[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6661179,"mediaKeyId","2414779-043d7d1632538af630350504d4fa7d67","parentId",2414779,"title","Board approves budget and policies, receives APAC transmittal; retirement honored","audioSeconds",115,"startMs",5941000,"endMs",6056000,"viewUrl","/Search/View?dp=1&key=2414779-043d7d1632538af630350504d4fa7d67&start=5941&end=6056","thumbnailUrl","https://assets.pipeline.soar.com/2414779-043d7d1632538af630350504d4fa7d67/thumbnail_5941000.jpg","articleUrl","/articles/6661179/Minnesota/Board-approves-budget-and-policies-receives-APAC-transmittal-retirement-honored","mediaUrl","https://secure.pipeline.soar.com/6661179-e2ffbff32e007d7688425040870e0b75/orig.mp4?Expires=1776205027&Signature=TK-1-kA5-qiDWaqdIEd8NeOhyYBayAz37t1KtNB~Kjkc~Eg-1hnt87uw-bA90jgIVlEuD4crLgmPRLW80w8uaYoavZLUpPdBGGO-oy9YwqPoKYXTq3AoI5iysbeB0b-6BQ9pFbbdTFJiQgVUKRAURHoSBXET9T4kuhrU3iba0kAPl3BfYxv1LEBLBvoSUS-fU-m9u1eSXl5z9pkVjoNe~ATDvR~VFBZpcFIBSNxoK2kcDMOLPoIdCG3jRjAlM6yxLhD8vPt6v~rTCfTfyoF2OjJVECndA6i4KUwtgr3K8XoU7JXQxpTucW9nczGxTSNxwMAiDzfds58S5ZCaE8esaQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Roseville Public School District","date","2025-02-27T03:22:29.197Z","article","The Roseville Area School Board on Feb. 26 took several formal actions: it received the American Indian Parent Advisory Committee (APAC) transmittal and roster, approved the district’s 2025–26 Achievement and Integration (A&I) budget, approved the second reading of policy 400 (acceptable use), approved the 2025–26 school calendars and the draft 2026–27 calendars, accepted one retirement, and approved the consent agenda.

APAC transmittal and roster: The board received APAC’s transmittal of its resolution and committee roster as required for the Minnesota American Indian Education Aid process. APAC reported a midyear vote of non‑concurrence on grant progress and requested increased district follow‑through and policy changes; the board recorded receipt of APAC’s materials and will follow up with the APAC chair and prepare the district response required by MDE.

Achievement and Integration budget: Superintendent of Equity and Innovation Spencer (last name as on file) presented the proposed A&I budget and explained it supports AVID instruction, dual language Spanish immersion staffing, cultural liaisons, professional development and racially identifiable school supports. Board members asked about funding sources and proportional support for programs; staff said some program costs are supported through other district funds and private partners and pledged to provide a funding‑source breakdown on request. A motion to approve the 2025–26 A&I budget as presented was moved and seconded and the board approved the budget by voice vote.

Policy 400 (acceptable use): The board approved the second reading of Policy 400 (acceptable use) as presented; no changes were recommended since the first reading.

Calendars: The board gave final approval to the 2025–26 school year calendars and approved the draft calendars for 2026–27 after a second reading; the district noted the calendar committee meets several times beginning in the fall to produce recommended calendar drafts.

Retirement: The board recognized the retirement of Laura Bercus, an elementary teacher at Atchaton with 23 years of service; the board moved, seconded and approved the retirement with expressions of appreciation.

Consent agenda: The board approved the consent agenda (minus retirements) earlier in the meeting and subsequently approved the retirement as a separate consent action.

Votes at a glance (as recorded in the meeting):(1) Consent agenda (minus retirements): motion carried (mover/second not specified in transcript).(2) Retirement of Laura Bercus: motion moved and seconded; vote recorded as “aye” and motion carries (no individual roll call recorded).(3) APAC transmittal and roster: motion moved and seconded to receive the resolution; board approved by voice vote.(4) 2025–26 Achievement & Integration budget: motion moved and seconded to approve as presented; approved by voice vote.(5) Policy 400 (acceptable use), second reading: motion moved and seconded; approved by voice vote.(6) 2025–26 calendars and draft 2026–27 calendars: motion moved and seconded; approved by voice vote.

