School Safety and Security Forum - March 2026

AAPS provided an update on school safety protocols and procedures at a community meeting on March 23rd at Pioneer’s Schreiber Auditorium.

You can click on the presentation below to see what was shared at the forum. We also are sharing written answers to questions submitted before and during the meeting below the presentation. Please check back as we continue to add questions and answers.

Questions About School Resource Officers

What is the evidence AAPS currently uses to justify the decision not to have school resource officers? When was the last time that decision was revisited?

AAPS had a history of school resource officers in the comprehensive high schools for many years. In 2010, due to an initial budgeting decision, the SROs were eliminated. Currently there are no specific plans to bring SROs or use the SRO model in AAPS schools. But we do have a strong partnership with AAPD and we look, when available, at other models to support positive law enforcement presence in our schools along with their support.

What research is being used in the decision-making process regarding SROs or other police/law enforcement entities in our AAPS buildings?

AAPS has not embarked on returning SROs in their previous status to the high schools. If a discussion is had, it will be done with Board of Education trustees and local law enforcement.

What considerations will the district consider around school safety officers? Will each building have the ability to determine if a safety officer is the right fit for their student community?

There is no immediate plan to bring officers into the schools. If a decision is made to go in this direction, it will be a district decision along with local law enforcement. But typically these positions are housed at the comprehensive high schools. Every AAPS school has never and will never have its own school safety representative from law enforcement.

If police are brought back to our school buildings, what checks and balances will be in place to ensure our students are actually safer? And what metrics will you use to determine student safety?

AAPS has not embarked on returning SROs in their previous status to the high schools. If a discussion is had, it will be done with the Board of Education trustees and local law enforcement.

If the district implements a school safety officer policy, will they require individuals filling these roles to have training specialized in their role, things linked to bias training, training specific to the age range they will interact with?

No discussion or decision has been made regarding SROs in AAPS schools. If some form of this is approved by the Board of Education, they would receive specific training related to student engagement.

What steps will you take in advance of installing police in school buildings to ensure that there is not an increase in criminalization of normal student behavior? How will you measure this data point and how will it be shared with the public?

AAPS has not embarked on returning SROs in their previous status to the high schools. If a discussion is had, it will be done with Board of Education trustees and local law enforcement.

Has the data been examined to show if SROs actually cause a prison pipeline as it were, when strategies are in place to avoid using law enforcement for student discipline?

Some studies have shown an increase in suspensions and arrests in schools who have school resource officers. When AAPS had SRO’s the district did not see these increases. While we have said there is no plan to return to the traditional SRO model in AAPS, we know from past experience, setting the expectations and working closely with local law enforcement to define the parameters and role of an SRO are critical to support students and not creating a “pipeline to prison”.

Student Behaviors, Teacher Support and Teacher Safety

How can we stop bullies and intimidation? How can we make sure victims of bullying don’t get in trouble for defending themselves, and the bullies getting away.

Schools work directly with students and families when they are aware of any bullying situation. The Rights and Responsibilities which includes outcomes and discipline for these actions. But it takes a team with the families to support the student from this behavior. Schools will conduct investigations of bullying and follow the posted outcomes when bullying is confirmed.

I'm concerned about the shortage of teacher assistants in the schools. I understand that they are paid a very low rate, which no doubt is a huge contributing factor. I have been concerned about this from a classroom management/teaching perspective for a while, but just a few weeks ago my 1st grade son at Lakewood Elementary was punched in the face by a child with high behavior needs who was not being attended to by a teacher assistant. Are there any plans to address the teacher assistant shortage?

We recognize and share your concern regarding the shortage of teacher assistants and the impact this can have on both student safety and classroom support. Situations like the one you described are taken very seriously, and we are committed to ensuring that all students are supported in safe, well-structured learning environments.

Like many districts, we are experiencing challenges in recruiting and retaining teacher assistants. Compensation is a contributing factor, and we continue to actively advocate at the state level for increased funding that would allow us to raise wages and remain competitive in attracting qualified staff.

