001I have too many on my desk here. Close that >> gift is >> gift. Oh, it's time. Okay, >> Wayne, I'm ready. >> All right. Good evening everyone. Welcome to the Roseville Area School Board meeting. Uh this is May 12, 2026 and my name is Rose Chu. I'm the board chair and so I will call the meeting to order and club Manx would you please call role from our Zoom. >> Absolutely. Director Morris went >> here. Director Cleveland >> here. >> Treasurer Boacheski >> here. >> Director Anderson >> here. >> Clerk Clark is here. Chair Chu >> here. >> Thank you. Um the next thing we have is if there's any agenda adjustment today. >> Yes, chair. I'm recommending that we pull item 7C, the Roseville Principles Association contract, and we will be placing that
002item on the May 26th meeting. But we will need a motion. It is an action item. >> All right. Thank you. >> I move that we table 7C till the later meeting. >> All right. >> Second. >> Thank you. Second. We have a motion in a second. All in favor say I. >> We need to do >> a roll call because >> Oh, that's right. Thank you for reminding me. That's right. We have to do that. So, we'll do roll call for the vote. Um, can I just all call you by first names? Director Todd. >> Director Todd votes I. >> Okay. Director Mike >> I. >> Director Gita >> I. >> Director Michelle >> I. >> Director Manx. >> Oh, I forgot your title. Sorry. I'm sorry. And Chair Chair Rose be consistent. This
003an I. >> So, >> yeah. Motion pass. >> Okay. >> Thank you. >> Uh, next we have the land acknowledgement by director Tai. >> Thank you. Roseville Area Schools acknowledges that we reside on traditional ancestral, contemporary, and unseated territory of the Dakota people. From Bedote, a confluence of the Mississippi and Minnesota rivers, a place the Dakota people poetically claim as the center of earth, directly beneath the center of heaven, to Indian Mountains Park, a sacred place of burial built by ancestors of living people and home to the only known remaining burial mounds within the Minneapolis St. Paul Urban Corps. Indigenous people have cared for this land through warfare, genocide, relocation, and removal perpetrated by colonizers. the state of Minnesota and the federal government injustices that reduced over 150 million indigenous people to around 300,000. Indigenous
004people have given their blood, tears, heart, resilience, and love to this land. enduring boarding schools that were in operation from 1879 through the 1930s where assimilation through humiliation was the curriculum in unspeakable atrocities occurred daily to the foster care system where more kids were removed from indigenous homes than any other group in Minnesota. Indigenous people have not lost their culture or identity and still reside on this land. Roseville Area Schools is committed to ensuring the culture of our indigenous relatives, the original and rightful caretakers of this land is studied, preserved, and celebrated. We are committed to understanding and honoring the sovereignty that has been denied to nearly 600 indigenous nations, including 11 federally recognized tribes in Minnesota through the breaking of over 400 treaties. and we are committed to the truth of the history of
005our indigenous relatives, the success of our indigenous students, and to the healing we hope to create through this commitment. >> Thank you. Well, I'm going to pass it to superintendent here. >> Yes, it is an exciting evening. It's my sincere honor to have the opportunity to introduce a number of our dedicated first responders who serve our schools and community with professionalism and compassion. Their courage, quick action, and steady presence were recently on display in our schools. And I am so thankful for each and every one of them. So thankful for each and every one of you. To tell you more, I would like to introduce Mr. Mike Schrader, an associate principal at Roseville Area High School. Welcome everyone. >> Thank you, Dr. Lake. Recently during the school day at Roseville Area High School, we >>
006you speak into the microphone. >> Is it not going? >> Yep. >> Thank you. Recently during uh the school day at Roseville Area High School, we experienced a serious medical emergency involving one of our students. Thanks to the quick action, professionalism, and training of our physical education teacher, school nurses, and SRO, care was immediately provided while first responders from the city of Roseville were called to assist. When emergency personnel arrived, everyone worked in close collaboration to provide care, support, and calm leadership during what could have been an incredibly emotional and tragic situation. While this individual uh has requested privacy, the family would like to say a few words. And at this time, I'd like to invite Wah up to to say a few words. >> Thank you for being here. Welcome. >> Hello. My name
007is Waku and the parents of Shiai Hang, senior at the Roseville Area High School. I would like to take this opportunity to thanks all the board members, all the administrators and also first responder. Also special thank you to Tres and Kelly for helping save my daughter's life. She was in coma and in the emergency room and for 5 days we have no food and we are so very concerned but we have the quick respond and our daughter is say back to school as normal and thank you for inviting us and just take this opportunity to thanks each of you the teacher the responder the EMS of Rosville for respond quickly and thank YOU VERY THANK YOU. >> WOW. >> We want to take this opportunity to also publicly acknowledge and thank the first responders for
008their critical work and care they provide to our community every day. We have invited them here this evening to introduce themselves and share their roles. We are uh also very grateful to report that because again of their collective effort, the individual is back at school. At this time, I'd like to uh call up police chief Erica Sher. >> Good evening. Thanks for uh having us here tonight. Um I'm here to introduce the officers that were involved. Unfortunately, two of them could not be here tonight, and that's Officer Amber Stoneus and Officer John Ziggler. But we do have two of the officers that responded. Um, it's our community action team officer, Phil Tannis. He wants to come up at this time. And also, and also our school re resource officer, um, Abdi Wami, IF YOU ALSO
009WANT AND I'LL TURN IT OVER to the fire chief. Now >> you get a round of applause. >> Good evening. My name is David Brazen. I'm the fire chief. Much like the police chief mentioned. Uh very proud of our efforts and the things that that we uh had the opportunity to do and and show on this incident. Um but I'm here with a a great group and I'll introduce them. Have them come up. Um, first off, firefighter EMT Adam Sabota. Firefighter paramedic, excuse me, Adam Sabota. Sorry about that. Firefighter paramedic Andy Churchill. Firefighter paramedic Chris Rice. One of my battalion chiefs, Ted Larson. A note for the group. Ted Larson is an alum of Roseville Area HIGH SCHOOL. >> OH. AND MY ASSISTANT chief Neil Shrom. >> Unfortunately, they they couldn't make it tonight. There
010we had two people, firefighter EMT Eric Castrida and firefighter EMT Dave Dusso. >> Thank you very much. >> Thank you. At this time, I'd like to invite our uh school staff, our physical education teacher, our two school nurses to the podium to introduce yourselves. >> WELCOME. I'm Ronnie Schneider and I'm the physical education teacher. >> Uh Trace Comr, licensed school nurse. >> Kelly Fenise, licensed school nurse. >> Do do you want to start with sharing any experiences that you have and then I think the board may have a couple questions. Um, you know, I just I I said before I think that this was one of those instances where um everything lined up perfectly for the students life to be saved for to have the best possible outcome. I know that I'm really grateful for
011these two right here, grateful for the team we have at Roseville, grateful for our first responders, grateful for officer Wasami, um, and yeah, just amazing teamwork and just so pleased with the outcome. So yeah. >> Yeah. I mean I second all of that. I think like I know the folks that we work with in the school setting and like daytoday you work together and you see each other and you help students but um not like this. I mean this was extraordinary. Um and like everybody really pulled together um and use their experience. I mean, even just your experience like as a a PE teacher like I mean it all made the difference. I mean I I think yeah just really incredible and really proud of everybody. >> Absolutely. >> Mr. Schneider, you have anything? >>
