just a prairie. See if we have that. I don't copy. I might I might Jake might be able to print one. Jake, we don't have a copy of our Yeah. If I If I share it with you, can you print a copy? Good for mic. Thank you. Thank you. Thank you. All right. All right, Wayne. We're ready. Good evening everyone. Welcome to the Roseville Area Schoolboard meeting for Tuesday, April 8th. Uh clerk will please call the role. Good evening. Um Director Shaw here. Director Gaggins here. Chair Anderson here. Treasurer Clark here. Director Burgasheski here. And Clark Chu is here. Thank you. Any agenda adjustments for this evening? There are no agenda adjustments. Thank you. Okay. Moving on to announcements, comments, recognitions. Uh this evening's land acknowledgement will be read by clerk Shu. Okay. Rose area schools acknowledges that we reside on traditional ancestral contemporary and unseeded territory of the Dakota people. From Bedote, a confluence of the Mississippi and Minnesota rivers, a place the Dakota people poetically claim as the center of the earth directly beneath the center of heaven. to Indian Mounds Park, a sacred place of burial built by ancestors of living people and home to the only known remaining burial mounds within the Minneapolis St. Paul urban core. Indigenous people have cared for this land through warfare, genocide, relocation, and removal perpetuated by colonizers. the state state of Minnesota and the federal government injustices that reduce over 150 million indigenous people to around 300,000 indigenous people have given their blood, tears, heart, resiliencies and love to this land. and during boarding schools that were in operation from 1879 through the 1930s where assimilation through humiliation was the curriculum and unspeakable atrocities occurred daily to the foster care system where more kids were removed from indigenous homes than any other group in Minnesota. Indigenous people have not lost their culture or identity and still reside on this land. Rosary Area School is committed to ensuring the culture of our indigenous relatives, the original and rightful caretakers of this land is studied, preserved and celebrated. We are committed to understanding and honoring the sovereignty that has been denied to nearly 600 indigenous nations, including 11 federally recognized tribes in Minnesota through the breaking of over 400 treaties. And we are committed to the truth of the history of our indigenous relatives, the success of our indigenous students, and to the healing we hope to create through this commitment. Thank you. Thank you, Clerk Chu. Right. Moving on in the evening's agenda, summary of community input received for our um evening's action items. I'd just like to make a comment. We did receive community input this evening. We are not taking an action on that in this meeting. We will summarize that community input. If there when it comes to be an action item of the meeting. Thank you. Dr. Gogggins reminder. Okay. Moving on with this evening's uh consent agenda um minus the retirements. I will entertain a motion to approve this evening's consent agenda. So move. Okay. Moved. Is there a second? Second. Okay. All those in favor signify by saying I. I. I. All those opposed. Motion carries. All right. We do have some retirements this evening. Yes. So, I present to the board uh five staff members who are retiring. We have Kathleen Framming from Falcon Heights Elementary. Uh she's been an elementary teacher for 36 years. We have Melissa Hine, elementary teacher at Harambe Elementary. She's been there uh for the district for 12 years. We have Kala O'Neal. She's a social a special ed teacher at Brim Hall Elementary. She's been at the district for 15 years. We have Christian Smith Osen, our principal at Park View Center School. She's been at the district for 19 years. And finally, Joanne T, who's the school nurse at Roseville Area Middle School. And uh she's been here for three years. I did not do the math, but that's a lot of years all together. Someone has done the math. Oh, thank you. I meant to do that. I forgot. 85 years of service. So, we are just so grateful for our group of retirees um for their service to our community and to the school uh to the district. So I ask for a motion for for the retirement retirement. All right. I move that we accept with appreciation um the retirements of the individuals listed. All right. Second. All right. Been moved and seconded. Um any further discussion? All those in favor signify by saying I. I. All those opposed. Motion carries. And also staying with clerk Chu um gifts this evening. Thank you. Yes, as usual, this is such an honor to read about how our community support uh our district. So, uh we have from your cost black box a monetary gifts for school needs to central park elementary school. We've also from uh your cost black a mon monetary gift to be used for PTO fundraising at Harambe Elementary School. We have uh from UKOS Blackbot a monetary gift for school needies to Little Canada Elementary School. We have uh from Smash Park Minneapolis LLC, we have a monetary gift to the Black Student Union at Roseville Area High School. uh from cyber grants at US Bank Foundation. We have a monetary gift for student needs to area uh uh Roseville area high school. We have a monetary gift from Adventure Retail Limited uh for the speech team at Roseville Area High School. We have a monetary gift from Joan and Robert Be Shet um for the quiet trip at Roseville Area High School. We have a monetary gift from Peter and Lauren Mau um for the girls track and field team for the Roseville area high school. We have a monetary gift from the Ros Bullpen baseball booster club for additional coaching and staff clothing and gear at the Roseway Area High School. And um we have from UK cost blackboard a monetary g gift for the robotic robotics team for rose area high school. We have a monetary gift from Aaron Peterson for family and consumer science department at the Roseville area high school. We have a monetary gift from Harold Shoe Repair for the trap team at Rose Area High School. And we have a UC cost blackboard on behalf of Aaron Mastrian. Uh a monetary gift to for the district um in general Rosville area schools. And finally another monetary gift for any district needs um from the Yukov blackboard on behalf of Karen Dodi. We are so grateful. I mean I look at this list is just so grateful for our community for their support. Thank you. Thank you so much. Dylan, do you want to ask Lillian T? Go ahead. All right. We will be moving on to reports and non-action items and in shortly will be our multilingual program report by Luly Flores. Drum roll, please. Hansen, come on down. Lillly and team, welcome. Come on up. Welcome everyone. Thank you. Welcome. In the front row, right where you belong. Good evening. Welcome everyone. Thank you. Wanes. Wenes, can you hear me? Yeah. Okay. We're honored to be here tonight to share with you a little bit about the work that we're doing in multilingual programming in the district. My name is Luda Flores Hansen and I'm the multilingual program administrator. I'm honored to be here. Uh hola Sanchez Morales and I'm part of the DLSI program since uh elementary school. So, I've been through the program a lot and it's I love it. Thanks for being here. Yeah, thank you. And hola. My my name is Maria Christina Delgado and I am the DSI coordinator for Rams and RAS and I've been in the district for two years now. Great. My name is Carmen Seleni and I am an MLL teacher at Central Park and I'm also the MLL lead teacher and I've been with Roseville 17 years. Wow. Hi, I'm um Do you want us to speak into school? Yes, please do. Hello. Um I am I'm Miss Kelly Grescowski and I am the uh English language development lead teacher at Rams and I have taught in the district for the last 11 years. Hi, I'm Teresa Chavez. I teach EL at Little Canada and I also do DLSI coordinating at Little Canada Elementary. Um, and I've been in the district 20 years. So, we're going to do a review of the different parts that are um what we do in multilingual programming. We have a team of amazing cultural leaison. We're going to talk a little bit about the English language development program that we're doing this year for prek through 12th grade. The dual language Spanish immersion or DLSI. uh the way the work that we're doing connecting and partnering with families, the professional development that we have been providing for early educators, early childhood educators, classroom teachers, MLL, ALD teachers, and instructional leaders. We'll start with our amazing group of cultural leaons that um we have this year representing seven different cultures and languages and dedicated team that are day in and day out working with the different students and different families advocating for them connecting with the different um building uh leaders with the teachers and helping families as they navigate the educational system that sometimes times can be um confusing and challenging for us multilingual learners. And as you can see, we have cultural leans that represent African-American, American Indian, Mong, Karen, Nepali, Somali, and Espanol. And we're going to talk a little bit about our English language development program. All right. The English language development program provides research and evidence-based language instruction and programming to support the MLL students needing ELD services. And currently we are servicing 1,351 students. I think this is the next slide on there, but and then we have 92 different languages and our top languages are Spanish, Mong, Karen, Somali, and Nepali. So it kind of matches up with the main liaison that we have too. And uh we have quite a few students in our program over 1,300. And um I can tell you at Rams we have received four more and since we submitted these slides to you, they're all recently arrived students um new to the country and they're fantastic. So we really um have a vibrant student population. And our next slide shows the um our you know one of our goals is that students can exit from our program. Um and that means that they're showing based on their access scores that they no longer need dedicated English language development support. So um over the last two years we've had the same number of students uh be able to reach the criteria for exiting. um our our population has increased so the percentage is a bit lower but we feel confident we're holding steady with having uh students graduate at the different levels. All right. I just wanted