Yeah. >> 8:00. >> All right. Oh, look at that. >> There we go. >> Yeah. >> We needed one more of those to make that one straight. >> You know we do have to take care of ourselves. >> You know I love the high days high days now bubble lady. >> I love bubble lady. >> Bubble lady. Yes. Yes. >> Yeah, it's when I Well, but she's on the cruise on the night, you know? >> Right. >> She's on the >> Yeah, I know and and Alaska is on my bucket list. It is on my bucket list. Okay. >> I bet. I bet you're going to find a chance. 10 years after >> There's 6:30 when you're ready to roll. >> Okay. >> That's great. Somewhere. Oh, look at this. I can reminisce that. >> Okay. No communicating but together we can. >> Just one meeting is all. >> I I know like one meeting. One sitting. Okay. >> Let's get Wayne on the start. >> Uh Wayne, we are ready. We're doing 20th. Okay. >> Do we have retirements? >> We have one. >> We have one. That's right. I remember reading those words like pocket. >> Good evening, everyone. >> Good evening. >> Good evening. >> Thank you. Um just want to welcome you to our Roseville Area Schools School Board meeting today, July July, oh my goodness, June 23rd, 2026. And I'm calling the meeting to order. Clerk Mannix, please do the roll call. >> Director Cleveland? >> Here. >> Treasurer Boguszewski? >> Here. >> Director Anderson? >> Here. >> Clerk Clark is here. Chair Chu? >> Here. Thank you. Uh do we have any agenda adjustments? >> There are no agenda adjustments this evening. >> Great. And we going to go to announcement, comments, or recognition. And looks like I'm going to let you >> Yes. Welcome to our students, staff, coaches, advisors, activities director, Mr. Adrian Turner. Will you please take it away. Welcome, everyone. >> Uh hello, and thanks again for having us. You know, we're we're happy to be here cuz it's to celebrate and honor some great student athletes and you know, their coaches as well. This is not just a student accomplishment, but it's a community thing and there's lots of hands that have that play a role with these youngsters that go out and they get it done and they compete and they have fun doing their passions, you know, so without further ado, actually, sorry. Spring, us being up here for spring, having four different sports recognized today is really good. You know, the spring sports season is a monster across the state because of all the activities that get offered, all of the participants that are in all the programs across the the the state. >> [clears throat] >> And so, it's just really great for the district, it's really great for these kids to be able to achieve their goals, achieve their dreams, and to be able to do it here at Roseville. So, uh who's not here today is boys tennis. They had a an individual, Ravi Kumar, he made it as a single to the state tournament this year. He went two and two. Um quite of a actually sorry one and two. He went one and two but it's a it's a really accomplishment cuz it's coming out of our section it's tough. You know, so we do want to honor Ravi even though he couldn't be here today. He's out of the country actually. Um next up would be girls golf coach Bill Lakian and he he will introduce our state participant from girls golf. So. >> Welcome. Yeah. >> [applause] >> Thanks for the opportunity to recognize Riley Woold. >> Oh, she's right here. >> [laughter] >> Appreciate an honor to be able to talk about Riley and her accomplishments. She's been with us for three seasons now, eighth grade, ninth grade, 10th grade and been our number one golfer throughout those three years. And uh she's been so consistent. I mean she's been shooting you know, in the low to mid 40s throughout her career and um and this this last season also and then of course going on to state. Um she um hard worker. She's there every day working hard. In fact, I think she goes and practices after we practice. That's she just [clears throat] puts the she puts the time in to be successful especially in golf. Um takes a lot of a lot of time and commitment to it to be good and she certainly has done that. She's all conference player this year. Uh finished in the top 10 section players and uh and then was a state participant in golf this year. Um gaining the experience and doing very well for next up coming coming seasons for junior senior year. So, all that uh while maintaining a 4.0 in school and you know in golf it can take a number of days out of class and but testament to her she's responsible communicates with her teachers when she's going to be gone what she has to do to make up and so she truly puts the time in and got the skills and to be successful in golf and and in life so it's an honor to be able to introduce you and tell you about Riley. >> [applause] >> Riley congratulations would you like to share a highlight or memory from this past season? >> I guess it was really fun season it was really fun to play with all the other ones team this year and I had a lot of fun and I learned a lot. >> Such a bright future congratulations. >> [applause] >> Next up we will go girls track and field. Uh Oh Greg Yulin here he comes. >> Familiar face. >> Hello. How are you all? Um like Daryl said thanks for the opportunity I mean this is the best part of the job like we get to come up here and celebrate all of the hard work we won't mention all the tears and the >> [laughter] >> stress and the pressure and all of that but it's the fun reward. So first of all though before we do anything else I want to give a super shout out to one of our coaches because she was honored as the section assistant coach of the year and only one person is selected from all the boys and girls um coaching teams I guess we would say and if you think about it like that's probably over a hundred coaches in our section and she was selected and that's Allison Weiker. >> [applause] >> What makes it extra special, she's going to be annoyed with me, but she is a former Rose graduate and was a superstar track and field athlete, gymnast at Roseville, great student, great human, and it's just she's quiet and kind of chill, but she just brings this positive energy and I know I spoke speak both for Brian and myself and all of the student-athletes. They just love her. Everyone just is always around the high jump. Like they are always just hovered around Allison at the high jump. So, um it speaks volumes. She's an amazing coach and I know all the girls here who have had her can um speak to that too as well. So, let's give her >> Yeah, yeah. >> Congratulations. [applause] >> I do like, sorry, I got to we got to also acknowledge things, but I want to give such a shout-out to our activities people, Mr. Turner in his first year. I just appreciate his positive support, Alex and Natalie in the activities office, and then Dr. Wilson as a principal. It's not always true that administrators like really see the big picture and the value of activities and athletics and all of that. So, I want to give a huge shout-out that because it is an extension of the classroom. Um so, thank you and thank you to you all for supporting it as well. Um I want to give a huge uh shout-out to our coaches. We have a couple more here. We already shouted out Allison, but Chris and Sarah who are it's not like the head coaches get all the credit in track. I just kind of chill and hang out. They [laughter] do all the work. Uh Chris is our pole vault coach for both the boys and the girls team, and you'll hear pole vault several times. Sarah is our long and triple jump coach, and oh, you'll hear long and triple jump qualifying for state. So, a lot of it has to do with them. I mean, obviously the student-athletes, but those coaches are amazing and they give give give um and just they're a joy. So, I want to give them a huge shout-out. We have amazing parents and families here. Like kids don't get this done without their parents. Let's be honest. So huge shout out to all of you parents. I appreciate you guys so much. And we're about the business just like Daryl said with his golfer. Like our track and field team gets it done in the classroom. So we were team academic gold award this year. So to do that you average your top 10 in the section and our GPA was 3.97. >> [applause] >> And we had 14 individuals who are academic all-state. To do that you have to have a 3.6 and you have to either qualify for the state, be all-conference, or meet the state honor roll standard which is really hard. So we had 14 and all of the girls I'm going to announce were it both go hand in hand. Like they were all individual academic all-state too as well. So the five people we had qualify. First of all, come on up. Natalie Drake qualified in the 400 this year. >> [applause] >> She's second all time in Roseville history and this girl is the most mentally tough kid I've ever coached I think. Like her mental toughness is I want that. >> [laughter] >> Maddie Gaties not here cuz she's at nationals for a or for club volleyball but she made it in triple jump. Sophia Golsen Johnson is also not here cuz she's at nationals in Florida for club volleyball and she was sixth in the high jump. We have Ali Souvenir. >> [applause] >> Ali made it in both the 300 hurdles and the pole vault. So two events which is amazing and she look at her she's quiet but this girl don't let her fool you she is so feisty. So she's so feisty and I love it. And then last but not least Jayda Wilson. I had to go in alphabetical order. Jayda made it >> [applause] >> Jada was first in the pole vault, sixth in the triple jump, and she also qualified in long jump, and this was the third year in a row she won the pole vault, which is like really hard to do. So, not that she didn't make us all stress out a lot at the meet. So, um so, just such a huge accomplishment by all three of these as including um Maddie and Sophia who couldn't be here today. So, so proud of them. So, thank Congratulations again. >> [applause] >> Maybe a favorite highlight or memory from this season again from you each of you? >> Um my highlight was probably our section meet. Going into the meet, we knew like we didn't know how we were going to place as a team, but we ended up finish sec- finishing second, and that was just like really a highlight. There were a lot of PRs, and it was just a super fun meet. >> That's great. >> Um my highlight was just like hurdling at practice and being with the team. All the girls on the team are so nice, and you just meet so many