I have too many on my desk here. Closethat >> gift is >> gift. Oh, it's time. Okay,>> Wayne, I'm ready. >> All right. Good evening everyone.Welcome to the Roseville Area School Board meeting. Uh this is May 12, 2026and my name is Rose Chu. I'm the board chair and so I will call the meeting toorder andclub Manx would you please call role from our Zoom.>> Absolutely. Director Morris went >> here. Director Cleveland>> here. >> Treasurer Boacheski>> here. >> Director Anderson>> here. >> Clerk Clark is here. Chair Chu>> here. >> Thank you.Um the next thing we have is if there's any agenda adjustment today.>> Yes, chair. I'm recommending that we pull item 7C, the Roseville PrinciplesAssociation contract, and we will be placing that item on the May 26thmeeting. But we will need a motion. It is an action item.>> All right. Thank you. >> I move that we table 7C till the latermeeting. >> All right.>> Second. >> Thank you. Second. We have a motion in asecond. All in favor say I. >> We need to do>> a roll call because >> Oh, that's right. Thank you forreminding me. That's right. We have to do that. So, we'll do roll call for thevote. Um, can I just all call you by first names?Director Todd. >> Director Todd votes I.>> Okay. Director Mike >> I.>> Director Gita >> I.>> Director Michelle >> I.>> Director Manx. >> Oh.>> Oh, I forgot your title. Sorry. I'm sorry. And Chair Chair Rose beconsistent. This an I. >> So,>> yeah. Motion pass. >> Okay.>> Thank you. >> Uh, next we have the landacknowledgement by director Tai. >> Thank you. Roseville Area Schoolsacknowledges that we reside on traditional ancestral, contemporary, andunseated territory of the Dakota people. From Bedote, a confluence of theMississippi and Minnesota rivers, a place the Dakota people poetically claimas the center of earth, directly beneath the center of heaven, to IndianMountains Park, a sacred place of burial built by ancestors of living people andhome to the only known remaining burial mounds within the Minneapolis St. PaulUrban Corps. Indigenous people have cared for this land through warfare,genocide, relocation, and removal perpetrated by colonizers. the state ofMinnesota and the federal government injustices that reduced over 150 millionindigenous people to around 300,000. Indigenous people have given theirblood, tears, heart, resilience, and love to this land. enduring boardingschools that were in operation from 1879 through the 1930s where assimilationthrough humiliation was the curriculum in unspeakable atrocities occurred dailyto the foster care system where more kids were removed from indigenous homesthan any other group in Minnesota. Indigenous people have not lost theirculture or identity and still reside on this land. Roseville Area Schools iscommitted to ensuring the culture of our indigenous relatives, the original andrightful caretakers of this land is studied, preserved, and celebrated. Weare committed to understanding and honoring the sovereignty that has beendenied to nearly 600 indigenous nations, including 11 federally recognized tribesin Minnesota through the breaking of over 400 treaties. and we are committedto the truth of the history of our indigenous relatives, the success of ourindigenous students, and to the healing we hope to create through thiscommitment. >> Thank you.>> Thank you. >> Thank you. Well, I'm going to pass it tosuperintendent here. >> Yes, it is an exciting evening. It's mysincere honor to have the opportunity to introduce a number of our dedicatedfirst responders who serve our schools and community with professionalism andcompassion. Their courage, quick action, and steady presence were recently ondisplay in our schools. And I am so thankful for each and every one of them.So thankful for each and every one of you. To tell you more, I would like tointroduce Mr. Mike Schrader, an associate principal at Roseville AreaHigh School. Welcome everyone. >> Thank you, Dr. Lake. Recently during theschool day at Roseville Area High School, we>> you speak into the microphone. >> Is it not going?>> Yep. >> Thank you. Recently during uh the schoolday at Roseville Area High School, we experienced a serious medical emergencyinvolving one of our students. Thanks to the quick action, professionalism, andtraining of our physical education teacher, school nurses, and SRO, carewas immediately provided while first responders from the city of Rosevillewere called to assist. When emergency personnel arrived, everyone worked inclose collaboration to provide care, support, and calm leadership during whatcould have been an incredibly emotional and tragic situation.While this individual uh has requested privacy, the family would like to say afew words. And at this time, I'd like to invite Wah up to to say a few words.>> Thank you for being here. Welcome. >> Hello. My name is Waku and the parentsof Shiai Hang, senior at the Roseville Area High School. I would like to takethis opportunity to thanks all the board members, all the administrators and alsofirst responder. Also special thank you to Tres and Kelly for helping save mydaughter's life. She was in coma and in the emergency room and for 5 days wehave no food and we are so very concerned but we have the quick respondand our daughter is say back to school as normal and thank you for inviting usand just take this opportunity to thanks each of you the teacher the responderthe EMS of Rosville for respond quickly and thank YOU VERY THANK YOU.>> WOW. >> We want to take this opportunity to alsopublicly acknowledge and thank the first responders for their critical work andcare they provide to our community every day. We have invited them here thisevening to introduce themselves and share their roles. We are uh also verygrateful to report that because again of their collective effort, the individualis back at school. At this time, I'd like to uh call up police chief EricaSher. >> Good evening. Thanks for uh having ushere tonight. Um I'm here to introduce the officers that were involved.Unfortunately, two of them could not be here tonight, and that's Officer AmberStoneus and Officer John Ziggler. But we do have two of the officers thatresponded. Um, it's our community action team officer, Phil Tannis. He wants tocome up at this time. And also, and also our school re resource officer,um, Abdi Wami, IF YOU ALSO WANT AND I'LL TURN IT OVER to the fire chief.Now >> you get a round of applause. >> Good evening. My name is David Brazen.I'm the fire chief. Much like the police chief mentioned. Uh very proud of ourefforts and the things that that we uh had the opportunity to do and and showon this incident. Um but I'm here with a a great group and I'll introduce them.Have them come up. Um, first off, firefighter EMT Adam Sabota.Firefighter paramedic, excuse me, Adam Sabota. Sorry about that. Firefighterparamedic Andy Churchill. Firefighter paramedic Chris Rice. One of my battalion chiefs, Ted Larson. A note for the group. Ted Larson is analum of Roseville Area HIGH SCHOOL. >> OH.AND MY ASSISTANT chief Neil Shrom. >> Unfortunately, they they couldn't makeit tonight. There we had two people, firefighter EMT Eric Castrida andfirefighter EMT Dave Dusso. >> Thank you very much.>> Thank you. >> Thank you. At this time, I'd like to invite our uhschool staff, our physical education teacher, our two school nurses to thepodium to introduce yourselves. >> WELCOME. I'm Ronnie Schneider and I'm thephysical education teacher. >> Uh Trace Comr, licensed school nurse.>> Kelly Fenise, licensed school nurse. >> Do do you want to start with sharing anyexperiences that you have and then I think the board may have a couplequestions. Um, you know, I just I I said before Ithink that this was one of those instances where um everything lined upperfectly for the students life to be saved for to have the best possibleoutcome. I know that I'm really grateful for these two right here, grateful forthe team we have at Roseville, grateful for our first responders, grateful forofficer Wasami, um, and yeah, just amazing teamwork and just so pleasedwith the outcome. So yeah. >> Yeah. I mean I second all of that. Ithink like I know the folks that we work with in the school setting and likedaytoday you work together and you see each other and you help students but umnot like this. I mean this was extraordinary. Um and like everybodyreally pulled together um and use their experience. I mean, even just yourexperience like as a a PE teacher like I mean it all made the difference. I meanI I think yeah just really incredible and really proud of everybody.>> Absolutely. >> Mr. Schneider, you have anything?