agenda regular school board meeting february 24, 2020 6:30

Agenda

Regular School Board Meeting February 24, 2020

6:30 pm

All meetings are open to the public. Portions of the meeting may be closed if indicated on the agenda.

1. Call to Order, Roll Call 2. Agenda Adjustments 3. Announcements, Comments

• MSHSL Triple A Award Recipients • Nordic Ski State Competitors • Gymnastics State Competitor • Samsung Solve for Tomorrow Contest State-Level Winners – Edgerton

Elementary 4. Community Input 5. Consent Agenda a. Minutes - Board Meeting of February 11, 2020 b. Payment of Bills c. Personnel - Resignations, Appointments, Reductions d. Gifts 6. Reports and Non-Action Items a. American Indian Program Report b. Policy 400: Acceptable Use (reviewed) First Reading c. Monthly Financial Report 7. Action Items a. American Indian Education Transmittal of Resolution and Parent Committee

Roster b. American Indian Land Acknowledgement Resolution c. 2020-2023 Achievement and Integration Plan and 2020-2021 Budget d. 2020-2021 Final and 2021-2022 Draft Calendars e. Education Minnesota Roseville Contract 2019-2021 f. Resolution Authorizing Intent to Issue Bonds – Long-Term Facilities Maintenance 8. Study Session Report Reporting: Director Johnson 9. Board Reports 10. Superintendent’s Report Adjournment

NO. 1

MINUTES OF THE REGULAR MEETING, SCHOOL BOARD, INDEPENDENT SCHOOL DISTRICT NO. 623, 1251 West County Road B2, Roseville, MN 55113

February 11, 2020 Chair Mike Boguszewski called the school board meeting to order at 6:30 p.m. Board members present: Todd Anderson, Mike Boguszewski, Rose Chu, Kitty Gogins, Curtis Johnson, Frank Shaw. Board members absent: none. Also present: Aldo Sicoli, superintendent of schools, and approximately twenty-two other visitors or staff who attended all or part of the meeting. Announcements. Mike Boguszewski announced that Fairview Alternative High School will celebrate Alternative Education Week next week, February 17-21, 2020. Members of the Roseville Area High School debate team were recognized for competing in the state tournament.

(50) Consent Agenda. Johnson moved, Gogins seconded acceptance of the consent agenda

including the minutes of the regular school board meeting on January 28, 2020; payment of bills; resignations, appointments, reductions, adjustments; gifts; bids for Fairview Education Center and Parkview Center School; and a Minnesota State Arts Board grant for Little Canada Elementary School. Motion carried unanimously.

Facilities Update. Shari Thompson, director of business services, provided an update on

the district’s construction projects. 2020-2021 and 2021-2022 Draft Calendars. Dr. Jenny Loeck, assistant superintendent,

presented the proposed 2020-2021 and 2021-2022 draft calendars for the district’s traditional (nine-month) and year-round schools.

Board Reports. Several board members attended the Association of Metropolitan School

Districts’ 2020 legislative session preview. Todd Anderson attended a Falcon Heights Elementary PTA meeting. Kitty Gogins and Frank Shaw attended the African American Parent Involvement Day assembly at Central Park Elementary. Director Gogins also attended the AVID Showcase at Roseville Area High School. Frank Shaw participated in several negotiations meetings. He also distributed invitations to Central Park’s annual Read Around the Park event. Rose Chu invited board members to a Youthprise event. Curtis Johnson attended several events, including the first session of The VIBE’s Unstuck series, the Suburban East Conference music festival, Jazz Night Out, Career Night at Roseville Area Middle School, and African American Parent Involvement Day at RAHS. Director Johnson also congratulated Roseville Cheer for a 5th place finish in the Game Day Cheer division at the state meet and former Roseville principal Stacie Stanley for receiving the Minnesota Association of School Administrators’ Outstanding Central Office Administrator award.

The Chair declared the meeting adjourned at 7:02 p.m.

NO. 2

Signed Clerk Approved Chair February 11, 2020

5D

2/24/20 5D

GIFTS TO SCHOOLS 2019/20

SCHOOL BUILDING

NAME/ADDRESS OF DONOR GIFT USE

Central Park Elementary School

Prince of Peace Lutheran Church 2561 Victoria Roseville, MN 55113

$100.00 Students in Need

Edgerton Elementary School

Minnesota Vikings 2600 Vikings Circle Eagan, MN 55121

Flag Football Kit and Curriculum

Classroom Use

Little Canada Elementary School

Supreme Lending 14801 Quorum Drive #300 Dallas, TX 75254

$159.37 Special Education Department

Roseville Area High School

Jason Bright & Alex Matusevich 2100 W Lake of the Isles Pkwy Minneapolis, MN 55405

$1000.00 Girls Tennis


RGB Booster Club 2138 Arcade Street Maplewood, MN 55109

$7715.00 Girls Basketball


Chris and Janet Schottel 380 Sandhurst Cir Roseville, MN 55113

Musical Instruments and Equipment

Students in Need

Roseville Area Schools

Bruce & Julianne Seiber 3200 Shorewood Drive Arden Hills, MN 55112

$1000.00 AVID

Agenda Item: 6a Agenda Topic: American Indian Program Report Meeting Date: February 24, 2020 Contact Person: Dr. Michael Favor Background: Dr. Michael Favor, assistant superintendent, and April Thompson, American Indian cultural liaison, will present information about the district’s American Indian program. Recommendation: Action Required XX Informational – No Board Action Requested

American Indian Education Program

Roseville Area SchoolsFebruary 24th, 2020

American Indian Cultural Liaison

American Indian Cultural Liaisons’ (AICL) roles are to:

❖ Support grant goals and strategies

❖ Advocate for American Indian students’ unique learning needs

❖ Increase educator and staff understanding of Indigenous culture/history

❖ Help build instructional and cultural competence/sensitivity

❖ Build community relationships between family and students

Goal Area #1:All American Indian Children Ready for School

➔ Roseville Am Indian Ed staff will be on-call for recruitment and retention for preschool program. This is not a priority goal for the 2019-20 school year, yet it will be a collaborative initiative district-wide.◆ This is an area that the district is

continuing to work on.

Goal Area #2:All American Indian 3rd Graders Will Achieve Grade Level Literacy

The Grant Goal is to eliminate the reading disparity between Am Ind and white students.

❏ Strategies will include❏ Home-based literacy intervention

support materials❏ Partner with classroom teachers and

Reading Corps to provide for targeted reading intervention support for students not meeting standards

❏ Utilizing professional learning communities and collaborative teams to support student needs

❏ Communicating with parents to better provide cultural based academic interventions

Goal Area #3: All Achievement Gaps Closed for American Indian Students

Goal: To eliminate the disparity with white students by reducing the achievement gap by 15%.

Strategies:

❏ Cultural Liaison will connect with and provide info/resources to students/families

❏ AIPAC and ISD 623 staff collaboration/system support

❏ Partnership with classroom teachers❏ Reading/Math intervention support❏ Our current achievement gap between

American Indian students and white students is 28 percentage points in both reading and math as measured by the MCA III in 2019.

Goal Area #4: All American Indian Students Attain Career and College Readiness

Goal: 100% of Am Indian students in grades 7-12 participate in career and college readiness activities.

Strategies:

● Increase college/career awareness and opportunities for students

● Skills Inventory● Recruit and retain students who meet the AVID

(Advancement Via Individual Determination) program criteria

● AICL and guidance counselor work together to ensure students are matched with appropriate opportunities

● In 2018-19, 21 of the 36 (58%) students who identified as American Indian were enrolled in a College Credit Bearing Course.

● 50% of the students who identified as American Indian took a Career or Technical Education (CTE) course in the 2018-19 school year.

Goal Area #5: All American Indian Students Graduate from High School

Goal: 100% graduation rate.

Strategies:

❏ Partnership between AICL and guidance counselor

❏ Monitor grades, attendance, student needs and identify supports

❏ Have check-ins/groups❏ Academic goal-setting

American Indian Parent Advisory Council (AIPAC)

The state requires that an American Indian Parent Advisory Council oversees the grant goals. AIPAC collaborates with the district leaders to support student success.

● 20 members with an executive board and bylaws

● Organizes 3-4 community events each year● Meets monthly● Develops grant goals and strategies in

collaboration with district staff by analyzing data and creating a vision for Am Indian student success

● Creates a formal document of concurrence/non-concurrence to present annually to the school board

Cultural Connections

● High School/Middle School luncheons

● Monthly Elementary Groups with Cultural Curriculum/Teachings/Activities

● Mentoring/Advocacy● College Visits/Field Trips● Guest Speakers● RAHS One World Planning● Senior Honoring● Family Engagement/Celebrations

Closing Thoughts and/or Questions? ● Looking ahead, the program will continue to

grow and develop as we begin on a new journey together to best fit the needs of our students/families.

Agenda Item: 6b Agenda Topic: Policy 400: Acceptable Use (reviewed) First Reading Meeting Date: February 24, 2020 Contact Person: Shari Thompson Background: As part of our ongoing policy review, administration has reviewed Policy 400: Acceptable Use, last revised in October 2014. Shari Thompson, director of business services, will present the policy as a first reading, with no recommendations to revise the policy at this time. Recommendation: Action Required XX Informational – No Board Action Requested

ROSEVILLE AREA SCHOOLS Independent School District No. 623

Policy 400 – Acceptable Use

1

1.0 PURPOSE This policy is to set forth rules and guidelines for acceptable use of and access to

the District computer systems and the Internet. 2.0 RATIONALE

In an effort to promote quality educational resources, computers and Internet access are available in ISD 623. Users are expected to use technology resources to further educational goals. To use these resources in a responsible and effective manner, the Board of Education directs the Superintendent to establish and promulgate appropriate rules and procedures to assure that technology users understand acceptable use.

3.0 USE OF THE SYSTEM IS A PRIVILEGE

3.1 The use and access to the School District computer systems and Internet is a

privilege, not a right. 3.2 Use of the district computer system and Internet access shall be consistent

with the mission, core values and instructional program of the School District.

4.0 NO EXPECTATION OF PRIVACY

4.1 The School District may inspect, copy, store or remove any information or files created, stored, processed or communicated by or through its computers and networks without further notice to users.

Legal References: Federal Law - 17 U.S.C. 101 et. seq. (Copyrights) 15 U.S.C. 6501et. seq. (Copyrights) 47 U. S. C. 254 Children’s Internet Protection Act (CIPA) 47 C.F. R. 54.520 FCC Rules Implementing CIPA Minnesota Statutes 125B.15 – 125B.25 (Internet Access) Minn. Stat. § 125B.15 (Internet Access for Students) Minn. Stat. § 121A.031 (Safe and Supportive Schools Act) Adopted: 05/14/02 Revised: 02/08/05 Reviewed: 10/28/14

Agenda Item: 6c Agenda Topic: Monthly Financial Report – Budget Update 2019-2020 Meeting Date: February 24, 2020 Contact Person: Shari Thompson Background: The expense and revenue reports through the month of January compare current year expenses and revenues to the three prior fiscal years at this time. The overall general fund revenue budget is on track at approximately 62% of revenues received compared to budget. We are just over half way through the fiscal year. Spending on year-round employees’ salaries is on track at about 57%, and spending on school year employees’ salaries are just over 40% of the current year budget. Teacher negotiations were recently settled and retroactive pay is being calculated and will be paid to employees on March 30th. This will bring year-to-date salaries into alignment with the amounts included in the revised budget posted in March. The costs for employee insurance are allocated during the months of October – May, and spending is on track at 50% of total budget. Contracted service expenses for the year are at approximately 50% of the revised budget. Some of these expenses are incurred earlier in the year and some are incurred monthly across the entire fiscal year. Spending is on track for these services. Capital improvement expenses are at 75% of budget for the year. Total general fund expenses are tracking at approximately 48% of budget or where we would anticipate it would be at this time. We are currently working on building the 2020-2021 budget for all funds. If you have any questions on this information, please contact me. Recommendation: Action Required XX Informational – No Board Action Requested

Agenda Item: 7a Agenda Topic: American Indian Education Transmittal of Resolution and Parent Committee

Roster Meeting Date: February 24, 2020 Contact Person: Dr. Michael Favor Background: School districts that enroll ten or more American Indian students are required by Minnesota law to establish an American Indian Parent Advisory Committee and complete the resolution of concurrence/non-concurrence each school year. This is the fifth year of the American Indian program designed to increase outcomes for American Indian students in the five areas of the World’s Best Workforce as outlined in the grant work plan. The American Indian Parent Advisory Committee passed a resolution of concurrence on February 8, 2020. Recommendation: It is recommended that the board approve the American Indian Education Transmittal of Resolution and Parent Committee Roster. XX Action Required Informational – No Board Action Requested