you to see some of the pictures. So these are all of our elementary MLL teachers. So they're the ones that are working with the students at each school. I'm not going to introduce each person, but I think it's only Falcon Heights is the only one where there's only one staff member at that school, but the other ones I'll at least have a partner. So, that's good. And then here's just some pictures of some of our students that we service. All right. And then just to give you a few highlights of it. So, one of our main focus right now at the elementary level is there was a new ELA curriculum a couple years ago. So, we've been working on ways to support that and then to also support reading. So, we've been meeting with the ELD teachers just the elementary level and have PD and our PD this year is focused on reading strategies for multilingual students and then just ways that we can help support Whiten Wisdom because we want all of our students to have access to the rigor of Whitten Wisdom. So, we're working on figuring out the best way to support that. And then the three ways that we service our students is pull out ELD classes. So we meet with the students in small groups, pushin or a co-eing model, and then kind of grade level collaboration. So let's say like I push into or I co-e with the third grade teacher, even though I'm not in the other two classes, I might supply like resources or some of the strategies that we're using in the other classes. At Rams, we have a strong team of educators. Um, the vast majority of us have been together since COVID and that's really wonderful. And then last year we were able to add Laura Frankie to our team and she's the person in the middle. Um, so it's just a wonderful group of colleagues. Um, and then our programming is um a mix of co-taught classes and then um English language development classes which are run as a year-long elective and then sheltered content classes for our uh level one, two and three students. So I always feel when I meet new students who are registering for RAMs that we really can provide a a tailored day for them because we have such a nice mix of co-taught English language development sheltered content. I can look at their language level and make a really nice schedule for them that's going to meet their needs. Um some of the new things at uh RAMS this year is we've had so um we've had a large increase in the total number of students that we uh have received this year. Um so now that would read more than 19 students have enrolled at RAMPS who qualified for ELD service. And um of those students, we are really seeing a a sharp increase for the second or third year in a row of the students who are level one or beginning English learners and we have been able to develop um a class for them this last year that is meeting their language needs and that feels really good. Um, also we collaborate, Maria, Christina and I get to collaborate a lot because we share many students are shared between our two programs. Um, so I feel like those students are very well supported in our school at RAZ. Um, I'm going to speak on behalf of RAZ also. Um they have a really strong team also and they've been able to add on um an additional pair professional Pablo and he has been a huge help especially for their level one Spanish speaking students although he does help other students too. um some new because of having more level one students at RAZ um there was a need for adding some additional sheltered content classes this year for them and to bring back the foundations of algebra class. Um they've also been able to go on uh college trips with their um college and career readiness class and the high school has changed some of their offerings to have a English language development class dedicated for 11th graders kind of to meet their developmental needs of needing to start planning more seriously about college and career post-secary opportunities. Um all of us uh at RAMS and RAZ in the EL department are uh in the middle of the carry all training. So that's been our focus for um the asynchronous days and professional learning days. And then some of the things that are the same are having a variety of different courses and it's very similar to what we offer at Rams. um continuing to uh have ELM coaching, so coaching mainstream teachers in how to work with students who are at uh developing a level of English and then continuing to have the support of um Mr. Vu in the counseling staff who is essential for helping our students make it to graduation. um adding on uh to have two bilingual paras who help a lot and then have that I miss the college and career readiness but at the high school level we really are trying to help them figure out what to do when they're uh done you know in Roseville. So that is an important focus of the high school programming ELM versus ELD. Oh, I can speak to the ELM acronym that stands for English learners in the mainstream. Mainstream. Y, it was part of your explanation, but I just want to make sure. Exactly. Okay. This is just a picture of Little Canada staff um where we have our dual language Spanish immersion program. Um and this is part of our program mission, dual language Spanish immersion. Our program exists to provide students with a solid education to become bilingual, biiterate, and multicultural leaders in our globalized society. So, at Little Canada, we have uh 412 students enrolled in K6 DLSI, 252 Spanish home language students, 161 English home language students. Um, and we have very low attrition. On average, it's 1.5 students um in all of kindergarten through sixth grade in DLSI a year. Obviously, there's not a 0.5 of a person. So, somewhere between one and two. Um and we have success with uh not only the kindergarten enrollment, like the fairs that families come to, but also late entry students or students who arrive from other Spanish immersion programs. And again, bilingualism, biliteracy, grade level academic achievement in both program languages and social cultural competence. Some of the benefits. So this year, uh, we requested two AMD international interns and we recently interviewed one. Um, and we're continuing our work on trans languaging as well as bridging work with our new language allocation plan. Um, and we're continuing to implement new literacy curriculum, both Spanish language arts and English language arts, um, within our DLSI program. Could you explain your second bullet a little bit more? Yeah. Um, so trans languaging is appreciating using both languages. It could be uh highlighting cognates or things like that, but also not just teaching the languages in isolation, but having connection and between the two. Um, so like kindergarten and first grade right now this year we're doing read alouds in English. Um, but working towards having them be connected with the content and with the learning in Spanish. Um, just accounts. So 252 and 161 is 413. You say 412. What happened to the one kid? Is there somebody that's like hiding in the closet? Exactly. Yeah. 1.5 is the data point, but yeah. Oh, is that what you meant when you said it's really just the the count 252 and 161 is 413. Um, is that growing? No. Um, at the kindergarten through sixth grade level, it's not. It's remained the same from the information I've had. Again, it maybe one student leaves the district because of moving um and then another student comes. So, this isn't looking at actual names of everybody who's started in kindergarten and finished our program like our lovely student here. Um but that's including that variation of stu new students moving in as well as exiting. And at the middle school and high school, the number looks different than at the elementary. And then at RAMS, the dual language Spanish immersion program, we're offering the three courses. Um the language and cultures, social studies, and science. Um the enrollment of course for seventh grade, it looks for numbers higher, 52 um in the last few weeks and 53 students for eighth grade. And we do have um students from countries around Latin America who are coming in and as well as the United States. Then um in seventh grade, I just wanted to show you a couple of pictures of things that our students are accomplishing. So, in seventh in seventh and eighth grade for the languages and cultures class, they started off the year creating a mural where each student chose an a famous person, a famous person of their choosing, of their liking, and wrote something about them. Now, at the end of the school year, they were able to write an epilogue for the novel they just read, which was Esparansa Rising. Then in 8 um in social studies class there are a couple of things happening. One of them the students visited the medawakanton cultural center this year but also academically in the curriculum we're choosing which curriculum the social studies um team will be using for um from now on. Um and in science class we are using a rotation. Last year the students um took physical science. This year they are taking life science. Um so the three pictures are of three different things that they're doing. They're dissecting flowers. I they're in Spanish so I'll tell you in English. They're dissecting flowers. In the middle one they're extracting DNA from strawberries. And in the third one, they're creating uh the molecular models for DNA. Um and I have to say that thanks to Alysia Pas, our science teacher, the entire open edied curriculum for physical science and life science is fully in Spanish now. And that has been a major accomplishment. So big thanks to her and huge thank you for sharing that. Yeah. At RAZ um we are this year for the first time teaching the social studies courses and the capstone project. We continue teaching languages and cultures in ninth and tth grade. Um we have 43 students enrolled in ninth grade and 33 in 10th grade. There are 13 students in 11th grade who are taking the AP um Spanish class and then 15 students in the capstone project. Then a picture of something that our languages and cultures class did this year is they were as part of their unit they were studying um different things about the Caribbean. So they had to research about one of the Caribbean countries or a Caribbean author like Julia Alvarez or the Denos who are the native Americans of the Caribbean. Um and based on that research they each created posters and presented those posters to their class in Spanish but also to Jennifer Dietrich who is the director of the Roseville Ramsey County Library. and she was kind enough