>> I just same thing that everything lined up. Itwas just kind of amazing how it all lined up the way it that it did and thatuh everything, you know, managed to help take care of what needed to be done andit's very grateful of all the work for all of us that we do. We've workedtogether in different situations and we didn't expect it to be quite like this,but um yeah, it was um a good day for for the finish.And we're really glad Shishi's back in school. >> You want to use a word a miracle rescueor anything, but then I know the hours and hundreds of hours of training,>> right? >> Thank you so much.>> Thank you. >> So generous.So generous. all the training that's required and all the teamwork uh andboard. Do you have any questions? >> I just Yeah, I just commend the teamworkof everybody and the partnership of everybody especially Roseville PD andthe fire department. I mean, especially, you know, working together. It's we livein a fantastic wonderful community. I don't know if anyone from PD or, youknow, fire department wants to say anything, but it it's such a uniquepartnership. You know, I think it's a great communication, greatcollaboration, but I just, you know, just what makes it work so well. I Idon't know. I'm just, you know, proud of the the community working together, youknow, just >> we're also big officer Warsami fans. >> Any other questions? I have to say I'mtearyeyed and I see you tearyeyed. Say more like what is it that is at theheart of this that is you know emotional right.>> Yeah. Um I mean I just think like I guess getting to know you and thestudent through this. Um yeah I just feel like really humbled and grateful tobe able to help her and have had the training and like the team. Umyeah, like the outcome could be really different. Um>> yeah, I'm just really really grateful. Um so yeah, it's a blessing.>> You have a question? >> I did, but now I can't speak. So>> I'm also a crier. So >> and I'm not.>> So that's probably something. >> Um just on behalf of the board, I thinkI want to say a huge thank you. and as a parent of children in the district.Yeah. Also, thank you. >> Um, can you talk a little bit more aboutwhat this did for your team dynamic and how it impacted you all as individualsbut also as a team working together? Maybe you can reflect a little bit moreon the experience. I think some of the things that we have talked about sincethen is some of the communications and some of the dynamics of how we can bemore um more on top of the communication of whatexactly is going on because there's so many times that we call for them andthey might be thinking it's a turned ankle which is not a medical emergency.And it was >> kind of one of those things where it wasvery clear, you know, we were having a medical emergency. there was something.And so it helps us to try to brainstorm other ways that we can maybe communicatethat in in the future if there is some type of codes or things that we can doto to make sure they understand that this is, you know, this is a serious oneand and that we need something immediately done. >> Um do you have any>> I always do. >> Hi, just just one. Um I hear you talkingabout things lining up. Um, is there anything specific that you feel like Ithis happened in this moment and that made all the difference?>> The phone was answered. >> I do believe that was a I had calledbefore the day before and it took a couple times to get the phone because Iwas using my cell phone. I walked as I was walking over I used the cell phoneand it was picked up the first time. >> It's rarely happened just becausesometimes it'll go to the answering machine. It could be on another line. Itcould be so many things. It was answered immediately and that was probably gotyou quick quicker down. >> And I think like knowing the people Iwork with and like knowing Ronnie has a fair amount of experience like knowingwhen he's calling it's it usually is something that needs to be addressed. UhI also think the availability of u AEDs like the proximity was really huge. Um,>> shout out Todd for uh >> running all that. Um, and also I thinkthe fact that we had um two nurses in the building was was pretty crucialbecause it happened in front of me. I could start compressions right away,call 911, call Kelly to get an AED. And those things togetherum were crucial. So >> do you want to explain maybe just forthe community more about the AED? >> Sure.>> Yeah. >> Um so uh an AED essentially if someonegoes into a certain type of cardiac arrest it's usually ventricularfibrillation or ventricular tacicardia. If it's applied early enough it can stopthat abnormal electrical impulse and let the heart restart in a normal way. Andwe think that's what happened here. So, >> what does AED stand for?>> Um, automatic external defibrillator. >> Oh, okay. >> I have another question. I was I'm liketrying to imagine. So, how long like while you're like taking care of thestudent, how long did it take before kind of more help came?>> It was pretty immediate. >> It was. Yeah. Oh, wow.>> We were really really Yeah. Really appreciate. ROUND OF APPLAUSE.>> YAY. THIS TIME IS OF THE ACCENTS, RIGHT?Especially when you talk about the heart. So,>> I mean, the response time was incredible. So,>> wow. What are you talking about? I'm just like>> I mean, with >> Officer, you probably>> Yeah, I was going to say it was a few minutes, but>> Oh, wow. >> By the time Mike and I went out andhelped them, >> directed them in two to three.>> Yeah, >> that's probably what I would say, too.>> Yeah, it made a big difference, too. like officer Warami is very trained andlike no I mean he was able to jump in so really it ended up being like athreeperson >> CPR which>> yeah I think just with the amount of training and and your experience withCPR Ronnie like I think that's a lot of what aligned is having like theexperienced people in the building um and kind of ready um and then additionto the AEDs I mean we check them every month and like I think you don't assumeyou're going to need to use them Um, but yeah, that's why we do it.>> We had multiple staff that helped out, too. I mean, they were keeping studentsin other areas, trying to block off the area. It was during lunch. I mean, itwas there was a lot going on. There was other staff members that that aren'there that should be acknowledged also. >> That's a really great point. Thank you.Right. Because it's it is because it become a school event in a lot of wayswhether we like it or not. And how do we make sure that our students are stilllearning? they are they they they they kind of are kept at bay a little bit. Umso I appreciate it. Really I'm I'm glad you said something. So thank you. Thankyou so much. >> Yeah.>> Yeah. So I just want to say thank you. Oh my goodness. We can keep clappingagain. Just so amazing. So grateful, right? Okay. I mean just weare so grateful that this the coordination, the partnership and thefact that the relationship you have with each other really helped. So thank you.Thank you for uh all that you did for this child. And of course we don't wantthis to happen again, but this is life. So I'm just glad that we have all of allof the talent and the heart to resolve this situation. So thank you. And thankyou for parents for being here. >> Thank you everyone. >> Thank you all for being here.>> Thank you. Thank you. >> Thank you guys. >> How do we fun with that? Oh my goodness. >> Just don't drop it.>> Come on, buddy. You could stay for our meeting, BUT >> you notice how there's not a lot ofpeople who take us up on that offer. >> Even our meetings, I actually>> People do. >> Yeah. Quite interesting. Sometimes>> they're going to go home and watch. >> Yes. The weather is nice out.All right. Well, let's move on. >> Um,clerk man, do you do you have any summary of community input that requireaction? >> We do not have any community inputtonight on our action items. >> Okay, great. Thank you. Uh, next is aconsent agenda. Uh, as usual, we'll we'll read the gifts and also pull outthe retirements for a vote. Uh, do I haveum well, I entertain a motion to approve the consent agenda.>> I move this evening's consent agenda. Uh, pulling out the retirements. Okay.>> Second. Okay. Great. Thank you. >> Any other discussions on that?All in favor say I. >> Do a roll call.>> I am going to have to remember. Thank you.>> Because we're rolling to do that. All right. And I'm I'm not very good at likecalling your official title. So So forgive me if I forget that. All right.Director Michelle. >> Hi. >> Um uh Director Gada. Hi.>> Okay. Treasurer might >> I.>> Director Todd >> I.>> Clap Manx. >> Hi.>> And chair Rose is an I. Motion carries. >> All right. Let's do the>> retirements. >> Retirements.>> Yeah. >> Perfect.