Agenda Item: 7b Agenda Topic: American Indian Land Acknowledgement Resolution Meeting Date: February 24, 2020 Contact Person: Dr. Michael Favor and Josh Collins Background: During the November 12, 2019, work study session, the board discussed a request from the district’s American Indian Parent Advisory Committee to “have district leadership formally acknowledge in writing and when welcoming visitors, staff, and students to district locations that we are on Dakota land and that this place has special importance and meaning for the Dakota people.” As part of this request, the board will be asked to consider adopting the attached resolution acknowledging the origins of land upon which district facilities are situated. Recommendation: It is recommended that the board adopt the Resolution Acknowledging the Origins of Land Upon Which District Facilities are Situated. XX Action Required Informational – No Board Action Requested

ROSEVILLE AREA SCHOOLS Independent School District No. 623

Member ______________ introduced the following resolution and moved its adoption:

RESOLUTION ACKNOWLEDGING THE ORIGINS OF LAND UPON WHICH

DISTRICT FACILITIES ARE SITUATED

WHEREAS, Roseville Area Schools has an active and engaged American Indian Parent Advisory Committee, and WHEREAS, Roseville Area Schools celebrates the collaboration between the district and the members of its American Indian Parent Advisory Committee, and believes this collaboration is crucial to the work of educating our native students, and WHEREAS, the school board and district administration are deeply committed to the district’s mission: “Quality teaching and learning for all … Equity in all we do,” and WHEREAS, Roseville Area Schools further articulate this mission in their equity vision statement: “Roseville Area Schools is committed to ensuring an equitable and respectful learning environment for every student, family and staff member regardless of race, gender, gender identity, sexual orientation, socioeconomic status, ability, home or first language, religion, national origin, age or physical appearance,” and WHEREAS, the schools in the district are located on land that was seized with aggression from the indigenous people living here during the United States’ land seizures, denying them free and unhindered access to the land that fundamentally shapes their identity and spirituality, and WHEREAS, as leaders and educators in our community it is our responsibility to set examples to our students that will further their own historical and cultural awareness. NOW, THEREFORE, BE IT RESOLVED, that the school board of Independent School District No. 623, Roseville Area Schools, acknowledges the origins of the land upon which we teach our young people, and recognizes the enduring presence of the native Dakota and Ojibwe people. The motion for the adoption of the foregoing resolution was duly seconded by Member ______________, and upon a vote being taken thereon, the following voted in favor thereof: , and the following members voted against the same:

Whereupon said resolution was declared duly passed and adopted.

______________________________________ Clerk INDEPENDENT SCHOOL DISTRICT NO. 623 ROSEVILLE AREA SCHOOLS

Agenda Item: 7c Agenda Topic: 2020-2023 Achievement and Integration Plan and 2020-2021 Budget Meeting Date: February 24, 2020 Contact Person: Dr. Michael Favor Background: Dr. Michael Favor, assistant superintendent, will present the proposed 2020-2023 Achievement and Integration plan and 2020-2021 budget for approval. Recommendation: It is recommended that the 2020-2023 Achievement and Integration plan and 2020-2021 budget be approved as presented. XX Action Required Informational – No Board Action Requested

Achievement and Integration Plan July 1, 2020 to June 30, 2023

District ISD# and Name: ISD 623 Roseville Area Schools District Integration Status: Racially Isolated District /Racially Identifiable School (RI/RIS) Superintendent: Dr. Aldo Sicoli Phone: 651-628-6452

Email: [email protected] Plan submitted by: Dr. Michael Favor Title: Assistant Superintendent Phone: 651-724-6462 Email: [email protected]

Racially Identifiable Schools within District If you have been notified by the Minnesota Department of Education (MDE) that your district has a racially identifiable school, please list each of those schools below. Add additional lines as needed.

1. Central Park Elementary 2. Edgerton Elementary 3. Harambee Elementary

4. Enter text here. 5. Enter text here. 6. Enter text here.

Plans for racially identifiable schools should include the same information and follow the same format as districtwide plans. Provide that information in the Racially Identifiable School section of this document.

Partnering Districts Racially isolated districts must partner with adjoining districts on student integration strategies (Minn. R. 3535.0170). List the districts you will partner with, adding additional lines as needed. Provide the name of your integration collaborative if you have one: Enter name.

1. ISD #199 Inver Grove V - Voluntary 2. South St. Paul V - Voluntary

3. Stillwater V - Voluntary 4. White Bear Lake A - Adjoining Choose

district status.School Board Approval

We certify that we have approved this Achievement and Integration plan and will implement it as part of our district’s World’s Best Workforce plan (Minn. Stat. § 124D.861, subd. 4).

We certify that we sought and received input on integration goals and strategies from councils as described on page 2. The council(s) included representation and meaningful input from our American Indian Parent Advisory Committee as required by Minnesota Rules 3535.0160, subpart 2, and Minnesota Rules 3535.0170, subparts 2-5. Superintendent: Dr. Aldo Sicoli Signature: Date Signed: Enter date. School Board Chair: Michael Boguszewski Signature: Date Signed: Enter date.

Plan Input Minnesota School Desegregation/Integration Rule, part 3535.0170, subpart 2, requires racially isolated and adjoining districts to establish a multidistrict collaboration council to provide input on integration goals and to identify cross-district strategies to improve student integration.

Districts with racially identifiable schools are required to convene a community collaboration council to assist in developing integration goals and to identify ways of creating increased opportunities for integration at the racially identifiable schools (Minn. R. 3535.0160, subp. 2).

American Indian Parent Advisory Committee Districts with an American Indian parent advisory committee must include representation from this committee on the councils described above (Minn. R. 3535.0160, subp. 2, and 3535.0170, subp. 3).

For stakeholder input to be meaningful, it should be based on open communication and coordination that acknowledges and considers the views of all participants. For steps to ensure that input from your council is meaningful, see the Facilitation Guide in the Achievement and Integration Plan Guide, and see the Tribal Consultation Guidance.

Below, list your council members and identify American Indian parent committee members. Briefly describe council members’ recommendations for your district-wide plan and for your racially identifiable school plans, as applicable. You may also include meeting dates and describe the process you used to ensure meaningful input from council members. 2019-20 American Indian Parent Advisory Council Members/Meeting Dates Multidistrict Collaboration Council: Equity Alliance MN (EMID)—Forest Lake, Inver Grove Heights Community Schools, Roseville, South St. Paul Schools, White Bear Lake Community Collaboration Council for Racially Identifiable School(s): Educational Equity Advisory Council (EEAC)

Harambee PTO

Edgerton PTA Central Park PTO

Submitting this Plan Submit your completed plan as a Word document to MDE for review and approval (Minn. Stat. § 124D.861, subd. 4). Once it’s signed, scan the signature page and save it as a separate PDF. Email your plan and signature page to [email protected].

Detailed directions and support for completing this plan can be found in the Achievement and Integration Plan Guide.

Achievement and Integration Goals This plan must contain three types of goals, at least one for each of the following:

1. Reducing the disparities in academic achievement among all students and specific categories of students excluding the categories of gender, disability, and English learners.

https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE059117&RevisionSelectionMethod=latestReleased&Rendition=primary

http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=mde072001&RevisionSelectionMethod=latestReleased&Rendition=primary

https://docs.google.com/document/d/1ANXHxXIWlkPMX7_556rL9FCZ2koy1UHam3fZg0q-j_k/edit?usp=sharing

https://docs.google.com/document/d/1erH3iGp-glJIohoJbCKY5ZqvsL_SkaYIgdE232d7wGc/edit?usp=sharing

https://docs.google.com/document/d/1g6ICl8yU-qguU5PKu9FsPrZacmYDz9wL9xLC_yMlFmo/edit?usp=sharing

https://docs.google.com/document/d/17DiVPb3Z79S6HeTFUrwPCR4EfkMkYCb-7qeV2nr-f6k/edit?usp=sharing

https://docs.google.com/document/d/1oe4C8-zmeIlFKD_9aEcdPn_ZGcuopHhaqYU6lPZLkrs/edit?usp=sharing

mailto:[email protected]

https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE059117&RevisionSelectionMethod=latestReleased&Rendition=primary

2. Reducing the disparities in equitable access to effective and more diverse teachers among all students and specific categories of students excluding the categories of gender, disability, and English learners.

3. Increasing racial and economic integration (Minn. Stat. § 124D.861, subd. 2 (a)).

Goal #1: Increase the graduation rate for Hispanic and African-American students. Hispanic students’ graduation rate will improve from 73.5% in 2018 to 90.0% by 2023 and African-American students’ will increase from 85.2% to 92% by 2023. Aligns with WBWF area: All students graduate from high school. Goal type: Achievement Disparity Strategy Name and # 1: Advancement Via Individual Determination (AVID) Program Type of Strategy: Career/college readiness and rigorous coursework for underserved students, including students enrolled in ALC. Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. AVID is a college-readiness program designed to help students develop the skills they need to be successful in college. Students who participate in the AVID program are most typically from groups underrepresented on college campuses, including those from low-income families or first-generation college-bound students. Roseville Area Schools has offered AVID programming for several years at multiple school sites. Per the AVID website, the program “offers a variety of classroom activities, lesson plans, professional learning videos, and timely articles that are relevant to students” by equipping teachers and students with strategies that improve student engagement and academic success. Students are invited to participate in AVID programming based on their eligibility for a federal lunch subsidy. Teachers in the AVID program receive ongoing training and support on program implementation from AVID. AVID teachers meet monthly with individual students to review grades and completion of AVID activities. Additionally, student academic and behavior data will be frequently monitored to ensure AVID students receive appropriate supports as demonstrated by need.

Location of services: Roseville Area Middle School, Roseville Area High School

Key Indicators of Progress (KIP) List key indicators of progress for this strategy and annual targets for each indicator. Choose indicators that will help you know if the strategy is creating the outcomes you want to see.

Target 2021

Target 2022

Target 2023

Increase the percentage of 7th-8th grade racially and economically diverse student groups enrolled in AVID cohorts.

Current cohort is

113

Increase the percentage of 9th-12th grade racially and economically diverse student groups enrolled in AVID cohorts

Current cohort is

258

This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861, subd. 5). Goal #2: Roseville Area Schools’ students will self-report a 10% increase from 2020 to 2023 in their level of comfort initiating and maintaining positive relationships with students from diverse backgrounds (e.g., racial/ethnic, socio-economic) Aligns with WBWF area: All racial and economic achievement gaps between students are closed. Goal type: Integration Strategy Name and # 2 Cross-district integration activities

Type of Strategy: Career/college readiness and rigorous coursework for underserved students, including students enrolled in ALC. Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. This strategy utilizes Equity Alliance MN to facilitate cross-district integration activities that bring together students from diverse racial, cultural, ethnic and socioeconomic backgrounds. Activities include, but are not limited to:

• Offer AVID Health and Physical Education summer credit-bearing classes for students from both Roseville Area Schools and Inver Grove Heights Community School.

• Continue the Youth Executive Board (YEB), a multi-district group of high school students who meet weekly to build relationships through team-building activities, learn how to use their power in positive ways to influence change and build their leadership and academic potential. YEB students participate in a culminating event along with students of Native Leadership Council (NYLC).

Location of services: Roseville Area Middle School, Roseville Area High School


Target 2021

Target 2022

Target 2023

Increase the percentage of racially and economically diverse student groups participating in the AVID Health & Physical Education summer credit-bearing classes. Need baseline data from Anne and Tana

Baseline Data Year

Increase student understanding of the impact of race and poverty on health-related issues through the use of a culturally responsive curriculum.

Baseline Data Year

Increase the percentage of racially diverse students from Roseville Area Schools who serve on the Youth Executive Board (Total Number).

Baseline Data Year

Increase students’ level of comfort initiating and maintaining positive relationships with students from diverse backgrounds (e.g., racial/ethnic, socio-economic) using a cultural competency survey.

Baseline Data Year

Increase baseline

by 5%

Increase baseline by

10% Strategy Name and # 3 Civil Rights and a Native American Tour Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy:

Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.

Provides school enrollment choices.

Increases cultural fluency, competency, and interaction.

Increases graduation rates. Increases access to effective and diverse teachers.

Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what

this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. We will design a Native American Tour and Civil Rights Tour for 10th-12th grade Roseville Area Schools’ students, as well as students from Equity Alliance MN collaborative districts. The goal of these tours will be to increase cultural competency and understanding of the Civil Rights Movement and American Indian Movement. Enrollment will be handled in collaboration with other Equity Alliance MN districts in order to ensure racially and economically diverse student representation.

Location of services: Roseville Area High School, Fairview Alternative High School?


Target 2021

Target 2022

Target 2023

To increase the percentage of Roseville Area Schools’ 10th-12th grade racially and economically diverse student groups participating in the Civil Rights Tour

Baseline data year

Increase baseline by 10%


To increase the NUMBER of Roseville Area Schools’ Kindergarten-12th grade racially and economically diverse student and parent groups participating in the American Indian Education Program

35 total students

and parents

50 total students

and parents

60 total students

and parents

Increase student participants’ level of comfort initiating and maintaining positive relationships with students from diverse backgrounds (e.g., racial/ethnic, socio-economic) using a cultural competency survey.

