. Uh while our enrollment of students of color has decreased at a rate of 45 about 45 students per year during that same period. Um we saw an increase from last year in enrollment in our Asian and Hispanic student population and and once again a decrease of enrollment in our white student population. also um a bit of a decrease in uh population for black students and multi-racial students. Our American Indian student population has remained relatively the same uh from the last school year and I'll speak a little bit more about that on the next slide. So >> once again, the previous slide, if you maybe had your glasses on, you can see it uh showed us a student count for American Indian, Native American students that was less than, you know, 1%. Um so around 23 students. So um it's kind of wanted to explain the difference in that graph, this particular graph. Um so that's that's because the Minnesota Department of Application um has a definition um and there is a federal definition for American Indian students. So a bit of a difference there. The federal definition includes seven categories of students by race um inclusive of multi-racial categories of students and many of our Native American students fall into multi-racial categories. So they may be Native American and something else. um when we use the Department of Education uh definition, it pulls only students who are Native American and it doesn't create another category from multi-racial students. So to try to explain that more plainly is um from from a a student experience um with the federal government >> in the definition you can um only be one thing. So if you are if you identify as Native American, you may be Native American and and black, let's say, um you're going to have to be in the category and and you will be identified that way with the state. Um you can be um um Native American and there's also other ways to search if you have are mixed with another race. And so um the other thing I'll say is that when our families register, they can identify themselves as Native American. And that is also a number that the Department of Education considers uh when it comes to American Indian education, no aid. And so this 235 you see on here are the families who have identified themselves as Native American, whether they are full or part or however that is. U what you will also notice on this chart is the breakdown of students who identify as Native American by grade uh throughout our district. Yes. >> So 235. >> Yes. >> Really >> is the real number. >> Yes. >> I would extremely limited, >> right? >> Kids who? >> Absolutely. >> Yep. Good question. >> Question is second question. >> Yes. Is there any addition to this particular enrollment? And if so, does that follow the federal guideline or does it follow the state? >> Yeah. If we're talking about just funding for uh American Indian, Native American students. Yeah. So, there are the two fundings. Um with the state, we go up that 235 number. The state, you know, recognizes that. Um, and you can see that in the amount of funding that they give us, if they recognize the 235 number, um, with with federal government, um, it's really about, um, you know, tribal affiliation. And so we have what are called 506 forms that families have to fill out. Um, and we can get into all kind of things around blood quantum and whatnot, but uh, that's how the federal government looks at it is how much what percent of you are Native American and can prove it where the state is more allowing our families to selfidentify themselves. >> So, uh, this uh this is another way to look at the trend data um, from not the previous slide but the slide before that. that have the lines on it. Um, this table u goes through uh information from the last 25 years. What I'll point out here is during the 20 excuse me the 20201 school year um our student population for our white student was almost 80% about 79.6 and student of color population was 20.4 four >> five years 25 years later there's been a big shift in that as I spoke about 63% um students of color and we're at about 37 36.7% uh of white students so this table this is a breakdown of enrollment by race and ethnicity um includes our prek program we just start we started including them last school year as you can see 69% of our prek students identify students of color which is about the same as we had last year. Buildings with the highest population of students um of color 89% um which is about almost a 4% increase from the previous year. Edertton's at 86% about the same as previous year and Harambe 82% um a little over a percentage change um increase uh from the previous year. Central Park is another one as well and they they continue to stay the same for last school year. Our schools with the highest population of white students um continues to be Falcon Heights at 66% Williams at 52. Um and as you can tell from the chart, those are the only two schools that are over 50% in that category. uh this guest visual review of uh BIPO students um students of color is another term we kind of interchange with that um just to help with some context uh but it shows them by building only last academic years you can see that many of our schools have have experienced over the last three years um and I'll just bring to attention a couple of schools like we said you know um Um they continue to see increases as far as like prek uh park view if you look at their continued to see uh gradual increase. Uh Brown Hall if you you can see it slight dip very very slight but they have been continuing to see uh increase over the last three years as well. Um um [clears throat] do we have any fear that faz has kids that are that are like overidentified for needing alternative help versus >> working more within the main >> that's a yeah that's