APS Board Meeting October 2025

001Good evening everyone. Uh call our meeting uh to to to order here. Um let's all rise for the pledge. >> I pledge allegiance 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. Um, I'll ask the board members to review the uh consent agenda items and of course any of these can be pulled for discussion if anyone would like. Seeing no requests to pull anything from the consent agenda, we'll move along to uh approval of the meeting agenda. >> So moved. >> Support. Okay, we have a motion in support for approving the meeting agenda. Any discussion? >> Yeah, I do actually. Yes. Um I know I wasn't here at the workshop and just after watching I

002just want to say um one thing about removing the second public comment uh session I was a little disappointed in that mostly from I understand the philosophy of like trying to streamline and um but if we look back and we've just never really >> [clears throat] >> um stuck with it or in um enforce this but pre previously all of our agendas for the regular meetings. The second portion was supposed to be the wording is always um this portion of the meeting is limited to 30 minutes and is intended for comments other than on the agenda. And I just feel like if one way to I think streamline is if we held the first public comment to things on the agenda and then the second public comment for other things. I just worry like this

003I it makes everyone come to the beginning and two things. One they might just leave. they might not even hear what we have to say or what and then also is just puts everything at the beginning. People might be coming making public comment without actually even hearing our discussions and just coming in with preconceived notions or their own thoughts versus sitting and listening and then [clears throat] speaking at the end. So I just we've never enforced that where the second public comment was for things not on the agenda. But I I thought that might be a different way is if the first public comment is for things on the agenda and then for those people who have things they want to say but not necessarily business then they do have to sit through the meeting

004and public comment at the end. So >> as Dave and I were talking about this we talked about during the workshops putting the public comment at the end I think was what we did last time and I I think we thought we might continue doing that but thank you. >> Yep. >> Thank you. Any other thoughts on the agenda? [clears throat] Hearing none. All in favor of approval of the agenda, raise your hand. Any opposed? Same sign. Thank you. All right. So, we have an approved agenda. Uh we move along then to uh uh item number five, uh reports and presentations. Up first, that's your good news. Oh, I think so. Amen. >> All right. Good evening. Uh Josh Felp, proud principal of Besser Elementary. Thank you so much for giving us an opportunity to

005share. Um so myself, uh principal, and then Mrs. Brown, our assistant principal, and Tracy Granada, our pack president, are going to share, and then we have some very excited students that want to share as well. So we'll try to make it fast, but also I think uh we'll get to the important part in hearing the students in just a little bit. So um some things I want to uh go ahead and share. Uh here's our our staff picture um with all the uh with all the resource uh staff and those that come in from the AMA and plus our Besser staff. Um we have mid70s uh so around 75 total staff member members that are on our campus and we sure love our staff. They work hard each and every day and we're uh so

006proud of them. Um our mission build them up and watch them grow. That's our overarching uh mission. We and we have a focus each year. Um so this one is for this year is Besser grows greatness. So as you come onto our campus uh you'll see some trees um with some leaves and handprints and different things with all the students names as we look at uh growing in many many ways this year. Um some of our academics and programs. So we kind of broke our presentation up into the strategic plan. Uh so we have our reading core, we have interventionists, uh benchmark advance our curriculum, uh we have a wonderful coach, uh we have some title one resources, and here's uh some wonderful students who are doing siteword club um with Miss Cross, one of

007our title teachers, and they were just doing this the other day as well. And it's fun seeing them in there um kind of mentoring each other as the kids are helping each other out through site word club. Uh some of the additional academics and programs, our field trips. Um we have Starbase, Ready Set Swim, Ready Set, Create, and Noah, those district field trips that we have. Um we also have a very healthy pack that you're going to be hearing from in a little bit. Um and so all of our grade levels are able to go on field trips uh each year as well, especially this year. Once in a while, there was uh a grade level that wouldn't be able to go. This year, uh, we're trying to have every single grade level be able

008to get off our campus and experience other things. So, I'm excited about that. Uh, this was from last year. Uh, we had some guest authors come onto our campus. Um, Renee Bola and Jonathan Rand. Uh, Jonathan Rand is from Michigan Chillers. So, he was able to share some of his experience as an author. and our students just had a a fabulous time getting to see actual authors and it really fueled uh their creativity and their desire to learn. So we have uh a lot of guests coming onto our campus each year and this was made possible through Alpena Optimus Club and Run Club. I know a lot of the campuses had that. Wanted to show a few pictures. That's been a a great thing uh in the spring that our students have been able to

009do. get them out not just having fun during recess, but getting extra exercise and learning what it is to be a part of a team and in joining in on a competition together as well. Um, this right here is March is reading month glow party. So, we like to have fun while we're learning at Besser and uh for those students that uh accomplished a certain amount of reading, they were able to take part in our our glow party and our pack helped helped put this on. So, we try to learn but also have some fun incentives built in as well. Um, and this year we're just under 500 students. I think we're right at about 496. So, we're just under um we added a GSRP class this year. So, we have two GSRP or pre

010uh preschool uh classes. And then we have our junior kindergarten. And then we have three classes of each kindergarten all the way up uh through fifth grade. And uh a lot of our our classes are full and doing well. And so a lot of lot of busy fun stuff happening over over at Besser. Uh a highlight of the month is our bark assemblies. So we get all of our students together in our cafeteria. Uh well actually we get them together in two grade levels at a time because they wouldn't all fit in there um if we put them all in there together. But we get to celebrate their accomplishments. And this year we did something a little different. Uh in past years we've given two bark award or PBIS awards for their behavior. Um this

011year each class each month is giving a bark award for PBIS or their behavior and they're also giving an academic award. So we're celebrating those students who are also um not just getting 100% on tests, but those students that are doing their best. That's really what we're encouraging teachers to give that award for is those that are going above and beyond to learn and push themselves. uh academically. So, those are some some fun awards that were given out. And I'm going to turn it on over to our assistant principal, Lauren Brown, and she's amazing. So, you can give her a hand. [applause] Hi. So, I uh I'm new to Besser this year. I've been at the junior high for the last two years. It's been a great transition coming down to work with um our

012younger student. It's something I've really enjoyed. um as he was talking about you know our PBIS and encouraging good behavior. One way we do this is the students have a book vending machine. So for good behavior for maybe working really hard in class students can earn a gold coin. They bring it down to the office. We give them the actual gold coin that goes in the machine as the the currency and students can pick a book and um students of all grades really love to come down. There's books of all levels. Um there's chapter books at the top down to p more picture books for our younger students at the bottom and uh pack actually donated that that uh v vending machine to the school and it's something all of the students love to do.

013Um for our attendance one way we are working to encourage attendance is we work with school success. um every week they look at classroom attendance of all the classrooms in the building and the classroom with the highest attendance percentage um earns an extra recess run by school success. So those kids have an incentive you know to get to school to have a little extra free time usually on Friday and um I think many of our students really enjoy that. So that attendance is something we are really working on helping develop at Besser. Um along with the PBIS and just encouraging good behavior. Um another thing we do is students have the opportunity to earn pause up tickets. Those are given out by classroom teachers um by aids by anybody who has them in their pocket.

014And um that's for anything that the students that the adults see whether it's good behavior, their positive attitude, their responsibility or their kindness. students turn those in to their teacher and at the end of the week there's a drawing and um two students from every class come on down to the office and they get to pick a prize. So, um that is also something that brings kids a lot of joy and um helps them be motivated to follow some of those good behaviors we expect. And then lastly, um just some things we have, you know, we have um two full-time school success liaison who work at Besser. um they are helping our students succeed in so many ways. Um every single day they're out, you know, supporting students who might need a break. They're out

015working with students on their case loads and just really helping all of our students. Um we celebrated bus driver appreciation day. Our pack helped come up with some gifts. You know, we have a pretty solid crew over at Besser. Um, we recognize our staff for the week every week and just the good things that they're doing because uh, you know, that recognition is important and letting everybody know like we see and we we we appreciate all you're doing. Um, Mr. Matt is our behavior tech who also works with school success and he is um, got a case load of students he works with and working with them on their behaviors as well. And then our pack again is super strong and is really great at just you know showing their appreciation for the staff and

016for everything um, we do at Besser. So, I will let uh Tracy Granada come on up to talk a little bit more. All right. Thank you. Well, my name is Tracy Granada. I am the PAC president at Besser Elementary. And for me, PAC has given me a chance not to just connect with the parents um of our school community, but also the teachers, the staff, and most importantly, the students at the school. So when I became involved in PAC, one thing that was important to me was really just to foster the school connection and the parent connection and really bringing that community alive. And so we've started, we're going to highlight just some of the fun events that Pack has um done that have really just fostered that sense of community within the school. So

017first one here, um oops, I'm going to go back. It is our fall festival. We just had our fall festival a couple weeks ago. And I know some of the schoolboard members here have been pleasant at it before to help with trunk or treat. But with this event, it's kind of a kickoff to the school year event. And there's nothing more fun than just seeing the kids have fun with their friends. Parents mingling and interacting with each other, meeting each other maybe for the first time because I made this friend in school and I want you to meet, you know, so and so's mom and dad. So, it's bringing that sense of community together really right off the get-go. Um, so we have trick or treat, we have a hay ride, we have face painting

018we've done. Um, in the bottom corner there is a craft station. Um, so it's just kind of um a fun family event that we've done to kick off the school year. The next thing up here is our schoolwide fundraiser. We're in the middle of it right now. I know it ends this week, but with this fundraiser, a couple years ago, we as a pack kind of talked about how can we help the teachers fund raise without having to put the pressure on them entirely. And so we came up with this idea that we would help them fund raise with a pick the date calendar and they would not have to fund raise for anything throughout the year for any field trips. parents wouldn't have to um feel guilty if they couldn't afford a field trip

019for their student. That pack would ask the community, ask the school family to help participate in this and everyone would win. So, the first year we did it, we raised about $54,000. Last year was $43,000. We've been earmarking a lot of that hopefully for a new program in the future here. But ultimately any student gets to participate without having to ask for extra or sell extra or do any of that extra. So um that really just provides for the entire school year for our school and sustains these programs and experiences that we like to offer. Next up is our family and community involvement with our girl and guest in our dude and date events. There's nothing better than getting some special one-on-one time with your kiddos, right? So, we like to offer these events. We

020call it a girl and guest so that every girl can invite kind of a little date to an event. And then same thing with our dude and date. Every boy can invite a date to an event. We've done the dances for the girls and this is highlighting our movie showing for the dude and dates last year. [snorts] Um, next thing here is our free popsicle Friday. We do a free popsicle Friday and a free popcorn Friday. Um about every other week we have one of these um special things on Fridays at school where families will donate um money to sponsor for the whole entire school. So every student doesn't have to worry about bringing a quarter or 50 cents for a bag of popcorn. We're just going to say and ask who wants to sponsor

021a popsicle Friday and gets $35 for a popsicle and $100 for a popcorn. And that way every student in the school gets to participate. It may seem kind of small, but the kids really enjoy it and they love walking in and saying it's popcorn Friday. So it definitely builds a fun and positive school culture around that. Um, family literacy night. So, I know that our reading um teachers at school help foster some of this, but Pat participates too during March's reading month where we host a family reading night and we bring in guest speakers around this theme. So, for example, we did an under the sea a couple years ago and we invited in speakers from around the community to come read a book around kind of underwater. We had a scuba diver come dressed

022in a scuba outfit and we had some water skiers come and talk about, you know, our skiing and also read. So, it's just kind of fun to uh bring the community in and let the kids kind of bring their stuffies and their sleeping bags and get comfortable and listen to readers and listen to books being read to them for that um amount of time during that event. Next up is family math night. This is also a night where um families come together and um participate in math um stations kind of around the school. And it's not just like your addition, subtraction, multiplication, division. It's actually real life stuff like going into a grocery store and counting change and counting coins and just kind of real life experiences around math which um again our reading and

023math consultants in the building help participate and pack is certainly there to support. Um, and I think in your handouts I had asked Summer earlier to print out just a list of our pack stuff for the year. So, I have that in there just to kind of highlight what's happening at Basser throughout the year. And of course, we invite you to come and um, participate in some of it or any of it. Um, another big event that we have coming up is our communitywide food food drive in November. We're we're going to hopefully try to fill a bus with non-p perishable food items and give back to the community and donate it back to um food banks here in town and then we have our winter wonderland in December where um the classrooms decorate themed

024Christmas trees and it's just a beautiful evening to kind of walk through the school and see um the teachers and the students hard work on those trees. So, all of our events hopefully have highlighted just some of the fun things that have built and fostered or built and fostered that sense of community um within our school. And I'm personally so grateful to have be involved currently. Um there's no better way just to feel good to be able to support the students, the staff, and the families in the school. So, thank you. >> [applause] >> Well, thank you. At this time, we're going to have our students come up. We're going to start. Students with kindergarteners are going to start out over here facing this way and then come all the way over to fifth grade.