At the same time, we are not waiting for external solutions. The district is continuously reviewing and adjusting our support models to ensure that students—particularly those with higher behavioral or instructional needs—receive appropriate supervision and support throughout the school day. This includes examining staffing allocations, exploring alternative support structures, and working closely with school teams to respond to emerging needs in real time.

We remain committed to strengthening both our workforce and our systems so that all students and staff are supported effectively and safely. If you have specific concerns about your child’s experience, we encourage you to connect directly with your building principal so we can follow up and provide additional support as needed.

How will you be increasing behavioral health support, such as behavioral intervention specialists?

The district continues to prioritize strengthening behavioral health supports across our schools through a multi-layered approach. For the 2025-2026 School year, we have increased the number of School Social Workers we are allocating for support across the district.

If AAPS receives a grant to allocate funds to support students’ social, emotional, and behavioral needs through a reimagined role of Behavior Intervention Specialist, then AAPS will prioritize bringing back supportive roles such as this.

In addition, all staff are provided the opportunity to participate in Nonviolent Crisis Intervention (NCI) training to build capacity in de-escalation, prevention, and safe response strategies. In addition, when specific student needs arise, we provide targeted, building-based training to ensure staff are equipped with practical, situation-specific supports.

Beyond traditional Teaching Assistants, the district has also expanded the use of Registered Behavior Technicians (RBTs). These staff members have completed specialized training and successfully passed a state certification exam, equipping them with advanced skills to support students with behavioral needs under the supervision of qualified professionals.

Together, these efforts reflect our commitment to both proactive and responsive support—building staff capacity while also providing specialized expertise where it is most needed.

I recently raised an incident to the attention of my child's teacher and the school's principal, and they brought in one of the school's social workers to assist with the follow-ups, which I appreciated. How do schools determine when social worker support would be beneficial? Is social worker support available to families outside of specific incident reporting? If so, how?

Social Work support is generally funded for students receiving special education services. But there are times when their services are used for issues with general education students. This support is based on the school administration working with the social worker. AAPS social workers generally do not provide general social work service to students unless it is required in an IEP. Families who are seeking ongoing social work services, including individual or family therapy, can visit caresolace.com/aaps for free care coordination.

What is the district's written policy, if any, with regard to alerting parents as to student abuse, microaggressions or bullying that may impact a student's mental and physical wellbeing?

AAPS defines bullying as any written, verbal or physical act, or any electronic communication, that is intended or that a reasonable person would know is likely to harm one or more students either directly or indirectly by doing any of the following: ● Substantially interfering with educational opportunities, benefits, or programs of one or more students; ● Adversely affecting the ability of a student to participate in or benefit from the school district’s or public school’s educational programs or activities by placing the student in reasonable fear of physical harm or by causing substantial emotional distress; ● Having an actual and substantial detrimental effect on a student’s physical or mental health; ● Causing substantial disruption in, or substantial interference with, the orderly operation of the school. Such behavior is considered bullying whether it takes place on or off school premises, at any school-sponsored function, or in a school vehicle. See Ann Arbor Public Schools Policy 5800 - Anti-Bullying/Cyberbullying Policy

Can the district commit to offering focused trauma based professional development to each school in the district?

Yes, the district is committed to providing focused, trauma-informed professional development across all schools.

All building administrators have already completed Restorative Practices Level 1 and Level 2 training, and we will continue to deepen this work by offering Level 3 and Level 4 training during the 2026–2027 school year. This approach is intentional—by building the capacity of school leaders, we ensure they are equipped to provide ongoing, job-embedded training and support to their staff within each building.

In addition, all building administrators are offered the opportunity to participate in Nonviolent Crisis Intervention training, further strengthening their ability to respond to student needs in safe, supportive, and proactive ways.

Across the district, we remain fully committed to ensuring that all staff engage with students through a trauma-informed lens—prioritizing relationships, understanding behavior as communication, and creating safe, supportive learning environments for every student.

What systems are in place for substitute teachers/staff at both schools to be informed when there is a disturbance/active shooter while the intercom systems are down?

Substitute teachers are trained by the WISD on the ALICE protocols. All schools have a substitute form that goes in the teacher's substitute folder.