Where motions or vote counts were not recorded by individual names in the transcript, the minutes reflect the board’s verbal “aye” approvals as stated on the record. The board did not record roll‑call tallies for these actions during the meeting notes included in the transcript.","mediaType","Video","parentTitle","February 26, 2025 Regular School Board Meeting.","oneSentenceSummary","At its Feb. 26 meeting the Roseville Area School Board received the American Indian Parent Advisory Committee transmittal, approved the 2025–26 Achievement and Integration budget, accepted a retirement, approved policy 400 (acceptable use) and school calendars, and approved consent items.","taxTitle","ROSEVILLE PUBLIC SCHOOL DISTRICT, School Boards, Minnesota","taxId",65355,"location","Minnesota","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6661184,"Roseville’s American Indian Education program details cultural programming, funding and student voices",1252,2268000,3520000,"/Search/View?dp=1&key=2414779-043d7d1632538af630350504d4fa7d67&start=2268&end=3520","https://assets.pipeline.soar.com/2414779-043d7d1632538af630350504d4fa7d67/thumbnail_2268000.jpg","/articles/6661184/Minnesota/Rosevilles-American-Indian-Education-program-details-cultural-programming-funding-and-student-voices","https://secure.pipeline.soar.com/6661184-ac725b44980c180035e983bf9236a454/orig.mp4?Expires=1776205027&Signature=d474Lu8dw9lXBZNxbFleNzVZG82eNDiBtMbsy825aYUhRmZsPeA-n573Nis~RW5jbbt8SbXqSPa4b8owQ5bvVhon43pzeMklunfAYDIHtleIsgNjFgRjuFxOX7s3VX5ozGLlBAXdeuO1Wo47wE6CazBsUqyNnmDsJsjYgT1FTorFL9-NpHFLLwIWdMCjf4lNX3HTTpvBJ07jU7oX50SsPA3FE-eq7l9gG~laT-H~R90H1Q3ictza~lmMkeKUP27pXXqzFzt5l~BoDRuvjtIZge~3sjZaNwg6l-JYo2g0hz5OvbYz7T4LHE-BV0HGOXLsnk04WYQGbM8Al4hJDxRr-g__&Key-Pair-Id=KUT5TJCACFTXG","Roseville Area Schools’ American Indian Education team on Feb. 26 described a districtwide program of affinity groups, cultural activities, family nights, field trips and plans for a pilot week‑long cultural summer program, and outlined federal and state funding that supports the work.

Dylan Smith, associate superintendent of equity and innovation, introduced Gabriella Carroll, the district’s American Indian Education program coordinator, and Savannah Rojas, Native American culture liaison. Carroll and Rojas reviewed affinity-group formats (elementary groups meet roughly every other week; secondary groups meet weekly), traditional activities (moccasin game, beading circles, smudging), distribution of indigenous‑authored books each season, and student field trips to the Minnesota Historical Society and other community events.

Carroll explained federal funding comes through the U.S. Department of Education’s Title VII Indian Education Program and is linked to consent form (506) counts. She said the program has increased the number of 506 forms on file from eight forms when she started to about 59 this year. On state funding, the Minnesota Department of Education’s American Indian Education Aid base award for 20 Native American students is $40,000 with $500 for each additional student; Carroll said the district received $124,500 this year under that program.

Presenters played a recorded student video in which several Native American students described affinity groups as places that help them “stay focused,” “feel more at home” and “provide a sense of community.” Students named trusted adults in the district and gave mixed responses on whether they see their Native identity reflected in core curriculum; several older students said homeroom materials have helped but some core courses still “water down” or skim Native histories.

Carroll and APAC representatives highlighted program growth: near‑100% participation in Native American affinity groups, increased family engagement, and a planned summer cultural pilot in June. They also outlined APAC’s review of five grant goal areas submitted to MDE (postsecondary preparation, academic achievement, culturally relevant curriculum, positive self‑perception and district collaboration). The parent advisory committee (APAC) reported mixed implementation: some strategies were implemented consistently, others were not, and APAC recorded a vote of non‑concurrence on overall grant progress this year, citing inconsistent district follow‑through outside the Office of Educational Equity.

APAC asked the board for several commitments, including stronger districtwide follow‑through on the grant strategies, policy changes to ensure Indian Education staff are invited to IEP, DRB and attendance meetings that affect students, prioritizing grant funds for programming over increased staffing allocations, and adding 0.5 FTE for an additional Native American liaison to reduce staff burnout.