a good question when we talk about 89% of the students and then you know we know that you know the credit division um I I I do say definitely a concern um of you know how our systems generate. Absolutely. >> No, no, no. I I just it's just I >> it is a reflection of our racial opportunity gaps district services. >> Yes. [clears throat] >> All right. So this uh this chart is another way to look at the population in our buildings. Um just like the previous chart, but this is over 10 years. Um you notice during this span and this uh and I'm a math teacher, so I'm going to speak a little math language, but steepest slopes and that would be that would be the either going up or going down. But if you're talking about the steepest positive slopes, that's that's growth. Um and then if we had a a negative slope going down, that means we're decreasing in those particular area. But you'll uh notice that MD Williams um has a 10% growth um from 2015 to 2025 from 38 to 48% was um 49 to 61 12% uh increase and Park View has the largest um over that 10ear span from 34 to 54. a 20% um increase in the um students of color who are enrolled in that school. >> And then the final chart I'll share with you um is a comparison of surrounding districts um when it comes to our populations of color. Um and just to kind of help you out this year uh we put the comparable districts in white um then surrounding nature's districts are gray. Um out of the comparable school districts represented um in white here on this chart, only Burnsville, North St. Paul, AIO, and Robbinsdale have a higher percentage of students of color than Roseville area schools. Um and so that's one thing I wanted to point out on that particular graph. Um, now I'll turn it over to our local administrator, Louis Hansen. Florence, excuse me. >> Thank you, executive director Smith. So, we'll start with Learners District Trent. Um, I invite you to look at the slides on the screen because we have made some significant um updates since you received this packet. So please follow along with us. So the first uh chart here shows the trends in Montreal district enrollment for the last 10 years from the year 2015 to current 2025. And according to the Mars fall home primary language report and compared to the school year 2024 we have seen an increase of 3% in our ML participating in the English language development program. So we have gone from 17% to 20% this year. While we saw a significant decrease in our student population in 2021, as you can see in the graph, the last four years show a steady increase in enrollment in our program. Next, please. So, this chart shows enrollment percentages per school for the last five years from uh 2021 to the current year 2025. Edertton and Little Canada show the highest growth in enrollment. As you can see at the very top, the blue and burgundy lines. Little Canada is currently the district's elementary school with the highest number of students participating in the English language development program with 20 228 students. During the 2020 school year, Canada had an enrollment of 27% of students who were receiving ELD services or English language development program services. Last year we increased to 37% and this year to 39%. So you see again those big big jumps and increases. Edgerton has also seen an increase was 10% uh from 2020 to 2024 and this year is up to 41%. So again slightly sharp increase so currently Eden is serving 152 students in the EL program has 245 students participating in the EL program this year. So the last two years 20 to 24 sorry the last uh yeah four years it was 10 to 12%. And from 2024 to 2025 we have gone up 3%. >> So there just wanted to give you >> yeah those are the >> just want to see you're paying attention here. [laughter] I try try. >> Okay. So the next uh graph shows multilingual learners enrollment by building and this is according to the Mars fall home primary language report home language report. So we as you can see there are nine schools that show growth in the enrollment of students participating in the ALB program. uh two schools which are Fountain Heights and MD Williams show a small decrease from last year. The students who are participating in the program it's at 1% each and again little Canada as you saw the previous graph um show the highest percentage of the students participating in the program. Ramse and Ros have uh also an increase of 4% for the middle school and 3% for the high school compared to last year. >> These are these are big increases. >> Yes. >> Any any insight into that? Is it because is it because of identification? >> Are there just more children coming? Yes, definitely more students who are multilingual. Um, of course, there have been a movement of families seeking uh opportunities. Um, there are some political situations taking place that also affect um people needing to to come to a different place. Uh, and I would like to also point out that a large number of students are also emerging bilingual which means they are taking first steps in developing language. So, yes. Um okay. >> So the definition of multi >> is it >> is so English assumed and then the the the language at home is different. >> Yes. Students who speak more than one language. >> Yeah. Typically >> but there's no criteria for how well they speak. It's it's it's just that they they often learn two different languages or more. >> Yeah. The Department of Education uh uses a tool called access is a adopted in 48 states is a a test that we use once a year and that's what determines language proficiency. Uh [clears throat] and when students come in and they don't bring scores for that specific test. Then we do a screening and that's what determines if the students will benefit from additional support in their language development. >> Very