012I just same thing that everything lined up. It was just kind of amazing how it all lined up the way it that it did and that uh everything, you know, managed to help take care of what needed to be done and it's very grateful of all the work for all of us that we do. We've worked together in different situations and we didn't expect it to be quite like this, but um yeah, it was um a good day for for the finish. And we're really glad Shishi's back in school. >> You want to use a word a miracle rescue or anything, but then I know the hours and hundreds of hours of training, >> right? >> Thank you so much. >> Thank you. >> So generous. So generous. all the training that's required and all
013the teamwork uh and board. Do you have any questions? >> I just Yeah, I just commend the teamwork of everybody and the partnership of everybody especially Roseville PD and the fire department. I mean, especially, you know, working together. It's we live in a fantastic wonderful community. I don't know if anyone from PD or, you know, fire department wants to say anything, but it it's such a unique partnership. You know, I think it's a great communication, great collaboration, but I just, you know, just what makes it work so well. I I don't know. I'm just, you know, proud of the the community working together, you know, just >> we're also big officer Warsami fans. >> Any other questions? I have to say I'm tearyeyed and I see you tearyeyed. Say more like what is it that
014is at the heart of this that is you know emotional right. >> Yeah. Um I mean I just think like I guess getting to know you and the student through this. Um yeah I just feel like really humbled and grateful to be able to help her and have had the training and like the team. Um yeah, like the outcome could be really different. Um >> yeah, I'm just really really grateful. Um so yeah, it's a blessing. >> You have a question? >> I did, but now I can't speak. So >> I'm also a crier. So >> and I'm not. >> So that's probably something. >> Um just on behalf of the board, I think I want to say a huge thank you. and as a parent of children in the district. Yeah. Also, thank you.
015>> Um, can you talk a little bit more about what this did for your team dynamic and how it impacted you all as individuals but also as a team working together? Maybe you can reflect a little bit more on the experience. I think some of the things that we have talked about since then is some of the communications and some of the dynamics of how we can be more um more on top of the communication of what exactly is going on because there's so many times that we call for them and they might be thinking it's a turned ankle which is not a medical emergency. And it was >> kind of one of those things where it was very clear, you know, we were having a medical emergency. there was something. And so it helps
016us to try to brainstorm other ways that we can maybe communicate that in in the future if there is some type of codes or things that we can do to to make sure they understand that this is, you know, this is a serious one and and that we need something immediately done. >> Um do you have any >> I always do. >> Hi, just just one. Um I hear you talking about things lining up. Um, is there anything specific that you feel like I this happened in this moment and that made all the difference? >> The phone was answered. >> I do believe that was a I had called before the day before and it took a couple times to get the phone because I was using my cell phone. I walked as I was
017walking over I used the cell phone and it was picked up the first time. >> It's rarely happened just because sometimes it'll go to the answering machine. It could be on another line. It could be so many things. It was answered immediately and that was probably got you quick quicker down. >> And I think like knowing the people I work with and like knowing Ronnie has a fair amount of experience like knowing when he's calling it's it usually is something that needs to be addressed. Uh I also think the availability of u AEDs like the proximity was really huge. Um, >> shout out Todd for uh >> running all that. Um, and also I think the fact that we had um two nurses in the building was was pretty crucial because it happened in front
018of me. I could start compressions right away, call 911, call Kelly to get an AED. And those things together um were crucial. So >> do you want to explain maybe just for the community more about the AED? >> Sure. >> Yeah. >> Um so uh an AED essentially if someone goes into a certain type of cardiac arrest it's usually ventricular fibrillation or ventricular tacicardia. If it's applied early enough it can stop that abnormal electrical impulse and let the heart restart in a normal way. And we think that's what happened here. So, >> what does AED stand for? >> Um, automatic external defibrillator. >> Oh, okay. >> I have another question. I was I'm like trying to imagine. So, how long like while you're like taking care of the student, how long did it take before
019kind of more help came? >> It was pretty immediate. >> It was. Yeah. Oh, wow. >> We were really really Yeah. Really appreciate. ROUND OF APPLAUSE. >> YAY. THIS TIME IS OF THE ACCENTS, RIGHT? Especially when you talk about the heart. So, >> I mean, the response time was incredible. So, >> wow. What are you talking about? I'm just like >> I mean, with >> Officer, you probably >> Yeah, I was going to say it was a few minutes, but >> Oh, wow. >> By the time Mike and I went out and helped them, >> directed them in two to three. >> Yeah, >> that's probably what I would say, too. >> Yeah, it made a big difference, too. like officer Warami is very trained and like no I mean he was able to jump
020in so really it ended up being like a threeperson >> CPR which >> yeah I think just with the amount of training and and your experience with CPR Ronnie like I think that's a lot of what aligned is having like the experienced people in the building um and kind of ready um and then addition to the AEDs I mean we check them every month and like I think you don't assume you're going to need to use them Um, but yeah, that's why we do it. >> We had multiple staff that helped out, too. I mean, they were keeping students in other areas, trying to block off the area. It was during lunch. I mean, it was there was a lot going on. There was other staff members that that aren't here that should be acknowledged
021also. >> That's a really great point. Thank you. Right. Because it's it is because it become a school event in a lot of ways whether we like it or not. And how do we make sure that our students are still learning? they are they they they they kind of are kept at bay a little bit. Um so I appreciate it. Really I'm I'm glad you said something. So thank you. Thank you so much. >> Yeah. So I just want to say thank you. Oh my goodness. We can keep clapping again. Just so amazing. So grateful, right? Okay. I mean just we are so grateful that this the coordination, the partnership and the fact that the relationship you have with each other really helped. So thank you. Thank you for uh all that you did for
022this child. And of course we don't want this to happen again, but this is life. So I'm just glad that we have all of all of the talent and the heart to resolve this situation. So thank you. And thank you for parents for being here. >> Thank you everyone. >> Thank you all for being here. >> Thank you. Thank you. >> Thank you guys. >> How do we fun with that? Oh my goodness. >> Just don't drop it. >> Come on, buddy. You could stay for our meeting, BUT >> you notice how there's not a lot of people who take us up on that offer. >> Even our meetings, I actually >> People do. >> Yeah. Quite interesting. Sometimes >> they're going to go home and watch. >> Yes. The weather is nice out. All
023right. Well, let's move on. >> Um, clerk man, do you do you have any summary of community input that require action? >> We do not have any community input tonight on our action items. >> Okay, great. Thank you. Uh, next is a consent agenda. Uh, as usual, we'll we'll read the gifts and also pull out the retirements for a vote. Uh, do I have um well, I entertain a motion to approve the consent agenda. >> I move this evening's consent agenda. Uh, pulling out the retirements. Okay. >> Second. Okay. Great. Thank you. >> Any other discussions on that? All in favor say I. >> Do a roll call. >> I am going to have to remember. Thank you. >> Because we're rolling to do that. All right. And I'm I'm not very good at like
024calling your official title. So So forgive me if I forget that. All right. Director Michelle. >> Hi. >> Um uh Director Gada. Hi. >> Okay. Treasurer might >> I. >> Director Todd >> I. >> Clap Manx. >> Hi. >> And chair Rose is an I. Motion carries. >> All right. Let's do the >> retirements. >> Yeah. >> Perfect. >> Y. >> All right. We have three retirements this evening. Um, so we're excited to recognize our retirees. Um, first up we have Michael Deppy who's an elementary teacher at Harambe Elementary who has worked for the district for 23 years. Next we have Denise Diesik who's an interventionist teacher at Harambe Elementary School and she's worked for our district for 29 years. And finally, Louise Portuguese who is the building secretary at Falcon Heights Elementary who's worked
