meant to do that this [laughter] when I'm ready to start backtrack just just a couple minute. There you go. [laughter] >> Good evening everyone. Welcome to our schoolboard meeting for May 26, 2026. Oh, May 26, 2026. I call the meeting to order and could I have Cler Manx to do the roll call? >> Absolutely. Um, director Morris went >> here. >> Director Cleveland >> here. >> Treasure Boachesky >> here. >> Director Anderson >> here. >> Clerk Clark is here. Chair Chu >> here. >> All here. >> Thank you. Do we have any agenda adjustments? >> There are no agenda adjustments. >> Okay. Thank you. Next, we'll go on to announcement, comments, and recognition. So, I'm going to leave it to you to uh talk about >> Well, I'm so thrilled and so proud to invite our teacher of the year candidates from Roseville Area Schools up to the table to join us. So, we'll start with you. >> And I was planning to introduce you, but I think it'd be more appropriate because we want to hear from you. So, if you could introduce yourselves, um, where you teach, what you teach, and then after that, if you could each share some wisdom with us, [laughter] >> right, that would be great. >> You did not know that, did you? >> We'll start with you and we'll just go down and you get to go first. >> That's [laughter] neat. Okay. Uh, am I supposed to push this button or >> I don't think it's just there for me. Okay. >> Um, I am Megan Martin. I am a special education teacher here at Fairview Alternative High School. Um, this is my fifth year in the Roseville School District, but I've been teaching for 20. Um, wisdom. [laughter] Something I don't know if it's wisdom, but something that's really been kind of fun is this group of humans here randomly connected through this and have been able to get together and communicate and realize we have lots of connections between all of us. So, that's been fun. >> We we've heard that through the years. [laughter] candidates make through this process. >> Yeah. Yeah. >> I'm Sarah Mortell. I teach AP psychology, college in the school, sociology at Roseville Area High School. I've been teaching in Roseville for 22 years. >> Wow. >> All at Roseville High School. And um my wisdom um >> you put the word in you want [laughter] >> like that is a tall ass at six o'clock on my first day back. Uh my wisdom would be [laughter] don't get sunburned on Memorial Day weekend. Um, [laughter] I guess my I'm gonna piggyback off what you said, which is my wisdom is to make connections and friends with the people in this district because we have so many amazing staff members. And we spend most of our lives here if if we're lucky to be able to stay in one district for a whole career like I have so far. Like it's been really truly an honor to work with the people that we have hired in Roseville. We have the best of the best in my opinion and so just >> making connections with staff as well as students obviously but we've got a great staff. >> Thank you. And remind me was it this year or last year Minnesota psychology teacher of the year? >> Y thank you. [laughter] >> I should have prepared them BETTER FOR THIS. SORRY ABOUT THAT. >> But okay, we're just glad you're here. Yeah. Thank you. >> Uh I'm Jen Danielson. I am a business and computer science teacher at Roosevelt Area High School. Um I have been in the district for 16 years, finishing my 20th year of teaching. Um and I've split my time between teaching math at Roseville Middle School and then doing business computer science at the high school. So it's been fantastic. Um I am about out of wisdom. the end of May, [laughter] >> but just even when during the hard times, just to find the joy, you know, there's something to smile about and laugh about and have fun every single day. And that's what keeps us going. So, >> uh I'm Scott Lowinger and I teach at Roseberry Middle School. This is year 29 for me, so the big 30 next year. Um and all my years at Rams, which I'm very proud of. Um, currently I am the AVID site coordinator, AVID elective teacher, AVID instructional coach, formerly social studies 7th and eighth grade as well. Um, but yeah, I guess for me to kind of what Jen said, just um, and what Sarah said, just I we stay because we love the district and we love our staff and I mean my closest friends are people I work with. um lucky enough to have my wife work at the high school as well and we're just very proud to be Roseville school district or teachers. >> Yeah. >> Awesome. Um I'm Allison Co. I teach sixth grade at Little Canada Elementary School. Um I'm in the neighborhood school program over there. I have been teaching for about 10 years now, but five have been in the Roseville district. Um, and I'm a bit of a transplant because I come from like Appleton, Wisconsin area. So, in some ways, I feel like I'm fresh in comparison [laughter] to some of my friends down here. >> We're seasoned. [laughter] Yes. Yes. Um, [laughter] >> but I think in going on this this journey of um being recognized for Minnesota teacher of the year, connections have been phenomenal. Um, and being some someone who is newer, still in education, I think I'm just becoming more and more aware of systematic pieces that I would like to see shift. Um, and I think me being in the elementary side and talking to everybody that kind of moves on up and then connecting with my counterparts that are in the grade levels lower than me, just looking for, okay, what are the things that, you know, we need to address as a as a district and as a an education system. Um, and I think a lot of that comes from the people who have their boots on the ground, which is all of us. So, >> yeah. >> Awesome. >> Yeah. Thank you. And congratulations to all of you. Uh, a special shout out to Jen and Scott also achieved semi >> finalist of 30 in the entire state of Minnesota. Two of 30. So congratulations [applause] >> you know we can if we can bottle this right and and think about kind of our next generation of teachers >> and uh how much how much this profession impact impact our students and family and also impact you >> in terms of the work that you do. So just so proud. Um any questions from the board members? Any other comments? >> I mean, I'm curious as to maybe especially for the middle three, although you guys too for five years. [laughter] How how is the district doing? I mean, you've been here a long time. You've seen a lot of principles. You've seen a lot of >> a lot of principles. [laughter] You know, I don't think the board really impacts your day-to-day life, but I'm just, you know, as a district, because we've tried to drill down over the last five to 10 years in particular about on the whole, you know, on equity and on strategic planning and all that. just curious what you think. >> You know, I think one of the nice things is especially being around a long time and and having kids and other family members in different districts, um Roseville's not afraid to change their vision. >> Um you know, we, you know, we were hanging out before this and talking just about the equity vision that that Roseville has and is and the teachers and administrators are dedicated to that, which is is great to see. And um they're not afraid to stand up to naysayers, which it's very >> gratifying to, you know, cuz we've, you know, we put time and tears and energy and hard work into the district and we want to know that the district supports us. I would say too having lots of friends who teach in other districts that in talking about professional development and grading practices and a lot of the things that it's funny like what you do on the board really does matter for our dayto-day. It really does. >> And I talk to people who work in other districts and I hear them talking about things that this district did 10, 15 years ago. >> And in my brain I'm like, "Wow, you're just getting to that now, huh?" Okay. So, I'm I'm always very proud that we it feels like as a district we are >> obviously there's still lots more work to do and I think we're doing a really good job of being having foresight and looking ahead and not being reactive but being proactive and really being leaders in the Twin Cities metro >> in comparison to lots of our counterparts. and I shifted from a private school before coming to Roseville and I applied to all sorts of districts um in the Minnesota area and this was the only district that had essay questions that related to diversity and equity when I applied five years ago and that made such a huge difference to me. My first professional development was um one around pronouns and queer education and that to me was like, oh my gosh, I'm where I need to be. Um and I think that that is something that echoes kind of what you're all saying. Um and it makes a difference that people choose to be here because of that. [snorts] >> It's it's very gratifying to hear that. >> Yeah, really. >> I don't have to say this, right? We're we're proud of you and [laughter] all your >> absolutely. >> Yeah. Yeah. Thank you. >> And we know right you for the profession when you have community with each other >> I mean no job is perfect. You're going to have your tough days but you know you can get through because you have each other right? So the idea that there's a sense of like the Roseville family, right? I mean I think I can hear that with all of you. So really so proud