new people and make so many new friends. So, that was just really fun. >> Great. It's great. >> Uh section finals this year. We had a lot of good vibes. A lot of people qualified that didn't think they were going to. It was just really fun to watch everyone get excited. >> Yeah. Well, you're all all about the team. I can guess that. CONGRATULATIONS. [applause] >> UM >> [clears throat] >> I'M NOT familiar with track and field and how they typically pick their assistant coaches of the year, but in other sports, it's hard to win section assistant coach of the year and in other awards as a coach if your team doesn't win the section. Is that popular in track and field? Like, how do they determine who wins assistant coach? >> A lot of times it is from the winning >> From the winning team, right? So, that that makes it even more impressive that you were able to earn that respect from your peers. Like awesome job right there. So, congrats to you. >> [applause] >> Also, the competitive side of me, I'm a little competitive at times, right? Um coach Yulin, when you mentioned Jada won pole vault, you didn't say like, "Jada Wilson won the state championship as an individual for pole vault." Right? Right? That deserves a little bit more of a rock star Yeah. >> [applause] >> for for having a state champion in our in our presence, right? >> We became so used to it. >> Hey, I get it. I get it. And I mean, as you see with Yulin as well. Well, maybe you don't know, but he's also the volleyball coach and he's like, "Yeah, I got girls at nationals in Florida right now." And you know, so he he breathes excellence, which is good, right? [laughter] Um we're going to bring up coach Bailey to talk about the boys track AND FIELD TEAM. >> [applause] >> WELCOME. >> WELL, THANK YOU VERY MUCH. UM I echo a ton about what Greg said of the support we get from our activities office, um the support we get from the teachers in our buildings. Um I'm I teach at Rams. Um I know our principal there has a lot of support for just me being gone when I need to be gone and um the young athletes as they come up and they get excited about these guys having success and and remembering them as their elementary school teachers and things like that. Um also the same shout-out. Allison is a member of she's a shared coach uh that works with both the boys and girls programs. So, she's coaching on both sides. Um and I know [clears throat] when I you Greg and I work together on like submitting her um the what application, whatever it is for the assistant coach and uh the head coach that is in charge of our section, he said her like she will now go against the other section coach assistant coach of the year for state assistant coach and he said hers is extraordinarily impressive what she's accomplished in her four years as an assistant working with both uh the boys and girls is outstanding, and she's got a strong candidacy for that. He said as long as there's not some old coach that they want to kind of >> [laughter] >> But, we'll see what happens there, but that's kind of the way that stuff goes. Um Chris also works both with the boys and girls pole vaulters, and I know we have a little bit harder time on the boys side finding uh guys that will do the pole vault, but Chris works hard with with uh with the guys that do. Um I just want to shout out Mike Grant, who's a fine teacher at Ross, uh Jeff Hurdle, who's uh he coaches Mike coaches the sprints for us for the guys. Um Jeff Hurdle coaches the hurdles and the long and triple jump, and he's a teacher at Rams. Um Zack Holman is a first-year throws coach and a teacher at Ross. Uh Dan Walstead's our middle-distance coach and a former athlete uh and two-sport captain uh for us here, too. So, um just uh without the incredible staff, it it's would be impossible for us to do it. So, our our staffs I watch the girls all the time. We We're So, we work so closely together even though we don't have that many shared coaches, and like both staffs just care so much about our kids and meeting them where they're at and working with our very diverse group of kids that we have, and so it's it's as a coach it's super exciting to have that. Um All right, let me talk about these guys cuz these guys are way amazing. Um We were also they do get it done in the classroom as well. We were uh academic for the boys we were gold standard team as well. We had a 3.89 GPA, so not quite as high as the girls. >> [applause] >> I'll take a 3.89. Um for sure. Uh Jake, uh Lucas, and Jamal were all individual academic all-state, and then we had Jonas Olson, who was one of our seniors on the 4x8 was also academic all-state individually um as well. So, awesome job by those guys. Um, the guys that weren't here tonight, Jonas uh, Olson senior on the 4 by 8, Hugh Zupančič junior on the 4 by 8, um, and then Will Van Vorst who qualified in the 400 weren't able to be here tonight. Um, and then but these guys were. So, I thank them. All right, so first up Jake Brown qualified in the 1600, um, ran a season best time of 4:23 puts him 11th all time in our school's history. Um, and I we've got a real good distance history in this. So, for Jake to be on that list was outstanding. Um, Lucas was part of our 4 by 8 uh, team. Also ran 16s and 32 uh, 100 meter races for us all season long. Their 4 by 8 uh, time of 8 minutes uh, .7 seconds in the uh, section meet is the fourth fastest all time 4 by 8 team. Um, and Lucas ran the second leg of that for us. Jamal was the third leg or the fourth leg. He was our anchor on that same 4 by 8 relay. So, Jamal was there in that. Jamal was also the state champion in the uh, triple jump. >> Wow. >> [applause] >> Won it on the very this speaks to Jamal. Won it on the very last jump of the competition. Came in as the state leader. Had the furthest triple jump all season long. So, that's a lot of pressure on a sophomore. Um, and had a senior that that was ahead of him going into his very last jump and won it on his very last jump of the competition. Um, and so that was pretty exciting. His jump there of 47 feet 10 inches is our school record. The furthest jump in history. Uh, Jamal just on Saturday at the Nike Nationals, um, jumped uh, 48 feet 9 and a half to almost have a, you know, what is it? 10 almost a foot personal best there. Um, and finished fourth? Third? Fourth? How does it work? >> Fourth. >> Okay, he tied somebody for the third furthest jump but somehow finished fourth. Well, you can explain that to me. >> [laughter] >> But uh the two seniors and a junior were in front of him at the in the national meet. So, outstanding job by uh Jamal. >> Yeah. >> And then Jordan Benson uh qualified in the high jump uh 6 ft 5 in ties him for third all time in our school's uh record books and uh he finished ninth and was all-state uh in the high jump. So, truly amazing job by all all four of these guys. >> Congratulations. >> [applause] >> Yeah. Jake's a senior, junior, uh sophomore, junior. And these three guys are all captains for us next year as well. So, and Jake was a captain for us this year. >> Jake, you want to start? Please share a highlight or a favorite memory. >> Uh probably our section meet for me that was my personal best all season and it was uh I was coming off um the 32 and I was trying to make it to state and I didn't have a great race, so I didn't qualify there. So, to come back uh the next day and run a personal best in the 16 and qualify for state was a big accomplishment. >> It's great. Congrats. >> I really like watching this guy qualify for state. >> [laughter] >> Uh I think my highlight of the season was just being the school record at at our school meet, which is very fun. >> That's great. Congrats. >> Great. >> Let's see. Mine was probably at sections jumping a personal best and winning sections. >> That's good. Congratulations to all of you. >> [applause] >> Well, yeah. Just want to quickly thank thank you all for coming. You know, I know it's summertime and and people are busy and such, but this is important that we come and share these things with with the the board and the community, you know, so I appreciate that and we appreciate you guys for having us. >> Great. Yeah. Keep up the great work. Congratulations. >> Yeah, and [clears throat] Mr. turn. All right, I wanted just to everything else you can do as I found out last night, you're a wonderful golf cart driver. >> [laughter] >> Thank you very much. >> Tough job. >> Adrian drove golf cart that I had to sit in on the parade last night. >> There you go. >> Thank you. [laughter] >> Good job. >> Yep. >> Thank you. >> Thank you. >> Have a good night. [applause] >> Thank you. Thank you so much. >> You are all the favorite part of our school board meeting in that little way, right? You keep us kind of grounded as to why we do what we do. So, thank you so much for being here. And I shout out to the family and parents and all the staff. Um I mean, all together, right? You are like a big old family accomplishments accomplishing so much. So, thank you for being here. You can stay for our meeting, but you DON'T HAVE TO. >> [laughter] >> THANK YOU. HAVE A GREAT SUMMER. THANK YOU so much. >> [sighs] >> Oh, it's just so lovely. So lovely to always hear from our young people. Yeah. All right. So, with that Do we have any summary of input that require action item? >> No. >> Okay, great. So, now we go to our consent agenda. Uh my entry >> we approve the consent agenda less gifts and retirements. >> Retirements. All right. Uh >> Second. >> Second, we have a first and a second. Uh any discussion? All in favor, say I. >> I. >> Uh opposed? Okay, motion carries. So, let's do the uh retirement. >> Retirement. All right. We have one retirement this evening. Um Sherry Sheehan um is an ABE teacher here at Banneker Tetteh Education Center will retire after 17 years in our district. So, we'd like to thank her for years of service and all the good work that she did there. >> So, we have >> So, I would move that we accept Sherry's retirement. >> Great. >> I second. >> Okay. We have a first and a second. Uh all in favor say I. >> I. >> Opposed? Okay, motion carries. As always, we are appreciative, right, of all our staff and uh wishing wishing wishing the best for the next chapter, for sure. All right. Um gifts, I think uh Todd, you're doing that today? >> Thank you. Uh we'd like to thank the following for their um generous donations and gifts to our schools. Premier Bank, a gift of funds for the