025for our district for 20 years. Um, combined they have served our district 72 years. Um, and we appreciate the service they provided to our students and families. So, we'd like to recognize them and I move that we accept their retirements as presented. >> Second. >> All right. Any other comments, questions? Yes, we are very appreciative of their service for sure. So vote. I'm gonna have to do this every time today. Okay. All right. Uh, director Hayda. >> Uh, I, >> Treasurer Mike, >> hi. >> Director Tot, >> I. >> Director Michelle >> I, >> Cluck Manx, >> I. >> And chair Rose is an I. Motion carries. So now we have uh director ha to do the gifts. >> Great. Um we want to take a moment to thank our community members for uh your
026generous donations to supporting our students. Uh we'll start with Rebecca Nimi with a monetary gift to Little Canada Elementary School for school needs. Jill Paddock uh with a monetary gift to Roseville Area High School for school needs. Sandra Newwick with a monetary gift for Roseville Area High School for the robotics team. Mary and Robert Michaels with a monetary gift for Roseville Area High School trap team. Here commercial Decorating Inc. with a monetary gift for Roseville Area High School trap team. Hastings Lock and Key with a monetary gift to Roseville Area High School trap team. Susan Campion Bloomquist with a monetary gift to Roseville Area High School boys golf program. Emily Bloomquist with a monetary gift to Roseville Area High School boys golf program. David and Louise Barnes with a monetary gift to Roseville Area High
027School's boys golf program. Mark and Mark Foster and Sarah Barnes with a monetary gift to Roseell Area High School boys golf club golf program. Chad uh Funfinger and Carla Zbecnik with a monetary gift to Roseville Area High School's boys golf program. Don and Patrick Keenan with a monetary gift to Roseville Area High School's boys golf program. Viking Demolition and Specialty Services with a monetary gift to Roseville Area High School's boys golf program. Roseville Girls Basketball Booster Club monetary gift to Roseville Area High School for shooting shirts, practice jerseys, supplies, and streaming services subscriptions for the girls basketball program. James and Ann Dedric Dedric with a monetary gift to Roseville Area High School boys track and field. Roseville Area High School boys soccer booster club with a monetary gift to Roseville Area High School uh for
028uniform for the boys soccer program. Joshua and Elizabeth Penrod with a monetary gift to Roseville Area High School girls track and field program. Jill Paddock with a monetary gift to Roseville Area Middle School for school needs. And Karen Doherty with a monetary gift to Roseville area schools for any district needs. So, thank you again for your generosity and your support of our students in our district. >> Yeah. Thank you. >> Thank you. Thank you so much. Yes. So now we'll move on to uh reports and non-action item. The first one we have is about student attendance and interventions. >> Welcome. >> Oh super. >> Hi. >> All right. Good evening. Yes, I am Moira Wyant. um one of our associate superintendents in Roseville and I'm really happy to be here this evening to share about
029student attendance and specifically the intervent intervention work we are doing to improve consistent attendance is a key component to achieving our goals over the course of this school year we have listened to several phenomenal presentations from school staff and reports from our cabinet members at this board table about the incredible things happening in our schools each day. These are all examples of our goals and our key strategies in action. And then of course they work best when our students have consistent attendance. Absences are going to happen. They are a reality of life. Our goal is to ensure that we are doing everything we can to interrupt absences that are preventable. Now, here's another reality. Most of our students are coming to school most of the time. Each school has an attendance team that routinely meets
030to monitor attendance. During try 1, several of our schools had higher overall attendance rates than just a year ago. During try two, which feels like a very very long time ago, and also just yesterday at the same time, our community experienced operation metro surge, which resulted in disrupted attendance for many of our students and families. Now, here we are in Tri 3 and after spring break and up until now, we're really pleased to share how much attendance rates have jumped back to this higher percentage point for most of our students. And it's really something to celebrate because there was a point during try 2 where we were very nervous about students not returning to school and having this attendance trend get worse and we're not seeing that happen now. To frame the next part of
031this presentation, I'm sharing some data that comes from a national study on student attendance. At the onset of the COVID pandemic, schools across the country saw sharp increases in chronic absenteeism. While national rates are slowly declining, they still remain high. Chronic absenteeism is defined as 10% or more of a school year. And this equals in our system about 18 days of school. When we look at this across the country, it's affecting 14 million children. So clearly this is not a problem that is unique to Roseville, it is a problem that we must address. So while I shared some good attendance news, now I'm also going to acknowledge the very real challenges. While chronic absenteeism is missing 10% of school days or more, many of our students in Roseville that fall into this category are actually
032missing closer to 20 or even 30% of the school year. And so this is really significant and the slide here outlines why it really matters. Beginning in the earliest of grades, children who are chronically absent between preK and second grade are less likely to be proficient readers at grade three. Chronic absenteeism is a leading indicator of high school dropout rates by sixth grade. And this last um point, this is not coming from specifically our Roseville families. This again is from that national study saying that 60% of families may not realize that missing two plus days a month exceeds 10% of the year. So really how quickly absences can add up and how important our communication and notification with families truly is. So, here's how we're addressing this. And again, we're focusing on our students experiencing
033that chronic level of absenteeism. According to the report by the Institute for Evidence-Based Educational Practice at the University of Oregon, schools have a 77% chance of reducing chronic absenteeism when using these five research-based approaches. So that's where I always go back to some of the good news that we have many students missing many days and we know that under these five points in Roseville we do have systems and plans already in place to address this. So recently our district level attendance team reviewed this study and went over what we are doing specifically in each area and where we found an area of focus is that second bullet the fostering relationships as mentoring as based on feedback from our attendance teams is that's what they saw as most impactful. So that's part of what will inform
034our work go heading into next year. Of course, we're going to remain focused on the all five areas, but just needing to highlight that ultimately it often truly does come down to relationships. So, next I'd like to share a few examples of the success we've seen this year in relation to those evidence-based approaches. So, one of the things that talked about was a whole school approach. These are this is not a comprehensive list. It's just a few examples of what has happened. Earlier this year, we saw staff from EDW talk about their schoolwide seal plans. That is one example. At Falcon Heights, they have a very similar system in place that has been developed over years called Falcon Families, which at certain points during the year, they join in multi-age groups. And why that is
