APS Board Meeting June 30th 2025

001Amy puts this picture of morale that she found. People will be all confused if we get to do it three times. Three times. One nation under God. Well, which makes sense. Yeah, otherwise it doesn't make any sense. [Music] Okay, it is 5:30. I'm going to call our first meeting to order and ask everyone to please stand for the pledge of allegiance. I pledge algiance 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. First, we have in front of us our uh tax levy meeting agenda. So, we are looking for a motion to approve the June 30th, 2025 public tax levy hearing agenda as presented. So moved. Support. Any conversation? Okay. Hearing none. All in favor,

002show of hands, please. Okay. Thank you. That's all seven. we are at the first opportunity or citiz opportunity for citizens or delegations who would like to address the board. This is uh right now we're just on our tax levy uh meeting portion, but as a reminder, if you uh we if you are um coming to speak to us, we have a few uh key points to highlight according to our board policy 0167.3 public participation at board meetings. Individuals addressing the board are asked to state their name, address, and or your group affiliation shall direct all comments to the entire board, not staff or other participants. shall not make personal attacks against a school board member or school district employee by name. Shall be limited to three minutes. Shall not speak more than once on the

003same topic unless all others who wish to speak on that topic have been heard. So anyone who'd like to come forward with this part. Okay, we will move on to the public hearing 2025 tax levy rate. [Music] Mary, you want to So this is the annual levy for the taxes. The Oh, sorry. the annual lobby for the taxes for the um non-homestead tax levy. Um back in February, the district voted for a 18 mills which was a renewal on our operating millage. Uh we did receive a headley roll back. So we are sitting at um 17 now I lost the page. goodness sakes.9154 for our millillage for this tax year. So these are for the taxes that are collected in the summer and the winter of 25 and they support the 2526 school year. And

004then hold on. Eric had Eric had asked questions at the previous at the workshop about the Headley roll back and over the past well since 21 the Headley roll back has cost the district $47,546. So, this is money that the t that the um state uses to balance out what we collect locally with the per people foundation allowance. It's part of the proposal a tax amendment. So, when we receive a headley roll back and we lose this money, the state does not make it up. They just look at the 18 mills because that's our responsibility to levy and and collect 18 mills. So, this is just a loss to the district every time we receive a Headley roll back. Thank you. Anyone have any further questions or comments from Mary? Public comments. We welcome any

005public comments if anyone would like to speak regarding the tax levy rate. We'll be taking action on this during our meeting coming up. This is just the just this portion. Anyone have anything further before we wrap this one up? Okay. Uh with nothing else, we will adjourn and roll into our budget hearing. Uh it is let's see 5:35. We will call this meeting to order and again ask everyone to please stand for the pledge of allegiance. 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. I know. Okay. We have in front in front of us the agenda for the budget hearing and we would entertain a motion to approve the June 30th, 2025

006budget board meeting agenda as presented. I'll make the motion. Second. Anything? Okay. Hearing none. All in favor, show of hands, please. Okay. Thank you. That was seven yeses. All right. Now we here we are. Mary again public hearing. So, there was um you'll see in the paperwork in the budget, there was a slight change in the general fund because I haded to add additional funds for um the final for 2425 final. How's it going? Thank you. Do you have enough? You You need one more. One, two, three, four. Yep, we're good. Thank you, sir. Here you go, Eric. There's only one. So, I had to make a small um addition to the general fund for expenses for the pupil accounting area because um we had to contract with Shauna Boyd from Alona. She's their pupil

007accountant down there to finish out our um end of the year reporting and Cedus reporting and everything else. Um unfortunately, Joe decided to resign. So, we were left in a bind. And then um for the long range tech and long range maintenance, which is why we have the you know week between the workshop and here is to just to comb through everything and make sure it's perfect before it gets here for the final resolution. Um long range maintenance and long range talk. Um, I did not catch an error that was made in there and had to readjust everything because Oh, sorry. A little bit louder. I think I think it's cuz the air condition, too. So, yeah. Are we all the way up over there? That fan is so loud. So, I had to make

008corrections in the long range maintenance maintenance and long range tuck um because she accidentally placed the fund modification from this year into next year and it needs to go in this year's budget so it rolls into the fund equity and then is budgeted into the next year. So, that is now corrected and I apologize for not catching that the first time around but that's what that week is for in between here and there. So, we've got it now. And those are the only two things that were different. You'll see the same reports that you saw at the workshop. You'll see a report, this report that is required to be uploaded to our website. And then you have the resolution that walks you through everything and shows you the fund balance that's available and the appropriations

009for the budget. I can read through the resolution if you want me to. Would anyone like Mary to read through the the resolution document? Okay. Yep. Thank you. So you want to move on to 2526. Perfect. Okay. So because of the error made in the long range maintenance and long range T 25 and 26 for those funds both had to be corrected so that we had the correct fund equity carried over. So those are fixed now too. So there, if you compare the reports from last time to this time, you'll notice the differences. Who's this? Oh, wait. There's more. make the same offer. I can read through the resolution for 2526 if you want me to. I'm not seeing anyone asking for that. Okay. So, I did not have any board members bring forward questions

010by via email or phone call or anything. Um, the only question that was asked was Eric's question from which I just went over with the headley. Um, so I don't have anything to report that way, but again, I would say if you're ever confused or just curious or whatever, my door is always open. You give me a call. We can set up an appointment or just drop by. I can help. Any board members have anything further regarding those two? Okay. If not, we would welcome uh citizen comments regarding the budget. Okay, seeing no one coming forward, we can adjourn this meeting. Thank you. And now we will move into our regular meeting. And it is 5:43 and we will call this meeting to order. and once again ask everyone to please stand for the pledge

011of allegiance. I pledge algiance 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. Few extra moments to review the consent agenda items. Anyone need additional time? We're ready to move on. Okay, we'll keep moving then and we're looking for a motion to approve the June 30th, 2025 regular board meeting agenda as presented. I have a question. Um, is the uh common contract anywhere on the agenda or because I know it was in your uh report that that we uh that you know if there people had comments so I would think we'd needed an agenda item for that. So I I guess I would sure. Yeah, we talk about either doing that or adding it um to

012information through through that portion. So either either one. Well, let's let's make it an agenda item. It's been a long time in coming. So uh I would move to approve the agenda with the addition uh uh under action items of the uh common contract. I'll second it. Okay. So, letter H. Letter H. Common contract. Okay. We have a motion on the floor to accept the amended agenda made by Eric. Second by Monica. Is that you? Okay. Anything further? All in favor? Show of hands, please. Okay. Six yes and one no. Okay. Reports and presentation AI update. TVs are a little Okay. Give it a go. stuff. That one was really glitchy. Yeah. So, just it was like spazzed out a little earlier. Anyone have an extra one? Do we have one more by any chance?

013Are we good or do you need one? I still need one more. Okay. We're okay. [Music] Okay, let's see if we got another one over. Good. Okay. Okay. Well, good evening everyone. Uh just kind of an update on where we are. We've been talking about artificial intelligence uh for a little while now. We actually had uh uh a policy a draft policy come before you. I think it was October or November. It seems like it was forever ago. And what we've done since then is we've actually assembled a team uh that's working on artificial intelligence as far as what it looks like from a distant uh district perspective. What are we going to do? Lay out the plans with it and work with some folks. So, we'll kind of get into that here just a

014little bit. So, those of you uh you kind of either know AI or you don't know AI. AI is one of those things um many of you probably use it all the time and you don't know it whether it's in your phone whether it's in your car whether it's in your you know all those things that are there but everyone's at a different place and this is kind of like when they say you know when the internet came on board for many of us seems like it was a long time ago but when those pieces came on board it didn't just happen overnight it took time AI is a very similar thing except it's actively learning and it's taking place at a very rapid rate so really what we're going to do is kind of

015walk you through where we are right now uh who the committee is what our long term short-term and long-term goals are and then what are we going to do as a district moving forward. So you can see this is our team members. We've been uh working together now for since May. Uh kind of a a diversity of folks uh from K12 as well as some of the different folks on there including uh Andrew who's our director of IT. And really this is the whole idea was to get a group uh a mix of group or folks together that can really help look at this from a different set of lenses. Um Remiso is with us here tonight is one of those folks. Um from an English perspective, a lot of times when you think of

016high school, first thing kids think of is how am I going to cheat, right? How can I do this? How can AI do my work for me? That's a small component of what it is. Um but the reality is there's much more to it than that. So the goals of the team working with Ashley Okconor, who is our facilitator, works uh at the ESD, provide district uh some AI policy recommendations, which we'll be doing in in the not too distant future. uh work with teachers and staff how to use AI and what the expectations are as well as the students then also things like plagiarism uh what's ethical use of it what is right or wrong uh we'll talk about things like at grade levels is it appropriate at all grade levels what are grade

017levels uh what should they be doing versus a high school versus Thunder Bay then also help uh guide and implement because a huge component of this is also PD teaching folks not only what we have with the students but the staff and also our parents in the community what are some of those things that maybe they're aware of and maybe they're AI absolutely goes right along with our strategic plan. You could go through each one of these different areas uh looking at academics and programs, whole child personnel, uh each one has different component built into it. But again, it's not just one curricular piece. It's embedded throughout the program. So when you're thinking about that, what's it look like? So if you think of a student who maybe needs some individual supports, uh AI can

018help you with that. If you think of a student who's coming home at night, maybe needs some help with math because of the new math or as many of us know, maybe a different math the way that we learned it. Is there a chatbot that can help with that? Then you get into things like what's that look like? Is it accurate? Is it not accurate? What sites are safe? Uh what's not? What should we use as districts? So all these things kind of inter are interwoven throughout this. But I think when you really look at the strategic plan, the styles it not only to one area but actually all areas of the difference uh within each one of them. Really what I want to focus on only for a couple minutes of this is just

019telling you about what our game plan is because I think this is the importance of what things are and where they're going with it. First meeting again was May 27th and I'm not going to read all this to you but I want you to kind of get an idea a flavor of what things are and kind of where um where the team's headed moving forward. Our second meeting we really got into it. Uh we took a deeper dive into the pieces that are there. Talked about leadership and vision, student use, technology use. We did some brainstorming in the sessions. What's that look like? What are some things that we believe as a team are important? What are some non-negotiables? And what are those things that maybe we need to take a different look at and

020see how that all intersects with something else? We looked at current policies and practices uh and including again when you look at that the uh potential policy that's out there. What's that look like? Uh policies might be different from expectations. Again, the policy might uh narrow it down, but when you get into the expectations, is expectation going to be the same at Thunder Bay or for a fifth grader that it will be at the high school? Maybe it will, maybe it won't. And those are some of the things that we're unpacking with Ashley. We have a couple days coming up. We're going to be back together. We're going to continue the work from uh the 13th as well as uh a big part of this is looking at guard rails. So when we kick off

021the school year, our goal is by mid August we'll be able to say here's what we're using for now. What's this look like? What are the different types of AI? There's probably over a hundred different things that are out there. Many folks are familiar with uh Meta, which I think pops up on our phone, Google, uh different aspects of that. Chat GPT is another big one. But what are those? What are we going to use as a district? What is compliant? What is okay to use? What is not okay to use? And we'll we'll eventually tweak those throughout the course of the duration of this pilot program. But what we're going to do is have those in place so staff knows what they can use. Students will know what they can use and at what

022levels they'll be able to use it. We're not going to get into, okay, can you do this or can you do this? What we're going to do is provide these guard rails and it's going to be the pilot group that will be developed on coming out in August in the classrooms. They're going to be the ones that are actually going to take a look at what this is, how it works. Again, does this work better at Thunder Bay, but it doesn't work so well at the high school. Do you need a stronger tool or more powerful tool at the high school as opposed to fifth grade? And then again, what grades are specific or what is appropriate to use it? Maybe elementary isn't at first and we've had those conversations. Maybe you start at the