Baseline data year

using Cultural

Competence Self-

Assessment Awareness Checklist

Increase from

baseline by 5%

Increase from

baseline by 10%

Goal #3: Increase the number of racially and ethnically diverse teachers from 11% in 2019 to 16% in 2023. Aligns with WBWF area: All racial and economic achievement gaps between students are closed. Goal type: Teacher Equity Strategy Name and # 4—Metro State Teacher Collaborative Type of Strategy: Recruitment and retention of racially and ethnically diverse teachers and administrators. ADD another strategy: Continued partnership with Equity Alliance MN as an integration collaborative for principal/staff development opportunities and student activities. Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. According to the Learning Policy Institute (2018), research indicates “teachers of color help close achievement gaps for students of color and are highly rated by students of all races – a fact that is all the more relevant in light of persistent gaps between students of color and students from low income families and their peers who are White or from more affluent families.”

The goal of this collaboration with Metropolitan State University’s School of Urban Education is to serve as a host site for practicum and student teaching placements at Roseville Area Schools. Additionally, district leadership will collaborate with the School of Urban Education leadership to increase access to job vacancies in Roseville for practicum students and student teachers, as well as offer professional learning for students in that program regarding district-specific employment opportunities and preparedness. We will offer classes for aspiring teachers at Roseville Area High School through collaboration with Metro State and other universities that emphasize our priority in practicum and student teaching placements for Roseville Area Schools students, in addition to communicating our hiring preferences of former Roseville Area Schools’ students. We will utilize AVID tutors to incentivize students from Metropolitan State University’s School of Urban Education in completing their practicum and student teaching experiences in Roseville Area Schools by hiring them as AVID tutors during their schooling at Metro State.

Location of services: All Roseville Area Schools sites


Target 2021

Target 2022

Target 2023

Increase the number of practicum and student teaching placements from Metropolitan State University’s School of Urban Education.

Baseline data year

Increase the percentage of teachers of color employed in the district. 13% 15% 17%

Strategy Name and # 5—Enhanced FOCUS program for racially/ethnically diverse staff. Type of Strategy: Recruitment and retention of racially and ethnically diverse teachers and administrators. Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. As mentioned in the previous strategy above, “teachers of color help close achievement gaps for students of color and are highly rated by students of all races – a fact that is all the more relevant in light of persistent gaps between students of color and students from low income families and their peers who are White or from more affluent families” (Learning Policy Institute, 2018). However, according to national research, teachers of color leave the profession at higher rates than their white peers (Learning Policy Institute, 2018). The FOCUS program will attract and retain teachers of color by providing opportunities to build relationships and increase collaboration amongst all staff.

Location of services: All Roseville Area Schools sites


Target 2021

Target 2022

Target 2023

Increase (and retain) the percentage of teachers of color employed in the district.

13% 15% 17%

Increase the number of teachers of color participating in the FOCUS program.

35 40 50

Increase the percentage of teachers of color who self-report an overall positive experience working at Roseville Area Schools in collaboration with Equity Alliance MN.

Baseline Increase from

Increase from

List key indicators of progress for this strategy and annual targets for each indicator. Choose indicators that will help you know if the strategy is creating the outcomes you want to see.

Target 2021

Target 2022

Target 2023

baseline by 5%

baseline by 10%

Goal #4: Ensure all staff receive equity training. Aligns with WBWF area: All racial and economic achievement gaps between students are closed. Goal type: Achievement Disparity Strategy Name and # 6 Minnesota Humanities Center Professional Development Programs Type of Strategy: Professional development opportunities focused on academic achievement of all students.

Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place.

Per the Minnesota Humanities Center website, Increase Engagement through Absent Narratives is an all-day workshop designed for educators, school administrators, and business, community, and organizational leaders who want to build relationships with their students, colleagues, clients and/or partners.

Workshop participants will use personal stories, conversations, and guided reflections to practice strategies that help engage others with respect and empathy, while also exploring four key concepts: Building and Strengthening Relationships, Recognizing the Power of Story and the Danger of Absence, Introduction to Epistemology, and Community Solutions.

The goal of this strategy is to increase cultural competence of all staff. Keeping student achievement as the focus, licensed staff will build their capacity to understand themselves and their students and help them be more effective. We will engage our parent and family community as partners in this professional development.

Location of services: District-wide


Target 2021

Target 2022

Target 2023

Increase the percentage of licensed staff who participate in equity-centered professional learning offerings from the MN Humanities Center trainings.

Baseline Data Year


Increase baseline by

20% Expand the number of equity-centered professional learning offerings from the MN Humanities Center.

2 4 6

Roseville Area Schools’ staff will increase their understanding of how their culture informs their judgment (from Cultural Competence Self-assessment Awareness Checklist).

Baseline Data Year

Increase from

baseline by 5%

Increase from

baseline by 10%

Creating Efficiencies and Eliminating Duplicative Programs Briefly explain how this plan will create efficiencies and eliminate duplicative programs and services (Minn. Stat. § 124D.861, subd. 2 (c)). This Achievement & Integration Plan and subsequent funding will provide our district with opportunities to improve both academic and social/emotional outcomes and eliminate racial, ethnic and economic disparities through strategic and intentional focus on: using data-based decision-making to improve academic achievement, providing equity-centered professional learning opportunities for all staff, amplifying student voice through unique research projects such as Civil Rights and Native American tours, and increasing parent engagement as part of a 3 year plan. This plan will also expand opportunities for cross-district integration through collaboratives such as Equity Alliance MN, as well as focus schools to address racial, ethnic and economic enrollment disparities within the district. We will increase support for identified racially isolated schools through AmeriCorps and Vista program staff. Those staff will provide direct student support, progress monitoring of data, and facilitating inter- and intra-district collaboration.

Racially Identifiable School(s) (RIS) If you have been notified by the Minnesota Department of Education (MDE) that your district has one or more Racially Identifiable Schools, include goals and strategies for each Racially Identifiable School within your district. If MDE has not notified your district that one of your sites is racially identifiable, delete this section.

Goal #1: Increase our overall reading proficiency rates as measured by the MCA-III reading test while also reducing the academic achievement gap between white students and students of color in reading achievement as measured by the MCA-III. The achievement gap in reading for Edgerton, Harambee, and Central Park will be reduced from 28.6% in 2019 to 14.3% in 2023. Aligns with WBWF area: All racial and economic achievement gaps between students are closed. Goal type: Achievement Disparity Strategy Name and # 1 Individual Growth Plans Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy:





Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place.

Support each of our Racially Identifiable Schools through a Professional Learning Community (PLC) coordinator. Each of our sites (Central Park, Harambee, and Edgerton) will be supported by a PLC coordinator who provides progress monitoring data for eliminating racial and economic achievement gaps, integration activities, planning for essential learning that demonstrates cultural fluency and increases access to effective and diverse teachers by interventions and enrichment activities through individual learning plans, and student assessments. Develop and support recruitment strategies through individual learning plans and student assessments. Develop and support recruitment strategies to improve enrollment that eliminates racial isolation.

Location of services: Harambee, Central Park, Edgerton


Target 2021

Target 2022

Target 2023

Decrease the achievement gap between students who qualify for free and reduced meals and for students who do not qualify at Harambee Elementary as measured by the MCA-III Reading.

16% 11% 6%

Decrease the achievement gap between all African American and White students attending Harambee Elementary as measured by the MCA-III Reading.

10% 5% 0%

Decrease the achievement gap between American Indian and White students attending Harambee Elementary as measured by the MCA-III Reading.

Cell Size is too small at this time

Decrease the achievement gap between Latinx and White students attending Harambee Elementary as measured by the MCA-III Reading.

10% 5% 0%

Decrease the achievement gap between students who qualify for free and reduced meals and for students who do not qualify at Central Park Elementary as measured by the MCA-III Reading.

31% 26% 21%

Decrease the achievement gap between all African American and White students attending Central Park Elementary as measured by the MCA-III Reading.

28% 23% 18%

Decrease the achievement gap between American Indian and White students attending Central Park Elementary as measured by the MCA-III Reading. Cell Size is too small at this time

Decrease the achievement gap between Latinx and White students attending Central Park Elementary as measured by the MCA-III Reading.

30% 25% 20%

Decrease the achievement gap between students who qualify for free and reduced meals and for students who do not qualify at Edgerton Elementary as measured by the MCA-III Reading.

18% 13% 8%

Decrease the achievement gap between all African American and White students attending Edgerton Elementary as measured by the MCA-III Reading.

30% 25% 20%

Decrease the achievement gap between American Indian and White students attending Edgerton Elementary as measured by the MCA-III Reading.


Decrease the achievement gap between Latinx and White students attending Edgerton Elementary as measured by the MCA-III Reading.

30% 25% 20%

Strategy Name and #2 Cultural Fluency Instruction Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below.

Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy:





Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. Support each of our Racially Identifiable Schools through a Professional Learning Community (PLC) coordinator. Each of our sites (Central Park, Harambee, and Edgerton) will be supported by a PLC coordinator who provides progress monitoring data for eliminating racial and economic achievement gaps, integration activities, planning for essential learning that demonstrates cultural fluency and increases access to effective and diverse teachers by interventions and enrichment activities through individual learning plans, and student assessments. Develop and support recruitment strategies through individual learning plans, and student assessments. Develop and support recruitment strategies to improve enrollment that eliminates racial isolation.

Location of services: Harambee, Central Park, Edgerton (RIS)


Target 2021

Target 2022

Target 2023

Decrease the achievement gap between students who qualify for free and reduced meals and for students who do not qualify at Harambee Elementary as measured by the MCA-III Reading.

16% 11% 6%

Decrease the achievement gap between all African American and White students attending Harambee Elementary as measured by the MCA-III Reading.

10% 5% 0%

Decrease the achievement gap between American Indian and White students attending Harambee Elementary as measured by the MCA-III Reading.


Decrease the achievement gap between Latinx and White students attending Harambee Elementary as measured by the MCA-III Reading.

10% 5% 0%

Decrease the achievement gap between students who qualify for free and reduced meals and for students who do not qualify at Central Park Elementary as measured by the MCA-III Reading.

31% 26% 21%

Decrease the achievement gap between all African American and White students attending Central Park Elementary as measured by the MCA-III Reading.

28% 23% 18%

Decrease the achievement gap between American Indian and White students attending Central Park Elementary as measured by the MCA-III Reading. Cell Size is too small at this time

Decrease the achievement gap between Latinx and White students attending Central Park Elementary as measured by the MCA-III Reading.

30% 25% 20%

Decrease the achievement gap between students who qualify for free and reduced meals and for students who do not qualify at Edgerton Elementary as

18% 13% 8%


Target 2021

Target 2022

Target 2023

measured by the MCA-III Reading.

Decrease the achievement gap between all African American and White students attending Edgerton Elementary as measured by the MCA-III Reading.

30% 25% 20%

Decrease the achievement gap between American Indian and White students attending Edgerton Elementary as measured by the MCA-III Reading.


Decrease the achievement gap between Latinx and White students attending Edgerton Elementary as measured by the MCA-III Reading.

30% 25% 20%

Goal #2: Reduce racial and economic enrollment disparities at Racially Isolated Schools Aligns with WBWF area: All racial and economic achievement gaps between students are closed. Goal type: Integration Strategy Name and # 3—Harambee Cross-District Integration Program Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy:





Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. Harambee is a cross-district integration school site designed to increase racial and economic integration of students. Students at Harambee come from districts across the east metro. Harambee, an environmental studies school, offers year-round programming to help eliminate summer learning loss. The curriculum focuses on the relationship between people and the world we share with all living beings. It encourages understanding of these relationships through consideration of ecological, cultural and social systems. The Harambee approach builds upon students’ natural curiosity of animals and plants through investigating the diverse ways life survives in urban, suburban and rural environments. Enrollment at Harambee is based on a lottery system and is open to students in Roseville Area Schools and selected east metro counties. Transportation is provided both within and across these selected east metro county districts for desegregation and integration purposes. In order to ensure that Harambee becomes more integrated and racially and economically diverse, changes will be made to the current magnet lottery. A percentage of seats will be reserved for students from less racially and economically diverse schools, both within and outside of the district. Enrollment will be managed through the district enrollment department. Additionally, strategic marketing efforts will take place at the non-RIS schools and across selected east

metro county districts to ensure families there receive information about Harambee and families will be made aware that students will receive intra-district transportation. Family information nights will be held each fall/winter at Harambee for families residing in all Roseville Area Schools attendance areas, as well as those in selected east metro county districts.

Location of services: Harambee Elementary


Target 2021

Target 2022

Target 2023

Decrease economic enrollment disparities at Harambee. 26% 21% 16%

Increase cross-district enrollment of students from other east metro districts. 10%

Increase intra-district enrollment of Roseville Area Schools’ students at Harambee.