025So, students, come on up. Form a line from here all the way across. >> Test, test, test, testing, testing. >> There it is. Test, test, test. >> Just do one. >> All right. >> We got everybody. >> All right. And then after we're done, parents, I'll have them turn around so you can take some pictures as well. Okay. >> All right. So, today we got together. These are some students that were nominated by their uh their teachers uh to present tonight. And I asked them one simple question. What is your favorite thing about Baser? So, you ready to >> go ahead. What's your favorite thing about Ber? Um, I like uh math and I like counting numbers. >> Want to try counting? >> 1 2 3 4 5 6 7 8 9 10 11 12.

026>> Give her a hand. YEAH. [applause] I'm sorry. What's your name and your grade? >> My name is Stevie and >> I'm in kindergarten. >> There we go. That's why I need an assistant principal for sure. What's your name and your grade? >> My name is Corbin and I'm in kindergarten. And what's your favorite thing about that? >> Calendar. >> And what's the other thing? You have a job in class. >> I get to be the line leader. >> She's the line leader. YES. [applause] >> My name is Cla and I'm in kindergarten. >> And what's your favorite thing about Ber? I love to go to library. >> What do you do in library? >> I read my favorite books. [applause] >> Your name? >> My name is Kase. I'm in first grade and I

027like recess because there's per there's the purple pole that you can slide down and it's like about 10 ft tall and there's a a yellow pole that's not that tall but it's a bit tall. >> OKAY. [applause] >> My name is um Henry and I'm in first grade. Um, what I like about Bess is reading because you can never stop. You can go on whenever and you can get a higher grade level at it. >> My name is Carson. I'm in second grade and I I like gym class be because we get to play a lot of games. >> All right. What's your favorite game? You said your favorite game. Spider tag. >> Spider tag. All right. >> Good evening everyone. My name is Ryan and I like the principal and all the wonderful staff

028that are [laughter] sponsoring our um school and developing the kids to a higher level. >> Thank you. I did not tell her to say that. >> Good evening. My name is Owen. I like art, health, and meals at class. >> Oo, I LIKE >> HI, my name is Stella. I'm in fourth grade. And my favorite thing about Besser is all the kind students, friends, and buddies. Hi, my name is Pearl and I'm in fourth grade. And I like switching classes because um Miss Lightner is very nice and she'll help you if you need help and Miss Paggles is um really kind and Miss Zelkowski is really funny. >> I what I like about Besser is my name's Becket and I'm in fourth grade and I like the varieties of food there. My favorite are pizza

029and um PB&J and I also like popcorn Friday. [applause] >> My name is Max. I'm in fifth grade and I really like the book fair because there's so many books you can pick from and yeah. >> AWESOME. [applause] >> HI, my name is Kinley. I'm in fifth grade and I want to just start off saying Pack is wonderful and I love how they sponsor a lot of the fun activities and a lot of the extracurriculars we do. [applause] >> Hi, my name is Cameron. I'm in fifth grade and my favorite thing about Besser is going on like all the field trips cuz we're in fifth grade and we get to go to Starbase. This past week we made elephant toothpaste. [applause] >> Hi, my name is Paige. I'm in fifth grade. And what one thing

030I like about Besser is our loving fifth grade staff. >> Um, Miss Dunn, Miss Shaft, and Miss Donica Ski. [applause] >> Friday. >> School Friday. Can >> we give all of our students a big hand? Thank you FOR COMING. >> [applause] >> DO YOU guys want to turn around so we can get a little picture? Turn around with the school board in the back. All right, let's give him one more hand. [applause] Thank you, boy. We really appreciate all your guys' support. Thank you. >> Thank you very much for coming. Good job, everybody. Well, the dust is clearing. Uh, we're now prepared for the uh, NA attendance presentation. So, come on up, ladies. >> You guys, how do we follow that? [laughter] We need to talk about truth. >> Not popcorn Friday. >> Did you

031have to >> It should load any. >> Okay. [cough] >> I don't think anybody. >> All right. Good evening and thank you so much for having us speak on behalf of the school success program. Um we're going to be kind of honing in on the truncy procedure and process. Um when Dave um came and talked to us, we thought that that would be a great place to start. Um my name is Dorothy Pentar and I am the school success program director and community programs director for NUMSA. With me is Lizka. She's our area manager and Lisa Gilner is hiding Lisa Worth is hiding behind us. Um she's our newest um supervisor for Alpena County. Um she's been at Basser as a liaison for 24 years and we finally brought her over to the other side.

032So it's it's going well. So um some fun fact, I have been with the program for 30 years and I was thinking about this. I've been in this building, my office has been in this building for 29 years. Can you believe that? So I know every inch of this building. I swear what heat works, what doesn't, you know. But um and I also think I've been with nine superintendents counting the interimm superintendent. So really I wanted to say thank you so much for the support. The school success program did start in Alpena County. Um and we've expanded and we'll show you that. So I think I'll just get started. Um our mission um the school success program is dedicated to ensuring that every student has the opportunity to reach their full potential. We provide um

033personalized support, mentorship, nurturing environment and fost to foster academic success and personal growth. Our commitment is to remove the barriers to learning, promote good attendance, um and actively involve families in their child's education through their educational journey and life goals. So, don't skip over that, Liz. So, one thing we did want to show you, we're super proud of um in 2023 24 um we were um the recipients of the Governor's Service Award in the youth um youth impact category. Um and this was um I think they said there was like 5,000 youth programs. Um and we were the recipient and had won that award that year. So, that's pretty cool. So, we wanted to start on a really positive note, but we already had that, right? So basically um I can move this here. Um

034we operate the school success program operates um prek through 12 uh 12th grade and also in alternative ed in our pivot program. Um all these kids who are working in our pro who are working within our program are at risk for academic failure in some way. Um, our students are referred for various reasons, possibly poor attendance, behavior concerns, crisis, academic uh, struggles. Um, what we do is we work closely with the school, the teachers, and the family to set short-term and long-term goals and try to remove the barriers. One of the other, um, things that we do is assess the situation and the family situation and are able to refer to outside agencies to help remove that barrier. So it's really important that our staff um are really involved in the community and understand um

035the community resources and stay intact with um that. So also we were launched like I had said um 34 years ago. So I've been with the program um for four years. I started out at Ella White. We had four staff and we only focused on truency getting kids in school and it really has expanded as you will see. But um really we really feel like um our program improves attendance, academic performance and engages families while trying to reduce dety. Um one of in the whole wraparound um procedure. We also do home visits which is very important. I believe we're one of the last home visiting programs in the state of Michigan. So, um, since the state of Michigan began funding, um, partially the school success program in 2014, we were able to expand. Um, as

036we've done that right now, I mean, we we could we have waiting list to expand. We just don't have the funding to do it. Um, but we're always looking for more funding and always going to the state. So, we are a line line item in the state budget for $1.525 million of our $3.5 million operating budget. Um, so like I said, we were established in 1991 and we continue to be here and super excited and proud of that. So, um, like I said, I just want to give you an overall, um, look at our school success program, where we're located. This is our, um, 2526 staff. Um, again, we started out when I started, we had four people in one county and that was Alpena. So, you can see Alpena has um 23 staff. Um,

037you know, ICO has 10 program staff. So, this is kind of where we're located. And like I said, um, I'll always be advocating for more funding in this at the state level. Um, and [clears throat] also other grants and and such to expand our program because we always have waiting waiting lists for schools. Um, here's what our budget looks like. Uh, like I said, we have a $3.5 million budget, operating budget. Um, school funding is about half for all the schools and then the other half, 42% is that state funding and the rest comes from NESA or other funding that I pursue. Um, we have four objectives that we have to be evaluated on and measured. We have an empowered database system. It's a state system. Um, this is also where our truency numbers come

038from. Um, it's been a transition from our other um, system that we were able to work in, but because we utilize state funding, we now have to enter into a state database system. So, these are our four objectives. Increase school attendance and decrease um, chronic absenteeism. This is what we're going to be talking to you about today. um increasing academic performance, identifying bar barriers to attendance, and increasing parental involvement in their child's education and school community, which will help reduce truency. Oh yeah, Landon. And so we just wanted to show you our little buddy Landon. Um Landon when he came into our program, you can kind of see the state that Landon was in. And um within four weeks, that was Landon. We we took a side by side and we also show him at

039the end of our slideshow because it's pretty impactful. Um last slide that I'm going to talk about again is the overall just to give you kind of big picture. So our performance objectives that we had to measure, you can see that within our program we reduced um chronic absenteeism last year or 2425 um by 99%. And we increased parental involvement in their child's education 93% and our overall academics um the kids that were in our program 86%. And you can see in me in in math and reading as well that we're improving. Um we worked with over 5,000 families and kids. Um and just kind of show you what our top referral reasons are and that's academic behavior and of course attendance why we're here talking today. So Liz, you put your >> Yes. >>

040My name is Lizkea. I am the school success area manager. So, I work in the >> the nine northeast Michigan counties with over 50 staff that we have in our program. Um, so as a part of our program, we have an intense int attendance intervention piece. >> Sorry, it's not mine. So I'm I'm going to focus here on the attendance intervention piece that we work with all of our liaison work with um this kind of standard model uh that's in front of you and I would like to talk about the process in terms of how we move from letters into an action plan and then occasionally we have to move on into the court system. I myself come from a history of working in the court system. I have over 14 years with local courts.

041I actually came to the uh school success program because I worked with Dorothy as a colleague in terms of um working with children with delinquency and um abuse and neglect. So I really have a strong passion for this area of work and I'm going to talk about the process. However, I think the most important piece to underscore what we do from the day-to-day um processes is that our relationships with these families is the paramount piece to making this thing work. So, yes, we are doing letters. We're starting with uh a first letter at eight absences, a second letter at 12 absences, and then a third letter at 15 absences. But so much more goes into what happens between those letters in terms of phone calls, talking with parents about pretty significant life changes and what

042we can do to by all means avoid going into, you know, the the court piece of this process. So we do work with families intensively. When we get to that last letter, we we set up a meeting with them. We have an action plan meeting. We talk about what the goals are for the families. What barriers can we um reduce or eliminate? Um and what sort of strategies we need to put in place to help their student? >> Question. Yes. Are those absences unexcused or >> That's a great question. We're going to dive into the data. Yeah. So, when you're looking at your my student data from the state of Michigan, you're going to look at chronic absenteeism in terms of students that are being captured under all of your attendance codes. When we look

043at students that we need to put into our program so that we can have maximum benefit, we're perhaps not going to capture a student that say was out of school for a week because they were on a vacation. They may be a performing student. Um we may not capture a student that is um has an illness, a significant illness is in institutionalized. Um so that's where those phone calls, those parental relationships are super important between the leaison and the uh school and us because we want to make sure that we are not um you know holding them accountable for something that's outside of their control. So that is where when you look at some of the data between the second letter and your chronic absenteeism data is going to be similar, but there's going to

044be a few students that aren't captured due to um outlying circumstances. So we can deep we can deep dive into that more later, but that's essentially the reason. So this is the overall program data for 2425 for the students that we identified to that needed to receive letters. So for our all of those nine counties, 2500 letters went out almost 2600 first letters. Then that's reduced by a lot going into a second letter. So those are the kids that are at 12 absences. So 859 and then 246 third letters. 61 students went to a preliminary inquiry. Uh preliminary inquiry is a step that Alpena, it's unique to Alpena County. Our local court, family court referee will see a student and their family off the record and talk about the barriers as kind of like a