023high school and you work backwards. Um, so when you look at this, this isn't just a quick and easy. This is one of those things that's going to take time. And this, as you see up there, February 2026, as we roll out the process with this with that, we're going to have different staging points. We'll be coming back and we'll bring some of the folks with us, tell a little bit about where we've gone, what are we doing with it, what have we learned so far, because this is a learning process. Again, it's like when the web came on board, we all had to learn together. This is just happening at a very quick speed. Um, and that's, you know, that's okay. It's just one of those things we're going to be learning together with

024it. We'll be doing some checkpoints along the way, as well as we'll be doing, uh, some PD. We'll roll out some professional development with the staff coming in August as well as with a much more detailed group which will be our pilot group which will be the teachers in the classrooms. They're going to have a couple days of training this fall. So they'll be able to work through that uh some of the things and how that particularly works through with the curricular aspects and then what do you do with that March and June the goal of next March in June will be to put full implementation after we revisit where things are what works what doesn't work do we have some better ideas and then firm really compress it from there but again as this

025morphs as it changes we know we're going to have to come back and really do some uh different look at this with a different set of lenses ongoing we're going to be doing some data collection uh to see where the students are how how many students are actively using it. Uh what are you know what are they doing with it? How many staff are actively using it? Is it something we can use at a district outside of the classroom? Maybe the secretaries. Um is there different things we can do within that? Maybe even the business office. We're going to update what's called our AI hub which will be our point of place where teachers will be able to go one-stop shopping in a sense to get to their points and use these. And again with

026expectations these will be the sites that they're going going to use if they're going to use AI within their classroom. uh we'll be de developing if you think of a stoplight that's a very similar thing with AI right now where red yellow green if it's let's say an English class red would be you can't use AI at all yellow would be you can use it up to a certain point and then green would be you can use it maybe as a brainstorming session or whatever you may need to help trigger that thought process that may be another model that comes out and one that we're looking at now then after that uh we'll come back to some updates again and kind of figure out what our next steps are from that motion down and dirty

027real quick. I mean, that was the whole intent of this. Um, lots of things are going on. Our new tech, our uh two days that are coming up in July are going to be heavy. Uh, we're looking at policies again. Uh, we're looking at what that looks like. How do they overlap with our current practices, student handbooks, which we know those are going to be coming to you in the near future. We'll probably have some addendums to those because we just the time frame that we have, you can't turn it around that fast. So, we want to be able to look at what those are. Once we instill what the expectations are at the grade levels, uh we'll be able to weave those back into it. Uh policy, again, we'll make some recommendations to you.

028I hope we'll have some recommendations to you at the next meeting. Um that's our game plan. We just have to see how far we get into that process. So, so a lot of stuff, a lot of things still going on. I really, you know, the the committee, it's it's it's a big drink of water. I didn't I wanted to put that on here. Um it really is a big drink of water. There's a lot of things that are going on. Uh and again in July, actually starting July 1st through about the 7th is when everybody rolls out their new upgrades and updates to AI. So we're thinking a lot of those things that we use uh even like Chat GPT, a lot of the new things will come out. Um and then we'll kind of

029go from there. So our next meeting is going to take some time those two days, but uh lots of things going on. Um it's exciting. It's it's busy. So again, just wanted to give you a snapshot. Think that we're not, you know, this is all going on behind the scenes. We'll be bringing some more information to you. Um but if you have any questions you'd like to ask along the way. I have a question. Sure. Um have you heard uh reports of um AI being you know part of u something that let's say a student is working with or or somebody's you know I don't know if it's I wouldn't want to say it's any specific brand but but just the AI coming back and saying something you know really inappropriate or or perhaps bad

030or dangerous to a person. Have you been able to substantiate any of those reports? And are you worried about that sort of thing? Well, I think there's also personally no. Um, has that been out there? Sure, it's out there. If you look at, you can actually look at the news articles and those things are out there. Whether it be a chat or a bot, um, you can have I honestly I have to tell you, so if you look at this picture, I mean, that's a pretty good picture. Um, so what did I do? I put it into chat GPT and said, "Show me a teacher teaching high school math." And I mean, the clarity when you really look at that, that's not a human being. Um, that is computerenerated. So when you you start thinking

031of those things, how does it interact? Absolutely. And that's one of our concerns, you know, what does this look like? Is it age appropriate? Is there filters? Some some are wide open. Some don't have any guard rails on them. Uh those are the things we want to make sure that we can push those to the side and say that's not for us. What are we doing here? But this I think also comes back to that the community aspect. How do we educate our parents that might not be aware of these things that are out there? Because they're out there. Um you know, it's kind of like the web. There's the web, there's the dark web, there's good things and bad things. I think AI is very similar to that again, but when you look at

032it, you go, "Wow, that sure looks like a real math teacher." Um, it's not. So, those are things that we also have to it's kind of like um hallucinations, you know, it's it sounds like a funny word, but that is AI does hallucinate. It'll go so far and then it'll make up an answer. Um you can run three math problems problems through a certain point and eventually what might happen, you might get the right answer, might have three totally different tracks to be able to get there. Which one's right or wrong? So those are all those things that we want to be able to not only work with the students but the staff and say you know how do you look at that and what do you know what is difference between right and wrong.

033So there's a whole ethical side of that. Sure. It sounds like you're really rolling up your sleeves and getting into it. Keep digging through it. Yes. Good. Thank you. You're welcome. Mr. Po, I have a question and you kind of touched on it. you know, you said that there's uh hallucinations and and I've had the opportunity to work with AI fair amount at this point and you know um with the different platforms there's open source closed source and and like you said sometimes you can ask the different sources the same question and come up with different answers. Um has there been any consideration and I think AI has amazing potential for for benefit but also an amazing potential for harm depending how it's used. Um and so I'm certainly not against it. I use it

034on a daily basis. Um but have we considered or has there been discussion about a uh like an instit in institutional or organizational prescri uh subscription for one of the uh platforms so that you're not getting all of these variations. And so it's like let's say an approved um APS GPT, you know, um so that all the students are using the same platform uh to help alleviate some of those issues. Um I know that that's available. Um and I just wonder if those are considerations. And then even once if that were adopted, the potential there is pretty profound because we can look at anything from trends in uh test scores uh reading scores and um it can pick up trends that we can't as humans and uh I think there's also potential for uh improvement

035in student outcomes with that aspect of it alone. And then of course systematically for the district uh from an administrative standpoint too there's there's great potential. Um, but I guess that would be I I kind of deviated a little bit. My my question is organizational prescript subscription. So that's one of the things with the guardrails we want to be able to do to say here is our again we might have one as a district and might have two or three depending on what it is not only what it is is a furpa is a copa compliant which is um another for children under 13 that can use a web. So all those pieces that go into it and then what are we going to do as a district to say okay who is going to

036have that ability to use it because we want to make sure it's the right product. That's at our next meeting. We're going through and assessing I think about 40 different sites, seeing what's there, what's not. And Ashley's already peeled some of them back so we know which is closer to where it is. But that's one of the discussion points that will come up. Are we going to do this? And if we do this, do we do that just for our pilot teachers at first? Do we say here's where it is? Do we do it holistically and say, you know, here's what you can have, but you're only going to be X and Y. Everything's blocked out. Um, so those that's part of that next conversation, but absolutely that's the game plan to be able to

037put those together, whether it be one, two, or three, and then figure out from there what, you know, what's going to work and truly work in the best interest of the students and staff. The other side of that, um, I think is just it's morphing and like you say, it changes, but I'll tell you, data analysis, if you like data people, it it's it's phenomenal. I mean, you can upload things into it. Again, take it for what it's worth. um factchecking. They say about 60 to 65% of it you want to fact check, but at the same time, if you're really crunching data and you want to put the information in there and see what it is and how it operates and then facilitated in different patterns, yeah, it's it really is it it will

038make our lives easier, but again, given the guardrails that you have to follow that are there, it's it is a machine. Um but you just want to be able to manipulate in a way that works for you. No, I think I think it's a great idea to put it out in the schools. uh it's going to be all around us. So, we might as well teach our kids how to use it. Um with what I think you're saying, Eric, is like you can ask the same question even on the same AI and it will every time you reopen it, it could ask you or give you a different answer. However, I think by the time that we even roll this out with the kids, it will be changed from exactly where we are. But, um

039I just think that this is interesting. But um Futurism put out an article June 28th and it's uh people are being involuntary committed um jailed after spiral spiral spiraling into chat GBT psychosis. Just thought that was interesting. Yeah, which I believe. But I mean I just so like guardrails are super important because the kids can get like they can spiral and then it starts coming up with I mean it's going to change by then. But here's a good example to kind of piggyback on that. We had um a training that took place. It was right before school got out and it was during our PD and we wanted um Jenny Pulley said well I want to take these notes. I want to consolidate them. Great. So she consolidated them and say you know after I

040consolidated them I thought well that's fine. Any you know that's kind of robotic. Um now I want to turn that into something where people can use it. do it in a presentation. Okay. So, she did it into a presentation. That's fine. Then she said, "No, I want to make it into a podcast because I think people if they're out running or something, maybe they just want to pick this up." Boom. It spit out a seven-minute podcast. When you hear the voices on there, you are talking to each other. It is. She first thing she did was listening to this. I'm like, "Wow, who recorded that? It's not real." But the interesting thing was when you look at the research that we pulled off and that we used off our um the reflections from the staff,

041it was our it was our language. those were our responses and then you can also stage it. So again you can have those interacting conversations so you can ask it questions. Um again odd, creepy, however you like to do it but at the same time the ability to take really a day of PD synthesize into seveninute podcast for folks that are on the move. There's something to be said about that. Um but it is there's it's it'll be interesting over the next few years to see where it goes. So poof, right? So, any others? We'll look for us again in probably a month or two and we'll have some more updates if not before. So, thank you, Matt. Thank you. Uh, Raymond employee engagement survey when you're ready. Five my way. Save a tree. [Music]

042All right. So, we administered the uh Raymond pulse survey. Um I believe in April we did that. And so we received our results back uh towards the end of the school year um from Cheryl Cooch who's our Raymond representative. Um she is willing to I was going to try to have her here June or July um but the dates don't work out. Um so I wanted to share this with you and then we'll bring her back u you know if if you want and she can walk through in greater detail. Um she's willing to do that. So, uh, I will go through, um, all of this and, uh, then if we have, you know, questions for Cheryl, we can certainly pass those on to her. Um, so, uh, for those that aren't familiar with Raymond,

043uh, you know, the point they make is that the data is relative. Um so the favor of or disfavor of any data point is relative to four to five main factors and no one data point stands on its own. Um so you want to look at it through our goals and I'll touch on those in the next slide. Uh where we've been spending our resources and actions. Um then the Gallup and industry comparisons. Uh trends or improvements, how you've improved over the last year or since the last survey if applicable. and then organizational or departmental factors such as newness of employees, reorganizations, turnovers, things like that. Uh, and they just recommend don't fail to look at all the data for all the groups. Assume you know exactly why a data point is what it is

044without reviewing the data. And that is very difficult because you want to jump right to I know why that is. Uh, dismiss a data point or group as nothing we can do about that. You don't want to fail to investigate further. So looking at groups um if causes and or actions aren't evident. You want to pit you do not want to pit groups against each other. You need to be more like that group. And not all see all the data as a gift, especially the critical feedback. It brings gaps to your attention even if it doesn't feel great. So, going back to our survey again, we we administered what's called the Q12 survey, the the full survey back in January of 24. Um, and from that, uh, Raymond's assessment was, uh, that we had great