Meals on Wheels program at Embudo Tech Ed, and also Barbara Esselman, a gift of funds for Meals on Wheels at Embudo Tech Ed. Uh Charlie Vollhaber, on behalf of SVL Inc., a gift of funds, um books for the media center at Brimhall Elementary School. Jerry and Lori Zeldin basketballs to be used at recess at Falcon Heights Elementary School. The Northeast Metro Golden K Kiwanis Club, a gift of funds uh for some teacher wish lists at Parkview Center School. I'd like to thank Gertens, a gift of funds for classroom supplies at Parkview Center School. Frostbite LLC, a gift of funds for the sixth grade track meet um at Roseville Area High School. The Safari Club International, uh the Minnesota chapter, a gift of funds for the track team at Roseville Area High School. Brock and Maureen Lindstedt, a gift of funds for the boys volleyball program at Roseville Area High School. And Min uh Don, a uh monetary gift for the National Speech and Debate Association tournament for the Roseville Area High School. We want to thank the RAZ FireBears Robotics team uh for their uh for gift of funds for um helping out the Rams robotics team, uh Roseville Area Middle School. And then Karen Doherty, gift of funds for district needs, Roseville Area Schools. As always, we have a very generous, wonderful community helping out our schools. >> Yep, thank you. Thank you so much for doing that. So now we have go on to reports and non-action items. Um, we have speaker Cara, I'm not going to say your last name correctly. I'm so sorry. Help me. Help me. >> Welcome. Welcome Cara to the table and Laura will provide an introduction. >> Thank you. >> Let's see if I can get it right. Cara Olechko. >> You got it. >> Oh, I practiced it all year. All right. >> Brownie points for you. >> Cara is one of our incredibly talented TOSAs teacher and special assignment that works in our office of educational equity with DeLon, Jake, and I, and we're so happy that she is working with all the lead teachers in Roseville this year. >> That's great. >> So I'm here to share with you our the annual AT PPS report, our alternative teacher professional pay system. >> And and before you get started, I think the board is already aware we had some IT problems, but the it's in your packet and it will be posted for the community as well. So thank you for your patience. >> Awesome. >> Awesome. >> Um, so I'm just going to go through the slides quickly. Most of it is probably familiar to you and then any questions that I can answer towards the end. Um, [clears throat] so for the agenda, I'll give an overview. I'll share feedback from staff. What the impact has been for staff and for students and the effectiveness and then what we have come to land on as far as improvements and recommendations. So AT PPS is the voluntary program that we as Roseville district has and teacher union has decided to work together with um it allows us to advance up up our our steps in the ladder our ladder system. Uh it makes sure that we have professional development embedded in our jobs. Um and our teacher evaluation is a big part of that and then the one thing that helps with the motivation is our performance pay that teachers um and and our alternative salary schedule. So, and why we do why we do this report is because it is required by statute. Um this year the focus has been um to really im- implement the teacher development and evaluation rubric with fidelity. This is the rubric that we uh adopted as of September I I believe it was middle of August of last year. So, year-long district-wide we have looked um quarterly we've had professional development. There are four domains of our rubric. Um so, each [clears throat] quarter we focused on one of the domains as a district um with our TDE teacher development and evaluation um that the staff are staff have to write their own goals. Uh the focus was specifically on domains two and three of that rubric. And domain two is looking at student academic success and domain three is looking at the cultural competence. Then in addition to what has been what the district has done, what buildings have done, then our the lead teachers that I get to work in collaboration with, they have been focusing on how do we use that universal observation how do we use that new rubric and create a observation tool that is really universal across our district regardless of grade level um early childhood to 12th grade. Our leads are have been working at what those look fors would be if you were to enter a classroom and see what that rubric what our rubric would look like in action. Um and then to continue to come up with ways that we can coach specific to those uh two domains, domain two and domain three. Our work will continue into next year looking more at domain four. Um the next slide talks about the PLC questions. Um PLC question PLC is our professional learning community. So, if you think about our professional learning community, that would be an that would be a school building. Then when we talk I talk more about collaborative teams, that's looking at either teams that are working based on grade level or based on content area and they're working together. So, PLC is kind of the big um overall and there's our four guiding our four guiding questions. I know historically we focused on maybe one or two of the questions at the time, but at this point in our implementation of um doing collaborative teamwork, our collaborative teams look at all four of those questions. You know, what do we want students to know? How are we going to know if they're learning it? How are we responding to our students' needs? And then what are what are we doing um as educators to either extend their learning um or making sure that they are able to reach proficiency. So, they are PLC questions, but they're used um in our CT teams. So, the tools that we use as far as deciding um if the if the work we're doing is effective, there's a end-of-year staff survey that I'll be sharing some of that information with you. Each site does a program review with a lead teacher and the administrative team. Um we look at student outcomes, all the data. And uh there's a lot of anecdotal feedback or street data that comes um out of our lead teacher our monthly lead teacher meetings. So, am I going too fast? >> [laughter] >> So, the here's the feedback section. Um this is the annual survey that lead teachers actually send it out to their uh to the building staff. Um we had 357 staff respond, which I thought was pretty awesome. 5% of those uh that did respond did not see how they fit into those uh three categories. So, that is one of the things that as an a personal area of growth for me is to make sure that the survey that we continue to use continues to evolve to meet to be more inclusive and so everyone's voice is captured. So, I'll be working on that. I couldn't tell you who those 5% are right now. But I'll figure it out. They'll come to me, so. Um so, the teachers were asked, you know, how effective is your collaborative team and how important, you know, is it? And you can see there are there are a number of questions, but these are the three that kind of carry the weight of the work. Um and the individual teachers the numbers looked significantly different to me when I started to collect the data and I learned why. I was historically the numbers have been reflective of who has answered the question and how many have answered the question. I was looking at how many have been surveyed and how and how the questions were answered. So, 78% but that 78% who believe that um that that they value the time to critically reflect on their specific instruction. It is it's really 78% of 79%. So, all of a sudden it becomes much higher percent. So, that's I had to figure out that loophole on my >> [laughter] >> as I was looking I'm like, what happened? What What I don't think that we're losing value in what we're doing. So, um teachers uh uh within the collaborative teams, they are adjusting their instructional practices. Um they agreed that that is something that's important. Looking at their formative or common common um assessments. So, instead not just always looking at standardized testing, but what are we asking students to master? And how are they doing? And how are we asking those questions? So, that's a huge part of what is done during those collaborative team meetings. Um and that's the value of our staff that they have at least monthly um meetings with their collaborative team to make those adjustments and to work in the in have those conversations and find out and learn from each other. I do know that there are a number of teams that actually meet um if not uh bi-weekly meeting every 2 weeks. They're meeting on a weekly basis. So, it's kind of a minimal that they're meeting monthly. Most of our Most of our staff are meeting much more regularly. So, then the staff was asked um how how do you What is the value of having your lead teacher? Um And this is where there was a uh entire response. Every Every staff that responded to the survey responded to these um these three prompts. So, um the value of our lead teachers is that they are able to support the instructional strategies as far as interventions and extensions. And that that comes from the PD that our lead teachers First of all, it's their own expertise um and their life life journey as educators, but also it's continued um professional development that they have sought out or they advocate for and that that we support. Um they are able to provide our teachers with those strategies and extensions. And um they are able to look at the data with our teams and they really dig into what is working, what needs to be adjusted, and how to do that how to do that work. So, it's it's very much a integrated and collaborative process that we don't just look at our data and say, "Now go fix it." Our lead We I work with an incredible group of lead teachers and they they are very passionate about um having us all all experience success. Um you'll notice the next slide is a reflection of the of that data. And this was one of the learnings for me is to look at our grade level teachers and their responses, but then also to pull out our support service staff because their the needs of their students they still they they deserve to have a little bit of a different um support system. Um and to understand that yes, we expect all students to be successful and success looks very different