I work today and I posted video for social Last time >> it was like six or >> seven. >> So I do the right thing. I help Okay, >> Wayne, I'm ready. >> Now there you go. All right. Good evening everyone. Welcome to our Roseway Area School School Board meeting on Tuesday, March 31st, 2026. Um, let's have uh Cluck Manx call the role. >> All right. Um, Director Morris went >> uh here. >> Director Cleveland >> here. >> Treasure Bogusy >> here. Director Anderson >> here. >> Clerk Clark is here. Uh, Chair Chu >> here. >> Thank you. >> Do we have any agenda adjustments? >> There are no agenda adjustments. >> Great. And next we have announcements, comments, and recognition. I'll read it to you. >> Thank you. >> Well, I'm incredibly proud to see a big audience. So proud of all our student athletes and our families. And I'm also very proud to introduce our Ross really Roseville area schools and also Roseville area high school activities director Mr. Adrien Turner. >> Great. >> Welcome. >> Yeah. Welcome. >> Hello again. Um we had a pretty good showing this winter and some of our activities are still going but all of our winter athletics are done. Um, we had quite a few individuals make it to state, you know, for their respective sports, and that's who we're here to, uh, acknowledge today. I'm going bring up Coach Mil. He's going to talk about wrestling for us today. He's one of our assistants this year. Um, they replaced our staff last year, Coach Nate. He had to step down, had he's starting a family and everything. And so, we had to do some some emergency hiring. coach was a part of a staff that really kept the good vibes going for the kids and developed them and produced a really good season. Uh all the reports came back pretty positive about wrestling, you know, like we could take everything and replicate again, we would do exactly that. But as life goes, things change and so we are looking for a new head coach next year. Um but coach Mike Holmes is still planning on being connected to the program. Coach Miler is a part of his come on up. >> Welcome. >> Yeah, welcome. >> So, like you said, uh call me Melture. Uh so, assistant coach, uh I was actually under Nate's team, so I was the only returning coach from a year prior. So, I was glad to be able to be in that position so I could have a little bit of continuity between the the coaching staffs and at least the wrestlers got to see one familiar face when it comes to the coaching staff. Um, we had a great year this year. Uh, for the boys, we had one go to state. For the girls, we had four go to state. Um, it's tough, uh, conference to be in and tough section to be in for the boys. So, we're super glad to have Rowan make it to state. And then for the girls, uh, we had what I would argue to be one of the better programs in the state. Uh, especially in our section. Uh, we, uh, had four girls go to state this year. So bars corinch Nico Dick or Elysa Dedrick and Natalie's Royals Garcia >> coach could we have the student athletes please come up and stand next to you see them and be introduced on a couple of bars and Natalie Rose Garcia and Alyssa couldn't be here tonight but she is part of that group as well. Um, super proud of the girls. I was coaching a lot of the mostly the girls this year. So, definitely had one of, like I said, one of the best programs, one of the better programs in the state and also sent the most amount of wrestlers in our section for girls. We sent the four. So glad to be able to have coached him this year and uh happy with all the achievements that we're able to accomplish here this year of our four state uh of our uh of our forest state uh entrance for the girls. Three of them are returning. So get to carry even more of that uh expertise into the next year. >> That's great. Did we have anyone place at state? >> Yeah. So Anukica took second. >> And then uh Alyssa who's not here, she took sixth. >> Great. >> Yeah. So please, if you all stuff you want to share about how what what the life what the sporting life has been like, feel free to come up. >> Um I started Is this is this on? >> Okay. I started Roseville wrestling in ninth grade. I was kind of nervous to start it at first, but when I joined, I felt like a part of a family immediately. Um, I loved all my teammates, the coaching staff. It was amazing. And then after my freshman year, my goal was to recruit more girls. I first started off the team with just two girls. Um, so we recruited a whole bunch of girls. We had, I think my second year about eight girls, which was a four times the amount we had my freshman year. Um, and with that, I'm pretty sure Coro was in that pack, too. Um, yeah, both of you, cuz yeah, they were both there. Um, and I feel like our girls team, we have such a tight bond. It's so easy to want to get better around each other. Um, and I really enjoy being a part of the girls and boys team. I wrestled on the varsity lineup, so I was wrestling against boys as well as girls this season. And I really hope that next year we can com keep our teams combined with the boys and girls. I feel like it builds a stronger community and I really enjoy being a part of it. And anybody who's watching, tell your kids to join wrestling. >> Um, I'm Rowan. I've been wrestling for like a really long time since I was in like third or fourth grade. >> And this is a really big accomplishment for me. Um, and I'm so thankful to have wrestling to be able to grow with. And it's one of the best sports to be able to grow as a person and with relationship with other people because you can really know that you need other people to grow with. You can't do everything alone even though it is an individual sport. >> So, >> um yeah. >> Thank you. >> Um my name is Natalie Roas Garcia. I started uh wrestling in seventh grade. Um uh going into uh the first year that I start started wrestling uh there was no girls in sight in middle school. But um going uh I only wrestled like half the season into uh seventh grade because my mother didn't really like the fact that there was like a bunch of guys and then there was just like not really many girls. So in eighth grade, I tried to move and have to have one of my f two of my friends join in wrestling with me so we could not for me not just to be able to wrestle but to also just like build a community within to build girls and boys wrestling. And freshman year, um, I went into the high school and I got to meet new people, got to wrestle, uh, different levels of wrestling and it really made me grow as a person and made me uh, made me grow as a person and also made me be able to learn how to not just grow individually, but grow as a community with my teammates. >> So, I would really recommend wrestling. You good? >> Congratulations. >> I got a question. >> Where are you going to school next year? >> No clue. >> Good luck in your decision. >> CONGRATULATIONS. UH, next up we're going to talk about our Nordic ladies. Um, come on up. Come on up. We have Mirabel Pastel and Eleanor Rogers. You guys might recognize Eleanor for sure. You You were on cross country. No, you didn't. Got it. Okay. Yeah. So, Eleanor was with us earlier this year um for the cross country team, but then these two uh qualified for Nordic State Sprint, team sprint. Um it's basically a relay race running the course on the skis, uphill a little bit, across the world a little bit, and then back to home base, you know. So, it's really impressive what what these two were able to accomplish this year representing the the school. Um, you guys actually took first set sections as well, right? Yep. So, they won our section, which uh coach didn't seem too surprised. He knew they were capable, >> but the rest of the ads that were watching were like, whoa, this is not what we expected today. You know, a lot of Forest Lake, a lot of Still Water in the past, and here these two are just doing what they do, winning the race. So, um, >> Eleanor, any words? Um, I uh started skiing in seventh grade and it definitely like being in a high school sport in seventh grade was really good for me and I just I think it's a really hard sport because you have to have the endurance and the strength >> and I don't know I was pretty shocked at how well we did this season but also I was glad how that I could do it with Mirabel and like it was a group effort. which um the other event kind of thing in Nordic is like you go as an individual. You do two races and you >> either go as a team or an individual. This one is pretty fun because it's like two laps and you're doing the race together and yeah, it was super fun. So >> cool. >> Mirabel lost her voice. >> She was sick. I'll try. >> Yeah, I did lose my voice, so it might sound a little raspy, but um I started skiing um Roseville in ninth grade and um I immediately it was just like one of my favorite sports I've ever done. The community was really good. I built some of my best friendships um on the team and I love that it was just a really good way to get outside in the winter and um just have like I have some of the best memories of going up north to Michigan and skiing like after getting a foot of snow and it's just like beautiful all around and you're skiing for miles and um one kind of thing that was kind of fun um this Decemberish we were talking with our coach about you know are we going to make it to state? what are we going to do? And he was like, he was doing all the math and, you know, taking everybody's numbers on different teams and trying to, you know, calculate it. And he was like, "Yeah, well, I'm not going to lie, we kind of have like no chance of making it at all." And we're like, "Oh, well, that's great. That's awesome." And then like a week before he was like, "I got some more numbers and I think we might make it." Congratulations. >> Yeah, Coach Marshall, if you haven't met him, he's he's a really energetic, interesting guy. And definitely I can see what you're saying, but when I talked to him, he was like, I think we're going. He He was excited. Uh, next up, we have our our our boys swimmers. Uh, yep. We don't have any divers today. We got we got swimmers. Um, Luke White and Mike Vestro. >> Miles, sorry. Miles. >> Um, these two qualified individually for a 100 meter backstroke. Who's the backstroke and breast? >> Nope. Your breast. Your back and >> fly. >> And fly and butterfly. Yep. So, these two uh come on up. Say a couple words. Uh, I started uh, swimming for Roseville in seventh grade and it was great. Like it meant I when I went to the high school I already knew a bunch of people >> cuz all my friends from the team. >> Um, this year best year of swimming of my life. >> Wow. >> Proved a ton. >> Bunch of new kids joined. Um, and so I'm really looking forward to next year and we're both 10th grade. So, got two more years left and it's gonna be great. >> Yeah. I've been uh swimming since I was in seventh grade as well and um I just really enjoy being with the team. It's like we're a big family. So, yeah. >> Yeah. CONGRATULATIONS. >> All right. All right. Well, yeah, that's that's it for this winter, but we do have some activities coming up in a few weeks that we'll bring them here and chat with them a bit, too, you know. So, >> that's great, Mr. Turner. We'll bring in all of our fine arts uh state national qualifiers on April 14th, so the board knows. So, congratulations to everyone >> and we have family members in the in the audience, right? >> Thank you for your support of the the our students, right? uh that they you know they they succeed also because of your support. So really thank you for being here. Yeah. Thank you. >> Thank you. >> You're welcome to stay. >> Wonderful. So proud. So proud of them. All right. Do we have any summary of community input received for action items? Uh, club manx. >> No. >> Okay, great. >> Well, we did uh >> have a public speaker this evening >> that talked about the contract which we're having as an action item today. >> Yeah. >> Right. >> And I know we have an item on the agenda about that too. So, >> Right. So, but do we share what they said now? >> Well, the board hasn't taken action. >> No. Yeah. >> So, maybe not. Yeah, >> we could include that next week after action is taken if you'd like. >> Okay. >> Or or you can feel free to share >> if you want to just, you know, just a quick one question because my understanding is >> that if we get public comment either in person or via email or phone or whatever >> that the reason people are commenting on that is so that we have that in our minds to consider when we take the vote. And so that's why I thought it could be appropriate to share what the public speaker said this evening so that those watching know the gist of what we heard and then we did hear that and we will have a chance to consider those comments as part of our vote. >> Okay. I mean >> if everybody Yeah. Let's >> and I did take a few notes and we did hear from >> our public speaker was the president I think the title >> president of the Yeah. And I think she just shared she understood that we're going to be voting today on the tenative agreement. And she expressed gratitude on behalf of herself and the membership to the board and to the district and for all of us working together that uh she felt that we were engaged. Um and uh uh even though some of the talks were difficult at times, we worked through it because we got our shared goals and shared values. And she did express that at the end of the day that there's mutual trust. she believed between the teachers and the board and the district and and going the other way too. So, it was basically just a comment positive about the process and with gratitude that we worked together to reach the point that we're at now and we heard that from our public speaker tonight. Thank you. >> Thank you for sharing that. >> All right. Um, next we have the consent agenda. I would entertain a motion to move the consent agenda uh except for gifts and retirement. >> I move that. >> I'll second the motion. >> Okay. Thank you for moving. Okay. Moving that and seconding the consent agenda. All in favor say I. >> I. >> I. >> Oppose. All right. Motion carries. So we have collect the minutes both read the gifts and then we'll work on the retirement >> gift first. >> Yeah. >> Perfect. >> Oh, usually we do the retirement first and we doesn't matter. >> Doesn't matter. >> Doesn't matter. >> We'll do the retirements first. >> Okay. Sure. Let's do that. >> Um we have four retirements this evening. >> Wow. >> Um our first one is Eric Baky. Um Eric is a special education teacher at Ederson Elementary and has worked for our district for 13 years. Um, next we have Sharon Jensen, um, who's a special education teacher at Roseville Area Middle School, um, and has worked for our district