035a whole school approach is it's developing a sense of belonging and a sense of identity for the whole school. It's also giving children that opportunity to meet students and staff that they may not interact with every day. And going back to that piece of relationships are the key to all we do. Sometimes we don't know who it is that some child will connect with. whole school approaches like this are intentional ways to give children those outlets. Um, next I'm going to highlight a mentoring system that has been developed over time at many of our elementary schools. Edertton last year shared with other elementary schools what they were doing with a mentoring system of staff that would volunteer as an attendance mentor. And then in September, the attendance team meets, reviews data, and then goes to
036the kids with the highest needs, saying, "Who might you want to connect with?" And then it's that level of personalization that the chosen staff or connected person and the child together come up with a plan. And now this year, Central Park has replicated that and made it their own, of course, which I would love to see us doing more of of sharing what's working and like let's not be self like this works. Let's all do it and let's work smarter not harder here. Um a whole school approach in a little bit of a different way at the secondary level this year is welcome to the vil that was started at RAZ. So each Wednesday, students that are new to Roseville join together. I think it's a powerful example of how we're creating that sense of
037a belonging right away and getting them connected with peers so that I mean no one wants to be the new kid midyear wandering around not knowing anyone and again giving the children themselves information about what's expected. Um I starred this last one is that feedback from each of our attendance teams has been what has really worked is that early communication and having interventions in place. So if a student starts midyear and has had some attendance challenges in the past, it may have been our practice to say, "Let's give them a chance because we love children and want the best and assume positive," which of course we should. And what the attendance teams are saying is when it comes to attendance, we're not going to assume that. We are going to address it immediately and not
038wait until there are multiple absences. So, like we're going to sweat the small stuff so it doesn't get bigger. All right. My favorite part are always stories in the faces of children. So, this just makes me smile. Um, a benefit of working in one of our school communities is the range of diverse perspectives and personalities that are represented in our staff and in our students. The key is often finding that right relational connection for each child. This could be a staff member or it could be another student. The intervention might be a visit from another teacher into your classroom. It could be a special lunch with your sibling or getting to be a part of the planning committee for a whole class reward. Each child is unique. Each family's story is unique to them. and
039therefore our interventions need to be just as unique. Other examples that I just have to share that aren't represented in a picture that has led to increased attendance is there was a kindergarten child that was very afraid of the bus. >> The bus can be incredibly scary to a 5-year-old. So, a school staff rode the bus each morning for a few days, partnered with the family. that level of above and beyond that people are doing to build the child's confidence from going sitting in the front seat with the child on the first day, sitting behind them, introducing like that is a level of individualization that of course that staff member is not riding the bus anymore. The child's thriving in school, but sometimes it really does take that. Um, one more touching story I must
040share is that a child noticed that a one of our schools did not have the Ethiopian flag and was struggling with going to school. I'm not saying it's because of the lack of flag, but in the conversation, they said, "Our school doesn't have the Ethiopian flag." Principal went and ordered the flag. The day it arrived, the child got to watch as the custodian hung it up. And this is the part that gets me. They looked at the principal and said, "Okay, now I belong here." >> Now, it is not always that easy and cute and successful. There are much more nuanced and complicated stories as well, but I share these from an elementary perspective as a way to uplift the work that our staff are doing. Um, we just saw that too. The level of
041care and personalization that Roseville staff give to each child um is something to be celebrated and we know that it matters when we find out what is that thing that is going to change the child's experience or change the family's experience. It just takes a lot of time sometimes to get to that why. uh transitioning to secondary here. The level of individual interventions continue of course and then as appropriate some of the these intera interventions turn into more small group to meet that social developmental needs of our middle and high school students. Um so the one picture is is an example of that. The other one is another story I have to tell because one thing we have to think outside the box sometimes school isn't just the school day. Our afterchool activities can often
042be the thing that drives a student's attendance. And that's backed up by research as well that students that participate in any afterchool activity or before school receive higher grades and have higher attendance rates. So, this is more one of those outside the box interventions that school staff in partnership with cultural liaison are really working to reach all of our families so that they understand the true range of experiences and opportunities we have in Roseville. And then the next step is to identify what might be a barrier to participation in those. Because this picture of middle school girls at the Raz one of the Raz football games this fall is one of my favorites because in that moment I said to the group of girls, "What's the best part of dance?" And one of the middle
043schoolers said, "I'm not afraid of high school anymore." >> So this is it's like the that ane the stories the children themselves are telling us what matters. and then talking to one of the coaches later in the year. Again, it's that mentoring system that they are setting up through dance or other activities of our high school students intentionally connecting with middle school students. That's going to matter when those middle school students arrive at ROS that they are going to know other children. So looking at ways to do more of that in partnership with activities and at the elementary level it could also be for our out of school time. I just talked really really fast and shared a lot of stories. So now it's your turn. What are what questions do you have? >> Good
044stuff. >> All good stuff. >> Go ahead. Yeah. So um I was very pleased that you started off with the 90% of the students attend 90% of the time. What? So, two questions, okay, kind of embedded within each other. What what's ideal? I mean, it's not going to be 100%. Because kids get sick, kids, whatever. >> And then, I guess, are there any particular patterns either by school, by grade level that could call for, you know, higher level of of mentoring and intervention? I I would assume, I think we talked about this even last year that high school is a little more because kids are beginning to feel autonomous and >> take control of their own selves. I know there's a difference between like FA and Raz. So maybe what what what would be perfect
045because it won't be 100%. It might be 92 maybe. >> No, 92. I've read a few different numbers. I would say 92 or 93 is what is perceived as typical or ideal. >> And then what about grade levels, buildings? >> I don't see a difference in the recommendation of attendance from that 92 to 93 percentage. Our younger students often have more absences early in the year. And again, that's where we have to do a lot of communication and partnership with families. You know, as an elementary person, sometimes it was the conversation of, "Oh, does kindergarten really matter?" >> Yeah. >> It matters a lot. >> It really does. And then and you have to have more than just that conversation, but helping a family see what your child misses when they're gone. and like the
046social, academic, all those pieces often changes that. Um, but yes, you're right. Our high school students do not as many are at that 90% as our elementary. >> Does that answer it? Did I get to both of them? Okay. >> Is there um like removing metro surge because we know a lot the demographic that hit and the reason. What are other patterns that you are seeing as far as are there certain groups that are being hit harder by absenteeism and like what are the predominant wise or they just varied all over the place? >> I would say first it's really hard to make overall statements about attendance this year by different demographics. Certainly, our Latinx students had much higher rates of absences during Metro Surge and then after that it was Asian students. Um, but