good. And to me, these numbers reflect students who are receiving services. Correct. Correct. Correct. Students receiving service not necessarily on the data you're looking at. >> Yeah. >> Like like we wouldn't happen. >> Very good question. Yes. So this year we were able to welcome four new teachers into our team. Uh 75% are multilingual teachers themselves and so um we need to to provide the supports right and so that's that's how we have done it. Um we also have increased the number of uh teachers who provide content areas and EL supports by co- teaching. So we have an increased number of sections at the high school and the middle school. So the kids are receiving a double scoop. So the content area teacher and the English language development teacher and [clears throat] uh we know by research that that's one of the best ways to provide the growth that students need. So they're exposed to not just the content but also peers who are models and who also benefit from learning a little about other languages. uh shelter hunting are also other um ways that we provide support in both the middle school and the high school and here at >> and the next slide talks a little bit about you as so this is a number from the fall's uh fall home primary language report and shows that out of 758 students 283 32 students in the district are multilingual. So that means students who have the benefit and the fortune to speak more than one language uh at home and perhaps at school, they're participating in the bilingual dual language Spanish language program. And of those 2832, we have 1492 that are participating in the English language development program. So kind of answer the question we [clears throat] had before. >> Yes. The 142 is what makes up the chart of the previous page. >> Yes. Yes. >> The gift. >> We call them linguistically gifted because it's truly a beautiful thing to feel our brains work in ways and watch it with the language. Uh one thing that I did not point out in the previous two previous um slides. Thank you. If you see there is a very beautiful burgundy uh bar that says prek at the bottom. So we have those little ones also participating in in our screening. And last year uh we identified 48 students that are part of the prek and early child special education program who uh qualify for multilingual learning services. But we provide it in a different way. We do professional developments for all the staff. We do consulting and we do also support with curriculum adaptations and accommodations. There's only one because they're so wonderful and because we're currently testing for this year, so we don't have the most updated. We hope to have those numbers at the end of this week. So going to the next uh it's always fun to look at the top 10 languages among multilingual students. So again students who speak more than one language who the the top graph is who do not necessarily participate or participate. This is the whole the whole uh umbrella. And so you see that top 10 languages [cough and clears throat] and a point of reference is 62% of our student population speaks English and then the rest which is quite a variety as you probably remember we have 91 different languages represented in our district. And the bottom chart shows the top 10 home languages among the students who are participating in the English language development program. Um there pretty similar except if we look at Oro and Vietnamese, we have more Oro students participating a high percentage in the EL program than Vietnamese. And the last um beautiful slide, executive director who made a beautiful and he says that that includes all 91 languages that we have in it. >> It's beautiful. It's wonderful. >> Does the size of each word reflect? >> No. No. [laughter] It's random random random next year. >> Next year. >> Thank you. I am going to now give the mic to executive director Thomas. >> All right. Thank you. So over the next couple of slides, I'll share information regarding students who are currently receiving special education in Roseville area schools. So overall we are seeing a number of students uh being serviced in special education staying constant at 18% from the year before with about uh 1,300 students receiving special education services in the district. And this slide gives information about the percentage of students being serviced by building. things to note um are that um over at EDW you saw a decrease and at Edertton you saw an increase of students receiving services and this is due to the moving of removing two classes from EDW and adding three classes to um Edertton for students who are serviced in our communication interaction disorder program or our C programs. This slide shows the breakdown of special education enrollment my disability area. Just give you a chance to look at that and we can look at some numbers on the next slide what that means. You can see yeah you can go. So here are the numbers as we broke down and you can see that we our highest area of servicing are students who um fall on the autism spectrum and those are students that are are primarily serviced in our CI programs. Yes. >> Do you believe as the president as well do these numbers compare to the state as well? Do any areas stand out? No, we have seen a number in students rece uh receiving services for autism across the state >> and [clears throat] then our numbers for our students that are service um on on um emotional behavior disorders are decreasing. And this slide shows breakdown of special education enrollment by disability uh by disability area across um the 10ear span 10 20 years span. Um again you just see the numbers uh fluctuate actually and then if you look at autism spectrum disorder you see that they are going up. >> All right that's my chart. I'll hand it back over