001Oh yeah, you don't have to pull your microphone. All right, it is 5 o' 5:30. Uh good to see all of you here. Thank you for coming to our meeting. Uh we'll call our meeting to order and let's all rise for the pledge. [cough] >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Okay. Oops. That's right. I'm not supposed to get too close to >> Yeah. He said if you can hear yourself, it's too far. >> Okay. Um, so we're experimenting with mic placement. So, if you can't hear us tonight, just raise your hand and we'll pipe up or move the mic closer. Um, all right. I would invite the board to review
002consent agenda at this time. Uh, is there anything that anyone would like to pull? >> [snorts] >> Okay. Hearing no requests to pull any consent agenda items. Um I will uh move along to approval of the meeting agenda. >> So moved. Support. Okay. We have a motion and support uh for the meeting agenda. Uh any discussion hearing? None. Uh all in favor of the meeting agenda being approved, raise your hand. Any opposed? Same sign. Motion carried. We have an agenda. All right. Then that brings us to exciting reports. Um I will let you uh take it away. >> All right. We have Paula Gerky and members of the FCCLA team here to present. This will be interactive. uh you will you will have a part in this at the end. Correct? So take good notes.
003As part of our FCCLA project, we had to prepare a portfolio. Um I will start at this end and if you guys want to just look through it as we present, that would be awesome. >> Thank you. And there are some sticky notes in there because we're currently revising it for nationals. The amazing Dr. regularity is giving us some feedback. Hello, my name is Addison Whisa. >> I'm Haley Diamond. >> And I am Mackenzie McManel. >> We are seniors from Alpena High School. And we're here today as part of our public policy advocacy project. The policy we're discussing is IDA, the Individuals with Disabilities Education Act. Today, we want to explain what IDA is, why it matters, the problem we're facing, what we're doing, and how you can help. IDA, IDA, Individuals with Disabilities Education
004Act, is a federal act that promised to pay 40% of access costs of special education. It guarantees that all students have access to free and appropriate education or FAPE. To ensure students have access to free and appropriate educations, students are guaranteed IEPs. >> An IEP is an individualized education program to better support students with special needs. When IDA was initially passed in 1975, it was promised that the federal government would cover 40% of access costs for schools for special education. Excess cost could include things like speech therapy, occupational therapy, and communication devices. But it can also include things like adaptive technology such as chair lifts for buses or sensory regulation swings. IDA currently funds the education of 7 million students. In theory, IDA would be a great solution to the additional cost of special education.
005However, problems start showing up when the government doesn't meet meet its funding promises. Since IDA was founded 51 years ago, it has never funded more than 17%. On average, actual funding rages from 13 to 17%. You can see in our graph here, we have from when it was started in 1975. The blue line is the actual federal federal funding that we're receiving. The red line is the promised 40% and the green line is that is what the total special education cost is for Michigan. As we can see in 2026, we have a gap of 4.5 or $4.5 billion dollar. Because idea was never fully funded, it creates lots of problems. Schools face teacher shortages, underqualified teachers, general education strain, student and staff burnout, increased case load, and student learning loss. So because of the insufficient
006funding, each of these issues start to connect. first with the general education strain and the the funding also affects underqualified teachers getting hired. And then student and staff burnout is a huge one as well. And that also creates an a larger case load for all the teachers which affects student learning loss and retention which can end up with the general education budget being overloaded. Then all these issues start to connect. General education strain can lead to underqualified teachers which leads to higher case loads which leads to student learning loss to student and staff burnout. And as you can see the web just continues to keep growing until it becomes almost unmanageable. >> These are not six separate problems. They are all connected in one cycle. >> Until IDEIDA has better funding, the cycle continues. >>
007Some policy makers argue argue that increasing federal federal funding for IDA would be too expensive. However, failing to fund IDAADA shifts those costs from the local school districts to tax and taxpayers. Others argue that education funding should remain solely for the state. But IDA is a federal mandate and when federal go the federal government requires services, it should also honor its funding commitment. Investing in education today reduces future costs related to unemployment, social services, and loss productivity. And through our research, we can find no other reason as to why IDA has never been funded in its 51 years of existence. Although all the issues together seem daunting, if we increase federal funding, protect special ed funds, strengthen recruitment and retention, reduce case loads, improve student outcomes, this would slowly start unwinding the web. >> Not
008only would this increase Not only would this increase in funding affect the special education system, it would also support the general education system with more support staff and better access to federal funds. On a local level, this would look like more qualified teachers in the classrooms, better aids that they that can support the students. This would reduce teacher burnout and also strengthen our school district. >> And at a national level, this would improve uh educational equity, a stronger workforce, uh and a reduced long-term cost. >> We're working to bring more awareness within our community. We recently contacted the newspaper and were able to secure a section. We're here today, which is an amazing opportunity for us to continue community outreach. >> Uh we also have social media. We have um an Instagram and Facebook account
009and as well as the newspaper. Um our account just in the past month has gotten over 3,000 views, but we also have one video that got over 10,000 views. So that was really awesome as well. In addition to that, I've sent multiple letters to different people um different policy makers. I've sent one obviously to the Appena Board of Education, the Michigan Department of Education, and the United States Department of Education. All three of which I've received back. Um, I've also reached out to Governor Whitmer and currently we are working on a letter to Donald Trump and his first lady to hopefully get their backing at a national level. >> Currently, we are working on a letter Oh, okay. Cool. >> We are also hoping to get in contact with those running for mission mission Michigan
010governor, sorry. Um, to see if we can help them support us as well. As schoolboard members and community leaders, you can advocate for full IDEIDA funding, raise awareness at a local and state level, and support policies that protect special education funding. >> Your voice helps represent students, families, and educators in our community. Every student deserves equal access to education. Fully funding IDA helps schools provide better support and help students reach their full potential. Special education is not optional. This is not a problem of party. This is a problem of policy. Honoring the commitment of 40% would strengthen schools, support educators, and ensure students with disabilities receive the services and education they are legally guaranteed. Thank you for taking the time to consider the realities facing students, families, and educators across Michigan. Fully funding of IDA
011is not optional. It is a legal and moral responsibility. >> Students with disabilities are not a budget problem. They are friends, neighbors, classmates, and future contributors to our communities. Michigan cannot continue to compensate for broken federal promises by stretching already thin school budgets and overburden families. Fully funding of IDA would not fix everything overnight, but it would be a powerful step towards equity, accountability, and respect for students have the who have waited far too long. >> If we can promise students in education, we can afford to keep that promise. [applause] >> [applause] >> Does someone maybe Miss Gerky want to tell us a little bit about teacher academy FCCLA and the competition and everything? >> Um actually FCCLA we just started it last year and so this year um we actually have even more students.