and just so so like honored that you are choosing Roseville and choosing be to be teachers and serving our students and our families. So thank you so much. >> Thank you. >> Yeah. Thank you. >> Thank you. >> Enjoy the rest of your night. [laughter] >> You could stay BUT [applause] >> and yes you're welcome to stay. >> Yeah, you are welcome to [laughter] stay but you know Thank you. >> Oh goodness. >> Yeah. >> It's it's great to hear kind of the community they are building with each other. It's just wonderful. [laughter] >> Yeah. >> All right. So with that we'll we'll I I'll ask um club manics if there were any any um summary for community input to uh Okay. Okay. So the next thing we have is the consent agenda. Uh I entertain a motion to accept the consent agenda. will pull out gifts to read and also the retirements. [snorts] >> I move this evening's consent agenda pulling out gifts and retirements. >> Do I have a second? >> I'll second. >> Okay. Thank you. We have a motion and a second. All in favor say I. >> I. >> I. >> Oppose. Okay. Motion carries. So now we'll have um do I always forget do we do gifts first or retirement? >> I'm doing both. So Ro [laughter] first the manic show. Maybe I'll do retirement. >> There you go. Let's do retirement first. Let's get that. Uh yeah. >> Well, we have four retirements this evening. Um first we have um Rodell Benjamin um a special education pair professional at Central Park Elementary. Um he they've worked at the district for four years. Um and then we have Susan Colbrand Kachel um elementary teacher at Parkview Center School have worked for our district for 16 years. Um and then Jill Koshall um elementary teacher at Park View Center School have worked for the district for 33 years. Um and then finally Blair went um at a ATPPS lead and interventionist at Harambe Elementary School has worked for the district for five years. Um so combined those four wonderful folks have worked for us for 58 years. So we thank them for their service and I would um ask that the board I make a motion that we accept their retirement. >> Yeah. Thank you for that. Do I have a second? >> Second. >> Okay. Thank you. Any discussion? Always so appreciative of uh the service of all our staff and really wish them all the best in their retirement for sure. So call to question. Um all in favor say I please. >> I oppose. Motion carries. Thank you. So now we go to gifts. >> Yes, we have gifts tonight. Um our first gift um is by Hungry for Music. um the gift of one trumpet, one clarinet, and two violins to the instrumental music program at Harambe Elementary. And then the next I will do is a group um because they're grocery supplies for families in need um at Harami Elementary and they're all monetary gifts and there are a number of those um but we'd like to recognize everybody because it's very important as um folks give to our um students and our families. So Nichollet and Brian Evan, Carol Begs, Elizabeth Ala, Mary Jane Taco, Sharon McClintic and Mary Holt, Janice Harbaugh, Karen Thomas, Mary K. Love, Carol Stein, Paula Vester, Mark, Joyce and Don Kramer, Lanne Minky, Dorothy Anderson, Carol Kimbomb, Barl Singleton, Bissell, John and Sharon Lansma, Carol McGall and Kathleen Patri, Morgan Willow and Blake Lighten, Sharon Velo, Joan Schmidz, Lyall Steinfelt, Robera Zohara, Jean Hfner, Paula Evansson, Barbara Eckholt, Dr. Tom and Marlene Dol, Helen Sasonson, Phil Hammer, Carol and Paul Mowen, Marge Herky, BJ Carpenter, Carol Kuette, Susan Walker, Walker Sofur, >> Carol Shrewberg, Elaine Terrone, Joan Fox, Diane White, M. Gelner Jane Schneidies. And then we also have two additional gifts. One to the Roseville Boys Backcourt Club, a monetary gift for transportation, shirts, and tournament fees for the boys basketball program for Roseville Area High School. And Iris Baker LLC, attention Cynthia Lee, a monetary gift for the girls golf program at the Roseville Area High School. And we are very appreciative of all those gifts to our students and our families. um in the time of need and just around. So we like to thank all those folks for as Rambi and our other guests as well. So thank you. >> Thank you. Thank you for reading that. >> Um it's so important to acknowledge uh our community members. Um next we'll have um some reports for uh um reports and non-action items and we have the graduation and postsecary report. Oh, we have a whole nice crew here. >> Good evening. Thank you evening. >> Thank you Dr. for having us this evening. >> Yeah, I'll let you introduce yourself here. >> We'll do. So I am Jake Vander Lindy. I am the executive director of teaching and learning. And on my right, >> I'm Jen Wilson, the fresh principal from Roseville. [laughter] >> I'm Laura Frier. I'm the veteran principal of Fairview Alternative High School. [laughter] >> I didn't know we had to describe ourselves in that way tonight. So >> keep it >> just keep the keep that going. Okay. Well, thanks for having us here. Um, this evening, we'll be presenting the graduation and post-secondary report. Um, and like they introduced themselves, we have our representatives of our both of our high schools here um, in Roseville Schools. Um, a reminder that we provide this report on a yearly basis and it also provides data on graduation percentages from students the year prior. So, this is all of our students from the 2025 graduating cohort. So, again, we have our many um district goals and key strategies that are in this report that are related to that and I'll walk you through them in these upcoming slides. Um for this goal area, we have many connections with our our um goal number one, our graduates and uh are prepared to achieve their goals and aspirations. for this particular one that obviously is um our number one area would be ensuring that students are college and career ready. In goal area two, our learners contribute to an equitable, caring society. Um through their time in our schools, we hope to prepare our learners to be racially and socially responsive. And our goal number three, um we are a culturally responsive, inclusive, anti-racist district. Um and we [clears throat] know that we um in Roseville schools believe that building that culture of belonging where all students are feeling safe and they feel welcome and included that providing those conditions creates those opportunities for learning and success um which lead to graduation and beyond. Uh goal number four is that our community is united behind meeting students needs. And so we know that we need to um partner with our families and our community to make sure that our students reach that graduation and are successful um in their years even beyond high school um beyond their graduation. So many connections to our um our district goals and key strategies. So, we're going to go start first with our um graduation data. And again, a reminder that this is um graduation data from the prior year, so 2025. Um so, it's a little bit old, but we don't get data until kind of the end of April type of timeline. It it waves back and forth, but typically around that April timeline. So, bringing this to you with fairly fresh data um from that cohort. And a reminder that um typically our graduation data is reported in a fouryear cohort format. However, we do have a number of students who continue beyond those four years but are not always included as a graduate in this data. So for 2025, the standard that the department of education uses is the four-year cohort rate, which is why this report mostly focuses on that graduation in four years. However, um when we as a school district look at the data, especially at the data for Fair View Alternative High School, we look at data for five, six, and seven years for students to complete high school. >> Um by the time that we reach that seven years, um it doesn't include very many students, but it still is an option for them to complete high school. And as we know that um reaching that high school diploma is so important and leads to so many opportunities um beyond um beyond that high school and into that career. So the district data in this report includes both Roseville area high school and Fairview Alternative High School. So when we look at that coming up here. So this first slide is data that compares Roseville area schools graduation percentages to the state of Minnesota. Roseville is in the light blue and the state of Minnesota is in the dark blue. This was the first four-year cohort of graduation data that wasn't significantly impacted in their high school years by the CO 19 pandemic. Um a reminder that the all students group um increased from the previous year by about 3 percentage points. So we see that increase from our previous year. Roseville's percentage is now 87 um.3 compared to the state average which is 84.9. Um so it's just about 2 and a half percentage points above the state. And if you look across the the graph, most of our student groups outperform the state graduation percentages um including Hispanic, black, white, multi-racial, multilingual students, and students who qualify for educational benefits. And this slide shows our student groups based on a four-year trend um nearly or sorry for the four-year uh trend. So for four-year graduation rate and nearly all of our student groups improved their graduation rates from the previous school