>> Y. >> All right. We have three retirementsthis evening. Um, so we're excited to recognize our retirees. Um, first up wehave Michael Deppy who's an elementary teacher at Harambe Elementary who hasworked for the district for 23 years. Next we have Denise Diesik who's aninterventionist teacher at Harambe Elementary School andshe's worked for our district for 29 years. And finally, Louise Portuguesewho is the building secretary at Falcon Heights Elementary who's worked for ourdistrict for 20 years. Um, combined they have served our district 72 years. Um,and we appreciate the service they provided to our students and families.So, we'd like to recognize them and I move that we accept their retirements aspresented. >> Second.>> All right. Any other comments, questions? Yes, we are very appreciativeof their service for sure. So vote. I'm gonna have to do this everytime today. Okay. All right. Uh, director Hayda.>> Uh, I, >> Treasurer Mike,>> hi. >> Director Tot,>> I. >> Director Michelle>> I, >> Cluck Manx,>> I. >> And chair Rose is an I. Motion carries.So now we have uh director ha to do the gifts.>> Great. Um we want to take a moment to thank our community members for uh yourgenerous donations to supporting our students. Uh we'll start with RebeccaNimi with a monetary gift to Little Canada Elementary School for schoolneeds. Jill Paddock uh with a monetary gift to Roseville Area High School forschool needs. Sandra Newwick with a monetary gift for Roseville Area HighSchool for the robotics team. Mary and Robert Michaels with a monetary gift forRoseville Area High School trap team. Here commercial Decorating Inc. with amonetary gift for Roseville Area High School trap team. Hastings Lock and Keywith a monetary gift to Roseville Area High School trap team. Susan CampionBloomquist with a monetary gift to Roseville Area High School boys golfprogram. Emily Bloomquist with a monetary gift to Roseville Area HighSchool boys golf program. David and Louise Barnes with a monetary gift toRoseville Area High School's boys golf program. Mark and Mark Foster and SarahBarnes with a monetary gift to Roseell Area High School boys golf club golfprogram. Chad uh Funfinger and Carla Zbecnik with a monetary gift toRoseville Area High School's boys golf program. Don and Patrick Keenan with amonetary gift to Roseville Area High School's boys golf program. VikingDemolition and Specialty Services with a monetary gift to Roseville Area HighSchool's boys golf program. Roseville Girls Basketball Booster Club monetarygift to Roseville Area High School for shooting shirts, practice jerseys,supplies, and streaming services subscriptions for the girls basketballprogram. James and Ann Dedric Dedric with a monetary gift to Roseville AreaHigh School boys track and field. Roseville Area High School boys soccerbooster club with a monetary gift to Roseville Area High School uh foruniform for the boys soccer program. Joshua and Elizabeth Penrod with amonetary gift to Roseville Area High School girls track and field program.Jill Paddock with a monetary gift to Roseville Area Middle School for schoolneeds. And Karen Doherty with a monetary gift to Roseville area schools for anydistrict needs. So, thank you again for your generosity and your support of ourstudents in our district. >> Yeah. Thank you.>> Thank you. Thank you so much. Yes. So now we'll move on to uh reports andnon-action item. The first one we have is about student attendance andinterventions. >> Welcome.>> Oh super. >> Hi.>> All right. Good evening. Yes, I am Moira Wyant. um one of our associatesuperintendents in Roseville and I'm really happy to be here this evening toshare about student attendance and specifically the intervent interventionwork we are doing to improve consistent attendance is a key componentto achieving our goals over the course of this school year we have listened toseveral phenomenal presentations from school staff and reports from ourcabinet members at this board table about the incredible things happening inour schools each day. These are all examples of our goals and our keystrategies in action. And then of course they work best when our students haveconsistent attendance. Absences are going to happen. They are a reality oflife. Our goal is to ensure that we are doing everything we can to interruptabsences that are preventable. Now, here's another reality. Most of ourstudents are coming to school most of the time. Each school has an attendanceteam that routinely meets to monitor attendance. During try 1, several of ourschools had higher overall attendance rates than just a year ago. During trytwo, which feels like a very very long time ago, and also just yesterday at thesame time, our community experienced operation metro surge, which resulted indisrupted attendance for many of our students and families. Now, here we arein Tri 3 and after spring break and up until now, we're really pleased to sharehow much attendance rates have jumped back to this higher percentage point formost of our students. And it's really something to celebrate because there wasa point during try 2 where we were very nervous about students not returning toschool and having this attendance trend get worse and we're not seeing thathappen now. To frame the next part of thispresentation, I'm sharing some data that comes from a national study on studentattendance. At the onset of the COVID pandemic,schools across the country saw sharp increases in chronic absenteeism.While national rates are slowly declining, they still remain high.Chronic absenteeism is defined as 10% or more of a school year. And this equalsin our system about 18 days of school. When we look at this across the country,it's affecting 14 million children. So clearly this is not a problem that isunique to Roseville, it is a problem that we must address.So while I shared some good attendance news, now I'm also going to acknowledgethe very real challenges. While chronic absenteeism is missing 10% of schooldays or more, many of our students in Roseville that fall into this categoryare actually missing closer to 20 or even 30% of the school year. And so thisis really significant and the slide here outlines why it really matters.Beginning in the earliest of grades, children who are chronically absentbetween preK and second grade are less likely to be proficient readers at gradethree. Chronic absenteeism is a leading indicator of high school dropout ratesby sixth grade. And this last um point, this is not coming from specifically ourRoseville families. This again is from that national study saying that 60% offamilies may not realize that missing two plus days a month exceeds 10% of theyear. So really how quickly absences can add up and how important ourcommunication and notification with families truly is.So, here's how we're addressing this. And again, we're focusing on ourstudents experiencing that chronic level of absenteeism.According to the report by the Institute for Evidence-Based Educational Practiceat the University of Oregon, schools have a 77% chance of reducing chronicabsenteeism when using these five research-based approaches. So that'swhere I always go back to some of the good news that we have many studentsmissing many days and we know that under these five points in Roseville we dohave systems and plans already in place to address this. So recently ourdistrict level attendance team reviewed this study and went over what we aredoing specifically in each area and where we found an area of focus is thatsecond bullet the fostering relationships as mentoring as based onfeedback from our attendance teams is that's what they saw as most impactful.So that's part of what will inform our work go heading into next year.Of course, we're going to remain focused on the all five areas, but just needingto highlight that ultimately it often truly does come down to relationships. So, next I'd like to share a fewexamples of the success we've seen this year in relation to those evidence-basedapproaches. So, one of the things that talked about was a whole schoolapproach. These are this is not a comprehensive list. It's just a fewexamples of what has happened. Earlier this year, we saw staff from EDW talkabout their schoolwide seal plans. That is one example. At Falcon Heights, theyhave a very similar system in place that has been developed over years calledFalcon Families, which at certain points during the year, they join in multi-agegroups. And why that is a whole school approach is it's developing a sense ofbelonging and a sense of identity for the whole school. It's also givingchildren that opportunity to meet students and staff that they may notinteract with every day. And going back to that piece of relationships are thekey to all we do. Sometimes we don't know who it is that some child willconnect