to J. So, we're going to move into the educational benefits section. Um, just reminder that educational benefits are typically financial benefits that students receive if their family income is at or below a certain threshold. Um, this can include free or reduced meals, transportation, athletics and activities fees, and other areas. So this slide shows the percent of students families that qualify for educational benefits over a long-term trend. As you can see, we have trended up from 33% in 2007 to 43% in the school year. We see a significant decrease this year from last year. At this time, uh last year we were at 52% and this year we're at 44%. and talking with our um nutrition services supervisors reported that many districts are also seeing about a 5 to 10 percentage point decrease this year. Um one change is that the annual income thresholds has increased and so we're seeing less families that qualify. Um another dip that we see over time was during the co and um postcoid years. Uh, and then based on state law, we continue to offer our universal breakfast and lunch for all students. >> And Jake, I tell if I'm misremembering this, but at one point I thought it since moving to Universal for, you know, breakfast, lunch, maybe families don't apply, and so then we're just not identifying, right? Because they don't fill out other forms. So that dip could be misleading in terms of the reality out there. And it and it does increase from this point. Um I've heard over over time. So sometimes families will turn in um some more paperwork or forms and things like that so that we can increase that number by the end of the year. Um so this typically is our low point in the year and then that increases but it does show over time that this this is a significant drop. >> Okay. Thank you. >> And there's indication on funding, right? >> Correct. >> So even though the benefit universal meals, we still need to encourage families who qualify to apply because it impacted district funding. >> Correct. >> Okay. >> Yeah. And not only that, we encourage all we encourage families to apply because there's benefits to the families as well. We offer, you know, scholarships in some of the areas of transportation fees, activity fees. So, it's beneficial to them as well. >> Um, and yes, it impacts our compensatory revenue which is under big task force analysis right now at the state level and then also our federal funds. >> But it is we try to remind families that it's beneficial for them, their family as well. >> Thank you. Thank you. So this this slide provides a look at the trend data based on each of our district schools and programs. Our district line is in light blue across the um the middle with the percentages. I find this slide helpful as you can see the range and variance in our schools. Obviously when we look at just the average it hides some of the discrepancies between our sites. As you can see, we have a wide range from 20% at Falcon Heights um and to 70% at Fair View Alternative High School and Harambe. >> This slide shows the same information as the previous slide but in a barraph and only for the last um three years of data. So you can see the largest changes over this threeyear span are at um [clears throat] Rams at 14 percentage points and Central Park at about 18 percentage points and then um Little Canada at about 11 percentage points as well. >> So before we complete our report for this evening, we'd like to take a moment to thank some of the staff have worked behind the scenes to pull some of this report data. um and gathering the data and putting it together. Um it's it takes a lot. It's not an easy lift. It takes a lot of time. So, we want to thank Lindsy Most um Colleen Angel and Tina Clawson for their time in pulling a lot of this data and information together for us. >> Absolutely. >> Any questions? >> Yep. Yeah. Thomas in our district. >> It includes all the students that we are servicing. If I recall last year, we bring some of the people used to like contract hard like the interpire. >> Oh, yeah. That was two years ago. Yes, [laughter] we did. We used to contract um two of our DHH teachers and we did hire them. Yeah. >> Oh, good. Uh just the last slide that we were just talking about, you know, like like one of the large drops in Central Park. any insight as to what might produce an 18 percentage point drop on that or maybe that can't be answered but just anything happened differently there or anything >> you don't have any assumptions that I can make >> so So go ahead. >> So given that we know that it impact the financial of each of the school is is this something that retroactively if we increase the number by the end of the year >> that we get the funding >> retroactively. So I'm just trying to understand because it is is a big so whether the number in the beginning of the year versus the end of the year how do we reconcile that? So, so the way that it works as far as our funding goes, both state and federal, is they use what's referred to as the October one count, >> but we get a couple of scoops at it, right? A couple bites on the apple. We submit a file in October as our first our first submission. We submit another um file that actually goes into in November and then December and then um we actually I think it's early January. So all of those things, even though it's our fall count, we get that data in if we get that data in by the time we do our early January submission, >> it counts towards our October one count, if that makes any sense. And then we are locked. >> I see. >> So anything that comes in after that fact after the fact >> won't be reflected um in that funding for that next year. But it does again I mean we do pick up we pick up students um as Jake said we pick up students between now >> um and even like