year. Groups with the largest rates um from groups with the largest increases included our Hispanic students which is the kind of the turquoise line. Um they're up by more than 12 percentage points and students receiving educational benefits increased by six percentage points. approximately 7% of our students um who did not graduate in four years continued to pursue um their diploma by continuing. So this next slide represents the numbers of our students um reported on the previous slides um to provide a little bit more of a context for some of the percentages. Um just to note that these numbers only represent um the number of students who graduated in four years and that overall compared to last year um our number of graduates was down about 10 students. Um again our graduating class though it changes from year to year as you can see. Um, one thing to note that um, we only can report for student groups um, 10 or above. And so that's why you see with um, our American Indian students that sometimes it is included on there and sometimes it's not. It's not that we're ignoring that data. It's just that um, sometimes it's not publicly reportable. So, this data slide compares Roseville area schools to the statewide graduation um rate and to eight comparable school districts over the last three years. In 2025, uh Roseville area schools ranked second among the graduation rates of our comparable districts and most of our comparable districts also increased their graduation rate from the previous year. two remained even with the previous year and only one showed a decrease. And at this point, I'll turn it over to Dr. Jen Wilson. >> Thanks. All right. So, Jake has shared about the district data. Now, again, this will be Roseville Area High School specifically. Uh we continue to show high four-year graduation rates and rem we remained exactly even with last with the previous school year and again above the statewide average. Like uh Jake shared with the previous slides, our Hispanic students had the highest increase with six percentage points increase while most of our other groups stayed the same or there was a slight decrease. And then as he just showed in the last slide also um we were ranked second in comparison with our nine other districts. If we look specifically at the numbers like Jake said those change each year based on the number of students. So we showed a decrease of total numbers but again less in the graduating class that year. It also helps us to see the context behind the percentages especially for the groups that have smaller numbers and like you said if there's less than 10 they're not counted um in the data um but we have pretty similar numbers again and are proud of our success. >> Yeah. Now I'll pass it over to Laura. >> Great. So this slide shows the graduation rates for students at Fairview Alternative High School. For FA, the standard uh graduation rate, we do look at the seven-year rate to evaluate ourselves. The goal of FAS is to get every student to graduate as as quick as possible. However, sometimes students come to us at FA significantly behind in credits and so that allows us to get them caught up before they do turn 21. Fairview Alternative High School's 7-year grad rate decreased from 74.4% 4% in 2024 to 70.9% in 2025. However, however, on the next slide, you'll see that our four-year and six-year rates both showed increases. So, depending on how often or how um quickly students come to FA, that will really be determining when they graduate if it's year four, year five, year six or seven. Overall fos graduation rates continue to increase from 2014 when we started tracking our seven-year graduation data. The other student group that has a reportable data is our students who qualify for educational benefits and their trend mirrors the rest of the all student group. and FA ranks the fifth out of the nine comparable schools when looking at our sevenyear graduation rate of other alternative high schools in the metro area. So just as um a summary of what we've been talking about so far. So just to um provide that for you all. So the district graduation percentages were up about 3 percentage points. our district outperformed the state by about two and a half percentage points. Um nearly all of our student groups um performed above their statewide group and the district is second among comparables. And looking at um our two high schools, uh Roseville Area High School remained even with 2024. We ranked about uh we ranked second among our comparable districts. Um Hispanic students had the largest increase from the previous year. Um, Fairville Alternative High School, we had our seven-year rate decrease by about three and a half percentage points, but we did see some increases in our four and six-year rates compared to 2024 and fifth among our comparable alternative high schools as well. So, we're going to keep going and um pursue into our postsecary data and um this is broken into three different parts. So post-secary school enrollment um our de uh developmental course enrollment as well as um students who are graduating and then entering the workforce. [snorts] So this first slide is looking at our enrollment and post-secary data. Um and um this data is provided by the state of Minnesota and it's a collaboration between um the Minnesota Department of Education, the Office of Higher Ed, and the Department of Education and Economic Employment and Economic Development. So, it's called SLEDS data. Um and it is uh data that we use and that they track to to show where students are going after high school. It's been a really um helpful part of our data look that we can really see where students are going and something that um that the state tracks for us now rather than us having to track that for ourselves. However, the data is a little it's always a little bit behind, right? Because they have to figure out who the who is graduating and then who is going into the different careers. So, it's always a few years behind. So, the most recent year that you'll see um is starting in that fall of 2024, but this is looking at just students entering in our postsecary um in the fall after their high school graduation. And we see a significant increase of six percentage points from 2023. And this is the highest it's been um since before the CO 19 pandemic. Um, the most si significant increases we see are for our black, Hispanic, and multi-racial students. We also saw major increases for students with an IEP, multilingual learners, and students who qualify for educational benefits. >> Great. >> A growing gap that we've seen more recently in post-secary enrollment is not listed here, but we have been tracking it for a bit, is between our male and female students. Um students who are identify as male have been steadily declining in enrollment since um since the pandemic, but they did see an increase of 7 percentage points this year. However, we saw a six percentage point increase for female identifying students. So that gap remains at about 15 percentage points. Again, this slide is providing the numbers behind the previous slide. it's helpful to see how um those smaller numbers can really have a larger impact on the percentage point changes. So this slide shows our comparable districts over the past five years. I also included five years of data to show the trends since the pandemic and um they look very different depending on the school district. For Roseville, you can see um increases from 2020 with a big jump from 2023 to 2024. And we see most of our comparable districts saw slight increases from 2023 to 2024. So, we're going to switch a little bit. And what this is switching us to is developmental data. Again, it's um course enrollment in a developmental course. These used to be called remedial courses. So these are courses that students may have to take prior to taking a credit bearing course at the college level. Um so inherently we actually want to see decreases in these um in these numbers. So want to see our students more prepared for college so that they can take credit bearing courses right right away. Um and again this data is from our sleds data and it's um again um kind of counterintuitively we want to see that as a decline. But what we see is that for the all students group we remained about the same from 2023 to 2024 and we saw a large decrease by about five percentage points for our multilingual learner students from 2023 to 2024. This slide is looking at that same developmental course um enrollment, but it's looking at our comparable districts as well. So um the percentages of students taking de developmental courses in their first two years of school. And we see that other comparable districts have remained about the same as the previous year or had some slight increases as well. We're going to switch again to so this now is looking at those students that enter the workforce after graduation and again more data that is provided from our sleds data. Um this represents about 17% of our of our high school graduates um which was down from the past four years. There are four areas that our students went into in that after the 2024 school year. Education and health care and social assistance, leisure and hospitality and trade, transportation and utilities, sorry, trade, transportation and utilities, and professional