to exhibit their work at the library during the month of December. And finally, I am very honored to present you with the first graduating class from the DLSI program, class of 2025. This class is meeting us um in a capstone project class which has the intention of rounding up their Spanish academic career through public speaking. And to that end, they are doing two things. One is they're creating a story. One of our students wants to audition to tell her story in graduation. There are only three spots for that. So, she wants to do that. And the other project that they're going to do is a volunteer work. Some are working at Little Canada, some at Rams, and others at the library at RAZ. And they will be presenting their work, everything in Spanish. Um, and of course, one of our students is here. Her name is Jamaida as you heard and I would like for her to introduce herself and talk to you. Congratulations. Thank you. Uh well, my name is Yamira Sanchez Morales and like I said, I've been in the program for since kindergarten since the beginning and with the capstone project, I'm I'm grateful that we have that. I'm hopeful to be able to do an impact into our community and add more more diversity in our books because I might not read a lot in Spanish. But I want to encourage other students and other kids later on to pursue that because adding these Spanish books instead of like having them straightly translated from English books would be like better to help connect them to some part of their lives or make make it easier for them to connect to the books and like be able to read them and understand them more or less and have stories that they connect with. And I'm glad that the program's still going. I like it. I like the idea of it. It makes connections with students with different backgrounds and it just it just connects people and I I enjoy that type of connection. Thank you. Well done. Yeah. Before we proceed to the next slide, I just want to um say thank you, give uh public recognition to this amazing team. um to Teresa, to Kelly, to Carmen, M with Christina, Am I uh none of the things that are happening, amazing things that are happening would be happening without their leadership. It's uh greatly greatly appreciated. Our students and our partners, families, right? We know that families um I always say they're the first teachers in students lives and um this year has been especially um challenging because of the situation our country is in. Um and we have done several things to be able to provide the support that we need. It's a team approach as always. So we have the great support from our superintendent, the cabinet. Uh we know we have your support, schoolboard members, thank you for that. Um so we have put together the DLSI advisory council which is a group of parents and students who are working mostly in focusing on how do we give our first group of graduates a good experience. How do we celebrate that and how do we continue to make that program strong? Uh we're offering family institute specifically for Latinx families um currently is um offer virtually because because there is fear because there is fear of um some families choose not to go out unless it's absolutely necessary. So, we want to still give them the the tools and the information and hopefully a seat at the table uh while we're going through these very very difficult moments. We're also sharing information resources with our leaders and families on how to prepare um the immigration law firm that we work with, they said information is power, right? So, knowing what to do even though sometimes it's hard to hear what might happen and sometimes we don't know what will happen. uh but at least having a plan and having some resources and tools for them. We have hosted several uh community meetings in person and virtually to provide that information coming from the experts who are immigration attorneys. uh presentations done in bilingual format uh with bilingual attorneys and then um we're partnering with local community organizations that are saying what can we do like probably many of us are saying what should we do right but specifically specifically focus on students and staff and families who are being impacted. So that's greatly appreciated. We have another meeting this week that we were going to be attending and saying yep we we need your support. We cannot go this alone. We need allies. And so, um, thank you to all of those of you who have been there with us and by us. And we're also, um, continue to provide district leaders information and tools that they need so they can also guide staff at their buildings that the needs are different. Um, a piece of that is understanding where kids might be in because there's a big cloud hanging over our heads that affects the way we feel, the way we show up. and understanding that as adults and uh educators we should be there to understand and support them and and do whatever we can because they matter so much to us. So, thank you for the support and thank you everybody for listening. Open for any questions. And I think before questions, I want to thank you Luly for your leadership not only with our DSI and our multilingual language program, but also support in district leadership for uh immigrant students and families has been very significant and ongoing. So, I just want to honor you and recognize you this time. Thank you. Thank you. Definitely. Thank you. Go back a couple slides to the um graduating class. So this is it's 15 how is it 15 graduating? There are 15 students taking the capstone um class and there are 40 students who have come up all the way just me some of them chose not to take some of the classes in high school. Got it. And then you is that you in the back row there? Yeah. Yes. Big spot. Well, we always put seniors on the spot for next year or you know what you do? Well, I'm not entirely sure, but I know I want to continue my studies. I know that for sure. And I hope to find something that I'm passionate about. But right now, not entirely sure, but I do know I want to continue my studies. I mean, I my thought just echoes what the superintendent said. I think just for everybody to have that first graduating class, you know, it's come all the way through the program, you know, as you may have heard many of the board members say, just being part of the graduation ceremony is such a big highlight of our of our lives as board members because you see a a student who's finished out all the way maybe in some cases from pre kindergarten all the way through, you know, or wherever they enter the system. So to have that cohort that's part of this program, I think is just especially gratifying and as Teddy said, congratulations to everybody who's a part of this, not just this year, but literally for all the last 12, 13 years to make this happen and get to this point, you know. So, I'd also like Oh, excuse me. Sorry, I'm done. Go ahead. I'd also like to recognize that the number of students in the capstone project is not a reflection overall of the quality of the K12 experience. It's certainly a reflection of the scheduling challenge for students to be able to take all the courses in elective programming which is a good problem but but really a challenge for all students to enjoy that capstone project. And one day that one way that we're getting around that so we can continue to offer options is uh what we did this year starting this year is offering a class that is required for graduation as part of the program. So that's why we have the social studies. is not an elective. It's a credit bearing class. And so students can take that and not give up other electives that they should be able to access as well. I had just a quick question on wonderful presentation. Thank you. Uh those pull out EL classes. Just is that happening every day couple times a week? Just wondering about some of the regular classroom instruction they might be missing. Yeah. Well, they usually try to pull it. It's hard to like find enough time to like always pull the kids out, but it depends on their level, too. So, like a student that's maybe a level four isn't going to be pulled out as much as maybe a student that's new to country. So, that part of it depends. And then we're also trying to not we don't pull out of math or Whiten wisdom time or some of the core subjects too. So sometimes it will be like in the morning we can pull out or social studies or help. I mean not that anything's less important but we do try to stay away from the main times and we're actually trying to figure out ways to collaborate more and push in more and co-e more two to kind of address that problem because yeah we don't want them missing too much of their class times. That makes sense. Yeah. So our goal is to have every teacher at the elementary level co-eing with at least one grade level teacher as long as they're not the only one. We have one case where she teaches all seven grades. So that would be a very very impossible thing to do. So understanding the different um needs and ways that the different schools work. We're we're working on that and that's why we're part of the curriculum PD, the letters PD, so we are on that same page as far as what information we have and then how do we differentiate and scaffold so that kids continue to have access to the regular curriculum. Thank you. Anybody else? um you know getting the new uh I guess I'm not sure if one calls it English language uh arts or Spanish language arts or however one appropriately uh titles that has been a huge challenge for across the district and I was wondering how you feel that process is going in the Spanish version of the curriculum in terms of implementation. So, so what we have adapted is the elementary uh right the English language arts elementary. We are also working on developing the middle school and high school uh we call it language and culture classes which are Spanish language embedded with culture. We we want to continue to build a uh what we call the language of identity so we can value and strengthen students um needs. Well, as you can imagine our ui teachers are doing two languages. most of them they're doing the English and the Spanish, right? So, it's it's a it can be a little challenging, but I think they they're committed to it. And so, what we're trying to do is find ways to give more time for that. Time is a big big thing, right? Having time to learn the curriculum, time to plan, time to work together. Uh, as the rest of the district, we're in a process of of