The program coordinators invited the community to the annual powwow on April 12 at Champlin Park High School and said they will pilot the week‑long cultural summer program in June. Board members commended the presenters and the student video; several board members said they will follow up on APAC’s requests to understand the “why” behind strategies that were not implemented.","Presenters described expansion of American Indian affinity groups, cultural activities, federal and state funding and near‑100% participation; APAC submitted a resolution and requested increased follow-through and additional liaison staffing.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6661187,"Roseville schools present program participation trends; district leaders note gaps in identification and participation",1926,320000,2246000,"/Search/View?dp=1&key=2414779-043d7d1632538af630350504d4fa7d67&start=320&end=2246","https://assets.pipeline.soar.com/2414779-043d7d1632538af630350504d4fa7d67/thumbnail_320000.jpg","/articles/6661187/Minnesota/Roseville-schools-present-program-participation-trends-district-leaders-note-gaps-in-identification-and-participation","https://secure.pipeline.soar.com/6661187-8c7338fce3f773950ff91f709938dcc4/orig.mp4?Expires=1776205027&Signature=RtR537wB61YvC-JStkGOZKiimxsbZmhnTda~dq79-uE2vm4jZg44IxnYceiDIVB6Z79y9f3lG9LwLUB-e2pDofg4IHztJCIkGHxWeR8NHnKxK3P~33XQXdc84V3f3xOdmHeaUbEs5TUhZptDwXLFTMJIozsS-9E0BMdED09YI--PxIwuTNSuX8YDo~0i44aeCUg7c~tJlxn38wt6DMNbNy1tmBn7gZ4t3TyYZ~ve2eN9sW98SvqEm4AgDwtwMfHAgrcghLgwMWRb2dcZF2hxWpD9jdch6iX8HNES4lzRFSniP69spsY5q57Upj2VyCrNFeL5VtxvQULvqpagbqToFA__&Key-Pair-Id=KUT5TJCACFTXG","Roseville Area Schools staff on Feb. 26 presented a district program participation report showing gains in identification for advanced academics but continued underrepresentation of many students of color and multilingual learners in both advanced programs and extracurricular activities.

The presentation, led by Jake Van Linde, executive director of teaching and learning, and Niseta Thomas, executive director of student services, outlined three sections of the report: advanced academics and talent development, activities and athletics (grades 7–12), and special education. Trina Hira, coordinator of advanced academics and talent development, said the district now formally identifies “right around 22 percent of our students that show strengths that are within the top 5 or 10%,” and stressed the district’s move to earlier universal screening in grades 2 and 4.

The board heard that identification processes, including the HOPE teacher rating scale in kindergarten–first grade and the Cognitive Abilities Test in grades 2 and 4, have reduced some disparities in identification. Hira said moving the cognitive abilities testing earlier and using untimed, picture-based items has helped multilingual learners and students for whom timed tests are a barrier.

But the report also flagged persistent gaps. White students remained overrepresented in advanced academics and in many extracurricular categories. The presentation noted that black and Hispanic students—and students who qualify for educational benefits, multilingual learners, and students with IEPs—were underrepresented in advanced academics identification and in athletics and fine arts participation. A slide the presenters showed indicated 45% of secondary student participation was in athletics, with clubs and fine arts following; staff said many clubs and fine arts activities occur outside the school day and attendance tracking varies.

Board members pressed for more detailed counts and for steps to learn why students are not participating. Treasurer Clark and Clerk Chu asked for actual student counts in addition to proportions; staff said percentages were their focus in the briefing though they are collecting counts and would include more numeric detail in future reports. Director Goggins and others asked whether cost, transportation or cultural relevance were barriers. Staff said scholarship and sliding-scale options exist for many activities, educational-benefits students participate at no cost, and the district is improving attendance tracking for extracurriculars and affinity groups.

On special education, Thomas reviewed referral and service data. The district reported relatively stable proportions of students receiving special education services by race but continued overrepresentation of students identifying as American Indian and multiracial in special education. Staff described work to strengthen multi-tiered systems of support and to refine student assistance team processes so interventions come earlier, reducing unnecessary special education referrals.

District staff said they are conducting a comprehensive needs assessment for secondary activities and plan to include more detailed participation data next year (including Unity Center and affinity-group participation). The presenters urged the board the data reflect identification and access work rather than student ability—Board Chair Anderson emphasized that identification gaps reflect district processes, not students’ potential.

The board did not take formal action on the report. Staff said they will return with expanded numeric tables, more granular qualitative data from student surveys and interviews, and proposals to address transportation and affordability where needed.","District staff reviewed participation data for advanced academics, activities and athletics, and special education, noting underrepresentation of many BIPOC groups in advanced academics and extracurriculars and ongoing work to improve identification and access.","actionData","errors"]

Article not found

Board approves budget and policies, receives APAC transmittal; retirement honored

Roseville’s American Indian Education program details cultural programming, funding and student voices

Roseville schools present program participation trends; district leaders note gaps in identification and participation