10%

Strategy Name and # 4—Focus schools offer specialized programming. Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy:





Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. In addition to the specialized programming offered at Harambee Elementary, two additional elementary sites serve as focus schools that offer families unique education programming opportunities and school enrollment choices for integration purposes. Central Park Elementary, a neighborhood and choice school, offers the SPARK program, providing students STEAM-based integrated learning experiences grounded in 21st Century skills. Edgerton Elementary offers students the WeCodeK-6 experience where students enhance their technology and 21st Century Skills through coding. The goal of these focus schools is to reduce racial and economic enrollment disparities that currently exist at these three school sites by attracting and enrolling a more racially and economically diverse and integrated student body by offering specialized programming. In order to ensure that Harambee, Central Park and Edgerton school sites become more integrated and racially and economically diverse, changes will be made to the current magnet lottery that reserve seats for students from less racially and economically diverse schools within the district. Additionally, strategic marketing efforts will take place at the non-RIS schools to ensure families there receive information about the focus schools. Family information nights will be held each fall/winter at each of these three focus schools and families residing in all Roseville Area Schools attendance areas will be invited to attend.

Location of services: Central Park Elementary, Edgerton Elementary, Harambee


Target 2021

Target 2022

Target 2023

Decrease economic enrollment disparities at Central Park. 27% 22% 17%

Decrease racial/ethnic enrollment disparities at Central Park. 24% 19% 14%

Decrease economic enrollment disparities at Edgerton Elementary. 29% 24% 19%

Decrease racial/ethnic enrollment disparities at Edgerton Elementary. 23% 18% 13%

Decrease economic enrollment disparities at Harambee Elementary. 26% 21% 16%

Decrease racial/ethnic enrollment disparities at Harambee Elementary. 26% 21% 16%

Strategy Name and # 5—Intra-district integration activities Goal Alignment: Integration Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy:


Provides school enrollment choices. Increases cultural fluency, competency, and interaction. Increases graduation rates. Increases access to effective and diverse teachers.

Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. Each RIS (Harambee, Central Park & Edgerton) will be paired with a non-RIS elementary site to provide opportunities for students from non-RIS to attend events and participate in intra-district activities aligned to each of the RIS focus school areas (e.g., environmental studies at Harambee, STEAM at Central Park and coding at Edgerton). Students from RIS will help plan and facilitate the learning at these events. A&I funds will be used to cover the cost of transportation for students from non-RIS to travel to RIS for these events/activities.

Location of services: Harambee, Central Park & Edgerton


Target 2021

Target 2022

Target 2023


Target 2021

Target 2022

Target 2023

Increase the number of intra-district integration activities and events at Harambee.

Baseline Data Year

Increase the number of intra-district integration activities and events at Central Park.

Baseline Data Year

Increase the number of intra-district integration activities and events at Edgerton.

Baseline Data Year

Increase the cultural competency of students participating in intra-district integration activities at both RIS and non-RIS schools, as measured by self-reported survey results.

Baseline Data Year

Goal #3: Increase the frequency of teachers at Roseville RIS participating in professional development related to racial equity and culturally responsive teaching strategies by 10% by 2023. Provide and involve teachers in the process of enrollment recruitment for all students – intra-district and inter-district collaboration strategies. Aligns with WBWF area: All racial and economic achievement gaps between students are closed. Goal type: Teacher Equity Strategy Name and #6—Culturally Responsive Teaching Professional Development Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place. Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy:





Licensed staff at Harambee, Central Park and Edgerton will participate in professional development centered around racial equity and culturally responsive teaching through book studies of titles (one per year) including How to Be Anti-Racist by Ibram X. Kendi. A/I funds will be used to purchase copies of selected books for each licensed staff member. District leadership will work collaboratively with building principals at Harambee, Central Park and Edgerton to develop discussion questions that teachers will be required to reflect upon via virtual discussion boards. Location of services: Harambee, Central Park & Edgerton (all RIS)


Target 2021

Target 2022

Target 2023

Increase the percentage of teachers who complete the racial equity/CRT book studies at Harambee Elementary.

Baseline Data Year

Increase the percentage of teachers who complete the racial equity/CRT book studies at Central Park Elementary.

Baseline Data Year

Increase the percentage of teachers who complete the racial equity/CRT book studies at Edgerton Elementary.

Baseline Data Year

Increase cultural competency of teachers at RIS as self-reported through perception survey data

Baseline Data Year

Increase from

baseline by 5%

Increase from

baseline by 10%

Creating Efficiencies and Eliminating Duplicative Programs Briefly explain how this plan for racially identifiable schools will create efficiencies and eliminate duplicative programs and services within your district (Minn. Stat. § 124D.861, subd. 2 (c)). This Achievement & Integration Plan and subsequent funding will provide our district with opportunities to improve both academic and social/emotional outcomes and eliminate racial, ethnic and economic disparities though strategic and intentional focus on: using data-based decision-making to improve academic achievement, providing equity-centered professional learning opportunities for all staff, amplifying student voice through focus schools offering specialized programming including dual immersion, STEAM, coding and environmental studies, and increasing parent engagement as part of a 3 year plan. This plan will also expand opportunities for cross-district integration through collaboratives such as Equity Alliance MN, as well as focus schools to address racial, ethnic and economic enrollment disparities within the district.

0623-01

Fiscal Staff:

Phone:

Email:

1,695,704.00$

83,396.00$

1,779,100.00$

School Board Chair Date

Superintendent Date

Approved Initial Revenue: ______________________ Approved Incentive Revenue: ________________

[email protected]

Dr. Aldo Sicoli

Dr. Michael Favor Shari Thompson

651‐628‐6462 651‐635‐1615

District ISD Number:

Superintendent:

Program Staff:


[email protected]

MDE Approval: ________________________________________ Date: ______________________

2/24/2020Board Approval Date

This approval is optional and not required in legislation or by the Minnesota Department of Education.

Achievement and Integration Revenue FY 2021 Budget Worksheet

Use this workbook to list your district's proposed expenditures of FY 2021 Achievement Integration (A&I) revenue. All expenditures must support activities in your district's MDE-approved A&I plan. Each worksheet has a column for you to explain which activity each line item will fund.

CERTIFICATION STATEMENTWe certify that the budget information submitted for our school district to the Minnesota Department of Education (MDE) is an accurate and complete representation of the fiscal year 2020 Achievement & Integration budget as approved by the school board.

Fiscal and program staff should work together to complete this budget. Please list those staff members below. Both will be contacted if changes or more detail is needed for the budget to be approved.

Total Initial Revenue (FIN 313)

Total Incentive Revenue (FIN 318)

TOTAL A&I REVENUE

If you have been notified by MDE that your district has one or more Racially Identifiable School s, please list those schools here: Central Park Elementary School, Edgerton Elementary School and Harambee Elementary School

Partnering Districts:

Phone:

E-mail:

District Name:

District Number: 0623-01 District Name:

Actual Expenditures

Proposed Budget Ratios

Actual Budget Ratios

Direct Services to Students must equal at least 80% of total revenue

$1,459,815.00 82.05%

DSS At least 80% of total expenditures $0.00 #DIV/0!

Professional Development may equal no more than 20% of total revenue

$178,714.00 10.05%

Professional Development No more than 20% of total expenditures $0.00 #DIV/0!

Administrative/Indirect may equal no more than 10% of total revenue

$140,571.00 7.90%

Admin/Indirect No more than 10% of total expenditures

$0.00 #DIV/0!

Total Proposed Revenue: $1,779,100.00

Total Revenue Expended: $0.00

Total Amount Proposed FIN 313 $1,695,704.00

Improvement Planning Expenditures 20% #VALUE!

Total Amount Proposed FIN 318 $83,396.00

Notes or Comments :


Proposed Budget

FY 2020 Achievement and Integration Budget

Districts must use up to 20% of integration revenue to implement an improvement plan (Minn. Stat. 124D.862 subd. 8 (c) 2).

Achievement and Integration Revenue Budget Worksheet 2017

Improvement Funding Directions

Line Item Description UFARS Code Required Budgeted Amt Actual Amount

Provide a short description of the

expenditure.ORG PROG FIN OBJ

List the total

amount budgeted

for this line item.

Resubmit this workbook

with actual FY20

expenditures by 12/1/20.

Budget Narrative Provide a brief description of the

expense each expenditure will fund.

Do not copy and paste your plan here.

Goal # Strategy # and Name

AVID Tutors 005 605 313 186 $65,000.00

Part of the AVID component is to have tutors to assist

students participating in the AVID program. We have

hired tutors and will pay them $14 per hour. They work

for nine months out of the year, 2 days a week as tutors

for 2-5.5 hours each day. They are hired each fall. This

amount supports Goal 1 Objective 1:1, 1:2, 1:3

Interventions 1 and 2

Benefits 005 605 313 2xx $5,307.00 Benefits. This amount supports Goal 1 Intervention 1

Family/Academic Liaisons -

Salaries 005 605 313 175 $143,758.00

This money is used to pay staff who are working

directly with students and families in support of their

academic achievement. They provide counseling,

cultural insight and help with navigating the school

system. This supports Goal 3 objective 3:1,

interventions 1 and 2 - This budget line item funds

various FTE's of 9 Family/Academic Liaisons.

3

1 and 2

Family/Academic Liaisons -

Benefits 005 605 313 2xx $78,862.00

Benefits. This amount supports Goal 3 Interventions 1

and 23

1 and 2

Americorp Promise Fellows 005 605 313 305 $52,200.00

The district has been approved for a Promise Fellow

Grant to employ six 30-hour per week Promise Fellows

to work directly with student interventions in conducting

behavior check-ins, providing informal mentoring,

assisting with school work, and providing in-class

student support.

Meaningful Family Engagement 005 605 313 360/401 $13,000.00

This money is used to provide transportation and

supplies for family engagement with students present.

This amount supports Goal 1, Objective 1

$358,127.00

Only districts that did not meet the goals in their plan after three years should complete this tab. If you didn't meet your goals you must

use up to 20% of your annual integration revenue to fund improvement strategies.

Step 1) Complete the DSS, PD and Admin tabs for FIN 313 and 318. Step 2) Copy and paste line items that will fund improvement strategies into one of the sections below.

What is an improvement strategy? Strategies that were 1) not in your prior plan or 2) that you've adjusted and kept in your current A&I plan, and 3) were developed using a process like the

ones described in the A&I Plan Guide or the Coordinated Improvement Planning Guides. They are different from the ones in your prior plan becuase they are either new to your district's A&I

work or have been changed in order to increase the liklihood that you will meet the goals in your district's plan.

▪ Copy line items totaling up to 20% of your total proposed revenue.That percentage will be calculated for you on the Expenditures Summary tab.

Plan Crosswalk - Which A&I plan activity does each line item support?

Direct Student Services

Total Improvement

Funding:

▪ The line items you copy may be either FIN 313 or FIN 318 depending upon how you're funding your improvement strategies.

1


District Number: 0623-01 District Name: Roseville Area Schools80% Direct Services to Students

MDE-approved Achievement and Integration plan that provide direct services to students. Read the Achievement and Integration Budget Guide on the MDE website for details.

Line Item Description UFARS Code Required Budgeted Amt Actual Amt

Provide a short description of the expenditure.

ORG PROG FIN OBJList the total amount budgeted for this line item.

Resubmit form with actual FY20 expenditures by 12/1/20.

Budget Narrative Provide a brief description of the expense each expenditure will fund. Do not copy and paste your plan here.


Payment to Equity Alliance MN for Direct Student Services opportunities 005 605 313 390 $44,031.00

Payment to Equity Alliance MN for Direct Student Service opportunities, providing Pre-K to Gr 12 Enrollment Choices, Integrated Learning Environments and interdistrict programming opportunities designed to decrease racial and economic enrollment disparities, including Youth Executive Board

1

1 and 2

AVID Tutors 005 605 313 186 $65,000.00

Part of the AVID component is to have tutors to assist students participating in the AVID program. We have hired tutors and will pay them $14 per hour. They work for nine months out of the year, 2 days a week as tutors for 2-5.5 hours each day. They are hired each fall. This amount supports Goal 1 Objective 1:1, 1:2, 1:3 Interventions 1 and 2

1

1 and 2

Benefits 005 605 313 2xx $5,307.00Benefits. This amount supports Goal 1 Intervention 1

1 1 and 2

AVID Summer Credit 005 605 313 305 $5,000.00

This amount will allow Roseville students to attend the summer credit course offered in partnership with Equity Alliance MN. This amount supports Goal 1 Objective 1:1, 1:2, 1:3 Interventions 1 and 2.

1

2

AVID District Director 005 605 313 143 $36,291.00

Works with teachers to recruit and retain AVID students, involved in the interviews, works with the AVID site team to create and write the plan for the AVID program. Works as a site team member to plan family engagement activities and welcome AVID families at the family engagement activites, mentors students, attends field trips with students. .4 FTE This amount supports Goal 1 Objective 1:1, 1:2, 1:3 Interventions 1 and 2.