012Last year we had three who competed in the the um it's a Michigan event. It's um the toys that teach. I couldn't think of it right now. Um story book. And so they had created story books and they had to, you know, it was a good experience having to get up there and and compete and explain their whole purpose in in creating that story and the story line itself. These girls decided to take it one step up. They had competed at the Lyft conference at SVSU and done very well. And so they kind of pivoted and changed their their presentation, adjusted it to FCCLA and they they did astounding. Okay. So yeah, we are enjoying that. [laughter] >> Thank you all very much. [applause] Come on up. And next we've got uh John Studley and
013Sarah Bedford and some students from ACES. Do you have a cable? Oh, >> excuse me. There's something slide over. Sarah, do you want to try it? >> [clears throat] >> Let's see. I can cast to Ella White here. It's all bite. Try mine too just to see if it's I think the computers would be coming up for the board if it was working. >> You have to share it with him. >> Do you have to share it with him? Does he need access to it? >> Yeah, he can >> if it works. I guess [clears throat] >> summer is plugged in. >> It's a fair question >> might be the question. >> Simon gets a prize. >> Thank you. The other mine >> start. >> I got to move it now. Oh, but this is
014not okay. >> But no, I got it. >> I can't read that. >> Yeah, go. Yeah, right there. >> All right. Thank you. I apologize for the technical difficulties. Um, again, I'm here to present on ASES Academy and the year that we've had and kind of what the year looks like for us. um excited uh to be here. So, for those of you that don't know, ASES Academy stands for the alternative uh choices for educational success. Um at ASES, one of the things that uh we have is these expectations that we got this year doing fidelity checks when we saw uh what was available at the other buildings in the district that had posted. Uh what we came up with for ACES was accomplished. Uh we finished what we start uh for confident collaborators. uh
015we work together um empowering um we uh lift each other up and then seeking success uh growth um uh for our students. So at ACES this year we have a new teacher Sarah Bedford who's with us. We're excited to have her. Uh Laura Dooie who's our teacher consultant. Um Leslie Atinson who's our school success which we have a great partnership with NMSKA. I'll talk a little more about that. Greg Gerky's our math teacher from the high school that comes down and spends an hour with our students uh every day working on their math um class with them. Our students are in multiple math classes. It's great to have him there to support our students. Ashley Scott who is actually here at central office but she supports the uh McKin Vento um with us that comes
016out of ACES. And then we have two art teachers who were shared with the elementary buildings. Uh Bethany Cook and Justin Cooper Chris Justin Christen Cooper. I always do that. Um he's our both our art teacher. They we do art first hour which we'll talk about here in a little bit. I have a new secretary this year. Manic who's Nikki uh who came over to us from the junior high. And then um soon uh Jenny Se is going to come over and be our school counselor uh hopefully starting uh early next year. So, we're excited to have her and focus on the SEAL work, the social emotional learning with our students and working on some graduation requirements with our students. So, we're going to excited to have her there. So, kind of some of the
017things that come out of ACES, uh, and what I do, what our team does, we have McKenna Vento that is out of ACES, APS online. Um, we have summer rebound, which that just came out for students to sign up for. Summer Rebound is a credit recovery in the summer for our students to get up to a credit back for a class that they had previously failed. Um so that'll be starting here in June. And then I also oversee the our pivot program which is our court-based program. Um and then again AC's academy where we have students that come four days a week uh with the fifth day as a flex Friday. Here's our numbers that we're at right now. So at ACES we have 79 students. Pivot we have 15 students. our students that are
018co-enrolled at the high school, so they could be taking uh CTE classes or maybe they're taking an in-person class that they need extra support for. So, we have 20 students there. Our dual enrollment with ACC, we have two students that are doing that right now. Um, and then you'll see our summer uh recovery numbers from last summer, our current APS online numbers, uh, 9 through 12, which is 316 first uh, and then 231 second semester. And then also our McKinto numbers, Alpena Public Schools has 62 students that are currently on that list. And then, um, Hillman, Atlanta, and Alona, and Pi Piper who are also within our area, they have 99 that are in that group with us. So, those are our current numbers uh with enrollment um for online and for our Mckin Venta
019program. This is our 10-year enrollment trend. So, you can kind of see what it looks like right now. Last year, we had 70 uh between ACES and Pivot. We're up to 93 uh right now. Um so, we have a large graduating class this year. So, we know that number is going to come down a little bit. Uh projected to have 30 students graduate if they complete their coursework uh in time for graduation. So, just so you can kind of see what the enrollment has looked like at ASES. Um, the support to path for graduation at ASES, we try to find something that works for every student. Um, so students that come to ASES may have not uh been behind in credit. Um, they have to spend at least one semester at the high school. Uh,
020students who are usually in the junior status take priority in seniors. Uh, we do have some younger uh students that are coming in. We're seeing more and more of those numbers. Also, we have some students that just don't fit in at the high school because of anxiety or just can't handle the six classes at a time. Um, they apply to come to ACES. Um, so we have enrollments uh twice a semester. Uh, they come in at the beginning of the year or at second semester. Um, and then we create a pathway for them to get to uh 22 credits which is the same as high school that they need uh for graduation uh from ACES. and then their diploma says Alpena public schools on it. So here's a day in the life of an ASUS
021student. Uh so students again we have Monday, Wednesday, half the alphabet comes Tuesday, Thursday, the other half of the alphabet comes. Our students take six courses just like the high school they focus on two courses for six weeks and then they move on to the next two courses. So we break it down versus them focusing on six classes at a time. So, they start with two, six weeks, do two more, another six weeks, they do two more, and at the end they get their six courses done um for the semester. You'll see our class schedule there. Um we have uh breaks in there that are 15 minutes long, and that's when our students get to use their cell phones. Other than that, we have structured work time for them to work on their coursework with
022our structured art time and our math support time. And then during advisory, uh, we focus on the Michigan, um, the MCAN book, Your Future Matters, preparing them for after high school, whether it's going to college, whether it's getting a job right out of high school. Um, that's what we focus on during advisory um, during that time. And again, here's flex Friday. So students that are not successful can come in on Friday or those that need extra support, they come in on Friday. Uh, we're only there a half a day. The other half the day on Friday, our staff is talking about our students, what supports they need, uh what other interventions that we may be able to help them. Uh try to talk about um any community supports that they have, which I'll talk about