and profession professional and business services. And we saw an increase in the professional and business services trend and decreases in our leisure and hospitality and education, healthcare, and social assistance. Again, this is the numbers behind those. So, you can see that they're pretty small numbers and impacted by small decreases in in the changes there that you'll see. Again, providing some context behind some of those percentages. This is looking at our comparable districts of students that again same data that we were looking at before for just Roseville. Now looking at our comparable districts of students that are entering the workforce. Um and Roseville like most districts saw our numbers of students entering the workforce increase after the pandemic. And now we're seeing a decreasing pattern. So this slide shows the percentages of um black, indigenous, and students of color or bipok students compared to white students in what they do after graduation. The top line shows comparison by percentages of students entering the workforce and the bottom line shows a comparison by students in post-secary school. We saw a decrease in disparities in 2024 for both areas of employment and enrollment in postsecary. So just a brief summary of all the data that we've walked you through. Some highle things to note. Um we did see an enrollment increased um for our post-secary school um pretty significantly by six percentage points in that 2024 year. Um, again, significant increases for students with an IEP and multilingual learners. And we've continued to see that gap between male and female students in enrollment. For some of our developmental courses, remained even with the previous year and a nice um decrease for our multilingual learner students. And for students entering the workforce, again, it's about 17% of our students who graduate and then went straight to the workforce. um that we did see an increase during COVID and the years after but now showing some decreases. Um most of our students entered those four areas of um trade, transportation and utilities, leisure and hospitality um education, healthcare and social assistance and professional and business services. And we're ready for questions and comments from the board. >> Yeah, please go ahead. Uh, thank you. I love this report because it probably has the most components that could be misinterpreted and and more misleading than any other report ever hear. Uh, so I appreciate right off the bat you're clarifying about the four-year cohort >> versus the eventual cohort. And even if you look at uh four year, five year, six year, seven year rates at FA, it's like five is one was way up, one was way down, one was way up, one was way down. So it really counts as what's the eventual graduation rate, right? Even if it takes 10 years, it doesn't really matter. And yet the state forces us to look at it this way. And when you have to bundle all the kids into the overall rate, you know, then the the the Faz numbers affect the overall number. Um, but it seems like we're okay >> and especially since we're competitive on that, you know, but if people were look at this number just say, "Oh my god, the four-year graduation rate, that's very misleading and very subject the public could, I think, misunderstand that." To me, this tells a story of success actually. And again, I think it's nuanced because in our district, we're very intentional about saying the purpose of our school district is not for kids to go to college. >> The purpose is for kids to be enabled to do what they want to do at the next step. >> And it could be college, it could be a trade, it could be art, which may not need a four-year degree or postsecary degree. So again, it's like almost counterpurposes that the thing out there is, you know, oh, how many kids go to post-secary schools, but that's not that's that's that's that to me isn't primary. It's it's, you know, but and if I can look when I was looking at all the stuff for enrollment in post-secary, I think the message I took away from it, tell me if I'm wrong, is that um more of our high school grads are going to college, especially in the groups that would have been considered underrepresented going to college historically. And not only that, with the remedial stuff, when they get there, they're better prepared. >> Yeah. >> I think that's great. Yeah. So, if that was a message, it got across to me. [laughter] >> That's all I had. >> Building off of that, like speaking of impact, so I'm looking at the enrollment postsecary and like Mike said, it's not all about going to college, about college career. Uh, but at the same time, I'm noticing in 2024, white students 75% and black students 78% and it's a 15% increase between 23 and 2024. >> Any anecdotal or data points of like why that's happening? I I mean I usually like what I would lean on oftentimes especially for our post-secary enrollment is like a lot of it attributing to our AVID program >> and really that feeling not only or for the students that are within um the AVID class but really that experience throughout our high school >> um our high schools and really pushing that um as something that we know that all of our students can and should do whether that's post-secary um right away or whether that's um sometime in the future that our students are empowered to to to know that they can do that. So I think that's just a culture that we've been really building um within our within our schools. >> I think too in the last maybe eight years we've changed our language. um when we said college we meant fouryear and since then we've really included anything yeah after high school so I think that makes the difference in in the classrooms in in our expectations of students going to college >> and what does that look like so then students see themselves going >> right >> there there really has been a push um we had been a push I would say in like the early 2000s that every student goes to a four-year college And that has really transitioned out of the language of what we use um around school and how that >> um you know the the importance of graduating first and then and then finding what works for you, right? And whether that's going straight into a career, whether that's going into a post-secary school or whatever that post-secary school includes. And and I think we had some really good feedback from the board to to say a few years ago, let's just not call it career right away or let's not just call it um you know four-year college or college enrollment, let's call it postsecary um and think about that in multiple different multiple different ways of continuing your education. So >> thank you. The only thing I'd add on is that just like the district has a strategic plan, all of our sites have to have site improvement plans. And so the three years that I've been at the high school, we've had a goal specifically tied to college and career readiness. So it's been a focus area of our staff also. >> And oftentimes it like showcases as the AVID schoolwide strategies that we use. Um but I think like when you measure something, >> you work towards it. And so it's a common goal amongst our staffs. >> Excellent. completely separate question. Sorry. Hey, I saw you gonna say something. Um I just don't know why um more people entered the workforce after COVID and now are less. You know what I'm saying? Like that was one of the things >> I can share a little bit of like um >> some of the the conversation that that students have had is like that it it was such a difference during co because they were going online potentially not have not being able to leave their um their their dorm room or you know housing or wherever they were to really have that you know a different college experience where you're >> meeting new people and you're going to class and you're um having that experience. So a lot of students decided that they would um take a a few years of gap years or they you know they might have found something like I just wanted to do something different >> um their experience right in high school a lot of them >> were you know doing the online um school >> and so you know why continue that in in college so just a different experience for students that were right after that pandemic or during it. And then quick clarification, the sleds data that you use for this, do they capture only students who go into whatever it is like in that next year following graduation or >> No, they they track it for multiple years after graduation. Yep. >> So would that catch them? >> Yep. at some point. >> Yeah. >> So, we typically look at students who um not just the following fall, but at least a in the year prior to or after graduation. And sometimes we will even look at two years after their graduation. >> That was a question I had. I wanted to know if what the definition was of enrollment in postsecary meant. Was it confirming their enrollment, registering for classes or that post >> 10day, >> you know? Yep. Any student that enrolled after um the year of their graduation. >> Got it. Thanks. >> Yeah. So, couple of things. Do we I mean I I love that students have choices and I also would love that I think you said that Jake that they know that they can always go to college when it's time and choosing the right thing for them, right? And not