December 15th >> because families become more aware um yeah and principles to reach out as well. So do we have data that says >> this is the number that we are now and then and then the fact that we do we are able to not get impacted so great greatly by January before the numbers get locked in I'm just trying to look at because what we get reported is October 1st >> and so but it sounds like there is another set of numbers that get sent and I just wonder is there still that they would get. >> Yeah. Because when it when it changes as far as a family or a student's um qualification >> um that doesn't like really lock into it doesn't go into effect as a certain date. >> So that's why we're allowed to include that even though we may get the data in November or December. That's why we're allowed to that in the return submission and our last fall submission is in January. >> So, so what I'm asking is that by the time you you you um submit in January, are we still seeing some gaps in terms of uh families who should be um applying for the benefits? We have it may be more emphasized this year especially with um things um honestly with our with things going on in immigration and [clears throat] >> political status people are hesitant to share that information. >> Yeah. >> I would assume that we're always missing families. >> Okay. >> Yes. Yeah. >> Unfortunately, always >> Frank >> Frank. Okay. Okay. >> I just wanted to ask >> you begin this report with uh giving us some of the um district goals. >> So, we've got district goal number four, two, and three. >> And as as I read through the report, I thought, well, this is data if um I'm wondering how you so you made the decision to put those goals there. So you have a sort of a connection then between those that I'm I'm not seeing what what what um what in these goals then is or maybe I should say it um in this way that that um how how are the district goals advanced by this by what's coming in the gathering of these data. Yeah, I think it informs a lot of what we do and I think um we always bring this to our district curriculum advisory committee as well >> because I think it's important for our our um our community and for ourselves to know who the students are that we serve, right? because we know we have changing populations of students and if we're not looking at this information then we might not be serving the students that we have behaviors today. >> You know if you're not looking at that and that's why some of the trend data >> is really important for us to look at. If you go back 20 years ago, we're a very different district >> in terms of race, race and ethnicity in terms of, you know, our um population of all students. And and you need to really think about how we're serving students um with those changes. And so that's that's kind of the tiein that I see. They really help to inform uh the practices that we use, the curriculum that we're bringing in, um the impact that um just our the diversity of students that are within our building, how we interact with students um needs to be very different and changing every year. So that's why we bring in some of those strategies and also really think about like >> what are those areas that we're connecting to any board report that we bring. How does that connect to those areas um from our from our uh strategic plan because we feel like those are important things that we continue to bring back to our our community and really thinking about our community broadly too. I mean that was number goal number four um community united behind meeting our students needs and our community needs to know who those students are and so I I think it just kind of informs those pieces that >> first of all >> I think that was a great >> but like we like if we look at like I was just looking as we were having this conversation one of the strategies is cultivating student engagement enjoying learning what does that mean for a student who you know like we're seeing in multi for students who may be new to a country and that number is going up um and maybe their their English proficiency is is is at a lower level at a particular point. What does that mean to cultivate student engagement and joy for that student, right? So the more that we're aware who's in our district, what demographics look like, like Jake was saying, the more we can target those particular things. Otherwise, you know, I'm I'm making cultivation and engagement enjoyable way, >> right? It may benefit people who also understand it like I do or maybe have experiences, but what does that mean for people who don't have the same experiences and for us to know that information once again like J said, this helps us to really, you know, apply those goals and strategies that we said that we want to have for our district. >> I would add Thank you, Jake. Thank you, Don. I agree with everything you shared. I would also simply say that this report sets the foundation for the annual report, which you'll hear in in the next board meeting, right? In terms of who we're serving, because we may have the same exact district goals and strategies for the strategic plan in both reports. >> Thank you. Kitty >> kidding. >> Um my question was just a little bit uh well first of all I want to uh express appreciation for all the different kinds of information that's collected and shared. I think this is really very valuable information and very useful. So appreciate that. Um I was just going to ask a rather practical question which is um around our educational benefits dollars. um assuming things don't change dramatically at the federal level and I also understand that significant amount comes from the state but isn't a lot of that dollars used to buy down class size and so are we expecting if we have a reduction in those that that