023with our school uh success. Um here's what our progress looks like. So, our students have to keep up with that progress. One of the things we started this year was academic warning letters for those that were getting behind in that. Um so, we send those out um to them as well. Uh when it comes to mentoring, uh Mrs. Bedford is our mentor. I'm gonna let her go ahead and talk about that. >> Okay. Um so I'm uh the new teacher at ACES and the mentor and I thought it might interest you if I tucked this into some of your pillars. So, um, driving the strategic pillars through academics and programs, making sure students are, um, making progress toward their credit goals, um, working through transcript audits to identify and secure their graduation pathways, designing their
024master schedules, um, for this year and generally the year ahead to maximize their achievement and credit recovery so they know what pathway they're headed to. Whole child development. Um, I like to serve as a primary cheerleader um and mentor to foster well-being and persistence. Um, as Mr. Sley said, we implement the MCAN um, advisory lessons for postsecary readiness. Um, and then this year we actually are bringing back the yearbook and this was student driven. So, another part of their whole child development was uh, the opportunity to have a full page um, for every senior in the yearbook. Um, family and community partnerships. Um, I took them out in the fall and we went for a senior photo experience excursion in the CTE van and um, that helps remove some financial barriers for families. They were
025very grateful. Um, building trusting relationships with families through graduation planning and support. And then our stewardship piece is optimizing district resources by making sure the students remain on the shortest, most efficient path to graduation and acting as stewards of student data, making sure that their pacing and credits are tracked. So that's my general responsibility. >> Thank you. Um again, we talked about this a little bit. Uh they get three credits per semester, six credits by the end of the year. Um they what their work experience uh our students every 90 hours they can get up to an elective taken away uh for that work experience that they have for their job or even volunteering. Um, so that takes some of those electives away, which shortens that track for them as well. Uh, school success, again,
026we have a great relationship with NAPSCA. Leslie Atinson, uh, right here behind me, uh, is in charge of all this, working with our students and families to engage them if we have some students that we've lost track of. She'll reach out to them. She can make home visits for us to try to figure out where they are and try to get them back in school. Also support them with uh, other community resources. Some of them may need housing. Some of them may need help finding a job. Um, but she primarily serves in that role for us and does that for us. Our whole staff, just so you know, is in our classroom, including my desk. We all in one room together, so we're there to support our students. So, it's great to have all of
027us right there, and our students know they can uh come ask for anything that they need. Uh, so we have partnered with uh Gear Up for Career Exploration trips. We've done some of our own. So, we've gone to ACC, uh, Kirtland Community College, Grand Valley, and then on the career side, we went to Calite last year. We didn't get to go this year, but we went last year. And great experience for our students to go to that. And then, uh, Kleta Air, we went to Kleta uh, last year. We didn't get that opportunity this year. Working on it for next year. Um, but another opportunity to look at careers for our students and what may be out there for them. A lot of our students are not sure what they want to do, so try
028to help them figure that out. and what that path looks like uh to get them to their next uh step. And then Art in the Loft, which is the big project that we do during the year. Our students go to Art in the Loft. They get about six to eight trips depending on the weather. Normally we're in the winter, so sometimes those days get cancelled. Um but what our students that are on the loft, they do artwork. They also learn how to cook. And then at the end of that program, they get their Surf Safe certification. So, our students that are participating in that have their safe certification which gives them a step up. If they go get a job in the restaurant industry, uh that's something that the businesses don't have to pay for.
029Our students already have that when they go. So, that's one of the big pieces that uh we do with our students. Here's some photos of kind of what you can see they do uh in there. The kids love it. The other two places we went this year was Old Coffee. Uh learned how they run their operation. And then also friendly foodies uh was the other place that we went to and learned what they do. So our students got that aspect of things as well. Uh just supporting the homeless students. So just so you know that Mckin Vinto homeless is defined as fixed, reliable and adequate uh nighttime residents. Um so we can provide supports to students that don't have those um in our district um within the AMA Alona Atlanta and Hillman as well. And
030then what success looks like. Um, so this was a student that came to us who had not completed a high school credit. At ACES, when you complete a class, you write the number on the board so we know the course has been completed. You get a candy bar for completing that course and then they ring the bell. So I'll play this short clip for you. >> Yeah. There we go, big boy. Oh yeah. So that's what it looks like when a student completes a course. Uh and that student came to us had not completed anything at the high school and was able to do that and is on track here with us at ASUS. So um one of the things I love about ACES. >> Okay. Why you're not moving on. Also, we had a
031student at ACES last year because of our flexibility in our schedule. uh he was able to get his firefighter one and two uh certification and he was prepping for the state test. Um so that's one of the other things about our flexibility is they can work they can do other training if they would like. So uh when that student graduated last year from high school he uh had his classes done he just had to take the state test and would have been a certified firefighter um along with completing his work with us at ASUS. And then I would like to introduce our student Harlo Tanji. She's a senior. and she's going to be going to Oakland University to kind of talk about her perspective of ACES. >> Good afternoon. My name is Harlo Tarsney and
032I'm a senior at ACES. I began my classes with ACES in January of 2024. And through the guidance and support of ACES, I've accomplished more than I could have expected at my beginning of my ISO experience. What sets ASES apart is its personalized approach to education. The program fosters one-to-one connections that ensure every student's individual needs are met. Because of ASUS, I am proud to say that I'm graduating a whole year early and that graduation early is opened up incredible opportunities, including me being accepted into around 10 universities and gaining multiple scholarships. These scholarships are recognizing my dedication, achievement, which are a direct reflection and of encouragement and structure that aces have provided. ASES is more than an educational program. It's a foundation for success and it empowers students to reach beyond expectations, discover their
033potential and prepare confidently for their future. And I'm deeply grateful for the role ASUS has played in shaping mine. Thank you, Harlo. And the next slide is questions. Do you have any questions for us? >> It was a good picture. Uh we You can get it back up. Um, >> so we do uh we made pancakes for our students um in class, little incentive for them. >> Um, >> no big deal. >> Oh, there it is. >> I can't get it up there, though. >> But any questions that I can answer for you or that we can answer for you? >> When is your graduation this year? >> I have the invitations for you to be June 3rd. I'm going to pass those out now. Thank you for that reminder. It is going to be