with. whole school approaches like this are intentional ways to givechildren those outlets. Um, next I'm going to highlight amentoring system that has been developed over time at many of our elementaryschools. Edertton last year shared with other elementary schools what they weredoing with a mentoring system of staff that would volunteer as an attendancementor. And then in September, the attendance team meets, reviews data, andthen goes to the kids with the highest needs, saying, "Who might you want toconnect with?" And then it's that level of personalization that the chosen staffor connected person and the child together come up with a plan. And nowthis year, Central Park has replicated that and made it their own, of course,which I would love to see us doing more of of sharing what's working and likelet's not be self like this works. Let's all do it and let's work smarter notharder here. Um a whole school approach in a little bit of a different way atthe secondary level this year is welcome to the vil that was started at RAZ. Soeach Wednesday, students that are new to Roseville join together. I think it's apowerful example of how we're creating that sense of a belonging right away andgetting them connected with peers so that I mean no one wants to be the newkid midyear wandering around not knowing anyone and again giving the childrenthemselves information about what's expected.Um I starred this last one is that feedback from each of our attendanceteams has been what has really worked is that early communication and havinginterventions in place. So if a student starts midyear and has had someattendance challenges in the past, it may have been our practice to say,"Let's give them a chance because we love children and want the best andassume positive," which of course we should. And what the attendance teamsare saying is when it comes to attendance, we're not going to assumethat. We are going to address it immediately and not wait until there aremultiple absences. So, like we're going to sweat the small stuff so it doesn'tget bigger. All right. My favorite part are alwaysstories in the faces of children. So, this just makes me smile. Um, a benefitof working in one of our school communities is the range of diverseperspectives and personalities that are represented in our staff and in ourstudents. The key is often finding that right relational connection for eachchild. This could be a staff member or it could be another student. Theintervention might be a visit from another teacher into your classroom. Itcould be a special lunch with your sibling or getting to be a part of theplanning committee for a whole class reward. Each child is unique. Eachfamily's story is unique to them. and therefore our interventions need to bejust as unique. Other examples that I just have to sharethat aren't represented in a picture that has led to increased attendance isthere was a kindergarten child that was very afraid of the bus.>> The bus can be incredibly scary to a 5-year-old. So, a school staff rode thebus each morning for a few days, partnered with the family. that level ofabove and beyond that people are doing to build the child's confidence fromgoing sitting in the front seat with the child on the first day, sitting behindthem, introducing like that is a level of individualization that of course thatstaff member is not riding the bus anymore. The child's thriving in school,but sometimes it really does take that. Um, one more touching story I must shareis that a child noticed that a one of our schools did not have the Ethiopianflag and was struggling with going to school. I'm not saying it's because ofthe lack of flag, but in the conversation, they said, "Our schooldoesn't have the Ethiopian flag." Principal went and ordered the flag. Theday it arrived, the child got to watch as the custodian hung it up. And this isthe part that gets me. They looked at the principal and said, "Okay, now Ibelong here." >> Now, it is not always that easy and cuteand successful. There are much more nuanced and complicated stories as well,but I share these from an elementary perspective as a way to uplift the workthat our staff are doing. Um, we just saw that too. The level of care andpersonalization that Roseville staff give to each child um is something to becelebrated and we know that it matters when we find out what is that thing thatis going to change the child's experience or change the family'sexperience. It just takes a lot of time sometimes to get to that why.uh transitioning to secondary here. The level of individual interventionscontinue of course and then as appropriate some of the these interainterventions turn into more small group to meet that social developmental needsof our middle and high school students. Um so the one picture is is an exampleof that. The other one is another story I have to tell because one thing we haveto think outside the box sometimes school isn't just the school day. Ourafterchool activities can often be the thing that drives a student'sattendance. And that's backed up by research as well that students thatparticipate in any afterchool activity or before school receive higher gradesand have higher attendance rates. So, this is more one of those outside thebox interventions that school staff in partnership with cultural liaison arereally working to reach all of our families so that they understand thetrue range of experiences and opportunities we have in Roseville. Andthen the next step is to identify what might be a barrier to participation inthose. Because this picture of middle school girls at the Raz one of the Razfootball games this fall is one of my favorites because in that moment I saidto the group of girls, "What's the best part of dance?" And one of the middleschoolers said, "I'm not afraid of high school anymore.">> So this is it's like the that ane the stories the children themselves aretelling us what matters. and then talking to one of the coaches later inthe year. Again, it's that mentoring system that they are setting up throughdance or other activities of our high school students intentionally connectingwith middle school students. That's going to matter when those middle schoolstudents arrive at ROS that they are going to know other children. So lookingat ways to do more of that in partnership with activities and at theelementary level it could also be for our out of school time.I just talked really really fast and shared a lot of stories. So now it'syour turn. What are what questions do you have?>> Good stuff. >> All good stuff.>> Go ahead. Yeah. So um I was very pleased that you started offwith the 90% of the students attend 90% of the time.What? So, two questions, okay, kind of embedded within each other. What what'sideal? I mean, it's not going to be 100%. Because kids get sick, kids,whatever. >> And then, I guess, are there anyparticular patterns either by school, by grade level that could call for, youknow, higher level of of mentoring and intervention? I I would assume, I thinkwe talked about this even last year that high school is a little more becausekids are beginning to feel autonomous and>> take control of their own selves. I know there's a difference between like FA andRaz. So maybe what what what would be perfect because it won't be 100%. Itmight be 92 maybe. >> No, 92. I've read a few differentnumbers. I would say 92 or 93 is what is perceived as typical or ideal.>> And then what about grade levels, buildings?>> I don't see a difference in the recommendation of attendance from that92 to 93 percentage. Our younger students often have more absences earlyin the year. And again, that's where we have to do a lot of communication andpartnership with families. You know, as an elementary person, sometimes it wasthe conversation of, "Oh, does kindergarten really matter?">> Yeah. >> Yeah.>> It matters a lot. >> It really does. And then and you have tohave more than just that conversation, but helping a family see what your childmisses when they're gone. and like the social, academic, all those pieces oftenchanges that. Um, but yes, you're right. Our high school students do not as manyare at that 90% as our elementary. >> Does that answer it? Did I get to bothof them? Okay. >> Is there um like removing metro surgebecause we know a lot the demographic that hit and the reason. What are otherpatterns that you are seeing as far as are there certain groups that are beinghit harder by absenteeism and like what are the predominant wise or they justvaried all over the place? >> I would say first it's really hard tomake overall statements about attendance this year by different demographics.Certainly, our Latinx students had much higher rates of absences during MetroSurge and then after that it was Asian students. Um, but that's not a trendthat I would say overall. >> Um, and then really that's the work ofthe team this year has seen. We wish there were some more generalizations wecan make. What we have found is it really isunderstanding what are the barriers for the family.