What are you doing to increase teacher safety as students become more violent?

There are many programs in place to address student behavior. The protocol used will depend on the origin of the behavior as well as the appropriate response including adding support to the student. But ultimately if a student is violent toward a staff member, proper actions will take place to address this behavior.

How do you plan to improve Raptor use? We are trained and expected to use our personal devices for this tool yet when we have a direct threat, with a suspect fleeing, the response was to a) not go into lockdown and b) not notify nearby schools within 3-4 miles.

AAPS staff are told they can use their personal cell phones or their district-issued laptops to utilize Raptor. We do expect all staff to use and log into Raptor but we do not expect or require staff to use their personal cell phones. Raptor is a free app and a laptop can be used for the same notifications and tracking.

Do all doors in all AAPS classrooms in all AAPS schools allow teachers to easily lock them from the inside in case of an intruder or an active shooter? If not, why not? and when is the timeline to make this change?

AAPS has a variety of door types in each school. As we renovate and build we are using a common door type but for now, physical properties have installed thumb locks on most classroom doors. We understand there are issues with some of these installs. A ticket should be entered into the physical properties system so the concern can be addressed. All teachers should also have a key to their classroom door. Classroom doors should be locked at all times but can be kept propped open or closed.

School Facility Safety Questions

Are there plans to upgrade the security infrastructure within the district? For example, more cameras, controlled entrances, enhanced check-in process?

All school exterior doors are locked at all times during the school day. The exception is during drop off and pick up when the doors are unlocked but staffed for about 10 minutes. Cameras are being upgraded but every school has camera systems throughout their schools. AAPS has a visitor check in that includes a license check.

I have heard Pioneer's PA system is not functional and there is no way to communicate lock downs to teachers other than email or an unreliable phone app. If this is true, it should be addressed immediately. What procedures are in place to be able to communicate school wide during emergencies?

Pioneer's PA system is being updated, with plans to install a new system summer 2026 after receiving approval of the purchase by the Board of Education this week

At skyline there are no speakers in the stairwells. So when students are in the stairway they can not hear if there is a lockdown. During a drill my daughter walked out of the stair well and was shuffled into a room by a teacher seemingly annoyed and not realizing my daughter could not hear the lockdown announcement. My daughter was very distressed following this incident bcs she understands if it truly was a lockdown and she was in the stairs she would not hear the lockdown announcement and the teachers would have already had doors locked and she would be locked out of all rooms.

The teacher followed the correct protocol as we do not have speakers in the stairwells or bathrooms. The PA at Skyline can generally be heard from all areas. Staff are instructed and practice "sweeping" students from the hallways into classrooms during drills or a real emergency. It is also best practice that students must locate a safe place such as another room, bathroom or evacuate as generally if a classroom door is locked, teachers are not instructed to open the doors when being asked to be let in. While this is very hard, it is based on past intruder situations.

What safety mechanisms have been considered in the layout and design of the new elementary schools (ex: Logan and Thurston)?

All new school buildings and renovations are designed based on best practice school safety designs. AAPS also employees Jason Russell from SEC in assisting with the safety designs that will be included for all schools throughout the bond projects.

What school safety protocols are in place outside of the building (but on school property during school hours when children are present)?

During the school day, AAPS keeps all perimeter doors locked. Visitors must buzz in the front door, identify themselves and state their business in the school. AAPS also monitors outside visitors to playgrounds and other outside school property. Signage is up at the school properties that restricts access to the outside property during the school day.

What is the process and what are the protocols if/when RAPTOR is down due to power outages, or server limitations, and an emergency scenario presents itself (at all levels of severity)?

Raptor is just one tool that the school uses during an emergency situation. Best practice for emergency response utilizes a variety of responses including Raptor, PA systems, megaphones, and simply yelling down the hallways in order to communicate important information to staff and students.

Your safety assessment focuses heavily on physical security measures like locks, cameras, and controlled access, but research shows that students are safest when they feel known, connected, and supported by caring adults. How is the district incorporating relationship-based strategies—like increasing adult presence, mentoring, and student belonging—into its definition of school safety?