034at Art in the Loft. Um we were looking at another venue, but uh we think Art in the Loft really wants us to be there. Um and they can come and date the size. We're a little worried with our graduating class of 30 whether or not we would have the space, but we're going to do some things different. We're thankful for that partnership and for the support you guys give us to do that. Um so, but it'll be June 3rd at 6 at Art in the Loft. Would love to have all of you there. All right. Thank you. >> Anything from the board? Questions? >> Thank you very much, John. >> Thank you. >> Just great. [applause] >> Okay. All right. Onwards. That's right. That brings us to public comment. So, um, at this point,
035if you would like to, uh, address the board, come on up. Just state your name and your general area of residence or connection to the district and come on up. [snorts] >> Good evening. My name is Barb Beish. I'm a resident of the city of Alpena. In Mr. Lawson's editorial a couple weeks ago, he stated, and I quote, "Go watch the videos, especially the last few months, and you will see a group of people who are working well together." That statement was apparently false if you watched the workshop meeting last Monday. The discussion about the wait room went well, and at that point in the meeting, I agreed with them. The discussion about the family partnership was when the division of this board became apparent. Monica Dzinski seemed to be working behind the scenes and
036not including the superintendent in discussions with Jen regarding family partnership. It was also shared that Jen was advertising two days per week when only one was approved by the superintendent. Dr. Rabinau said that he had met with Jan a few times and visited Sunset to look at the facility. It was apparent that he was blindsided by Jen's discussions with Monica. I took Mr. Lawson's advice and reviewed the YouTube video several times. For those who haven't watched it, you can view the exchange at 1.15. Effective teamwork on school boards is built on strong relationships, shared goals centered on student outcomes, and clear, respectful communication between members and the superintendent. A collaborative culture requires established norms, acting as a critical friend to the district leadership, and maintaining transparent, community focused engagement. When reviewing the YouTube, the partnership
037discussion appeared to the public that a couple board members wanted to throw the superintendent under the bus. Successful school board teamwork should establish trust by defend defining responsibilities. distinguishing between board governance and superintendent management. The public did not see a professional respectful workshop meeting last Monday. Since the president did not get control of the meeting, I would like to compliment AJ MacArthur for suggesting that they table the discussion in order to give every time everyone time to review it. Now, I worked at the hospital and I worked at the bank and I attended board meetings and assisted in those board meetings. Even though we had cont controversial topics in our board meetings, the board members worked together with the CEO and I've never seen that kind of division in those board meetings that I see
038in this one. Thank you for listening and please try to work cooperatively. Thank you. [applause] My name is Diane O' Conor and I live in Alpena. Tonight, I'm speaking in support of establishing a school board policy that would address board member attendance as was proposed last week at last week's workshop and at a March meeting as well. Since currently there isn't an attendance policy, this must not have been a problem in the past, but it is an issue that needs to be addressed now. Likely in 2027, there will be new board members. And I think it should be clear that attendance, while not mandatory, is also not optional. It's really not possible to do this job if you're not here. I would say it's incumbent on the school board president to exercise leadership at this
039time and initiate a response to this issue. On a related topic, I would also encourage a board policy that formulates a procedure when a board member registers for trainings or classes through MASB, MASB, or elsewhere, but then fails to attend those trainings. Board member Castine registered for trainings through MASB that she didn't attend, leaving ASB uh APS to pick up the tab. One proposal for remedy is to have the board member reimburse APS for these costs. Whatever measure this board chooses, there should be some action taken by the board president. Leadership is all about confronting problems or issues that arise rather than avoiding them or dismissing them. Thank you. Thank you very much. Anybody else? All right, seeing no further public comment, we'll proceed with our meeting. Uh, that brings us to approval of consent
040agenda items. I move to approve the uh consent agenda items as listed. >> Support. Okay, we have a motion and support uh in uh for the consent agenda. Uh typically by its nature, we don't discuss it. Uh so at this point um we will uh have a show of hands. All in favor of approval of the consent agenda items. Any opposed? Same sign. All right. Motion carries. Thank you. Uh okay. Additional business requiring board action. Uh that brings us to the uh Alpena High School weight room equipment and flooring. >> I I move to approve the purchase of equipment and flooring from Stray Dog Strength in the amount of $200,810 for the new AHS weight room. >> Support. >> Okay, we have a motion in support. Uh we had some excellent uh comment on that
041last week and board discussion. Does anyone have anything further to add? if I can just share some details. So, if the board approves this tonight, uh speaking with Simon, it looks like a July um installation date, uh which would give us time to do the construction uh needed um and have the space ready for it. So, there's a 4 to 8 week window once it's approved. Is that what it was? >> Yeah. Up to up to 12 weeks maximum. >> Yeah. So, and then um just you know one caveat right now uh with this approval the project can move forward um but when you break into the walls of you know 60-year-old uh buildings you never quite know we don't expect much to be there but just >> once we do crack into the walls
042uh we might find something like a garbage dump um you know at Ella White or something like that. So that might you know uh change the timeline but right now uh Simon is pretty confident that uh we'll be able to start installation you know around July. >> Okay. Oh, >> great update. Thank you. >> I'm certainly encouraged that we have uh parents, coaches, student athletes here for the support of this. Um obviously uh well presented. I wasn't able to attend last uh week's board meeting. I had to be out of town for work, but I did listen to the meeting. Um, and so I was very encouraged by all of the comments and um, I'm very happy to see this moving forward and and hopefully we get it in place this summer. That's what you're
043saying. So we should be up and running in July. Is that what I understand? [clears throat] >> Installation and >> yeah, installation in July. >> So what we have to do is um, cut out the wall um, possibly some minor electrical relocating receptacles, things like that. um painting and then anything else that we would need to do uh >> attach the ceiling in. >> So essentially when the equipment comes in and it's installed, I think we're ready to to go at that point. So fantastic. >> I just like to also I agree with everything Eric said and then also thank you for the coaches that have really I mean I was so impressed with the presentation and how you were able to answer every question we had. Um, so thank you. I appreciate it. >>
