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

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.