developing an understanding and yes, for many of them is two languages. So, we we have to recognize that too. and and continue to find ways to support the work that they do. And I think just um adding on to what Luly was sharing uh at the elementary level, we received letters training, which a lot of the pedagogy within that and the techniques do apply to both Spanish and English teaching literacy. So that that's helped. Um but it is it's a lot of work, you know, with the curriculum. I I would think so. Yeah. Mhm. And you might find usually immersion teachers have that commitment because we're so passionate about kids being able to grow up bilingual, at least bilingual. So, you know, going into it, I'm so passionate. I'm going to figure out a way to do both because the kids can do it. Their brains are ready and yes, it does require extra time. You mentioned about the carry all training for the LDS. Can you talk a little bit more about the commitment there? Yeah, we um all of us uh teachers in the English language program are part of the carry all cohort that's happening with the secondary teachers at Rams and Ros and Fos. Um and so what that means is the University of Minnesota is teaching us a course. So it's basically a graduate course that we take um we have to go through the modules on our own time and then we meet on certain professional development days and have live sessions. So there's a set amount of hours that we have that we really have to spend to do that homework and then the live time where we're in a cohort of just other Roseville teachers and so we can um that's really nice that we can talk with each other really meaningfully. Um so it's quite a big commitment and the trade-off is not being able to participate in the other professional development at our building and it is mandated by the law. So we do you know moreover it is very important that we understand literacy development um even more robustly than we did in our own teacher training programs. So, you know, my assessment is it's worth it. We have to do it, but it does come at a trade-off because we only have so much time. Thank you. Carry all is aligned with the science of reading. So, it's one of the curriculums or trainings that is ME approved as part of the requirements of the science of reading for Minnesota educators. And so, our MLL teachers at the secondary level are completing that. Any Um, I would think there would be in e extra challenges in hiring folks who have both the content knowledge at the middle school and high school level as well as the language skills um that are desired. And I was wondering how you've gone about that and how were you able to be quite so successful in finding staff. Um I think it's so important that um students have a true immersion experience and a true language experience. So ideally uh in the case of immersion we try to find teachers that have that knowledge and yes they have native or near native um experiences and also the the culturally responsive framework. Um I truly believe that when you are looking for excellent educators for an immersion program, I tell uh principles we have to think without a box. You have to go without a box and be very intentional to find the person that has the skills to be able to grow. And so an example would be uh Alysia Bas at Rams uh who um is currently participating in a cohort to get a lensure or a license and she's a teacher that has uh students speaking academic language open sedric adopted by the district high level academic uh all students engaged close to zero challenges behaviorally because the kids are so engaged and challenged there's no time to do anything but learn in a fun way and also absolutely no students with no marks. All the students have an A or B in her class. Um it's not an easy class. It's just that her commitment for the kids um taking them under their wing and help them know that they believe in themselves as learners and what that brings to their future. And so it's kind of a fun adventure to find the right person. Are we 100% successful? Quite honestly, no. I I wish I could say that, but we are always thinking of what do our students need and we know that there are people out there. It just takes time and a little bit of um creativity to find the people that should be in front of our students. Thank you because you're all very impressive in terms of what you presented here and the work you're doing. A chance to see some of that outside and it's just very exciting to have that happening in the district. Thank you. Yeah. Yeah. I just um on that particular topic um I just want to say that like you know Lully like believes in this stuff. This is not just a job, right? Um I've been um fortunate to witness Lully work. Um and when you talk about how do we find talented people like we have today, it does not happen by accident. um she is very intentional about that. She's very committed to that and she is willing to put in extra time um with individuals to prepare them for this experience. Um so really have appreciated that because I haven't seen anyone do it the way you do it, Lily. Um, so I really do appreciate um being able to witness that and just the the the amount of strong educators that you've brought to this district um that look like our students, have experiences like our students and can really connect with our students. So I didn't want this moment to pass without without saying that. Thank you. Thank you. Thank you. Definitely. All right. Thank you. Thank you very much. Thank you all for being here. See you graduation. Maybe we'll [Music] All right, we will move on to first reading of policy 564, non-resident student attendance. First reading, Director Sher Thompson. It's a big act to follow. Good evening. Good evening. Good evening. So yes, we have a couple of policies that um we are currently reviewing. Uh this policy is policy 564, non-resident student attendance. Uh we do have a revision. This is the first reading. Uh the changes that you'll see reflected here uh red line uh is on page two of the policy. This just actually um reflects a change uh as far as enrollment of incoming non-resident kindergarten students with an IEP. So, if they are enrolled in a licensed preschool program or child care setting located in the district, uh they uh this change reflects the fact that they can open enroll into uh our school district at kindergarten. And this obviously applies um to our child care and prek programs as well. We do re we do require that students um open enroll at kindergarten. Um also reflected in in this policy we have taken some language uh if you look back on page six uh some of our standards um some of the language uh we have taken and moving that moved that from uh policy into our regulations. So while that hasn't we haven't deleted that information, it is now in our regulations and that concludes the changes. So this is the Okay, so the the red line 1.2.3 Yes, I hear what you just say. It's a Is there a way to break up this status? is a tough one to break that break that up a little bit. I don't know just a a very because it's long complex sentence to understand and I would say even native English speaker well I guess I'm not a native English speaker but I've been for many years and I had trouble with it. I'm having I'm having trouble following. Well, one of the things I was wondering if you could instead of saying always non resident district, if it's applying to Rose Valley schools, can you just say that? So, the parents of a student with disability not yet enrolled in kindergarten and not opened enrolled. Oh my god. In a not I mean where it's where you're referring to Roseville your schools. If you could actually use that it would make it cleaner I think. So we're not so repetitious with the non-resident. Yeah. Yeah. Well, it was like program or licensed child care setting in Roseville schools. I mean, it just it I think it's a combination of if we can shorten up the sentence, but also add um Roseville schools rather than the generic language where it applies. um that would I think would be very helpful. Then I had another question. Yes. And it's not a change but uh in 1.2.1 it says that um it if for special education programs it implies that there are no capacity restrictions. What do we do if somebody's coming to our program and we don't have space? I mean, can one not say that we don't have space? We can't accept the student just like we would do for any student um that isn't special ed. I mean, do we do we have to open up a whole new classroom, for example? No. Um we do not h have to open up a whole new classroom and I know Director Thomas can speak to this as well. Um as far as uh if we Yes. depending on cap uh for capacity issues we would um just like any other student said we don't have the capacity right now states open up so then why is it saying other than a special education program so it it's saying the district will reject an application for open enrollment into a program class or school if the capacity of the program class or building has been reached but it's but it has in brackets that other than a special education program implying the special education program doesn't have that limit. And I guess if it does, then maybe that wording needs to be looked at. We can look at the wording because some of our specialized programs, especially within special ed, we don't have to create another classroom. Okay. Well, I just But that's that's a good point. We'll I'll take a look at that. Thank you. And then I had another question about 1.2.7. 