The safety assessments also look at school policy and protocols but AAPS also has many other responses that aim at supporting students before an emergent situation occurs. This includes connections and care between students and staff as we know relationships are important to the student feeling cared for and developing a sense of self and belonging. We also know that if a student expresses a threat of self-harm, harm to others or a belief that they do not belong, we have tools that are used by trained staff to assess and work with the student to find support and solutions to these concerns.

Why do schools not have an open section of the school or at least a weather protected area while students are waiting for rides or dropped off earlier so we are not all waiting to be last minute and potentially late in a drop-off line?

Some schools have overhangs for this purpose but not all do have a location that is sheltered. We encourage parents to not drop off their students many minutes prior to the first bell as there is not available staff to monitor these students or let into the school before the first bell.

Protocols for Getting Into and Out of a School Building

How should schools and visitors handle multiple people standing at the door to get in? I have seen this happen multiple times where several people walk in to the building at once.

We share with staff, students and parents that no one should follow another person inside a school when the entrance door is unlocked. But we know that people don't always follow these protocols and do allow others to walk in behind them. We have posted updated signs at all front school doors stating this protocol and ask for compliance. This is one of the reasons we are creating secure vestibules for all new schools and renovations.

How do you plan to improve sign-in protocol for AAPS employees that access multiple buildings? I understand it is an extra step, but "not regular" employees (e.g., building tickets, contract workers, etc.) are often not recognized by building staff. They do not sign in because they're given a keycard. It normalizes having "strangers" in the building without proper ID.

All staff should have their AAPS ID card and show it, as well as sign in, upon entering a school that may not be their "home' school.We will actively remind staff of this protocol.

I have witnessed students buzzing guests at my son's school. Why are students allowed to buzz individuals into the building and why do they know where the button is to do so? This is a big safety concern.

Students should not be buzzing in visitors. We learned this was a one time occurrence at the school. Schools know students are not to have access to the door system. Additionally, we ask adults who enter the school via the door system to not allow other adults to enter behind you. Each adult needs to buzz in individually. The exception to this is when there is a school event and then the school will have a staffed sign in table for events only.

I have often checked my children out at Tappan Middle School and have not been asked to show an ID. It is required to show an ID and have it recorded in Raptor to check a child out of AAPS?

All schools are supposed to account for each student when picked up. They do mark them in the PS system. Some schools may already know the parents so they don't ask to confirm but it is a good reminder that they should ask.

Are there plans to upgrade the security infrastructure within the district? For example, more cameras, controlled entrances, enhanced check-in process?

What staff members have access to key cards and other ways of entering public school buildings, specifically at Huron HS?

AAPS staff all have key cards that are programmed to their assigned school. They use these cards to enter school and the use of the card is tracked by the system.

Why is there no uniformity amongst same grade level schools in terms of safety procedures? Different schools seem to have different procedures.

AAPS guides schools in age appropriate responses for district safety procedures. We provide scenarios based on grades with suggestions as to how to run the safety drills. Responses may differ depending on the design of the school but all response protocols are defined as to the actions in response to the threat.

Monitoring Parking Lots at the High Schools

What video monitoring exists in the parking lots, outdoor athletic facilities (i.e football fields) where automobile part theft has occurred specifically at Huron High School?

We understand there has been some recent theft of catalytic converters in one high school parking lot and periodic concerns with theft. We are working on increasing camera coverage in the parking lots. Athletic fields have an extension of the cameras installed.

What is the District going to do about safety in the dirt parking lot at Huron Highschool?

We are looking into installing cameras on some of the light poles in the parking lots at the high schools

Will the district address security concerns in the dirt parking lot? A student was assaulted there. Theft has happened there. We need cameras and better monitoring.

We are looking into installing cameras on some of the light poles in the parking lots at the high schools.

Protection and Protocols to Address Immigration and Customs Enforcement (ICE) on School Campuses

What is the school doing to protect children and parents from ICE? What commitments can you make?

AAPS has a thorough response protocol if ICE engages with AAPS families or on an AAPS campus. The response is led by school leadership teams and provides supports

Are there plans to be followed for students and families should ICE activity be present near schools or pick up points, etc.?