may impact class size at all you want you want to start >> yes >> yeah so that definitely um of that uh roughly $9 million that we receive in compensatory >> uh revenue >> uh roughly 25% of it we use at the district level to offset some or to support some of our class sizes, but the remainder is definitely death that's allocated to the sites. That's one area that principles have a lot of discretion there and the majority of those dollars do in fact go to buy down class sizes further. Um so it definitely has it definitely has a large impact >> and that's why that's why they have uh the task force I think initially we would have seen a reduction uh this year of about $500,000 >> comparatively I believe it was state that was looking at like $11 million reduction in their compensatory the current year so um the legislature put a whole harmless then for this year and Now, um the task force is working on that >> and they will report back and the legislature will have to take action this spring, >> but it's there's definitely a lot of money there and it is one of those areas where it is somewhat discretionary. One of those few areas because so many things have mandates >> cutting a significant number of staff >> revenue. Yes. >> Yes. >> Or even a reduction. >> Yes. A reduction. So we we monitor it closely >> and and that's part of the charge of the task force is because of the reductions in um families being removed from Medicaid and some of these other things that are occurring. >> How can they [clears throat] hold that line or how can they look to fund that more consistently so that those dollars aren't so um >> vulnerable? Yes. >> Word I'd like to use, but >> yes. >> Yes. So, um, and maybe it's measuring another factor. >> Thank you. >> Further questions? >> Good job. >> Thank you. >> All right. moving on this evening's agenda. >> Moving on to action items can well [laughter] result. So, We are asking you all to um approve the resolution that is in your packet and the abstract that you have in front of you has been prepared by Ramsey County Elections Office and >> Wonderful. Um so we are going to be reading the entire resolution already kind of a pre Yeah. >> Take it away. >> Yeah. >> Uh I move that the school board adopt the resolution canvasing returns of votes of the Roseville area school district general and special elections held on November 4th, 2024. >> It's been moved. >> Is there a second? >> Second. Second. >> Okay. >> Been moved and seconded. Further discussion discussion. We will have a roll call, please. >> All right. >> All right. >> Um, >> director, >> I, >> Chair, >> I, >> Chair Edison, >> I, >> Director Gardens, >> I, >> Director Shaw, >> I, >> and Clark Chu, please. >> Thank you. >> All right. >> The eyes have it. >> Congratulations. Congratulations and also special thank you shout out to the community >> for approval of the safety and technology levy. >> I'm sure there'll be some things in the future. >> Thank you. >> If I may just thank Michelle who is amazing all things county election. That's a lot of work that happens in the background. So, thank you for all that >> and thank you for paying for the contract. So, I don't [laughter] >> thanks for the >> All right, brings us to this evening's study session. Director Frank, >> thank you. >> Thank you. >> I am I am reporting on the study session just ended. we had this afternoon starting at 4:30 and going on till a little after 6. We uh had three agenda items. The first one, the one that took the most time and was the most informative uh is the Ksix math team program design phase. They're moving into a program design phase. Um and we're looking at the evaluation which are data gathered uh to then move on to the design phase. We had along with Jake and Linda we had Ellis Richardson belly fang and uh with us reporting uh people with deep knowledge of uh K six mathematics and who have put a lot of time into studying the problem. Uh they reported to us that the last time we put all this together, which was a decade ago, uh we had allowed for different curricula being taught at different schools or even different curricula taught within the same school. And they're recommending that we move away from that to something which is a little bit more um consistent uh across the district. in particular it needs to involve CGI which is a cognitively guided instruction. Um they're looking at that and as as a best practice as well as uh the notion of process over product. So we had we had some discussion about that and um are looking forward to their moving now into the design phase. uh which will ultimately um result in the selection of curricular materials to move forward. As we move forward mathematics, >> we had as a second agenda item, second reading of the school board handbook. This is uh pretty much the end of a process going on for a full year. It was one of the goals of the school board for this um year 2025 to have this handbook in place. I spoke to uh people who had been newly elected to the Falcon Heights city council and they were immediately regretting that they didn't have a handbook. [laughter] >> And so I'm glad that we are providing a handbook. I would have I would have enjoyed that book. I was I was taken around. I was mentored when I came on back in 2005. >> Um and uh but but there was there was still a lot that I didn't understand. I didn't have for instance a notion of what chair chair did that was that was kind of new to me because I hadn't sat with the chair before and there was no explanation of anywhere. >> So I was I was surprised when I found out slowly what was was there. So anyway, that's our our school board handbook which is moving through to being fully accepted next next. >> And then finally we had um the school board self evaluation. >> Uh I guess