2.7.1. Um, and I would I I guess to me it's not clear um when an administrator would have knows or has reason to believe that an applicant has engaged in conduct that could be subject to the applicant to in exclusion under the law. if they've already been excluded from another district isn't inherent that they would have conducted some had conduct that would uh support that our policies are likely to be similar and they would be excluded from our district. So, I guess I just to me and and this is just perhaps I'm just not getting it here. Um, as to what when would an administrator invoke that um when up above it says uh the law says that um you cannot use um previously disciplinary proceedings. Uh let me get the exact wording here. Let's see here. Previous disciplinary proceedings involving student. Yeah, it can a standards that must not be used for rejection or application pres previous disciplinary proceedings. To me, I just it felt like I didn't understand when it applies and when it doesn't because some of the terms were very similar. And so I was I believe the idea that I'm looking at Melissa too that we have the right of exclusion based on the yeah there's four reason we can exclude a student um based on um and they're list they're listed. Yeah. And it's there's been an expulsion. So not a withdrawal but if there's been an actual expulsion. And the four the four criteria are um like a weapon um drugs, drug distribution or thirdderee um assault or felony. Those would be the four reasons. So I think that's what it means when it's referring to by law or statute. And we typically like in our policies will like reference law or statute versus the specifics in case law or statute changes. So we don't have to then like update the policy every single time. It just goes back to the law statute and we can take a look at the regulation. I think it's clearer. This is further clarified in the regulations. We can take um we can take a look at that. And then back back to red red from MSP. Oh my god. I guess I'm just not getting it. So yeah, this is the the parent of a student may elect. So So what's it what's this adding? What what is the is it adding classification of student that now can open role? I guess in the it's it's so it's a student um a student with an IEP. Yeah. Right. A prek student has the basically has the right to open enroll in our in our district as equal to a resident student if they have been served in a child care program or pre-k program in the district. In the district. So someone lives in Montana. Yep. But their child has been going to prek at one of our school. Correct. Then they have the right to open enroll in kindergarten. Yes. Because of their history of being served by us in the prek program. Because they have been served in the district, right? Because if they have an IEP, Got it. And they're even in a cert in a daycare center. Got it. They are likely they're already being served probably by our early childhood special ed. So then in effect for IEP kids it's kind of I'll use a healthcare term it's kind of enabling continuity of care correct okay that's the intent given priority it is not clear it's not clear one thing you do is maybe the first line is something like parent of a child who just like what you just said who's may elect to providing the following conditions are met or something and you just bullet points to the various conditions whatever just yeah clean it shorten it up. Yeah. And I would say I think in other places it's the parent or guardian. So I just want us to be consistent. Sure. Right. To be consistent guardian. We also have been shifting to family. Yeah. So we just need to figure out how do we I mean this is a chance to shift if this is like look at all these other ways that we reference a parent, guardian, what is the latest term, right? Could be a family member. And as long as as long as I'm being nitpicky, the under this paragraph, parents must demonstrate enrollment. Do we don't even need the words under this paragraph, right? We could just say parents must or in such a case parents must demonstrate enrollment. How do they do that? They just like like they would they would say here's the report or something I got that my kid was in your preschool. So, right, I guess. Then yes. Well, we we would I mean if it was our preschool, right? Um but um or yeah or I guess certification from the child care, I would think the most direct thing would be even looking at our ECSE contacting because they're if they have an IEP, they're being served already by our early childhood special. That would be the most direct. So I guess communication that I would think. So I guess my question is is it on the parent or just didn't ask that do we do we say you know the district will validate or verify or whatever like who like because they they might have the information right they may be all this in there I'm a little bit concerned about removing it completely especially with some of um just because you know what happens just yeah because things right so Um I mean I agree about striking under this paragraph, right? Um or something about working with the district to demonstrate. Yes. Because work with the district to Yeah. Right. document or provide verification. So there's something like so that it's not 100%. It's like what do I have to what what receipt do I give you? Right. Is there a like so working with the district to figure this out? That might be one way to to kind of give it a little bit more like yeah, you you have to prove it but you know some of the data is with the district. As you're looking at that 1.2.3 if you could also look at 1.2.4 because I don't understand the difference. I mean why 1.2.4 must open enroll. I mean it what's the difference? I mean up above wasn't weren't they in preschool if they haven't yet? were in preschool, but it's actually, and you're right, there's probably a better way to say this, it probably should be um a non-resident student preschool age child enrolled because I don't think at preschool they're necessarily open enrolled because we do have another step once it gets to kindergarten. So, I'm I would suggest and I I would can review that and confirm that that maybe that could just read a non-resident preschool age child with a disability enrolled in the district may be required to open enroll for kindergarten. Does that make any sense? And would it be required or would it be eligible? Right. Is it a requirement that they have to? Well, again, we typically require an additional It's a little bit different step once you're into the K12 program. So, it's not saying it's saying they'd be required to go through the formal process of applying as an open enrollment student. Yeah, because probably let's see, how can I help clarify that? A student that enrolls in our preschool pro program, disability or no disability, is enrolled in preschool, they are not automatically open in if they're non-resident, they are not automatically enrolled, right, in our K12 program. But isn't that true that the students in 1.2.3, right? I it you can think of the question is I believe Katie your question is is 1.2.4 just another kind of way of saying part of what's said in 1.2 two. So it's redundant in that way. I don't think we need to word smith it here. I think we've shared with you our questions. I can take a look. So, so to me it's more the more I think about it, it's more about there are like additional conditions for which you could open and roll and maybe something right there's a way of thinking about how we present this that is clearer like you you when you explain was clear right these are the folks that could do this and how do we listen to clean it up a little bit and a little more succinct. Y yes, I will look at that. Yeah. Thank you. All right. Um thank you Sherry. U we staying right there. I'll see uh 724 school bus transportation first reading. Okay. This is um yes our school bus transportation policy. Uh we brought this forward um just because it hasn't been reviewed for a couple years. Uh it is the first reading and we have no recommended changes. Um and again the majority of um language re uh pertaining to school bus transportation it is in our regulations. I had one minor question. Yeah. Uh why uh where is it? Nope. That's the next policy. I'm sorry. 247. I'm already on the next one that's related to transportation. Any questions on this? 724 reading. All right, move on to 7:32 student transportation safety first rate. And yes, as Kittian stated, another uh transportation related policy. Uh we have um we have some proposed uh uh changes here uh re related to some new legislation that has been introduced and this is the first reading as well. It's really related to student uh training. My only question this one was 1.1 says K through 10 with school bus training. Then 1.2 it's only K through eight they'll get safety training on pedestrian safety, bicycle saving, electric safety. Yeah, and that's a good question. That is the way that it breeds as far as um even with MSBA because I I caught that. It used to be K through five that just needed that um well some of the uh that training and I actually read this and I was like so did they just assume that they're um in 10th yeah 10th grade they just only need this is taken right from M MSBA's suggestion is it just them there's no statutes or anything of this right this is just we could do whatever we want well yeah I think the new legislation was around like the pedestrian safety the bic bicycle safety. That was the new legislation that I can call off. I think they're assuming that students that are above grade 8 um don't need that maybe they've already received that um additional training that's outlined there. Do we do well I guess there's no need to bring them in alignment, right? Because one is school bus safety training, right? But it's like how to ride a bus. Well, right. And we do not provide like at um at at the second well at the high school, we do not provide the pedestrian safety that we do not provide that additional training. So if we were to put that in alignment and you know went K through 10 then we would have to also be providing that additional training with our uh 9th and tth graders. And I'm just curious how we how this is manifested. So if I get training 1.21 1.22 1.23 kindergarten do I go through it again in first grade? Do I go through again in second grade? I get it every year. You get it every year. That's why you don't need it again in ninth and tth grade because those kids by those point they can teach it. Yeah. And then how how is it done? Is it like one class in like a health class or something? There's typically there's a couple things. So there's um like um bus evacuation training that happens. I want to say it's the third ideally the third week in October. I know there's a there's a timeline on that. Um and uh I think some of this is included and then it's also part of the curriculum um at the grade level in the school. Maybe it's on that same date, right? I know that that's something that can sometimes happen in OEE where I know um I believe Chris Hester ran point on this and connecting with like our physical education teachers. So making sure that they're incorporating bicycle safety as a part of instruction if it's not already in their standards. M and then it says provide and it says receive. Do we track it to like make sure that they've actually attended? I don't think so. No, I don't think so. I know we do. And I don't want to make anything