045response rate. There was great cander in the comments. Uh, the mission and meaning of the work was especially strong with the teachers. um we had basic needs were uh clear, expectations were clear and there was a lot of camaraderie, relationships within the job groups. So then the engagement opportunities we turned them into our goals this year was intentional relationship building with leadership uh more and consistent uh and targeted communication more and regular more regular and widescale recognition uh trust building/management and support and more time with leaders. So uh we won't be looking well yeah actually we'll look at this uh this is called a heat map um and so they just kind of walk through uh the way you want to look at the data and we'll go through this when we get to those

046slides but basically you can look at you know categories up and down uh they're colorcoded that way um you know yellow is the lower rating or P green whatever you want to call it darker green is the higher ratings and so forth and then you can look at all of these different categories on one sheet and see how they relate uh based on the different questions and things. So just a little timeline um and this is my timeline not Raymond's but so we administered the Q12 last January we received the uh results in February um and then in March and June uh Raymond came to speak with the board and then we met administrators uh rolled it out to all the different employee groups and held special staff meetings um at each of the building

047to share the results. And then in August, our administrative team uh engaged in a book study uh the five languages of appreciation in the workplace. Um and then we took that learning in each building, identified what that plan would look like in their building. Um to address recognition was the primary goal, but those those points that we talked about on on the previous slides. All right. So then the difference between the two surveys um for the Q12 we had identified 517 employees uh that are directly employed by the district. Now we've got NEMSA we've got um you know AMA employees and anyone else who people come into the buildings uh but may not be directly employed by us. We wanted to hear directly from our employees. So last year we identified uh there was 377

048that participated which is a rate of 73%. This year we had 537 uh identified and so did we add 20 staff members? Don't really know. Um it was a different HR director that gave us the numbers last year for total staff. Uh again it was back in January. Um it is possible we had dipped down to that number at that point in time but that's one of those where just don't jump to the conclusion that conclusion that we've added 20 employees in that process. Um again it just comes back to when we collected that data. But so this year with 537 employees we had 329 responses which is 61% of what we had expected to do. Uh so then I just wanted to uh this is my slide not uh Raymond's again just kind of

049breaking it down. Same thing that you see there. Um but I added the pulse percentage rate compared to the Q12. So um there was 104% 104% staffing. So we increased staffing by 4%. Um and then the number of responses was um 87% of the previous um year's administration. Okay. So this is a Raymond slide. Um and so at the top there again that's the slide we just looked at. But then it breaks it down into the locations. So we can see the number of responses um per location the on the Q12 and then the pulse is in that second um column there. So we broke it down by location by job uh category and then by length of service and not to go quickly but then I broke each one of these down uh a

050little bit differently so you can look at them. So this is the same that you see on this slide. the location. Again, just kind of comparing it. Um, we had 107 responses at the high school on Q12. The pulse we had 87 or I'm sorry, 82, which is 77% of previous year's responses. Uh, and again, I just color coded it to give you an idea. Uh, you can see that the number of responses at um, central office and Lincoln increased this year. uh 24 to 26 at central office and 13 to 14 at um Lincoln. Um couple of them stayed stable and then uh you see the transportation department 11 people filled it out last year. Uh seven did this year. Uh that's 64% of the responses of last year. Again, we can look at

051you know why and and who and all of those. Um uh and this is just based on those that answered the survey. Same going back to this chart now looking at the job categories. So again you can see that office assistance um it's 121% of the responses that we received last year. So four more um than last year. And then bus drivers attendance, uh, looks like that went down from 10 to six this year. And then again, third uh, way of looking at it, years of service. Again, lots of things. People could have been one through five last year and now they're in six. And so that those kind of things could impact the differences in numbers. But again, just showing you how they related to last year's responses. So, uh, code and you have

052black and white copy. Apologize, but, um, the idea is that it's colorcoded in green. Um, and then the numbers if they hit the 75th um, or higher percentile that the the text inside the color coding would be in white language or white font. Any questions on any of that so far? It just so we have only looked at it as an administrative team one time. We've had some other conversations. Our plan is we'll talk about going forward is we're now going to and we rolled it out to our administrative team. Um then it's going back to our employees again and saying here's the results this time and building action steps about it. So all right so the question in the um Q12 or I'm sorry the uh pulse survey uh we asked I feel proud

053to work for my agency. So when you see that current mean um the responses are one through five um one is strongly disagree five is strongly agree and so the average of the 327 responses uh were 4.09 09. And so that 29th percentile rank is based on Gallup's uh North America sample um which I think is around six 6 million responses and it comes from every industry. It's not education specific. So for any organization that administers the Raymond engagement survey um that's where they come up with that 29th percentile. So what that means is we are better than 29% of the companies. So it's we we'll show some examples of you know that's not where we want to be and we saw that same sort of thing last year where our percentile rankings were low.

054Um but we'll go into a little detail of how they move um and and kind of express look at that uh in few later uh slides. Below that is the uh distribution. So 1% of the people um uh indicated they strongly disagree u and then 36% say they strongly agree with that and I'll go into a little more detail in a bit. So then same thing location jobs lengths you can see how their averages. So the average of that those groups how they compare to others and so sunset at 4.80 tornado is the highest and then uh looks like transportation 3.71 uh is the lowest there and so we also have to take in consider consideration the number of responses at each you know location did they click that they were at the right location

055did they I mean there's lots of factors that go into this but essentially you look at it and say okay your exemplar is sunset what can we do to replic licate that and uh the most challenging area is transportation. What can we do about that? And those are the conversations that come with our administrative team um going forward. Uh same thing with jobs. Um 4.62 for admin is the highest down to 350 uh food service. And just looking into how this was interpreted last year. These are self-reported numbers. This is not a judgment on our employee groups. Um it's how they uh receive or uh reported their experience. And then length of uh years. So 31 plus years is the highest at 4.31. And then it looks like 3.83 at 21 to 25 years. I'm

056sorry. Uh 16 to 20 is uh 3.33. Um and I do so I just want to jump. Yeah. Okay. So in a couple slides I'll go back to uh a little bit more detail on these. Uh okay. So then the frequency and type of recognition I received is good for me. Um the average mean is 3.4. four. This is not a question that is in the Q12, so there's no percentile ranking. 323 people responded to it. And here's the distribution. Um, and then here's the uh um the distribution. And apologize, this is Raymond's slide, so that's why the coloring is off, but we'll get you the with the proper coloring. So again, sunset is high, transportation is low. uh at will or admin is high and bus driver attendant is low and 3.66 at 6

057to 10 years and the low is 16 to 20. This is a Q12 question. So we asked it back in January and again this year. In the last seven days, I've received recognition or praise for doing good work. The mean is 3.23. 316 people responded to that. And that puts us at the 24th percentile rank. And then here's this year's distribution. And again, this is very small. So I've got it on the next couple of slides here. This is last year's distribution. When we look at overall, um, last year we were at a 3.06. 06 on this question. This year we're at a 3.23. So that went up. So then because we did this two years, I just wanted to again highlight the difference between the two years broken down in each of the categories.

058So overall we went up by.17 and again this is on a scale of 1 to5. The distribution last year um we were at 22 18 16 21 and uh from strongly disagree over to agree. Last year we are at the 19th percentile. This year we've moved up to the 25th percentile. Oops sorry. 24th percentile. And this minus2 is last year 22% said that uh they strongly disagreed with this. It went down by 2% um to 20%. This one went down by 5%. Neutral went up by one and then agree went up by two and strongly agree went up by two and we went up five percentile rankings. broken down again Q12 last year at the different buildings, the job uh groups and years of service. See a mixture here. Uh some went up, some went

059down. So again, we start just by looking at, you know, in that particular location, in that particular job class or in the jobs, who's high, who's low. Um and then you can also look at um um the difference between the years. And so this was a goal area more regular and widescale recognition and that's why we did the five languages of appreciation at the beginning of year. Um, next question. At work, my opinion seems to count. Again, uh, this is a Q12, so we have last year's data. This year, 3.44, 326 respondents. Um, and you'll notice the number of respondents changes. So, is that they just skipped over it by mistake or they specifically chose not to answer it. Um but at the 21st percentile uh this one is um we stayed the same overall

0603.44 on the Q12 and 3.44 on the pulse and you can see the differences. And so we just kind of highlighted this. You may recall some of the transportation numbers uh on the previous questions yet we saw a significant jump in the my opinion seems to to count at work um from 2.6 6 to 3.57. Then I broke this down again same way. So no change overall. Here's the changes uh per group. And so we had the distribution uh kind of moved to the strong the the disagree side. So we were at 9% disagreed strongly disagreed last year. Um and then 11% strongly disagreed. So that's an increase uh in that category of two. Disagree was an increase of one. Neutral remained the same. Agreed remained the same. And then um strongly agree increased by

061one. And the percentile was we went down by one. So again, our rating stayed the same 3.44 both years, but our percentile went down. And it's likely because of the distribution of the answers that you know skewed slightly towards uh disagreeing. Another question we asked both surveys. There's open communication through all levels of my organization. 3.22 this year. Percentile rank is 26 and 375 responses. Last year's sorry last year's average was 2.96. This year's was 3.22. And here's your distributions. I'll go into that on the next slide. ready to switch. So, uh, same format 2.96 to 3.22. That's an increase of 26. Here's the differences through the, um, the different uh, locations and job classes and years of service. And then uh, 24 responses. um strongly disagreed was 18% this year was 11% so a

062decrease of seven disagree was a decrease of four neutral increased by three uh agree increased by seven and strongly agreed by one increased by one and that resulted in an 8 uh percentile uh gain. So again if you look at the the change of 2.96 to 3.22 to two. It results in making eight steps in the percentile ranking and then this is just uh some of the reports that we get. Um the idea is you can then look at everything um that had Q12 you know ratings and you can not only look again down the line but you can look across um and that's where the real conversations start of why is one group this way and and you know the others here um and what can we do uh to to respond to that.

063So then they had uh we did open-ended questions on both the Q12 last year and on uh the pulse this year. Um and so one of the questions was what changes have you seen uh since we conducted last year's engagement survey in January 24. Uh, and Cheryl Cooch can talk about this more, but this is Raymond's AI um, summation anal analysis of it. Um, they run all of the responses through and so this is what it uh, picked up. Um, so new initiatives again, what changes have you seen? Uh, strategic plan implementation, uh, enhanced safety measures, revised disciplinary procedures, new staff positions and leadership changes. administrative engagement. So, increased visibility of central office staff and buildings, more administrative presence and accessibility, better feedback and recognition systems, implementation of strategic plan initiatives and staff recognition and

064support. Uh, introduction of staff shoutouts and appreciation programs, more positive feedback from administration, better HR department responsiveness. Okay. and uh improved professional development opportunities. And again, what's this doing is it's looking through all of the open-ended responses to this and categorizing them. Communication changes, uh improved district-wide communication, especially during emergencies, better transparency and decision-making processes, enhanced engagement with families and staff, and more frequent updates from administration. And then areas of continued concern, persistent behavioral challenges with students, workload management issues, mixed feelings about administrative support. Some staff report seeing no significant changes and concerns about schoolboard dynamics. This then gives you sample comments. It's obviously not all of them. You do see there are 226 comments to this question. The next question we asked was what can we do to continue to make our workplace a

065better place to work? 215 responses here and again their text and an analytics came up with communication need for improved communication across all levels more timely and transparent information sharing better inclusion of all staff groups in communications and regular updates and clear expectation. Staff support and recognition. More meaningful recognition beyond token gestures. better support for dealing with student behaviors, additional professional development opportunities, and more administrative administrative presence and visibility. And so, you kind of pick up on some contradictions uh between the two compensations and benefits. Uh again, this is what can we do to make our workplace a better place to work? um competitive wages, especially for support staff, better benefits packages, retention bonuses, and equal pay for equal work. Workplace culture builds stronger sense of community, more team building activities, better staff morale initiatives,