for 30 years. Um, and then we have Lori Long, who's the building secretary at Edertton Elementary, um, retiring after 27 years of service to our district. Um, and then finally, Barbara Ricard at Edertton Elementary. Um, a special education teacher, um, has worked for the district for 16 years. So look at that. Three of the four from bad. So um totally they make up 86 years. Wow. Of folks that have worked for our district. So we are very appreciative and gratitude for all their service to our district and as many students that they've touched throughout the years. So >> yeah, >> we do have to officially move. >> We do have and I move that we accept the retirements for these four. >> Do you have a second? >> I'll second. >> All right. >> Yeah. We thank you for their service. Definitely there's a lot of years all together. >> All in favor say I. >> I. >> I. >> Oppose. Motion carries. >> So let's now go to gifts. >> Now we go to gifts. All right. We have from the KOMO um Lutheran Church. We have a monetary gift for meals on wheels. Um for I beta education center. Um also from the Prince of Peace Lutheran Church, a monetary gift for meals on wheels um at Adabeta. And then the next couple are from C for Central Park Elementary. Sarah Aldet, a monetary gift for school needs. Um Derek Owens, a monetary gift for school needs. Um and the next several are for Harambe Elementary School. Alec Johnson, Alto saxophone for the instrumental music program at Harambe Musica instruments um instrumental music program at Harambe. Bruce Tubs, two French horns for the instrumental program in Harambe. Um, and Kayn Wetson, a violin of instrumental program at Harambe. Um, and then next we have Rebecca Nimi, a monetary gift for school needs at Little Canada Elementary. Um, Carrie Pard, a monetary gift for family in need at Little Canada Elementary School. Ayanna Duran, a monetary gift for the jazz band at Parkview Center School. Jill Paddock, a monetary gift for school needs at Roseville Area High School. Roseville area Roseville Girls Lacrosse Booster Club, a monetary gift for girls lacrosse scrimmage nets and goals. Cayenne Mey, um, food for the food shelf at Roseville Area High School. And Jill Paddock, a monetary gift for school needs at Roseville Area Middle School. And as always, we are so appreciative and thankful for um, our community and all the support that they give our schools and our programs. We couldn't do it without them. and we'd like to thank them for taking the time to do that. >> Yeah, definitely. Thank you. Thank you for >> with the new format. Do we need to vote on this now, too, or is that just part of the consent agenda? >> Thank you. >> Yeah. No, it's always just very heart heartfelt, right, to see everybody coming forward. Yeah. Thank you. Um, so next we have some uh reports for non-action item. Um, we have Jake come forward for the school climate report. Jake and team, welcome. >> Oh, sorry. Jake and team, sorry. Yes. >> You said there'd be some acting, dancing. >> Yeah, we're trying to figure it out, right? A lot, right? >> Yes. That was audience participation. Yes. Yes. We did not agree to that. >> Well, thank you for having us this evening. I am Jake Vandelindy. I'm the executive director of teaching and learning and I have um other folks that are presenting with me tonight. So, >> you want to go next? >> Sure. Uh good evening, school board. Just got to figure out what time it was. Don Smith, uh associate superintendent. >> Yes. Good evening. It's still sunny out. So, good evening. I'm Mora and also associate superintendent >> and we will be presenting the um school climate report with results from last year. So you can see that it's the 2425 information that we'll be presenting about. So on this next slide, it really describes our um district goals and key strategies and laid it out in all in one slide, but you can see how many of these uh different areas that this um report um connects with. So if you look at our number one um our graduates are prepared to achieve their goals and aspirations and really about delivering a challenging, joyful and safe learning environment. um delivering in uh innovative effective practices and systems and under our learners contribute to an equitable caring society. Um the uh key strategies of cultivating student engagement and joy in learning. Um supporting learner resil resiliency um with student social and emotional learning and mental health. Um, under number three, we are a culturally responsive, inclusive, anti-racist district. Building a culture of belonging where all feel welcome, included, and safe. The community is united behind um meeting student needs, partnering with families in the community to support our student success. And the last one, we are financially secure in cultivating and maintaining our community trust. All of these different pieces are found in the different areas of this report, as you'll see as we go through this with you. The report has um four different sections to it. So, it's the tripod staff survey. Um we'll go through our student discipline referrals and suspensions data. I'll walk you through the Minnesota student survey data for um for our school district as well as our social emotional learning and equity survey. So the next part I'm going to kick it off to um Don who's going to start talking um and sharing with us about the tripod staff survey. >> Absolutely. So uh like Jake was saying another way that we u measure school climate is through the tripod staff survey. Uh we've been doing this survey since the 2018 2019 school year. And the way Tripod describes I want to read for you. Tripod teacher surveys are based upon insights from research as well as practice. They embody a detailed understanding of the ways that schools and school leaders influence teaching and learning. And this understanding has been validated through data from thousands of teachers across the country. Just so you get an idea of um you know what the tripod survey is. The results we're going to look at this evening like Jake said are from the last school year of 2425. So, um, on this slide, what, uh, this is kind of like if you haven't heard of Tribot before or you need a refresher, that's kind of what this slide is. So, you'll see that just some tidbits of of the survey. The survey for, uh, dates for administration this year, uh, March 19th through April 10th. So, we're in the middle of administration of this tripod survey started right after we got back from spring break. Look like we got a couple more weeks of this. All of our staff are surveyed um in uh in the tripod survey including licensed and non-licensed staff. Uh we can break this data down by race, gender, class, type, subject, school uh and there's also an option to identify yourself as bipok on the survey. So then we can break it down even further into categories uh there as well. Um the and feedback is separated by uh principal and and associate principal. Um and and I just kind of think about when I was um principal at Harambe, it was that wasn't the case at the time. So some of the feedback you weren't sure is that for me, is that talking about you? Who is that talking about? So we can break that down now. And then there's also and we'll talk about it later show a little bit a comment box um that um staff can respond to to some um really kind of simple prompts of you know what what's going well, what's not going well, things like that. So we'll take a look at those things as well. This tripod survey is um has six good I would call I guess indicators and so um and they measure how our our school rates um so there's evaluation quality there's quality of professional learning communities or PLC's uh there's professional development quality so how good is our PD uh school leadership there's uh school by academic press and there's organizational effectiveness we're going to go go to go into those a little bit deeper so you can understand what those are one thing I want uh uh point out and I'll probably say it several times. Each of these is ranked um um on a scale of one to five um with one being totally untrue, two being mostly untrue. Uh which is interesting. Uh three is somewhat untrue, four is mostly true, and five is totally true. Um and so we'll talk more we we'll keep bringing those up for you as we look at some data here. Um so this next slide kind of breaks it down. These uh indicators acade uh evaluation quality uh looks at the the clarity of the evaluation um criteria for teachers. So our evaluation system is what they're responding to when they look at evaluation quality. Um the uh second one the quality of professional learning communities looks at the frequency in which teachers work effectively in small groups to improve uh their practice and and student outcomes. And so what does that look like um for the for your particular building? I just to be clear about that teachers are responding to what's happening in their particular building, what's happening with their principal, assistant principles and other leaders. Uh professional development quality looks at the teachers perception of how our PD is. Um and once again, it could be some teachers may have on their mind districtwide, but most likely we're talking about what's the PD looking like in that um in that building for that staff. Uh you can go to the next slide. school leadership is concerned with the role of the principal and other administrators and how well they define the school's mission managing instruction, you know, things. How how good are they with climate? So, we're looking at that for school leadership for schoolwide academic press that measures the extent to which a school sets high standards for instructional quality and it's also about teachers belief in their ability to be able to do those things. Um and then or organizational effectiveness actually takes those first two school leadership schoolwide academic press and it brings them together kind of averages them out which gives you a an organizational effectiveness. Um so those two are are combined. Uh what we're going to look at next is we're going to look at some charts and I'm going to give you a little bit of information um just behind these numbers. Um so this is a uh once again this a comparison from the 2020 2018 2019 school year to 2024 2025 school year in this section around evaluation quality. The prompt is how uh um how true are each of the following statements for your school? And so they asked that and then they asked questions around um evaluation quality. What I thought I would share with you was which questions in each of these I'll share with you which one questions got the highest rankings which one questions got the lowest ranking because I think we can learn something from both of those um at least in the snapshot of this. So when we talk about um how true is each of the following statement the statement that got the highest is that the criteria on which I'm evaluated are clear. >> So people understand what they're being evaluated on is very very clear. I'm really interested to see how they respond this year, >> right, >> with the new teacher evaluation rubric. Um because we've had the other one for several years. Um and so you would think people would be pretty clear on that. 76% of our staff chose um either four or five. So um mostly true or or totally true. Um that it was clear um the the the one that got the lowest ranking um was um that teacher evaluation at this school is almost a joke. It makes no difference at all. That's an actual question. >> Um, and we had about just under 10% say that was somewhat true or totally mostly true or totally true. Um, >> that's good. >> Yes. >> Right. >> Yes. >> Right. Right. If you really think about it. So, so yes. So, we got about 90% that that don't think our evaluation is is a joke. Um, like that. So, that's evaluation quality. you can kind of see, you know, um we we went from a a high of 4.01 um and we're still kind of hovering around that but just a little bit lower. So, it's kind of a steady um responses over the years around the the quality of our evaluation system. The next one on quality of PLC use time. Um this section asked the question, how often have you participated in a small group discussion lasting at least half an hour? Okay. So, how long you part participate in small group discussion and you've done it for at least half an hour is what this uh asks with those same one through five range of totally untrue to totally true. The highest we got here was um looking at student work and brainstorming together about how to help students perform more successfully. So that was the thing that got the highest ranking as far as this is what I spend time on as small group and is lasting at least a half an hour. We had 67% of our staff, you know, give us a uh four or five of that mostly true or totally true response on that one. The one that got the lowest as far as how that time is spent is the design discuss um or grade common formative assessments. And so we call those CFAs. So those common formative assessments, having time to design them, having time to grade them. Um we got 59% of staff that said that that's mostly true or or totally true. Um but that was the the lowest um ranking there on that piece. The one thing that I look at when I look at this is that um um the PC time and how it went from a high in about what 2021 at about 4.10 10 and we've had a bit of a steady decline in the amount uh in the responses that were mostly true or or totally true around PC. So, and I can tell you from some I guess anecdotal um data um that we talk about PLC's all the time and office educational equity and we feel this a little bit um a sense of you know and kind of like when I first came to Roseberry schools it was very evident the appeals were the thing we sent everybody to training you know there's a lot that we've done around that not that we don't value that anymore but then so many other things have come in that it's we really just got to make sure that we're paying attention to where PC's are and paying attention that new staff know what that looks like, new principles, new leaders know what that looks like. So there's there's a little bit of work to be done there. >> I wonder inference could be made around the readact in the literatur. Yep, absolutely. I would say that's about that 22 23 year, right? Where we saw a pretty significant dip from 4.02 to 4.36. that does coincide with the mandate around the read act as well. Um so the next one professional development quality the question that's asked in here along with these different responses is overall my professional development experience this year have okay you have to hang with me on that one. So overall they have and