045last effort between before a petition goes to the court. Only 30 petitions went to court for all nine counties. So when I speak in Lancing, one of the um biggest things is, you know, the legislators and senators want to know, well, how are you saving money? How are you saving school system money? And so we talk about the FTE dollars. If kids are in school, you're going to receive the money. It's our job to get them in school. Um, and so we, this is how we show what we could potentially or what we potentially saved Northeast Michigan by this having this program and getting these kids back in their seats and ready, happy and healthy and ready to learn. So, we just wanted to give you an overall view and now we're going to um,

046hone in on just Alpena County on the next slide. So for 2425, we had 600 students that received a first letter and that jumps down to 250 for a second letter, 45 for a third letter. 22 went to a preliminary inquiry and only 11 students were petitioned to the court. So that's a 98% reduction in chronic absenteeism for Alpena. Here's your school by school data. We wanted to point out obviously Thunder Bay Junior High is the highest because we work with the sixth, seventh, and eighth grade. And then Alpena High, you may go, well, how come there's only 26? Um, we our program is just focusing on um freshmen on 9th grade and their chronic absenteeism. um because that's really what fits into the program. Again, the the best results we have are early on

047in the early elementary to to be prevent preventative and um catch the parents and that process early on to remove the barriers. But um really the way the program is designed, we're not the truency officers for the entire school. So 10th, 11th, and 12th, we don't have a lot of parental involvement in their child's education. we really can't know from when they leave here and go to um uh ACC um what are they doing in between there. So we we really need to work with the families and the and the parents that fit the program. So that's why you'll see kind of different um numbers and and why that's happening. And sometimes the Michigan data also will be different than our data. Although we're only as good as the data entered into systems. So, you

048know, if say, you know, somebody misses two kids and we're behind on our letters, you know, but we all, you know, we all work really well together. Remember, we're only as good as the data that's being entered as far as who we're working with and and what it looks like. >> I just have a quick question. So when they get the first letter after eight absences, is that all year or does it restart every semester or how does that work? >> That is for a full year. Okay, that captures a full year. Um, occasionally there will be a circumstance where, you know, we identify that that's not necessary to move on to a second letter because maybe there's a just a few more absences in between December and May. So that could be pretty, you

049know, difficult to process as a parent like why am I getting a second letter when there's been so few absences. So we are very diligent and mindful about how we communicate and you know send things to parents how that's being received. So just a little bit more about what we do with students on a day-to-day basis. Um, I know we we spoke a little bit about the reasons earlier. The top three reasons, academic, behavioral, and attendance are the typical referral to the whole program. Um, but we also wanted to point out that for the 24-25 school year, those top three barriers there on the left, the social emotional skill development, educational skill development, and support systems were the ones that we were tackling the most. So um when we talk about support systems this is

050really the last two years we're really trying to identify exactly why and to give you this information or lancing why kids are missing school and one of the things that um we have seen this year for the first time is homelessness. So, I oversee all programs at at NMSA. And so, one of the programs that I do oversee as well um is our housing homeless program. And so, we're really trying to work with that program to identify these kids early on. We know that the average age of kids in Michigan that start um having to deal with or being put in a situation of homelessness is seven years old. So, um it's really important. It makes sense why the school success program is housed at NEMSA because all the other resources that come with the

051reason why um kids are missing school possibly we can help with it could be food insecurities, homelessness um their support system is not there. So if we want to send a letter to a student or you know to the parent of a student who missed um 12 days of school and they're at the mission or they uh don't have an address, it's hard to do. Plus, do we put that on them right there? We would rather go to them, do the home visit, do the site visit. What's happening? What what can we do to reduce this? Keeping that relationship open. We just wanted to share a little bit about our parent administrator feedback. Every year when we're working on our evaluation, we try to um reach out to a large we we reach out to

052everybody and get a large sample back of people that um have, you know, really good things to say about the work that we're doing. So, we just like to share that. This is an example first letter. Um we just might like to be super transparent about what we are telling parents. We're pulling that data straight straight off of Synergy or whatever school database we're working in in another county and we are um sharing that actual information with them that we're viewing and that we are you know the reason why we are coming to them and what we're tracking and um so we just wanted to share this example of what a parent could expect. It's kind of a standard. It's not going to be totally different in ASCOD that you see here in Alpena. It's

053a tough letter to send. This is why relationships are so important. We want to help them with their needs, but we also are sending them a letter saying, "Hey, you better get your kid to school." Um, otherwise the steps even move forward and closer to court. And so us putting our names on there, school success leaison, that name, guess who gets the phone calls when the parents get the letters. So we better a know what we're talking about, b have some interaction with them beforehand so they're not like, "What is this?" you know, so we really try to um you know, work the program and not have them surprised when they're getting a letter. If I could just interject actually uh I uh I can vouch for the process being very uh sensitive and professional

054because I I think we got scooped up uh in this uh when as I had a kid uh who was sick and this is about 10 years ago and we were at Mottz down in Ann Arbor a lot um and you know uh fortunately she's recovered and everything's gone well but um it was nice it was comforting in a way to know that someone was watching um and uh of course when we explained what the problem was uh everybody was very professional and and said oh yeah we're not worried about you but uh anyway I just appreciated that again somebody was catching those folks who weren't showing up. So that's wonderful. >> Thank you for that feedback. It's great to hear >> you. I have a quick question. Do you contact the parent before you

055send the letter out? Is there phone calls to Okay. >> Yes. Yeah. >> Um sometimes deliver, you know, just so you can have that face to face because you know, I mean, the last thing you want is them to shut down and not work with you and also, you know, be upset at the school. So we try to make sure that they know that we're a different entity. We're we're able we're working with you. So don't call the school yet, you know, like try to work with us first. >> Thank you. >> These are just some examples of um documents that we use for tracking in our case files. So on the left is kind of jumping ahead. Example case history. This is what we would utilize if we had to demonstrate our efforts in

056the courtroom. Um, so you know that we are totally on track and have all the correct information when we get there. One thing we want to be really careful of when when we do that, I mean, again, the last thing we want to do is send our staff into um court and not follow the process or show what we've done. Um, and we don't want to walk in there and have a kid miss 50 days of school and go, you know, like we haven't done our job then if we haven't shown, you know, the processes and the steps that we took to help that situation. So, prior to that, after a third letter, we would have had sat down with the family and they have that action plan right there um on the right side.

057That is something that just spells out what the obligations are, what the expectations are. Um, and we often talk about what can we do. It's not totally on the parents always. What can we do to help out? Um, what can make your student feel more comfortable with transitions at school or whatever it may be? Every single family is different. This is the Michigan Compulsory Attendance Law. This is from um Michigan Compiled Laws section 380. So, this just lays out the obligations of the parent for students ages 6 through 16. And we just like to be transparent and share this with families as well so that they know that we're not the ones necessarily that have, [laughter] you know, tried to say this is what has to happen that this is are supporting them under the

058Michigan law. So, we often share this with families as well. So, last but not least, this is Landon. >> Yeah, there he is. >> A very recent picture. >> A recent picture of Landon. We're super proud of him. Um, do you guys do you have any questions for us? >> Have you noticed that is the number like just Alpena specifically? Has that number do you feel been increasing or decreasing or is it kind of eb and flow when you look at absenteeism with >> I wouldn't I wouldn't say increasing. I think um reasons are different every year that we're like whoa that's that's different, >> you know, but um I think I think decreasing since I've been here and and one of the things that happened is when we first started the program now you're

059identifying more kids. So now there's more but I think it was always there. So now that you know the program is there if you look at other schools when they first start it it's growing pains. So they may think, "Oh my gosh, we have a terrible try problem." No, we're just identifying it and now we're working with it to reduce it. So I wouldn't say increased, but I would say some of the reasons are different from year to year, but I I would hope it's decreased. >> I think 2020, when I look at the data, it was a reset year, so things kind of went were funny those years. >> And the more staff you have, the more identifying you have, which is a good thing. Um because you know like if in northeast Michigan

060so if we're only in seven counties we're only reporting seven counties but we have another school we have another staff now we're identifying those kids who are truent and trying to reduce the barrier but a lot of times too one of the things um that's so important is to be working with court systems and that they and I think they would be fine with me saying this standing here that the follow through because sometimes times you get to the point where you do have to file that petition, you have we have worked with that family, that family has worked with us um and that followthrough isn't there. And so if we lay all the paperwork in front of um court systems and nothing is happening, how do you do you start over? What do we

061do? So we hope the process continues. And so um having a strong relationship with uh county court systems is like key to to this piece. Thank you for having us. Can I ask a quick question? >> Yes. >> Um, what are we doing separate from them then or with them together different from other schools to try to solve this problem? >> Uh, we have some principles if you want to you want to come on up and put you on the spot. >> Thanks, Colin. I was going to share something too before Colin says something. Hands is not with us anymore, but Oh, this is not being shared. I'm sorry. I don't know where it went. Um, there's a picture of hands with a student that had really good attendance and she had a consistently good

062attendance in the slideshow. Um, so we we do other things. we the school success program supports in other ways to support the students that are doing well with attendance to incentivize that as well. So we're involved in those um attendance intervention um programs at school too. >> Yeah. >> Thank you. And I guess before I put you completely on the spot, you know, a lot of the uh PBIS programs and at you heard about at Besser and things like that do have attendance incentives uh as part of those programs. And then of course the the relationship between the teachers and the students. There's uh many conversations going back and forth u kind of leading up to them getting into the school success program. Um and and then if you want to add anything to that

063you're >> just Yeah. No, no, no. That's that's basically it. Our PBS PBIS programs are designed to uh you know, it's behaviors, its attendance, its grades. Um we're looking at all those things. We work very closely with our school success. Um they do a fabulous job. Uh you know, they're they're constantly calling kids and you know, we're back and forth with them every single day. So if we see a need on our side, you know, they're right down the hall from me and I can call them up and and again, we collaborate all the time uh with incentives within the school, the incentives that NECA offers as well, but we're always constantly going back and forth and and it's a it's a great collabor collaboration, excuse me, uh between the two programs. >> Could you

064remind us what the acronym PBIS means? >> Positive behaviors, intervention, and supports. >> Thank you. Did I pass? >> Other questions? >> All right. Well, thank you for coming up and thank you ladies very much. >> Okay. So, uh the next presentation is state budget impact on APS. And uh Mary, I gather you are going to feel this one. Come on up. >> What? >> You appear sad. [laughter] >> I am. It's depressing. Here it is. So, um this is really the reality of the state budget's effect on APS at this point in time. Some things will change. Um, we're finalizing our fall count. That will change our enrollment amounts, which has a roll down effect on all of our numbers. So, looking at the state budget, the first line is our prop obligations. So,

065this is what the state gives us based on proposition A, which was the change in the way the property taxes were handled. So, um, this portion of it of the foundation allowance decreases when the property taxes increase because the state only pays the difference between what the property taxes bring in in Prop A and the foundation allowance allows. 51C is a special ed reimbursement. So, this is based on the prior year. So, I don't know our numbers yet for this year. And then the 22B and 51E are the other portion of the state's formuladriven per pupil foundation allowance. So in looking at this we have a total change in state funded foundation allowance of $673,16140. So the other part of it is property taxes which will show up later on in the presentation. So the

066unrestricted changes for isolated districts were receiving an additional $8,416. These two MYIPER sections the 147A1 and A4 the A4 is what was given to us in lie of the per pupil foundation allowance last year. It doesn't show up on the state aid this year. So we lost $1.2 $2 million because they did not give us a perpil foundation allowance that carries forward into the future. They just gave us a lump sum of money and now they've taken it away. The 152A is our Headley obligation. These funds are mandated when they mandate data collection. This is like their payment to us to carry out the data collections. We're getting an extra $121. Um 61D is the CTE per pupil. This helps offset non-grant CTE cost. So we don't charge our teachers to the CTE grants because