066and improved collaboration between departments. Uh and then student discipline, clearer discipline policies, better support for handling behavioral issues, more consistent consequences in return of inschool suspension program. And again, some of the samples of the actual responses So uh this is again Raymond's um summation. I guess overall respondents have recognized and appreciated the efforts and actions that have been taken. Progress has been made. Uh improvement in administration visibility and communicated was noted. great improvements with the teacher group in particular and respondents appreciate the changes and would like to see continued and more efforts to communicate and support and uh consider additional conversations with the transportation group. And so yeah, next steps, review the de data in detail and discuss as a group and that really is multiple groups because we want to go out to the

067locations to the employee groups and uh the administrative team is in more depth. Um share the summary of the data with your administrators and employee population. That's what we're doing now and uh we'll build that plan in uh as we return um staff returns in the fall. and then consider a full engagement survey for comprehensive trending in the near future. Bit of a sales pitch. Um but I would uh you know I would agree that I think this has been uh informative and uh so our original contract was the Q12 and the pulse. And so um you know we'll we'll talk about this later but I would I would suggest that we plan to do it again this coming year. um you know maybe uh two years. I think Eric you had said mental health

068does it every other year or something like that. I think that's what I remember. But it really um it it's been useful I I think I mean to our staff and everyone it at least gives us something that is trusted and proven and and we can we in my opinion we did a good job taking action based on those results. So that'd be good to continue tracking this. Is the Q12 the when it says consider a full engagement survey, is that the Q12 or is that Yeah, that's the that's the Q12. Yep. Yeah. So just they're recommending, hey, you might want to do that deep dive again. Yeah. And so that's the Q12. Those are their 12 core questions. Um and then we added on uh I think four or five questions to it. Um,

069and then some open-ended. And then the the pulse survey didn't count, but it's much fewer questions. It's it's a quick one. So, yeah, they're saying uh do the whole Q12 again. Okay. Thanks. I said a couple observations I found quite interesting. Um obviously we look at the transportation numbers which are uh lower than we would like them uh as compared to the other groups and that was part of the uh the next step was to address that. However, I think it would also be interesting and they didn't make note of uh recognizing uh sunset as excelling in all categories and why not identifying what they are doing right. Yeah. um to see the good as well as uh you know what's not. Uh the other thing that was uh somewhat interesting to me and this

070is not a critique on anyone but when you look at uh opinion uh matters or communication um administration marks those numbers uh quite high as to where those uh other service groups are much much lower. And when you have uh communication from a administrative standpoint that isn't equating to the people that are in different groups recognizing that they're going to rate themselves very high but that's not being communicated. There's a disconnect there. And so um those are just some of the observations that I picked out of that information. Yep. um the 16 to 20 year group is 12 respondents in that group. Is that did I pick that out correct? Uh it's on the heat map page, Dave, on the last one. Heat heat map. Yeah, that's about it. Okay. So, that's that's actually a

071relatively small possess portion of our Yeah. Okay. Yep. Yeah. And I did I compare it last year's numbers? I don't think I did that way. I can certainly go through and again, you know, how how many were in that group last year versus this year. just that was a they were one of the least satisfied out of the length of service. So I was curious how you know is that a large chunk of our people or is it a small portion? Um I guess the observation I'm making tonight is seems that people that are least visible are the least satisfied with. So that the folks that are behind the scenes behind the scenes people are are not not feeling the love. Yeah. Don't probably feel the, you know, they don't get the warm fuzzy thank

072yous from families and the kids, but they're the ones really that, you know, make the district function. You know, the guy cleaning the bathrooms is not happy. Yeah. Is there a way to actually see all the comments instead of just the sample comments IIA generated? Yep. Okay. Yeah. Uh and so we get a tremendous amount of reports from them. Um and that again will be part of our plan going forward. Um it does list every um verbatim. We can break it down verbatim by location, verbatim by years of service and location. I mean so that is one of the great things you can really start to dig down and see um you know we um we were just looking in our initial look of you know communication or um central office presence has increased and

073then there is a specific comment uh I haven't seen anyone from central office all year u so yeah we just wanted to kind of see where that was what did we miss something and all of that um so you you again, you can't find out who wrote that, but you can find out where it came from. Um, and it was not where we thought it would have come from location-wise. And so now that's a great time to talk about, you know, how did we get that? And um, so again, I just want to reiterate, we cannot track anything back to an individual. They don't provide us anything if there's um has to be four responses in any one particular cross reference for us to actually if they said like janitor at Besser you would never

074get down that because there's not four custodial members right so we might find that person in the you know six through 10 years because there's more people in that group um but yeah it they really prioritize confident identiality. Um, so anyway, the answer to your question is yes, we we have all of that. I I have another question. I mean, this is fantastic data. Uh, I guess my question is now what do we do with it? Um, you know, as far as implementing measurable goals uh and outcomes. I mean, we we've obtained the data, we recognize trends and now what do we do with it? So we will uh replicate the same process with our administrative team and everyone's going to need to identify their own um Raymond goal of what are you going to

075do in response to it. Um one of the big questions we had was we don't know what improvement looks like. Um having just administered the Q12 we didn't know if a 10point jump in percentile was realistic. Uh we didn't know you know could we move one full point on the average or that. So now we kind of have that we see what's potentially possible and we can then start to put some numbers to that and again we want to not just increase how much do we want to increase by. Yeah. Something measurable. Yeah. Yeah. I like measurable. Yep. But you know that work comes from rolling out to our administrative team sitting them sitting down with their staff building that plan again replicating what we did this year back in August. will do the same

076thing. Anyone else? Great. Thank you for that. And now we are at our uh first opportunity for citizens or delegations who would like to address the board during our regular meeting. I won't go through the policy again. I know went through it once and so here we are. So public comment [Music] Good evening. My name is Bruce Heath. I'm a resident of Oenique and um I'm here to talk today about this thing called a computer in your hands. This thing is so powerful compared to what we had even 20 years ago. It's amazing. And right now your school is doing about failing about 33 34% of your reading and math scores. It's terrible. Okay. I think you guys have lost the picture. It's too much social and emotional and not enough reading, writing, and arithmetic.

077We don't teach cursive anymore. It's gone. You don't have books in the classroom anymore. If whatever they read on the screen is it. Any totalitarian can put whatever's on the screen and that's what they're going to teach. You're not teaching critical thinking when you have this in front of you all the time and it's more AI and more AI. And you guys didn't really do a good job rolling out the internet and all the social media sites. your junior high students are going crazy with transgenderism and dysphoria, gender dysphoria. So, what's going to happen when you do AI? AI can lead your kid right down that transgender road. It's already doing that. Okay? So, you need to be damn careful what you do with AI in this school. It's great for administrative stuff, but you

078need to be really, really careful what you give our children. Thank you for your time. Thank you. My name is Michael Kramer. I live in Alpena and I'm an employer for many years as a carpenter contractor in Detroit. And I've seen the degradation of the ability of the people that we employed to go down so dramatically over the years, beginning with cell phones and computers. And these people, they want to get a job. They want to make a living, but they can't think. If you don't have a cell phone in front of these people, they can't do anything. So AI is appropriate for adults and maybe some management considerations, but if you let children use AI to teach themselves, give it up. We're done. And it's the stupidest thing you could possibly do to our

079children. Thank you very much. Thank you. Hello all, Marie Misel. I live here in Alpena and I am a proud teacher at the high school. Um, I really appreciate you guys going over the survey. Um, and this is kind of a general statement for everyone in the room. You may not have liked them going over the survey. I hear the huffing and puffing through the whole thing, but as an employee, it's pretty darn important to me because I want to know what's happening. And I really hope I appreciate that you ask, "What are we doing with this data?" I really hope you sit down and you read all of those comments and really read them. So, thank you. Thank you. Thank you. Anyone else? Okay, we will move on to our action items. We have

080the approval of the consent agenda items. In our packet, we have the May 19th, 2025 regular meeting minutes. May 19th, 2025 closed session minutes regarding a personnel matter. May 24th, 2025, special meeting minutes regarding the ice storm. June 16, 2025, special meeting minutes regarding the asphalt. Uh June 23rd, 2025, workshop meeting minutes. And I would welcome a motion to approve the consent agenda items as presented. So moved support. Anything else? Okay. Not all in favor. Show of hands, please. Okay. Thank you. That's all seven. All right. Moving on to our additional business requiring a board action. Here we are to the consideration of the 2025 tax levy rate form L429. I would welcome a motion to approve form L429 to enact the 2025 levy operating millage of 17.9154. I would offer that motion. support. Okay,

081we'll have a anything further on this before we do a roll call. Okay, thank you, Summer. Uh, member Fritz, I. Member Lawson, I. Member Costane, I. Member Hansen, I. Member Dazinski. I. Member MacArthur. Hi. Member Minehart. I. Up next would be the 2024 2025 general appropriations final budget amendment resolution. Do we need to read the It's I can read it too. A motion to No. No. I meant the what Mary gave us because isn't that what we're approving? I mean, do we have to read that in for public or just submit it? I don't think we typically read the whole thing. Did we? I just thought it's presented. Um, I have. Yeah, that's what she had offered to. Okay. I just didn't know if we had to do it as we voted. I move to

082adopt the preamble and resolution of the 2425 general appropriations final budget amendment resolution as presented. I or a second. Thank you. Anything else? Does uh does this go um on a website somewhere? Um so this does get posted so nobody has to foyer this to get correct. It's under the transparency section on the front of the website. Very good. Thank you. Y Okay. Go ahead and do a roll call. We're set. U member Lawson I. Member Dinski I. Member Hansen. I. Member Costain. I. Member MacArthur. Hi. Member Fritz. I. Member Minhart. I. Thank you. Carries. Up next would be the 202526 general appropriations budget. I move to adopt preamble and resolution of the 2526 general appropriations budget resolution as presented. Support. [Music] Anything further? Okay, we're ready for a roll call again. Member Dazinski I.

083Member Hansen. I. Member Costain. I. Member MacArthur. I. Member Fritz. I. Member Lawson. I. Member Minhart. I. Thank you. Motion carries. Up next, the 8020 cost share resolution for 2526. Don't know that we have this. We discussed it at our workshop. [Music] I move to adopt the 20 2526 8020 cost share preamble and resolution as presented at our workshop support. Anything else? Roll call again, please. Member Hansen, I. Member Costain, I. Member MacArthur, I. Member Fritz, I. Member Lawson, I. Member Dazinski. I. Member Minhart. I thank you. Motion carries. Okay. Up next, we kind of have a new item. Uh, Chromebook bid. Okay. Just a second. Can we go down? Yep. We can go on to Yep. Perfect. We'll skip over the Chromebooks to go down to the annual renewal of school of choice 105

084and 105C yearly procedure. I move to approve the Alpena public schools continuing participation in schools of choice 105 and 105C for the 2025 2026 school year support anything further okay we just do a regular all in favor show of hands please okay thank you that's all seven thank And then um we have in our packet, we'll come right back to you after this one, the 2526 board of education meeting calendar for the upcoming year that we presented at the workshop with the one modification to June 29th next next summer. So, we're looking for a motion to approve that calendar as presented. Motion to approve the 2025 2026 board of education meeting schedule as presented. Support. Thank you. Anything further? Okay. All in favor, show of hands, please. Thank you. That's all seven. And now we'll

085move back up to the Chromebook bid. Oh, thank you. There you go. Do you want to set this up, Mary? Thank you. So, I realize this did not make it to the workshop. Um, Andrew is new. So, we're um I did push him to get it done in June so that we could get them ordered in July. So, the Chromebooks are back um in time for them to get them complete set up for the sixth grade um distribution. So, um, I beg your forgiveness that you didn't see this sooner, but All right. So, we put a request for proposal out uh June 11th. Um, we buy um we have to replace we run on a replacement like a six-year replacement um cycle. So that can be anywhere from 350 to 400 Chromebooks uh that we

086would need to replace in order to to uh keep that cycle. Um this year because we have more money, we can afford to uh purchase more. But then also in this bid, we have the nearly 300 um Chromebooks for the sixth grade. So today, I'm sorry. Oh. Um, okay. So, uh, we put out a request for proposal. Uh, there on the second sheet, you can see the numbers um, that came in. And for comparison, I listed REMY pricing. It's it's a it's pricing that we can uh take advantage of. Um it's all it's pricing that's already been bid. It follows all the um the legal requirements for um our bidding. Um none of the bids that came in were even really close to um the Ramsey pricing. So my recommendation was to purchase through Ramsey.