the highest was that they have been sustained and coherently focused rather than short-term and unrelated. So staff is feeling like, okay, it's making sense. It's coming together. It's cohesive. Um it's not these one-off things. We got 53 53% of the staff who said that's mostly true or um totally true. So a little more than half um think that the the professional development is sustained and and focused. Um the lowest was once again overall my professional development experience this year have included enough time to think carefully about try and evaluate new ideas. And so staff is saying they want more time to take that stuff and actually do something with it. Uh if you remember board, we came to you about collaboration application days a few years ago. That was one of the attempts that we're making and to to address that particular piece. Um >> and there's still some more work that needs to be done around that particular piece. That was 44% of staff said uh um mostly true or totally true for needing more time to to actually implement things around that. Um but you can see a kind of steady responses across the years around that particular one. Uh school leadership is the next one. Um and the question is that's asked here is the principal at your school and then it's got a whole bunch of props. So, the principal at your school, the highest rated there was that the principal at your school supports teachers in their efforts to improve teaching and learning, which is, you know, really good to hear that. Um, that um I was going to say that passed. I think we're getting a mostly true or totally true or passing, but that got mostly true or totally true from 74% of response uh responses. um was that that support for that improved teaching and learning. Um at 59% and the lowest score response says that my principal at my school helps teachers figure out how to address particular instructional challenges >> which is very interesting because we also have a lot of conversations around how do we get to the point where our principles are instructional leaders. That's always the kind of northstar and not that it's not happening but it just it doesn't happen at as as often as we principles would like it to happen because of so many of the managerial things that happen in the school. Um to get to that sweet spot where I'm just really working with teachers to help improve instruction. Um doesn't happen as often as we would like to see that happen. Um you can see once again kind of a steady uh uh I mean we were at 8 3.86 and when we first started this we're at 3.84 now. So, a pretty steady response to how school leadership is going. Um, schoolwide academic press. The question is asked here is how true are each of the following statements about your school. So, then they asked the questions. The one that got the highest at 90% passing who said mostly true or totally true where teachers have strong skills to produce meaningful student learning. Okay. So most of the respondents believe that at 90% that our teachers have strong skills to produce meaningful uh student learning. The lowest response to that at 47% who said mostly true or totally true is we make sure that our curriculum is aligned well across different grade levels. >> And so some of that um vertical articulation type conversation. What does it look like from kindergarten to sixth grade? What seven to 9th type thing? Um, looks like there's um just something to to pay attention to, something to dig a little bit more into. Um, and then, uh, the last one um, organizational effectiveness. Now, this one, if if you remember, is a combination of the last two. It was a combination of school leadership and then schoolwide academic press. So, there's really no questions in this particular section. They're just taking the averages of those two sections together. And so you can kind of see the trend line once again pretty steady as far as organizational effectiveness. 3.840 began in 2018. We're at 3.83 right now um with some variations throughout the the years um in this area. Um the next section I just wanted to share with you this um these are just some word clouds and the questions at the top are what the prompt was and then you can see people's response. As you know how word clouds go. The more we see that word, the bigger that word shows up. And so you can um the question was what about your principal leadership is going well this year? You can see probably ones that pop the most are clear communicate communication support. Um so some clear communication sounds like it's happening. Um and some some some some good support. The next one says uh what about your principle of leadership do you believe needs attention? Um, and once again, interesting, we find support pops up as it's going well. It also needs attention. Um, there's things about time. There's things about behavior um that pop off the screen as far as things that need attention. >> Can I ask what do you think behavior means? >> That's a good question. As I was trying to dig into this, >> I don't quite have that answer yet. And I don't know, you can infer that it may have to do with like the behavior in the building and how that's being handled, right? >> But I don't yet quite have that answer. Yeah, it's a good question. Um the next one, uh how do you sorry, do you have any feedback, uh for your principal's leadership? And a lot of you know appreciate um you know, leadership is some things. So you can see what pops off the screen there. The next one talks about the AP. Um, and so same questions. What's going well the AP? We got supportive feeling really feeling that support with our assistant principles, our associate principles. The next slide, what needs attention? The biggest thing is nothing. It's quite interesting. Um, nothing needs attention. So, a lot of people felt like they were getting what they needed from their associate principles. And then the last one, um, any feedback about their leadership. Once again, some of the same things. Appreciate really pops off the screen. You know, time, leadership, support, those are things. Thank, maybe it was thank you or is it just thank, but that pops off the screen as well. Um, so just really interesting um the the the and I think if it's the relationship between the staff and the associate principles, it is a close relationship and so I'm not surprised to see some of the responses that we got out of those. The last slide I want to talk about um you know uh as you know Rosewood we believe that our diversity makes us strong uh and we believe in the importance of a diverse staff and we really have efforts around recruitment and retention of our staff. So I think it's important to us here um from our BIPO staff you know um as far as how they perceive what's happening. And so I just put together a little chart that takes those six uh indicators from evaluation quality all the way to organizational effectiveness. I lined up where uh the district scored this past uh school year. So on the chart is the very last number on those line charts. Um and then the the BIPO district-wide response. And what you'll see on there is, you know, for almost everyone except for uh quality of professional development and school leadership, our BIPO staff are rating a little bit less um than the district-wide average of those things. But what I also find was interesting that I do want to dig in more into is what's happening at Central Park. >> And so Central Park, when you compare those same things, um you can see Um, once again, the same uh by I put together the BIPO district-wide numbers. So, what BIPAC staff had to say districtwide about these things and then what BIPO staff at Central Park had to say about these things. And I mean, I think what pops off the screen to me is all the fours. >> Yeah. >> Right. >> Yeah. >> Um of things being mostly true about what's happening at at Central Park. So, I think that's um you know, without digging any deeper, I infer um that there's some really good things that Principal Sutton is laying down over at Central Park that her staff is picking up. >> And so, I'd be interested um to find out more about how she is addressing these six areas. Um give her the kudos that she deserves for getting response like that because I can tell you um it's, you know, this surveys are anonymous. So, like I kind of really believe in the responses. um because people can say whatever they want to say on those things and they are lifting up that leader over there. So I think there's some really good things going on that we could you know whether it's mimic whether it's build upon um districtwide that would have our districtwide bipox staff saying the same things across the district. >> So at that point it's >> Do you have a question coming up? >> I was going to say do you why thoughts on reasons? >> Yeah. You know what? Um I I would say I think so I've I've had the the fortune of um actually um doing some coaching with principal Sutton for the last maybe three years. Um and what I get from her is that she's um she's she's a good listener. I would say that she does listen to what her staff has to say. Um the other thing I would have I would say is Central Park has some um really like integral pieces of our focus uh group at Central Park. Um people who are on the focus leadership team and once again focus for those who are listening is our uh staff affinity of our staff of color affinity group. >> Um and there's some leaders who plan all that stuff and they work right at Central Park. And so I think there's a there's there's um I think um Principal Sutton is growing a lot from having those individuals in their buildings, but she's also opening to open to listening, opening change, opening to setting an environment that works not just for her staff, but for her students. >> Um and so I that's what I infer from seeing these things. Um I know the people who are there. I know um just um you know that the high expectations they have for the leader uh to show up in that space and from this this data it looks like she's doing exactly that. >> Thank you. >> Absolutely. Yes. >> So do we have this data for every school over time? >> Yes. >> Okay. >> Yep. Since 2018. >> Wow. Okay. Because that's will be interesting too, right? For every school. How how uh how are the scores for bipart versus districtwide over time? >> Abs. Yeah. Absolutely. Yep. I think it was Yeah. be something to really pay attention to because there's so much that we can do with this, right? I mean, right now we make it a part of school improvement plans. It's conversations that we have with principles about, okay, here's what you got here for this particular um indicator. What are your thoughts on how we're going to address that? So those things happen, but if we can dig deeper and continue to um lift up the voices of our BIPO staff. >> Absolutely. >> Thank you. Thank you. >> Yes. >> So at this point, I'll turn it over to associate uh superintendent. >> Thank you. As Dion was just speaking about data and the difference between our BIPO staff and white staff, we're going to transition into some data that shows differences in data again based on race, but for our students. So, our discipline referrals and suspension data is not a topic that is really fun to talk about, but it is a reality of school. We say behavior is communication. And I want to point out that this is measuring the behaviors that we're seeing. I had a conversation with a principal this morning that said, "Oh, they're a quiet struggler." >> And I just and I thought, what a like >> beautiful and heartbreaking way to describe a child that's having some behavior challenges, but that type of behavior is not going to show up in a discipline referral. >> And it's still a behavior that we have to tend to as a school. So like the data that I'm going to present is capturing the discipline referrals and suspensions that are bigger. Go ahead. >> Even before you start, sorry. >> How are we defining suspensions in this? What do we think of suspensions? The kind of the old way of suspensions or just >> Well, a suspension has a very I mean it's the legal definition and that is the attendance code that the student was not allowed to come to school for the entire day. the dismissal is less than that. >> What >> is that what you mean by like Yes. >> Yeah. Yeah. And we'll get back to that too about like the changes in numbers, but jump in at that point. >> Um and so like going into this is that it is a reality. I think of discipline and behavior in schools kind of the same way as parenting. Discipline and is a reality of what we do. Ross Green says discipline is not punishment. Discipline is helping a child solve a problem. And so this is what we see here is that's our work helping children solve problems and that's on us as the adults. So when we go into the first slide here we are going to start with office office discipline referrals. These are not suspensions. And at the top I want to point out that it says it's duplicated. Jake please correct me if I am saying this wrong but this means students that received more than one. Correct. >> Correct. and >> at least one and then more. So, >> yes, >> all the all the referrals that were through that school and through our district. >> Thank you. And it shows the ratios and our target is 1.0 and that means like I want to point that out because we're saying I'm not going to be unrealistic and say our goal is 0.0 for all demographics of students. We know there are going to be some behaviors, but we wanted to match the representation of our school communities. So referrals for a demographic need to match that racial demographic. Anything above that 1.1 red line in the middle is over representation and then below the 1.0 line is under representative for the student group. And then also you can see that for our American Indian students there are empty cells in that table. This means that we have less than 10 students in that area. So we can't report any data there. Some things to notice about the office discipline referrals. If we just look at the bipox student data, that's that dark blue line there, we would see it's just slightly over referred. But we really have to look at it more closely than that so that we don't miss the true disparities that are happening. The referrals for our black students, it's that top purple line, are over twice the proportionate rate and considerably above all other student groups. >> American Indian students, that royal blue dot, they are a smaller number of students, so we don't have enough to report publicly. And our white students on that turquoise line and then Asian students are on the red line, the bottom one, are under referred for their proportionate