067the district has to support the basic education in the CTE classrooms. Um, we do have on the back side of the Mipsers, which is our retirement system, a reduction, a small reduction in the rate. And it's based on the previous year's wages and it I use the numbers to kind of play around with it and came up with about 100 750,000 that they are that's the value of the perceived reduction in Mipers. However, when we calculate the Mixers charges for this year, it's based on current wages and I don't have those numbers. So, I had to just kind of guess and base it on the prior year. 296 is our enrollment stabilization, and we lost $115,000 there. Um, this is a total loss in [clears throat] unrestricted changes of $132,000, which is a negative $36.88

068per student. on the other side which is the other part of the propial foundation is our property taxes. So we had an increase to account for $812,000 and this also takes into consideration the headley roll back for the current fiscal year. So, our actual when we add everything together, the local side and the state side, the actual propal increase is $679,000, which works out to $188 a student, not the 442 that the state and everybody else is hollering about. We do also have restricted revenue changes. We're receiving additional funds and at risk um possible funds in 31A. We did lose 35 A5 which is um additional instruction time in the K3 age reigning for um reading intervention and like um we use it for summer school at that age range. So we lost um $59,000

069for that. we've received additional for English learners um some CTE added cost on robotics and then they've added a educator compensation um line item for $524,000. And the way it reads is that it basically covers everybody except for administration for a compensation increase for the fiscal year. And when you figure that out, it's not going to be very much per person. So our total restricted and when I say restricted, it means that whatever that grant is, those funds can only be used within the parameter of the those grant allowable expenses. So it's restricted funds. The other portion, the top portion where I calculated the per pupil increase is unrestricted. So we can use that to cover everything that the district has to pay for. So just personally I find it very disheartening that the way

070the state has presented this to everyone and they're not in my opinion they're not being honest and I think it's very unfortunate for our children when the school districts did not receive a per pupil increase last year and then they play these games with the numbers and take away and give back little bits and pieces and rearrange the categoricals. That's just me. So, [laughter] any questions? >> Yeah. So, uh Mary, that bottom line there, total restricted, that's is that a change, an increase from the previous year's total restricted amount? >> Mhm. >> Okay. >> Yeah. >> So, [snorts] that that's a big number. And then the uh >> all of these are an increase or decrease over last year, >> right? Because the red is the decrease. Yeah. >> Yeah. Okay, great. Um so the

071uh per people people increase uh that uh that was uh 679873. Uh so that's still a net gain but just not what they're advertising and >> right. >> Yeah. The sort of shell game problem. >> Yeah. >> Okay. Thank you. >> It is. >> Did you want to talk about the 31A what we were just discussing today? >> Can I tee that up? Um, >> sure. >> So, uh, Monica, you had mentioned something about 31A. Um, that apparently is new language this year that allows through 31A, I forget the subheadings, but um, how is it stated? Employee classroom reduction and employee retention. Correct. Y >> um, it's first time ever they've done that. Um, but the challenge with that, uh, will kind of lead into our 31A conversation later this evening, but if you want

072to kind of go into the challenges there, I guess I'll do my my my Dave, you know, the the issue of one-time dollars is if you um, you know, if you provide a stipen and the expectation is that is there and it's not next year. Um we've seen that multiple times because we've provided stipens multiple times over the years. Um that's um something to manage I would just say. Uh but then the amount uh if I remember correctly 1.2 million could be available for this. >> Yes. >> Right. But then you have to pull out um all the benefits and everything. So it's roughly 5600 567,000 I think that would be available. um to go to the staff members um after all the benefits and everything are taken out. In the past years, we've given

073out thousand stipens um uh one or once or twice across the district. >> We did two through ESER. >> Two through ESER. Yeah. >> Um and so point being big numbers on the front end come down to uh you know very different numbers that actually go into uh the employees pockets and then you have the issue of will the money be available next year. Um and we've seen that in like this co stiphens it's not. So, not that we wouldn't want to entertain that, but it has to be with the understanding that this is just a temporary uh uh you know, stipend or something along those lines. Um [snorts] I don't know. >> Yeah. So, we've seen examples where um through maybe the union contract where the stipen was paid out in December instead of

074being paid out in June and people leave right after they get it. They hung around to get that stipen and that was it. Then they're out the door. So I honestly don't I mean well it's a nice little benefit. I don't think that it actually helps with retention. It we've seen people leave. We've seen we've gotten slapped in the face for even offering it at times. >> Um >> because this is not available to everyone the way 31A is written. it's only available to some employee groups and that creates division. So, >> right, again, these aren't reasons why we, you know, then just reasons you have to consider when when looking at these things. Um, it's much better to do this work uh through negotiations and the general fund expenditures because at least we have

075some sort of agreement going forward. Um, it's interesting that they paired classroom reduction with teacher retention. Um, again, it's the first time they've done it to my knowledge. And >> yeah, classroom reduction was not normally a 31A allowance. You had to do it through one of the title grants or if you could get it approved. It's very hard to get it approved. Um, but they I don't know, guess thought there. Um, there two there are two different sections. So there's, you know, you can opt into either one of them to do this. Um, however, we need to keep in mind that we do have a lot of atrisisk students in our district, a lot of poor children that need academic support and things like that. And I'm sure our curriculum department can, you know, we

076we have a preliminary budget for 31A. We still have some monies that have to be allocated within that budget and Stacy and I and Matt and Stephanie were talking about it earlier today the need the different needs that there are around the district to help support those kids. So, Mayor, you said that the 20 I'm sorry, uh didn't trickle out to very much. What is our total educators? Well, we have like 203 teachers right now. 202 203. And then >> the way the language is written and that I have the law in my folder I brought down. Um it's it goes to educators, but they're considering everyone an educator except for administration. So the so the IAS >> the IAS the bus drivers food service the you know so when you have that big pot

077and you divide it all by all of those people and then your mandatory benefits which would be retirement FICA workers comp >> and that comes down to that number as well. >> It's not going to be there isn't any anything that says that we can't if we don't then we have to support it through general fund which is an increased budget cost to general fund. So, got some choices to make. I assume this is going to be a conversation at a later time then as [clears throat] far as the use of that. I mean, obviously I'd like to hear a little bit more um perhaps even as a retention bonus type uh component with clawback for early, you know, leaving and there's there's different options which could certainly be discussed. Yeah. So, the two items,

078the educator compensation, that that's pretty straightforward. It's the use of the 31A dollars for this purpose that you know, we're the what you say the law is vague on on definitions around this. So, it it it's new uh and we need to better understand it. Um so, yes. Yeah. >> So, I don't know if they're applying the same description for educator as they are in 27L. So um I don't know there's been times where educators were only teachers. There's been times where it was teachers and IAS there's and now the 27L says it's everybody except administration. >> And the other thing uh so when does that discussion take place? They've thrown this November 1st deadline on both 31A and 31A. Correct. >> 31A I believe is about a week later. the the 12th, I think,

079is the date. So, they've put these very short deadlines on uh districts signing on to it. And we're going to spend some more time with the other the 31A this a this evening um to kind of paint this picture of this is unusual, perhaps unprecedented the way they're they're doing this. Um and and with very short timelines. Again, we got the budget two weeks ago. Was it two weeks ago? Um and then those are just numbers and then what follows after that is all the clarifications. Those classific or clarifications are often insufficient to really understand what what they mean. Um and then there's this rush to sign on the dotted line essentially that that districts across the state of Michigan are pretty concerned about. I've been in group meetings and um you know having to

080sign up for something that you don't fully understand um is [snorts] no way to do business. >> So we've only got until what? Next Monday's the first, right? >> Uh Saturday is the first. >> Saturday's the first. >> Yeah. >> Saying that out loud. Really? Um >> we've only got through the end of this week. And just to give you an example, they always give a frequently asked question list with each grant that they put out. The 31A is not even on their website yet. It just says it's coming. So you you can't even like answer the questions that you have because you don't have material for it. And I don't know if how accurate this is, but essentially what I was told by reputable sources, uh, people that are in Lancing, uh, Nimsla and

081other groups that we meet with, um, essentially it came down to three people in the room, you know, finalizing this budget, the governor, the House leader, and the Senate leader. And now everyone is trying to figure out what all of this means. Uh, and if this happened in July when it was supposed to, we'd have lots of time to figure this out. But, um, you know, first payment, we've received the first payment now or Well, >> the October payment. Yeah. >> Yeah. When we receive that Friday, >> the 20th. >> Yeah. >> Um, so like they're sending the money out. They haven't really clarified much for us and it's up to us to sign up and figure it all out and there's just those three people kind of understood what they were agreeing to and

082then everyone else is rushing to figure it out. So, >> so I hear tell there's some changes coming possibly, but we looked for that all last year with the um 3% employee healthcare reimbursement, which did not get straightened out. So, I don't know how much faith I have in that. Um, I'm looking at December for a budget revision because I feel like then we'll have more numbers locked down and I'll have a better idea of I'll actually have our enrollment for the fall, our complete FTEEs. It's reported to the state. So, the numbers are more accurate if we wait until December. So, >> and just so everyone knows, those numbers are certified on November 16th, 15, 16, somewhere around the middle of November. we'll have our official total of enrollment >> which is after they

083release the November state aid. So that's why I want [laughter] need to wait till December to do the first budget revision and we we have a lot of grant work to do also. So okay any other questions? Other questions >> with the proposed budget that they sent out to the schools? I know that there was a question that we might not be able to um apply for grants for [clears throat] certain things like robotics. Um is that will we still have ability to get more funding through that? >> Well, they left robotics in the budget. >> Okay. And there's always auxiliary grants that you can apply for, but >> I just knew there was one budget where it was just you get this amount of money and everything has to come out of it. So,

084I wasn't sure which one actually >> No, this is they originally talked about getting rid of all of the categoricals. And the categoricals are the restricted funds that I have listed. So those are categorical because they apply to certain things and they're restricted because they have to follow the allowable expenditures for each one of those grants has a different process expenditure process. Um that's where they started and then the schools got wind of it and the lobbyists got wind of it that lobby for the school districts and they're like this is not a good idea. you need to really stop and think about this because the way they presented it is they were going to get rid of the at risk and get rid of the special ed funding and all of that stuff and

085it would make it very hard for districts to keep going. >> Well, especially for us with our buses. I mean, we have such a big area. I mean, that'd be a big challenge for us if >> that was the case. So, >> they did not get rid of the transportation line item, by the way. So that was a good thing, >> but that's not on the it's not on the state aid yet. So I didn't know what the numbers were. >> And so how much robotics is it about $30,000 that we get each year? >> What is it, Matt? It's a grant, is it? >> I think it's something like that. That's been Yeah. >> Yeah. >> So it's not just the 1,700. >> Yeah. This is the difference between last year and this year.