087And I do I got a quote today uh from them after seeing our our bids. Um I had a pretty good idea where they were before the bids went out. Um yeah. Uh so because we actually had more money um we get title one funds um and we're able to purchase more devices because the the cost per device is lower than we anticipated. Um so that gives us a little bit of a buffer. Um, like this year, I don't know that we're ever guaranteed that money, but we're we're able to we're going to be a little bit ahead this year because we're purchasing more devices than we need to replace, but that's a much better position. Um, it's a good position to be in. So um of the uh the uh 299,565 202,75 will be

088for title one and then the remaining 96,859 would be uh covered by our long range tech fund. Any questions? Yeah, I have a question. Yeah. So, how many extra Chromebooks are we and and did we go through every single Chromebook to make sure it needed to be replaced? Yeah. So, okay. So, how many extra Actually, that's why I brought this up here. Um, there's a lot of data to cover here. One moment. So, needs to be is 307. Let me get to these numbers here. Okay, it needs to be I think three needs to be two. One moment. Okay. needs to be uh 500 and we're getting 609 for uh for uh K through five. Okay. So, 609 need to be replaced. 500 need to be replaced. I'm sorry. 500 need to be replaced in

089order to keep up. And we're ordering uh 600. Okay. So, we always have to have a backstock for ones that get damaged beyond repair so we can replace them. I mean, the kids do everything under the sun to them. So, but it says that we're buying 900. Is that right? Yeah, that's that includes 300 uh for the sixth grade who will keep their Chromebooks through graduation. Okay, gotcha. All right. Okay. So the needs to be were they need to be replaced. Those are not the graduating. No. Got it. All right. We'll be a little ahead in the cycle. Yep. Do these ones come uh for the one that you're talking about. Does it come with a warranty? Uh yes. They're uh two-year warranty on the Ramsey. Okay. Uh one plus one is what they call

090it. Um from Yeah. And that's at no charge. That's at no charge. Okay. Yeah. Question. So because of the amount that we were buying, we had to process a formal RFP process. We went through that process. The bids came back. Ramsey is also a bid consortium that meets the governmental guidelines. So their price, the company that was listed in there did not bid, but their price is lower than the bids. So with the federal review or grant review, I can prove to them that we receive the best value even though we're rejecting all the bids that came in through the RFP. And there's nothing in our policy that says we can't do that because we got yelled at once for doing things a little regularly. We didn't we didn't do that at all. Um this

091we're rejecting all of the formal bids that we received because they were high and we're going with the bid consortium whose prices are way lower than the our formal RFP responses that we received. And any of those other biders don't have any grounds to complain about the process. It's thoroughly put in the RFP. The RFP and policy says that we can reject any and all bids. Okay. Okay. Have we used computers from them before? I mean, it seems like their prices are so significantly, you know, I mean, these are HP computers. Okay. Yeah. Um, basically they're a reseller. They're new devices. Okay. So, they meet all the same specs and everything that the other they match the specs that were in the bid, right? Yeah. So, it's the same thing. It's just hard to believe

092anyone can compete with compete with them really. I mean, anyone else have questions, Andrew or Mary? Thank you for anticipating my question, by the way. And actually, is there anything else in your in your answering of that question that that you think it would be helpful for board members to hold in their memory? because I'm not sure you want me to walk away with just thinking we can reject any and all bids. Um so there's a valid okay if there's a valid reason which there obviously is because when you compare the RFP prices to the REMC bid consortium REMC bid is a whole lot lower the company through the bid through REMC and you said that was called pre-bid so it's what so there's consortiums out there like Oakland public schools runs one um REMY

093is another Omni is another so what they do is they go out and they put RFPs out for all kinds of stuff and as long as they follow the government like it's fair and equitable and they review they have the contracts as long as they fall within all those guidelines we can pull from those. We just have to be able to prove that we did what we're supposed to on the front end. If we can buy from the other and it's less then I mean the federal government's going to be happy that we save money basically. We do because it helps our you know would it would it be any different if we um went and uh uh looked at that uh after as opposed to it looks like we had this kind of already

094in our pocket. Um so the timing of it that's okay. Yeah that's fine. Yeah. So take construction. Okay. So we wouldn't there aren't any places that pre-bid construction by governmental standards. So we wouldn't have that option in there, you know, to to look for something like that. But for equipment and stuff that we buy like this in a big bulk, we can do it this way because we can prove that our we did what we were supposed to do with the RFP, but yet Remy was over here and this is a lower price. So we can reject all these bids based on on that. I'll try to Yeah, there it's just making sure that you're doing your due diligence, which we did with the RFP, and then making sure that if you're pulling it from

095Oakland Public Schools or Omni or Omnia or REMC, that you're, you know, we did what we were supposed to do as far as the federal guidelines go. Okay, I'll try to remember that part. Thank you. This a very good explanation. I appreciate it. Okay. I move to approve the purchase of new Chromebooks as part of a replacement rotation. Second. Well, oh, slow down. Keep going. I'm going to do I need to add in from re or up to you if you want to. RMC. Sure. Move that. All right. Second. Thank you. Yeah. Let's do a roll call for the amount, please. Thank you. Uh, member Costain, I. Member MacArthur, I. Member Fritz, I. Member Lawson, I. Member Dinski, I. Member Hansen, I. Member Minhart, I. Thank you. Motion carries. All right. Common contract H. Okay.

096Just I'm just looking at that document. Uh calling it up on this computer. Um Oh, that was not Where did it go? Oh, there it is. takes this thing a while to load. Maybe I need a different Chromebook. This one's five years old at this point. Yeah. Well, yeah. So, going through the uh through through TR's uh issues. Um has everybody looked at this? Does anybody have any issue with that? Um the question of the agreement um school board versus school district body corporate. I imagine if you talk about that with Coleman they can iron out. Again I don't see him I mean that's just a logistical thing. Yeah. Good. Um yeah I didn't have any concerns about litigation. Um, the the office space question, I I thought that was kind of interesting. I'll bet

097that's that's probably not a big deal. I have a feeling if you mention it, they'll probably make it go away. But, um, yeah, I'm I'm comfortable with anybody else any comment on that. I thought that was a little funny one. Um, and um, I think we've been over the we've seen the rates a few times now. I think if anybody had any issues with that, we'd be hearing about that. Um, natural limits. Um, yeah, I didn't have any other other issues in there. Excuse me. Um, I think and again, the backdating and the incorrect school district. I think that was just not having not the contract not being really completed for us. So, I think once you guys talk, that's going to get ironed out right away. Y um, so I didn't have anything else.

098Um uh two versus one. I would I guess go with one year of contract versus two. Yeah. We do all of our Yeah. You know, everything we typically do. Yes. Yeah. Um are we going to be able to get that rate for two years though if we go with a one-year? My guess is yes. You know, I think, you know, again, my my guess is that he just suggested two years for consistency sake. Um I I didn't feel like it was a sales pitch of do this now and you'll get this price because it is again it's the same contract that he presented to the other district uh back in 23. I also felt when reading this I I wasn't maybe clear that TRUN understood that we were looking for sort of alle cart uh

099services and not complete. So when they when they the way they responded it made me led me to believe they didn't they weren't you know really clear that that was our intent. So I think that's not going to be a problem. Yeah. Um so uh anyway um in light of that uh discussion um I would move that the board uh authorize the superintendent to conclude uh negotiations and discussions on this contract and sign it. Seconded there there was one other question I had but I'm having a senior moment. Um I just wanted let's see you want to walk your office and sorry you want to walk to your office and think about it. You got it. So so that that point about uh if we are in litigation that um we can't you can't make

100a determination without involving Coleman. I you know again I don't think we're looking to use them for litigation. Um but to me that seems fairly consequential um the way it's written where you know ultimately you make that decision whether to settle to do this that or the other thing and so they were just concerned about the way it was written that uh you know he needed to be included and informed or whatever that language was. My guess that would be for services, you know, in in which they're involved representing us. And if they're not, it would probably not be a problem. But you could you could suggest language to him, you know, to that effect that uh you know, it's not something they're actively representing us uh on. It wouldn't be a problem. I would

101that would be my guess, you know. Okay. Okay. Anything further away? Motion on the floor. Refresh my memory. Why are we even looking at another law firm when we already have Trune that has served us since 1960, has expertise in all has been with us since 1960, has expertise in all the fields that we need them for. Why do we need another law firm? We're not that big of a district. I think we're wasting our money and our time. Okay, noted. I would just like to say that um it is no cost. There is no retainer on this and actually if we do run something by thr it'll actually be $10 cheaper or common $10 cheaper than thr too. So and I don't think we're replacing trill haven't answered my question. Why do we need

102them? We have Trune. You were at the workshop, right? Yeah. Okay. So, you heard Why do we need this law firm? There's sound like that's not uncommon when we had when TR was here. But we're such a small district. We don't need another law firm. Trun handles everything that we've ever done since 1960. Well, by some measures, we're not small. And uh I guess the answer to your question though is to have complimentary representation, different perspective, and uh different expertise. Um I I think that it's it's better and safer to have that than not. True has all of the expertise this other firm has. They've got 30 lawyers to two. Okay. Thank all the questions. Yep. Question was answered. Anything further? Okay. Um just a motion. Uh all in favor show hands, please. Okay. Got

103five. Yeses opposed. Opposed. Okay. Thank you. Motion carries. So my plan would be to have this completed and ready at our organizational meeting uh to go through just like we do with Truman Services. Perfect. Thank you. Okay. Human resources. Hello. We have um several new hires. Our professional staff. We have McKenna Bullan who is going to be a social studies teacher at Alpena High School. Claire Branding an English social studies teacher. Devin Hayden is a PE teacher. I will have you remove um Chase Petty. He did decline the position today. Um Chelsea Stevens is a GSRP teacher at Besser. Uh Ryan Fehee is a special ed teacher at a um the high school. Justin Christensen Cooper is our elementary teacher for art. And Danielle Wgo is our second grade teacher at Ella White. So they

104will all start on August 14th. So those are all of our new teachers that will be coming in. We have resignations of Melissa Fischer Goyette, um Ian Beal, Emily Gasselin, Kimberly Tessamer, Joseph Rosener, Jennifer Cheek, and Jenna Odum. We have also a couple terminations for Karine Hibner and Patrick Noland. And we have several retirements and we just want to thank them all for their service. Cynthia McMasters is lead custodian after 20 years of service. Tamaya Cliss is an instructional assistant. She's had five years of service. Kimberly Barson is a bus driver with transportation for 29 years of service. Diana Nelson is also an instructional assistant for 28 years of service. And Jerry Lynn Earwig is an instructional assistant. She has three years of service. And Amy Brownidge is an English teacher with 27 years of