1

1,2,3

Benefits 005 605 313 2XX $19,187.00Benefits. This amount supports Goal 1 Intervention 1

1 1,2,3

List proposed FIN 313 expenditures for Direct Student Services below. At least 80% of a district's proposed expenditures must be used for strategies in a district's



2








AVID Instruction - High School 269 605 313 140 $232,918.00

This covers the cost of the AVID elective teachers at Roseville Area High School - Anne Barnes .75FTE, .50FTE for Carly Miller, .25FTE for Lori Oberstar, .25FTE for Amy Lyga, .50FTE for Kerry Werner, .25FTE for Anne Michel, .25 FTE for Greg Ueland, and .25FTE for Marlee Mfalingundi. Total 3.0 FTE This amount supports Goal 1, Objective 1:1, 1:2, 1:3 Interventions 1 and 2.

1

1


1 1

AVID Instruction - Middle School 270 605 313 140 $99,991.00

This covers the cost of the AVID elective teachers at Roseville Area Middle School - Tana Bogenholm .40 FTE, .40FTE for Scott Lauinger, .20 FTE for Madison Paul, and .20 FTE for Carmen Sieleni . Total 1.4 FTE. This amount supports Goal 1, Objective 1:1, 1:2, 1:3 Intervention 1.

1

1


1 1

AVID Instructional supplies 005 605 313 430 $5,000.00

The money in this category pays for supplies such as binders for students who do not have the resources to purchase these and other items throughout the year that are an integral part of the AVID System (paper, pencils, markers, etc.) AVID at all three sites is viewed as a whole school system so the monies are used for any student in need of these supplies. This money offsets the cost of supplies but does not cover the whole cost. Goal 1, Objective 1:1, 1:2, 1:3 Interventions 1 and 2.

1

1 and 2

Dual Language Immersion - Salary 528 605 313 140 $239,973.00

This amount covers 13 teachers at .25 FTE each in the innovative learning environment provided in the Dual Language Immersion program at Little Canada Elementary School. DLI teachers will work with families and students to develop Individual Growth plans and differentiate instruction to meet all student needs during the What I Need time of the day. This amount supports Goal 3, Objective 3:1, 3:2, Interventions 1 and 2

3

1 and 2

Dual Language Immersion -Benefits 528 605 313 2xx $112,411.00

Benefits. This amount supports Goal 3 Interventions 1 and 2

3 1 and 2


3








Family/Academic Liaisons - Salaries 005 605 313 175 $143,758.00

This money is used to pay staff who are working directly with students and families in support of their academic achievement. They provide counseling, cultural insight and help with navigating the school system. This supports Goal 3 objective 3:1, interventions 1 and 2 - This budget line item funds various FTE's of 9 Family/Academic Liaisons.

3

1 and 2

Family/Academic Liaisons - Benefits 005 605 313 2xx $78,862.00


3 1 and 2

Harambee School Programming salary 525 605 313 140 $7,302.00

Harambee will use the resources to continue to fund an environmental science integration specialist in operating the inter-district integration magnet program. .15 FTE Environmental Science, Goal 3, objective 3.2, Intervention 1

3

1


3 1

American Indian Family/Academic Liaison - Salary 005 605 313 175 $29,700.00

This money is used to pay staff members who work directly with American Indian students and families in support of their academic achievement. They provide academic support, counseling, cultural insight and help with navigating the school system. This supports Goal 3 objective 3:1, interventions 1 and 2 - This budget line item funds 1.0 FTE of the 2.0 Total FTE

3

1 and 2

American Indian Family/Academic Liaison - Benefits 005 605 313 2xx $16,578.00


3 1 and 2


The district has been approved for a Promise Fellow Grant to employ six 30-hour per week Promise Fellows to work directly with student interventions in conducting behavior check-ins, providing informal mentoring,assisting with school work, and providing in-class student support.

Meaningful Family Engagement 005 605 313 360/401 $13,000.00

This money is used to provide transportation and supplies for family engagement with students present. This amount supports Goal 1, Objective 1

1

1

FIN 313 TOTAL $1,336,880.00 $0.00


4








End of Worksheet

Note Copy line items for improvement strategies and paste them into the related section of the Improvement Planning tab--DSS, PD, or Admin Cost.

Comments:


1



Line Item Description Budgeted Amt Actual Amt






318

318 318318 318 318

FIN 318 TOTAL $0.00 $0.00

Comments:


Plan Crosswalk - Which A&I plan activity does each line item support? UFARS Code Required

List proposed FIN 318 expenditures for Direct Student Services below. At least 80% of a district's proposed expenditures must be used for strategies included in the district's MDE-approved Achievement and Integration plan which provide direct services to students. Incentive revenue may be used to fund strategies that will decrease racial and economic enrollment disparities. Read the Achievement and Integration Budget Guide on the MDE website for details.


1


District Number: 0623-01 District Name: Roseville Area Schools20% Professional Development







Payment to Equity Alliance MN 005 640 313 390 $5,000.00

Payment to Equity Alliance MN for Professional Development: Teachers and administration will participate in professional development activities to better learn how to meet the needs of students who are traditionally underserved in schools. These professional development activities will provide tools and skills to use when developing programs, curriculum, and services to meet the needs of students of color and students with low SES.

4

1

AVID Training costs 005 642 313 366 $20,000.00

This amount is set aside to cover the training costs of the AVID system to increase the rigorous course offerings for all students. This supports Goal 1, objective 1:3, intervention 3

1

3

Professional development substitutes/timecards 005 642 313 145 $20,000.00

This amount is set aside to pay substitute salaries and PD costs in meeting our goal to increase our recruitment & retention of underrepresented staff. Roseville meets with teachers of color several times throughout the school year in an attempt to support their needs. This amount supports Goal 2, objective 2.1, 2.2, 2.3 and interventions 1 and 2.

2

1 an 2

Benefits 005 642 313 2xx $5,500.00Benefits. This amount supports Goal 2 Interventions 1 and 2


List proposed FIN 313 expenditures for professional development below. No more than 20% of a district's proposed expenditures may be used for PD costs that are part of a district's MDE-approved Achievement and Integration plan. Read the Achievement and Integration Budget Guide on the MDE website for details.


2









District has been awarded a Promise Fellow Grant for 2.0 FTE who will work with Humanities Center on professional development plan. Vista members will use data and strategic planning to best impact systemic change. Staff will be responsible for data collection, document the process and collaboration between Roseville Area Schools, the Humanities Center and various communities. Monitor the effectiveness of project aligned to our strategic priorities. Academic and social-emotional student growth, teacher responsiveness and development of a three year racial equity strategic plan. Student achievement as a measurement of success and Roseville Area School and community involvement and understanding of strategic priorities and three year plan implementation. The 3 year cycle aligns to Roseville Area Schools' and Humanities Center's timelines for plans and implementation

2

Equity Professional Development Facilitator 005 642 313 110 $46,040.00

This money is set aside to pay a facilitator to lead the work of equity in the district. This is .30 FTE. This amount supports Goal 4, objectives 4:1, 4:2, and 4:3 intervention 1

4

1Equity Professional Development Facilitator 005 642 313 2xx $15,483.00

This amount supports Goal 4, objectives 4:1, 4:2, and 4:3 intervention 1

41

DLI Coordinator - PD 528 642 313 143 $35,402.00

The District employs a .5 FTE DLI Coordinator Elementary and a .4 DLI Coordinator Secondary as part of the DLI magnet program. .25 of Elem and .2 of Sec of the DLI Coordinator's responsibility is to provide training to building staff in best practices in closing the achievement gap for students enrolled in the DLI program. Objective 3.3

3

3DLI Coordinator - Benefits 524 642 313 2xx $13,889.00 Benefits for above - Objective 3.3 3 3

313 313 313313313

TOTAL $178,714.00 $0.00

Comments:



3









1


District Number: 0623-01 District Name: Roseville Area Schools







318 $0.00 318 318318

TOTAL $0.00 $0.00

Comments:


20% Professional DevelopmentList proposed FIN 318 expenditures for professional development below. No more than 20% of a district's proposed expenditures may be used for PD costs that are part of a district's MDE-approved Achievement and Integration plan. Incentive revenue may be used to fund strategies that will decrease racial and economic enrollment disparities. Read the Achievement and Integration Budget Guide on the MDE website for details.



1


District Number: 0623-01 District Name: Roseville Area Schools10% Admin/Indirect Costs

Line Item Description UFARS Code Required Budgeted Amount Actual Amt






Equity Administrator - Salary 005 605 313 110 $82,445.00

This amount is allotted to support training of teachers and administrators, recruitment & retention efforts for teachers, and the work with Innovative programs by the equity supervisor. This is a .5 FTE of the Director of Equity and Integration's salary.

1,2,3,4,5,

ALL

Equity Administrator - Benefits 005 605 313 2xx $26,297.00Benefits. This amount supports Goals 1-5.

1,2,3,4,5, ALL

Secretary - Salary

005 605 313 170 $23,169.00

This amount is the salary allocated for the clerical support needed to help with the management of the day to day needs of the programs. The position is a .5FTE

1,2,3,4,5,

ALL

Secretary - Benefits 005 605 313 2xx $8,660.00 Benefits. This amount supports Goals 1-5.1,2,3,4,

5, ALLTotal $140,571.00 $0.00

Comments:


List proposed Administrative/Indirect FIN 313 expenditures below. No more than 10% of this budget may be spent on Admin costs for strategies included in an MDE-approved Achievement and Integration plan. Read the Achievement and Integration Budget Guide on the MDE website for details.



1









318 318 318318318

Total $0.00 $0.00

Comments:


10% Admin/Indirect CostsList proposed FIN 318 Administrative/Indirect expenditures below. No more than 10% of the budget may be spent on Admin costs for activities included in an MDE-approved Achievement and Integration plan. Incentive revenue may be used to fund strategies that will decrease racial and economic enrollment disparities. Read the Achievement and Integration Budget Guide on the MDE website for details.



1









313 $0.00

Harambee School Programming salary 525 605 313 140 $24,755.00

Harambee will use the resources to continue to fund an environmental science integration specialist in providing instruction for the inter-district integration magnet program. The programming this year will include connections with other elementary schools in the district that are not in RIS status. .50 FTE Environmental Science, Goal 2, strategy/objective 3.2, Intervention 1

5 1


5 1

313313313313313

FIN 313 TOTAL $39,539.00 $0.00

End of Worksheet

Comments:


On this worksheet list proposed FIN 313 expenditures for Direct Student Services for your district's Racially Identifiable School(s). At least 80% of a district's proposed expenditures must be used for activities included in your district's MDE-approved Achievement and Integration plan which provide direct services to students. Read the Achievement and Integration Budget Guide on the MDE website for details.



1









Edgerton Coding Specialist 523 605 318 140 $19,197.00

Edgerton is a racially isolated school. Edgerton will use these funds to focus on coding and technology in partnership with other elementary schools in the district to benefit all of its students and thereby reduce the racial isolation. The programming this year will include connections with other elementary schools in the district that are not in RIS status. ..25 FTE Coding Specialist,a highly trained lead teacher will work with students. This supports Goal 5 intervention 1.

5 1

Benefits 523 605 318 140 $2,299.00Benefits. This amount supports Goal 5 Intervention 1

5 1

318

Central Park SPARK Specialist 522 605 318 140 $43,672.00

Central Park is a racially isolated school. Central Park will use these funds to focus on designing creative and collaborative learning experiences via a magnet/choice program to benefit all of its students and thereby reduce the racial isolation. A highly trained lead teacher (.5 FTE) will provide instruction in implementing a dynamic, interactive and innovative curriculum using the Science, Technology, Engineering, Arts and Mathematics (STEAM) framework. Programming this year will include connections with other elementary schools in the district that are not in RIS status. This supports Goal 5, intervention 1.

5 1

Benefits 522 605 318 140 $18,228.00 Benefits. This amount supports Goal 5 5 1FIN 318 TOTAL $83,396.00 $0.00


On this worksheet list proposed FIN 318 expenditures for Direct Student Services for your district's Racially Identifiable School(s). At least 80% of a district's proposed expenditures must be used for programs in the district's MDE-approved Achievement and Integration plan which provide direct services to students. Incentive revenue may be used to fund strategies that will decrease racial and economic enrollment disparities. Read the Achievement and Integration Budget Guide on the MDE website for details.



2








Comments:


1









313 $0.00313313313313313313

TOTAL $0.00 $0.00

Comments:


On this worksheet list proposed FIN 313 expenditures for professional development for your district's Racially Identifiable School(s). No more than 20% of a district's proposed expenditures may be used for PD costs that are part of a district's MDE-approved Achievement and Integration plan. Read the Achievement and Integration Budget Guide on the MDE website for details.