amount. Referrals for our Hispanic students, the green line kind of in the middle there, are just above a proportionate rate to the student population here. >> So I'll ask the question. >> Go ahead. >> It's the question, right? >> Yeah. So I'm a teacher. A discipline referral could be one of my students does something >> and I refer them to get discipline, >> go to the principal, go to the office, whatever it might be. >> So that the teachers initiate the referrals >> oftentimes. Yes. >> Oftentimes. What what's your feeling about our teachers in general overall? um noticing and and determining the behavior is worth a referral for black students or black students versus white students. In other words, what's the feeling of with not so much over representation within the kids as a group, but over referring by teachers because of potential >> hidden things going on or just whatever just I got to ask the question. I yes, >> I don't have a direct answer to that, but it it's a yes. I think that's human nature for that to happen. I wouldn't feel comfortable saying how many of our teachers are doing any >> Yeah, I mean um yeah, I definitely had thoughts on that. Um, >> yeah, I'd like you to share cuz all you know and I know what you said is true. >> Mhm. >> But, you know, human nature is also for me to like rip someone's throat out if they want their food, right? >> We're beyond human nature. >> We're into civilized equity. >> Yeah. >> And so, you know, I I I I just don't want to be dismissive if we fear there's still some lingering maybe even unintentional, you know, bias that's happening. >> There absolutely it could be the thing I thought about. So, um, one of the things we talk about in this district is epistemology >> and and we've done a we did a bit of a, you know, conversation with the board around epistemology, but it's really like how this the messages that you've received growing up that tells you basically how things are supposed to be, the lens you're going to look through, right? Um, tells you what's safe, what's not safe, tells you, you know, all kind of things. And it's really from lessons we learned from either being explicitly told these things or seeing these things. something happens at home and really bad and nobody thinks it's bad then I don't think it's bad anymore either. Um so I you know um so I to me that is it is a big part of it which makes it really complicated to to figure out because it could be that I just have this bias and I just you know you know students that look like that I I don't I don't care if I don't like it could be man I really want to help every single student. I love every student. I really care. But there's something in my epistemology that makes me think that when I that behavior when I see it coming from a student look like this is more egregious than when I see a the exact same behavior coming from a student like this or I happen to notice it more, >> you know, then I wouldn't notice it here. And that happens in our classrooms a lot. Our kids, well, he was just doing her or she was just doing it, right? But I I'm tuned to catch it happening with this student. And maybe that has to do with some some uh subconscious bias that I already have coming into it. It could be a number of things that that that factor into it. I think what we need to do as just as individuals and um as a organization is that continue to to be uh to have critical um some self-reflection around how we do things. I mean at the end of the day if I'm looking and saying okay well how did I handle that situation? let me think about, you know, whether it's the race of that student or the gender of that student and would I have done that differently if so and so would have done that and doing that work so that when you get to another moment like that where you want to call so and so out maybe some types of sort like oh remember last time so I think we need to do some of that individual work um to to to really um catch our biases around that um and and in that it could be so so much more um you know it could be just be like what you what behaviors whether it's coming from any student you just are you just don't like you just don't tolerate um whereas another teacher might be like yeah I don't like that but I'm not sending them out for that >> so >> there's it's a complicated >> Can I ask are you do you have the data of where these are coming from because as a teacher >> the majority of discipline issues happen at recess at lunch in the hallways yes so there's a structured the teacher you know where there's the structure you know it's not necessarily the teacher. It's >> like largely >> outside of the classroom during the unstructured times. >> I can answer that. Yeah, I can answer that one. And that that is definitely all over the school. So, it's not just from teachers referring out of their classroom. It's it's off the bus, it's from the hallway, it's lunch and recess. Um, so all those different things factor into it. So it's so it's you know all of our staff that are involved >> and often all of our staff isn't trained at the same level that the teachers are. >> So another thing to think about they're not in those PDs and in those conversations. >> Absolutely. But I would my push back would be if we isolated it to just classroom referrals coming from teachers I think we'd see the same thing. >> Okay. >> Y >> and we see it very even by school as well too. So it's not like one school is above another in terms of that. >> I agree. I think we would see the same racial disparities. I think we would see far fewer numbers. That's it's it's not always a teacher writing out the office discipline referral. A lot of these we do analyze the data by location and at the elementary level for sure it's >> playground cafeteria are the highest amount and those referrals are disproportionate as well. Do you want to see? >> I'd add that there's really nothing more important that we would talk about as a district than this slide right here. And this drives our professional development for our licensed and non-licensed staff. >> So, thank you for all of that and the questions. >> Well, and I think it's >> the kids all know what's going on. Mhm. >> Mhm. >> If there's a particular situation, a particular room, a particular teacher, particular whatever, >> the kids know what's fair, what's not fair, who's fair, who's not fair, whatever. >> And yeah, it can't linger. If it lingers, then it's a big issue because it erodess trust >> Yeah. >> in their overall faith in >> Yeah. >> in our educators and protecting them. So, >> yeah. So, again, I I think we're all, you know, and you know, you know this, Dr. like the board supports >> all of your work on this and digging into it and looking at these numbers and then >> doing something with them. Yeah. >> You know, and moving on and trying to figure out >> Yeah. >> Well, and quickly if I may add, I I I take your point, right? It happens outside the classrooms, but that and that's still our responsibility, right? Creating the systems and operationally the conditions for students to find success. So, it's all of it. I know that that's a place to look is the training and development of noncertified staff. >> Yeah, >> absolutely. >> And I would say that beyond training, it's also how do we create that kind of relationships between students and and educators, right? Staff >> where and and our biases come out, right? Because society had a certain view of what is acceptable, what is not acceptable. >> So this this is deep. This is deep right to think about what do we do right not like what do we do as a system what do we do as educators and staff >> u to create the conditions where this does not happen >> because this data relates to the data that DLOG presented us it creates a picture together the technical and the adaptive data >> that's right >> the thing I think about too um is almost any behavior chart even this chart if you invert it you have an academic chart >> um and that's the issue Um that is the issue here. >> Yeah. Yeah. >> And I would say on that too, what when we invert the chart and talk about academics, we talk about intentional intervention and extra support we're going to provide for students to raise them up. And this is why if you go to the next slide too because I'm going to talk about like a significant decrease in suspensions. We've learned that we when a child might not the environment is not meeting their needs, sending them home is research tells us it doesn't work. Sometimes a suspension may be needed for the safety of a community or a reset for the child and for the team to come up with a safety plan. But we've learned that sending them away is not going to change this this information. it is going to change the amount of like qualified suspension numbers we have. So this data is the same as what we just looked at just presented in a different way because as Dr. Lake said nothing is more important than this and it's complicated. So, showing it in a little bit of a different way. Just wanting to This highlights how um there's a significant decrease in the amount of referrals from 2018 to 2019. In comparing those two years, we see this decrease at just about 2,000 referrals. One reason this could be was from my awareness of the work that was done in Roseville at that time was trying to build more cohesive systems in all of the buildings and clearly defining what is an office referral >> so that it isn't as much adult dependent on an adult's ability to navigate that in this moment and really more about what is the behavior. Um, so some things are are not measured where we we saw some buildings had far more because they were counting what some of us might perceive as like a minor behavior referral >> and fully documenting it. >> All right, this now is about suspensions and same as earlier as the office referrals our goal is to be at 1.0 0. So that we are proportionate in each group. Overall here, our BIPO(ox) students are over represented in our data landing at 1.4, which has been consistent prior to the pandemic in Roseville. our multi-racial students. That orange line um and black students, the purple line, are still very disproportionate, meaning there are more suspensions for black students and students that should be based on the number of black students enrolled in our school. again our white and Asian students are disproportionately but from the opposite perspective is there are less suspensions for white and Asian students and there that's under reppresented here our Hispanic students are right around representative for their population >> and just to clarify on uh director Anderson's question earlier a suspension here could would mean like a one-day suspension >> like like a student does something today Mhm. >> We say you're going home and you're not coming back tomorrow. >> Yes. That would be a suspension. >> That's a suspension. >> And and a dismissal is >> you're you're going home now for the rest of the day, but you can come back tomorrow. >> Yes. >> Okay. >> Thank you. >> Here again is the chart showing that we had fewer suspensions in 2024 and 25 school year than we did prior to the pandemic and in previous years. I would say like when I first saw this I was a little surprised and then kind of some talking to buildings what they would say is they're seeing fewer students have high needs behaviors yet those that do the needs are even higher and I would say that's kind of what we're hearing in the media too is that >> the there are fewer students that have those needs but the needs are more complicated and more complex >> and so duplicated means means >> it could be the same individual >> who is suspended multiple times. Y >> and that's done to really capture um what's happening for that student's experience and what do we do to better meet their needs rather than we know that I mean we're this is humanity people make mistakes something happens one time but like the really looking at patterns here and now this slide pulls data from statewide discipline incident reporting system or the dur so that our numbers might be slightly different from our data but here again we see that the data for our bipox students overall not I shouldn't say here again because now this is different we see our data for our bipox students overall is lower than the state however our multi-racial students were less representative than the state here and next this This is our comparable districts. And this slide provides a comparison of suspensions with our comparable districts and statewide. And looking here, we see that Roseville is seventh out of the nine comparable districts with their amount of suspensions for BIPOX students. >> And the factors that make us believe a district is comparable are what? size, >> location. >> Location meaning like a suburb or exurb of the city. >> Similar demographics. >> Okay. Similar >> in terms of like Yes. Um race um um multilingual learners and um students that would qualify for educational benefits. >> Got it. Okay. >> And speaking of that, we'll be reviewing the qualifications this summer if we have to either update or renew or >> Yeah, it's a good time to to take a look at that again. Yeah. >> So, >> so you know, if I look at something like North St. Paul, Maplewood, which is pretty close to us, >> you know, they're like the lowest and we're like the highest or we're we're higher than them. We're not quite the highest. >> Do do we ever talk to other districts about this and see what's going on there? And >> what's happening? >> We have any learnings or observations? You know, if you're not ready to talk about it, don't. But I'm just curious. >> Lots of discussion. >> Yes. I would say there absolutely is collaboration between leaders across districts and North St. Paul being so close is one of them. So, and I know there there have been visits between buildings and districts too to learn from each other. >> It's interesting on the on the slide like this when you examine behavior data, it's all about your system and how you track it too. That's one reason we've gone away from like class- size reporting or across districts because it's a moment in time where how someone reports that information. So, it's a little less reliable as well. >> And and I'm not walking away from we have work to do, right? Significant work to do. >> Right. These are the data, but it's more complicated because it's just even the way it's counted. >> A referral and a Yeah, suspension is a certainly more clearcut than a referral, but yeah. I have a weird question. >> It's an interjected question. >> Is our uh is the reimbursements we get from the state affected by suspensions >> at all? >> I would look to Sherry, but I've never had that conversation