105service. Michelle for um all the new hires. Um yeah. Do you are we going to get an email for like the ones that are moving to the area as like we can welcome them you know like you said before 14th we are already working on a welcome for all the new teachers coming in and we're still in the process of planning that um so um yes but especially the ones that are new to the area you know it's like a I think all but one. Okay. Oh wow. All right. Welcome. Yeah. So there's a whole lot more going on but we'll get you guys information once it's all finalized. Okay. Perfect. Thanks. Yeah. Uh, quick question about I see we're losing a mechanic. Yes. How are we doing at the bus garage with mechanics? Right

106now it's summertime and Lacy's been on vacation. So, basically the position's been on hold until we can do some more interviews. Okay. Yeah. A job fair. Yes. Yes. July 16th, we're doing a job fair. So, we'll hopefully get some more applicants then as well. Okay. Any other questions? Nope. Thank you. Yep. I move to approve the hires of the new professional staff after proper certification has been completed and all requirements met support. Anything further? All in favor? Show of hands, please. Okay, I think it's seven yeses. Motion carries. Charitable gifts. Yes. Uh, another wonderful crop of uh, donations from the community. Beser company gave a generous monetary donation of $200 to support the students of Alpena High School Kaput. Author Jonathan Rand donated 12 Michigan Chillers books valued at $84 to support the students of

107Besser Elementary. Jimmy John's generously donated a book publishing uh for a creative writing elective valued at $75 to support the students of Thunder Bay Junior High. Sarah Costain generously donated a Yeti cooler, a bulldog lamp, a Stanley tumbler, yard pong, and an Adidas bag valued at $475 to support the students at Alpena High School. Dennis and Ruth Rabbo gave a generous monetary donation of $30 to support the Mckin Vento Families in Transition Program. Jessica and Jason Patterson gave a generous monetary donation of $500 to support the Alpena High School Knowledge Bowl team. Vesser Company gave a generous monetary donation of $500 to support parent advisory council activities and the students of Lincoln Elementary. Culver's gave a generous monetary donation of $3961 to support parent advisory council activities and the students of Lincoln Elementary. McDonald's restaurant

108of Alpena generously donated 25 cheeseburgers and 25 hamburgers valued at $102 to support the students of Alpena High School senior night. Courtney Mayes donated $2,500 for the Mayhe family Spartan Scholarship Fund for the 2025 scholarship award. Douglas Field gener generously uh donated $20,000 to the Alpena High School football program. I'll make a motion to accept the gifts listed above with gratitude and thank the donors in writing for their generous gifts. Support. Thank you. Anything further? You gota like love the faithfulness of the Rainbow family. I get the feeling they are on a fixed income and that is their they can do that year month after month. Not sure but it's consistent and incredible for sure. Uh nothing else. All in favor? Show of hands, please. Okay. Thank you. Seven yeses. Motion carries. And we are

109now at the second opportunity for citizens or delegations who would like to address the board. [Music] Hi, my name is Bruce Heath and I'm from Austinique. I'd like to thank each and every one of you school board members for serving on the board. Okay, you guys got elected to do the job to improve our education system. A lot of times we got a lot of people running in here and want to talk and have a lot of noise, but you guys are the ones that have to make the adult decisions in this room and try to get our scores up right now. Our scores are in a bad way and we need to pay attention to our knitting. So, thank you so much for your time and your efforts that you put towards this job.

110I appreciate it. Thank you. Anyone else? Anna, was there an email that was supposed to be read? Um, yes. I think Yeah. Okay. I think just the one that Janet won. Is that the one or No, there was one. Well, we can move into that. We are at information. If there's no one else coming forward, we're going to move on to information and proposals, letters and communications. Did you get any? Okay. They usually have to be sent to summer by what? 4:00 the day of. This was right after our last board meeting. It said, "I passed along your email to the board secretary to have it read on our monthly meeting June 6th." You sent that. Who is that one from? Uh Jim Stalker. Um the hand that was Jim Stalker. Yeah, Jim Stalker. Yeah,

111I think I just listed his name. Did that one say to be read? So I guess Yeah. Yeah. Okay. I just listed his name. Yeah, I think I can um June 6. I wrote his name down. Did I send that one to somewhere? I'm looking. I think Jim. Yeah. Here's Jim's. Yeah. Oh, yeah. I CCD on that. But I can I can read it right now since I have it up. Is that okay? You probably don't have it up yet, do you? I'll I can read it um when you want to set the timer. Okay, we have one uh email that I will read for on June 3 from Jim Stalker. Dear school board members, my name is Jim Stalker and I am a concerned parent of three Besser elementary school students. I am writing

112to express my concern with a recent APS social media post in which the school district ex explicitly endorsed Pride Month. Although I understand that the spirit of the post was meant to convey inclusivity, I don't feel that it is appropriate for an entity that's subsidi subsidized by the taxpayers to use their platform to make a political statement, especially in a community that voted overwhelmingly to reject state sanctioned pride ideology. The public school system should ideally remain neutral on political issues and can be supportive of students who identify with the queer community without publicly endorsing one side of the issue. I am sure that it's not lost on you that a plurality, if not the outright majority of Alpena area taxpayers reject this ideology. Those who support it are the loudest opponents of any kind of

113Christian or other religious themes being endorsed by the district. In fact, they were apologetic. Oh, I lost my second up. when a motivational speaker who happens to be a Christian was scheduled to speak at the schools demanding their due separation of church and state. As far as I am aware, faculty and staff of the school district are legally barred by law from using their platform to express and advance their religious convictions. One could make the argument that pride ideology is religious in nature. I would argue that it is a religion in direct opposition to traditional Christianity, a rival religion. Given that premise, if the tenants of Christianity cannot be endorsed by the school system, then why is it acceptable for the district to openly identify itself with the LGBT agenda? We don't see statements on

114commemorating Holy Week in the leadup to Easter as that would offend the anti-religious. Yet, APS felt compelled to post a celebratory statement about Pride Month. The district has in effect made a religious statement wrapped in the facade of virtue. Just as not everyone in the community observes the religious tenants of Christianity, so there are those of us who refuse to observe the religious tenants of pride. APS should be respectful of that. I would like to respectfully suggest an alternate approach to this matter for the board to consider. APS should refrain from publicly aligning itself with Pride Month. The school district could simply refrain from posting such statements on social media. As a parent who is trying to raise my children to reject the LGBT agenda, yet treat individuals who identify with that community with respect

115and dignity, I believe that in posting such statements on social media, the schools Okay, thank you. My time's up. You have Do you want have the next one? Okay, perfect. Thank you. This letter is from Janet Fairchild. Dear Alpena board of slide a little clo. Sorry. Just so y that fan's going. This is from Janet Fairchild. Dear Alpena board members, I am writing to express serious concern over the Alpena Board of Education's consideration to terminate its long-standing relationship with Trun Law Firm and replace them with the Coleman Legal Group of Lancing. From what I have learned, Trun has served Alpena Public Schools since 1960. That's over six decades of dedicated service rooted in deep expertise in Michigan school law. They are widely respected across the state for offering professional, nonpartisan, and educational specific legal gu

116legal guidance. Their long-standing relationship with our district means that they bring historical knowledge, consistency, and steady counsel, qualities that are essential in managing the increasing complex legal responsibilities of a public school system. On the other hand, the common law firm is primarily known for its involvement in highly politicized and controversial legal actions. Their portfolio centers around ideological litigation often unrelated to the actual work of running a school district. Switching to a law firm with such a partisan partisan profile risk inviting conflict distracting from the student centered priorities and possibly even entangling the district in lawsuits that serve agendas far more removed from Alpena's needs. This is not about politics. It's about preserving trust, professionalism, and educational focus. Public educ education should never be used as a platform for ideological experimentation. Our schools require legal representation

117that is focused on sound governance, labor relations, student rights, and compliance with state and federal law, not one that draws headlines for diverse reasons. Replacing a trusted legal partner like Trune without compelling cause is not only short-sighted but also potentially damaging to the stability of our school district. I urge our board members to vote against this change and keep Alpena's legal foundation strong, steady, and student focused. Thank you. And then do you want to read whatever else was on? Thank you. The board received emails from Melody Maro regarding her employment, Christina Schroeder regarding safety issues at Thunder Bay Junior High, Jim Stalker regarding Pride Aware awareness post. Thank you. Um, information and questions from board members. Um, I wanted to touch again on the cell phones. I know that we talked about this quite a

118few months back and I know we're supposed to discuss the policy in May and we never did. I was uh hoping that we could possibly put that on the agenda for the next uh months. We discussed it in our meeting today to make sure it's on there for July. Okay. Because it'd be nice to discuss it at the workshop, get the first read and whatever approval needs to be made at the meeting. Yeah, I think we have it on for the July regular meeting, right? And then will that be enough time before school starts to be able board training in and that's already probably so we talked about if we if the board training at our workshop we have that and then if we add another meeting we can we just might be looking at

119a three-hour evening which is an option too or if we were just going to because the organizational meeting is usually straightforward and then have a meeting a portion after that to discuss those the cell phone and um dress code. Okay. Um I mean as long as we have enough time to get something out if we Yeah, we we talked about that because they're working on I think part of that too is they're working on handbooks right now. Correct. Or work. Yeah. Are they back and starting to work on handbooks right now? Do you know? Tomorrow. Tomorrow. Yeah. And so the process is an annual. uh the administration goes through and reviews the handbooks and then brings it uh forward to the board. So yeah, so we can decide if we'd rather have a extra long

120workshop and try to fit it in. Yeah. So we can put some business items at the front of the workshop and then um at the regular meeting or um two, I should have the handbooks to share with you electronically. Um but that's separate than policy. Um but you know the idea is we'll have the handbooks the recommendations from the administration. I can share that electronically prior to either the workshop or the regular. Um should be in the next couple of weeks that we have that I think. Okay. Um, and then the one other thing is, uh, I was looking, we don't have a social media policy and a lot of other districts do have that. I would like to, probably not at July because it seems a little full, but maybe the August meeting review

121a social media policy. Yeah. For students, staff, for all that. Yeah. I Neil has has one that I was looking at in some of the other districts. Yeah, ours is embedded in the um yeah, where is it? I don't know acceptable use um and electronic communications and um that's been my impression that it's it's I think Matt said it's interwoven with lots of other policies but you know if we could cross reference or extract that and get it in a policy that would be more easier to reference I think that'd be helpful. Yeah. Anything else? Do we want to talk about the email we got from Miss Maro or is there explanation? It was uh you know it's a personnel matter. Yeah, I was going to ask if you wanted to slide that in in

122the close session. Uh I don't know that we'd be allowed to talk about that. I think if it's a personnel, don't they have to request it? So, and she's not a direct employee of ours, right? She's just uh Yeah. So, we send funding over to the parochial schools if they accept it uh and then they employ that person and then that information is reported back to us for the financials. Okay. So, she would have to request a close session with us then to uh Yes. But I don't think she can because she's not our employee. She's not our employee. Okay. We give that right how I understand it. We give that prochial school money to have that employee and then they use the money to pay the employee. I'm may just I know I'm just

123paying the money back like that. How's that work? She's their employee. So they supervisor and everything else. Her wages are written into the parochial schools portion of title one. So, we pay her, but she works for them because we by law cannot transfer money to a parochial or another nonprofit entity. But if it but if it comes to pay, she would have to talk to us cuz or Alpena schools because they're the ones who pay her, right? Cuz the pro girls don't pay her. She the agreement is written into the grant. So they're they're actually her employer, but when it comes to pay, it's from APS. It's from us. Yes. So if she had any pay issues, it would come to us. Yes. Okay. Are there any next steps that we need to take with