047that's not a trend that I would say overall. >> Um, and then really that's the work of the team this year has seen. We wish there were some more generalizations we can make. What we have found is it really is understanding what are the barriers for the family. >> Are there like transportation and work barriers that you're coming across? I would say that sometimes is a big one that it may be like let's say I know one story I heard was a family a par a single parents working schedule shifted to nights and then they were having a hard time getting children up in time and out to an early bus stop and I believe I want to tell this story correctly. I believe it was the school social worker that again figured out what
048was happening then found other families that were at that bus stop, found where kids were connected and then got an older student to help make sure they were out the door as well >> to try to support that single parent that's working to say, "Okay, then how do we do this as a community?" Yeah, >> again doesn't always work with 100% success, but it really is that individual >> rather than generalized of what's happening. >> Do you see more at the sometime they talk about like when you're a senior in high school >> that you know that that they whether they are great >> senior slide. >> Yeah. Right. Um, you know, I and maybe Don knows more would be able to better speak to the day-to-day experience in secondary right now. From what I
049know, I think we have so many more options for seniors that are engaged >> that it's not as much like, oh, I'm I don't need to just walk out. I have these other options, whether it's PSO or >> What would you add? >> Yeah, I would agree. I think if we're talking about like attendance rates for seniors, that gets tricky just because of all those options >> because they could be in the building half the time. They could not be building at all. >> Um but they're still, you know, getting their they're still doing their work. They're still attending their college courses at, you know, century and things like that. Um so it's a little bit more um nuanced, I guess. >> Yeah. from what I have seen and I didn't share specific site or
050attendance data because of how complicated it was this year that I didn't feel like it would accurately represent what's happening. >> Um but my memory is that our seniors attendance was not lower than the the nth 10th or 11th grade. >> Well, that's a good thing, right? Because we have all those options that we are keeping them engaged in school however whatever the format is, >> right? Yeah. And just the difference between elementary and secondary where it's full day attendance elementary is period attendance and secondary and so it it it varies. >> Yeah. >> Just because you were like in period one but not in period five doesn't mean that you didn't necessarily attend. You know what I'm saying? >> Yes. Yeah. >> Um and and then when we collect this data, it's not just
051for us. We have to report this too, right? To the state. And so two questions again. One, >> um, is there a distinction between what one might call an excused absence versus an unexcused absence in those numbers? And so that's one. And then two, what do those numbers mean in terms of what happens to the district? Are we penalized financially in any way, shape, or form, or is it just they just publicize it? Well, okay. I'm going to first unexcused and excused absences are different. When we're talking about chronic absenteeism, we're lumping all of those together. But a school's response to an unexcused absence may look much different than to an excused absence when they know what's going on and why. So I think the response there as far as like how we are penalized
052I think from my response would be well we're we're financially penalized as a district when the student might drop out and then we're not receiving you know >> is there another way >> I was looking for Sherry's opinion on that in terms of attendance >> would you are we penalized by students attendance >> no >> we get penalized is if they are gone more than 15 days. >> So then we can't claim membership for them. >> That triggers the automatic drop. Okay. >> And 15 days is 15 school days. And it is our consecutive. Yes. And families are given multiple communication before. We don't just drop a student after 15 days without many attempts. If a our attendance team's practice is if a student reaches three unverified or unexcused absences in a row in a
053row, we would do a home visit to make so at 3 days. We're not waiting till it gets close to 15. We really like we're concerned about >> the child and family's well-being. >> I think there's a theme developing. I'd like to shout out to the health offices and our nursing team too for their work on attendance team. So it might be just your night >> tonight represent the nurses and it was national nurses day May 6th >> from what I understand. So just making that connection tonight. >> Yeah, that's great. >> Well, I have a quick question about I mean the makeup of those attendance teams. Is it >> whose responsibility is it to make that first contact? Is is it like a school counselor? Is is it a nurse? Just you know where
054>> the first contact meaning when a child has been absent for three days. >> Yeah. Just who makes that initial >> typically a classroom teacher or social worker. I mean we do want the first connection point to be with a classroom teacher when a child is absent. So, it's something that I think two years ago, attendance teams worked on streamlining that process, even going as far as creating various scripts for classroom teachers to use to reach out to families. Um, and then it it ranges again based on the relationship. In some situations, it might be the social worker, in some it might be the nurse, it could be the principal, it could be someone else. an immediate automated call coming from the health office soon in an absence the day of. So many different levels
055of intervention. >> Yes. >> And so yeah, I want to do one plug since you mentioned the calls. Something that was new to me that I recently learned at the district attendance team is that of course >> our children are brilliant and have figured out ways to mute the attendance line calls to their famil family's phone. So we just for everyone's awareness anyone that worked in a high school they kind of went yes this is happening Mora and I thought oh well but that's where sometimes we have a gap >> your own phone >> right oh I checked my own phone as a parent of two teenagers but um and I received the calls but I think sometimes we say we're doing things >> but then we have to make sure what we say like
056the calls are going out daily are the calls being received, >> right? And if they're not, then that's the workaround we need to get to, but it's, >> you know, so >> great report. Thank you. >> Thank you so much for your work. Yeah. Thank you. >> Thank you. >> All right. Now, on to uh action items. The first one is the cardio emergency respond plan. And we have a whole group here. Yay. >> How about the timing? >> Yeah. Ah, >> vental timing. >> Okay. Okay. >> All right. We'll figure these chairs. >> I was just like, wasn't that okay? >> I don't want to miss anybody, so I want to make sure that you introduce yourself. >> Thanks for being here. >> Great. Yeah. Thank you. >> Thank you. >> Yeah. >> Good
057evening. And we do have a theme running here with our cardiac work in the district. I'm Nita Thomas, executive director of student services. Um I'm not going to talk at all for this just to introduce this fabulous team um who has put together um the district cardiac emergency response plan which is um a statute Minnesota statute. Um they've worked on it all year and the statute goes into implementation for the 2627 school year. So I'll allow them to introduce themselves and to present to you the cardiac emergency response plan. >> Great. Well, good evening everybody. I'm Taylor Anderson, assistant director of student services, and I also supervise health services in the district. >> Thank you. >> And hi, I'm Elena Bull, licensed school nurse and lead nurse for Crossville Area Schools. >> And Todd Leer,
058supervisor buildings and grounds, which also has health and safety. >> Great. >> Thank you. >> Okay, I can >> go ahead. >> So, I I have some involvement with this plan as well. Lots associate superintendent. And just real quick, what the connection is is that this cardiac response plan is is um being integrated into our um ERT work >> um and our new um what we call the emergency operations plan, which you'll you'll probably hear about soon. >> Um that guides our safety responses. This is has been integrated into that. So with me um you know being over safety and security, we we we we work together on um ensuring that this um this happens. >> Yeah. >> Thank you. Um so this evening we will be reviewing the proposed cardiac emergency response plan also