with the amount of days. I'd say no. Enrollment doesn't change. So, okay. Our adm stay the same. I don't know if revenue. Got it. Okay. So, absenteeism even doesn't affect any of that stuff? >> Not in the short term. >> Okay. All right. >> No. Thank you. >> All right. This is This data provides a look at our comparable districts now broken down by student groups racially and ethnic ethnicity. Data shows that typically for all of our districts, black and multi-racial students are most often suspended and well above the proportional rates. So, if we look at our three-year trends, both total numbers of referrals and suspensions have decreased. And I'll be I'll close by sharing that some of these insights on the data and how we are going to move forward towards our goal of eliminating these racial disparities. And to be transparent, I will not be the educator I want to be until we have eliminated racial disparities and behavior data. And I know I see the head nods in the room. We none of us look at this data and go, "Okay, this is okay. >> This is >> this is hard to review and dig into and that work is ongoing. some of our next steps and moving forward. This in the remainder of this school year, we'll be reviewing policy 520 with the district safety and security team as well as our equity leadership advisory committee. We're also putting together a supporting student success and non-exclusionary discipline committee. So non-exclusionary discipline would be um alternative paths besides suspension or dismissal. We are doing this to look at the concerns and how we can replicate the success from some of the schools within our district to all of our schools as well as looking at other districts like you mentioned. Um this will be co-f facilitated is this mean you I'm reading this is by director Thomas and in partnership with EMR. >> Um and we'll also be working to build a better system for restorative circles. Um, and to build on that, our social and emotional learning is also in a curriculum review cycle, and we're beginning to weave plans of that into our professional development for next year. >> I I will take this I know you're still presenting, but I I'll take this discussion. I reflect about it so much about why data could be discrep or where we can get better. I think about in Roseville, I wonder how the data is going to change or statewide as well around elementary suspensions with the shift in statute and potentially another shift next year in the same statute. And then compared to secondary schools, how hard we've been working to keep our kids in school. Uh and we know when our students engage in some bottomline behaviors as older students, uh we we do need to take a break from school and yet we want to keep them in our schools. I'm looking at Dan right now with our discipline review board work. I think some school districts may make a choice to exit students when we work hard to keep our students and restore. So that could be one data point that seems elevated. Um but again, a lot of work and a lot of reflection is needed. >> Absolutely. >> And because you brought that up, I will note the K3 when there was that change of you may not suspend K3 students. When I first saw that like 2000 number dip, I looked at that. That's not a factor. our suspension numbers for students in kindergarten to third grade were so low that that change two years ago now has not impacted the data. And so my my hope and belief will be that if there is a change, >> yeah, >> us as a system in Roseville is not going to start suddenly suspending multiple young learners, >> right? Um, so to wrap up just and this some of this has been brought up in our discussion like when we think about what a child needs in school. I think about we I've talked about the triangle before. This triangle is like the student is at the top and then there's an adult and an environment. The environment the adult so that may be cafeteria worker, recess supervisor, classroom teacher and then the child at the top. When we have a problem, we look at the environment and the adults first before going, how do we change this child? Because that's what I want to be really clear on is that this is not about fixing children. This is about redesigning systems so that our environment works for the child. And that is ongoing deep heart work. Um, and so how are we doing that? I really think the biggest way we're doing it is through the teacher development and evaluation rubric and PD. I do think that the tripod data is going to go down next year on is it clear because it's new. So that is going to go down. But what it's doing is that cultural competence that you brought up that kind of led to a little bit of a discussion about that unconscious bias. Domain three is all about cultural competence and that's what we've been focusing on this year throughout professional development that it is not just licensed staff or or the principles. It is every single one of our responsibility in Roseville schools to develop our cultural competency so that any child race, ethnicity, behavior, language can be successful in the school they're in. That I mean that's what we all want. Um, other things that we know really make an impact that we've talked at length about before are racial affinity groups, cultural affinity groups, the work our cultural liaison do not just with te um children and their families but also in being those models and um for all of our teaching staff that are not in those roles. And finally, just the most important thing is our relationships. And Don said this earlier like teachers belief in themselves. It's also about our belief in our children. >> The belief that every child can do exceptional in school is what we want. >> Can I just re reiterate like um yeah I think a lot of teachers I know myself believe every student wants to be successful and when they have the tools to do so >> they will be. And I'm hearing you say teachers have the work to do too. Um I just want to reiterate the like looking at the whole system and making sure that recess paras and lunchroom supervisors and all of those are getting a similar >> training in that cultural competency >> because >> that doesn't always happen. >> Absolutely. Yeah. And as part of the PD, >> do we also share with with the attendees of the PD program or class or whatever it is for that particular time, do we share like this data? >> Just to show them why. Okay. Good. >> Yeah. I I yeah >> maybe not as explicitly as you know the charts and things like that but it is a part of the discussion absolutely >> um of disparities in our um behavior data academic data you know things like that those are you know those are some of the wise behind why we do what we do um and just to kind of address your point I totally agree with you and I think that I think we kind of lean in a conversation around teachers so much just because we know how important that role is and the impact of that, right? But then, you know, we can't have we really got to work on a system that, you know, where a student might be good in class. Um, and maybe they, you know, get to leave class because teacher sent them somewhere and then now they encounter somebody in the hallway and that person's riding them. You know what I'm saying? Um, and then that's how some of the behavior things get going. Like, I did really good job in my class, but then I let them go in the hallway. So, I absolutely to that point of we got to think about this thing as a whole. I think we've been trying to to do that. Um we have been doing um bias training with our uh what we call our raider support staff. So all those um individuals you know who would not have be licensed as we say. Um and that's been a focus of that and really trying to get it back to like you know as a nutrition staff like what does this look like in your area? You know as a behavior specialist what does this look like in your area? But you know it's it's it's ongoing. And it's like there's no there's no end to it. There's no point where we say, "Okay, well, we did enough. We got it." >> Oh, yeah. Absolutely. >> So, yeah. So, there's some work we got to do to continue. >> And some of those staff are not around as longterm as some of the teaching staff. And so, in those roles that have more high turnover, it's hard to have coming back with that. Yep. Absolutely. >> Can I ask one more question? Um, do you is this data ever disegregated by disability or IEP? We can definitely we can >> and >> I'm trying to think if we have done that in the past. I mean probably not for the board but for our for our sites. >> Yeah, that is that's a conversation at sites for sure is looking at that data from the those perspectives. >> Thank you for this. Um one of the thing that I keep thinking about is also our partnerships with families, right? We talk about often talk about them through our lea cultural liaison. >> But what does it mean for the partnership to be with educators with you know I'm saying kind of more again kind of more the system level thinking about how do we partner with our families when we know that there are signs of a young person acting out or behaving um in a way that >> you know is not serving the child well. So I'm always thinking about that, right? How do we have this partnership that is not just we are solving it but like really involving the families. Yeah. >> A really good point. >> So thank you. Thank you. This is this is deep work. This is deep work. >> More deep work coming. Here we go. >> Oh, we're not done. >> I didn't mean to make it sound like our part was in closing. I should not have that. >> Now I'm turning it over to Jake. some >> we'll talk about um the Minnesota Student Survey and just how it relates to school climate. Um so not the whole thing but but parts of it. Um so just so you have a background, the Minnesota Student Survey is a joint effort between the Minnesota Department of Education, the Human Service Department, and the Department of Public Safety. It's administered every three years for students in grades 5, 8, 9, and 11. And it gives a representative sample from students in elementary, middle, and high school level. Just also note that the survey is anonymous and also voluntary. So we can go on to the next slide and this just is a look at our demographics. So you can see um the students that took the survey um it's fairly representative of our student population. Um in uh the 2025 survey we had about 1,500 students that participated. And this is um looking at um how students answer the question whether adults treat them fairly and provides a comparison over the last four administrations all the way back to 2016. Um MDE does not provide data for any group of students less than 25 >> which is why some groups are not showing up in the data. Although we did have student groups that took the survey we're just not able to report about them publicly. Um, we'll see that Asian students responded with the highest percentages of agreement with this statement, while black and Hispanic students had the lowest levels of agreement. >> U, this provides that same data, but shows a comparison of our students in Roseville in blue compared to our statewide averages in red. And overall, our percentages in Roseville are above those of the statewide averages. So this next slide looks at how many um or looks at how teachers care for students and how they responded to that. Um this is broken down again by race and ethnicity. Again, this trend shows the data from 2016 to 2025. And we've seen increases for both our Asian and white students while our black students show decreases since 2016. J is this data for the whole state that we are looking at or for >> this is just for Roseville on this slide. The next one will show both. >> Okay, got it. >> So, this next one shows our um statewide averages again that are in red compared to Roseville in blue. And again, there are there was students um that responded to every one of these questions and students that we have in every one of those categories, but we just can't report them because they're they're less than 25 students based on the cohort. And that's based on the fifth grade students, the eighth grade students, then and the 11th grade students. So, they just really have smaller numbers in some of those populations. So, this is the the last question that we'll look at. It's um most teachers at my school are interested in me as a person. Um and again, we see increases for our Asian students while we see declines for both black and white students from 2016. Again, this is looking at us compared to the statewide averages. Um we can see that our Asian students are above the state and our black and white students are below the state averages. and we'll shift into the um social emotional learning and equity survey. Um just >> highlight one thing from two slides ago. Just I'm noticing the American Indian being so high and it's making me think of the presentation we had a couple of weeks ago about the intentionality of making those connections. So I don't know historically if that has been the case but it seems like a celebratory thing. >> Yeah, absolutely. I mean, and that was from 2016. And the part of that is um the way that the state reports data now, too. So, a lot of our students that identify as American Indian also identify as um multi-racial. And so, some of that doesn't show up um within with enough numbers right now in in our data. So, >> that's why you see the discrepancy there. >> Um so, we'll jump into our social emotional learning and equity survey. Um we do that each year for our students and we'll provide um all of this um next information comes from our survey that we provided from our students in March of 2025. Um we began with a pilot administration in 2023 and have been admin administering the survey every um over the last two years for students in grades 5 through 12. Um you can see that our number of students who completed the survey was down in 2025 which was due to some technical issues that students experienced when they were had so many students taking that same survey at once. Um but this year we ran into some issues um at Raz, but we were able to work around them and I think we have a really good number that will be back up to what we were looking at in in 2024. >> Jake, what so what what's the what's the that's the top number. What's the bottom number out of how many >> like how many kids would have if 100% participated how what would it have been like? >> So you assume about 500 students per grade level. >> Okay. >> So I'll let you do that math. >> Uh to fifth all the way to 12. >> Got it. That's 13 of them. So >> 1200. >> Well K again. Fifth grade through 12th grade. >> Fifth grade through 12th grade. >> Yep. Seven