124this or again the question would be can she request a person you know a close session personnel matter? Uh we would have to figure that out um because again she's not directly employed by us. I was just trying to make sense of what all she was what all was going on. I think she sent it what two days ago or uh No, I think it showed up this morning. Was it this morning? Yeah. Okay. Um so again, that's one side of the story. That's what I was trying. So I can probably provide a you know just a you know here's where what happened from our perspective in my update and then we can also figure out if we can actually go into a close session to address it. Uh it is unique because she is

125not our employee. She does receive funds from us but it's it's spelled out through the title one grant. So, we'll do some digging. I just hate to get a an email like that from somebody and then ignore it. So, Yep. Yeah. Okay. If we get an email update, that would be Yeah. Great. Okay. Anything else? Um the uh MHSA resolution. Yeah. Where we at with that? Sorry. So, I I took that off cuz I was going to get you the handbook. Um, lot a lot of people are on vacation right now, so I wasn't able to get the handbook for you to review. I can as soon as I get it, I can share it with you. Um, I'll put it in my update and then um we can revisit it uh at the July

126regular meeting uh because it just has to be submitted uh to um MHSAA by August 1st. So, because I didn't get you the handbook to review ahead of time, I figured we take it off. We still got time uh to do that. Anything else? Okay. I'll turn it over to you, Dave, for the superintendent midyear progress report. Okay. Does anybody need a stretch break or anything? Yeah. Do we want to pause for a I get the feeling you're ramping up. Uh it sure let's take a It will be thorough. Five minute break. Five minute recess. All right. Make sure your microphones are on. I don't know. Okay. Nice to meet you. Very [Music] nice to meet you. Nice. [Music] I was just going to say hi. I was trying to bother you. Really? Official. Yeah,

127I was just How's it going back there? It's probably the same as from up there. Pretty exciting stuff, huh? Very exciting. Me and Mike. Hello. Hello. Oh, it is. Yeah. Um, it's nice. Is it? I'm going down to Higgins tonight. Alex I mean I don't know so stupid. All the kids all over the room computers. [Music] Save us. Finish out three shifts. [Music] AI AI teacher [Music] Hey, take off. I'm sure your presentation. around the rest of this week. Uh just tomorrow. So heading out Wednesday. So do you have any? So I'll be back in town on May. Okay. Yeah, I'll be I'll be my I'll be doing some work. I don't wear them enough to really Yeah. The first time I did it, I'm trying to go down the stairs. What's weird is you

128like everything's blurry except bright. I only wear when I don't have my contacts in. Yeah. Let me know. Let me know. Yeah. Hey. Hey, you missed it last week. All right. Thank you. [Music] You still have them, right? Okay, we'll get rolling again once everyone comes back in so we can get in and get out. Mary, is there anyone else in the hall? Mary, was there anyone else still in the hall that wanted to come in? Okay. She just likes to come to your board meetings. Yeah. So nice. We still have five minutes, so I think we have to carry on. Yep. Okay. We're going to carry on. If everyone can have a seat so we can get going. Thank you. Okay. Thank you. All right. Dave, turning over to you. Okay. Um so last

129year you remember the superintendent valuation law process changed. Um this is the first time that uh a midyear progress report is required. Uh my contract has a an informal session in June. Um and so this then becomes midyear progress report. Um, since this is our first time through, I'm going to suggest uh it is not as intense as the entire rubric. First off, the the focus of this is on uh strategic plan goals and um providing a progress report on those goals and then you know having a conversation uh which I would propose we do probably in July uh and feedback of the progress report um to identify what the plan looks like going from July till um December. So, um, with that, I will I'll start just and I do have handouts for you.

130You don't have this one, but just to refamiliar refamiliarize everyone, um, the board of education approved the strategic plan in August of this school year, August 24. Um, and it basically broke it down into two phases, uh, the design phase and the deliver phase. Um and then our into our five goal areas um academics programs, whole child development, personnel, family and community partnership and stewardship. Um the design phase we had proposed was around, you know, just kind of doing an audit of where we are with all that we do in the district. Setting up some standard vocabulary, start to look at our systems and all of that. U the assess, conduct a readiness audit and then start to build those plans uh determining measurable goals, deliverables, timelines for the four steps of the deliver phase.

131And so essentially we would be heading into the deliver phase in uh August uh going you know the start of next school year and that is implementing those plans uh monitoring and adjusting those plans supporting as needed and evaluating um those plans. Just a quick review of the strategic plan timeline with the board. Again, you adopted it uh approved it officially on August 26. Um and it's been on our agendas uh in a number of uh different times uh throughout the year. With that, switch over to this one. Um so what I'm going to go through here today is our five goal areas. Um we've started uh adding dates that we will be reporting out to the board of education on the various components. Uh and then I want to show you some of the

132detail that we've engaged in um in particular in the first two goal areas. So uh if you look at uh academic academics and programs design and deliver effective instruction that is our teacher clarity model. Um, and so, um, what we have been doing, uh, and thanks to our curriculum team over there of Stacy, Steph, and Matt who've been driving much of this work. And I think that should go that way. question. Is there enough there? Hey. All right. So, the idea behind academics and programs is our goal is to deliver highquality instruction to maximize student achievement. Um, and so the model that we're going to employ to do that is teacher clarity. And so in all of these areas, we have a couple of uh activities going on. Number one, there's building the system and

133then of course monitoring the impact on student achievement. So teacher clarity is uh the expectation that it'll be uh implemented in every classroom. Um and so we we've been developing is uh what we call practice profiles which you have in front of you. So, we will be engaging in implementation fidelity uh visits into our classroom starting in the fall. And we're going to be observing where where where we are in each classroom as far as implementing um teacher clarity. And so using this rubric, we'll be able to have data that says whatever percent of our classrooms are at the initial implementation stage, whatever percent of our classrooms are at the developing implementation stage and full implementation stage. Now, as an administrative team, we have data reviews scheduled every month and our ad staff based on

134these visits. These visits are structured every two or two weeks out of every month. And we have teams designed that are a combination of administrators, teachers, and instructional coaches. Um the schedule's already built for these different teams to go into the buildings. Again, they have a two-eek window in which they go in. Uh they collect this data and then we review it each month as to whether we're progressing. Um we these are all cross building uh teams too. So they're administrators are not only going through their own building. We have other administrators going other teams going through their buildings and gathering this data. And the idea is the goal is that 100% of our teachers are at full implementation. However, we know the reality is that we have new teachers walking in. Um we have

135uh teachers that have come in at some point and didn't have the training. Uh we need to kept keep all that in mind. But with this process, we can uh track, you know, again, the improvement, the es and flows of where we're at on that. So then we would go to the board uh on this document here, Dave. Um Lis is that learning intention success criteria? Yes. Okay. Yes. Make sure I had that picked up. Yeah. So, this is a close-up version of what's on the screen right now. Broken down. Yep. Did that special for you. I was going to hit you with the uh all of it there but uh it was uh in small font. So looking at this sheet now the reporting event is that we come to the board and we

136are able to then present to you that whole first semester or almost the first semester view of what progress we're making in this area towards 100% implementation of teacher clarity across the the district. And then again according to that sheet we'd come back in August to or uh sorry June of next year and do a close out of we said we wanted teacher clarity uh in place um in every classroom and this is how we're progressing towards that goal. [Music] anything on instructional rounds that the next piece uh so standard assessment data um with the uh on this sheet the uh September 15th um the idea is that we will be having our baseline data profile for the board to review at that point. Um that'll be a combination of hopefully this year's MSTEP data

137which is currently embargoed. Uh we'll have the most recent data available um for then the board to have its conversation around setting academic goals um like we're talking about through the the book study. But then we'll come back um because as September rolls around, we'll be administering our fall assessments. Um and so we'll come back to the board and provide updates on that in November, uh March and um June. So we'll be looking at uh board academic goals uh based on the data that we present to the board on September 15th. Then on that sheet um let's see behavior. Yep. So then the last thing on academics and programs instructional coaching uh profile. Again we're going to create a practice profile. You'll hear that word a lot. Um but there's uh our administrative team needs

138to be trained in instructional co coaching um so that we can then support our instructional coaches and roll out what that practice profile looks. So um right now uh the training is Tuesday or Wednesday or something Wednesday. Um and then after that we'll start to have some more detail to what the uh instructional coaching uh profile looks like. Um and then we would start reporting out on our progress. Again, the expectation is 100% of the teachers take advantage of our instructional coaching. Um that it is focused on teacher clarity and other uh needs that we discover in our visits. Um and then we can start reporting to the board on our progress with that um beginning in the second semester. Any questions on academics and programs? So Dave, you said that uh you're they the

139teachers will be doing um weekly or bi-weekly data meetings on the students looking at their data that they have uh uh student progress. Um it's been my experience that we had data meetings and I had to bring uh data uh individual data on each student to to see where they're at and where they're where I want them to be. Yeah. and uh if and strengths and weaknesses of that student so I could go get an instructional coach or get the title one teacher to come in more into either title one or title or math. So is that what their their data meetings are going to look like? Are we going to look at individual students scores? that wouldn't be represented here at the board level, but absolutely that's what yeah we have team time and

140then we have the instructional coaching process where they look at data and address respond to that. Um team time staff meetings are built into that where they're looking at their building grade level data. So there's a lot of data analysis that's taking place below what we're talking about here. Yeah. So they're going to look at individual students. Absolutely. Okay. Yep. All right. Thank you. Anything else on academics and programs? All right. So then in whole child development again practice profile. So PBIS posit positive behavior um uh positive behavior interventions and supports. There's probably an extra one in there. two. Again, the team uh again working with instructional coaches uh other administrators and staff, we've developed these uh positive behavior intervention support profiles. with the same idea that during those two weeks that we're looking to

141see how teacher clarity is being implemented in the classrooms, we're also looking at how our positive behavior support system is being implemented. And so that would be reviewed uh monthly uh by our ad staff team and it would be reported out to the board um again in January and uh June. And uh again the goal is 100% implementation in every classroom across the district. Um and this tool allows us number one it provides what it looks like to the staff. Um but it also allows us to take a snapshot of the current status and track progress towards that uh goal. And also under whole child development behavior threat assessment management. Um, [Music] these next two practice profiles are either implemented, which means compliance, or they're not. Um, there's no um no leeway for uh variation

142in it. So, these are expectations that they are being utilized. So, the behavior threat assessment management, which I think I just passed out to you. Um, again, these are the things that have to be done in order for our behavior threat assessment management plan to be uh in line with the revised school code changes that are coming up in October. Um, but also uh just continuing the the practice that uh we've had in place. Uh so again it provides clarity for the staff that are involved in this process of what components are required. Um but it also gives us a review sheet of these are the expectations and here's what how we implemented this particular threat assessment. Um and then we can gather that data to find our strengths, weaknesses and adjust the plan going

143forward. And then the other part in that is uh the synergy behavior data collection practice profile. Again, this one is simply you're doing it or not. The expectation is you're doing it. Um and so one of the things that we've been working on for a couple of years is the um you know when you've got humans entering data um there's a lot of room for variation and the variation makes it really hard for us to do any like broad data reviews around behavior. Um and so we've spent a lot of time this spring um and prior years, but really this spring under the strategic plan pulling people together and uh we've had sessions where we go through our code of conduct and the infraction lists and we talk about you know how the different principles

144interpret um uh the events and then enter that data. And so we're building a a consistent document that they can refer to and make sure that we're calling the same things the same things when they happen across the district because then that allows so a fight for example that allows us to then pull data to to see um you know what we're what our trends are across the district. Um we're seeing you know bullying is a great example or harassment. um there are people that are very eager to throw that term out immediately and then when you read through the description you realize well that's not really bullying and we need to clean that up. Um, so we've had a lot of work done in that. But again, this is the the non-negotiable um that