depending on um depending on if you're looking at a standardized test or if you're looking at uh goals that have been written for a student in their academic achievements. So, So, support services is feeling very much um supported [clears throat] by their lead teachers. Um and some of the like high highlights of that would be as I mentioned I feel like I'm repeating this, regurgitating it, is really looking at what are those interventions and what are those extensions um that we can provide around literacy literacy specifically and um math is also a part of that, but math is where we're growing. Um literacy is where we're kind of refining and retuning. So, and um you'll see in a later slide that we're really looking at intervention in uh literacy specifically next year in grades 4 through 12. So, um we've always had a very strong focus on our elementary and uh getting all of our students to read by third grade, but we're realizing [clears throat] that that um our intervention system is is is growing and meeting the needs of all of our students. So, um the other thing that is really appreciated by staff who get who are working with their lead teachers is just having a shift in the perspective of of what we're doing and how we're doing it. Trying to get a fresh set of eyes on the data and asking some of those um questions that might not necessarily come come to mind when you're going through the PLCs PLC questions, but also um trying to keep things positive because there is a tendency that when we're looking at some of our student data that we can get harsh with ourselves. Um so, it's been very helpful for the staff to have a lead teacher to say, "Yes, and." and ask those questions to kind of move move the work along and keep uh everything positive. And then just I highlighted the advocacy and uh collaboration. Our lead teachers really do a fantastic job being the the communication between um administration and and our classroom teachers. Not to say that there is not ongoing communication as it is, but um there's a little more intimacy in the conversations that can go on between a lead teacher and administrator and kind of helping them understand um more more yeah, more personally what's going on and and what what is being addressed for our students and our staff. So, same similar set of questions was asked about from our staff in regards to principals or supervisors and you'll see that those numbers are slightly uh less. They fall below what what the percentages are for our lead teachers. Um and a lot of that is the role and the nature of the beast. Right? Um So, do our staff feel that that administrators are um creating structures for teachers to implement differentiation, interventions, and extensions? Yeah, three quarters of them believe that. Um You I don't know a teacher you can't ask and they're going to say yes, we want more help. We want more more support. There's never enough, right? Um The other area is looking at the different school school level teams. Um the and how does how does the vision align for them and the resources and their needs? How are they met? And again, that's kind of where an area where we're growing is how do we make sure I think that there's a very strong sense, especially in elementary, for grade levels. Um grade level teams, there are some department level teams in the high school and middle school that are really good, but it's kind of making sure that everyone um everyone is feeling that they're getting that same support. Um and then staff ideally would like to see that administrators have a little more knowledge about how to meet that the needs of students through intervention. Um I So their data is on the next on the next page and you can see it shows up a little different a little differently. So some of the recommendations off of that is, you know, there are good things happening. Um administrators are allowing teachers that space to use their expertise and the new rubric of the implementation of the new rubric really um feels good to the majority of our staff that they they I think there was some apprehension in adopting a new rubric, but once it has been lived, they're like, oh yes, this is this is the work that we're made we're made to do. Um leadership has been very good as far as providing um grace and space for mental health this year, especially with everything that this year has brought to us. Um and that's they teachers over they are they do feel that they're being heard, but it's knowing like what to do next. That is the part. So areas of growth is just ensuring that from adminis- from the administrative >> [snorts] >> level that all the CTT teams are feeling the same kind of support, which and then um ensuring that teachers get with the system, we all all of our all of us are getting observed and the there is this need and want to get that feedback so quickly after being watched because we're just creatures of habit and that's what we we want to know what we did well and what we didn't do well and it is a very demanding job and to be able to give that same feedback with consistency as an administrator is not always possible. So, we're going to continue to work on ways to make that more of a systema- systematized at least something is happening. So, prin- administrators are doing it. We just want more of them more from them quickly. Um and then just uh looking at where are where they gaps. Where are literacy gaps and what are the specific classroom realities and how do we mesh academic needs with the social and emotional needs. So. >> [clears throat] >> And then the impact. Um just very positive. Um RC and RCT our collaborative teams are really using you know, 90% of them are using feel as if there is positive uh impact by using those common formative assessments. Um this is directly tied and especially at the at the high school level with uh grading for equity. Um but also it is it is growing in the elementary level with the teachers feeling more comfortable looking at what the state standards are, what the standards how are they found within the curriculum and then the instruction and then what what are the questions that we need to be asking students or um what how do we assess how students are performing at each one of those standards. Um and then using that it is a very frequent use of that assessment not just and you looking at the data, monitoring, making those adjustments. Um and then having time to work together to plan what those uh interventions or extensions are based on looking at the data. And just using each other's expertise. So, um and then as far as what are we seeing from the students? Teachers really believe that our students are growing and they are they are benefiting. 91% 92% say that, you know, the use of our assessment data really is um pushing our students to excel. Um planning their interventions and and extensions, they believe that's having an even stronger impact. Um and then adjusting our interventions and extensions within the group. So, no child ever gets stuck in a group that their needs are really identified. And we celebrate [snorts] where they um we celebrate them when they they succeed and when then we champion them when they need a little more additional support, but there's students know that there's flexibility. And then the effectiveness. Um so, we have years of data as far as how do these collaborative teams, how are they meeting their goals? They set the building set a goal, which would be like a the PLC goal. And then um the CT, the collaborative team sets a a team goal. And we had we came in really strong when the data was from 2017 and have kind of seen a slow dip as as the years have gone on. But the good news is is it looks like this year we finally are are starting to make some of that growth back. So, that was exciting to see. Um where we still need to continue to see growth is again um as the past 3 years, again only three of our sites met their building goal. And that would be Brimhall, Falcon Heights, and our early childhood special ed. Um but we did have I know for sure like Park um Parkview, they were they said they were very very close. Um and we're just holding students to we're holding ourselves to a high standard and students to a high standard, so hopefully we'll get back at least to five of those six if uh five of those 12 if not at least 50% next year. I'm I'm going to have them. I'm going to have them there. >> [laughter] >> No, no. Um no, working with our lead teachers that uh this that a lot of growth has happened this year. A lot of communication and a lot of um there's been a lot of joy in the meetings that I've been able to have with the like I said from early childhood to the uh 2 grades 12 [clears throat] 12th grade. And the only lead teacher, well, I shouldn't say the only. We have a We have a one that's retiring, >> [clears throat] >> two that are retiring. So, our early childhood special ed lead teacher will be replaced this year, but I hear there's a a good alternative or a a good person filling her shoes. And then um I was the lead teacher at Harambee. >> [laughter] >> Um so, I left and now the next and now the one of the lead teachers is retiring from there. So, Harambee will also have a new lead teacher next year. So, but other than that, this I think that consistency really helps as well in building relationships and being able to have those conversations with staff and have them ask us the hard questions, so. The last but not least as I look at it, areas for improvement, um just really looking at as you can see as the goals have come out, we we need to um really have a strong communication and alignment among our goals that our district goals and our our district goals, our site goals, and our collaborative team goals are all just aligned so that we're all moving towards the same the same the same goal in the end. And one of the things that has come up, we have looked at the balance between expecting proficiency and also looking at student growth. So, both have a very you know, very both have a very strong impact on what is going on in the classroom. Um and historically we've we've gone both ways. We said, "Okay, we're just going to look at proficiency against state norms, then we're going to look at individual growth, and then we're going to look at a combination." So, we're aligning ourselves. We're realizing that we're going to see what happens if we all are more focused on proficiency. So, we're