forced into a four-year college when they don't know what they want to do. So I I you know I don't know I don't know whether we are tracking any data about that. That would be interesting right for those who didn't go to college what happened to them and kind of like like what what is the trajectory >> um so yeah >> I was just sharing with Jake we have Zello which is a platform if you will that helps uh maybe you know enough about the platform however um we have lessons that students do in home room as ninth graders as 10th graders 11th and 12th and we do have data on that that we track and it starts with like a matchmaker type quiz to see like what might be an avenue of something that I'm interested in. So, it's interesting as kids like explore and keep going. We don't have it tied directly then to >> after they leave the high school, but we kind of have like a path that we can see kids going on and then there can be targeted conversations in home room or with their counselor. >> So, that's been interesting for us to see and our completion rate is pretty high. It's close to 80%. So that's been nice. >> Okay. Yeah. Just, you know, just curious, right? Kind of like long term, >> how many of the students like how how do they do >> um given the different paths that they might end up? Yeah. >> Um, so yeah, just curious. >> Uh, and I think if I understand SLET's data, the the data, the reason is 70% these are the students in that stay in Minnesota if I understood correctly, right? >> That those who stay entered a university, enrolled in university or employed here in Minnesota, those are the ones that they can track and that's where the 17% come from. >> Mrs. >> Yeah. So the the students that go into like a um like employment right after graduation. Yeah. >> Yes. Because they c they can't they don't necessarily like work with the department of you know employment in surrounding areas or around the country. Yeah. >> But it's still very informative. But I just want to clarify from what I understand is kind of those who stay in Minnesota. >> Right. And so it's it's like those those percentages of students we had you know there was what 85% or something like that. So looking back that was you know the previous year. So it's looking at what are those students that are doing that are not going to school. >> There may be a gap of some students that >> um that are not showing up in any of our data and so there's there is some gaps with that. So the college enrollment and the um the career um folks I guess that went right into a career doesn't add up to 100% I guess what I'm trying to say. So there is some that >> go off the radar from the state completely. So >> yeah, this is always >> Oh, go ahead. >> Um kind of like um my colleague Mike here mentioned, this is always one of my favorite reports too because it speaks to the district goals and I know a lot of these reports we we always go through our district goals and our strategies, but this always tells me about how our students are doing. And we see it every year, these well-rounded students that, you [snorts] know, they survived their MCAs. we all survived that report that that snapshot in time and but they're they're getting to this this other area where we've got these graduates from RAZ from FOS that are ready and capable >> and they're well-rounded and ready to take on challenges whether it be college >> or career. I mean, it's it's just this this shows a whole different, you know, kind of book end to these these fabulous fabulous students, these learners of ours, you know, and I just, you know, when you when you put together this report, it's a lot of data. Um, and I'm just I'm just wondering, you know, how you maybe how you flag like either like an increase or a decrease how you flag something because I'm just wondering >> when we talk about Hispanic students had the largest increase from 2024, you know, do you go back and kind of a deeper dive maybe, you know, to answer a question from a board member just like why did they have that largest increase? I mean that's that's phenomenal, but you know, do you kind of go back and go, "Huh? What's why why is this?" I I suppose good or bad, but just Yeah. >> school improvement. >> Yeah. >> Well, Jenny just answered it. [laughter] I did look back because I was like, "What?" And >> the school improvement, >> our school improvement plan was focused specifically on our grading work um and tied directly to our Hispanic students and our black students. So, that's where we were seeing our biggest discrepancies. And so while that's it, we won't know for sure. And I think um I could certainly speak to it just like the career and college is a focus area that is also a specific focus. So and the other thing I like brought some information on that I think is important is how much we collaborate and like provide nine different pathways for students to get credits to graduate. And so I think that >> I've appreciated the partnership and all the learning that I've gotten from Laura. And we've like expanded how students can get credits. Like of course they need to do the learning in order to do it, but now we have like a summitive academy and >> a third trimester math credit when needed. And so like those things feel really important as we're talking through this data also. And I think when I see who's enrolled in those spaces, I also think it is sometimes more of our BIPO students too. So >> yeah, I mean 15 basis points, black suit, it's 11 basis points >> spanning and multi- [snorts] I mean it's it's a huge jump. >> And this is like 20, you know, the most recent data is 24, right? 2024. >> You want to comment for >> you think this will be maintained? I mean, >> hope so. We're doing everything we can to do that and meeting with >> you think it won't be maintained. >> We're seeing data that's trending positively as far as our students with um earning credits right now. So the amount of students that we're needing to send, for example, for summer school is less than it's been in previous years. >> And so we also have a really big push at RA specifically about attendance. Like you have to be in class in order to learn. And so every day it's like class, class, class, go to class. >> Yeah. comment. >> Yes, please. I I just wanted to recognize the work, right, and the leadership attached and then you mentioned it, Jen, but the partnership that has been strengthened through the years between Ros and Fazen and we share a cohort of each graduating year of students in Roseville area schools. So, the data is of course going to be different and you named it Laura in terms of if kids enter FAS as sophomores, juniors, seniors, that impacts the graduation rate. It's also reflective of the success they're having at Ros. So, right, it's one independent but interdependent system. >> Absolutely. >> Thank you. >> And that's very clear, right? So that it's not like you're working separately and just you're getting kids just because you're getting them, but there is some collaboration pathways to to see those possibilities, right? So the students can see those possibilities. So I I got a couple of things I've been thinking a lot about this connected to maybe state or national that I know there is a trend of male going less going to college less >> and so I think for us I don't know whether do we have anything intentional to make sure that we don't kind of just say well it's just you know it's data but then it's like what what do we do about that right? Because um as much as I'm happy that more women are going to college, it is a concern nationally, right? That is a there's a major drop, not little, like major drop. Um so just wanted to think about whether you have anything, you know, intentional to look at the data that we have and to make sure that we have a little bit more equitable way of meeting those the needs, right? as to what they're hearing or what what is it what is going on that we are having that drop. >> Yeah, I think I'm less concerned about less um males going to college than I am about the disparity or the gap between females and males. Because if we're truly saying that we, you know, honor both graduation and then going on to postsecary and careers, then that shouldn't be an issue, right? Yeah, >> the it's just the issue between the two I think that is concerning to me. Like why is it such a difference between >> um male and female? That's just something that we've been tracking the last two years. Okay. >> Um and I've looked at some data past and and it wasn't that way. So >> I don't have the answer to that. I just get to pull the data. Um and then you know we have more conversation about that as a as a district as well. But >> we can pay attention. Yeah. And that's what I mean the gap >> it's just something that's showing up on a radar right now >> and that's why I mentioned the national because that gap is widening right >> in a big way big way so I just want us to pay attention >> um so and then the last thing is that I do wonder >> whether there's correlation between um what is happening at the state level the fact that the state has invested a lot of money in northstar what is it called northstar grant promise >> promise promise uh not promise right think about that right think about what that means for so many of our students that may not even