145we're going to be operating off of uh going forward, building the pieces of the system to then be able to start pulling out reliable data from Synergy to make uh informed decisions. So this is a sample of the work we've been doing. Um, again, when I say we, it's our curriculum team and, uh, they've been doing a great job working on that, working with our coaches and everyone else. Um, moving on to personnel, I don't have any documents for you, but, um, the first thing listed there is executive coaching. Um, that came through, uh, you know, trying to mentor and support. Um, state law says that our administrators have to have mentors. Um, having mentors in general when what 48 50% of your staff has less than 5 years in in the field. Um, it's

146hard to find mentors. But the interesting thing in these changes in the law recently um an administrator who's in new or in a new position regardless of experience so 30 years and moves to a different building different as principal is required to have a mentor and so um that that's what you know there's that piece of it being in compliant with that but also um through our Raymond data and other conversations our principles are often overlooked uh with professional development, mentoring, coaching, and those sorts of things. So, this coming year, we're going to engage in some executive coaching um where they're one-on-one with an executive coach slashmentor and they can address issues um that are germanine to their experience. Um and then we are also working together with that this organization as an administrative team

147each month that ad staff um or a certain number of ad staffs. The executive coaches will be talking to our whole team um about what's going on and um you know supports and those sorts of things. So again the idea of reporting to the board we'll do that in July or um January and June. Nope, I'm looking at the wrong one. Sorry. uh February and July and I didn't have a date for July's workshop meeting uh in 26 but just an update again of how it's being perceived received and things that we're working on just an overview of those again this is under the goal of attracting recruiting retaining and developing highly qualified staff so Raymond engagement uh survey again I just put it on this calendar because I think it's probably a good idea

148to do it again, but possibly we want to wait a year. Uh, you know, those are conversations to be had, but we would come back with that um, you know, having set the goals in August for our team, we would be able to come back in March and July and and talk about um, progress towards it. Um, under uh, design and deliver a long-term sustainable staffing model. uh we will do an annual presentation uh on HR covering many aspects of it. Um and so that'll be this I think I have two different September dates. I'll have to clean those up. Um at the September workshop, we will be uh hearing a report on our HR and the long-term plans. Um, and then there will be other, you know, quarterly check-ins with, uh, what we're doing

149around staffing and everything as well. Uh, designing and delivering the marketing plan. Again, we've got lots of things going on. Uh, job fairs, um, doing a lot of social media work, radio ads, um, and then we'll hopefully be able to report, you know, impact or, you know, efforts that we're doing on a regular basis, uh, to the board. And then internal communication plan. We'll be starting a monthly staff newsletter um at the start of the school year. Again, we had talked about, you know, implementing it at the end of the school year now, but makes a lot more sense now that um and Michelle's office is going to drive that. So, now that she's been in the district for enough time, we'll be starting that when we come back and that'll cover a lot of

150the topics that uh you know, people had asked about. um you know in you saw it a little bit in the Raymond just trying to get to that consistent um targeted communication. Um we do employee updates, staffing moves, uh anything that's relevant um going on in the district. That'd be an internal document. Anything on personnel family and communic uh community partnership uh design and deliver an engagement plan. Right now we we know we're doing the parent perception survey data. We do that every year at at conferences. So we will report that out the the results uh to the board at um the the December workshop um for that. And then uh our community partnership plan is in process. And so, you know, we're we're talking about things like uh CTE advisory committees which do meet

151and um you know, just trying to improve that process, but connecting between the schools and the community. Our annual strategic plan summit, we've had two of those now. Those are part of our community engagement. Um and so we'll have more of a list of things that we're doing in that area. And then the external communication plan, the biggest part, so we launched our new website. um that was a big part of it that launched uh I think a month ago. And then starting next year, we're going to be doing a quarterly community newsletter. Um and I'm on the it's a paper copy that goes out to people um to all households. Um because we really need to reach not only the people that are connected to the school, but more importantly the people that aren't

152connected to the school. Um, so we'd be doing that in uh quarterly and I just targeted fall, winter, spring, summer. Uh, as we get closer to the school year, we'll have dates that those will go out. And then stewardship, uh, design and deliver long-term sustainable plan for physical instruction, infrastructure, uh, King Scott facility plan. And right now the next dates for the board interaction is August and October. We just met with them today. Um and they have some scenarios. So um pretty interesting uh scenarios that they've come up with right now. Uh the next step though is they took our administrative team met with them, provided them some feedback and then they will uh tweak that and then come back and start talking about getting the community involved um in in those sessions. might be

153a little difficult getting people to participate over the summer, but you know to stay on track with August and October, you know, we hope to have some public sessions um where they get community input on those plans or scenarios and then uh uh long-term and sustainable plan for physical in in oop sorry that should be instructional. Did I print it up right? The last one should be instructional. And so we have uh examples of this are a curriculum review calendar and a long range tech plan. Uh again, we have a long range or a curricular review calendar. We have to revitalize it and we'll be doing that uh in time to start the school year next year. Um or in August. And I was going to have how many days it is until the first

154day of school, but it's it is really getting down there, folks. Um but what's that? Oh no, it's it's pretty much over. [Music] Anyway, uh so those would be examples again. Um we had those I believe when we look at the curriculum review uh process, it kind of went away when our financial troubles um you know came around and so we had to set that aside. But the whole point of this is we know we have to have this in place. So as long as we have it here now, we can make those financial decisions that protect things like this, our long-term planning there. So I think that's it. That wasn't too bad. I have a quick qu quick question. So the the yellow component is the intervention. uh where when is the where is

155the actual measurable outcome? So um again the on the academics and programs teacher clarity and instructional coaching the it's 100% is the goal. Yeah. But that's that's kind of that would be like me go saying 100% of clinics in the community will implement a stroke reduction plan. Mhm. But the goal is actually should be there should be a 10% reduction in strokes. See the outcome is what the we are seeking. That's what's measurable not the intervention implementation is measurable. So but that's why I was saying we got two parts to it. That's a system and we need to monitor how our system is getting to that 100% implementation. At the same time you'll be talking about um and all of our staff will be talking about academic goals in August. Okay. And so you'll be

156talking about academic goals from the board level in September based on the implementation of these interventions. So we will provide the most current data, academic achievement data. Mhm. From which to have those conversations as a board about long-term goals and measurables. each building, each teacher, each administrator will have been setting their own academic goals uh that are measurable. But as far as the board level, we'll give you the data profile and then we start talking about what we want the board goals to look like. So again the system of implementing teacher clarity we expect it to be 100% but we know that's not the reality because of turnover because of training cycles and things like that. So we want to monitor how well that system is being implemented and that's not an outcome uh goal

157like you're talking about but with the academic goals that we have alongside of that we should start to see we will be setting goals and then we should be able to track you know as we get closer to 100% implementing teacher clarity then we should expect that our um academic achievement goes up uh towards the goal that we set. I I understand where you're coming from. I guess I look at it from a little bit of a different perspective because, you know, it's like saying someone will train to be a good marksman. It doesn't say they're going to shoot, you know, 100 on their score. It's it's it's a different goal. Um you're roundabout getting there, but I guess I just that's the difference between education and and in and healthcare. They're they're very different

158perspectives. Um, and and I've shared with you before that's a little bit hard for me to visualize because some of these things seem so vague. We just we're going to put an implementation and hope that it creates an outcome rather than creating the outcome and trying to strive towards that. That's and we will. Mhm. So two pieces, the system which is the practice profiles and everything we have to track how we're doing in making sure that everyone is doing that. Okay. I'll trust the process. All teachers and administrators will also set academic goals as they do every year. I I I Yep. I'll trust the process. I see. And then you will have the data to then set a board goal. It's almost as if we're accepting that we have to have some adult inputs

159to then later on measure our student achievement. That's kind of what it looks like to me. I mean, we're we've got I mean, some of these things are adult inputs, but we're going to go ahead and we're going to measure that student achievement. We're going to keep our eye on it um through different numbers later. Sure. I mean, yeah, sounds good. Yeah. Plus, this is all very laminatable, by the way. This is stuff I'm definitely going to hang on to. It's good stuff. There you go. But hear me. We will have measurable goals. Um will there be measurable goals for things that are other than academics? Like when for example um we're looking at our when we're looking at our like our staffing models, will we have measurable goals about like what percentage of staff

160we're looking to retain or you know um measurable goals when it comes to job fairs or things like that? Yeah, the measurable goals for job fairs, teacher retent or staff uh retention and everything. Yes. So, our biggest struggle is going to be getting the data from past years. Um, like we would go back three years and then if we trim that data to see it or if we were implementing but right now we're just going to get a base point because I don't think that's ever been done. Yeah. So, base data and then get back data we'll use it. and not so I just want to reiterate we do and have had academic goals across the board and that will continue. We're adding this layer of the strategic plan says teacher clarity is the model

161that we are going to implement across the district and we need to be able to track and show progress towards 100% implementation. Same with our um standard assessment system. We do not have common/standard assessments across the district. And so we're having conversations of where do we have these common or standard assessments. So benchmark ELA uh K5 has assessments built into it. And so we need to go through that process of are these the ones that we're going to use as part of our standard assessment system. If so, okay, 100% K5 ELA, we have standard assessment systems. What do we have for 6 through 12? Um, we have to build that whole system. Um, and as so benchmark ELA, um, we're going to start using that assessment data to track student achievement. Um, so like there

162that's good because it exists. But in seventh grade, um I don't know, social studies or something, we don't have standard assessments across all classrooms. Um and that's just an example. We have to build that. And that's a whole process in itself, but we want to be able to say, okay, we had 50% standard assessments across the district in 2025. Our goal is to have it at 65% at the end of the year and so on up to 100%. Um so those things are in place but again we kept coming back to well we don't have that system up and running 100%. Uh we need to build that system first and that's what we discovered through the design phase of doing those readiness readiness audits. You good? I think so. Okay. And I was just looking

163at the um midyear progress report form on MASB and so it looks like really if you know if anyone has any thoughts or feedback from the presentation tonight and you can get that to me prior to the July workshop and then we can see if we need to create any goals or action or things. Yeah. From that point. So it looks like we fill out some sort of form. So let me know if there's anything I can do. All right. Um I guess from there we if you're complete we will move on to uh we're looking for a motion to move into closed session under 8C of the open meetings act to hear a report on local negotiations and information on the process. I will offer that motion support. Okay. Anything else? This one does

164not need a roll call 8C. Nope, she didn't put on there. So, I'm trusting that we're uh all in favor of going into a close session. Show of hands, please. Okay, thank you. That's all seven. And we are taking action for anyone sticking around. Usually there's like a 30 second delay. Yeah, there's a little We're good. Okay, we are back in open session and someone like to uh read that first motion that great. Sure. I move to approve the USW local 311 3-year agreement through 2027 to 2028. 211. What did I say? 311. Sorry. 211. Second. That's my class. Okay. Anything further? Okay. Roll call, please. Summer. Member Lawson. I. Member Dazinski. I member I member I [Music] member Fritz I I Okay, thank you. Motion carries. Uh up next, consideration of USW Local 207

165contract. Move to approve the USW local 207 three-year agreement through 202728. Second. Okay. Anything further? Okay. Roll call again when you're ready. Uh member Bazinski. I. Member Hansen. Hi. Member. I. Member MacArthur. I. Member Fitz. Hi. Member Lawson. Hi. my I okay thank you thank you team for your hard work on that and bargaining groups uh advanced planning I also want forgot to mention just not to forget about the self-evaluation if everyone can have that done by next week that would be great that's all right I just just a reminder and I'll send out an email too but advanced planning um July 14th monthly board workshop here July 28th our organizational meeting 5:30 here August 18th 18 monthly board workshop August 25th regular board meeting August 25th first day of school yeah I hear it's

166almost here it is no okay [Music] thank you yes yes and we might have to add it add some business items for the all the stuff you're doing