>> Are there like transportation and work barriers that you're coming across? I would say that sometimes is a big onethat it may be like let's say I know one story I heard was a family a par asingle parents working schedule shifted to nights and then they were having ahard time getting children up in time and out to an early bus stop and Ibelieve I want to tell this story correctly. I believe it was the schoolsocial worker that again figured out what was happening then found otherfamilies that were at that bus stop, found where kids were connected and thengot an older student to help make sure they were out the door as well>> to try to support that single parent that's working to say, "Okay, then howdo we do this as a community?" Yeah, >> again doesn't always work with 100%success, but it really is that individual>> rather than generalized of what's happening. >> Do you see more at the sometime theytalk about like when you're a senior in high school>> that you know that that they whether they are great>> senior slide. >> Yeah. Right. Um, you know, I and maybeDon knows more would be able to better speak to the day-to-day experience insecondary right now. From what I know, I think we have so many more options forseniors that are engaged >> that it's not as much like, oh, I'm Idon't need to just walk out. I have these other options, whether it's PSO or>> What would you add? >> Yeah, I would agree. I think if we'retalking about like attendance rates for seniors, that gets tricky just becauseof all those options >> because they could be in the buildinghalf the time. They could not be building at all.>> Um but they're still, you know, getting their they're still doing their work.They're still attending their college courses at, you know, century and thingslike that. Um so it's a little bit more um nuanced, I guess.>> Yeah. from what I have seen and I didn't share specific site or attendance databecause of how complicated it was this year that I didn't feel like it wouldaccurately represent what's happening. >> Um but my memory is that our seniorsattendance was not lower than the the nth 10th or 11th grade.>> Well, that's a good thing, right? Because we have all those options thatwe are keeping them engaged in school however whatever the format is,>> right? Yeah. And just the difference betweenelementary and secondary where it's full day attendance elementary is periodattendance and secondary and so it it it varies.>> Yeah. >> Just because you were like in period onebut not in period five doesn't mean that you didn't necessarily attend. You knowwhat I'm saying? >> Yes. Yeah.>> Um and and then when we collect this data, it's not just for us. We have toreport this too, right? To the state. And so two questions again. One,>> um, is there a distinction between what one might call an excused absence versusan unexcused absence in those numbers? And so that's one. And then two, what dothose numbers mean in terms of what happens to the district? Are wepenalized financially in any way, shape, or form, or is it just they justpublicize it? Well, okay. I'm going to first unexcused and excused absences aredifferent. When we're talking about chronic absenteeism, we're lumping allof those together. But a school's response to an unexcused absence maylook much different than to an excused absence when they know what's going onand why. So I think the response there as far as like how we are penalized Ithink from my response would be well we're we're financially penalized as adistrict when the student might drop out and then we're not receiving you know>> is there another way >> I was looking for Sherry's opinion onthat in terms of attendance >> would you are we penalized by studentsattendance >> no>> we get penalized is if they are gone more than 15 days.>> So then we can't claim membership for them.>> That triggers the automatic drop. Okay. >> And 15 days is 15 school days. And it isour consecutive. Yes. And families are given multiple communicationbefore. We don't just drop a student after 15 days without many attempts. Ifa our attendance team's practice is if a student reaches three unverified orunexcused absences in a row in a row, we would do a home visit to make so at 3days. We're not waiting till it gets close to 15. We really like we'reconcerned about >> the child and family's well-being.>> I think there's a theme developing. I'd like to shout out to the health officesand our nursing team too for their work on attendance team. So it might be justyour night >> tonight represent the nurses and it wasnational nurses day May 6th >> from what I understand. So just makingthat connection tonight. >> Yeah, that's great.>> Well, I have a quick question about I mean the makeup of those attendanceteams. Is it >> whose responsibility is it to make thatfirst contact? Is is it like a school counselor? Is is it a nurse? Just youknow where >> the first contact meaning when a childhas been absent for three days. >> Yeah. Just who makes that initial>> typically a classroom teacher or social worker. I mean we do want the firstconnection point to be with a classroom teacher when a child is absent. So, it'ssomething that I think two years ago, attendance teams worked on streamliningthat process, even going as far as creating various scripts for classroomteachers to use to reach out to families. Um, and then it it rangesagain based on the relationship. In some situations, it might be the socialworker, in some it might be the nurse, it could be the principal, it could besomeone else. an immediate automated call coming from the health office soonin an absence the day of. So many different levels of intervention.>> Yes. >> And so yeah, I want to do one plug sinceyou mentioned the calls. Something that was new to me that I recently learned atthe district attendance team is that of course>> our children are brilliant and have figured out ways to mute the attendanceline calls to their famil family's phone.So we just for everyone's awareness anyone that worked in a high school theykind of went yes this is happening Mora and I thought oh well but that's wheresometimes we have a gap >> your own phone>> right oh I checked my own phone as a parent of two teenagers but um and Ireceived the calls but I think sometimes we say we're doing things>> but then we have to make sure what we say like the calls are going out dailyare the calls being received, >> right? And if they're not, then that'sthe workaround we need to get to, but it's,>> you know, so >> great report. Thank you.>> Thank you so much for your work. Yeah. Thank you.>> Thank you. >> All right.Now, on to uh action items. The first one is thecardio emergency respond plan. And we have a whole group here. Yay.>> How about the timing? >> Yeah. Ah,>> vental timing. >> Okay. Okay.>> All right. We'll figure these chairs. >> I was just like, wasn't that okay?>> I don't want to miss anybody, so I want to make sure that you introduceyourself. >> Thanks for being here.>> Great. Yeah. Thank you. >> Thank you.>> Yeah. >> Good evening. And we do have a themerunning here with our cardiac work in the district. I'm Nita Thomas, executivedirector of student services. Um I'm not going to talk at all for this just tointroduce this fabulous team um who has put together um the district cardiacemergency response plan which is um a statute Minnesota statute. Um they'veworked on it all year and the statute goes into implementation for the 2627school year. So I'll allow them to introduce themselves and to present toyou the cardiac emergency response plan. >> Great. Well, good evening everybody. I'mTaylor Anderson, assistant director of student services, and I also supervisehealth services in the district. >> Thank you.>> And hi, I'm Elena Bull, licensed school nurse and lead nurse for Crossville AreaSchools. >> And Todd Leer, supervisor buildings andgrounds, which also has health and safety.>> Great. >> Thank you.>> Thank you. >> Okay, I can>> go ahead. >> So, I I have some involvement with thisplan as well. Lots associate superintendent. And justreal quick, what the connection is is that this cardiac response plan is is umbeing integrated into our um ERT work >> um and our new um what we call theemergency operations plan, which you'll you'll probably hear about soon.>> Um that guides our safety responses. This is has been integrated into that.So with me um you know being over safety and security, we we we we work togetheron um ensuring that this um this happens.