grade 10 11 12 >> 4,000 eight. >> So 4,000. >> Yes. >> Okay. >> So 3,000 is actually great. >> Yeah. >> Yeah. Yep. It's a very representative especially because we do it on one day of the year. So there's going to be absences and things like that that that come up too and some students that don't take it just based on >> I asked just because if we had faith that it's fairly representative. >> There's no participant bias. You know >> only the happy kids answer it or only the happy kids answer it or whatever. Y >> so just a quick um overview of um the survey um so that you can see so we again we hear from our students what their perceptions of equity and their social emotional learning are within our schools um and we were able to find and adapt this survey with um help from the University of Minnesota or University of Virginia and also um some folks from the center for applied research and educational improvement at the University of Innesota. Um the survey is broken down into two main parts. Uh the first is students answering questions about themselves and then their experiences in school. Um so it includes both that social emotional learning um their competency um the bullying and also their perceptions of equity. And then the second part of the survey asked students about their um about their school, their teachers and their experiences and perceptions around equity at the school or the classroom level. So this graph um shows our student participation in the survey last year by race and ethnicity and is very similar to our racial demographics overall. So even though we had less students that took it, it still was representative of our students. So this is looking at our district composite scale scores and on the left side of the the bar chart are the questions that students report on themselves. So those self-report questions. Um you can see their competencies, emotional wellness, etc. And on the right side of the graph, it shows scores for students rating their teacher or their school overall. So, we scored the responses for these um these are the composits that make up multiple items or questions for each of these and we um I we um score them um from a one to four based on whether they um strongly disagreed which was a one to strongly agreed which is a four. And then these scores show the average for the many items put together that make up that composite. So, blue is the average score for 2024 and orange is the average score for 2025. Um, again, the highest possible would be a four, but you can see that all of our average scores improved from 2024 to 2025. >> So, this um this next slide looks at just one particular item. So, this is an item that's a part of, you know, those composite scores. And I just wanted to pull out ones that were somewhat related to the Minnesota student survey that we can see. Here's some results from um from our questions as well. So this question is based on the item at at this school students of all races are treated fairly. Um the top right hand corner shows the aggregated responses for all students and the larger bar chart on the left shows the same data but it's broken down um by race. So when we look at the responses for students overall, we see that 90% of our students resp responded positively to this question. And then when we look at it by um student groups by race, we see that our groups that rated this highest are our white, Asian, and multi-racial students. However, we see a different experience for our black and Hispanic students who rated this item lower. And again, we can relate that probably to the data that we've seen prior to um in some of our suspension and referrals. So, this um slide is based on the item my teachers care about me. Again, the top right hand corner shows that aggre aggregated responses for all students with 92% of our students responding that um they were po responding positively that their teachers care about them. And then the larger bar chart again shows the same data broken down um for students that agree or strongly agree um broken broken down by race. And when looking at the results, we see student groups are fairly consistent rating at an 89% or above. And again, this question closely relates to that Minnesota stu student survey question that asked whether teachers at their school cared about them. And in that survey, we saw white and Asian students responded similarly to this survey. However, our black students rated this question about 15 percentage points higher than the Minnesota student survey. >> So, this slide provides the answer to the to the item, my teacher asked me about my identity and what it means to me. The top right hand corner um shows the aggregated responses for all students at 67%. We also see this reflected in our student groups by race with um many of our students rating this overall lower with a range from 64 to 68%. And this question is somewhat related to that Minnesota student survey question that asks most teachers at my school are interested me as a person. In that survey we had similar responses from our white and black students but higher percentages of Asian students about 75% that agreed with that statement. This next slide, I included this one um in the report as this has been an aster as aspect of our district that we've been looking at for a while and hoping to make change um especially since our students had a walk out in 2016 asking for more representation for all students by race in our curriculum materials. And again with that >> uh 2016. >> Oh, so it's only taken like 10 years. >> Correct. So that we can actually have a metric for it. >> No, I I hear that. >> Um so the graph on the the right shows that about 77% of our students overall agree or strongly agree that materials in the classroom reflect their culture. Um and then in the graph on the left, you can see Hispanic students rated this question the highest. Um, and multi-racial students rated that the lowest. >> What do you make of that? Because Hispanic is coming in low everywhere. >> And then it's the high. >> What do you make of that? >> Yeah, I I thought that was interesting, too. I don't have like >> the behind the scenes answers for that one. I thought that was very interesting as well, too. I don't know if it if our DLSI programs have helped with that, especially at the middle and high school levels. >> Um, >> but that would be, you know, a hypothesis potentially. And when was it administered again? >> This was just in March of 2025. >> Okay. >> Well, the other thing I might tell me if I'm wrong, but to me it it's almost this shouldn't be my teacher provides learning materials or feel like my culture. It's my teacher has access to learning materials my culture, >> right? If we don't have if it's not built in to the >> they still call them texts if it's online. I don't know. >> We don't have the books in the library. I think that's part and parcel of our effort to really bring in books written by, you know, different, you know, just not white guys kind of thing. >> So to me, it's it wouldn't necessarily be a teacher choice. A teacher sometimes is limited in their choices to get across a certain aspect of curriculum, right? >> And to your point earlier, I think this one is a nice marker for us to now continue to go back to to see, you know, if we're here at 67 or 77% to see every year, are we improving over the years? So it it is a a late point that we have a metric for it, but we have a metric for it now. So >> yeah, and you know, >> as I've thought about this in like when our own kids were young, I've thought about it as the journey that uh at what point does a Nazi the spider replace Paul Bunan. >> Um you know, that's what it's about, right? It's it's being more multicultural and particularly if you get into some of the things that make Paul Bunion problematic with his own myth, you know. So, um, so it's got to be there, I think. And this makes it sound like to me a little bit teachers don't do it like independently of their own decision- making, >> but I suspect it could be part of also with just what's available to the teachers, right? To >> Yeah. And that's why we're trying to make everything that we're doing more available to them >> and providing access to outside resources too that they can access. So, this um this last one uh the last slide for this um section really is um I think that I threw it in there because I think it gives me hope. >> Um so, we see that I believe I can do well in school. Um 95% of our students believe that they can do well in school. >> That's great. So despite all all the other things that you've seen throughout this this um um report, >> you can even see by race u when we break it down, every student by racial group is at at least 93% or higher. >> Yes. >> Really. >> So I think that kind of leaves us at the point where our students are telling us they they believe they can do well. >> Um and so I think that's a hopeful piece to to leave us on. This last slide just summarizes some of the pieces that um that we walked you through for the Minnesota student survey and our um our equity survey. So, not going to um belabor you with with all those um points, but um again saw a lot of the same patterns that we we saw in the Minnesota student survey and our own survey as well too. So >> I also like that last slide because it shows I mean I think we all know this but our kids are resilient. >> Yes. >> Everything that goes on socially, culturally in the world community >> and they and they and they know they can do well in school. You know they strive to be successful they are successful and they know they can do well but they're incredibly resilient. >> I was just saying how in a lot of ways it's like saying they they are they will be successful because they believe despite >> despite the system, despite the condition, despite the adults, right? So, >> so it's like um um so how do we almost meet to meet their belief, right? So that we can say yep, you can do it because they believe it, right? They believe it. So that's that's >> Thank you for ending with that. That's really cool. Yeah, >> absolutely. >> You know, the whole the whole time we were talking about this, I was thinking about street data. >> Absolutely. Yeah. >> Right. I mean as uh I mean you know when you think Asian there are like 40 groups but there is something also culturally I think about how at least for me growing up you you you you um you listen to the teacher right things have changed a little bit but there's something culturally in terms of that's why I think about families what how do we work with families and there's also some culturally cultural um cultural historical begg language right for many of our families and what what what school mean to them. So I'm always very interested in like do we have chances to actually talk to the students, talk to the teachers, talk to the families about why the data is the way it is, right? So >> just just a thought. Yeah. >> Yeah. >> I thought about street data the whole time. >> Thank you. Really good work. Appreciate it. Thank you. >> Yeah. Thank you for work. Yeah. Oh, that's right. This is a this was a big report. It was really >> thoughtprovoking. Thank you for the work. Yeah, thank you. So, now we're going to go on to action items and is um Sherry, you're up. Good evening. It's your show, too. >> And then Kenyatta will join you. It's your show. >> My partner in crime will be joining us soon. This is just a preview. >> Okay. >> No. Um, so this evening we are here uh with the second reading of policy 700 advertising. Uh, you the board had reviewed that on March 17th >> and there were no no recommended changes uh at that time. So we are bringing it back for uh approval. >> Yeah, this could be should be a quick one. Need a motion. >> Yeah. Motion to approve it as presented to us. >> Okay. >> Second. >> Second. I got a second. >> Okay. Um all in favor say I. >> I. >> Oppose. Motion carries. Thank you for the work on this. Bring it to to Yeah. Thank you. >> All right. >> Yep. You're staying partner in crime. Speaking of work, >> this is a significant actually. >> This is a this is a big one. So this Yeah. >> And if you don't mind, I will just read through some things because I want to make sure that I um share with you all of the pieces that um were a part of this contract negotiations. >> So just thank you so much for having us this evening on behalf of the district and education Minnesota Roseville negotiations teams. I'm pleased to be bringing forth the changes to the conditions of employment for our Ed Minnesota Roseville collective bargaining agreement representing our teachers and licensed educators. This new agreement covers the time period from July 1st, 2025 to June 30th, 2027. Both teams, just to give you some background and history, met initially on May 25th or excuse me, May in May 2025 and our official contract negotiations began in August 2025. As you know, the teams entered into mediation in January of 2026 and we settled with a tenative agreement on February 25th, 2026. I want to give special thanks to the district team which included our associate superintendents Don Smith, Mora Wyant, um some cabinet members, Nita Thomas, Cindy Ernes. We also had principles that represented our team, Beth Beni, and Laura Frier. We had board directors, um special thank you to them, Todd Anderson and Michelle Morris went and then members from my team, Amanda Cotton, Corey Hanigan, and then myself and Sherry. In brief, I want to just go over some of the changes. You have them in front of you. There is a slight edit which is actually better for the teachers. So, I'll share that with you today. Um, in both years, we did a 2.5 increase to their salary schedules. In year one of the of the schedules versus year two, we eliminated steps one through and two, and that's to support the shared interest in a competitive starting salary as a recruitment strategy for new teachers. And so we were pleased to be able to do that. We also added a step eight to our BA lane and that was around some retention efforts that we talked about. Um, as you heard many times, there was concerns about insurance rates and so we did an adjustment on year two for insurance at 13% and that was for both single and family coverage. We also added some additional improvements. One included just update updating the development rate for our teachers. And so that went to $32 per year or for the contract years. Also adding nurses to the language in the national board certification provision which I think is really important to highlight those professionals. We also included which is new to the district a DLSI which is a dual language Spanish immersion stipend. And that is for teachers and educators in that