059known as SER. Um you should all have a copy to review as we go through each section. >> And so with that um with the SER review, we will be going sequentially through each section. So we'll be talking about the introduction and what what is the SER um the responsibilities and team formation AED placement maintenance and registry communication plan training and practice drills response protocol and postevent procedures and then the annual review and legal references. So as Nita mentioned this plan is now required by law. We had been watching the legislature for the past couple years and before verbiage was that it may be included but now it's a must. >> Um >> so we like like it was mentioned we have worked really hard on this plan so that we are prepared and ready
060to go into next school year. So our next couple slides go over the statute requirements. There are eight requirements listed. The first one is that it must be consistent with the MDE model policy and MDE and MDH have given us great resources to make sure that we are compliant. Um, number two, we need to establish a response team and plan of activation. Three, provide for placement of AEDs and also provide for routine maintenance of AEDs, which Todd will go into here shortly. Component five, um, there's a one-pager that I'll talk about in a little bit that will be posted throughout common areas of the building. So, next to the AED, in the staff lounges, main office, um, everywhere just to make sure that it is within view and accessible. Um, six, we will have plan
061like mock drills to run through scenarios again just to ensure that we are very prepared should the need arise. Um, component seven is requiring the school board to review annually and make sure that our plan is effective and that we don't need any modifications. And it also needs to address how staff will respond to emergencies at school sponsored activities. >> Uh, so to pull together the team, uh, it's the three of us in addition to Don and Adrien Turner. And big shout out to Kathy Carter and Kathy England for the work behind the scenes in pulling all this together as well. >> Uh so that was the district team putting together the plan >> and then also the pro uh program coordinators are going to be the three of us and then there will also
062be C teams at every site. >> So each site will have its own individual C team. uh placements of AEDs. Uh AED placements are determined based off several key factors to ensure rapid access during uh cardiac emergency and to minimize or maximize response effectiveness. Our plan's goal is to place AEDs where they can be retrieved within three minutes. And in order to do that, we had to add the we're we're moving to three outdoor AEDs, which adds the keep keeping them heated component. So, we have a tower at Rams and then two wall-mounted ones that'll be going one at a tech here and then one at Ros. Uh maintenance and inspection. Uh Kelly talked about it. uh nurses and health office staff do the monthly tests and then we work with them to get make
063sure that they have the components that they need a pads batteries as they expire and make sure they're ready to deploy as needed >> and then they will be registered as required. All right. So, the communication plan. So, identifying and discussing specific tasks within the emergency response team. We heard that earlier today. Like that communication piece is huge. And so, we need to make sure that every site has a clear communication plan um in alignment with our SER, right, which is outlined. Um as well as the CERT members will be prepared to assist in multiple roles in case there's anybody absent or unavailable at that time. We need to have everybody able to do all of the jobs um that are assigned and then the searchs will follow communication plan which includes two-way communication. So
064our radios are very important um as well as calling 911 ensuring that we're covering all of the areas of the school including both inside and outside the facility. Um, and that's why like that three minute range from the AEDs at any point on site um is imperative and that's a national standard. So in regards to training and practice drills um we recognize the difference between CPR AED training and then certification. Um, so we're hoping to create a very broad training presentation for all staff, which is similar to what we do for seizure education and NARCAN that the health offices send out to um all staff in the building every fall during welcome back week. Um, and this would incorporate kind of an overview of the the cardiac emergency response plan to raise awareness of who
065the team is and what the team does along with basic CPR and AED response. For cert certification, we plan to certify the building teams and reertify them every two years. And to help with this, two of our district licensed school nurses are trainers and they will help support that certification. For drills, we will be partnering with Project ADOM, which was introduced to Minnesota in 2021 by Children's Minnesota, and they will help us both conduct initial drills and teach the teams how to conduct their their future drills for more ongoing ongoing training. Um, Project Adam also worked really closely with MDE and MDH to create that model policy. So, we're very fortunate to be able to partner with them. Here's that one pager I previously referenced. this on page eight of the SER and it outlines
066the event process starting with recognizing that a cardiac event is even occurring, calling 911, activating the response team and administering CPR and applying the AED. And these are all the steps and components that will be included with each drill. Um, and a drill is considered successful if com if completion of all the steps occurs in under five minutes. uh and the three of us will be bringing this back to review annually to make sure that we're uh current and evidence-based best practices. >> All right. So, in order to support the implementation of the SER requirements, um we wrote a grant and we were awarded uh $44,986.50. So, um >> I know I was like, we're going to put it all in there. Um so, that was the SER assistant grant through MDE. Um it was
067a very competitive grants. Over 70 school districts applied and only 31 applicants were selected. So, go team go. Um the funds, these funds will be allocated towards purchasing additional AED devices um to include like our towers, making sure that we have appropriate like heating and all of that. Um training materials such as our mannequins and um other pieces of equipment and then the staff training. Um MDE also created training opportunities for the recipients of the grant and so we were able to go to the training that MDE had and it was wonderful. um they were able to review our SER and they did say that we have uh one of the best um and so we were able to um project Adam was there as well and so it's just been a great partnership and
068opportunity for all of us to you know like really develop >> um the SER plan >> um and I think I talked about the last the partnering with um project Adam and we'll continue to partner with them on our drills. So with that being said, um this is our SER plan and so our priority is our students, staff and community members like their safety on our campus. Um and so with the implementation of the SER, Roseville area schools will be prepared to respond to a cardiac emergency. >> Really impressive. >> Yeah. Thank you. Wow. >> Was that a one-time grant or we could reapply or just wondering? >> I want to get another 50 cents. >> I know, right? >> Um that was a one-time grant. However, I I have learned to love to write
069grants and so >> lay that out. >> You didn't want to tell the poor. Okay. >> What's your cell phone? >> Um so yes, if other opportunities arise, we will we will take the challenge. >> Yeah. >> So this is now on record that you love to >> It's great. Yes. >> A follow-up question to add and then a different question. follow question is why did we get it? It was so dependent. Was it just because you did such a job good job writing it or we demonstrated needs better? I'm just curious what the factors were >> because she did a fabulous job writing and I would like to say we we did such a fabulous job like the team the SER team came together. We identified what are the Roseville area needs. So T