>> Yeah. >> Thank you. Um so this evening we will bereviewing the proposed cardiac emergency response plan also known as SER. Um youshould all have a copy to review as we go through each section. >> And so with that um with the SER review,we will be going sequentially through each section. So we'll be talking aboutthe introduction and what what is the SER um the responsibilities and teamformation AED placement maintenance and registry communication plan training andpractice drills response protocol and postevent procedures and then the annualreview and legal references. So as Nita mentioned this plan is nowrequired by law. We had been watching the legislature for the past coupleyears and before verbiage was that it may be included but now it's a must.>> Um >> so we like like it was mentioned we haveworked really hard on this plan so that we are prepared and ready to go intonext school year. So our next couple slides go over thestatute requirements. There are eight requirements listed. The first one isthat it must be consistent with the MDE model policy and MDE and MDH have givenus great resources to make sure that we are compliant. Um, number two, we needto establish a response team and plan of activation. Three, provide for placementof AEDs and also provide for routine maintenance of AEDs, which Todd will gointo here shortly. Component five, um, there's a one-pagerthat I'll talk about in a little bit that will be posted throughout commonareas of the building. So, next to the AED, in the staff lounges, main office,um, everywhere just to make sure that it is within view and accessible. Um, six,we will have plan like mock drills to run through scenarios again just toensure that we are very prepared should the need arise. Um, component seven isrequiring the school board to review annually and make sure that our plan iseffective and that we don't need any modifications.And it also needs to address how staff will respond to emergencies at schoolsponsored activities. >> Uh, so to pull together the team, uh,it's the three of us in addition to Don and Adrien Turner. And big shout out toKathy Carter and Kathy England for the work behind the scenes in pulling allthis together as well. >> Uh so that was the district team puttingtogether the plan >> and then also the pro uh programcoordinators are going to be the three of us and then there will also be Cteams at every site. >> So each site will have its ownindividual C team. uh placements of AEDs. Uh AED placementsare determined based off several key factors to ensure rapid access during uhcardiac emergency and to minimize or maximize response effectiveness. Ourplan's goal is to place AEDs where they can be retrieved within three minutes.And in order to do that, we had to add thewe're we're moving to three outdoor AEDs, which adds the keep keeping themheated component. So, we have a tower at Rams and then two wall-mounted onesthat'll be going one at a tech here and then one at Ros.Uh maintenance and inspection. Uh Kelly talked about it. uh nurses and healthoffice staff do the monthly tests and then we work with them to get make surethat they have the components that they need a pads batteries as they expire andmake sure they're ready to deploy as needed>> and then they will be registered as required. All right. So, the communication plan.So, identifying and discussing specific tasks within the emergency responseteam. We heard that earlier today. Like that communication piece is huge. Andso, we need to make sure that every site has a clear communication plan um inalignment with our SER, right, which is outlined. Um as well as the CERT memberswill be prepared to assist in multiple roles in case there's anybody absent orunavailable at that time. We need to have everybody able to do all of thejobs um that are assigned and then the searchs will follow communication planwhich includes two-way communication. So our radios are very important um as wellas calling 911 ensuring that we're covering all of the areas of the schoolincluding both inside and outside the facility. Um, and that's why like thatthree minute range from the AEDs at any point on site um is imperative andthat's a national standard. So in regards to training and practicedrills um we recognize the difference between CPR AED training and thencertification. Um, so we're hoping to create a very broad trainingpresentation for all staff, which is similar to what we do for seizureeducation and NARCAN that the health offices send out to um all staff in thebuilding every fall during welcome back week. Um, and this would incorporatekind of an overview of the the cardiac emergency response plan to raiseawareness of who the team is and what the team does along with basic CPR andAED response. For cert certification, we plan tocertify the building teams and reertify them every two years. And to help withthis, two of our district licensed school nurses are trainers and they willhelp support that certification. For drills, we will be partnering withProject ADOM, which was introduced to Minnesota in 2021 by Children'sMinnesota, and they will help us both conduct initial drills and teach theteams how to conduct their their future drills for more ongoing ongoingtraining. Um, Project Adam also worked really closely with MDE and MDH tocreate that model policy. So, we're very fortunate to be able to partner withthem. Here's that one pager I previouslyreferenced. this on page eight of the SER and it outlines the event processstarting with recognizing that a cardiac event is even occurring, calling 911,activating the response team and administering CPR and applying the AED.And these are all the steps and components that will be included witheach drill. Um, and a drill is considered successful if com ifcompletion of all the steps occurs in under five minutes. uh and the three of us will be bringingthis back to review annually to make sure that we're uh current andevidence-based best practices. >> All right. So, in order to support theimplementation of the SER requirements, um we wrote a grant and we were awardeduh $44,986.50. So, um>> I know I was like, we're going to put it all in there. Um so, that was the SERassistant grant through MDE. Um it was a very competitive grants. Over 70 schooldistricts applied and only 31 applicants were selected. So, go team go. Um thefunds, these funds will be allocated towards purchasing additional AEDdevices um to include like our towers, making sure that we have appropriatelike heating and all of that. Um training materials such as ourmannequins and um other pieces of equipment and then the staff training.Um MDE also created training opportunities for the recipients of thegrant and so we were able to go to the training that MDE had and it waswonderful. um they were able to review our SER and they did say that we have uhone of the best um and so we were able to um project Adam was there as well andso it's just been a great partnership and opportunity for all of us to youknow like really develop >> um the SER plan>> um and I think I talked about the last the partnering with um project Adam andwe'll continue to partner with them on our drills. So with that being said, umthis is our SER plan and so our priority is our students, staff and communitymembers like their safety on our campus. Um and so with the implementation of theSER, Roseville area schools will be prepared to respond to a cardiacemergency. >> Really impressive.>> Yeah. Thank you. Wow. >> Was that a one-time grant or we couldreapply or just wondering? >> I want to get another 50 cents.>> I know, right? >> Um that was a one-time grant. However, II have learned to love to write grants and so>> lay that out. >> You didn't want to tell the poor.Okay. >> What's your cell phone?>> Um so yes, if other opportunities arise, we will we will take the challenge.>> Yeah. >> So this is now on record that you loveto >> It's great. Yes.>> A follow-up question to add and then a different question. follow question iswhy did we get it? It was so dependent. Was it just because you did such a jobgood job writing it or we demonstrated needs better? I'm just curious what thefactors were >> because she did a fabulous job writingand I would like to say we we did such a fabulous job like the team the SER teamcame together. We identified what are the Roseville area needs. So T we werelike okay national standard is three minutes. So Todd went out and>> did did the mathematical radius and all that. What did you do?>> Yeah, >> ran.