program. They are eligible for a $1,500 stipen each year and would be prrated based on their assignment in the DLSI program. Other contract language pro pieces that we didn't that we made I should say or improvements that we made but may not be in the contract but was a items of mutual interest included an overview and a um review of MLL and EL staffing needs during the next school year. So there will be some times in which our administrator for ELLL will be meeting with principles and reviewing the needs so that we make sure that um we have the instruction supports for our students who receive services there. And then also there's a joint commitment to initiate an actuarial study to review the feasibility of early retirement compensation for unused sick leave and longevity. that would be a commitment to undergo a study, not necessarily to to do those things, but we talked about that as a mutual interest of both sides. Um, so those are the the summary of what we agreed to. The settlement does address our strategic plan, which in key strategy three, we are a culturally responsive, inclusive, and anti-racist district. And also key strategy five, we are financially secure. This um tenative agreement falls within the budget parameters included in the adopted budget and by the board. And I also want to mention too that this contract was ratified by EMR and their membership on March 24th, 2026. We really pleased to hear that. We wish to express our thanks to Education Minnesota Roseville negotiations team led by Maria Lee Selmer and Gregory Martinson. Other members included um in their team are Brook Sedaka, Zachary Hoffman, Sylvia Vasquez, Corey Nighton, Marine Keeer, Mark Jacobs or sorry that's pur Jasper's and Education who might like that are about to tell that was education Minnesota organizer David Hogland. And so I um as I think Maria shared, I'd like to publicly recognize um the team for their collaboration and their work. Um it's hard work. Um sometimes we don't always agree, but um I'm I'm excited and pleased to say that we always have a very shared goal and so um hard work and we're we're able to maintain those relationships. So, in addition to informing you of the changes tonight, we're asking the school board to approve the 2025 2027 contract um negotiated and ratified by our educators who represent um Education Minnesota Roseville. >> Thank you. >> Wow. Thank you for all your work. Oh my goodness. This has been a long but collaborative process. Yeah. >> Just a couple questions. So, could you talk a little more about the you mentioned the 13% year two insurance thing. What What does that mean and why is that a good thing? >> Yes. So, what it So, first of all, um we typically do increases to insurance in year two just because of when it f when we when the contract ratification falls and it's too late for us to do a retro and we don't do retro. So, it's always a year two. But why the 13% is a good is a good thing is just because we have noticed in the last I would say few years we've seen double digit increases. And so um one of the concerns is are we keeping up with those increases. And so this was an effort to make sure that we could meet that need for our educators and our our staff, but then also make sure that um they were earning more um subsequent years or in years than um than they had been. So I think one of the concerns was with the increases to um insurance benefits last year that they were earning less on their paychecks and we wanted to make sure that that was not the case moving forward. >> Got it. So moving to 13% at least held that >> so it didn't take more out of their of their take-home pay. >> Correct. Correct. >> To fund >> and they'll see that relief right in next year which will you also talk about. >> We'll have another increase in our insurance for next year. >> And I think probably the only other thing is we >> approach this from an equity standpoint as well because there are other bargaining units. >> Yeah. that their contract langu language points to the teacher's contract, >> right? So like our firs and our clerical, right? >> So some of those that earn less >> um they will get that 13% increase in the district's contribution. >> And again, I mean it's a percentage, but it's we continue to have a dollardefined contribution instead of saying that we're going to pay like 95% of it. It helps with our budget parameters at least >> when we have if we can keep a dollar defined contribution >> in line with the world >> and yes >> it's prudent it would be >> not wise for us to do it a different way so I'll ask a question this could be an hour answer I don't want an hour answer I just want maybe like one or two things obviously you know we're we're this is this more like we're we're salaries are going up stuff's going up where did it come from we didn't we didn't necessarily fire people or eliminate positions or maybe we did I don't know was it FT reductions was it taking out of the fund balance if you had to just say like one or two or three areas where we found the money to be able to afford this how would you characterize that? >> Well I would say um the majority of it was even built into our initial budget and we did adjust the budget a little bit for the current year. M >> uh we reduced because the time had passed. We had built in somewhat of an increase for insurance for this year. >> So we were able to shift that from the insurance pot into the salary pot. So we're really not even that far off as far as our budget parameters um go. >> You want to talk about deficit spending into next year >> and then Yes. And we are and I mean it calls for it as far as this year um you know that we're spending down that fund balance and then um spending down the fund balance this year and in into next year and we will as always because we are a school district we will be looking at for sure and even next year right are we're estimating a little bit um a slight decline in our enrollment. We're planning on right sizing, right? We we will be um releasing >> some positions >> um because we do need to rightsize and then as we get into next year, we will take a broader look at um where things are more deeper dive and um look at options so that um the board can make decisions about moving forward. And is there an estimate yet as to the the percent or the or the dollar amount that the fund balance will be kind of dipped into in in next year and the year after to >> um so next year it's about three and a $3.5 million. >> Okay. Yeah. And I you know again I'm treasurer but I'm also board for 10. I think that just to reiterate, I think we all know this, but I think it's worth saying the fund balance is not like a money drawer that you go and have fun and run off and do stuff. It's it's there >> because that's our reserves. That's that's all we have. And it's like what happened a few months ago with the whole ICE needing to address the fears that family had >> and you know, doing things with staff, online learning, you know, we could have had folks we needed to to bring on board to go with buses. I mean, that's what it's there for. It's it's, >> you know, I know we call it like a rainy day fund, but it's more like storm fund. There's going to be something happens. It's like a blitz. >> Yes. >> If we don't have sufficient reserves to handle that, we're in a big world of trouble. >> And so, I know sometimes folks because they've asked me about it. Well, you got this big fund balance, but our fund balance right now is what, half, I think, of what is generally recommended for the >> fund balance. Yeah. right now at the end of the year our fund balance will um >> less than 10% >> have dropped down I mean our fund balance as of June 30th after we completed the audit was about 11% >> and you're right typically and we'll see that continue to dip um we want to be very cognizant of our 6% fund balance though and >> complying with that but it is I mean the state average is about 22% >> 22% and financial advice advisors say it should be at least 20 25%. >> Yep. >> Because that's your run rate. That's if something happened, >> right? >> That's when you run out of cash. And so that that's why it's important to maintain that. And I think, you know, I also had we all had folks ask us things about, you know, well, can you just increase revenue? And I think a lot of people don't understand, you know, Congress could tomorrow decide they're going to raise our taxes. >> The state of Minnesota could tomorrow take a vote and decide they're going to raise their taxes. Ramsey County could do it. Right. I mean, Roseville, Lauderdale, Falcon Heights, Maplewood, Shore View, Ardan Hill, they could all Little Canada, they their councils could raise our taxes. I think our water district could raise our taxes >> without asking us. >> Yes, they can >> at all without caring what we think. The only way we can increase our tax funding is to go to the voters with a levy and ask them to approve for their own taxes to be raised to give us more money. Other than that, it's a fixed formula and that's it. It's a fixed pie. And I think that's where it's difficult. I think some don't maybe realize that we, you know, maybe we could sell more candy at a football game or something, but there's no other there's no source of revenue. Revenue is is enrollment, >> right? And we got so much from the state. I think the other thing that just strikes me and I think I say it even though we say it all the time, you know, if anybody's listening for the first time or just be reminded, state legislature, you know, a couple years ago they did put in a provision that they would finally allow some kind of inflationary minimum increase per year is 2%. Does anybody believe that a minimum 2% increase is going to cover inflation year to year to year from this point forward? No. It's ridiculous. But that's all they're that's all they do. do better than before, right? >> They could. Yeah. Yeah. >> They could do more. >> Yeah. >> But they're under pressure from all the voters in the state to keep taxes down, too. And so, we're we're fighting a never- ending battle against a rising flationary curve where what we're given from the state, it never catches up and and isn't going to catch up. So, you know, and I guess I I guess my point on this is that um you know, some people may recall, maybe not, when I first ran for a school board many, many years ago, and I was one of those forums, you know, the debates where they ask you questions at the League of Women Voters, and they were like, if you could if in ideal world, if you could dream one thing, what would it be? And I honestly said, and I meant it, and I still mean it, to pay pay teachers more what they're worth. And you know, as my colleagues here know, I've been in the business side of healthcare my whole life. I think nurses are in the same boat. I think given the value that they provide to society, teachers are probably the most underpaid profession in the literally of any literally. You know, now I can make a side comment on is that because historically both nursing and teaching have been female dominated professions and so society still has a hidden bias against those professions. Maybe I don't know. That's a different discussion, but that's what we're faced with. And I know that the staff, even though they approve this, also there are some things that they would have liked to have seen that we weren't able to do. And I want to acknowledge that. I think we're we're not saying, "Wow, we're through this. Lucky we don't have to deal with these people anymore and what they want." You know, what they wanted was reasonable given everything that's going on. I think we just couldn't give everything that they had hoped for. We gave what we could. That's my honest belief. And I to me, just given the system we have and how we're funded, we get so much from the feds. We get so much from the state. We get so much from our voters. That's a fixed pie. We're all in this pie together. And I I guess I want to share the gratitude that I that was expressed by the union president earlier and that you guys have just said that we're able to work together and come to realization that this is what we have. What what's the best way to aortion that out to address the chief needs and the chief concerns that the teachers had and at least do that if we couldn't do everything that that they wanted and maybe even everything they deserve because the pie was only so big. So I don't know that's all. >> Yeah. >> Thank you. Thanks to them and the whole negotiating teams. I talked too long there probably madam chair but you know >> um any Yeah. I would love to hear from others. Yeah. So um I entertain a motion. >> Okay. It is I move that the Roseville area school board approve the contract for 2025 2027 negotiated and ratified by a Roseville area schools teacher bargaining unit and represented by Education Minnesota Roseville. >> Second. Thank you. We have a motion and a second. >> Any other questions? >> All in favor say I. >> I. >> Oppose. Right. Motion carries unanimously. Thank you so much for all the work and this is a great step forward. So >> yeah, thank you. >> Let's talk insurance. Yes, >> talk insurance. >> Yeah, let's do the show hands. >> I'll make this short and sweet if I can and then if we need to add anything, my my partner in crime here will help me. Um just wanted to bring to you we always bring forth the um benefit and insurance renewals. We usually do this in Jul or after July. We're bringing this now because we are also making some changes and I'll do some highlights just so you understand what that looks like. I do want to acknowledge however that this um these recommendations are brought forth by the insurance committee and that's led by Julie Sipdar the benefits specialist in our district and um this would be for any changes for the plan starting July 2026. Um the highlights and the changes that we will be making is we will be staying with health partners. However, we are going to do a couple of things to look at mitigating um costs and and increases. One of them is to increase the annual out-ofpocket maximum on the co-pay medical plan and that is a very small we have a very small group of employees that are part of that plan. It is close to new enrollment but that's one of the ways to reduce some costs. We also have added a third medical plan option which has um I think we've been talking about that for some time and so the the committee really believed that it was important to offer a third option that may have had a lower premium cost and um it does provide us with the narrow and defined provider network for those who choose that. And so that would um have a plan that would be about 7% lower premium