044Anything further from the board? >> Hearing no further discussion, we'll proceed with a roll call. >> Member Fritz. >> I. >> Member Costane. >> I. >> Member Hansen. >> I. >> Member Dazinski. >> I. Member MacArthur >> I. >> Member Lawson. >> I All right. Motion carried. >> Thank you all very much. >> Thank you. [applause] >> All right. Timmer down, folks. But thank you. Um All right. So, um let's uh let's continue. Um >> and I feel like I need to say that was a joke. [laughter] >> Yeah. That Right. Right. Exactly. Yes. Okay. Thank you. >> Um, yes. Uh, artificial intelligence recommendation. Um, we, uh, have a recommendation to approve the purchase of Magic School AI software in the amount of 70,82.50. >> I make a motion to approve the purchase of Magic
045School Bus AI software in the amount of $70,82.50. And that is just that's remember that's a threeyear >> it's a threeyear >> okay >> support. Okay we have a motion in support uh for the u recommendation on the magic school AI. Is there discussion? >> Um just real quick Matt I know you said it's for three years but uh will you be coming back in a certain amount of time to give another update on it how it's going or what's the plan for kind of >> Yeah once we get it up and going. So, one of the things that you have in there is called Magic School Learning Outcomes Modules. Those are actually they're in beta right now. Um, and what they're doing is we have that free up until July, well, June 30th. So,
046we're going to be doing is working through those with the teachers and kind of what they are is interactive. I think Sarah was playing on them uh earlier today. It's interactive uh quiz making as well as uh looking at uh writing samples and what that looks like, how you build the prompts, what do you do with it, how it can self assess those, how the teachers can work within that. And again, that's part of what that package looks like and we'll definitely update you on that. So, we have that uh free to try see what it looks like up until June 30th and then from there, we haven't put a firm date. I would think probably October would be a good run, you know, get us in, get things going, kind of see where they're
047going. Um, but I would think targetish October when we come back. >> Any other comments? And just to be very clear, it is a a three-year subscription that we're approving tonight. So, I know it's been said a couple of times, but >> yeah. >> And again, your sandboxes are still open. So, if you decide if you weren't able to do it in the short time that we had, get in there, really see what it's about. >> What if you don't like it, Matt? >> What if I don't like it or >> Yeah. Oh, >> I mean, after you roll it out and you go, "This is not working for us." You know, I think here's like we mentioned on um Monday, AJ, I think the biggest thing is you got to give something time. You
048know, we went from we went into a Google district. We knew it was going to take time to work through it. I think it's one of those there's going to be growing pains with everything. Uh it's going to take it's going to take us a full year to actually roll this out with our staff and start to implement students. That's not even talking about the elementary or lower middle school. So, it's going to take some time to build into that. I don't think it's so much that we're not going to like it. I think where the issue might come in is they're going to be, and again, this is technology, right? three years from now. It's like buying a smart TV. As soon as you buy it, it's outdated. Um, I think they're going to
049stay up on it. I think their track record's been pretty good. Um, I think they're a solid company. Um, but again, it's not it's it is three years that we're we're not locked into it as far as what it is, the pricing gets us the discount. So, if it turned out that after two years we decided not to do that, the third year they might come back with a price um adoption, which that was a point of us part of the reason going to a three-year, we could save some money. The other piece was we need honestly probably a year and a half to get into it to really see it and then we need some time to actually build it out from there before we actually do it as a district-wide and that doesn't
050you know that also includes things like how do we work with our parents on it or if we're just kind of jumping around it's going to be really hard to work through that. Um so this is going to give us some continuity. >> Okay. I actually have misgivings about it generally as I'm sure a lot of people do a lot of our parents but I do have to say that I think you all have prepared this very well and u I think if we don't teach our students about it they're going to be at a real disadvantage uh coming out of our system so I think we have to do you know something as as far as getting them to uh understand the pitfalls as well as the advantages. So uh I appreciate that. >>
051I think that's one of our you know Dr. Lawson was saying that's one of our biggest things. We have to educate our students, our staff, our community. This isn't just it's we really don't have a choice. I mean, sure, we could, I guess, stop and not do anything with it. Um, not only is that a disservice to our students, that's really a disservice to our community. It's here. We have to figure out how to work through it and work uh within it. I will say this, one of the things I was on it today, um, really digging into kind of the backside to see what can a teacher see and all of you have, you're acting as teachers. So, what you'll see is something. We don't have any students in there yet, but once the
052students are in there, one of the questions that came up was what can you as a teacher see? You can see everything. You can see whatever the students are doing. You can see their prompts. You can see what they used. Um, why they used it, what came out of it. So, I think that's one of the questions parents would have is, you know, how do we know what they're doing? It's there. I mean, it is it's all there. So, I think that's also going to give us some really good data analytics to say, what are students using it for? We can break that down by grade level. we can break it down by subject. Uh so I think the the analytics that are going to come out of this I think are really going to
053help drive what the future looks like. >> Thank you. >> Will the parents be able to see it too if their student? >> Yes. And what are the So they don't have a parent portal per se. What they do is they log in as a student or they can contact the teacher. So if you had a parent teacher conference, they wanted to come in and see it. The teacher can pull it up and pull up everything that student's doing within um their classroom. >> Okay. >> Yeah, it's >> that helps. It's for what it it really is impressive what you can do and how you can do it. Um I think it's a really good product again three years from now, right? [laughter] We'll see. Um but I think it's quality for what we have
054and where we're going to go. [clears throat] >> Anything further from the board? >> We have a a motion on the table uh and um uh and a second. So, uh, let's proceed with a roll call. >> Member Dazinski, >> I. >> Member Hansen, >> I. >> Member Costane, >> I. >> Member MacArthur, >> I. >> Member Fritz, >> I. >> Member Lawson, >> I. Motion carried. >> All right. >> Um, so, uh, that brings us then, uh, into our snow day discussion. So, as far as I've seen this morning, there's been no movement on the legislative proposals that we talked about last week. So, the only thing we know right now is we have at least one day to make up and best practices for pupil accounting would be for the board to make
055it official with that motion. Just saying that Friday the 22nd is now a day of instruction for our uh students. and then as soon as we hear anything from the legislature, we'll get that out um soon as we can. >> I move to add May 22nd, Friday, as a makeup instructional day. >> Support. >> Okay, we have a motion and support on the uh makeup day. Any discussion? I see lots of red lights. So, >> I was I mean, obviously, we need to do this, but I was just thinking, you know, with that being the weekend, holiday weekend, are we concerned that we'll hit the number of students percentage- wise that we need? >> Yeah, that's a great question. Um, again, with the senior class in session, we stand our best chance of hitting it.