>> We ran. I I mean we we used distances and tried to figure out I mean obviouslyevery situation you can't account for. There are gates and stuff that will comeinto play, but yeah, it's just using circles and maps and>> Oh, that's so cool. >> But again, a thorowness and an intent ofthought. You didn't just say give us the money. Yeah,>> you had it very specifically drawn out to>> what you and then um thanks to Elena, we looked at everybody who is trained inCPR and AED usage. Um and the national standard is like 10% of your buildingshould be trained. Um and that includes like PE teachers, um health officestaff. And so just really using like the data that we have and like setting likesmart goals like this is where we're at and this is where we need to be to be inalignment with national standards. Um and so that's how I believe we got thegrant. >> Well, and actually that was going to bemy second question was is whether it's with MDE or the legislation, is there atarget for what percent of staff should be trained or certified or is there atarget we have? And you just said it's 10% of>> Yes. That's 10% by by building probably or you try to disperse it out.>> And again, there's that difference between training and certification. Wewould love for more people to just have that basic awareness and knowledge ofhow can I help out in an emergency. Yep. Until the team gets there. Um and thenour goal for certification would be to have about between four and five um ofthe cert members which would be similar to the ERT team members um cert haveactual certification >> and so they do I know we're throwing alot of numbers out but like this is very important as we can see with whathappened at Raz. So within the first three minutes like the survival rategoes from 10% to 70% with effective AED use. And so like that is why it's soimportant that we have staff trained and ready to go and the AEDs pl like placedspecifically um so we can make sure that we can intervene within minutes to savelives. >> Is it 3 minutes to the AED or 3 minutesto get it >> retrieve their Okay, good. I was alittle worried about that. >> The goal is to have the AED on theperson. I believe Kelly and Trace said that theybelieve that the AED got on in about a minute and 20 seconds.>> Yeah. Um the regarding the communication piece, you know, one concerning thingwas that like a lot of times you call and it's busy.>> Um is anyone thinking about that or is like how is there a different way ifit's a cardiac emergency that to get through like I don't know.>> And I think that will be incorporated in some of the drills too. And eachbuilding has a little bit different procedure with um an emergency responseand calling 911. Um some buildings prefer to communicate via walkie-talkie.Um so I know that was an improvement that RAZ made was switching healthservices on a different channel. So they weren't I think they were on like thesupport channel and were constantly receiving like um a lot of>> unrelated to health calls. Um, so now that channel is directly health related.>> Um, so it can be turned the volume's all the way up and they're ready to respond.>> Um, and other buildings will will rather have like an overhead paging system andthe verbiage in the plan is more like um code cardiac response 911 is calledlocation cafeteria. So so very clear that it's an emergency response. So thecardiac team is needed. the location and then if 911 has been called.>> Okay. What is a drill going to look like?>> So, it will start with like a tabletop exercise um once the roles andresponsibilities have been established. So, who is going to be the primaryperson to um call 911 if that hasn't been called yet? Who will connect withEMS and greet them when they get there and walk them down to the location? Whowill be responsible for making sure that the hallways are clear and that thestudent or affected person has privacy? So once those roles and responsibilitiesare established there, like I said, they'll be more of a tabletop scenario.So everyone will be in the office conference room wherever they have theirERT meeting. Um, and it will kind of go they just just verbally kind of statingyour role as they're going like I'm calling 911. Um, and we can definitelynow that we'll have more mannequins be able to get mannequins to the building.So even though it's it's all within one room, people are still very fairly veryclearly stating what they're doing. Um and then after that project Adam willcome out with me and we'll we'll kind of do those actual drills together whichwill look like um either before or after school. Um students not in the buildingat that time for for the initial one. Um, and it sounds like we will place amannequin somewhere in the building, unbeknownst to everybody, and then>> it will we'll kind of walk through someone coming upon the person and itjust very real life kind of scenario and everyone's going to need to be able toreact and and complete that role. >> Wow.>> Okay. And then you said the first time do and is there a second time plan whenstudents are in the building? >> Potentially. I think that's more um moreschool specific and could be could pertain more to secondary because I knowthat they have um CPR and AED topics within their health class. So there'sthere's still some discussion and planning on how to how to incorporatethat. >> And with the statute, it says that wehave to have drills. So we'll have at least two drills per site per year.>> Okay. >> Y>> great work. Really well done. >> Really amazing work. So, we need toapprove this plan. Yes. >> For statue.>> Yes. >> And uh I do I need to do a roll call forvotes. >> See, I remember to startto start. >> All right. Uh I'll start the otherdirection. >> You want to ask?>> Oh, yes. >> Thank you.>> I can make the motion to emergency response plan.>> I'll second. Okay. All right. We have a motion and a second. So, I'll do a rollcall for the vote. I'll start with you. Uh, Clark.>> Hi. >> Okay. Director Michelle.>> Hi. >> Director.>> Hi. >> Okay. Director. Oh, treasurer Mike.>> I. >> Director Todd.>> I. >> Chair Rose says I.>> So, motion carries. >> Thank you very Thank you so much. Thiswas >> Thank you for having us. Thank you.>> Thank you for all your work. >> Thank you.>> Yeah, very impressive for sure. >> Definitely National Nurses Day. >> Yeah.>> Welcome Kenyatta and Sherry. >> Yes. >> We have the next item that has to dowith uh>> conditions of employment. >> Yep. Meet and confer agreements. Okay.Hi. >> Hi. Good evening. Katana McCarti,executive director of human resources >> and Sherry Thompson, executive directorof business services. >> And tonight we are bringing to you forththe updates to the conditions of employment for the following meet andconfer employee groups. They represent community education managers andsupervisors, community education general services, district centeradministrators, district support services, program assistants, programsupervisors, and technology information services. Our meet and confer groups,just for your information, include staff who are not represented by anassociation or a union. This covers staff in Abetcha this building thedistrict center and also a small amount in some of our school buildings.Um for this evening I want to just give you a summary of the compensationpackage that we've are being excuse me are moving forward for you. Um for thesalary the ranges meet our board parameters of two and a half each year.So two and a half% and then for district insurance health insurance contributionswe increased that by 13% in year two of the contract similar to what we've donein previous contracts. The changes tonight again um are in alignment withour other bargaining units that we've settled with recently and within thedistrict budget parameters. So tonight we are looking for your approval forthese changes. Well, thank you for your work. Anybodyhas some questions about this? >> Thank you both.>> Yeah, thank you. Really? >> Yeah.>> I move I'll make a motion that we the Roseville area school board approve theupdates to the conditions of employment for meet and confer employee groups ashas been presented. >> You have a second.>> I'll second it. >> Okay. Thank you. We have a motion and asecond. So, I will call I will do a roll call again for the vote. Wait, is thereis there anything that you had hoped we would ask about this? Oh,>> anything more than you shared with us already? You think it's important toknow? If not, we'll just do the vote. But I just wondered if you know>> I think, you know, as Kenyatta said, it's within the parameters that were setby the board >> and really just looking timing wise,right? There's only one more group. >> Yeah.>> To approve for the 2527 contracts. That's the only thing I would add. Andthat will be coming to on the 28th. >> 26th 26.