more complicated. We we do track um the bus evacuation. We do track that on and that it's done at each school. But I I don't believe that we Well, like with the law, does it require any kind of documentation that like every kid has it? Not that I can recall. another thing that they say you got to do and they don't really have any KPI on it. Do we care or maybe grammatically correct that we say kindergarten through 10 and then K to 8? Oh, that's a good idea. Yeah. Make the language. That would be Yes, I'll make that change. You didn't think it go this long, did you? Well, you know, it's policy. It's just so wonky. You know, it's hard to word this in a way that's cleared. Anyway, it's also sometimes hard to change policy because you don't want to create unintended outcomes. So, that's why we rely heavily on MSPA because there's legal guidance that comes along with that as well. Kitty, actually, you said it really well at a board meeting once where we can take more liberty is in like purpose statements, but when it gets into actual policy, we have to be very thoughtful around legal ramifications. Yeah. Any other questions on this first reading? No. Thank you for your work. Thanks, Sher. Yeah. Um, staying right there. Uh, monthly financial report. Yes. So, I just have a couple of quick items that I want to um touch base on and highlight. Um, some are things that are um upcoming, ongoing, and upcoming. Uh, we continue to uh work on the 25 2025 2026 budget. Uh, we're just wrapping up um uh staffing. So, um that's being incorporated. Uh all of that's being built into our budget model. Uh we are also working on a long-term uh budget projection model that we will share with the board at a future meeting. Uh we uh had our first run by the finance advisory committee tonight. um and we uh are going to make some changes and bring that back uh to them and we will bring it to you at a future uh study session. Um in addition to that, we have uh we put our transportation out for bid this year. We haven't done that for a couple years. Uh we did uh receive three bids back and we're analyzing those right now. Um I think all competent contractors um and hopefully we'll be able to bring that to you at your next meeting in April or your first meeting in May. Um I think um uh we may may see a couple of changes there, but then also ongoing some ongoing work um with our existing contractor. But I felt really good about the the bids that were submitted. Um, and is the process there just like you get the initial bids and then you have a chance to go connect again? We have a chance to negotiate. So everything remains. Got it. Okay. Any gut? You don't want to don't don't answer your gut feel. Um, excuse me. No, I I actually have visited with two of the three contractors. I talked briefly on the phone with the third. I'll be meeting um with him further on Friday and I feel actually good about the conversations that we've had. Got it. And also, you know, and it's helping us as we've gone through this year of change even with our transportation software and that's going to continue and we're going to have some changes coming up. Communications out to families in May saying this is what we show for your transportation for your child like for the upcoming year. if this is wrong or if you want to change this, please contact us. So, we're not waiting until August. Um, looking at the kind of the ways that we do transportation. Um, we are looking uh actually we're meeting tomorrow. Uh, some of our transportation is, you know, one-off trips. We transport a lot of students for uh different programs. We have um so we're looking at trying to like how do we also move those into roads. because if we're not just sending oneoff trips Yeah. that's also going to save us some money um too. So really a big learning curve um that we've been under for the uh for the last year and we'll continue to do so and I I feel good that um we're going to come out much better and I think it will be more cost effective. I would guess that performance in the terms of like late runs, mis stops, things like that is part of like the history of the quality of the actual performance part of the um Yes. Yes. And and I think I what I've heard from all the contractors too is they are feeling like they're coming out of the other side of CO, right? There's still a little bit of a a shortage, but not as far as with drivers and whatnot, but there um there's much less turnover. Well, and I hate to even mention this, but because you know, it's what I do in my real life. Uh, and I know we've talked about before, Sherry, is, you know, if there are performance standards that are to be met, penalties. You know, what does it does it mean? You know, a percentage refund or something, you know, for not missing. You can't just say you can't do this. Correct. You can't do this. And if you do, here's your penalty. And then fin this last thing I'll mention about, and I don't know if people have other questions, but I hate to even bring this up. as the way that the biders might address the future of electric buses. Um, come on. I want to say that because we kind of said we'd work with vendors to see what we could do to forward that. At least I will just say yes. Okay. Okay. That's a part of our decision-making rub. It's part of our Yes. It's part of our decision making. It wasn't required, but yes, I'm very aware of the inventory that all of the biders have. Good. Got it. And we've had even discussions about about that. Right. And and in full transparency, I want to say make it clear people watching people here as a board, we've always been clear that we supported in concept. We also have to be aware of the financials and all those considerations. So it's I'm not asking if we're making it a a condition. I'm just asking if it's addressed so we can hear the approach, the thoughts, the feelings of the vendors and how prepared they may or may not be to actually go in that direction because we we that's Yes. And yeah, and we have some dis have had discussions with them specifically about those vehicles, right? And those that have had experience with those ve with those vehicles, what those experiences are and what they've learned. I mean, and I think they still support moving forward with it, but they've learned some, you know, uh, one has been, uh, running electric buses for five or more years and also kind of like, well, this is what we would do differently. Yeah, this could be. I'm glad you brought it up brought it up because I again know it's not like oh we're going to just go change but rather in the decision making are we considering kind of like the future uh they are impact on the environment right and correct so thank you so maybe when when the decision is made I would love that your presentation include that so that our community know that we are serious about this just so we don't own the buses right so right we can own physically be responsible uh where we are but always keeping that in our mind and I'll use the analogy as we've used before to our solar panels that for years and years and years the board and the district was interested in exploring solar panels but we were unable to do it until the technology and a a deal structure was developed that made it cost effective. So yes, kind of the same thing. We support it, but we can't it has to be cost. Okay. I'm glad you brought it up though. That's same thing. I was going to glad it's part of the decision. I mean, we knew decision making process because an important aspect is we've heard from the community. Even more important, we've heard from students on that issue. So it's correct. And yeah, and again, we're looking at a combination, the electric buses, also um running some smaller um uh more efficient buses and running looking at routes instead of these one-off stops. Those that will all help um conserve uh yes, we'll reduce our footprint and we'll also be more cost effective. Great. Thank you. And thank you. I think you're I think you're you're done. All right, a half hour later. Thanks. Thanks, Director Thompson. All right. All right. Action items. Moving to 7A policy 500, the second reading. Acceleration and retention. Second reading. Uh, welcome, Jay. Thank you. Thank you, Chair Anderson and um board. Um I'm asking for approval of policy 500 acceleration and retention as written as we have not recommended any changes at our first reading. So go ahead. Sorry. I was just going to move. Okay. Go ahead. I move that we approve policy 500 acceleration retention as presented. I'll second it. There you go. All right. It's been moved and seconded. Any further discussion? Right. Seeing none, all those in favor signify by saying I. I I All those opposed. Easy way. Thanks, J. All right. Moving on to 7B. Uh the 2025 2026 school board meeting calendar. Some revisions from our last discussion. Thank you, Michelle, for bringing this forward. You approved uh the schedule at your last meeting on March 18th, but chair and you mentioned holidays and so it bothered me a little bit. So, I wanted to go back and review and I did miss two holidays. So, that's what we're bringing forward tonight. Um, the first holiday is Rash Hashana, which you specifically mentioned uh last time. That runs September 22nd through the 24th. Our meeting would have been on that Tuesday. So, we're proposing bumping it to the Thursday. Um, and then the second date is Eid Aladha. Um, and that falls on May 26th. So, we're proposing moving it to Wednesday, May 27th instead. So, tonight, looking for your approval to move those two dates next year. All right. I move we approve the date changes as presented. Second. All right. It's been moved and seconded. And I want to thank Michelle for um Thank you. Yeah. Thank you, Michelle. Again, make the All right. Moved and seconded. Any further discussion on the calendar revisions? All those in favor signify by saying I. I. All those opposed. All right. Okay. And that moves us to this evening's study session report. Uh, Treasurer Clark. Sure. Um, our last study session, um, executive director of human resources Mccardi and Executive Director of Business Services Sher Thompson provided us an update, um, an overview of the budgeting and staffing timelines. Um they highlighted that this year's kindergarten classes were smaller. Um it's anticipated that this will be the same for the coming future. Um that through the process our class ratios and targets have not changed and will not change. Um I think it was stressed to us um and I've heard it in