We shared that AAPS has thorough protocols in response to ICE on school properties. Additionally, Durham bus services also has a response if ICE is seen near the bus stop which includes not releasing students and returning them to school.

With a new ICE detention center potentially being set up in Romulus (right next to Dearborn which contains the largest Arab population in the USA), what steps is AAPS taking to protect our children, especially our Arab youth?

AAPS has a thorough response plan if ICE agents appear on school property. We also provide supports to AAPS families who may have interactions with ICE. We also work closely with county-wide support agencies specific to ICE interations. We do not post these resources due to safety concerns but rather our principals and support staff know our famlies and provide these resources directly to them.

How can parents get the list of protocols/plan of action to be followed in case of various scenarios of tornado, potential shootings or other violent actions at school, ICE activity, etc.

They are posted on the district website under School Safety: https://www.a2schools.org/about-aaps/school-safety AAPS has a thorough response plan if ICE agents appear on school property. We also provide support to AAPS families who may have interactions with ICE. We also work closely with county-wide support agencies specific to ICE interactions. We do not post these resources due to safety concerns but rather our principals and support staff know our families and provide these resources directly to them.

Additional Questions

How can parents get the list of protocols/plan of action to be followed in case of various scenarios of tornado, potential shootings or other violent actions at school, ICE activity, etc.

Drill scenarios are posted on the district website under School Safety: https://www.a2schools.org/about-aaps/school-safety

AAPS has a thorough response plan if ICE agents appear on school property. We also provide support to AAPS families who may have interactions with ICE. We also work closely with county-wide support agencies specific to ICE interactions. We do not post these resources due to safety concerns but rather our principals and support staff know our families and provide these resources directly to them.

What research are you using to help make decisions regarding making our schools safer. And who conducted this research?

AAPS works with Secured Environment Consultants (SEC). They have been on all AAPS campuses three times in the past few years to conduct assessments of the exterior, interior, environment, policies and procedures and training and equipment.

Three schools have accidentally used the wrong term for "Lockout" and "Lockdown." Can we please change one of these terms to eliminate confusion?

The state will be instituting new terms that all school districts use. We will follow the state requirements and change "lockout" to "secure" for the fall.

Why don’t we have an alert system for safety and crimes like Universities do, considering public schools have more safety issues?

AAPS has an internal alert system for all staff: Raptor Technologies. This includes internal alerts and two-way texting. Additionally, AAPS uses Schoolmessenger to communicate via phone, text and email to all families of urgent issues and situations. It is appropriate for local law enforcement to send out public safety messages and we will share these if relevant to the school community.

How are you facilitating connections and care within school communities? Could there be deeper conversations at each school about how to build more community, communication and care in each school?

Building principals send out regular communications to their school communities. Many of our schools host a coffee with the principal meeting monthly. Caretakers are invited to attend this monthly meeting and ask questions that matter to them. If your school does not offer an event such as Coffee with the Principal, consider emailing your principal directly or attending a PTSO meeting. School staff also collaborate with the many community agencies that are available to support students and families. We agree and strive to find ways to provide more connections for families and students to build community both inside and outside of our schools. The school culture strives to represent a welcoming place for everyone. Building student voice via peer-to-peer programs will help improve deeper conversations.

What additional solutions to evaluate school safety have you considered? Such as counselors, social workers and psychologists, mental health support; restorative practices, community-based prevention, student-led safety groups, etc. How are you evaluating the options you consider?

AAPS uses a tiered support approach to student mental health and behavioral needs. Over the past few years, AAPS has added and strengthened partnerships to provide more support to students. Currently over 20 community, university, and government agencies have formal partnerships with AAPS to provide mental health and behavior services to students and families. For example, staff at AAPS buildings use the WISD Bridge Team for clinical social work interventions and the Community Mental Health Crisis team for crisis situations. In addition, all building leadership participated in restorative practices training this school year.