>> That would be the only thing that I guess I would>> I would agree. That's the only thing that I would think of.>> Thanks. >> Okay. Very good. All right. Um I'll callfor the vote. Director Todd >> I.>> Treasurer Light. >> I.>> Director Haida >> I.>> Director Michelle >> I. 12 minutes you>> I >> and chair Rose says I motion carries.Thank you for your work. >> Thank you so much.>> All right. Wow. Only one more. That's>> impressively. Yeah.>> All right. So, next we have and we're going to table that one. Yeah. We haveboard reports. Um would like to start I'll>> keep it short because I know that Director Cleveland has a nine-year-oldin her house. >> Oh. Oh,>> newly a newly minted nine-year-old. Um, so I'm just going to focus on the speechum showcase. And I mean just it was mindb blown. Like it was so impactful towitness that to witness all three of them and how they just represented likeso much of the American story. just the different angles they were tellingthings from. And I'm on a mission now to to figure out how to>> get those types of things more eyeballs because I know, you know, our sportsand, you know, you can go to a you can go to a track meet or baseball game orwhatever, but um I really had to dig to figure out how to see these speeches.Yeah. And I'm glad I did, but I just know that it would benefit so manypeople >> to be able to see those.>> Not to mention the socopolitical connection.>> Absolutely. >> Goodness.>> Yeah. >> Yes.>> Yes. Thank you. >> Do we know is that an annual thing? Imean, knowing knowing more events would help because I just wouldn't make it. Iwould say in my opinion that like it it's not necessarily appropriate for abunch of people to go to that particular thing. It really was just the awardsbanquet and then it was three performances. But I think of all theperformances that I didn't get to see and would love to see and um just how>> like if there's a showcase night where they can and people can come and seethose. So >> yeah. No, thank you. Thank you for fordoing that. >> All right. You want to go next?Wow. >> And I I don't have anything.>> Okay. >> Um I think I just want to mention youdid such a good job. This is the the DMSD meeting that we were able toattend. >> Um you I went in person and you zoom.>> Oh, I was zooming. >> Yeah. You did a really good job ofexplaining. This is just kind of a reminder about uh the permanent schoolfund task force. >> Yeah,>> that was there and there's gonna be more information about that. You did a greatjob in that email. Um I think it's I just wanted to mention uh that the taskforce and then the MSBA rep who you know you know Denise Dietrich was presidentthe role um that school boards are going to haveyou know um with getting the word out about this permanent school fund and umI know that the house has already the senate's already voted for it the housealready voted for it but now there's a >> change that's gone back I mean I've gotevery confidence that it's going ultimately pass the legislature and itdoesn't have to go to the governor's desk, but it's going to the people ofthe state of Minnesota >> to be voted>> to to be voted on in the fall and the role we're going to have all schoolboards and just again more information will be out, but the critical role we'llhave in marketing this getting information out and I just think Iremember some of the things that I wrote that I wrote down that the f that thevalue of this so that we can even talk about this is that the fund value as of2025 was $2.3 billion. I mean that this has been building up over time. But someof the things that the MSBA lobbyists mentioned like Denise Dietrich mentionedthat this still needs two million yes votes to pass from voters in this stateand that um skipping the ballot question is going to be considered a no vote.>> There's a real role that we have here. communities, school districts, schoolboards will have >> um to help get that word out that thisthere's this >> money that we can use,>> you know, for public education. >> Do you want to say a little bit moreabout what that public fund is? Are you able to explain that>> to the community? >> You did such a good job. I don't knowthat I could do I just I I was just trying to stress the importance. Um I'mglad we were both there and I'm glad that there that this task force it was agreat time for the AMSD um group to have this report beforeobviously the the days of the legislature are really>> numbered they're numbered here >> but you know and just to reiterate theimportance and more information again will be coming out but it's just it'syou know just how important it is I guess you know I think you did such agreat job in the email, but just we'll be coming we'll be coming back to this>> and how important we are because we are going to>> the MSBA will be pushing for school boards to pass resolutions>> in support of this. So we'll be you know >> my understanding MSBA and MSD will havetalking points and all kind of stuff that we'll share with us because>> and I know that uh Dr. Lick and Sherry are both like looking at this veryclosely so that you know our community understand what this is. Um, so we'reprepared. >> Yeah, we'll be prepared and more to cometo make sure that our community who support us very well, right? Reallyinformed, right? Really informed about what that vote means. Yeah. So,>> so I just that was my report just to stress the importance and more info toto follow to come. >> Yes. And the importance is that thelegislature does their job so voters can do their job.>> Yeah. That's right. >> And that this final kind of whateversticking point or whatever little is is resolved is wrapped up.>> It'll be great. All right. >> All right. Anything from you?>> Yeah, I have a couple things. Um from 9:16 I went to the first kind ofgraduation class of intermediate teacher registered appreciate apprenticeshipcollaboration. Um this is where they had a process where some EAS they're umcould go through and with certified to be setting four teachers and it's thefirst class to graduate from the state through the program. So it was very goodto see that because that's where we have sometime a shortage of teachers who areinterested in doing that. So that was good. The other thing I got the chanceto attend part of the world one world um celebration event.>> Yes. see our students um at their best and that was sponsored by our umcultural leaison and it was really a good time to see the students and theirfamily there supporting them. So it was a good time. I think Sher Chu also wasthere. >> Y Michelle came later too. Yeah.>> Oh and you were there? >> Yeah.>> Many of us bunch of us were there. Yeah. A lot of us were there. Yeah. It'sgreat. All right. And the only thing I will say is that we have such a greatstaff recognition night >> um of those who have been with thedistrict from 20 years to 35 and those retiringand I did the math for those of you who are not there that was like 13 more than1300 years of service altogether. So, thank you so much to the to all all ourstaff who continue to choose Roseville and and serve our students and ourfamilies. >> Thank you. Uh good evening. At theopening of our meeting, we had the opportunity to meet and thank a numberof our first responders both in our schools and in our community who playeda critical role during an imu emergency situation in one of our schools. I wantto again express my sincere gratitude for their commitment, professionalism,quick response, and extensive training. Tonight, we also heard from members ofour school nurse team, student services team, and buildings and grounds team asthey presented a cardiac emergency response plan for board approval. Thisimportant work reflects our ongoing commitment to safety and preparednessacross our district and will strengthen our response to sudden cardiac arrest onschool grounds. With more than 7,000 students, 1,000 staff members, andcountless visitors in our buildings each day, it is essential that our districthas strong plans in place and trusted partnerships to ensure we can respond toemergencies in the ways that provide the best possible chance to save lives. I'vewitnessed firsthand the skill, care, and composure of both our district staff andour community's first responders during these situations, and I'm trulyconfident in their abilities. The individuals who serve in these rolesare very special people who support our communities with selfless bravery,compassion, and dedication. And we are deeply appreciative for all they do.Because of their work, our schools and community are safer places each andevery day. So, thank you. >> Such gratitude. Yeah.>> Yeah. So, thank you so much. >> Well, do we have any other businessbefore us? If not meeting is adjourned.