consider so I don't know whether there's data that say what like what beside everything that we are doing whether that is an incentive to make sure that they know the money is there there's financial help to to get them there >> I think that um we could look at the fos data and know when that started. Yeah. >> I think our in our enrollment postsecary increased because of that. >> Yeah. >> Um they don't want to have to go through FASA and or they can't >> and so it just opens more doors for students and families. >> Yeah. So that might be interesting too, right? To kind of just position the what what happened at the policy level at the state because [clears throat] I know that for some university they saw this spike, >> right? that especially for bipac students >> there was a lot easier now to go to college than before because of that. So so something to pay attention I'm always thinking about like what other conditions that has set us up for success beside everything that you are doing that are amazing that what other external conditions that are actually helping right to remove those barriers. So so thank you thank you for this report it's amazing thank you for the work. Oh go ahead. Yeah. >> Well, when you mentioned about the going to college of the males, just ask me is there any difference in males and females as race to graduation that's different? Has that stayed pretty much equal or you know that >> that has stayed fairly similar like we don't see that same. >> Okay. Just curious. >> Okay. Yeah. Okay. >> Well, again, it's not a question for the board necessarily. It's maybe a national question. It makes me wonder historically, culturally are male children in our society do they have upon them a higher expectation >> of college but then maybe co taught people why should I I don't have to do that you know I can wait a little while I don't have to be so you know that and does it does it say that for a long time college has been overvalued >> by some people who now say I don't think it's what I I want to do something that I'm more interested >> because it may not be a problem. >> It may be a correction >> because I' I myself even this, you know, don't kill me as a school [laughter] member, but >> you know, I wonder sometimes, you know, >> has the traditional four-year college education >> been overvalued for for a while, for a long time. And is there some settling out now that's happening as people begin to realize what it does offer them in terms of their life choices? You know, >> we can debate on that because I I do >> to you. I understand. >> I do I do think that there is a certain narrative out there >> that is actually disparaging the value of college. >> Yeah. >> I'm not talking about over or under, but just that simply the value of what it means to go to college. There is some narrative of >> that's very bad. Yeah. Yeah. >> And I also say this is a very binary way of looking at this data, right? Just because we're males are going down does not mean that non-binary or trans folks or other folks who identify differently. >> We don't have that data. So there is a gap that we're looking at this information just by >> two old ways of looking at information. >> Yeah, I mean that's true. And so it's just a matter of I'm always thinking about like what is what are national trends, right? kind of to to pay attention to what are the narrative out there that is impacting what our students are hearing >> and how do we you know be ahead of it just be ahead of it so >> is the work sorry if I missed this but is the workforce data complementary to that post-secary education data like in terms of more males are going >> to female I will have to go and look at that yeah >> yeah well thank you so much. We could debate more on this, but we No, it's a it's a good one. It's It's great. It's great. Yeah. Thank you. >> Thank you for all your work. >> All right, moving on. We have a few action items on our agenda and we have our director of human resource here first for the nonrenewal of licensed um probationary employees. >> Good evening. I'm Kenata Mccardi, executive director of human resources, and this evening, I'm bringing forward the list of probationary teacher and licensed educators non-renewals for the 2526 school year. The school district makes a determination to non-renew probationary teachers at the close of each school year based on one or more of the following reasons. Discontinuence of positions, decrease in enrollment, financial conditions of the excuse me of the district, and district performance standards. Tonight, there are eight educators recommended. The licensed ed educators impacted by this action will receive written notice regarding their termination and non-renewal of their contract as provided by law. At this time, I will turn it over to chair Chu to read the resolution. >> Yeah, I think we're going to have a cl manage do that. >> Resolution related to the termination and non-renewal of the teaching contract of a probationary teacher. Whereas the following are probationary teachers in Independent School District number 623. Be it resolved by the school board of independent district number 623 that pursuant to Minnesota statute 122A.40 subdivision 5 that teaching that the teaching contract of the following probationary teachers in Independent School District number 623 is hereby terminated at the close of the current 202526 school year for one or more of the following reasons. Discontinuence of position, decrease in enrollment, the financial condition of the school district, district performance standards, Andre Allen, Annette Davis, Rachel Fleming, Tammy Fritzy, Megan Hesterman, Laura Mersman, Sarah Spry, Haley Steven. >> And do I have a motion to move the resolution? I move. Yeah. >> Okay. Thank you. Do I have a second? >> I'll second it. >> Okay. See, so we have a motion to adopt the resolution. >> Point of order. >> Yeah. >> Oh, yeah. No, you were going to do it. I'm sorry. You're going to do a roll call. >> Do we need to do a roll call on this or no? >> It would probably be up to the board. You didn't have to. >> Yeah. We are here so we don't have to right we don't have to >> but I want to make sure that we have a motion to adopt the resolution [clears throat] second and I want to make sure if there are any questions about the process uh this is by law we have to do this >> to read this out loud >> um I don't know know you follow up with uh the letters um so any questions >> especially for our newer members >> yeah that's what I wanted to say what So, I guess I'll just >> Yeah. >> Yeah. I don't like this. So, >> yeah. [laughter] So, >> why why is this the law that we have to read their names publicly and especially because you don't know if it's any one of these four reasons, >> right? No, we don't. >> So, it's just like I don't know if it was their position's gone or it was poor standards. >> So, we don't It's just a Minnesota statute that we have to >> Correct. >> Gosh, >> just like I don't like it. >> It's intended. [laughter] I also I would say that you'd suggest that that's with intention that statute to protect the teachers in terms of the reason for >> and their personnel. Correct. The confidentiality. Yeah. >> Yes. Confidentiality of each individual. >> You know this is kind of like you know with the licensing how the disciplinary is also public like anybody on their mailing list we get we get a list right? We don't know what the circumstances are. It doesn't matter. It's in law that you know. So there's a little bit of protection of the public so people know but we don't want to like disclose why uh >> Oh yeah and I don't want it's just >> I know yeah >> that's why I wanted to make sure we have a discussion for those who are new >> um this is by law that we have to do this uh by statute >> um to make sure we uh put those names out in public >> that's a good point to raise because you two are seeing it for the first time. >> Yeah. Yeah. you know something maybe it's an advocacy thing right I mean >> it could be yeah I don't know the history of it and you know >> I understand the blinding of the reason for listing all four and not specifying but why even do the names at all >> right the part that's it's >> lost in history as to why that even started >> yeah and I mean I saw that you have to re I saw it and you know we're not just >> true >> but yeah it's I'm I'm very much like who do I call about [laughter] this >> like why It's the >> And another side of the same coin, I've often wondered why do we have to approve the retirements, >> but it's a law. We have to vote and approve and make a motion and approve retirements. It's like if we said no, you know, does that mean they have to keep working? >> Those have a it's true, but those have a generally positive connotation. Tetermination generally negative. >> The same issue as the why. Why do we do >> Yeah. Yeah. Okay. Good talk. >> And these are also um nontenear, >> right? >> Is that correct? Correct. But there's still people that have been doing a good job. We don't know. >> We don't know. >> And is there ever if something changes that any of these people could come back if they weren't if they were one of the reasons that we wouldn't want them back >> or is that not really ever happen? Usually >> there is that potential um at times. Yes. >> Yeah. >> This