070we were like okay national standard is three minutes. So Todd went out and >> did did the mathematical radius and all that. What did you do? >> Yeah, >> ran. >> We ran. I I mean we we used distances and tried to figure out I mean obviously every situation you can't account for. There are gates and stuff that will come into play, but yeah, it's just using circles and maps and >> Oh, that's so cool. >> But again, a thorowness and an intent of thought. You didn't just say give us the money. Yeah, >> you had it very specifically drawn out to >> what you and then um thanks to Elena, we looked at everybody who is trained in CPR and AED usage. Um and the national standard is like 10% of your building should
071be trained. Um and that includes like PE teachers, um health office staff. And so just really using like the data that we have and like setting like smart goals like this is where we're at and this is where we need to be to be in alignment with national standards. Um and so that's how I believe we got the grant. >> Well, and actually that was going to be my second question was is whether it's with MDE or the legislation, is there a target for what percent of staff should be trained or certified or is there a target we have? And you just said it's 10% of >> Yes. That's 10% by by building probably or you try to disperse it out. >> And again, there's that difference between training and certification. We would love for
072more people to just have that basic awareness and knowledge of how can I help out in an emergency. Yep. Until the team gets there. Um and then our goal for certification would be to have about between four and five um of the cert members which would be similar to the ERT team members um cert have actual certification >> and so they do I know we're throwing a lot of numbers out but like this is very important as we can see with what happened at Raz. So within the first three minutes like the survival rate goes from 10% to 70% with effective AED use. And so like that is why it's so important that we have staff trained and ready to go and the AEDs pl like placed specifically um so we can make sure that
073we can intervene within minutes to save lives. >> Is it 3 minutes to the AED or 3 minutes to get it >> retrieve their Okay, good. I was a little worried about that. >> The goal is to have the AED on the person. I believe Kelly and Trace said that they believe that the AED got on in about a minute and 20 seconds. >> Yeah. Um the regarding the communication piece, you know, one concerning thing was that like a lot of times you call and it's busy. >> Um is anyone thinking about that or is like how is there a different way if it's a cardiac emergency that to get through like I don't know. >> And I think that will be incorporated in some of the drills too. And each building has a little
074bit different procedure with um an emergency response and calling 911. Um some buildings prefer to communicate via walkie-talkie. Um so I know that was an improvement that RAZ made was switching health services on a different channel. So they weren't I think they were on like the support channel and were constantly receiving like um a lot of >> unrelated to health calls. Um, so now that channel is directly health related. >> Um, so it can be turned the volume's all the way up and they're ready to respond. >> Um, and other buildings will will rather have like an overhead paging system and the verbiage in the plan is more like um code cardiac response 911 is called location cafeteria. So so very clear that it's an emergency response. So the cardiac team is needed. the location
075and then if 911 has been called. >> Okay. What is a drill going to look like? >> So, it will start with like a tabletop exercise um once the roles and responsibilities have been established. So, who is going to be the primary person to um call 911 if that hasn't been called yet? Who will connect with EMS and greet them when they get there and walk them down to the location? Who will be responsible for making sure that the hallways are clear and that the student or affected person has privacy? So once those roles and responsibilities are established there, like I said, they'll be more of a tabletop scenario. So everyone will be in the office conference room wherever they have their ERT meeting. Um, and it will kind of go they just just verbally
076kind of stating your role as they're going like I'm calling 911. Um, and we can definitely now that we'll have more mannequins be able to get mannequins to the building. So even though it's it's all within one room, people are still very fairly very clearly stating what they're doing. Um and then after that project Adam will come out with me and we'll we'll kind of do those actual drills together which will look like um either before or after school. Um students not in the building at that time for for the initial one. Um, and it sounds like we will place a mannequin somewhere in the building, unbeknownst to everybody, and then >> it will we'll kind of walk through someone coming upon the person and it just very real life kind of scenario and everyone's
077going to need to be able to react and and complete that role. >> Wow. >> Okay. And then you said the first time do and is there a second time plan when students are in the building? >> Potentially. I think that's more um more school specific and could be could pertain more to secondary because I know that they have um CPR and AED topics within their health class. So there's there's still some discussion and planning on how to how to incorporate that. >> And with the statute, it says that we have to have drills. So we'll have at least two drills per site per year. >> Okay. >> Y >> great work. Really well done. >> Really amazing work. So, we need to approve this plan. Yes. >> For statue. >> Yes. >> And uh
078I do I need to do a roll call for votes. >> See, I remember to start to start. >> All right. Uh I'll start the other direction. >> You want to ask? >> Oh, yes. >> Thank you. >> I can make the motion to emergency response plan. >> I'll second. Okay. All right. We have a motion and a second. So, I'll do a roll call for the vote. I'll start with you. Uh, Clark. >> Hi. >> Okay. Director Michelle. >> Hi. >> Director. >> Hi. >> Okay. Director. Oh, treasurer Mike. >> I. >> Director Todd. >> I. >> Chair Rose says I. >> So, motion carries. >> Thank you very Thank you so much. This was >> Thank you for having us. Thank you. >> Thank you for all your work. >> Thank you. >>
079Yeah, very impressive for sure. >> Definitely National Nurses Day. >> Yeah. >> Welcome Kenyatta and Sherry. >> Yes. >> We have the next item that has to do with uh >> conditions of employment. >> Yep. Meet and confer agreements. Okay. Hi. >> Hi. Good evening. Katana McCarti, executive director of human resources >> and Sherry Thompson, executive director of business services. >> And tonight we are bringing to you forth the updates to the conditions of employment for the following meet and confer employee groups. They represent community education managers and supervisors, community education general services, district center administrators, district support services, program assistants, program supervisors, and technology information services. Our meet and confer groups, just for your information, include staff who are not represented by an association or a union. This covers staff in Abetcha this building
080the district center and also a small amount in some of our school buildings. Um for this evening I want to just give you a summary of the compensation package that we've are being excuse me are moving forward for you. Um for the salary the ranges meet our board parameters of two and a half each year. So two and a half% and then for district insurance health insurance contributions we increased that by 13% in year two of the contract similar to what we've done in previous contracts. The changes tonight again um are in alignment with our other bargaining units that we've settled with recently and within the district budget parameters. So tonight we are looking for your approval for these changes. Well, thank you for your work. Anybody has some questions about this? >> Thank you
081both. >> Yeah, thank you. Really? >> Yeah. >> I move I'll make a motion that we the Roseville area school board approve the updates to the conditions of employment for meet and confer employee groups as has been presented. >> You have a second. >> I'll second it. >> Okay. Thank you. We have a motion and a second. So, I will call I will do a roll call again for the vote. Wait, is there is there anything that you had hoped we would ask about this? Oh, >> anything more than you shared with us already? You think it's important to know? If not, we'll just do the vote. But I just wondered if you know >> I think, you know, as Kenyatta said, it's within the parameters that were set by the board >> and really