1

FY 2021Achievement and Integration Budget








318 $0.00318318318

TOTAL $0.00 $0.00

Comments:


List proposed FIN 318 expenditures for professional development for your district's Racially Identifiable School(s) below. No more than 20% of a district's total proposed expenditures may be used for PD costs that are part of a district's MDE-approved Achievement and Integration plan. Incentive revenue may be used to fund strategies that will decrease racial and economic enrollment disparities. Read the Achievement and Integration Budget Guide on the MDE website for details.



1









313 313313313

Total $0.00 $0.00

Comments:


10% Admin/Indirect CostsList proposed Administrative/Indirect FIN 313 expenditures for your district's Racially Identifiable School(s) below. No more than 10% of the budget may be spent on Admin costs for activities included in an MDE-approved Achievement and Integration plan. Read the Achievement and Integration Budget Guide on the MDE website for details.



1

FY 2020Achievement and Integration Budget








318 318

318 318 318 318

Total $0.00 $0.00

Comments:


10% Admin/Indirect Costs



Agenda Item: 7d Agenda Topic: 2020-2021 Final and 2021-2022 Draft Calendars Meeting Date: February 24, 2020 Contact Person: Dr. Jenny Loeck Background: The proposed final 2020-2021 and draft 2021-2022 school year calendars for the district will be presented for review. The attachments include the calendar for the 9-month schools and a year-round calendar for Harambee. Recommendation: It is recommended that the final 2020-2021 and draft 2021-2022 calendars be approved as presented. XX Action Required Informational – No Board Action Requested

DRAFT

M T W T F M T W T F M T W T F

3 4 5 6 7 1 2 3 4 1 2

10 11 12 13 14 7 8 9 10 11 5 6 7 8 9

17 18 19 20 21 14 15 16 17 18 12 13 14 15 16

24 25 26 27 28 21 22 23 24 25 19 20 21 22 23

31 28 29 30 26 27 28 29 30


2 3 4 5 6 1 2 3 4 1

9 10 11 12 13 7 8 9 10 11 4 5 6 7 8

16 17 18 19 20 14 15 16 17 18 11 12 13 14 15

23 24 25 26 27 21 22 23 24 25 18 19 20 21 22

30 28 29 30 31 25 26 27 28 29


1 2 3 4 5 1 2

1 2 3 4 5 8 9 10 11 12 5 6 7 8 9

8 9 10 11 12 15 16 17 18 19 12 13 14 15 16

15 16 17 18 19 22 23 24 25 26 19 20 21 22 23

22 23 24 25 26 29 30 31 26 27 28 29 30

July


3 4 5 6 7 1 2 3 4 1 2

10 11 12 13 14 7 8 9 10 11 5 6 7 8 9

17 18 19 20 21 14 15 16 17 18 12 13 14 15 16

24 25 26 27 28 21 22 23 24 25 19 20 21 22 23

31 28 29 30 26 27 28 29 30

June

January

March

May

Roseville Area Schools2020-21

August

December

February April

September

November

October

T

T K-8

Pres Day

M Luther King Day

T

End Tri 2

Memorial Day

First Day K and 10-12, RAMS 8

Fall Recess

Thanksgiving

End Tri 1

Labor Day

First Day Grades 1-9, RAMS 7

Spring Break

Last Day of School

T

First Day PreK

T

T

T T T

T

T

Winter Break

Winter Break

Winter Break T

Trimesters: Tri 1 = 57 days, Tri 2 = 54 days, Tri 3 = 61 days

T = Teacher Workshop (no School) Shaded Days = No School

DRAFT


3 4 5 6 7 1 2 3 4 1 2

10 11 12 13 14 7 8 9 10 11 5 6 7 8 9

17 18 19 20 21 14 15 16 17 18 12 13 14 15 16

24 25 26 27 28 21 22 23 24 25 19 20 21 22 23

31 28 29 30 26 27 28 29 30


2 3 4 5 6 1 2 3 4 1

9 10 11 12 13 7 8 9 10 11 4 5 6 7 8

16 17 18 19 20 14 15 16 17 18 11 12 13 14 15

23 24 25 26 27 21 22 23 24 25 18 19 20 21 22

30 28 29 30 31 25 26 27 28 29


1 2 3 4 5 1 2

1 2 3 4 5 8 9 10 11 12 5 6 7 8 9

8 9 10 11 12 15 16 17 18 19 12 13 14 15 16

15 16 17 18 19 22 23 24 25 26 19 20 21 22 23

22 23 24 25 26 29 30 31 26 27 28 29 30

July


3 4 5 6 7 1 2 3 4 1 2

10 11 12 13 14 7 8 9 10 11 5 6 7 8 9

17 18 19 20 21 14 15 16 17 18 12 13 14 15 16

24 25 26 27 28 21 22 23 24 25 19 20 21 22 23

31 28 29 30 26 27 28 29 30

June

January

March

May

Roseville Area Schools2020-21 Year Round Option

August

December

February April

September

November

October

T K-8

Pres Day

M Luther King Day

End Qtr 2

Memorial Day


Fall Recess

Thanksgiving

End Qtr 1

Labor Day


Last Day of School

First Day PreK

T

T

T T T

T T

Conferences

Conferences

End Qtr 3

T

T

T

Winter Break

Winter Break

Winter Break

T

Quarters: Qtr 1 = 44 days, Qtr 2 = 44 days, Qtr 3 = 47 days, Qtr 4 = 36 days


DRAFT


2 3 4 5 6 1 2 3 1

9 10 11 12 13 6 7 8 9 10 4 5 6 7 8

16 17 18 19 20 13 14 15 16 17 11 12 13 14 15

23 24 25 26 27 20 21 22 23 24 18 19 20 21 22

30 31 27 28 29 30 25 26 27 28 29


1 2 3 4 5 1 2 3 3 4 5 6 7

8 9 10 11 12 6 7 8 9 10 10 11 12 13 14

15 16 17 18 19 13 14 15 16 17 17 18 19 20 21

22 23 24 25 26 20 21 22 23 24 24 25 26 27 28

29 30 27 28 29 30 31 31


1 2 3 4 1 2 3 4 1

7 8 9 10 11 7 8 9 10 11 4 5 6 7 8

14 15 16 17 18 14 15 16 17 18 11 12 13 14 15

21 22 23 24 25 21 22 23 24 25 18 19 20 21 22

28 28 29 30 31 25 26 27 28 29

JulyM T W T F M T W T F M T W T F

2 3 4 5 6 1 2 3 1

9 10 11 12 13 6 7 8 9 10 4 5 6 7 8

16 17 18 19 20 13 14 15 16 17 11 12 13 14 15

23 24 25 26 27 20 21 22 23 24 18 19 20 21 22

30 31 27 28 29 30 25 26 27 28 29

June

January

March

May

Roseville Area Schools2021-22

August

December

February April

September

November

October

T

T K-8

Pres Day

M Luther King Day

T

End Tri 2

Memorial Day


Fall Recess

Thanksgiving

End Tri 1

Labor Day


Spring Break

Last Day of School

T

First Day PreK

T

T T

T

T

Winter Break

Winter Break

T

T

T

Trimesters: Tri 1 = 57 days, Tri 2 = 59 days, Tri 3 = 56 days


DRAFT


2 3 4 5 6 1 2 3 1

9 10 11 12 13 6 7 8 9 10 4 5 6 7 8

16 17 18 19 20 13 14 15 16 17 11 12 13 14 15

23 24 25 26 27 20 21 22 23 24 18 19 20 21 22

30 31 27 28 29 30 25 26 27 28 29


1 2 3 4 5 1 2 3 3 4 5 6 7

8 9 10 11 12 6 7 8 9 10 10 11 12 13 14

15 16 17 18 19 13 14 15 16 17 17 18 19 20 21

22 23 24 25 26 20 21 22 23 24 24 25 26 27 28

29 30 27 28 29 30 31 31


1 2 3 4 1 2 3 4 1

7 8 9 10 11 7 8 9 10 11 4 5 6 7 8

14 15 16 17 18 14 15 16 17 18 11 12 13 14 15

21 22 23 24 25 21 22 23 24 25 18 19 20 21 22

28 28 29 30 31 25 26 27 28 29

July


2 3 4 5 6 1 2 3 1

9 10 11 12 13 6 7 8 9 10 4 5 6 7 8

16 17 18 19 20 13 14 15 16 17 11 12 13 14 15

23 24 25 26 27 20 21 22 23 24 18 19 20 21 22

30 31 27 28 29 30 25 26 27 28 29

June

January

March

May

Roseville Area Schools2021-22 Year Round Option

August

December

February April

September

November

October

T

Pres Day

M Luther King Day

Memorial Day


Fall Recess

Thanksgiving

End Qtr 1

Labor Day


Last Day of School

First Day PreK

T

T

T T

T T

Conferences

Conferences

End Qtr 3

T

T

T

Winter Break

Winter Break

T

T K-8

End Qtr 2

Quarters: Qtr 1 = 39 days, Qtr 2 = 44 days, Qtr 3 = 43 days, Qtr 4 = 45 days


Agenda Item: 7e Agenda Topic: Education Minnesota Roseville Contract 2019-2021 Meeting Date: February 24, 2020 Contact Person: Lisa Chang Background: The school board’s bargaining team reached an agreement with the teachers for the terms and conditions of the 2019 – 2021 contract. Teachers voted to ratify the 2019 – 2021 contract with Education Minnesota Roseville on Thursday, February 20, 2020. A summary of changes in the ratified contract follows:

• The salary schedule was improved by 2% overall in both years of the contract. • Compensation Levels for Appendices B-D increased 2% in 2020-2021. • ABE/Early Learning Teachers - salary ranges were increased 4% in 2019-2020 and

2% in 2020-2021. • ABE/Early Learning Teachers - salary schedule added two additional lanes: BA+30

and MA+30. • Added language includes detailed description and process of unrequested leaves of

absence and ten days of emergency leave may be used by the father or non-child bearing parent upon birth of a child.

• Other language changes to clarify contract language or reflect current practice. The District Negotiating team included: Lisa Chang, Kristen Smith Olson, Chris Hester, Jennifer Drummond, Jolene Moore, Jenny Loeck, Alicia Miller, Frank Shaw, Shari Thompson and Karen Schaub. The Education Minnesota Roseville team included: Dan Beck, Emily Bergquist, Gregg Martinson, Ben Schwanke, and Ryan Sauter. Recommendation: It is recommended that the 2019-2021 contract with Education Minnesota Roseville be approved as presented. XX Action Required Informational – No Board Action Requested

Agenda Item: 7f Agenda Topic: Resolution Authorizing Intent to Issue Bonds - Long-Term Facilities

Maintenance Meeting Date: February 24, 2020 Contact Person: Shari Thompson Background: As part of the Long-Term Facilities Maintenance Plan (LTFM) adopted last June, the board re-authorized funding for the 10-year plan with a combination of pay-as-you-go levy and LTFM bonds. The plan calls for the issuance of $8,185,000 in LTFM bonds for the facility maintenance projects to be completed at Roseville Area High School in the next two years. These projects were included in bid packet 3 of the high school construction project. The district may issue up to $10 million annually in tax-exempt debt. The benefit to the district and our taxpayers is that an issue at or below $10,000,000 qualifies for tax-exempt debt, and the district will be able to designate the bonds as “bank qualified” obligations. Bank qualified status broadens the market for the bonds, which should result in lower interest rates. Ehlers has prepared the attached presale report summarizing the sale of bonds, including projected interest rates. Please note that these figures are estimates, as it is likely that interest rates will vary between now and the sale date. The bond sale will take place on March 31, 2020, and the results of the sale will be presented at the regular board meeting that same evening. An Ehlers representative will be present at the meeting to share the results. Recommendation: It is recommended that the board adopt the Resolution Authorizing the Issuance of General Obligation Facilities Maintenance Bonds, Series 2020A, in the Maximum Aggregate Principal Amount of $8,185,000. XX Action Required Informational – No Board Action Requested

Extract of Minutes of Meeting of the School Board of

Independent School District No. 623 (Roseville Area Schools)

Ramsey County, Minnesota Pursuant to due call and notice thereof a regular meeting of the Board of Education of

Independent School District No. 623 (Roseville Area Schools), Ramsey County, Minnesota, was duly

held in the said School District, on Monday, February 24, 2020, commencing at 6:30 P.M.

The following directors were present:

and the following were absent:

*** *** ***

The following resolution was presented by Director ______________, who moved its adoption:

2

RESOLUTION AUTHORIZING THE ISSUANCE OF GENERAL OBLIGATION FACILITIES MAINTENANCE BONDS, SERIES 2020A, IN THE MAXIMUM AGGREGATE PRINCIPAL AMOUNT OF $8,185,000

BE IT RESOLVED By the Board of Education (the “Board”) of Independent School District No. 623 (Roseville Area Schools), Ramsey County, Minnesota (the “District”), as follows: 1. It is hereby determined and declared as follows:

(a) The District is authorized under the provisions of Minnesota Statutes, Chapter 475, as amended, and Section 123B.595, as amended (collectively, the “Act”), to issue general obligation bonds for the purpose of financing certain facilities and site maintenance projects approved by the Minnesota Commissioner of Education (the “Commissioner”).