other meetings as well that we're right sizing um as we were underenrolled this year. So that's really the goal. Um I think I heard a lot or we heard a lot that um it's a really truly a joint process with a lot of the district cabinet and their teams um as they work through um this process. Um and we determined the areas that we need to recruit or reduce um look at retirements, resignations. Um the process started in February. They shared the key dates and timelines with us. It finalizes the end of March. Um April, May, the staff will be notified. Um, and I think I felt pretty good to hear all the things that the team does and the process and collaboration. Um, and I think the care that we take because we know sometime it affects people and that's, you know, how we want to make sure we look out for people. But it was a good study session. Thank you. Yeah. Wonderful. Great summary. All right. That moves us to this evening's board reports. Um, we'll start with how about Director Shaw. All right. Uh I attended or would you be speaking about the um American Indian parent advisory committee? Yeah, go ahead. Yeah, I will be. Okay. Okay. So, so I attended I attended that meeting in fact as as the as a liaison to that group, but uh Chair Anderson and uh Dr. Lake were there. um we are just coming off of a non-compliance vote uh from them and so that's why we had the extra presence there and there was some discussion of it after actually a a wonderful dinner but um uh we we got right down to business. a very serious and motivated group and talked about uh the issues of of getting more of their students into into more rigorous uh classes, for instance. and really just a matter of them getting encouragement and uh the district being a little bit more proactive about uh about moving them forward and uh keeping them interested. And uh Dr. Lake was was uh very strong in her um her confirmation that she feels that that's her um or it's the district's responsibility and therefore her responsibility looking into it. So that was a was a a very uh I think a very productive meeting and that will be ongoing. I also attended the uh district safety and security team meeting. Um the first half of it really and the most participatory part of it was going over the recommendations made by um by Attorney General um Ellerson. Is it? Yes. Is that right? Keith. Keith. Ellison. Not Ell Yeah. Ellison. Keith. Ellison. He um uh there was a four-page um accounting of this which I think we've probably mostly all of us have seen. It took a while to to get a good sense of really what it meant. And I can pre see it here for you. And it is really that the information that we need to gather from our families uh is only the information required for enrollment and that has to you know that's that's very little information and therefore although we're not we're not required by law to not gather other information is recommended that we don't gather other information and I my guess is that we don't gather other information. So, so that all that all made sense. And there then there were some other things there that were a little scarier which have to do with you know what the school district uh is or is it's recommended that we do in the case of um uh action from from immigration authorities and uh so so that was discussed at some length but um I think it's it's very straightforward what is being recommended by uh by the state. I wanted also to say that um we uh had shared with us by AMSD the um uh compliance letter um that uh Willie Jet um put together from the Department of Education to send back to the Department of Education, the federal department of education uh after the rather aggressive dear colleague letter that came through uh at the end of um February is maybe maybe even the end of January that that came through. Uh I was heartened by the state's response. I feel that the state has our back in this and um this is something that I would hate to see coming into um local meetings, but for them they they seem to uh have they they've got a reasoned but also a quite a powerful response that they've made. So we'll have to see how that works out. Um lastly, I attended the um two Raz drama productions this last weekend, the weekend before. Um they were firstly the Crucible, which is Arthur Miller's famous uh play, very serious play. In fact, as I look back on it, kind of a humorless play, scary play written written um in at the height of the McCarthy era. And I think it took a lot of courage for them to to make it because it does say things about the situation that we're in right now. um from from the notion of a witch hunt the way it's been bandied about um to um just to the notion of where justice lies and how um how people can get caught up in um uh sort of moral ways of thinking which which are backwards. So, um there were some there were some very uh very disquing images and one of them that came up is the notion that as you may know the the play uh during the Salem witch trials uh so many people were jailed that the there was stench in the air from rotting vegetables in the field because because nobody was there to harvest it. And uh that is an image that um may be may resonate to uh today. Um the second production it was called it's called John Proctor. John Proctor is the is the uh sort of central character in The Crucible. John Proctor is the villain. And what it does, it's it's uh remarkable that u Arthur Miller put into the play um the notion that John Proctor, who is seen as kind of a hero, um was also a sexual predator. And this is brought out in the play John Proctor's a Villain by Kimberly Bellflower, which is the second production they did, which is about a high school in Georgia, where you have in they're learning about the Crucible and you have in there the uh um the sexual predator is is the actual teacher. It was just beautifully done. And the um and the students, you know, acted, of course, they were acting as high school students. So, they were high school students, so they know what it is to act as a high school student. And yet, that can be very awkward. And I found it just totally convincing and uh and and uh deeply deeply moving. I just I felt like I was still in the play after I left. And once again, I commend the durama department for putting on those two very serious plays that that uh really echo in our current situation. And um uh I think the community every everybody I think who came out of it came out of it strengthened by by the uh experience. That's it. Right. Sorry. If I may add one, I deeply appreciate your feedback. Thank you. And I know you have a passion and expertise in the area of fine arts and to connect such meaning. Thank you for that. A couple quick announcements I wanted to share with the community that Associate Superintendent Smith will be bringing our district's response to the non-concurrence APAC vote to the next board meeting to be read into the record as our response. Excuse me. Also, our district will be placing out a special message in regards to uh Commissioner Jet and MDE's response in in support of all of our families and our school district's values. and that message will be delivered tonight. So, thank you. I love that director. Um had opportunity to attend the LGBTQ plus uh advisory c equity advisory council and uh just thought I'd share I know Carrie was involved in making posters. This is just a print off my own printer, but there's posters that will be available uh for around our school district. I thought that turned out very nicely. Thank you. Um and there um various PD as it can fit into the PD schedule is is is moving forward around the elementary school and instructional leaders. Uh most of our schools have a GS a gay straight alliance club for students that meets after school. Uh they've been involved in um kind of surveying students, checking in, you know, what resources they know about, how safe they feel, and other connections. and they're going to have a district-wide gathering of the GSA clubs from all the different schools uh next month. Those are just a few of the highlights. Um then I had an opportunity to attend the Harambe uh PTO last week. Um it is amazing what that P uh PTO is doing in term of hosting events for families and fundraising. They had 13 different projects going. It was like whoa. Um the update um from principal um Nathan uh as he goes by in his group um was uh you know talked about the year- round calendar and uh there were some comments I think there uh reflected a lot what we heard this evening um and uh just a you know a passion about about the year round school as well. um the uh attended the equity leadership advisory council. Um and uh what the council was talking about um was uh the stay interviews kind of a preview of what we'll be able to see um in this group the board meeting as the as the presentation gets to its final stage and then talking about street data um chapter nine um and then um the finance committee meeting I think Sher basically already shared that we talked about the budget that's coming forward, the five-year financial plan. We also talked about some insurance questions, some opportunities to look at an offering that um will help both with cost control and potentially some additional options for care. All right. Thank you. Uh Treasure Park. Sure. Um a couple tonight. Um I got a chance to stop by some of the Roseberry High School black girl magic festivities um on the 28th. That was a good time. Um, attended the community advisory meeting. Um, we had a good turnout. I always say more than one Zoom screen is always good. Um, Dr. Lake started the meeting off by highlighting some success of our students and one of those is recognizing the Edertton Ice Savers. Um, as they are one of the 10 finalists in the national competition for Samsung Sol for Tomorrow competition. Um, I believe they've already earned the $50,000 in technology for their school and they have another chance to win $100,000 as two members will represent the team in Washington DC. Um, you can help them um get an additional $10,000 by going to the Roseberry School website and one of the um banners is that you can look at the video and do that. Um, the app was developed. I think it measures ice thickness if you watch the video. And one of the most impressive things was that they were the only elementary school that was of the 10 finalist. So, I think that's pretty impressive. Um, Bren McConnell um, our career navigator um, at Roseberry High School, also shared about dollars