086All right. So, I'm just working from the increase or decrease side of it. >> And I think, you know, just to remind people, we're in good financial health right now. Um, thanks, Mary. It's just we're in November for all intents purposes, having conversations about the state budget that we should have had in July. Well, actually, we should have had it prior to us having to pass our budget, but this came very late and then with I I would I'm comfortable saying with a level of uncertainty around what it actually means that I've not seen in my career. Um, so you com compound those two pieces of it being this late and with no real answers. Um, please hear our frustration because it's, you know, it's not good, but we will be we will manage the

087storm. Um, but it's very frustrating. Well, and just to sort of set the scene, we're not alone in this frustration. You know, there's the current uh effort to bid out and privatize the entire public mental health system in Michigan, and we still don't know exactly how that's going to end. Uh, you know, the judge has reviewed various portions of the plan and said, "No, you can't do this." But yeah, you can do that. And so we really don't know where it's going to land. And that's also a very big ticket item. So there's all kinds of chaos going on. So um you know, I think we just, you know, >> have to take the information as we can get it and do our best. >> Yep. >> I have a quick question hopefully. Um with

08827L, they've done this before, correct? It's the educator compensation. Have they done something similar in prior years? >> They have. I think it was two or three years ago they did something. Um so we used that and for the group that and then we offset the other ones with ESRE funds. >> Okay. >> So if they had it calculated in their union contract they got it paid through general fund. If they had like the teachers got that through the 27 grant the rest of the staff received it through ESSER. So we kind of like so that everybody got something in to make it more fair because Dave and I felt that it really isn't fair when the state legislation goes out of its way to target one group and give them money when everybody in

089the school district works extremely hard. You know, everybody cares about the kids. You know, it's it's it's disheartening when they do stuff like that. Other questions? >> Thanks, Mary. >> Yes. Thank you very much. [laughter] >> Okay. Uh that brings us to our public comment. Um my remarks are getting shorter. Uh so today I'll just say that uh again I hope everyone has come prepared to model respect, maturity and our best adult behavior for our students and community. Individuals addressing the board are asked to state their name, place of residence and or group affiliation. Our board policy states that individuals addressing the board must take into consideration the rules of common courtesy. Public comment should not be used to make personal attacks against a school board member or a school district employee by name. However,

090you may name a school board member in reference to his or her actions as a board member in a public meeting. Therefore, attacks or criticism for board members personal choices outside a meeting or other aspects of their personal lives are off limits and will constitute disorderly speech. Remember, you are addressing the board and not other members of the public or district staff. Additionally, public comment does not exist for non-members to get into sparring matches with each other and attack each other or engage in endless retorts. Such comments will be considered repetitive and out of order. Any outbursts or attempts to interrupt a speaker while that person is making use of his or her three minutes before the board will result in the in offending party being asked to leave. Our policy states that the presiding

091officer may request any individual to stop speaking and or leave the meeting when that person behaves in a manner that is disruptive and may request the assistance of law enforcement in the removal of a disorderly person. Additionally, please remember that words have impact and you, not the school district, are responsible for your words. We caution all speakers that it is possible that your statements could violate the rights of others under various laws, including laws protecting privacy and laws prohibiting defamation. If you are unsure of your the legal effect of your remarks, you should seek independent legal advice. Thank you. We appreciate your engagement and interest in attending our meeting. Come on up. Thank you. >> Hi, my name is Bonnie Alman and I live in Alpena. Um, this is probably out of nowhere, but um,

092I still am on Facebook and I keep hearing about lack of bus drivers and that bus routes are, you know, ended and then I hear among my friends. So, I just wanted to um say maybe we need to do a complete media blitz. I know that busing isn't mandated, but for most of our millages and things, um, we were promised that they they would have that. And it's now parents have to make arrangements real quick or grandparents have to step in. And so I got thinking when I like say for to go to yoga or to go to swimming, I kind of need somebody to kind of take my hand and say, "Hey, why don't you come and try a class?" So, you know, maybe we'd have that person would have to be go through

093a um a test to make sure that, you know, they were they were okay and everything, but maybe they we need to offer some ride alongs for a couple of days, you know. Um maybe we need to um and and to see that it's not that scary. My brother-in-law drove for many years and he just loved it. He absolutely loved it. Um maybe we need to look at the wages. I know that one of the incentives that's offered now is if they work um the lunch lunch hours outside with the kids, they can get a 6-hour day so that they get um they get a full wage and they can get the insurance. So um maybe that needs to be said that you can get your full if it's six or 7 hours, whatever is

094considered full-time. Maybe we need to advertise that in the state, out of state and out of country. I know this year um a very good job was done to bring uh teachers from all over the world here um that have just moved over here. So maybe there needs to be um a media blitz on the news, advertise a certain bus driver to have that driver talk about why they're doing it and how great the job is. Um, and then maybe we need to have people in the community say how great our community is. And if they're coming from out of state or whatever, maybe we need to offer them a place to stay for a few days so that they could get to see Alpena and somebody could volunteer and take them around. Um, and

095maybe we need to do that for some of our other teaching positions and uh teacher aid positions and and and things that um we're still needing. So, I just picked bus drivers because again that was on my mind this morning. So, um >> thank thank you very much right now. That that's your that's your three minutes. Thank you so much. Hi, my name is Cali Brusso and I'm a graduate of Alpena High School and more importantly a deeply concerned citizen. I've stood before this board before and each time I've done so, it's been to speak about things that many students would never have the courage to say aloud. I'm not afraid to speak up for those who feel unheard. And tonight, I'm here again to do just that. Although I haven't been present at every

096recent meeting, I've kept close watch on the decisions being made, and I'm genuinely alarmed by the direction this board seems to be heading. First, I want to address the discussion about changing the district's social media policy. I find it deeply ironic that while you're debating how students and staff should behave online, many of you sit on this very board scrolling through your phones during public meetings. >> [snorts] >> Second, I must express my concern about the increasing presence of religion within this board. Let me be clear. I have no issue with anyone's personal faith. In fact, many of my close friends are religious. But this is a public school system. There is absolutely no place for religion in the decision-making process of a public school board. If sharing your religious beliefs is your priority, I

097respectfully urge you to step down from your public position and find a space where that message belongs. Finally, I want to point out the inconsistency in how this board enforces its rules. We've been told that clapping between public comments is disruptive. Yet, at a recent meeting, a speaker stood at this very podium and openly threatened concerned citizens, and that was allowed to happen without consequence. How is that 15 seconds of applause, how that 15 seconds of applause is treated as disrespectful, but obvious hostility is tolerated? I urge each of you to truly listen not just to the speeches that align with your personal beliefs, but to every voice that comes before you. Remember why you are here. You are elected to represent the students of Opina. Alpena, not your own personal or political agendas. Every

098decision you make shapes their future, and they deserve leaders who put integrity, equality, and accountability first. Thank you. >> Thank you. [applause] My name is Barb Beamish. I live, vote, and pay taxes in Alpena. Dr. Lawson, last month you wanted to institute a no clapping policy, and it would have been a sad day if we couldn't have clapped for those Besser students today. This month, you want to eliminate one of the public comment sessions. At the workshop, you justified the elimination of one of the public comment opportunities by saying that would eliminate some of the grandstanding and retorts that go on for a long time, which is not really interesting to the board. The definition of grandstanding is a way to attract attention and impress others. It can involve dramatic actions to gain public acclaim

099rather than genuinely addressing a problem. Most of the local public comment speakers have been genuinely addressing the actions and decisions of the board. We're all concerned community members. We're taking time away from our families tonight because we're trying to hold you accountable for your decisions. We're concerned that some of your decisions in the past few months could result in lawsuits which would be detrimental to the finances of Alpena Public Schools. I am insulted that you feel we are grandstanding and appalled that the board is not interested in our public comments. The board discussed setting family engagement goals. Our one possibility was community listening gatherings. If you're unwilling to listen to the people who are in this room tonight, why would the community attend other gatherings? Why would their in would their input be uninteresting and

100accuse them of grandstanding? Public comments and clapping at schoolboard meetings are a first amendment right. Traverse City, Boone City, Gaylord, Paskki, and Anaway all allow two public comment sessions. The only time we've gone over 30 minutes recently was when the carpet baggers were here. Facebook comments regarding the article in the Alpin news last week included, "Silence the parents sounds legit. Smash my head. When you can't handle criticism, limit the critics. Public comments and discussion. Isn't that interesting to the board?" Wow. Just ra trying to stifle free speech. There are there were many comments about it being time to homeschool their children. Oh, wait. Is that part of your agenda? Since you have accused me of grandstanding, Dr. Lawson, I may as well do a little grandstanding. I'm going to gift you a copy of the

101US Constitution so you can become more familiar with the First Amendment. Thank you for reconsidering this decision, and thank you for allowing clapping. >> Thank you very much. [applause] Who's next? My name is Diane Okconor and I live, vote, and pay taxes in Alpena. I can see from tonight's agenda that the second opportunity for public comment has already been eliminated. There is a good rationale for the two public input times. The one at the beginning allows people to comment on items the board may be voting on or discussing. And the second opportunity allows public comment on discussions or voting that did take place. I'm wondering why this decision wasn't put to a vote with the whole board before it was taken off the agenda as I would think you would want to hear what other

102board members thoughts are. I do understand the board president can unilaterally make this decision, but just because you can doesn't mean you should. This seems to be another step to silence the public, which is quite an ominous sign as it suggests you don't like what you hear during public comment time. And rather than responding in a um productive manner to public concerns, you just want to shut it down. It was disturbing to hear this board president say at the last meeting that you don't find what people say all that interesting. What a strange statement coming from an elected official. These meetings are not for your enjoyment. They are supposed to be a community effort in managing one of the best public services there is. Free public education. Many of us feel we have a vested

103interest in this public service and the outcomes. This is not about you, Mr. Lawson. It is about the 3700 students you are supposed to best serve. How very very odd that somehow you have perverted your obligations into thinking this is something that should entertain you. When you find yourself trying to shut down public input because what you are hearing is not pleasing to you. It's an indication you need to pay more attention. You [snorts] need to listen when it seems hard to do. You need to listen even when it's uncomfortable, especially when it feels uncomfortable. You need to listen with genuine interest. And please remember this is not about you. >> Thank you very much. >> Who's next? I'm Ivonne Johnson. I live, vote, and pay taxes in Alpena Township. First, I want to share

104that I'm pleased to see that tonight's agenda includes setting your strategic plan goals for academics and programs and whole child development. It's nearly impossible to create improvement without specific goals. So, I'm heartened to see that you're taking action to focus on improving student outcomes. [snorts] At the same time, I'm greatly concerned that our schoolboard meetings are turning into prayer groups. Why are we praying for 3 minutes during public comment, but citizens with board specific or district specific feedback are limited to only one 3minut comment per meeting? We separate church and state in the US to protect both religious freedom and government neutrality. Our founders wanted to ensure we would be free to worship as we choose or not at all and that we would not be punished for supporting the wrong religion. They thought this

105separation was so important that they wrote protections into the First Amendment, which you'll find in that constitution you just received. Yet, there have been multiple religious expressions during your meetings in the last few months which are blurring the lines between church and state. With that in mind, tonight's vote on cutting one of the public comment sections becomes more worrisome. It's even more troublesome on the heels of the board president's aborted attempt to suppress free speech, another pillar of the First Amendment, by banning clapping for speakers during public comment. President Lawson said the latest change to the public comment policy is meant to streamline the meetings. If that's actually the case, and this isn't just a ruse to silence disscent, I'd suggest that the board guide commenters to keep their remarks relevant to school board or

106district specific matters. Leaving prayer outside this forum. Board member Minehart's suggestion also makes a lot of sense to me. I pray that tonight you uphold the First Amendment and do not shut down community input. >> Thank you. [applause] Anybody else? Come on up. Seeing no further public comment, thank you all very much. We'll proceed with our meeting. Uh that brings us to action items. Uh approval of the consent agenda. I move to approve the consent agenda items as presented. >> Second. >> Okay. Uh by its nature, we typically don't discuss the consent agenda. Uh so therefore uh if there uh once are prepared let's go ahead and uh have a vote. Uh all who approve the consent agenda raise your hand. Any opposed all right motion carries. Thank you very much. Our next item uh

107strategic plan goals academics and programs. uh continuing our uh [clears throat] discussion from uh uh our uh workshop on uh the strategic plan academ academics and programs goals that were presented. >> You want to show that? >> And so, uh just kind of a formatting issue of how do we put this into a specific motion? Um, and so, uh, on the sheet that I provided you last week, uh, uh, yeah, I think it was last week, um, I think everyone was in agreement with a aggregate score for proficiency, looking at 10 and 15% for reading and math. And then the one stumbling, not stumbling point, but this would be an a combination of state assessment data where it's available. And then we were looking for the right term for our K2 data which isn't state

108assessment data. So uh the way I would present the goal um is uh academic proficiency goal by using the district aggregated data for math and English language arts parenthesis reading. Uh math would be an increase proficiency by 15 percentage points. English language arts increased proficiency by 10 percentage points. The baseline would be the spring 2025 state assessment and benchmark assessment which would be speaking to our K2 uh data and then the monitoring progress would be reviewed and shared with the community every October. So that would be the academic proficiency goal. We had a second goal along with that. Uh then with academic equity, same issue. Uh we're trying to close the gap between economically disadvantaged and not. Um and it was how do we capture those K2 assessments. So that one would read academic equity

109goal by 2030 using district aggregated data for math and English language arts. The goal is to reduce the proficiency gap for economically disadvantaged students by 50%. And the subjects would be math and English language arts and the baseline would be the gap will be established by using the 2025 state assessment and benchmark assessment data. Monitoring progress would be reviewed uh and shared with the community every October. So those would be the two academic goals as I understand them as presented. >> I would I would [clears throat] move to approve the strategic plan academics and program goals as presented. >> Support. We have a motion in support. Uh further discussion. Okay. Uh seeing none uh all in favor of the uh strategic plan uh academics and programs goals as presented raise your hand. All right. Any