you know position could open unless there's some other reasons. Yeah. And we could partner with the board board in terms of learning more and take it off the table at this point and we'll do some background and come back to the board. Okay. >> The history, right? How we got here. >> There are many many laws like this, right? That kind of that you question. Yeah. So, >> thank you for bringing that up and that's the reason I wanted to make sure it's clear, right? We didn't just do it because >> well, we needed to do it. Yeah. >> Sure. >> All right. Let's move on. Um, let's call for a vote here. Um, all in favor say I. >> I. >> I. >> I. >> Oppose. >> Motion carries. >> Thank you so much. >> Thank you. >> I think you are next too, right? I am. [laughter] Let's wait for my colleague to join the table. >> And then Yep. >> Good evening again. >> Good evening. >> So, thank you for having us this evening. We are bringing forth an overview and summary of the 2025 2027 Roseville Principles Association which is also known as RPA contract. It represents our principal group representing our principles and assistant principles in the district. Negotiations were conducted in April of 2026. Sherry Thompson and Corey Hanigan also represented the district, including myself during negotiations. In brief, the summary of the improvements include salary schedule improvements within the board parameters and consistent with other employee groups at 2 and a.5% for both years. Also, um, in terms of insurance, we settled at a 13% increase to contributions in year two of the contract. This group does represent our last group in the 20 2025, excuse me, 2027 um contract negotiation cycle. The tenative agreement falls within the budget parameters and it's included in the adopted budget. RPA did ratify this contract on May 20th, 2026. And the district w wishes to express its thanks to the Roseville Principles Association negotiations team which was represented by Shelin Hayes, Nate Gibbs, Heidi George, and Beth Rinki. We'd like to publicly recognize the collaboration in their work to reach a fair settlement. So tonight it's recommended that the school board approve the contract of the 2520 excuse me 2025 20227 negotiated and ratified contract by a Roseville area schools principal unit. >> Thank you for your work. >> Thank you. Is this the one of the last >> This is the last group in the 2025 2027 cycle. Correct. >> Yeah. really thank you for all the work cuz I think um I think you share with us um I can't remember how many bargaining units and how many >> right negotiation that has to happen. So really thank you. This is a lot of work. Yeah. Thank you so much. >> Yeah. Thank you. >> Um do I have a motion to accept? Um, Chair Chu, uh, I move that the Rosal Air School Board approve the contract that has been pres presented, negotiated, and ratified by our Roseville Air Schools principles unit. >> Thank you. We have a motion and a second. Any other discussion or question? Okay. All right. Uh, all in favor say I. >> I. >> Oppose. Motion carries. Thank you so much. >> Thank you. >> We're done with all the negotiations. Hey, [laughter] >> it's great. Oh, I guess one more. [laughter] >> One more. >> You're staying. All right. Go ahead. So, I'm bringing you tonight um the approval seeking the approval of the Northeast Metro 916 long-term facilities maintenance lobby. um similar to us uh 916 uh does a 10-year facility maintenance plan. Um they cannot levy directly to their um we have to levy on their behalf actually all the member districts. So this is an annual process. We're bringing it to you. Uh Roseville share of the levy is $46,265 which is a decrease of $195 um from last year. So uh we are just asking uh seeking approval for this. Um and this is really the first step of um uh the lovey uh certification or prelim for for next year. And then we will be back in hopefully June June or um early August for approval of the district's LTFM plan, the 10-year plan. >> So we're seeking approval of the resolution. All right. I entertain a motion. >> Motion make a motion that we approve the adopt of the resolution for 916's intermediate school district long-term facilities plan. >> Second. All right. Great. Any discussion about that? Thank you for your work. >> Yeah. >> Yeah. And I'm glad to that uh so this is a process like you say that because 916 is a intermediate correct district >> they can't do this themselves. >> Yes. So all of the members approve a similar resolution and we've got the breakout there. >> Yeah. And kind of with their own own um portion. >> Correct. >> Yeah. Okay. Great. All right. If there are no other questions uh all in favor say I. I I >> oppose. Motion carries. Thank you so much. >> We're proud to be a person. >> Yes. >> Yeah. [laughter] >> Annex voted twice. >> That's right. That's right. You you you sit on, you know, you represent us on the board. >> Thank you. >> All right. So, now we go to study session report. And >> yeah, you are. Should I go right into my board report then or just leave it at this and then >> you could go into your board report if you want. >> Cool. You have the floor. >> Yeah, that's right. >> It [laughter] is your birthday. >> Yeah. >> Yes. >> I don't feel like it. [laughter] >> So, Director Cleveland really set the bar. So, sorry if this is too long, but I didn't want to. Yeah. Okay. So, at the May 12th, 2026 school board study session, Roseville Area Schools District Administrative Leadership provided an overview of its revised teacher development and evaluation framework emphasizing culturally responsive and anti-racist instructional practice aligned with the district strategic goals. The presentation focused on why the district adopted a new evaluation rubric uh the professional development implementation process and the three core domains used in guiding teacher growth throughout the school year. The district adopted the new TDE rubric not only to meet Minnesota state requirements, but also to better align the rubric with Roseville's mission vision, equity vision. The district outlined a year-long rollout and professional learning plan for staff implementation. This timeline included a line development throughout all schools. It began with a district-wide kickoff workshop in August featuring Dr. Gloria Lads and Billings before having dedicated PD days throughout the year to dig into the three specific domains of the rubric. Domain two, elevating student academic success. Domain three, demonstrating teaching and valuing cultural fluency. And domain four, designing rigorous culturally responsive and anti-racist learning experience. Domain two of the rubric focuses on elevating academic success. A major theme throughout the presentation was the importance of epistemology, how individuals understand and interpret the world, and its influence on teaching, learning, and educator decision-making. It encourages educators to celebrate progress over perfection, reflect on esip epistemological influence and believe in the strengths of all all students bring to school. In domain three, which focuses on cultural competency, cultural competence was defined as the ability to understand, respect, and effectively interact with people from cultural backgrounds different from one's own. This section highlights the instruction becomes more meaningful when connected to students cultural realities and that culture shapes how the brain interprets experiences. The presentation reinforced the tenant that understanding students culture, identity, and epistemology strengthens instructional relevance and student engagement. The rubric asked teachers to embrace their own culture and the culture of others and notes the transformational learning results from cultural understanding. Domain four is about the designing rigorous, culturally responsive, anti-racist learning experience and and specifically emphasizes creating sociopolitical critical consciousness through inquiry based learning, student voice and choice, sociopolitical awareness, anti-racist pedagogy, and application of racial and cultural literacy. In this domain, social political consciousness was defined as the ability to use school knowledge, skills, and abilities to solve real authentic problems with which students grapple. The district distinguished this from teacher imposed political agendas emphasizing authentic student concerns and inquiry. In this domain, teachers are encouraged to observe issues students care about, invite student inquiry, connect instruction to local, national, and global issues, and teach within, against, and around text and topics. Across all the domains, the district consistently emphasized equity centered instruction, reflection on educator beliefs and assumptions, student- centered learning, culturally responsive teaching, anti-racist educational practices, and development of critical thinking and civic engagement. It was clear that the the new system is positioned not only as an evaluation tool, but also as a framework for educator growth and instructional transformation. So, >> wow. So, Superintendent Smith gave you snaps. [laughter] >> Even as I was like struggling over I I even practiced a I see I literally practiced saying that and I still can't do it. [laughter] >> Yeah, epistemological. >> Thank you. >> Okay. Anyway, >> thank