it says finalized the self evaluation. Um we had a good discussion around our chair here. This is one of the things he apparently did does is for five areas of potential improvement and um bringing bringing out what uh what has been done and what needs to be done with with general. So that was all um very well organized and we are now moving into um the next year. I guess I will I will get into it but you are moving into next year with with a clear sense [cough] >> you go for the three there were three goals >> for 2025 I haven't I haven't written down >> for6 >> one of them is the dashboard >> implementation of a mentoring program >> implementation of mentoring program which of course is how the handbook will work >> y then more intentionality with reaching out to we still need to finesse the yeah yeah okay >> a dashboard [clears throat] in regards to the levies student outcomes and our strategic plan >> exactly good good >> and you know what Frank will keep you updated even though you know [laughter] I will keep you one of us will keep you updated on on how those how those goals are going to be turned out as a community >> all right thank you So that that was it. It was a very um it was a robust meeting. It was a good good meeting. >> Thank you. I appreciate >> in your report somewhat told you at the beginning of that study session uh we needed somebody to volunteer. Thank you very much. It's my it's my study. >> Thank you Frank. All right. Starting with um moving on to board reports. Uh Kitty Kitty about board report. >> Okay. Um I had an opportunity to attend the equity leadership advisory council. It was our first meeting of the year and the agenda was really around where have we been and where are we going. Uh we reviewed a survey of what the committees found most valuable about the committee. Um, some themes were things around the focus on equity, the sense of community, listening, stories, policy, street data. Uh, for many of us, it's a favorite committee because it really involves heart work. Um, we have three parents on the committee. Uh, one is a new recruit and we're like, we'd like to try to get more parents. Um, uh, as happens over time, uh, folks move on and we need to get some more input. uh um from parents in the work that needs to be done by the committee. And um there was discussion around uh even if we don't expand our our parents or even if we do how do we >> how do we get more diverse perspectives um >> uh into the work of the equity leadership advisory council which it really has one goal in the law which is around providing the equity and integration plan for how the dollars will be spent that we receive from the state in this area and the second one that was a role goal of the committee was to look at where are we going in our strategic plan and are we delivering um the kind of equity work that um uh we would we have outlined in that plan. The second committee I had a chance to go to was earlier today was the community advisory committee. Uh we had um Rose Chu and I were uh the board uh folks who could attend that meeting. Um it was an excellent visioning session. It its goal was really to help provide the committee some more focus and clarity on how the uh the committee can advise and work with um the um school district. Um it uh we talked about what's going well around our our our work as a community advisory committee where were there opportunities um what kind of actions to take we prioritized those what was selected as the top priority was um a developing a clear list of needs u from Rose Valley schools so the community can better provide the support um and there was a lot of conversation around that great ideas all across the board and a lot of really excellent insight that needs to be digested and thought through and um will help us help guide the uh the work of this committee. >> That's it. >> All right. Thank you. >> Thank you. Uh Frankart did I uh I attended the Falcon Heights um PTA meeting last night and >> uh that may be the last PTA meeting ever [clears throat] go to. [laughter] It started it started um when my kids were you know in third grade at Brim Hall. It's been it's been a good experience all the way through. The PTA is is so important um in uh in school life and in the communication between the schools the school and um and the parents. And at Falcon the tradition is to have a group of teachers report what's going on with in their particular grades in their particular class. >> And uh this was this was always is always of interest and I think it's it's great to have that that communication issue. >> Um I I also went to the um >> student musical last weekend. >> Yum. >> Mother of the star. >> Mother [laughter] wonderful. Wonderful. Am I allowed? Am I allowed to say her name? >> All right. So, we have Carrie Thomas who was um the who played as Spongebob. This is the Spongebob the musical. >> I have to say my great [laughter] >> but but I went and and uh Carrie was was just wonderful and she is such a strong actress. She has a wonderful voice and she's a presence up there and I find that really pretty thrilling. I think the high school is is a great time to be doing musicals. >> Uh I also want to mention Ariana Kaz. Is that am I saying it right? >> Who is who also was sort of one of the one of the three leads and Lars. Uh, as I was looking up to get that because I'd left my program there, so I wanted to get these these names. Uh, I searched around, I found the school newspaper, the newspaper at Ros, which is called The V. >> I recommend I recommend it to everyone who's interested in our high school. It was really well laid out. Uh, there are good articles. It was a very good article about Spongebob itself. Um but there are some good articles about a variety of subjects. One of which