cost than the current plan that we offer. Um in dental, we have been with Delta Dental for a number of years and Health Partners offered us the option of looking at um adding them as our dental provider. And so they revised their medical proposal for us to include a 2% premium savings if we chose to administer our dental plan through them, which we will be doing. We have acknowledged, we've looked at the um the transition and it would be minimal disruption to the change from going to Delta to Health Partners. And so that is one of the other areas that we are going to be looking at changing this year. We did receive I want to say an increase of 11%. Because of this new in we will be at 9% this first year and then for year two the cap is at 12 about 12% um at the most that we would be seeing. And so again this is in an effort to try to minimize um the risk or not the risk excuse me but the expense to the employee and keep those costs lower. >> Is the service per like is what's covered the same like cleanings? Yes. Yes. Yes. >> I'm sorry. I didn't >> I was just asking if like the coverage is the same in terms of like two cleanings a year. >> Yeah. The coverage is the same. And as Kenyatta said, I mean it's >> maybe a handful of pro it's a providers. >> It was four out of a hundred. >> Yeah. >> If I read it correctly, was four out of a hundred dental providers >> might not be on the panel of the of the health partners plan as opposed to Delta Dental. But my understanding is that Health Partners is going to reach directly out to those practices and discuss with them the possibility of them joining the panel. And a lot of it is just them accepting payment rates that Health Partners would pay that they might have gotten paid more through Delta Dental and you know it depends. The numbers came with them too. If they say we got one patient, we don't care. >> They might say well yeah we got like 20 patients so yeah we'll do it. So it's yet it's yet to happen. But in any case, I I'm sure health partners would work with individual patients to help with ongoing treatment, like if it's braces or something as such as episodic and make sure that they, you know, if they can't have pure continuity of care, they'll they'll work out a way to transition them to a new provider that that will welcome them actually. So, and I applaud the new um the new limited access almost like a an old PO organization where that's what you pay for is choice, right? I want to go to where I want to go. I pay more if I'm willing to be limited to the health partners park nicollet network then I pay less and full disclosure I worked for park nickellet health partners for six years I actually was part of the team that merged park nickellet with health partners but I left there 10 years ago so I'm way past any bias but uh yeah it looking at it with my insider knowledge it seemed like a few steps in the right direction particularly the the the what I'll call the po choice because it a lot teachers might be able to take advantage of that and and pay less because >> they might be even in the you know health partners partn have sites all over the place. So >> and the district contribution remains the same for all of the plans. So it does provide that relief directly absolutely >> and you were saying how in a lot of ways with >> the impact on on our staff will be minimal. >> Yes. >> Right. that it's just a choice but it's the same provider. Most of them will have the same providers >> for the most temporary. Yes. >> Yes. >> Yes. Yeah. Dental is >> very minimal. And yes, as far as the medical that's a very conscious decision, >> you know, like I maybe I only go to health partners, so it makes sense. Why would I pay more if I'm strictly a health partners? That's right. uh clinic user >> and there will be obviously transparency as we're sharing this information out with employees so they'll be able to see in that plan where what what is in network for them if you will. So um they we will work with our um our consultants to get that information directly to them. >> Well um I entertain a motion. I I'll move that we accept the insurance >> changes >> contracts as laid out. I think do we need to do three of them or they all rolled up >> together? Right. We can do >> one and we accept all of them as as proposed. >> Yeah. >> Second. >> Thank you. >> All in favor say I. >> I. >> I. >> Oppose. All right. Motion carries. Thank you. Thank you for the work. Yeah. >> Yeah. Thank you both. >> This will be beneficial for our staff. Thank your teams as well, please. >> Yeah, really. Thank you. Thank you. >> And in only uh 12 14 months, you get to start the process all over again. >> Right. Well, we are now at uh board reports. Um let's start with Ayah. All right. So, good thing I went to my car to get Here we go. All right. So, last week I pretty much lived at EMTT Williams. Um evening there was an event um and uh one that I will share with you all is the Minnesota Humanities Center um hosted an event in partnership with the school and the PTA. Uh the event was rescheduled from February to um what ended up being Black Girl Magic Week. So actually worked out really well because um the author Deborah J. Stone. Um, a wonderful black woman wrote a book called The House on Rondo, inspired by her family's uh, story. >> Um, her grandma's house was on Rondo Street. >> Um, so it was a beautiful event again hosted by the Minnesota Humanities Center. Um, and uh, if I bought a book, I will read it and will recommend it, I'm sure. Um so I wanted to share that that was a beautiful um event that a lot of community members attended um folks that were not associated with the school. Um so it was really nice to see that type of event hosted at Emity Williams. Um last week I also went to the American Indian Parent Advisory Committee. Um, couple takeaways I want to share about that committee meeting is that there's an upcoming event, the American Indian Education POWOW on April 11th starting at noon at Chaplain Park and High School Park High School. Um, everyone's invited. Put it on your calendar if you haven't yet. Um, definitely would recommend. Um related to that, uh one of our own students, many of you probably saw this posted on social media today, a RAM student designed was selected, um as the winning design for the t-shirts. >> Oh. >> Um I printed a copy so people can see it. It's so beautiful. Um, so Lily Cross is an eighth grader at Rams and according to Lily, this design includes the outline of Minnesota as well as the state flag, bird, and flower to represent the modern land that we live in today. Show this. It also includes the medicine medicine wheel and four sacred medicines and the seven grandfather teachings representing our ancestors and what we live by, pass on, and teach. So, it's beautiful design. Um, it will be on shirts at the POW. So, if you want to represent Lily, um, we're all really proud of you for submitting and for your beautiful design. So, I just wanted to highlight that >> and that's all I got. >> Thank you. Thank you for that. Um, Mike, >> Mike, um, I just have a question. So, the book you read on the the person who had the experience with Rondo, was that about were they there when it was all busted up and everything? Is it? >> Yeah. Yeah. So it was um based on her grandmother's story. So it's not exactly her story, but her family >> story. It was Yeah. >> Well, and I mentioned that for those who don't know, >> the Rondo neighborhood was chosen for the highway to go through years and years and years and years ago. >> 94 94. And >> um a lot of people suspect that it was done because it was a neighborhood largely a neighborhood of color. It's not suspect. It was darn it. Sorry. It's not a suspect >> just busted it up and it's just >> Yeah. >> Again, it's like Yeah. >> Yeah. >> Injustice. >> Any anything to report from you? >> No. I'm sorry to take time, but no, I have something else. Since I had nothing, I figured I could at least ask that question, you know. >> All right. Well, thank you. >> Thank you. >> How about you? >> Oh, yes. Uh district curriculum advisory committee. Uh last week, >> um we had a really great discussion about our multi-tered systems of support. Speaking of, you know, academic interventions, uh, this evening part of it, uh, report on the progress and information and there's a new grant that we can apply for, >> uh, to keep this work going. And again, it's about academic intervention, a continuous improvement, and just, you know, a fabulous discussion on that. >> And we wrapped up the evening with our college and career readiness report. Broke out into groups and looking at the data. What do we wonder about the data? And I and I think I'm gonna say this probably after every single meeting, but I'm just always impressed >> with the level of student engagement. Yeah. Yeah. >> And the student voice. I mean, we're not just having one student show up. It's three, four engaged students and they're all active. They're all participating. It's just fabulous that they are part of this uh DCAC group. >> That's wonderful. >> Yeah. Thank you. >> Questions they asked, too. Fantastic questions. Yeah. >> Thank you. Thank you. >> That's it. Um, next. >> Um, last Thursday I attended the Harambe family engagement night. Yeah. Dr. Lake was there. Director Morris went there. Oh, it's a good event. Good food. Um, lots of games. They were giving away backpacks. I think it was well attended. Um, seems a variety. So, it was a good event. And then also, um, was at Raz on Friday for Black Girl Magic Day. It was an event. It's, uh, very exciting to see. Um it's like my third year I think doing it. So seeing the same some of the same people and where they're at there. So it was a good event. >> Great. Thank you. >> Thank you. >> Okay. Uh I'm gonna highlight Brim Hall a little bit. I spent a lot of time at Brim Hall like you were at EW. I was at Brim Hall last week. Um first went to their PTA meeting on Wednesday and I was just really blown away by the community engagement at the PTA meeting. It's not something I am accustomed to. Um but there were so many kids there, so many families there, so many teachers there because so many teachers send their kids there even if they are from out of district. Um and another thing just highlighting that community aspect is they shared that they had raised $18,000 um during Operation Metro Surge to go out to their families and they had like 1,400 left. So that money was well used and I was thinking about how, you know, not every school had the infrastructure that Little Canada did, but just what what the schools were doing to serve their own communities. Uh, and then on Friday, I got to go to the Black Girl Magic Assembly at Brim Hall. And on a personal note, one of my own uh students from last year, she was a fourth grader at my school that I work at, she was not in my class, um was one of the leaders at this particular assembly. And that was just um a really it was really powerful for me to see her in that leadership role >> and um thriving and uh just the whole assembly was incredibly inspiring and uplifting. and it's not something that happens everywhere. And so I think it's important to really recognize that those are not celebrations. Those are not um part of the vernacular of every district and that it is here is significant and inspiring. >> Thank you. >> Yeah, we are very fortunate that way that we have programs like that that you know we can attend and so supported, right? And so supported and initiated by >> families sometimes. >> Absolutely. Yeah, it just, >> you know, to add, um, >> it's so just typical for our students to, uh, I was thinking I was sitting with my own daughter, a third grader, and this was like just a typical, you know, day for her. Like, this is something that has been celebrated. Um, and so many cultures are celebrated at Brim Hall and it's just so part of the norm of her school experience. I just I just want to add because you know Todd was there you did a great job but you know my kids going to Brimal you know but such a powerful experience the dance performers that were there the sorority that was there from Howard University or the local chapter >> but what I I remember from last year's event is that we end on that slide that I I I am somebody. Mhm. >> I mean, it's, you know, I I know some of our other community schools have that powerful sense of message, but I know Brim Hall is that last slide. All the kids, I am somebody. >> I am somebody. They know full well their identity and their and their cultures and just it's >> I just I just had a >> absolutely did a great job. And props to >> that's always pop >> principal who who brought that and has made that a part of their culture. Yeah. Their school culture. >> Well, thank you. Thank you everyone for being out in the community. Yeah, thank you. I don't have any reports, so I'm gonna give it to you. >> Thank you, chair. Good evening. As I reflect on what it means to live, work, and lead in Roseville area schools, I'm filled with an overwhelming sense of pride and gratitude. It is truly special to serve in a district that offers the richness and opportunity of a large metropolitan area while still holding on to the close-knit feel of small elementary schools and yet a large comprehensive high school with a strong liberal arts foundation. Here, our staff truly know their students, and they make meaningful efforts to build authentic connections with families. Through intentional events and daily supportive interactions, our educators encourage students to explore a wide range of interests from academics in the trades to athletics to the arts and beyond. As you've seen at tonight's board meeting, our students compete at the highest of levels both statewide and nationally. What makes Roseville especially unique is the unwavering support of our community. From senior residences connecting with students to partnerships with faithbased and nonprofit organizations meeting essential needs, this support is felt in countless ways. It is reflected in communitybacked referendum referendums that sustain our schools in the care behind nutritious meals and in the dedication of our buildings and grounds teams. I'm also proud to be a motan where caring for one another is a part of who we are. Thank you to our staff, families, and community. Together, you ensure Roseville Area Schools remains a place where excellence, innovation, and equity are lived out each day. >> Thank you for that. >> Beautiful message. It's like our thoughts. Exactly. At least I know my thoughts exactly. So, thank you so much. >> Very proud of you. >> Yes. Very proud and grateful for sure. >> All right. If there are no other business before us, I um call the meeting to a