you. That was that was well done. Thank you. Yeah. >> This is important. >> It was actually fun, but anyway. >> Yeah. >> Okay. Um board report. So, I I don't know if this is in your superintendent report. I heard you mention it over there, but I did go to the Rams PTA meeting and heard about the $20,000 grant for um middle schools um from was it the Roseville Area Foundation or the school community? So, it's the community one. Yep. Okay. So, the Roseville Community Foundation um to provide targeted summer school for students affected by Metro Surge. So, I found that just very exciting that there were funds available to specifically tailor to the needs of those students in summer school. Um, and then I just want to highlight some staff in uh the schools that I liazison to. So, uh the arts at Rams um lots of arts celebrations at Roseville Area Middle School lately. Um Lindseay Owen who is the executive administrative assistant there but by day but moonlights as the theater director um [laughter] just does such a fantastic job. What I'm continually impressed with is how she works to highlight so many kids within one theater experience and all these people in the arts. What I really want to highlight is their commitment to just giving kids a place to shine >> and um that maybe they wouldn't have if we didn't have these arts programs. So, also Colleen Burch, the orchestra director, Me Hollston, the band director, and Amanda Codle, the uh choir director, just really highlighting kids and giving them a place to shine. And then uh at Brimhal Elementary, I want to highlight special ed teacher Naomi Stenson. she uh has her own small business and her daughter has a small business um selling dog treats and goes to a lot of different markets and everything and she started a club at Brim Hall, a young entrepreneurs club and um taught kids about entrepreneurship and work experiences and has had two entrepreneur markets now. Um and it's just it's a really cool thing to see. So again, these are all teachers that are just creating opportunities for kids to find their niche and I'm just so grateful for that. >> Thank you for that. Thank you. Well, we'll just go down this way then. >> You know, I don't have a whole lot. I did attend our conference track meet. um watched our um men and our boys and girls um there and I'm always amazed at track which primarily sometimes is an individual sport but if you watch how the kids support each other through that from both of the teams it's reminds of how all the extracurricular activities or the theater whatever it is the support that they have and the camaraderie that they join as far as what we heard earlier tonight about how you kind of bond on those things. So, it's always good to watch when you just sit back and oh, it was cold, you know, I had to wear winter clothes. It seems like it attracted me, you know, last week, but it's nice to watch how that happens and how that works. >> That's great. Thank you. How about >> um my only report is that I don't think I ever ever want to do a study session report again. [laughter] >> Sorry, I will do less. >> I'm absolutely done. I'll never talk. [laughter] >> I know. We have about two new board members. It just kind just killed it. [laughter] >> You guys are awesome. >> Trying to figure it out. >> That's it. >> Okay. >> Yeah, I don't have anything. >> Okay. >> Um, yeah, a couple of things since we last met. Um, I think Chair Chu and Director Morse went also at the community advisory committee on the 13th. I know that seems like a long time ago. uh in which we heard from community members about uh the response to Metro Search and the impact that they are having and so we're just grateful for everything that they continue to do to this day. Um the following day we had the American Indian Parent Advisory Committee um and that uh committee was focused on goal setting for next year and they're heading in the right direction which is really exciting and thank you to all the parents for doing that. Um, on the 16th of May, I attended the EDW spring fling. Always really fun uh event to just see the school come to life on a Saturday afternoon. Um, I volunteered to do face painting. So, if anyone's interested in getting their face painted, let me know. I got my skills. Um, and then, uh, this week, no, last week. uh also attended the special ed advisory council which was focused on mental health um and compassionate uh resilience. I can't read my own notes. >> Um which was a small group but yet uh great to be in community with some folks going through um some you know supporting our students with special needs and IEPs. And then the last shout out I also want to give to a staff member. Today I attended my son's uh field day and then tomorrow I will attend my daughter's. Um, but Miss McCarthy over at EDW pass has this field day down every year. I'm so impressed. He's created this whole system on how to manage the taking turns of nearly a hundred students at different grade levels. And it's just so fun to see. Every parent just wishes we could have that type of impact in our own children at home because [laughter] they just listen to him. Um, and again, year after year, we're just impressed with Mr. McCarthy and so just wanted to give him a shout out. >> So that's it. >> Thank you so much. >> I actually forgot something. Oh, >> I did something. I forgot. Uh, I was able to attend remotely the >> financial advisory committee meeting. I think it was last week. Was it last week? >> Time was compressed last couple weeks for me. But, uh, again, good meeting. Sherry kind of previewed some of the same things she talked about tonight. And um I think that might have been my first meeting with that group as treasurer. I kind of added it and um >> yeah, I was impressed by the level of discussion and the questions from the community members who are part of that advisory committee and all that. I mean very sharp group of people. So >> um it it was it was really good. I look forward to continuing that. So thank you. >> We appreciate community members who really care and have some knowledge and ask the questions right the tough questions about finance. So appreciate that. So I don't have anything to add except for thank you for Bell Museum for hosting us that day. >> Gorgeous space to do that. So really appreciate appreciate that uh that meeting and your leadership with Do Good Roseville right is is our district. Um this is really your leadership uh Dr. Jenny. Yeah. So >> thank you. >> Okay. Your turn. >> Thank you with that. Good evening. This year, 19 dedicated staff members from across Roseville area schools announced their retirement, representing the many roles and careers that make our district strong. From classrooms to offices, kitchens to transportation, student support to operations, each of these individuals has made a lasting impact on the students, families, schools, and our community. Roseville area schools would not be the wonderful district it is today without the comp compassion, commitment, and years of service. These retirees have given to our community. I thought I almost had a retiree speaking to me. [laughter] >> They do that in my sleep. >> My bright red. [laughter] >> My sincere thanks to everyone. [laughter] Thank you for your dedication and for the difference you have made in the lives of so very many. >> Oh, thank you. >> Yeah. Thank you. Well, um we end this part of the meeting and today we're going to go into a close meeting uh for the purpose of um um eval evaluating I don't like that word but evaluating the performance of our superintendent. So, um, if you look at that, there is a motion that I'm going to need someone to, um, say so that I could actually close this meeting and then, uh, we'll have a discussion. >> Yeah. >> Who wants to >> I'm a mess. >> Well, I will start. >> We're a motion hesitant group. Yeah. [laughter] Yeah, it is. Um, I move that the Roseberry School Board move to close the meeting to evaluate the performance of Superintendent Jenny Lake as permitted by Minnesota Statute Sections 13D.05, Subdivision 3A. >> See a second. >> I will second that motion. >> Okay, thank you so much. We have a um motion and a second. Any discussion about that? Okay. >> Just a reminder that only the board will be staying. Everybody else gets to go, [laughter] >> especially Dr. Lake. >> Yes, sir. >> Be the board. >> Yes. Yes. And and uh once we close the meeting, maybe we'll take a five minute and come back just to stretch. All right. >> We still need to vote. >> Yes. I still need to vote. We're not done yet. Okay. So, uh call to question. All who say I all Jesus. [laughter] All in favor say I. >> I. >> Oppose. Okay. Motion carries. So >> um Oh my goodness. >> Five minute like recess. >> So I need to like close. >> So now now I >> regular >> close the regular meeting. >> We'll take a break. >> We'll take a break and then come back to open. Just right. [laughter] So, we just ended our close session. I'm going to open our regular meeting. >> Yep. >> Um, is there any additional business before us? >> I have a small list. No. >> Oh my gosh. >> Happy birthday, Michelle. >> Happy birthday. Happy birthday. >> Happy birthday, Michelle. >> Oh my god. Okay. If there are no business before us except to eat cupcakes, >> wish you a happy birthday. >> Our meeting is ajourned.