continuing to identify ways that that PLC process and CT teams are more impactful for all of our students, educators, and professional staff. Um there's a continued ask for increased time and for intentional coaching from lead teachers. And then clearly defining what um I what our work is and how do we improve our tier one practice. So, what is our day-to-day at grade level standard? What is the instruction that all students are receiving in Roseville Area Schools? So, that's what our tier one practices are. Um and our recommendations then for next year are to continue to provide professional development for our lead teachers and our principals to create those systemic approaches for clear communication and what student and around student-centered coaching. Um continue with that with our district-wide professional development connected to Ed Climer. Ed Climer is the the data bank. I don't know. >> Warehouse. >> Warehouse. >> Platform. >> Platform that we are using and um all all anything and everything that you want to might want to know about a student can be housed there, but then how are we how are we using it as staff? Focusing on that tier one instruction um as far as our language arts, math, and then the implementation of our new social studies curriculum next year. And what those standards are for each of those state standards are for each of those and then strength- strengthening and systematizing our reading intervention I mentioned earlier looking specifically um at grades 4 through 12. That's where we're at. >> Well, thank you. I know we have some questions. >> I have some questions. >> Thank you. >> Yeah. >> Thank you for this uh report. Um just one of the questions I had was what was the special ingredient that Brimhall Falcon and early childhood had. Any any ideas or just anything that because they're the only sites that met the that met their goal. >> So, I really want to know what the early childhood special ingredient is because they historically make their building goal. Um I I would have you know I I would have to continue to have conversations with those two lead teachers. I do know that um I do know that the focus has for both of those buildings was on um language arts ELA. Um and I know that they also they did look at what proficiency was not necessarily what the growth for the students would be. So, um so I think that I think that is I think that's a good argument for why we all should be looking at how do we make sure that all our students are proficient. Um I don't know if that helps answer your question. >> No, it does. And I'm and I'm also thinking um there's got to be some sharing of best practices, too. I know we're doing that. You know, sites work with each other, right? You know, just I mean sharing you know, what works here, what works there. You know, I'm assuming a lot of that is going on or will be going on. >> Mhm. Oh, there it absolutely is, yeah. But and and I do think but I and and I do think that that is one of the things that is is very specific to Falcon Heights and to Brimhall meeting this goal is that they knew regardless of what their own collaborative team was doing, all the collaborative teams were all you know, if I was a first grade teacher and I needed some an extension that was out for a student who was going above and beyond, I could go and talk to a second grade team or third grade team cuz they are doing the similar, you know, the similar work. So, there was a lot more alignment with what the goals were, so and I and I think that that has a huge impact. >> Thanks. >> Yeah, go ahead. Yeah. >> Um I had a question about one of the areas for growth on the on the white table. >> Mhm. >> What were page that was? And the the last one where it says curriculum gap awareness, um deepening understanding of the massive literacy gap gaps in specific classroom realities and how to support students' needs. I maybe just talk about that a little bit. Like, what do you mean deepening understanding of the literacy gaps? Like, what causes them? And then specific classroom realities, it seems like Trying to read between the lines, but I don't know what between the lines is. Like, what what does specific classroom realities mean? >> A lot of what A lot of that feedback would be much more specific to K3. And so, when the classroom realities is coming up, I can see how it might be I don't think it's necessarily a student-focused as far as time-focused. >> Oh, okay. >> Um so, one of the one of the concerns and it's heard over and over and over again it um is that with um this read by third grade or read by grade three, the read act, are using a foundations, which is foundational skills, phonemic awareness, but also then providing students with a language arts. So, it it's finding that balance and and educators are really struggling. >> Got it. >> I mean, we're just And and I think we might see more of that as we look at how interventions look in 4-12 because we're going to start holding everyone accountable a little bit more to be paying attention to what what that reality is. That is, you know, yeah, students can comprehend when I read to them, but are they reading and comprehending at a fourth grade level? So, I think that's the reality is how do we continue to keep students engaged >> Mhm. >> in the learning and excited about the learning when we could teach reading all day. >> Yeah. >> Yeah. >> Yeah. >> Um and and that's one of the reasons we're really looking at social studies this next year and how are we how are we going to um how are we going to embed ELA strategies into social studies so that we're not just stuck in this oh, it's reading time, but no, we're going to do We're going to do social studies. We're going to do some of that vocabulary work. We're going to do some of that decoding work in it. At least we get up away from the content. So, I don't think I think we're holding our administrators to because we are so in-depth in in it and not knowing how to ask the right questions at the right time and to explain how how big of a and not to get negative about it, but we just want We we want our administrators just to kind of cheerlead us just a little [clears throat] bit, but also say, "And this is what it could look like." Or "And this is what I am looking for." Or just "I understand you are still teaching ELA." Even though your data might look like this, I understand why you're doing this lesson. That kind of balance. >> Thank you. >> Yeah. >> Interesting. Okay. >> Other questions? >> I had one, but now I don't remember. >> [laughter] >> I had it right there. Um Um Lennox, anything? >> Is this your first year at Harambe? >> Yeah. >> And how was it for you and adjusting and >> Do you really want to know? >> [laughter] >> Yeah. >> I So, just a little bit more about me. I'm I just want to be respectful of your time. I taught Minneapolis my first 20 years, and so I've taught every grade K through 6. And then um I came to Harambe. I was taught I taught at Harambe. And so, I love looking at data. Like I love it. It's uh I've I feel that data is, you know, is once you unlock that, all your students can just soar, right? So, I kind of came into it with a really different energy than some of the lead teachers might have had. >> [laughter] >> And so, I've I've learned how to um I've learned how to uh step into this role, but also um listen and hear. And I've had a really I've had a really positive year in my role. Um, I've I met I've met some challenges. [clears throat] Um, but I've been able to have some really good conversations and understand and hear where our lead teachers are coming from and then, you know, also still have my have my uh passion kind of im- embedded in the how I respond. And so, I I really enjoy it. I think that we've come a long way. Um, when we first talked about like creating an observation tool that would be universal, there was a lot of no. You can't ask me to use the tool at the, you know, at for social studies in the 11th grade that a third grade teacher is using, but but no, we can. We just have to dictate what it looks like and how do we use it. So, it's it's been really good. It's been really good. It was an evolution, I'll say. >> [laughter] >> So, I have a question to I mean to what you were saying, Todd, something about How do we dig deeper from a street level right street data's perspective? Why why what are the challenges and opportunities for meeting the site goals? Right? What are the conditions? And so, I think you have talked a little bit about the recommendations and all that. And so, hearing you talk was also like, do we dig deep to actually understand, right? What's the perspective from the teacher's perspective or from the team's perspective? What is it that is in the way that maybe the data the data itself may not be showing. Just just just curious. Yeah. >> If I if you were to ask if I knew for sure, I would say a A of it has to do with the confidence. I think it is the confidence of our educators that, you know, going back and you you made the choice to be a teacher. You chose this actively and you have you you know what you're doing. And I think that that's one of the things that gets in the way is when we look at data, we just become so critical of ourselves. Um and I I really think that what what is continued to have pop up is the um is the need to have that additional coaching with with a lead teacher or with with with a and I shouldn't necessarily say lead teacher. That is the the system that we have in place, but to really feel that you have a relationship with an with with your colleagues um and with the families and how are you how are we doing it together? So and I think I think that's the area that we're all growing in and I do think if you look back and you think about your question, you know, what is it that early childhood is doing? What is it that Bramhall's doing? What is it that Falcon? I would I can see how that is part of it is not just it's not just who your colleagues are, it's how are you interacting with your families and how are you how are you engaging with everyone to make sure that this learning process is happening. And trusting, trusting that you do have the excellence and the expertise to do to meet students' needs. So. And I think we'll get there. >> Yeah, great. Any other questions? I got No, okay. Well, thank you so much for this work. Yeah, and welcome to this work. >> Yeah, you'll see me next [laughter] year. >> Yes. >> Look forward to it. >> If not sooner. >> [laughter] >> Well, thank you. >> very much. >> Yeah, thank you. >> Good luck for this coming year. I mean, this is something we do yearly, right? So really interested to see how your new leadership impacts the the work, so very excited for you. So, thank you. >> Yeah, thank you. >> I'm glad there was a definition of AAT. I always forget what it stands for. >> [laughter] >> So many acronyms in in education. All right, so the next part what is Okay. >> So, um I So, is this is the part where we're going to provide a summary of the superintendent's performance evaluation. I don't usually do that, but I actually have this written down. Um so, the Roseville Area School Board formally evaluated and evaluated and reviewed the performance of our superintendent Dr. Lake on Tuesday, June 9, 2026 in a closed session. And Dr. Lake was in attendance in this closed session. And so, here's a summary of our discussion, and I'm really just kind of highlighting some things. Um Dr. Lake is an effective leader for our district through vision, support, and humility. Dr. Lake embodies the vision and mission of Roseville Area Schools, which is felt and manifested throughout the entire system. She is unapologetic in living out the equity center values that inform her courage in making sometimes difficult, but the right decisions for our students and families. Her clarity of vision translates into trust and support for the talented staff around her to carry out the carry out division. Questions, concerns, suggestions are viewed not as threats to her power, but opportunities for reflection and continuous improvement in service of our student and staff success. Dr. Leak leads with humility. She's approachable, authentic, and has heart. She genuinely cares, welcomes feedback, and is not afraid to admit error or misstep. She is transparent in her why, and not just the what and the how. No task is beneath her, and no concern is unworthy of her time. Dr. Leak exhibits strong fiscal leadership and financial oversight in collaboration with all of us on the board. Whether it is the successful passage of the 2025 safety and technology levy, or the or the very clean audit report that the district received, or the firm [snorts] understanding of the fiscal impact of various contract negotiations or enrollment variations, uh her steady and data-driven leadership has kept our district in relatively solid grounding amidst challenging times. Dr. Leak is the ultimate brand ambassador for Roseville Area Schools. She is visible and present in our community, and has shown genuine interest to build relationships and make connections. So, we um had a list of kind of like potential goals, and I [clears throat] forgot to bring that piece, so I'm going to look at my phone here. And there were goals that we thought you would be great to kind of uh advance in the next year. And and some of them include kind of looking at supporting the land grant amendment so that um with the the our constituents who will vote for this amendment understand what this is about. That is beneficial to our district without any changing tax um burden. Uh we talked about continuing pursuing ways to increase enrollment. We know that's always a challenge and all our finances is tied to that. Um we talked about kind of building relationships with uh area cities because even though we talked about Rolesville a lot, we also have students from other cities, so we want to continue to build strong relationships with with those cities. And we talked about really thinking what does it mean to think about capacity of a small district in terms of how we do how we address the AI and the technology advancement or volunteer management, however we want to think about that. How do we continue to engage the community? How do we think about grant management? How do we think about data management and research and evaluation? What was interesting to all of us was that at when we discussed that, it was very clear that Dr. Leak's vision and goals for our district is very much in alignment with what we were talking about and discussing and that for that we are very grateful because it's you know that relationship between the superintendent and the school board is so important. It's so important. And so it was very encouraging, and we have such gratitude for your continuing leadership. So, with that, we um at the school board is very pleased with Dr. Leak's uh performance this past school year, and we are incredibly grateful to her continued leadership of our district for the coming year. >> Thank you. >> So, thank you so much. >> Thank you. >> Do my colleagues have anything to add? >> Nice summary. >> Well, thank you. >> Yep. >> Thank you. >> Very well done. >> Thank you. All right, with that, we're going to go to action item. Um our director Thompson. Good evening. >> Good evening. >> Good evening. >> So, I am here on behalf of the administration uh seeking approval of our proposed budget for all all of our funds for the 2026-27 school year. In your packet, you have like the budget document. It's about 50 pages. >> [laughter] >> Um but it goes through everything. >> Yes. >> Um explain I mean and you know this budget it comes to you tonight, but we've been working on this for several months. >> Mhm. >> And along the way, you know, we bring it to you as far as you adopt parameters in January um and in regards to the budget. Um so, we've been working on it for several months. We did have a public budget hearing >> Yes. >> general fund hearing on May 26th. >> Yes. >> So, I'm not going to go through all of this with you. Um that is uh we do have that available online. >> Yep. >> This document right now is in the board packet. >> Mhm. >> It will be available under the business office on our um website uh tomorrow under business services. It will be available there, and it will remain there. Um just a couple of overall, uh you know, we talk a lot about fund balance, right? The board talks a lot about fund balance and adequate reserves. So, looking at our general fund, uh we are looking at drawing down our general fund uh by like 3,959,000 uh dollars in the upcoming year, our general unassigned fund. So, we will take be bringing that fund balance down to about 6 and 1/2%. The fund balance policy uh wants us that fund balance be at 6% or higher. So, you know, leading into the work, and again, the budget is ongoing. Uh we know it's it's always changing, evolving, so many factors, enrollment being one of them, a big one. So, we will we will start that work. You will adopt the budget now, and we will start the work. We'll do our audit for the current year. We'll look at start looking at budget revisions like almost immediately, because again, it's ongoing. And we know the task is not to draw that fund balance down further in the '27-'28 year. So, that's how um we will begin the year. Uh also, uh as far as our general fund um overall, our general fund has now um grown uh to revenues of about 146 uh million dollars. Part of the uh change that we've had there is due to the capital projects levy that was uh approved by our voters. Um uh and we're quite grateful for that uh last November. Those dollars, as a reminder, sit in a separate reserved fund. So, those that those are for reserved for technology and safety and security. And we will track those. We have been tracking those. We'll continue to track those. But, they must be used in the way described on the ballot question. And that's also the reason that it sits in a separate reserve. >> Yep. >> So, overall, we're looking at a general fund balance of about $10.4 million with our reserve accounts at the end of next year. Um other other funds, um our food service fund, we're drawing down uh the fund balance there. We've been using some of our food service fund balance uh to purchase new equipment, which is very exciting as we remodel some of our buildings and our kitchens. Um we're fortunate to have those reserves to get to secure that equipment. Uh our community uh service fund, we're looking at drawing that down. And I'm looking at just basically I should have told you this, the final page of the budget document. Just kind of that summary. >> Yep. >> Um we are looking uh there at um having a fund balance about $2.5 million. Uh um Uh construction fund, this is a little bit misleading cuz if you look at that summary, it it appears as though though we will be negative $5 million at the end of next year. That is not true because later this spring, but it was after we had revised the budget, um we did uh sell the $30 million in LTFM bonds, and they're not re-bought they're not um included in uh our fund balance estimate. So, that will in reality will go up um uh to a positive uh about $25 million. >> Okay. >> Um Also, uh our uh construction fund uh we have some dollars remaining there from our bond construction. Uh just uh most of that has been drawn down. Uh our debt service fund, that's the that's the debt that we have to pay off when we sell bonds. Um so we're looking there at increasing that fund balance by about 392,000. That fund fund balance fluctuates a little bit. Uh we are required in order to make sure we can pay our debt, we have to levy each year 105% of our total payments. And that's required in case because of tax abatements or if we don't collect our taxes. They uh we always want to make sure that we have funds available. And then that's also adjusted, right? So it's not like we get to keep an extra 5% on top every year. So we make adjustments on that um actual levy uh every couple of years. Um our OPEB debt uh service fund again goes back to the post employment benefits in 2009. Um so we are kind of drawing that uh that down as the um uh severance uh packages and uh insurance uh that was included in previous agreements uh dating back to probably 2000. Um as we pay uh that off, um that will also um go away. And then our um our OPEB trust is is some of the dollars that will also be drawn down because those are some of the dollars that are we do have the actual insurance premiums and um some other things sitting in. so again, as time passes, uh that will also sunset. And the last item we have there is our insurance fund. Uh we are looking at drawing that down by about $100,000. I will say this insurance fund is for our dental insurance. We have been self-in- sured since 2011. And we have never had to