056uh because adding on at the end of the day or um you know that Thursday, Friday of that week in June that we end um I I think many families are going to have staff and staff and families are going to have plans as well. Um but we'll have you [snorts] know hundreds more students in session um in May versus June. So >> it's essentially a no-win situation. I guess if we hit the attendance then it was a win. Okay, no more discussion. Uh all right then. Um all in favor of the motion to add uh that May 22nd uh 2026 as a makeup instructional day, raise your hand. >> Any opposed? Same sign. Motion carried unanimously. Thank you. Uh, all right. That brings us then to uh new business. Uh, we have a human
057resources staff update. Michelle >> Oh, she's not here. She's >> I am doing that. >> Are you Are you Michelle today? >> I am. >> All right. >> I saw it. >> Take it away in this one, right? >> This the last thing. say I know I saw it. Oh, there. Okay. Uh, we have new hires, uh, professional staff, Anna Gargulo, art teacher at Alpena High School, effective August 19th, 2026. Uh, support staff, uh, Mary Hannah as a lunchroom supervisor at Thunder Bay Junior High, effective March 23rd, 2026. Gerilyn Ewing, instructional assistant at Thunder Bay Junior High, effective April 7th, 2026. And we have resignations. Rebecca Courtman, K12 Program Secretary, central office, effective March 13, 2026. Rebecca Thrasher, instructional assistant, Hinks Elementary, effective March 23rd, 2026. Lynn Bunting, district float secretary, Alpena High School, effective
058March 23rd, 2026. Kyra Lanowitz, uh, instructional assistant, uh, Basser Elementary, effective April 9th, 2026. I'm not going to read the next one. >> Uh, I guess I have to. Summer Seagler, administrative assistant to the superintendent, Board of Education, effective June 30th, 2026. Timothy Gapsby Gapsky, uh, lunchroom supervisor, Thunder Bay Junior High School, effective April 10th, 2026. Uh, Rena Graham, lead custodian, Wilson Elementary, uh, school, effective April 20th, 2026. Uh, terminations are Alan Smith, Relief Bus Driver, Transportation, effective March 26, 2026. Maline Huzar, HR specialist, effective April 13, 2026. And retirements, Rachel Byer, instructional assistant, Alpena High School, effective June 30th, 2026 with 24 years of service. And Patricia Stacowski, lead cook at Be Basser Elementary, effective June 30th, 2026 with 17 years of service. Move to approve the hiring of the new teacher after all
059professional and credentials are completed. >> Support. >> Okay. So uh we have a uh motion to uh approve the hiring of new professional staff after the completion of proper certification testing and other HR requirements. Um so u uh any discussion hearing? None. All in favor of the motion raise your hand. Any opposed? Same sign. All right. Motion carried. All right. Uh that brings us then to charitable gifts. Um and uh uh AJ has offered to read today since uh Sarah is getting over something. So uh we'll hear your wonderful voice here. >> Melodious. Melodious. >> Melodious. Yes. And uh all kinds of again, you know, wonderful uh donations from our community. >> Yeah. Uh Ruth Rabbo gave a generous monetary donation of $30 to support the students and families of McKini Vento and families in
060transition. Star Staffing Agency of Alpena generously donated personal care and hygiene items valued at $800 to support the students of Alpena High School. Wolverine Credit Union generously donated snacks valued at $30 in support of the Hins fourth grade field trip to the Henry Ford Museum. Chris Merrill of Merrill Mechanics generously donated seven welding shop coats valued at $700 to support the students of AHSCT programs. Zanta Club generously donated personal care and hygiene products valued at $275 to support the students of AHS. Little Caesar's Pizza generously donated 20 pizzas valued at $150 for math parent engagement night to support the students of Lincoln Elementary. Caitlyn Russo, Emily Tulggetskott, and Chelsea Thompson generously donated school supplies valued at $2,356 to support the students of Hanks Elementary. I move to accept the gifts lift listed above with gratitude
061and thank the donors in writing. >> Support. Okay, we have a motion and support on the charitable gifts. Any discussion? Hearing none. All in favor of the motion, raise your hand. Any opposed? Same sign. All right, we have uh charitable gifts. Thank you very much. Uh that brings us to information and proposals, letters and communications. Anything? All right. Nothing in letters and communications. Um then we have superintendent update. All right. Uh in your update this week was uh the AMA ESD general fund budget. This is an annual process. the um ESD um or ISD um needs to present its general fud fud general fund budget to its local districts. Um those districts are uh required to put a make a resolution either in support of the budget or uh not in favor of the budget.