We know that more support staff, especially those who can work with general education students, is a need. But the funding for these types of support services are generally limited to students being served by the Office of Special Education. While many also support general education students, that is not the funded requirement. The WISD has started a Bridge Program to support general education students with mental health support. Many AAPS students are referred to this program. AAPS administrators are trained in restorative practices. AAPS also partners with over 20 different community-based support and prevention programs that work with our students. AAPS has a team who investigates these partnership programs to provide added resources and services to families.

I’m interested in better understanding safety protocols around electronic devices within AAPS and specifically why students have access to YouTube, online chat, AI on school-issued devices, as well as smartphone access/use during school. Can you share what the AAPS safety policy is for technology?

The Technology Acceptable Use Policies (AUPs) for different grade ranges drive the safety protocols along with FERPA, CIPA (Children's Internet Protection Act) and COPPA (Children's Online Privacy Protection Rule). The AUPs can be found on the AAPS website within the Forms & Procedures section of the Technology Department page.

In our Google Education Workspace, Google Chat is not available to all students currently.

YouTube searches only allow for 1) educational videos only, 2) restriction of thumbnails not shown within YouTube, 3) restriction of an educational video not advancing to the next video. Additionally, we ask instructional staff to embed YouTube educational videos within the Schoology learning management system, which also keeps the students viewing the video within the learning platform and not the actual YouTube site.

AI usage in the district is currently in pilot/testing mode and primarily directed at the teacher level. Teachers are using AI to build efficiencies into their work day which allow them more time during the school day to interact with students. Secondary teachers have the option to try out an educational AI-enhanced experience through one of three educational AI tools that the district supports/monitors (Schoology's PowerBuddy, MagicSchool Room, Brisk Boost Activity). The teachers load in district resources for the AI-powered engine to support students when they need assistance. They are not given the answer, but get the chance to grow their understanding through educational prompt interactions. The data is owned by the district and is not used to train AI models.

AAPS also employs the Securly system to monitor all AAPS student emails and searches. AAPS administrators are then informed, based on four different levels of concerns, when a student searches or emails topics that may evoke depression, school-level issues, or other concerning comments and searches.

How do we pay for security enhancements and assessments? Is this general fund or bond money or from some other source?

In the past the State of Michigan either via the Department of Education or the Michigan State Police, have provided school safety grant funding to support school initiatives. AAPS has been fortunate to receive many of these grants over the years to support enhancements such as emergency response tools and school safety assessments. We always try to avoid using general funds whenever possible to support school safety. We also are able to provide infrastructure upgrades as part of the Sinking Fund and Bond initiatives.

What specific safety measures has the district implemented in the last year to enhance safety for students and staff?

AAPS has many protocols and processes that directly serve to support the safety of students and staff. We continue to learn from each incident, local, regionally and nationally and use what is learned to improve AAPS safety response. As a result of reviewing the district's safety protocols, especially after school-based incidents, AAPS has implemented Visitor Management protocol, exterior classroom numbering system, MERT Teams and introduction of Trauma Bags, Fire and Police access, Critical Incident Mapping and NARCAN in all schools. AAPS always debriefs after all incidents that occur in our schools in order to review and improve our emergency and crisis response.

A near-miss intruder incident occurred at Haisley Elementary while students were on school property during dismissal. No lockdown procedure was implemented. What steps has AAPS taken since then to ensure this doesn’t happen again?

AAPS conducted a thorough assessment of the response to this incident at Haisley including asking outside school safety experts look at the school and district response. First, while this incident was very concerning it was not considered a “near-miss”. No weapons were found and no actual violence occurred. But understanding how frightening this incident was to some staff and families at Haisley, AAPS worked quickly with the Haisley principal to involve local law enforcement.The decision by the trained principal to not call for a lockdown is assessed as appropriate. Students were already being dismissed when the incident occurred and calling students back into the school to lockdown would not have been the proper response. The incident occurred at the back of the school while students were leaving via the front of the school.Loading students on the buses to leave the property as well as into family vehicles was the proper response. The suspect in the incident had left the school property within seconds of the threat posted to the classroom window. A well-trained principal is expected to make split second decisions during a very difficult situation and AAPS supports this principal’s decision.