110opposed? No. All right. That carries very much. Uh thank you. Um we'll move on to whole child development. So same uh essentially uh you know just kind of cleaning up the language but also I wanted to have uh school success come and and talk about what they do because I know there are some questions about what are we doing around that also I know that uh Monica you had asked about dropout rates which we haven't spoken about specifically maybe this is a place for it as well but we haven't had a chance to talk about it as a board as to what the numbers are and what we're doing about it so I think you know right now I would present the whole child development goal as an attendance goal uh by 2030 achieve and

111maintain a chron chronic absenteeism rate of 10% or less at each building and then I think we can come back if you want to add dropout or further clarification but that that's what I heard from last week >> I'll make that motion I would offer support. >> Okay, we have a motion and support. Uh further discussion, >> Dave, what was the pre [clears throat] uh report back time? Was it October on that as well? >> And will that work with your numbers? >> Yes. You know, so that's measured uh by the state it's measured annually. So October would be monitoring progress. >> Okay. >> Now school success we can talk about them coming and presenting their information throughout the ye the year on a more frequent basis. Um you know probably quarterly would be the

112the most frequent I would think because we'd want to give them time to to show um you know growth. But could we do it in semester rather than Yeah. So what I can do is just confirm with them and the rest of our admin team of you know what that might look like and then >> just a simple report I guess would I mean they don't have to >> that could be forwarded through you. I would assume. >> Yeah. Yep. And certainly they can, you know, present their numbers, but I would assume you'd want to have some follow-up conversation too about how things are going. But >> does that change our motion? >> Uh, so we would just be adding in the monitoring progress would be reviewed and shared with the community at the semester

113and every October. Would that require an amendment >> or is that just when it's being reported and it's still not >> I guess >> I mean our goal is not changing so >> goal's not changing. >> Yeah. Yeah. I would I would think that's yeah that's a reporting issue and not not part of the principal motion. >> Further discussion. >> Okay. Hearing none, then all in favor of the whole child development uh recommendation uh raise your hand. All right. Any opposed? That carries unanimously. Thank you. Okay. Um so that brings us then to finance and operations related items, the Alpena Chamber of Commerce membership. Uh the information uh that you have on I'm not sure it's a page number, but it is in there. Uh have a look. And there was one question, what level

114was the AMA at? They're at the basic level. Um, you know, they are, my recommendation is that we would maintain that 1,600 um level of sponsorship. Uh, we are a very large organization. We do take advantage of the discount uh tickets at the annual event. Um, I think it's a good uh community relation piece. Um, and last year we spent $430 on tickets with the discounted price and that was uh one table or two tables. >> Two tables. Uh, in previous years we've had, you know, upwards of four tables, I think. So, >> so to be clear, administration believes this is a good use of district funds. >> I I do. Yes. Then I would offer the motion >> support. >> Okay, we have a motion and support. >> Is this coming out of our

115um restricted funds or unrestricted? >> General general fund. >> General funds. >> Oh, that per >> unrestricted. Yes. >> So that's the per pupil fund. >> Yeah. Then >> and I would just note that uh I'm seeing at least two levels higher than than that. the leader level which is 3,200 to $5,000 and the chairman level 5,000 and above. So >> we are a large organization but we're not even at the top of that >> scale. Further discussion, comments >> um the partnership level, does that also include anything at the sponsor level? Like I'm just looking at additional marketing listed as a you know uh listed as a sponsor level member that that's also included. Anything that's on the sponsor is also included in an add-on. Yeah. >> All right. Just want some clarification on

116that. Thank you. Anything further on that one? Questions? All right. Uh, seeing no further questions, let's have a roll call on that. Member Dazinski, >> no. >> Member Hansen, >> yes. >> Member Costane, >> yes. >> Member MacArthur, >> yes. >> Member Fritz, >> yes. >> Member Lawson, >> yes. >> Or no, sorry, excuse me. >> Member Minhart, >> yes. >> Member Lawson, >> yes. >> All right, motion carries. Thank you. >> Thank you. All right. Uh that brings us then to uh our public comment policy discussion. Um [snorts] the administrative recommendation is to approve the policy 0167.3 as presented with the removal of section E during the portion of the meeting designated for public participation. Note participant may speak more than once on the same topic unless all others who wish to speak on

117that topic have been heard. Um, and I will just uh comment that uh that seemed to be a recommendation coming from uh Brad Vanessik at MASBY that uh that is a standard that uh is not strange at all. Um so just to clarify for the community too because I think the the news headline was a little misleading. What we are voting on is basically that you cannot speak twice on the same topic. Correct. per >> um actually I think this would this would be you every every member of the public who comes to visit our meeting gets one three minute slot >> okay but not the same topic if we keep two discussion periods correct >> I just I mean to me you guys set the agenda and it's in our by bylaws that you

118guys make the agenda so it' be up to you whether or not we keep one or two not necessarily a policy from us. But my understanding is this policy is saying you're not speaking twice on the same subject >> even if you have two separate public comments. It doesn't the policy doesn't really uh make a a strong u statement on that except that um it it makes it possible uh to keep to that one that single uh comment time and and um to uh uh make it clear that you get one 3 minute um segment you know per visit basically. >> Okay. Depending if we have one or two. >> Yes. Okay. further discussion. >> There was wasn't a motion. Well, >> oh, that's No, no, there isn't yet. But, uh, >> I'll make the

119motion then so we can open up discussion. Motion to approve the policy 0167.3 is presented with removal of E. >> Second. Now we can talk some more. Anna, would you mind mentioning what you said earlier about what that wording should look like um as it stands? >> Well, I'm not sure of what the wording should look like. I had just looked back at and I don't know where I put it. Um previous that's a workshop previous agenda versus like this is the um this is our August agenda. So the second I don't think the first public comment um if you want the language about the I was referring to uh I believe and please forgive me if I'm I'm saying this wrong but the first uh comment section would be related to agenda items only

120so that can be addressed prior to us having discussions on those issues um limited to 3 minutes and then the followup section would be basically for anything Right. The first one didn't necessarily clarify. It was just open and we've never really held anyone to it, but the language has always been um this portion of the meeting is limited to 30 minutes and is intended for comments other than on the agenda. >> I mean, I guess I can see there's validity in I'm thinking out loud here, folks. So, please don't stick a pitchfork in me yet. Um, the comment prior to discussion on items, as long as it's limited to agenda discussion, would certainly be a reasonable approach so that we can hear community input and then discuss and vote. Um, however, then opening it up

121for further discussion. True. Um however in line with what this policy were or the actual motion on the table is simply the fact that there' be limited to 3 minutes on one topic. So regardless of when you speak as long as you don't talk on one topic over and over again. Is that what I'm understanding is correct? Because this policy that we're voting on does not actually talk anything about having two >> No, it does not. >> Correct. Okay. So you're not limiting. >> We can if we if we some uh at some point decide, oh yeah, we need that second public comment later in the meeting, we absolutely can do that. >> Okay. So we're simply voting on the fact you can't talk twice on the same topic. >> That's correct. Okay. Very good.

122>> Well, we're just we're we're removing that language so it becomes it it it removes the expectation that everybody can come come up and talk, you know, many many times on different topics. It's just eliminating that uh stating that that is a standard. So again, the sort of industry standard is that everybody gets three minutes and that's and that's it. So that's really all we're we're looking to do. So it would change like you obviously right now we only have one public comment, but if someone came up at the beginning of the meeting, this would change. If if someone came up at the beginning of the meeting and said you wanted to talk about, you know, her strategic goals, whatever, something on the agenda, but then, you know, like the lady tonight who was concerned

123about the bus situation, she would not be able to come up at a second public comment if there was one and speak about the bus situation because >> Correct. Correct. Yes. And if you if you do the math and you think about how many people can you know come and give public comment if everybody gets six minutes that you'd have to I I believe you'd have to have a very it'd have to be a very significant um in important uh addition you know to the meeting to justify that extra amount of time. I think uh if we ask people to put their thoughts together in three minutes uh I don't think that's any kind of burden and again it's very very normal that's uh uh that according to Brad Banisk that is completely normal for

124boards uh to do that >> do we feel like it's been abused >> what's that >> do we feel like it's been abused that people come up and speak multiple times I don't recall it being abused I just wasn't sure >> I think getting some of the times when when reflecting on some of the comments and looking at the clock when we got out of the meeting and and thinking about that portion of the meeting considering uh what we'd actually what had actually been on the agenda, what we'd actually been working on. Um it does not seem that it was the uh maybe perhaps the best use of our time because I do believe that there has been some abuse of this uh personally, but that's just my own personal comment. I move to consideration

125of the question. >> Well, if anybody else has anything else to to offer, I'll allow it. But, uh, >> I was going to say I I I got the floor now. >> Well, if you if you have more to say. >> No, but I mean, >> yes, I I I understand. Okay. >> But is are there any other thoughts or comments on this >> hearing? None. Uh I will suggest a roll call on this uh motion. >> What are we are we removing it or are we >> we'reing we're removing section E. Yes. >> Okay. Just multiple comments. They can come up on the same topic. >> You can't speak once. You get three minutes >> once, >> right? >> Okay. >> So, if you have multiple topics, you just put it into >> three

126minutes. Okay. So, everyone gets a chance to talk. It's just you get three minutes, >> right? >> Okay. All right. >> Sorry, there was a line of back and forth. >> Yeah. Yes, indeed. Thank you. Thank you for your question. Anybody else? Okay, let's proceed. >> Member Hansen. >> I. >> Member Costane. >> I. >> Member MacArthur. >> I. >> Member Fritz. >> No. >> Member Minehart. >> No. >> Member Dazinski. >> I. >> Member Lawson. >> I. Motion carried. Thank you. Uh the [clears throat] next uh item is use of social media. The recommendation of the administration is to approve policy PO 7544 as presented adding the following language. District social media communications will strive to be respectful of the diverse beliefs and backgrounds of students, families, and community members to maintain a neutral,

127inclusive, and welcoming environment. Content will avoid politically charged or controversial topics. Instead, posts will focus on supporting the district's educational mission by highlighting items such as school events, student and staff achievements, important family engagement opportunities, and or other content that promotes school success. Student success, excuse me. >> And if I can um So, we weren't sure how to put this on there because there's that second part too that was discussed. So, there may need to be a amendment to the the motion. Um but that would be the following sentence. It speaks about the the board has um editorial control and the board was discussing removing um or stopping the sentence at um I don't have it in front of me now but >> I do >> it continued to say pedagogical um content and the

128recommendation or the the change being considered was putting the period right before that. So the board essentially has editorial control not in that specific circumstance. >> Right. Right. Yeah. That was the uh uh Yeah. Just the omission of that. There was a period uh after editorial control I believe. >> Yeah. There there's uh Do you have that handy? >> It's the second to last page. >> Got it. There you go. So in um yeah, it is it it's the it's the next sentence. Um it would be um does the district may exercise editorial control over the style and content of student speech on district approved social media period. >> That's what was discussed at the last meeting. >> Yeah. >> So that would that would be part of the recommendation to truncate that sentence as

129discussed previously. >> Okay. I'll make the motion because I think I got it here. [laughter] A motion to approve the policy 7544 as presented, adding adding the following language as read and then stopping at district approved social media. Period. Second. Okay, we have a motion and second discussion. So, who will have editorial control? >> District administration would be the the go-to for that, I think, would be the way to phrase that. I >> think it's important to point out or at least clarify that this is for district social media content. It's not having to do with students unless they're posting on our platform. Is that correct? >> Yes. And I interpret that as they're creating the post, not necessarily commenting on our post. Sure. Because Yeah. >> Okay. So, it's just controlling our own website

130basically. >> Yeah. >> Okay. >> And there are I can't think of any circumstances where the students have created a post. Um, so I think it would be limited in its application. >> Is Lee comfortable with the changes in this policy or >> if yes, you know, I mean, he has questions about this that and but but that last sentence speaks specifically to students which doesn't necessarily address him. the the language preceding that, you know, politically charged and all those sorts of things that there are questions, but as they come up, we'll we'll work through them. >> Yeah, I don't have a problem changing our policy. I just worry that it's still vague. I guess I would Yeah. like to see it more fine-tuned or what other districts do. like I've always often even thought

131sometimes we put so much on social media that isn't really um necessarily that to me doesn't go along with um it's hard to say if it promotes student success or not. you know, we do put a lot of stuff out there and um I don't know if we should be trying to streamline it to only APS stuff, but I know a lot of people use it for, you know, seeing what other things are out there and we did such a great job during like the ice storm, for example, putting stuff out. So, you hate to like limit it because there are times when, you know, we really are needing to put a lot of stuff out there, but I just worry that it's still a little a little vague, I guess, and could be confusing.