062So we have to do that uh in May. So, uh, Justin and his team will be coming, uh, to the meeting and, uh, to be present and answering any questions. Um, I clicked I added a video that he's created going through the budget. Um, so if you have any issues accessing that, let me know. I can just send it to you directly. But, um, it should be in the update. You can click on it. He walks through the documents talking about the changes and all of that. So, um, and then if if you have questions before me, you can certainly pass them on to me and I'll pass them on to him. >> Uh, so Raymond employment engagement survey, we are closing today. As of Friday, the return rate was 72% um, uh, as my
063update Friday. Uh, but it's actually 74% this year. and that puts us on on the same pace as we were in our initial uh administration of the survey. Uh so that's great. Want to thank the employees for taking the time to provide that feedback. The plan is to get that data back as quickly as possible from Raymond uh so that we can meet with the um the building principles and directors and share their results so that they can meet with their staff. um and very tight timeline with uh them only having one more staff meeting uh this school year. Um the hope would be to get some feedback from the staff to close out this year. Um and if we can accomplish that, that'll be wonderful. But if not, we will start the year off
064with um you know, presenting the data in in depth with the staff. Each building and each department will c uh create an action plan that's developed with their employees. uh is what we're going to do in response to that data. So, uh stay tuned and then we'll have uh we'll we'll have um Shell Cooch from Raymond come and present to the board in the fall um of what the overall um data says. And at that time too, we'll have each building's action plan to compare alongside the data. Um so, we'll do a dual presentation at that point. And then safe routes to school. Uh we were talking about uh contracting with uh Michigan State University to go ahead and uh prepare for that uh grant opportunity and I just want to get all the terms
065right. But uh and so the city was going to contribute some funds. We were waiting to hear from uh the township and then this board was considering um contributing funds. Um but the good news is because the downtown development authority is pursuing the walkability action institute in Institutes uh grant opportunity as well which is through the Michigan Department of Health and Human Services and MD DOT and safe routes to school is also through MDOT. um they are willing to wave the fees for us uh to take on the safety routes to school. >> Good job, Dave. >> Yeah, [laughter] >> I would like Thank you. I would like to take credit, but um they just, you know, again, because there's multiple entities, it always makes those grant uh applications look better when multiple entities are
066partnering. So, um good news, you know, we'll move forward. So, the next steps, I've got a meeting. I saw she sent the invitation today. Um, we'll essentially be asking the community, the staff, and everyone to come out on, uh, I think at least one day in May, uh, if we can get it scheduled to walk the neighborhoods. And that's that's the next big step in this process. But, um, I saw they scheduled a meeting. I, as soon as I hear what that is, I will pass that along to the board and to the community. So, good news. >> Great. Okay, thank you very much. Great update. >> Uh, okay. So, um, information and questions for board members. I'll begin with a bit of a chairman's report. It's not really big, but um, app propo of
067public comment. Um, yeah, actually um um after uh the meeting last week, um, uh, superintendent, I did have a discussion uh about exactly that sort of thing. Um, and uh, it was very productive discussion. Um we talked about uh board governance and uh clarification of roles and uh how to get how to make things you know flow better and for people to get along. Um you know uh you uh you walk into a situation you know you see things that you know maybe need work. You can't solve it all with a stroke and after all we're all human and human relationships can always be improved. But we had a wonderful discussion and um background for this really is you know there are not all school school boards work the same and not all boards work
068the same. So, if you, for example, have uh uh been a county commissioner, you're maybe used to uh really rolling up your sleeves and being on committees as part of your your work as a county commissioner where you're very active um and you have a lot of direct interface uh with employees and with, you know, the the internals, the the gubbins of the county, if you will, you know. Um then uh on the opposite side of that spectrum there are things like um one of the boards I'm on is the uh Northeast Michigan Community Mental Health. That is a Carver board. And what that means is that uh there is a very very strictly prescribed uh role for the board um and the uh and the executive director and how everything gets done. So it's
069very very uh clearly spelled out. Um I would say most boards fall in between those two extremes and again not all school boards work the same way. So what we talked about was uh maybe clarifying starting with our own policy and clarifying uh our governance style if you will and uh procedures uh to make everything flow better, have a clear definition of roles and uh it was a great discussion. Do you want to add anything to uh >> uh No, I agree. It was a great conversation um and going to be going into it a little bit more in depth in the informal session um around training opportunities and you know really board goals and and how that all works ties perfectly into the board orientation work that we've been doing and and claring uh
070those clarifying those expectations. Um, so I really see this as an opportunity to continue to improve uh how the boards uh uh operate. Um, and like someone mentioned, you know, there'll be new seats up um, you know, in in January. And we do this for the current board, but also for future boards. and um setting those processes in place and clarifying um you know roles and clarifying just simple statements of we do this or this means that or cleaning all of that up can only help us operate better as a team. So, >> yeah. >> Uh, and so we'll be talking more about this, uh, as we approach our board self-evaluation time. Uh, and and Dave and I will begin the process. Uh, but we're certainly looking for input, uh, from all of you as
071we go forward. >> Yeah. Thank you. So, that's really all I have. Uh, anything else from uh, board members? >> Go first. >> Um, I don't know if this is a Dave or Simon question, but what did the contractors have to say last week when you met with them? I'm still waiting for more information. >> Okay. Do they have any idea or like >> not yet? >> Okay. No numbers or >> No. >> You promised, Simon. >> We cabled it. [laughter] >> Yeah, it it'll be on the workshop right now. Yeah. Um, since during the public comment that there was the um, it was brought up about the MSB attendance training. Um, I just wanted to um, because I was brought up in my name, I would like to clarify that a little bit more