increase our premiums since then, and like I'm very thankful for that and proud of that. We are starting to draw the it fund balance down now a little bit, so we may be looking at actually having to in- crease premiums in the next couple of years, but it's performed wonderfully. Um so overall, um the total budget for all funds on revenue is $183,679,400. And uh expenditures is $196,000,000, $416,023. Uh so we are estimating a total drawdown of about 12 million, $736,000. Again, that's all funds. So I will stand for questions. Again, the documents uh will be out on the uh on the website. If we have people at home, any community members, um you can reach me, sheri.thompson at isd623 .org, or just be in touch with the business office. And obviously for board members or anyone else's as well. We're available. Uh our team is available to answer any questions. >> Thank you for your exceptional leadership. >> Yeah, absolutely. Yeah. >> Thank you. >> A question? Yes, please. >> Uh let's see, three questions. So the first one is in three different [clears throat] areas. First question is um Well, I'll make a statement. Tell me to which degree I'm right. Uh the main culprit in all this in terms of the imbalance between expenses and revenue is declining enrollment. That's that's the main issue. >> I would say it's a couple of things. Declining enrollment is certainly a factor. And then also the fact that the state funding has not kept up with inflation. >> All right. >> I mean it is really a is also a very large factor. >> So we would have it still would have been bad >> Yes. >> even on a flat enrollment because we're not keeping up with what it takes to just pay our staff and pay expenses >> Correct. >> like that stuff. Okay. All right. So that's still true. >> Yes, that that is still true and even if we go back to was it 20 23? Why does that seem far now? Um when the legislature, you know, when we got the 3% it was like a historic year. >> Yeah. >> And it actually as we progress from 2023 forward and we do appreciate the fact that there's the formula will be anywhere from 2% to 3%. So at least budgeting we don't have to budget a 0% increase. We know we'll get at least 2%. >> Got it. >> But that gap is only widened >> Yeah. >> as far as because of course increased inflation as well. >> Yeah. >> Uh so the message to our >> [clears throat] >> district residents could be in addition to convincing all of your siblings and cousins to move here with your children to fill up our schools is to march down on St. Paul at the capital and demand your legislators do what they need to do to increase payments to at least keep up with inflation in the formula that the state pays for public schools. >> Yeah. >> Yes. >> All right. That was my first question. >> And we are starting a new biennium. >> That's right. >> That's right. >> Yeah. >> So, let's go. We'll give you the flags to write down. Second question, um knock on wood, is this real wood? Knock on fake wood. If, hopefully, I think I can say that, hopefully. Um okay, I won't say hopefully, forget hopefully. If the uh constitutional amendment passes, >> Mhm. >> have have you an estimate of how much that would bring to us additionally over and above this? >> So, that would bring us, I'm estimating um at least $500,000. >> Okay. All >> And for us, just so you know, that really like doubles what we're getting. >> Okay. >> If that if that moves through, it basically doubles what each district will get. >> Okay. Cool. Uh what's the name >> You're talking about the land trust, I just want >> The land the land trust amendment, yes, because and for those who will will help them understand this, and again, we're not asking people to vote a certain way, but just please go vote. The truth is that if that amendment passes, it will change the formula with which the land trust monies are distributed to schools. >> Correct. >> And so, every school across the entire state will get more money without a single penny increase in anyone's taxes anywhere in the state. >> That's correct. And I think that is the message that we want to get out is that there will be no tax increase as a result. >> Got it. And then my last question is just simple. After you guys >> [clears throat] >> have the annual public budget, I'm just curious, did anyone contact you from our citizenry and our constituents and our residents about anything, questions? >> didn't have I haven't had any follow-up questions. >> Okay. All right. >> Yeah. >> That's it. >> Thank you. >> So, I have a question on follow with that. So, you say 500,000, is it a year? >> A year. >> A year. In addition to whatever we >> about $500,000 now. So, when I look at what they're doing, I believe it will double that. >> Okay. >> And of course, that's just, you know, that's just for Roseville. >> Right. Right. Right. Right. >> So, but yes. >> Okay. Thank you. Yeah. So, this is a one-time. Yeah. And And I was also looking at this and I was just thinking about how grateful we are that we got the levy passed. >> Absolutely. >> I'm looking at this and I go, "Oh my goodness. Even though it is put aside, all the needs that we have, that that that, you know, that we'll spend that money on." >> Mhm. >> Um that's in our budget and I'm like, I'm just like, "Wow. Okay." >> Right. >> So, the cost that you say the cost of running the district, right? Beside enrollment, is also the fact of the the the in inflation is just not keeping up. >> The inflation, yes, is Yeah. is definitely >> Okay. Yeah. >> exceeding the funding increase. >> And how are we doing? I mean, I kind of know the answer, but I want to hear from you. How are we doing relatively to neighboring districts? >> So, I would say um at least from I hear, and you know, you can look at a few different perspectives. We know we run a leaner fund balance than a lot of our neighbors. >> Yeah. >> Right? And that's also historical. >> Yeah. >> So, we also can't go from if someone carries a 30% fund balance, we're not going to go from 3% to 30% like Yeah, it just doesn't >> a lot of discussion about that. >> right. So, a lot of the fund balances that are out there that are larger are historical. That's just where it's been in whatever for various reasons. I I don't know, and that's individualized. >> Yeah. >> Um but I also believe that um and from what we we see um we are competitive as far as in our wages and benefits. >> Yeah. Right. >> You know, 80% of our budget is people. >> Yep. >> And we are able we are um competitive. We are able to recruit and retain across the board. >> Yeah. >> So, I think that we need to look at that too in making that investment in people. >> Right. >> I think it shows. >> to balance that >> And then balance it with the fund balance. >> Exactly. Because we are dipping a little bit, but we got to also pay attention to Yes, we want to invest, but >> [clears throat] >> we we we can invest in so much because we are cutting into our fund balance. >> And just just to add on to that that I think we're also a very unique community in that we're very blessed with the community that we have. Uh since I've been on the board, we've been successful with not one, not two, but three >> Yeah. >> very important asks of the voters of the community. That hasn't always been the case. You know, I can't ever take it for granted. You still go to the voters. You have an ask. Right. We have a very generous wonderful community. And again, that doesn't always things don't always pass. Our neighboring districts around here. >> Yeah, that's a very good point. We are very fortunate. >> we would see the numbers >> Yes. >> if any one of those hadn't passed. >> Oh. >> Bond referendum. >> Yeah. >> Operating levy. I mean just it it'd be look a lot different. >> Yes. >> So. >> And And yet, go ahead. >> Well, no. I I have a very small thing. If you have a substantive question, go ahead. >> No, I I think but I'm also reminded, right? We we are accountable to to the community. >> Absolutely. >> Even though it passed, we didn't nobody usually pass 100%. So, there are there are community members [clears throat] who will be wanting to make sure that we are stewarding our money properly and that we are spending the way we say we would. And and I know there are some plan to make sure that that is transparent and that's something we we we really support, right? Making sure that people know how are we spending that money that we have asked the community to support us with, right? So that's a very important point for us as a district. Yeah. So yeah, that's my comment. >> Um and the and the restricted funds, gifted and talented, uh I assume that's like codes and stuff. Can we is it possible to change the name to advanced academics and talent development? >> yeah, actually >> rid of if you could That's just a little thing, but >> It's the old business manager in me that is like, you know, old habits die hard. >> Yep. Yep. [laughter] >> Just be in alignment, right? With the way >> Yeah, well, it's not just alignment. I mean, I think that, you know, and I'm our board rep on that committee and I think that, you know, gifted and talented implies things we don't want to imply cuz every child is gifted and talented. >> That's right. Yes. >> the development of those and advancing that. So yeah, if you could change that, that'd be better. >> Yes, thank you. That's a good point. Yeah, that's great. Yeah. Well, thank you for this. This is this is incredible amount of work to, you know, to have the knowledge and the experience that you do to explain to us what this all mean uh so that we can make the decisions that we do. So thank you so much, really. >> You're welcome and it's a big lift from a lot of people. So, yeah. Yeah, I mean, pass the thanks on to your team cuz, you know, you're the first few minutes, not just you. It's the other folks that are doing all the stuff, so yeah. >> Thank you, sure. And so this is an action item, right? So I entertain a motion from someone. >> Okay. Madam Chair, I recommend that the Roseville Area School Board approve the 2026-2027 preliminary budget as has been presented. >> I'll second it. >> Okay, very good. We have a first and a second. Any other questions? Discussion? All right. All in favor say I. >> I. >> Opposed? Motion carries. Thank you so much. Yeah, thank you. An important decision. Yeah. >> [clears throat] >> All right. So now we are at Oh my goodness. At study session report and I think >> Maybe me. >> share