(b) It is necessary and desirable that the Board issue its General Obligation Facilities Maintenance Bonds, Series 2020A (the “Bonds”), in the maximum aggregate principal amount of $8,185,000 to finance the costs of certain facilities and site maintenance projects (collectively, the “Projects”) which are included in the District’s ten-year facilities plan approved by the Commissioner (the “Plan”). (c) The District is authorized by Section 475.60, subdivision 2(9) of the Act to negotiate the sale of the Bonds, it being determined that the District has retained an independent municipal advisor in connection with the sale of the Bonds. The actions of the District staff and its municipal advisor in negotiating the sale of the Bonds are ratified and confirmed in all aspects.

2. Ehlers and Associates, Inc. is authorized and directed to negotiate the sale of the Bonds. The Board intends to meet on Tuesday, March 31, 2020, to consider proposals on the Bonds and take any other appropriate action with respect to the Bonds. 3. The District Clerk is authorized to publish a notice of the District’s intent to issue the Bonds in the official newspaper of the District, in substantially the form attached as EXHIBIT A hereto, as soon as reasonably practicable after adoption of this resolution, but in any event, at least twenty (20) days before the earliest of the solicitation of bids, the issuance of the Bonds, or the final certification of levies. 4. The law firm of Kennedy & Graven, Chartered is authorized to act as bond counsel for the District and to assist in the preparation and review of necessary documents, certificates and instruments relating to the Bonds. The officers, employees and agents of the District are hereby authorized to assist Kennedy & Graven, Chartered, and Ehlers and Associates, Inc. in the preparation of such documents, certificates, and instruments, including an offering document for the sale of the Bonds.

5. The District hereby covenants and obligates itself to notify the Commissioner of a potential default in the payment of principal and interest on the Bonds and to use the provisions of Minnesota Statutes, Section 126C.55, as amended (the “State Credit Enhancement Act”), to guarantee payment of the principal and interest on the Bonds when due. The District further covenants to deposit with the registrar and paying agent for the Bonds (the “Registrar”) or any successor paying agent three (3) days prior to the date on which a payment is due an amount sufficient to make that payment or to notify the Commissioner that it will be unable to make all or a portion of that payment. The Registrar is

3

authorized and directed to notify the Commissioner if it becomes aware of a potential default in the payment of principal or interest on the Bonds or if, on the day two (2) business days prior to the date a payment is due on the Bonds, there are insufficient funds to make that payment on deposit with the Registrar. The District understands that as a result of its covenant to be bound by the provision of the State Credit Enhancement Act, the provisions of that section shall be binding as long as any Bonds of this issue remain outstanding. The District further covenants to comply with all procedures now and hereafter established by the Minnesota Departments of Management and Budget and Education pursuant to subdivision 2(c) of the State Credit Enhancement Act and otherwise to take such actions as necessary to comply with that section. The Chair, Clerk, Superintendent, or Business Manager of the District is authorized to execute any applicable Department of Education forms.

(The remainder of this page is intentionally left blank.)

4

The motion for the adoption of the foregoing resolution was duly seconded by Director

_______________, and upon vote being taken thereon the following director voted in favor of the

motion:

and the following voted against:

whereupon the resolution was declared duly passed and adopted.

A-1

EXHIBIT A

NOTICE OF FACILITIES MAINTENANCE PROJECTS

Independent School District No. 623 (Roseville Area Schools) Ramsey County, Minnesota

Notice is hereby given that the Board of Education of Independent School District No. 623 (Roseville Area Schools), Ramsey County, Minnesota (the “District”), intends to issue its general obligation facilities maintenance bonds in the maximum aggregate principal amount of $8,185,000 (the “Facilities Maintenance Bonds”) pursuant to Minnesota Statutes, Chapter 475, as amended, and Section 123B.595, as amended. The proceeds of the Facilities Maintenance Bonds will be used to finance certain projects included in the District’s ten-year facilities plan and to finance related costs. The projects to be financed include the replacement of heating pumps and air handling units along with associated piping and distribution; replacement of air compressor AC-1; upgrade to LED lighting in areas undergoing mechanical work; all at Roseville Area High School. The total amount of District indebtedness as of February 1, 2020 is $163,270,000. If these proposed Facilities Maintenance Bonds are issued, the total indebtedness of the District will be $171,455,000.

BY ORDER OF THE BOARD OF EDUCATION

Dated: February 24, 2020 /s/ Todd Anderson

Clerk Independent School District No. 623 (Roseville Area Schools), Ramsey County, Minnesota

STATE OF MINNESOTA ) ) COUNTY OF RAMSEY ) I, the undersigned, being the duly qualified and acting Clerk of Independent School District

No. 623 (Roseville Area Schools), Ramsey County, Minnesota (the “District”), hereby certify that I have

carefully compared the attached and foregoing extract of minutes of a regular meeting of the Board of

Education of the District held on Monday, February 24, 2020, with the original minutes on file in my

office and the extract is a full, true and correct copy of the minutes, insofar as they relate to authorizing

the issuance of General Obligation Facilities Maintenance Bonds, Series 2020A, in the maximum

aggregate principal amount of $8,185,000.

WITNESS My hand as such Clerk this ____ day of _____________, 2020.

Clerk Independent School District No. 623 (Roseville Area Schools), Ramsey County, Minnesota

RS500-151 (MNI) 636979v1

February 24, 2020

Pre-Sale Report for

Independent School District No. 623 (Roseville Area Schools), Minnesota

$8,185,000 General Obligation Facilities Maintenance Bonds, Series 2020A

Prepared by:

Jodie Zesbaugh, CIPMA Senior Municipal Advisor

Shelby McQuay, CIPMA Senior Municipal Advisor

Presale Report Independent School District No. 623 (Roseville Area Schools), Minnesota

February 24, 2020 Page 1

Executive Summary of Proposed Debt

Proposed Issue: $8,185,000 General Obligation Facilities Maintenance Bonds, Series 2020A

Purposes: The proposed issue will finance deferred maintenance projects at school district facilities included in the district's ten-year facility plan approved by the Commissioner of Education.

Debt service for the bonds will be paid from property tax levies and state aid received as part of the Long-Term Facilities Maintenance program.

Authority: The Bonds are being issued pursuant to Minnesota Statutes, Section 123B.595 and Chapter 475.

The Bonds will be general obligations of the District for which its full faith, credit and taxing powers are pledged.

Term/Call Feature: The Bonds are being issued for a term of 19 years and 9 months. Principal on the Bonds will be due on February 1 of 2021 through 2040. Interest will be due every six months beginning February 1, 2021.

The Bonds will be subject to prepayment at the discretion of the District on February 1, 2028 or any date thereafter.

Bank Qualification: Because the District is expecting to issue no more than $10,000,000 in tax exempt debt during the calendar year, the District will be able to designate the Bonds as “bank qualified” obligations. B ank qualified status broadens the market for the Bonds, which can result in lower interest rates.

State Credit Enhancement:

By resolution the District will covenant and obligate itself to be bound by the provisions of Minnesota Statutes, Section 126C.55, which provides for payment by the State of Minnesota in the event of a potential default of a school district obligation.

To qualify for the credit enhancement, the District must submit an application to the State. Ehlers will coordinate the application process to the State on your behalf.

Rating: Under current bond ratings, the state credit enhancement would bring a Moody's "Aa2" rating. The District’s most recent bond issues were rated by Moody’s Investors Service. The current ratings on those bonds are “Baa1” (underlying rating) and “Aa2” (credit-enhanced rating). The District will request a new rating for the Bonds.

If the winning bidder on the Bonds elects to purchase bond insurance, the rating for the issue may be higher than the District's bond rating in the event that the bond rating of the insurer is higher than that of the District.



Basis for Recommendation:

Based on your objectives and characteristics of various municipal financing options, you have chosen the issuance of General Obligation Facilities Maintenance Bonds as a suitable option to finance the planned projects.

• General Obligation Bonds will result in lower interest rates than some other financing options.

• The District will qualify for Long-Term Facilities Maintenance Aid to finance a portion of the payments on the Bonds.

• Unlike with some other financing options, the District will be able to finance the payments with an additional debt service levy.

Method of Sale/Placement:

We will solicit competitive bids for the purchase of the Bonds from underwriters and banks. We will include an allowance for discount bidding in the terms of the issue. The discount is treated as an interest item and provides the underwriter with all or a portion of their compensation in the transaction.

If the Bonds are purchased at a price greater than the minimum bid amount (maximum discount), the unused allowance may be used to reduce your borrowing amount.

Premium Pricing Structure:

In some cases, investors in municipal bonds prefer “premium” pricing structures. A premium is achieved when the coupon for any maturity (the interest rate paid by the issuer) exceeds the yield to the investor, resulting in a price paid that is greater than the face value of the bonds. The sum of the amounts paid in excess of face value is considered “reoffering premium.” The underwriter of the bonds will retain a portion of this reoffering premium as their compensation (or “discount”) but will pay the remainder of the premium to the District. Any net premium received may be used to reduce the principal amount of the Bonds, increase the net proceeds for the project, or to fund a portion of the interest on the Bonds.

Review of Existing Debt: We have reviewed all outstanding indebtedness for the District and find that there are no refunding opportunities at this time.

We will continue to monitor the market and the call dates for the District’s outstanding debt and will alert you to any future refunding opportunities.

Continuing Disclosure: The District will be agreeing to provide certain updated Annual Financial Information and its Audited Financial Statement annually, as well as providing notices of the occurrence of certain reportable events to the Municipal Securities Rulemaking Board (the “MSRB”), as required by r ules of the Securities and Exchange Commission (SEC). The District is already obligated to provide such reports for its existing bonds and has contracted with Ehlers to prepare and file the reports.



Arbitrage Monitoring: Because the Bonds are tax-exempt obligations, the District must ensure compliance with certain Internal Revenue Service (IRS) rules throughout the life of the issue. These rules apply to all gross proceeds of the issue, including initial bond proceeds and investment earnings in construction, escrow, debt service, and any reserve funds. How issuers spend bond proceeds and how they track interest earnings on funds (arbitrage/yield restriction compliance) are common subjects of IRS inquiries. Your specific responsibilities will be detailed in the Tax Certificate prepared by your Bond Attorney and provided at closing. We recommend that you regularly monitor compliance with these rules and/or retain the services of a qualified firm to assist you.

Investment of Proceeds:

In order to more efficiently segregate funds for this project and maximize interest earnings, we recommend using an investment advisor, to assist with the investment of bond proceeds until they are needed to pay project costs.

Other Service Providers:

This debt issuance will require the engagement of other public finance service providers. This section identifies those other service providers, so Ehlers can coordinate their engagement on your behalf. Where you have previously used a particular firm to provide a service, we have assumed that you will continue that relationship. For services you have not previously required, we have identified a service provider. Fees charged by these service providers will be paid from proceeds of the obligation, unless you notify us that you wish to pay them from other sources. Our pre-sale bond sizing includes a good faith estimate of these fees, but the final fees may vary. If you have any questions pertaining to the identified service providers or their role, or if you would like to use a different service provider for any of the listed services please contact us.

Bond Counsel: Kennedy & Graven, Chartered

Paying Agent: Bond Trust Services Corporation

Rating Agency: Moody's Investors Service, Inc.

This presale report summarizes our understanding of the District’s objectives for the structure and terms of this financing as of this date. As additional facts become known or capital markets conditions change, we may need to modify the structure and/or terms of this financing to achieve results consistent with the District’s objectives.



Proposed Debt Issuance Schedule

Pre-Sale Review by School Board; School Board Approves Resolution Authorizing Sale of Bonds: February 24, 2020

Due Diligence Call to Review Official Statement: Week of March 16, 2020

Conference Call with Rating Agency: Week of March 16, 2020

Distribute Official Statement: Week of March 16, 2020

Ehlers Receives and Evaluates Proposals for Purchase of Bonds; School Board Approves Resolution Awarding Sale of Bonds: March 31, 2020

Estimated Closing Date: April 23, 2020

Attachments Estimated Sources and Uses of Funds

Estimated Debt Service Schedule

Updated Long-Term Financing Plan for Debt and Capital Payments and Levies

Resolution Authorizing Ehlers to Proceed with Bond Sale/Credit Enhancement Resolution (provided separately)

Ehlers Contacts Municipal Advisors: Jodie Zesbaugh (651) 697-8526

Shelby McQuay (651) 697-8548

Disclosure Coordinator: Rose Xiong (651) 697-8589

Financial Analyst: Brian Shannon (651) 697-8515

The Preliminary Official Statement for this financing will be sent to the School Board at their home or email address for review prior to the sale date.