082just looking timing wise, right? There's only one more group. >> Yeah. >> To approve for the 2527 contracts. That's the only thing I would add. And that will be coming to on the 28th. >> 26th 26. >> That would be the only thing that I guess I would >> I would agree. That's the only thing that I would think of. >> Thanks. >> Okay. Very good. All right. Um I'll call for the vote. Director Todd >> I. >> Treasurer Light. >> I. >> Director Haida >> I. >> Director Michelle >> I. 12 minutes you >> I >> and chair Rose says I motion carries. Thank you for your work. >> Thank you so much. >> All right. Wow. Only one more. That's >> impressively. Yeah. >> All right. So, next we have and we're going
083to table that one. Yeah. We have board reports. Um would like to start I'll >> keep it short because I know that Director Cleveland has a nine-year-old in her house. >> Oh. Oh, >> newly a newly minted nine-year-old. Um, so I'm just going to focus on the speech um showcase. And I mean just it was mindb blown. Like it was so impactful to witness that to witness all three of them and how they just represented like so much of the American story. just the different angles they were telling things from. And I'm on a mission now to to figure out how to >> get those types of things more eyeballs because I know, you know, our sports and, you know, you can go to a you can go to a track meet or baseball game
084or whatever, but um I really had to dig to figure out how to see these speeches. Yeah. And I'm glad I did, but I just know that it would benefit so many people >> to be able to see those. >> Not to mention the socopolitical connection. >> Absolutely. >> Goodness. >> Yeah. >> Yes. Thank you. >> Do we know is that an annual thing? I mean, knowing knowing more events would help because I just wouldn't make it. I would say in my opinion that like it it's not necessarily appropriate for a bunch of people to go to that particular thing. It really was just the awards banquet and then it was three performances. But I think of all the performances that I didn't get to see and would love to see and um just how
085>> like if there's a showcase night where they can and people can come and see those. So >> yeah. No, thank you. Thank you for for doing that. >> All right. You want to go next? Wow. >> And I I don't have anything. >> Okay. >> Um I think I just want to mention you did such a good job. This is the the DMSD meeting that we were able to attend. >> Um you I went in person and you zoom. >> Oh, I was zooming. >> Yeah. You did a really good job of explaining. This is just kind of a reminder about uh the permanent school fund task force. >> Yeah, >> that was there and there's gonna be more information about that. You did a great job in that email. Um I think it's
086I just wanted to mention uh that the task force and then the MSBA rep who you know you know Denise Dietrich was president the role um that school boards are going to have you know um with getting the word out about this permanent school fund and um I know that the house has already the senate's already voted for it the house already voted for it but now there's a >> change that's gone back I mean I've got every confidence that it's going ultimately pass the legislature and it doesn't have to go to the governor's desk, but it's going to the people of the state of Minnesota >> to be voted >> to to be voted on in the fall and the role we're going to have all school boards and just again more information will
087be out, but the critical role we'll have in marketing this getting information out and I just think I remember some of the things that I wrote that I wrote down that the f that the value of this so that we can even talk about this is that the fund value as of 2025 was $2.3 billion. I mean that this has been building up over time. But some of the things that the MSBA lobbyists mentioned like Denise Dietrich mentioned that this still needs two million yes votes to pass from voters in this state and that um skipping the ballot question is going to be considered a no vote. >> There's a real role that we have here. communities, school districts, school boards will have >> um to help get that word out that this there's this
088>> money that we can use, >> you know, for public education. >> Do you want to say a little bit more about what that public fund is? Are you able to explain that >> to the community? >> You did such a good job. I don't know that I could do I just I I was just trying to stress the importance. Um I'm glad we were both there and I'm glad that there that this task force it was a great time for the AMSD um group to have this report before obviously the the days of the legislature are really >> numbered they're numbered here >> but you know and just to reiterate the importance and more information again will be coming out but it's just it's you know just how important it is I guess you
089know I think you did such a great job in the email, but just we'll be coming we'll be coming back to this >> and how important we are because we are going to >> the MSBA will be pushing for school boards to pass resolutions >> in support of this. So we'll be you know >> my understanding MSBA and MSD will have talking points and all kind of stuff that we'll share with us because >> and I know that uh Dr. Lick and Sherry are both like looking at this very closely so that you know our community understand what this is. Um, so we're prepared. >> Yeah, we'll be prepared and more to come to make sure that our community who support us very well, right? Really informed, right? Really informed about what that vote means.
090Yeah. So, >> so I just that was my report just to stress the importance and more info to to follow to come. >> Yes. And the importance is that the legislature does their job so voters can do their job. >> Yeah. That's right. >> And that this final kind of whatever sticking point or whatever little is is resolved is wrapped up. >> It'll be great. All right. >> All right. Anything from you? >> Yeah, I have a couple things. Um from 9:16 I went to the first kind of graduation class of intermediate teacher registered appreciate apprenticeship collaboration. Um this is where they had a process where some EAS they're um could go through and with certified to be setting four teachers and it's the first class to graduate from the state through the program. So
091it was very good to see that because that's where we have sometime a shortage of teachers who are interested in doing that. So that was good. The other thing I got the chance to attend part of the world one world um celebration event. >> Yes. see our students um at their best and that was sponsored by our um cultural leaison and it was really a good time to see the students and their family there supporting them. So it was a good time. I think Sher Chu also was there. >> Y Michelle came later too. Yeah. >> Oh and you were there? >> Yeah. >> Many of us bunch of us were there. Yeah. A lot of us were there. Yeah. It's great. All right. And the only thing I will say is that we have
092such a great staff recognition night >> um of those who have been with the district from 20 years to 35 and those retiring and I did the math for those of you who are not there that was like 13 more than 1300 years of service altogether. So, thank you so much to the to all all our staff who continue to choose Roseville and and serve our students and our families. >> Thank you. Uh good evening. At the opening of our meeting, we had the opportunity to meet and thank a number of our first responders both in our schools and in our community who played a critical role during an imu emergency situation in one of our schools. I want to again express my sincere gratitude for their commitment, professionalism, quick response, and extensive training. Tonight,
093we also heard from members of our school nurse team, student services team, and buildings and grounds team as they presented a cardiac emergency response plan for board approval. This important work reflects our ongoing commitment to safety and preparedness across our district and will strengthen our response to sudden cardiac arrest on school grounds. With more than 7,000 students, 1,000 staff members, and countless visitors in our buildings each day, it is essential that our district has strong plans in place and trusted partnerships to ensure we can respond to emergencies in the ways that provide the best possible chance to save lives. I've witnessed firsthand the skill, care, and composure of both our district staff and our community's first responders during these situations, and I'm truly confident in their abilities. The individuals who serve in these roles are
094very special people who support our communities with selfless bravery, compassion, and dedication. And we are deeply appreciative for all they do. Because of their work, our schools and community are safer places each and every day. So, thank you. >> Such gratitude. Yeah. >> Yeah. So, thank you so much. >> Well, do we have any other business before us? If not meeting is adjourned.