072when I came onto the board. Um, I did sign up for a class. Um, and then we changed it to a little bit later date because I had something going at the same time. Um, but also once that came, I never received any of the information and then I had a few conversations with Summer and I also talked to Anna about it that I was not getting the link for it. Um, and then so we rescheduled it. So yes, no, I didn't go to that because I wasn't getting the information to log on. Um, and then when I did try to retake it, um, again, I was saying that I wasn't getting any of the information. And then so the night that I was trying to take it, I called President Lawson and said, "I
073don't know where to go." It was 20 minutes before it was scheduled and I didn't receive any of the information. It was supposed to be in my email. I never received it. So then after that, I did reach out to the MSB. Um, and then it turned out that my email was not correct in their system. So I was getting none of the links or any of the information. So I could not log on because I my email wasn't even right to log on once I did it. And so then we were able to fix that. But this was not a situation where it was not trying to be done or not me not trying to do it. It was that my s my information was not in the system and then there was a
074bug and MSB also they looked into it and they figured out exactly what happened and so I was able to take it. So, it's not just so everyone knows that it was not me not trying to take the assigned or the registrated the registered classes I signed up for. That was not the case. It was brought to Anna when she was president, Mr. Lawson when he was president and to Summer multiple times. >> All right. Thank you. Anything else? >> Yeah, I I was not here last week myself. Um I had to travel for work. Uh so I was out of town. I do want to thank the uh tech folks. It's pretty awesome cuz I was able to sit in my hotel room and watch the uh uh the interaction. It was um somewhat
075uh challenging because uh you know you want to be part of it and pitch in and watching you guys count to 11 was very infuriating. Um [laughter] >> days snow days. But um you know every every member of the board has missed on occasion and you know we all have reasons for that and and uh I I understand that there are concerns uh about that. Uh you know if what those numbers look like but we're also all grown-ups. um we are elected uh we are not paid to be here and even if we're not present we are still doing our homework we are still watching the meetings we are still learning the information so that we can participate in a meaningful way so just because we're not here because of reasons that whatever they are
076does not mean that we're not able to do our jobs and so um you know Anna's not here this week I wasn't last week I know vac every one of us has missed on occasion. Um, so I don't disagree that having, you know, addressing some of these issues from a policy standpoint is is a good idea just because the more uh communication we have and and processes in place uh certainly helps to clarify things. But uh attacking individuals for reasons that are completely justified um I I think is is inappropriate. So that's my take on it and for whatever that is. Anybody else? >> Okay. Well, I want to thank the board uh on that topic for uh the uh civility of those discussions. I know Anna was kind of nervous last week. Uh she
077says she doesn't like conflict, but again, I do believe we're working well together. She was able to bring that uh to the board and uh you know, obviously felt it was uh uh maybe a bit of a charged issue, but I think we dealt with it well. I think everybody's statements have been, you know, civil and uh respectful. Uh, you know, we we could always improve. Uh, so we'll keep working uh towards that. But uh I want to thank you for uh uh your comments and for the discussion. Uh so if there's nothing further from uh board members uh on that uh on information questions from board members uh then we do have uh a uh uh close session uh on the agenda >> and no action following the session. So >> would you like
078a motion? >> Yes indeed. I move that the board meet in close session under section 8A of the open meetings act to meet regarding the superintendence evaluation. Okay, we have a motion second to uh go into close session uh for the superintendent evaluation. Any discussion? And uh 8A, can we confirm this is one that we do not need a roll call? Maybe we'll do one just just in case. Well, just to be safe. Um, sure. >> So, uh, let's do a, uh, a roll call to go into close session. Uh, just to, uh, cross our tees and dot our eyes. Um, so let's go ahead. >> Member Dazinski. >> I, >> member Hansen. >> I, >> member Costain. >> I, >> member MacArthur, >> I. >> Member Fritz, >> I. >> Member Lawson, >> I.
079Motion carries. All right. Uh folks, we will be going into close session and uh again, you're more than welcome to join us after uh we're finished. Uh but as the superintendent said, uh we are not anticipating any action uh on anything after that point. So, thank you all very much and if you're on your way out, have a wonderful night, >> John. >> All right, >> Mr. Stley. [snorts] >> John Studley. >> Thank you all. >> Thank you. >> Thanks, Matt. Oh. >> Oh, >> yeah. We've been moving them forward and >> got it. >> Sorry about that. >> We just had a >> typo situation. Y for the information. [laughter] >> I'll be fine. >> Now I can open my >> non-alcoholic. >> It was struck last week. Okay. >> And now I have
080>> two [music] >> [music] [music] >> Yeah. Hey. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Heat. [music] [music] Heat. >> [music] [music] >> Hey, [music] heat. >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> That's [music] [music] Heat. Heat. [music] >> [music] [music] >> Hey, hey, hey. [music] >> [music] >> Heat. Heat. >> [music] [music] >> la. [music] [music] Okay. >> [music] [music] >> Hallelujah. [music] >> [music] [music] >> Ooh. [music] Hey. Hey. [music] >> [music] [music] >> La. [music] >> [music] >> Wow. [music] [music] Ah. [music] Oh, yeah. [music] [music] Heat. Heat. [music] >> [music] >> La. Hey. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Oh my god. Heat. Heat. [music] >> [music] [music] >> Heat [music] up here. >> [music] >> Heat.
081Heat. Heat. Heat. Natalie boom. Heat. Heat. N. [music] Heat. Heat. >> [music] [music] >> Woohoo! We >> [music] [music] >> Hey. [music] Hey. >> [music] [music] >> Heat. Heat. [music] Heat. [music] Hey. Hey. >> [music] [music] >> of Heat. [music] [music] Heat. >> [music] [music] >> Hello. [music] Hey. Hey. Hey friends. >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. Heat. Heat. [music] >> [music] >> Heat. Heat. [music] Heat. Heat. >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] >> Nat. >> [music] [music] >> Heat. Heat. N. >> [music] >> Heat. Heat. >> [music] [music] >> Nobody out there. Empty parking lot. Yes. >> Okay, folks. Uh oops. Sorry, I'm too close. Uh we are back in open session. Um and uh as uh
082we predicted we will not have any uh further action tonight. Uh but just before we adjourn, I did want to mention it was brought to our attention that the posting of the meeting uh the agenda that was posted did show a second public comment time. Uh I think through a clerical uh error uh we did not have that in our agenda. So, we were the board was not aware that uh the public was expecting a second open session or a second uh public comment session. Um and uh uh it was just brought to our attention, but it didn't look like anybody was uh uh looking to demand that we do it. Uh so we just wanted to acknowledge that uh mistake. We apologize. Um and uh we will certainly though have public comment as our
083at our next uh regular meeting. Uh so uh with that uh our agenda is concluded and uh we will uh adjourn. Thank you very much.