for scholars, which is a community- based organization committed to raising um, scholarship funds for graduating students. Um, and we're looking to start a chapter um, for the Roseo area school students. Um so they're in need of community members to help be part of the board. So please you can reach out if you're interested in that. Um we had a transportation presentation um by um director Thompson and transportation coordinator um Kristen Donaldson. Um it's very informative. Um just a few numbers like over 5,500 students are transported daily by um the buses in our district and we have 408 daily bus routes. Um and then our co-f facilitator Kathy Rammit um shared some of the do good Roseville updates highlighted by um some community members making cards for students in third to sixth grade in the title one schools who will um be taking their MCAs. Um Dr. Lake also highlighted the Roseville Area Community Foundation um as they gave generous grant approval um totaling more than $40,000 for 10 different um things that will support our community and our students. Um so that was very nice of them to do that. Um, also another foundation partner, the Roseville Area School Foundation chair Liz Ericson Monson indicated they are seeking new members. Um, so if you want to get involved, it's a great opportunity. Um, you can um, Google this Roseville Area School Foundation, but also they are having um, an event tomorrow night at Brew House Brewing um, in Northeast Minneapolis from 5:00 to 7:00. Dr. Lake will be there and they're really trying to recruit some members. So um, if you know anybody who would be interested, it's a great organization. get back to us as well. Um, our next meeting will be in person May 14th at Abu Deta. Um, and um, there will be a tour afterwards if people would like to tour the building. See, um, also had community education advisory council. Um, at each meeting um, Director Arnerson, Executive Director Arnerson and her team highlight one of the programs. In this meeting, Molly Finn um, Finn from community ed supervisor shares some great information about her areas. um friendship connection um from really from last summer that we had over 450 participants um participate. Unity Center offers um students fourth to eighth grade um a variety of activities and artistic and cultural um opportunities and last summer we had 90 participants and that was at Central Park and Rams and during the school years also at Edertton and Harambe um and it's a f federally funded program through our 21st century um community grant which ends this year. So, I think we're in the process of um applying again for that grant. Um let me see. Sustainability sale on Saturday, April 26th. If you check out the community ed um site, I think it's a good opportunity. Um let's see. 9:16, we had a presentation on maker space. Um we got to do a maker activity that all the students in 916 get to participate no matter what their abilities are. So, I thought it was nice opportunity for that. And then our that board approved a long-term facilities maintenance plan that we do early so that it can go in our thing so we can approve when we do our budget a little bit later. Um and that's it because Kitty reported on the finance. Thank you. Director Boeski. Thank you Chair Anderson. Just one thing to report on. Um, a number of us as you know I think yourself uh director Clark, Director Chu, myself, Superintendent Lake, Assistant Superintendent Sonic, Associate Superintendent Smith, Principal and Special Assignment Hester all went down to the capital. Did I miss anybody? Yeah. Uh the annual Association of Metropolitan School Districts has a day where we set appointments and meet with our legislators and senators who cover the various seven communities in our district and lobby them uh for what we want them to do. And uh we did that again. We prepared something written to give them. We talked with them about our priorities. you know, we uh encourage them to support specific House and Senate bills by their house file and senate file numbers. They always appreciate that. Um we had a chance to meet again briefly with Senator Omu Orbaden and I think Representative Fischer, right, for a little bit, but we met for the first time uh with uh this year with Representative Mhler, Kelly Mhler, Senator Jang, and new Representative David Gotfrieded, who was just newly elected to special election. Um I I think it's and and you know we talked to them about funding. It's all funding. The funding gap that still exists regardless of the increase we got last year. Uh all schools I think it are pressing for about a 3% increase. Improve funding for mental health improve funding for facilities safe schools cyber security fully funding what it took to implement the read act the new mandated law that that's based on the science of of learning reading. very sympathetic ears. I think sadly it's safe to say that we probably won't get much if anything and if anything if we've seen even since our meetings with them both the the the the legislative budget and the governor's version of the budget there are cuts in included for education across the state whatever you know regardless. So, uh, I think the reality is that Roseville, like other schools, will you look at not just not getting what we had hoped to or even need, but have to look at reductions and that's not necessarily even counting what still might come from the federal level in terms of any any cuts or any reductions. So, it's it's not a positive outlook for the budget this year. Um, I think that all representatives are committed to helping however they can in in maintaining school funding. Um, but it'll be tough because they also are looking at things like health and human services and everything else across the state. So, we'll deal with it when it comes. But, it's a positive meeting and that it's good to be there. You got to be in their face. They they do love us, you know, the district, they all care. It's just they don't have the authority or the ability this year to really probably do much for the next two years. So, we'll just see what happens. So, good partnership. Yeah, that's all I had. Thank you. True. I don't have anything to add. I was at the MT meeting. I was at the financial advisory meeting. I was online last night. Great data that I would love to kind of get into a discussion when you present. So, yeah. All right. I've got a few things. Had an opportunity to attend the um district curriculum advisory committee meeting um after our trip to the capital March 24th. Um a really great meeting. Uh a real brief introduction into some new courses for the 26 27 school year. Um AP art and design is actually a course that's occurring now, but there'll be a third trimester option that'll be discussed. a multilingual learner uh peer tutoring uh uh going to be geared towards you know students who want to get into teaching an online PE course um and we're going to do a more of a deeper dive at the next DCAC next month and we'll have some of the actual instructors there to talk to the uh the group uh we went through our program participation report uh that the school board has already seen as a way for the DCAC to ask some really good questions and we ended the evening with some uh great uh great discussion around street data um but how we really did a good job of brainstorming some ideas of how to gather more student voice that Jake um collected. So, you know, we'll be I'm sure following up on those later. Um and as uh Manx already mentioned, Friday, March 28th was Black Girl Magic uh day, Rose Schools. I had an opportunity to attend um briefly uh Brim Hall School Assembly in the morning. Uh a fantastic dance performance by members of the Zetta uh five beta uh sorority from Howard University. Uh kids were absolutely into it. powerful messages just um it was great. I wish I could have stayed longer, but um a great day again throughout the entire district for Black Girl Magic and all the events at all of our schools. And then um Dr. Lake and I had a fantastic chance to visit the art studio classroom of teacher be Lee at Emity Williams who was just here. I remember making a point of it that hearing so much about Miss Lee's classroom and choice art. I remember I mentioning to Dr. Lake that I I got to get in and see this see this classroom. So, we had this great opportunity and just a wonderful hive of busy activity. Some kids were drawing, some kids were using colorful pastels. I mean, just choices that I never had as a kid. I mean, it was like this is the one thing now go do it. But, you know, no choices. But I can certainly see why she was a finalist for Minnesota Teacher of the Year. I can see why she won the national recognition for choice art. It was it was fantastic. So, glad I had opportunity to do that with you. And I think that's all I had. So good report. Thank you. Good evening. I'd like to share an important recommendation that will be pres presented to the school board this evening during a study session that will immediately follow this community meeting. The district administration is recommending that Harambe Elementary transition to a 9-month calendar starting the 2627 school year. Like many elementary schools nationwide, Harumbbe has experienced a decline in enrollment, shifting from approximately 400 students in 2015 to around 250 students today. Additionally, attendance data indicates that the current 12-month calendar no longer aligns with many famil family's priorities as there are significant absences in the summer months and in March when other schools are on spring break. While this is a significant change, we believe it's the right step to support students prek to grade 12 academic journey in Roseville area schools. A nine-month calendar will offer more seamless transitions for students, consistency for families, and greater educational continuity. We remain committed to the values that make Harumbbe special, and the transition timeline allows for us to work together in shaping the school's future. And in terms of a family and community parent meeting, that will be this Thursday at Harambe, co-hosted by Principal Meyer. Uh, and it will begin at 6 PM in the Harambe Media Center. Thank you, Dr. Lake. All right. Um, if it's okay with the board, just kind of a housekeeping item, how about just a two-minute Let's just have a quick two-minute break. Uh, bathroom break. Let's grab some water before we dive into the study session. Uh, there's no further regular business. Uh, meeting stands adjourned.