Roseville School District No. 623 $8,185,000 General Obligation Facilities Maintenance Bonds, Series 2020A Dated: April 23, 2020

Sources & Uses Dated 04/23/2020 | Delivered 04/23/2020

Sources Of Funds Par Amount of Bonds $8,185,000.00Reoffering Premium 112,177.25 Total Sources $8,297,177.25

Uses Of Funds Total Underwriter's Discount (1.000%) 81,850.00Costs of Issuance 57,297.00Deposit to Project Construction Fund 8,158,030.25 Total Uses $8,297,177.25

2020A | SINGLE PURPOSE | 2/20/2020 | 10:00 AM

Page 5

Roseville School District No. 623 $8,185,000 General Obligation Facilities Maintenance Bonds, Series 2020A Dated: April 23, 2020

Debt Service Schedule

Date Principal Coupon Interest Total P+I Fiscal Total04/23/2020 - - - - -02/01/2021 155,000.00 4.000% 174,103.29 329,103.29 329,103.2908/01/2021 - - 109,628.75 109,628.75 -02/01/2022 205,000.00 4.000% 109,628.75 314,628.75 424,257.5008/01/2022 - - 105,528.75 105,528.75 -02/01/2023 145,000.00 4.000% 105,528.75 250,528.75 356,057.5008/01/2023 - - 102,628.75 102,628.75 -02/01/2024 165,000.00 4.000% 102,628.75 267,628.75 370,257.5008/01/2024 - - 99,328.75 99,328.75 -02/01/2025 125,000.00 4.000% 99,328.75 224,328.75 323,657.5008/01/2025 - - 96,828.75 96,828.75 -02/01/2026 130,000.00 2.000% 96,828.75 226,828.75 323,657.5008/01/2026 - - 95,528.75 95,528.75 -02/01/2027 145,000.00 4.000% 95,528.75 240,528.75 336,057.5008/01/2027 - - 92,628.75 92,628.75 -02/01/2028 155,000.00 4.000% 92,628.75 247,628.75 340,257.5008/01/2028 - - 89,528.75 89,528.75 -02/01/2029 165,000.00 3.000% 89,528.75 254,528.75 344,057.5008/01/2029 - - 87,053.75 87,053.75 -02/01/2030 175,000.00 2.000% 87,053.75 262,053.75 349,107.5008/01/2030 - - 85,303.75 85,303.75 -02/01/2031 175,000.00 2.000% 85,303.75 260,303.75 345,607.5008/01/2031 - - 83,553.75 83,553.75 -02/01/2032 175,000.00 2.250% 83,553.75 258,553.75 342,107.5008/01/2032 - - 81,585.00 81,585.00 -02/01/2033 380,000.00 2.250% 81,585.00 461,585.00 543,170.0008/01/2033 - - 77,310.00 77,310.00 -02/01/2034 380,000.00 2.500% 77,310.00 457,310.00 534,620.0008/01/2034 - - 72,560.00 72,560.00 -02/01/2035 405,000.00 2.500% 72,560.00 477,560.00 550,120.0008/01/2035 - - 67,497.50 67,497.50 -02/01/2036 430,000.00 2.500% 67,497.50 497,497.50 564,995.0008/01/2036 - - 62,122.50 62,122.50 -02/01/2037 450,000.00 2.500% 62,122.50 512,122.50 574,245.0008/01/2037 - - 56,497.50 56,497.50 -02/01/2038 540,000.00 2.500% 56,497.50 596,497.50 652,995.0008/01/2038 - - 49,747.50 49,747.50 -02/01/2039 2,235,000.00 2.700% 49,747.50 2,284,747.50 2,334,495.0008/01/2039 - - 19,575.00 19,575.00 -02/01/2040 1,450,000.00 2.700% 19,575.00 1,469,575.00 1,489,150.00

Total $8,185,000.00 - $3,242,975.79 $11,427,975.79 -

Yield Statistics

Bond Year Dollars $122,765.64Average Life 14.999 YearsAverage Coupon 2.6415989%

Net Interest Cost (NIC) 2.6168955%True Interest Cost (TIC) 2.6133245%Bond Yield for Arbitrage Purposes 2.5304999%All Inclusive Cost (AIC) 2.6715097%

IRS Form 8038 Net Interest Cost 2.5376032%Weighted Average Maturity 14.870 Years2020A | SINGLE PURPOSE | 2/20/2020 | 10:00 AM

Page 6

ESTIMATES PRIOR TO BOND SALE

Roseville School District No. 623Preliminary Financing Plan for Future Projects

Future Bond Issues

Type of Bond Int. RateFacilities Maintenance 2.63%Facilities Maintenance 4.00%Facilities Maintenance 4.00%Facilities Maintenance 4.00%Facilities Maintenance 4.00%

LevyPayable Fiscal Building Alt. Fac./FM OPEB Est. Debt Net Tax Lease General Fund Addl. Debt Est. LTFM Debt Total Tax

Year Year ($000s) % Chg Bonds Bonds Bonds Excess 3 Levy Rate Levy 4 Revenue Principal Interest Excess 3 Aid Levy Levy Rate2019 2020 67,192 6.8% 11,443,058 419,790 949,949 (129,024) 12,683,772 18.88 682,204 6,850,785 - - - (230,148) - 19,986,613 29.75 2020 2021 70,747 5.3% 11,368,013 419,790 957,508 (159,518) 12,585,794 17.79 565,936 7,359,191 155,000 174,103 - (375,532) 343,770 20,479,159 28.95 2021 2022 72,161 2.0% 12,340,913 419,790 901,753 (573,539) 13,088,917 18.14 2,236,577 5,486,707 205,000 219,258 - (374,021) 445,470 20,883,650 28.94 2022 2023 73,605 2.0% 12,057,255 419,790 1,240,221 (614,811) 13,102,455 17.80 2,236,114 5,471,707 255,000 576,258 - (377,186) 872,820 21,305,910 28.95 2023 2024 74,341 1.0% 11,637,518 419,790 1,805,764 (617,277) 13,245,794 17.82 2,232,364 5,496,707 350,000 566,058 (39,277) (376,544) 922,583 21,520,904 28.95 2024 2025 75,084 1.0% 10,709,003 419,790 2,439,833 (623,838) 12,944,787 17.24 2,236,864 5,561,707 390,000 948,258 (41,516) (373,760) 1,363,654 21,733,251 28.95 2025 2026 75,084 0.0% 10,979,063 419,790 3,409,613 (610,588) 14,197,877 18.91 2,234,114 4,631,707 130,000 932,658 (61,364) (376,569) 1,054,426 21,741,555 28.96 2026 2027 75,084 0.0% 8,864,625 2,000,040 4,243,523 (666,381) 14,441,807 19.23 2,234,364 3,821,707 145,000 1,440,873 (47,449) (376,569) 1,617,717 21,739,025 28.95 2027 2028 75,084 0.0% 8,945,475 1,999,830 4,241,213 (679,868) 14,506,649 19.32 2,232,364 3,541,707 380,000 1,433,658 (72,797) (376,569) 1,831,543 21,735,694 28.95 2028 2029 75,084 0.0% 10,276,350 2,002,350 2,555,438 (683,393) 14,150,744 18.85 2,233,114 3,396,707 435,000 1,864,058 (82,419) (376,569) 2,331,591 21,735,587 28.95 2029 2030 75,084 0.0% 12,163,988 2,002,140 - (667,536) 13,498,591 17.98 2,236,364 4,056,707 460,000 1,848,308 (104,922) (376,569) 2,318,801 21,733,894 28.95 2030 2031 75,084 0.0% 12,240,375 2,004,450 - (637,476) 13,607,349 18.12 2,231,864 3,951,707 475,000 1,833,408 (104,346) (376,569) 2,319,482 21,733,833 28.95 2031 2032 75,084 0.0% 12,207,563 2,003,820 - (641,017) 13,570,365 18.07 2,236,264 3,986,707 490,000 1,817,908 (104,377) (376,569) 2,318,926 21,735,693 28.95 2032 2033 75,084 0.0% 12,201,525 - - (639,512) 11,562,013 15.40 2,233,664 5,481,707 995,000 1,801,370 (104,352) (376,569) 2,831,837 21,732,651 28.94 2033 2034 75,084 0.0% 12,166,140 - - (549,069) 11,617,071 15.47 2,234,264 5,481,707 1,000,000 1,768,220 (127,433) (376,569) 2,779,198 21,735,671 28.95 2034 2035 75,084 0.0% 12,133,170 - - (547,476) 11,585,694 15.43 2,232,864 5,481,707 1,060,000 1,733,920 (125,064) (376,569) 2,808,552 21,732,247 28.94 2035 2036 75,084 0.0% 12,111,750 - - (545,993) 11,565,757 15.40 2,236,126 5,481,707 1,115,000 1,697,595 (126,385) (376,569) 2,826,840 21,733,861 28.95 2036 2037 75,084 0.0% 12,116,580 - - (545,029) 11,571,551 15.41 2,231,839 5,481,707 1,155,000 1,659,445 (127,208) (376,569) 2,827,959 21,736,487 28.95 2037 2038 75,084 0.0% 11,946,480 - - (545,246) 11,401,234 15.18 2,236,589 5,481,707 1,350,000 1,619,995 (127,258) (376,569) 2,991,237 21,734,197 28.95 2038 2039 75,084 0.0% - - - - - - 2,233,189 5,481,707 4,350,000 1,574,095 (134,606) (376,569) 6,085,694 13,424,021 17.88 2039 2040 75,084 0.0% - - - - - - 811,864 5,481,707 5,985,000 1,429,150 (273,856) (376,569) 7,511,001 13,428,003 17.88 2040 2041 75,084 0.0% - - - - - - 565,936 5,481,707 6,500,000 1,208,600 (337,995) (376,569) 7,756,035 13,427,109 17.88 2041 2042 75,084 0.0% - - - - - - 565,936 5,481,707 6,770,000 948,600 (349,022) (376,569) 7,755,508 13,426,583 17.88 2042 2043 75,084 0.0% - - - - - - 565,936 5,481,707 7,040,000 677,800 (348,998) (376,569) 7,754,692 13,425,766 17.88 2043 2044 75,084 0.0% - - - - - - 565,936 5,481,707 7,320,000 396,200 (348,961) (376,569) 7,753,049 13,424,123 17.88 2044 2045 75,084 0.0% - - - - - - 565,936 5,481,707 2,585,000 103,400 (348,887) (376,569) 2,473,933 8,145,007 10.85

Totals 217,908,841 14,951,160 22,744,812 (10,676,591) 244,928,221 51,333,874 195,174,721 51,095,000 30,273,191 (3,645,024) (13,780,823) 81,789,788 559,445,781

1 2 Initial debt service levies are set at 105 percent of the principal and interest payments during the next fiscal year.3 The debt excess adjustments for taxes payable in 2019 and 2020 are the actual amounts. Estimates for future years are based on 4.5% of the prior years' total debt service levy.4 Lease levy amounts for future years are based on the best available estimates of future payments for all current and planned future leases. 5 The district certified a final Pay 2020 levy in December of 2019, including an estimate for the 2020A bond sale.

2/1/20222/1/20242/1/2026

$9,130,000$9,905,000$12,735,000$11,140,000 2/1/2028

Debt Service Levies - Existing Bonds 2TaxCapacity Value 1

Facilities Maintenance Funding Combined TotalsOther

Tax capacity values include the actual value for taxes payable in 2019 and a preliminary estimate for 2020, with estimated percentage changes for later years as shown above.

Updated Debt Plan for Fiscal Year 2021 and Beyond5 Facilities Maintenance Bond Issues in 2020, 2022,

2024, 2026, and 2028; Lease Purchase Financing in 2021

February 20, 2020Amount$8,185,000

Dated4/23/2020

Debt Plan 2020A Roseville Presale

Page 7

ESTIMATES PRIOR TO BOND SALE

Roseville School District No. 623Estimated Tax Rates for Capital and Debt Service Levies

Date Prepared:

######## June 19, 3688February 17, 2749 November 21, 3568 July 6, 6538 December 7, 3479 March 19, 4678 ####### #########

December 7, 3479December 7, 3479December 7, 3479December 7, 3479December 7, 3479 Add'l. Debt

February 20, 2020

Updated Debt Plan for Fiscal Year 2021 and Beyond

2024, 2026, and 2028; Lease Purchase Financing in 20215 Facilities Maintenance Bond Issues in 2020, 2022,

-

5

10

15

20

25

30

35

40

45

Estim

ated

Tax

Rat

e

Year Taxes are Payable

Future Facilities Maint. Funding

Lease Levy

Existing Debt

Debt Plan 2020A Roseville Presale

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agenda regular school board meeting february 24, 2020 6:30

Documents