132Maybe not to Lee, but someone else in the future. >> I think post about the ice storm and things like that wouldn't be considered politically charged. >> Yeah. Oh, no. Yeah, definitely not. >> And that's the thing. I don't want to limit our posting at all, but you know, our school, as we've heard multiple times, we exist for all or you know, we're for all students and there's certain beliefs that are polar opposite on each side of things and taking sides sometimes divides. And I'm really trusting administration to be able to look at those issues and decide like is this something that we really need to post and we really need to be inclusive to all not just certain groups. >> Can you be specific? >> Um Columbus Day, just for example, last Monday was

133Columbus Day. um that right now is kind of getting kind of more politically charged I feel um in the news lately and we did not post about that and I'm completely okay with that. That would be a good example of something that we really don't need to put that out there to have people commenting and dividing and going back and forth. So that's kind of what I'm trying to get at here. >> Black History Month, >> I don't think that has much to do with diverse beliefs and polar opposite beliefs as >> that's just me. I mean, I'm only one person, but >> I mean, I can agree, but >> but the whole point of this is is is that the board does not need to make these decisions. We're asking administration make reasonable judgments

134about these things. >> Sensing there's there's no further discussion. We have a motion on the floor. Yes, correct. And who seconded? >> AJ. Okay. Super. All right. Well, then uh let's go ahead and proceed with a roll call on this as well. >> Member Costain. >> I. >> Member MacArthur. >> I >> member Fritz. >> No. >> Member Minehart. No >> member Dazinski. >> I member Hansen >> I. >> Member Lawson. >> I motion carried. Thank you. We'll move along to new business. And that is our human resources update. we get literature. [clears throat] >> We have two HR reports tonight. >> Okay. >> So, the first one is I just wanted to go over some really good information and data and um felt like it was a really good time to share this information

135with you guys. The first one is that our UKG system was implemented October 17th. So, I want to give you guys all an update on what that looks like and what it's doing and um go through all that and then I'll go through our normal report. So, the dual systems are going to run November 15th with internal postings being accepted both through email and through UKG. So, any internal staff that might have trouble logging in are still going to receive it through an email and then also get it externally through the UKG because it'll automatically send a notice out to the staff and notify them that a posting has been out there. So, we're going to run that dual system and through um November 15th Um, and just trying to monitor it, make sure everybody

136can get logged in and make sure supervisors can and principles and everyone can get all their access to everything. Um, I will say that within our first week of putting it up, we've already had an increase in applicants. So, it just proves our thought process that it needed to be replaced. We were using an archaic system that people were struggling with to even apply to the job. So, after one month, we'll bring you back some data and show you what the difference looks like between one month of using our old system versus our new system. um jobs are now posted in t on real time on ondeed. So that's also helping too because I don't think they were getting out there and we weren't really getting um applicants finishing the application. All of those different

137things. We all are also going to do another job fair November 10th. So the person that comes to the job fair won't have to sit and go through the job application. It'll actually just take the a resume, upload it, and then automatically apply. So it should take them about 5 minutes to apply for a job instead of the 1520 that it was taking. And then um we are going up to Northern Michigan again this year for December 12th for teacher recruiting and they have about 75 graduates that are coming out of this fall class. So we're hoping to pick up some of those graduates. Um I also want to give an update on some things that were happening with the different positions. So for IAS we are making progress on those. Um we have two

138applicants in process and when I say applicants in process they're in the interviewing process um being screened and then offered and hired we are we do have three that will be starting here shortly. We have 5.5 special ed teachers, two applicants in process and one is um in the hiring process. We do have five teachers um one is a new position that just recently became vacated that um we're going to have to look at how to fill. The others have long-term subs and we're just working through that. The food service has three openings. Two are floats and then one at the high school that just um recently resigned. Um but we already have five applicants in that process as well. Custodians, we have four with some changes that we made. We'll end up we're guessing

139with four positions because we expect some bidding and moving around with um the restructuring that we've done. And then transportation, we have two openings for two regular routes that I think people were speaking about. We have three bus drivers that are currently in training and another one that is in process of being hired. So hopefully that can be resolved soon. Um and I know that we talked a little bit about the hiring and what has happened. So with UKG we can pull data really quickly and look at it really good. So since September 1st to present day, we've hired 11 instructional IAS. Nine of which were uh external and two were rehires. And if you go down and look at my next sheet down here, we only have lost two in the last two months,

140and those were two people that didn't return from a leave of absence that was approved last year. So, we're doing good on those numbers. Um, food service helpers, we've hired four. We've hired a guidance counselor that was a rehire, two bus attendants, two lunchroom supervisors, one relief driver, and one mechanic. Um, again, anything that's in process is not in this number. And then we have resignations from um two food for h food service helpers. um they didn't provide a reason. Um instructional coach instructional assistants again they were from prior years that leave that didn't return. Um one bus driver moved, one custodian retired, one utility unit director left for personal reasons and a guidance counselor took a different position. So I know you guys are looking at exit data and I think that was relevant

141exit data to provide to you guys. Um, one of the other things I wanted to show is that we have 34 people on leave right now that is either intermittent or ongoing or pending, which does impact staffing, I think more than sometimes our recruiting does because these are people that might not be here in the building. And then I just wanted to also go over wages and where we're at now that all the contracts have been signed um, and going over things. So for instructional assistance, I know there's been some numbers thrown around. At the bottom of the wage scale, they're at 1549, which over the course of the last 5 years from 2020 to 25 is a 39% pay increase. Um, bus driver is at 1934, which is a 43% increase. Secretaries are at

1421825 at a 34 37% increase. Custodians are at 1870, which is a 27% increase. maintenance. Our utility A is at 2016, a 20% increase. Cafeteria helpers are at 1609, which is a 21 22% increase. And teachers um starting out at 45,665 with a 20 almost 24.75% increase. Um and that is on top of benefits, recruitment, uh benefits, and retirement. So, just wanted to provide all of that data to you guys as we're starting to look at data more and what we're doing and how we can get people here and keep them here. So, um, any questions on that before I go to the new hire report? A lot of information really quick. Okay. Um, we do have Darren Lightner who's our guidance counselor with Thunder Bay Junior High. He will be starting October 20th. We

143are welcoming him back. He was a former employee. For support staff, we have Alen Wankoff as a relief bus driver. Tina Cords as a food service helper. Jacob Seal as a food service helper. Tina. Oh, Tina's listed on here twice. Sorry. Um, Bethany Hemp is an instructional assistant. Amber Barker is an instructional assistant. Amelia Bowdenberg is instructional assistant. Isabelle McKay is an instructional assistant. And Adeline Petroski is an instructional assistant. >> I don't think it was listed twice. One was Keenan, one's Tiffany. Is that right? >> Oh, yep. Yep. Sorry about that. >> Tiffany. >> Yep. [snorts] Thank you. And then for resignations, I really do apologize. Um, I do not know how to say this bus driver's name. If anyone knows how to say that, please do so. [laughter] Nortza. Oh, I'll just say

144that. Um, >> I missed that. >> Yeah, I do not know how to say her name and I apologize for that. Um, Karen Gowski. Um, Cheryl Wackwart, Natasha Donacowski, and I think we missed Emily Wur. Um, she is our gu guidance counselor that left September 26th in a previous report. So, from here, we just need recommendation to hire Darren back. So the administrative recommend sorry the administrative recommendation is a motion to approve the hiring of the new professional staff after completion of proper certification testing and other HR requirements. >> I would offer that motion >> support. >> Okay. Motion in support. We have any discussion? [clears throat] Hearing none. Um, show of hands. Approve of the motion. Thank you. Any uh opposed? No. Uh, motion carries unanimously. Thank you. All right. And thank you, Michelle.

145All right. That brings us to charitable gifts. All right. The Besser Foundation gave a generous monetary donation valued at $2,000 or $20,000 as part of a small grant program to support Alpena Public School Districts. Mr. Philip Stley gave a generous monetary donation valued at $2,000 to support the Alpena High School girls golf team purchase of push carts. Sarah Costain generously donated 15 to 20 gift baskets valued at $550 to support the Alpena High School Kaput freshman bash. St. Paul Lutheran's Church of Alpena generously donated school supplies valued at $200 to support the students of Besser at Besser Elementary. Alpena Sheriff's Department and Citizens of Alpena generously donated school supplies valued at $825 to support the students of Alpena High School. Star Staffing of Alpena generously donated school supplies for students valued at $380 to support

146the students of Alpena High School. Sanctuary Suites LLC generously donated two coupons for one dozen donuts valued at $40 to support the students of Lincoln Elementary's Pancake Graphics and RA Basket Raffle. Alpena Sportsman's Club generously donated subscriptions to Tracks magazine for the entire class valued at $165 to the fifth grade students at Hinks Elementary. Jen Dowling generously donated snacks for the whole school valued at $100 to support the students of Hinks Elementary. Cassie Paris generously donated a 50 lb bag of popcorn kennels kernels valued at three $30 to support the students of Lincoln Elementary. Real estate one of Alpena generously donated two books valued at $24.98 to support the students of Lincoln Elementary. Author Michelle Kurich Kurri generously donated 19 children's books valued at $265 to Miss Ross's kindergarten class supporting the students of Hink

147Elementary. Carl Mamri with the Alpena Community College women's basketball team generously donated 10 used basketballs for playground use to support the students of Hink Elementary. Linas Lina Melberg generously donated four soccer balls to play the playground use valued at $80 to support the students of Bel Besser Elementary. Lorie Steven Stefen generously donated two books for the library valued at $35 to support the students at of Besser Elementary. Banner Realy of Alpena generously donated Monetary donation of $250 for the pancake and basket raffle to support the students of Lincoln Elementary. Candy for fall festival to support the students of Beller Elementary. And TJ Ho State Farm Insurance Agency generously donated backpacks and school supplies valued at $60 to support the students of Ber Elementary. Backpacks and school supplies valued at $50 to support the students of

148Alpena High School. Recommendations. Mo motion to accept the gifts listed above with gratitude and a thank you to the donors in writing for their generous gifts. That was a lot. >> We have a motion. Is there support? >> Second. >> Okay. Yeah, that was We have a generous community. They're very wonderful. Uh any uh discussion of the uh motion to accept the gifts? All right. Uh, show of hands. Uh, in favor of the motion. Thank you. Any opposed? No. Uh, carries unanimously. Thank you very much. All right. Um, information and proposals, uh, letters of communication summary. And just if you saw an email early this morning, that email was later rescended, uh, in the day. So, if you didn't see that, it was rescendable. So, >> okay. Um, then that would bring us to uh,

149reports and information from the superintendent. Superintendent update. >> Sure. I'll keep it brief because uh you know time there's no Lions game tonight, but uh um it's hard to believe we are looking at parent teacher conferences this week and as we some of us discovered in this very meeting that November 1st is this Saturday. So we are moving through the uh school year at breakneck pace it feels like. Um but we always encourage parent involvement uh through parent teacher conferences. So hope to see everyone out. This works great because Thursday is the evening parent teacher conferences and then Friday no students. It happens to be Halloween which is always a great idea not to have school on Halloween and the day after which is now Saturday. So all is well with the universe until next

150year when it'll probably be a Monday and and Tuesday and that sort of thing. But um I just want to say thanks to the board for great work on the strategic plan goals. I I'm excited about that work. Um and you see that our staff is embedded in their work um as they presented from Besser. It's always great to see the kids come out and hear from the building. So that's my update. >> Thank you very much. Any questions? >> Okay. Uh then that brings us to information and or questions from board members. Um Dave, I have one question about that turning point chapter. Can you clarify what exactly will that will be look uh look like? >> Uh I'm I can't at this point. Uh okay. I just in my last conversation with Mr.