was the MCA. >> So so this is something that's really worth to see what the students are saying about about the end of that part >> which is if you are taking make sure to put in an F effort. It's a drag, >> but it could really help out in the long run, [laughter] right? And and you know, >> it's the student who is doing those tests, right? It's a student who has to sit down at the desk blanks. And so what the student is thinking about this, I think, is it's important to know. I really appreciate having article. They also they also have podcast on there. It's it's >> it's a thing >> and uh and it's not it's not superfluous information. It's it's good information that you'll find. >> That's it. >> Thank you. >> I'm having a hard time not working into who lives in [laughter] that is awesome. >> All right. >> Um well, the board was last week. Um we had a presentation from Jill Stewart Keller director career and college readiness for all the four intermediate districts but she came from 16 and she went over 20,000 students annually participate in the CT I'm think through the interview which some of our students do as well and really we have the language there wasn't much there once again [cough and clears throat] appreciate that. >> Uh, thank you, Chair Anderson. So, with several of my board colleagues, I was able to attend the Roseville Area Schools Foundation annual fundraising event held once again this year at the Cedar Hall Golf Course Clubhouse here in beautiful Roseville, Minnesota. Uh, very well attended. Um and again it's very it's thrilling and exciting um to to see and hear and meet all the folks on the foundation who kind of run it and then all those who support it with their donations. Let's be honest, you know, money is the milk of everything, right? and just to hear about some of the neat things that the foundation has been able to fund >> when we're talking about the Native American books either written by or about characters who were Native American or indigenous that then were purchased and distributed throughout the various school district which was an individual teacher applying for a grant to do that and then getting the money via that grant system by the foundation >> or bigger stuff >> or bigger As we've talked about before, the foundation helping pay for the fees for advent program being expanded through various levels of our grants which we wouldn't be able to do without other support. So, it's a great night. There's different things going on there, >> different kind of contest. Um, and it's it's not too late. You know, if you um feel like being generous again, in addition to directly supporting the schools, as many folks know, you can also support us in direct Rosary [clears throat] Spirits Foundation. And it's a real easy website because it's the Rosal Foundation.org. Just to clarify it, the foundation is a separate entity >> that exists legally separately, but their mission is to help collect donations and then fund grant supported monies to the district for things that otherwise couldn't happen as part of the process. So, just another fun to meet people who in the end share with us not just our equity vision, but are passionate about helping kids who who live in the district succeed. to succeed and do their best. So yeah, >> thank you. >> Wonderful. >> Yeah. And I would add that I was there that night. It was amazing that it was happening >> November >> November 5th, >> right? >> Right after was great. Anyway, so the only thing I'll add is that um I had a chance to attend the kindergarten information. >> Oh my goodness, it's it's just so much fun. >> So much fun. >> See the little one, >> the family, it was so well designed. Um just pocket to walk into community center, community center. So, so and you know just for me for me it's a chance to >> say hi >> say hi right to all the folks who really >> try to try to um um kind of like >> really >> make sure that our families >> with young children >> know that this is this is this is the place they can all the program >> um so it was wonderful it's just highly >> highly recommend never just thank Thank you for everyone. There were so many people to make today. >> Wonderful. >> Uh just a couple announcements. Um Roseville Schools recognizes that November is Native American Heritage Month. >> We honor and celebrate the history, cultures, and contributions of America's first peers. >> And also recognizing that yesterday was Veterans Veterans Day. Uh we are very grateful all our veterans those who are currently serving and those who [clears throat] have served >> for their dedication to our country sacrifices sacrifices they have made to protect our freedoms. So thank you >> and superintendent. >> Thank you and good evening. >> Good evening. >> Last Tuesday's election day marked an important moment for our community as local voters approved our capital project study. This is an exciting time for our district as we now have a dedicated source of technology funding to support building safety and security, student learning, cyber security, infrastructure, and communication. We're deeply grateful to our community for their comm continued support and trust in our schools. Thank you to everyone who served as valuable ambassadors in sharing the behind our levy effort. I'd also like to congratulate Treasurer Clark on his reelection to the board. >> [applause] >> AND ALSO CONGRATULATIONS TO TWO new incoming board members, Haydah Cleveland and Michelle. >> Thank you. >> All right. [clears throat] >> Any further business before the board? >> If not, >> if not, >> stand adjourned. >> Thanks everyone. >> Thanks, Kitty. >> Thanks for being here, Heidi. Thank you. >> Thank you. >> Thanks, Kitty. Good luck with the baby. >> Thank you. >> It's here, right? Not here yet. Yeah. Yes.