with us. What happened? >> [laughter] >> Suddenly I'm going to see if I'm walking and look at my notes here. Um at our recent study session report the board received two presentations. Um the K-12 media specialist program evaluation and introduction to the district's um recommendation for a construction management services provider. Um several of the media specialist committee members joined the executive director of teaching and learning Jake von de Lindy in presenting to the board. Um they were Missy Gunderson from Little Canada, Laura Given from Parkview Center, and Greg Martinson from Ross. Um the media specialist program review examined the current state of our library media services across the district. Um the review highlighted the media specialist support much more than book circulation um including literacy instruction, digital citizenship, information literacy, technology integration, and collaboration with classroom teachers. Um our district libraries circulate I think about 239,000 books and they said annually. Um but found that difficult um significant differences in staffing, funding, and student success among schools. Um some of our collections are between 16 and 23 years old. Um and five of the district's eight elementary school schools currently operate with a part-time media specialist so it's not full-time. Um student and staff feedback are generally positive um with student describing our libraries as a welcoming and helpful spaces. Um however, the review did identify some equity concerns related to inconsistent access to library services and part of that I think it's the part-time in the media specialist. Um instructional support and updated materials. Um the committee has some recommendation about future staffing increases when our budget allows for that. Um and establishing a district media lead position, which I think Missy is in if I recall right. So, we did do that. >> Yep. >> Um ensuring that the media specialists are also included in the curriculum review and the structural planning processes. Um so, I think it was overall a positive thing and they had some feedback. The second portion of our study session introduced HNU construction. Um the uh administration recommended and I think we approved last week the construction manager advisor for the three-year LTFM project at Parkview Center School. Um and let me see, Andy Hoffman, their president, came with two of his key staff um and told we discussed learned about their company um and their approach to working with us. And the project delivery and then we approved their thing later, but we did that. Um overall, both presentations focused on our long-term investment both student success one through the equitable access in our library media services and instructional support and other through effective management of our facilities improvements. I think it was a good study session overall and >> Yeah. >> Um presentations, so that's it. >> Thank you for the report. Well done. Thank you. Thank you so much. >> So, now we have um other reports from board members. Anyone? >> I'll I'll go. >> Yeah, please do. >> Just um um one of the highlights of this past uh week, I think a few of us were able to attend um you know, around Juneteenth. >> Yes. >> Uh but Harambe Elementary always puts on a fabulous Juneteenth event. >> And I think this year even topped um some of the previous years. They've all been great, but I especially loved um I don't think they did this last year, but um I think it was the third and fourth-grade students uh did like a living museum. >> Yes. Yes. >> A tribute to the each took a role of a very famous African-American and just it was just it was awesome just to hear about you know, I mean that living museum was special. They were all special, but Harambe had a fantastic event and just to see the kids and um the step performances, the dance performance that we had there and students were up there performing and we had staff members, we had some parents go up and they were impressive. I thought about doing it for about 10 seconds, but >> [laughter] >> I was hoping you would. >> I I thought about that, too. People would ask me say, "Hey, you didn't go up there?" >> That was just you know, that was just a fan a fantastic Harambe Juneteenth event. I applaud staff, the principal, everybody over there did a great job and the students for sure. >> Yep. >> Big part of that. >> Thank you. Mike, anything from you? >> Me? Uh let's see. So, um Monday, yesterday. Yesterday morning >> [laughter] >> um I had some meetings up at both of the Board of School Administrators. >> Oh, okay. >> As you may remember, I'm I actually have the privilege to represent all board members across the state on on that board. Um and we meet in Arden Hills and uh nothing about the meeting because meeting it's kind of wonky, you know, you're talking about licensure issues and things like that. But on the way home at the meet they meet in Arden Hills and drove down Lexington Avenue around 2:00 and 2:00, 4 hours and 15 minutes ahead of the start of the parade, every square inch >> Mhm. >> of real estate along both sides of Lexington Avenue [laughter] was already filled with blankets and chairs and things with people just being so enthusiastic >> Yes. >> to get out there and and view the parade. >> Yeah. >> And I know they all came just to see the school district school board walking in the parade. >> [laughter] >> Um and there's >> And the chapstick. >> the chapstick and there's horses and there's bands and all that stuff, too. >> And the bubbles. >> Well, I I just wanted to say, I mean, you know, the people that come are obviously I would I would guess are not only Roseville residents, even though it's the Rose Fest parade. They're coming from all over. Um but it just warms my heart every year to see it and especially with a lot of the kids recognizing the teachers who walk in the parade. And you know, they say, "Oh, Mr. So-and-so, Ms. So-and-so." >> It's just this nice connection with, you know, nobody cares about the board. They wouldn't know it's the board, right? Really. But the teachers, the connection that the teachers have with the community and the families and kids is just really really wonderful to see. And we'll do it again, I think, on what, August 2nd with Little Canada. It's a Little Canada parade. So, if folks have time, I think that's a Sunday, you know, make your way to Little Canada and line the parade and, you know, whatever we give out, candy, chapstick, whatever, it's a good time. And again, I think just these wonderful community support for our for our cities and our community, of which I just feel so proud and privileged to be a part of this of these wonderful communities that make up our school district. So. That's it. That's all I had to say. >> 4 hours in advance. >> [laughter] >> Isaac? >> I have nothing else to add. I was also at those events. It's really fun to be in community and to feel the energy and um it was just really joyful >> Yeah. >> very joyful for both Juneteenth and >> Yeah. >> um the parade. >> Definitely. >> We're really lucky. >> Yeah. >> How about you? >> Uh the only thing I would add I got the opportunity to to go to the Black Men Teach Gala with Roseville cabinet members as well as some other staff from Roseville. It's always interesting just to hear some of the stats that I think in Minnesota we have 12% of the students in K-12 are African-American or black students but only 0.5% so less than 1% of black male teachers. So clearly there's a need for the organization to go there but and I also like to highlight that us as a district I think is a leader amongst recruitment and some things we do for our BIPOC staff and I'd like to very proud that we kind of take the leadership there and and to do that and that was nice to see it there but good event and we have our own Dr. Rose Chu who does elevate teaching that she always informs us about the things that we can do to improve and get students interested in teaching in our profession to make sure that we have other people here to keep us moving forward but yeah. I'm so glad you got to go and I was going to go and I couldn't go so thank you for representing us. Yeah, thank you for being there. I Yeah, went and did the same thing you all did and just yeah, lovely lovely way to end the school year in a lot of ways for us so I don't have anything else to add. Superintendent Yeah, thank you Dr. Chu. I'll just my report the notes I've taken. I'd like to just simply note that leadership matters across the district and for our community to fully understand that leadership matters from the school board and so I want to thank you all for your support. I think that support leads us to working towards our our vision and certainly our equity vision in this community. I think I feel very held high standards and high expectations from the school board and I appreciate that. And so, thank you very much. It's a privilege to serve as superintendent in this district. I'd like to recognize Michelle, my cabinet colleagues, for your performance as a direct reflection as noted in my evaluation. Uh and thank you for your exceptional teamwork and the trust I think we have in each other. Uh that really matters. I'd like to thank the staff for our keeping the good work happening this summer, whether it's summer discovery, ESY, our credit recovery, the Roseville Area Adult Learning Center, uh buildings and grounds, of course, administratively, we just keep moving uh the work forward. And finally, I'd like to honor and recognize all of the students, staff, and families at Harambee, who are moving through their final summer session as they transition onto the 9-month traditional calendar. So, we honor them and celebrate that community as we transition together as a school district. >> Yeah. >> So, thank you. >> Thank you. Thank you so much. Wow, what a year. >> [laughter] >> Thank you, everyone, um for This is our final school board meeting of the academic school year. >> Mhm. >> Um we'll uh come back again in August. Wow, I don't know what happened. >> [laughter] >> We're fully open for business this summer. So, if anyone has any questions or concerns, please always reach out and we'll look forward to engaging. >> We we are around. I mean, you know, just we don't have formal school board meeting until August. So, with that, is there any other business before us? If not, I adjourn the meeting. >> Mhm.