151Bordage students were interested in starting it and if it is a um you know an actual chapter then we typically don't embed those in the the school day. Um so we would just be offering uh the space of the high school classrooms for this group to meet. >> Will that also be like one of the clubs in the handbook or not? >> No, I don't believe so. U I don't and I why I say I don't believe so. I don't think they've officially come forward yet with uh a proposal other than a conversation with Mr. Bordage. Okay. >> So, I have to get confirmation from him. Have they actually uh you know signed on the dotted line to speak so to speak? >> Okay. Thank you. [snorts] >> Um first I just want to say

152I really appreciate the first community member that spoke. It was nice to hear um of ideas and suggestions. is really refreshing and I think if we can have more of that from people it's useful. It's very useful. Um and then I have two questions. The high school parking lot, do we have a solution to that >> to >> no parking? We have more parking passes for students than we have parking spaces. >> Yeah, I've had conversations with Mr. Borage. >> It's kind of a disaster. >> He uh Well, I wouldn't say it's a disaster. So he had to relocate uh maybe 10 students at most um where they're parking at the egg parking lot in the back and those sorts of things. I think the biggest issue two issues um the parking spaces are now

153the size that they should be and that resulted in a loss of a number of spaces. Um and two um 68 was it 68 seniors came forward to have um dedicated parking spaces. Uh so he's working through uh what that might look like going forward. Um because those essentially you know a lot of those seniors uh leave after first hour and go to the college and those spaces sit there uh unused during the day. But in my recent conversations with him, he's got it figured out so that he's got designated students who don't try to park in the uh the front parking lot. They go to um the a parking lot for lack of a better des uh description. >> Be really cool to have an overflow parking lot. Um >> if you drive by

154on Saturday, grass >> beans. question for you. In the in the back actually um behind the gym, uh there's a se like a whole row of parking spots that was just planted to grass and then there's cars parking in them which created a muddy mess back there. I'm just curious why that wasn't actually paved. >> Uh I'll have to go take a look. I'm not familiar. >> Yeah, just follow the muddy tracks. Um no. Um so right behind the gym, kind of behind the welding class, that parking lot. >> Oh, okay. Um the band practice field is right there. There's the metal hoops, uh which is, you know, used to limit the parking lot where you drive up to. Um and then they've planted new grass along that and along the front, which would have

155been pretty except the fact that people are using those as parking spots and it's been raining. So you you'll see the muddy tracks in and out of there. >> Yeah. So um I'll I'll take a look. I um you know, at Hanks, for example, there was the parking habit that existed of I don't know my direction. I guess this to the north side of the parking lot that we put in. And um so we did have to go back and uh we did gravel originally. Um cuz the the parking lot was built and then people continued to park on a grassy area where they had parked prior. Um and so we put gravel and then we ended up paving that. It's possible that a solution at the high school would be similar to that. you

156know, making an extra row of it, but at this point where we are in the school year, um, we didn't feel that we needed to get on that right away. Mr. Borage had figured out a a solution, but it sounds like >> just go take a look. >> Maybe they're parking. >> Well, you did say that as the year goes on, more students will be driving. >> Uh, yeah, I I don't have that data to say yes or no. So, >> yeah, I mean, gradually get older, right? like >> I mean that's the big thing with overcrowding with the buses was we weren't going to worry about it because as time goes on we're driving and if we don't have enough spots as it is right now what are we going to do with all

157these kids? >> Yeah. >> But >> so I talked to him I think last week and he had said that he had it worked out um >> okay >> and then we can look longterm. I mean, the the simple solution is I think there is room. He had it marked out somewhere to add additional paving um out front, but at the same time, you know, could he just limit the number of um senior parking spaces to some degree and we don't want to take that away from the kids, but >> I think it was an unusually large group this year that signed up for it, >> which is great, but it's hard. So, I mean, I know a lot of seniors that are only there the first hour of the day and they love their

158spot because it holds it, but then the rest of the day it's just >> Yeah. >> empty. Yeah. >> Yeah. >> I even think on uh weekends, I don't know if you looked at the high school this weekend, but on Saturday they had [clears throat] the dance and uh I think um they have other events too, but there was no grass empty. I mean there every >> every single piece of grass was filled with a car. So, >> I mean just not just school use, but anytime that there's an event at the high school. Yeah, >> but it looks really nice. >> It does. And there's a lot less fender benders. Um, you know, having that foot or whatever they added to the park and actually having marked parking spaces helps instead of gravel. >>

159And the drop off's working well. I've been using >> Yep. >> And then I got one more question. I just want to know what you guys think about the anything but for but a backpack day because we got a couple emails on that. I saw one and health issues and and those sorts of things. Um >> I don't know. Were you asking me or >> I mean I didn't I mean I didn't I don't want to be like a party pooper here, but I got thinking about it and looking at some of the items and we might want to I mean were there blades still on that lawnmower? Were there I mean there's a lot of questions kind of now that it was brought to light that it's like maybe some guard rails might be

160a good idea. >> Yeah. Uh sure. Um yeah we we certainly can I think they do talk about like some limits. I don't know what that conversation looks like but um you know >> yeah it's fun. I mean, my my kid will love it, but yeah, I mean, maybe some guardrails. It does seem like a kayak, you know, like some of those things you wonder like how are they getting them from class to class and where are they going once they're in the class and you know, >> yeah, I don't disagree, but >> help with those guards handle it. I mean, yeah, >> you know, if you put guard rails up, they're going to find a way to work around it. And how do we you know how do we structure it so that it

161is I mean obviously safety is a top priority but >> this is exclusive at the high school. >> Uh yes. >> Yeah. So maybe that would be a question for Romeo to just comment on you know how disruptive was it really and would you you know would you like to you know >> Yeah. >> I mean they do it every year so it's not must not obviously be huge disruption issue or they'd say okay we're not doing that again. This is actually the first year I've heard anybody talk about it though and and it it I wonder if there's a sort of a national interest in bringing even crazier items than the previous year because uh I I just remember uh hearing my younger daughter go over some of the things that people were doing

162around the country and it was pretty insane. And I do remember I think there was some stipulation some schools had about the mowers actually not having you know spark plugs or something so you couldn't start them up. But >> anyway and we may too. I I'm just not familiar with them. >> Might be worth looking into, but >> and I do think yes, it's a national trend and soon something else is probably going to I think we've been doing it what about 3 four years maybe a little bit longer. >> Um and these days are well yeah Steph you could probably speak in great detail. I mean it's it's student generated um >> leadership. >> Yeah, >> leadership students too these days. [snorts] >> And do you I know you weren't there this year or

163Well, yeah. Are there any guardrail safety parameter conversations? >> I don't know what happens in literatures come out with ideas of what >> got it. So yeah, I mean we'll we'll just emphasize safety and I mean my child wanted to bring my youngest child uh as a anything but a backpack. >> Oh, that's a good idea. >> I told my son to bring me I said I'll be your backpack. >> That's a good idea. creepy. [laughter] >> Yeah. Yeah. >> I think we can trust Romeo and the administration to make the safety conditions. >> This was the first year anyone reached out. Um, you know. [clears throat] >> Yeah. The kids love it. So, >> Yep. >> Oh, no. I just it it is getting a little more than what it was 3 years ago.

164And, you know, I don't even know I don't know if Romeo even got that email or not. Did you forward to him? >> Uh, I did forward. Okay. Yeah. Anybody else? Uh I will actually um just make one uh further comment about public comment. Um I think if you if you look at the things I've actually said about com public comment, you will find an unwavering commitment to making sure that the public has their say every meeting. um and that they have that say without fear of being bullied or talked over or shouted down by any other attendees at the meeting. Uh so I think if you look at what I actually have said and and have done, that's what you'll find. Uh I will plead guilty to wanting to streamline the meeting. I think

165sometimes, you know, people don't think about uh the fact that this is our meeting uh for us to conduct our business. Yes, we're very very interested in hearing from the public, but I think there respect is a two-way street. uh you know making repetitive comments and just coming back for a second uh a second lashing uh you know if you didn't like what we did I don't think that's really uh that doesn't add a lot uh to the uh to the discussion so you we we want you to come here and say what you have to say absolutely and again if you look at my remarks things I've actually said in meetings that's what you'll find so anyway but again thank you all for your uh uh your your patience and your uh uh your

166engagement as we work through this process of uh making that happen And I've been trying to find the right time to say this. So this is probably the you haven't made these decisions on your own. I've been a part of those conversations and the goal has always been to find the right balance of public comment and being able to move forward. So thank you. >> You know, I feel bad that you're taking all the heat cuz we've run those these ideas past each other. >> That's okay. That is what I signed up for. And yeah. So >> yeah. Well, great. Thank you. I think one of the few times we had a problem was when we had people from out of the district here speaking. >> That happened a lot before. Um and nobody complained,

167but I think when it was a certain type of person, people decided to complain about it. U but yes, we don't uh that's why we ask people their place of residence and what's your connection to the district. I think that's that's appropriate. >> Well, some of these people came from downstate. >> Mhm. Yes, that happened before. >> Uh that that happened before, particularly during the the masking and things like that. There were people uh who were not local. So anyway, um but you know, water under the bridge now we have I think a clear path forward. Um so other comments, board comment, board information, anything? Okay. Uh so then um uh we do have some closed session work uh to do. Sorry. Uh we have some close session work to do. So a motion to

168move to close session would be in order. >> And I would offer that motion. >> Support. >> Is there support? All right. We'll be uh going to this uh close session uh pursuant to MCL15.268H. And so I'd suggest a roll call. >> Member Fritz. >> I. >> Member Minehart. >> Hi. >> Member Costain. >> Hi. >> Member Hansen. >> Hi. >> Member Dazinski. >> Hi. Member MacArthur >> I. >> Member Lawson. >> I All right. Motion carried. Uh if you're in the public um and you're interested in what happens later, um I don't see anything there. There is a chance that we will have some some uh action. So if you want to stay around and find out what that is, uh be our be our guest to come back, but we will be meeting

169in here. So, uh, please step out, but feel free to return, uh, when we open the doors. Thank you very much. >> You know, I did I forgot. I did want to say I loved that the kids came in here today. I thought that was so awesome. >> It was such a positive thing to see. >> Yep. [sighs] >> Microphones. >> Yeah. Yeah, I do. I do too. >> Is that as bad as scrolling on our phones? >> Which is worse. >> Doesn't count if we're looking for lion scores. >> No, it doesn't. [laughter] >> I think the one time I've maybe twice I've ever done that was texting my kid to find out if she was alive. is always at right like I will like no one's here to pick me up to take

170me to tennis >> like where are the diapers? >> All right. Uh we are back in open session. Um and uh uh if anyone would like to offer a motion on the uh discussion. I I mean I I just wrote um I'll make a motion to approve both of the medical leave requests as presented. >> I would support that. >> Okay. Um any discussion on that motion and uh that satisfies the requirements of what we need to get done. Very good. Uh hearing no discussion. All in favor raise your hand. Thank you. Any opposed? No. Carries unanimously. There we go. Um all right. So then we do have another item u for closed session under MCL 15.268 exempt material. >> I I move to close session. >> Support. >> Lots of support for that. All

171right. So we have a motion and support uh to move into close session. Just uh be on the safe side. Let's do a roll call for that as well. >> Member Minhart. I >> member Dazinski, >> member Hansen. >> Hi, >> member Costain. >> I >> member MacArthur. >> I >> member Fritz. >> I >> member Lawson. >> I motion carried. Uh we will go back into close session. >> Got a fine mic. We are back in open session. So just go back online to >> say good night. >> All right, we are back in open session and uh having no further business before the board uh except to uh highlight our advanced planning. November 17th workshop meeting 5:30 here. November 24th regular meeting at 5:30 also here. Uh and then some dates in December

172which are coming up. And with uh the exhaustion of our agenda, I will uh adjoin the meeting. Thank you all very much.