My perception in the wake of the shooting threat at Haisley is that AAPS and AAPD have focused only on improving security at Haisley specifically. With Abbot, Wines, and Forsythe all within walking distance to Haisley, the perpetrator could easily pose a threat to these neighboring schools. What is AAPS doing to improve security at these schools and others that were not directly threatened?

AAPS has a robust school safety response and protocol plan for every school. While Haisley did receive support during the incident, the protocols and responses implemented at Haisley are no different then what every AAPS school would have received in similar incidents.

What happened with the Haisley incident regarding the stalker?

There was not a stalker related to the Haisley incident. This incident involved a young man who came on to school property and made written threats upon leaving the property. This person is now being addressed by the court system.

Can you elaborate on what you mean by a holistic approach to school safety?

School safety is multilayered and must include trained staff, protocols, and technology, and facilities. Student Safety also must include physical, emotional, and social safety. It is about a school culture that is welcoming and an inclusive learning environment that extends beyond the school doors. It is also a shared responsibility with parents/guardians and the community.

What are the protocols and procedures in place -- is there a universal policy across AAPS -- for informing parents when there are safety issues with their particular student or that have occurred in the school in general? If so, at what level does the policy require principals and/or teachers to communicate security violations or issues, no matter how small or what size, with parents?

Parents and guardians are contacted if there is a safety concern regarding their student. This can be based on many things including concerning emails, web searches, threatening behaviors, mental health concerns. AAPS supports students with a variety of programs and will work directly with families to assist to support the student in the school and with referrals to community-based services.

If there is a security concern at the school, in general, parents are informed based on the concern. Information shared with families include police or fire presence at the school, the need for a hold, lockdown or sheltering in place. This is done via Schoolmessenger text, phone and email. Parents are reminded that based on FERPA and HIPPA, not all information is able to be shared but assurances of the safety of students and staff is communicated.

Smartphone and social media use correlate with attention problems and behavioral addiction.Among girls, social media use may be associated with body dissatisfaction, perfectionism, exposure to mental disorders, and risk of sexual harassment.

Given the amount of longitudinal data about how smartphone usage among teenagers increases self-harm and anxiety, lowers self-esteem, worsens bullying, and distracts students... What is your no-phone policy during the school day?

AAPS high schools have been piloting how student cell phones are addressed during the school day. We have heard many opinions, read the research and listened to staff and students as we develop and bring forth a cell phone policy in the near future.

Why can’t you secure the bathrooms at Pioneer high school so my students are not constantly exposed to drug use and sales? And why are some bathrooms closed during the school day?

Pioneer closes the bathrooms when there are plumbing issues when it cannot be isolated to a specific stall or urinal. They also lock restrooms in E hall and second floor D hall during lunches because they cannot be monitored appropriately. Pioneer typically will have at least one restroom closed due to plumbing at some point of the day until it is repaired.

Have you looked into how other districts nationwide are having success with school safety?

Yes indeed. We work with a variety of school districts nationwide and are part of school safety networks that compare and share best practice protocols. We also use SEC as an outside assessment group which shares best practices and debriefs with the district after every school-based incident.

Where are your security gaps and what are you doing about them? We are tired of just hearing "how wonderful" the school system is. Stop gaslighting us. Tell us what is wrong and what you are doing about it.

No school is perfect in their ability to assure total school safety. But what every school district must do is to assess after every incident and incorporate lessons-learned into the safety protocols and training. One area that AAPS continues to struggle with is the classroom door locking system. This is mainly due to the number of different door styles used throughout the district. As the doors are replaced, the best way to address this issue is for the classroom door to remain in the locked position at all times.

Security benchmark/trends - what is the benchmark? Internal and external Cameras? Bullet proof glass? Visual technology? Full time Staff ratios? Where does AAPS fall in comparison to other districts for infrastructure?

AAPS has a set of benchmarks for training and facility safety. We work with outside school safety experts who help guide the district in the recommended protocols and tools that both help keep a school safe while also maintaining a warm and welcoming environment. For all school renovations and new builds, the district uses a list of required elements such as secure vestibules, internal and external camera placements, door systems including easy lockdown initiators.

In comparison to other districts, AAPS is known as a leader in school safety. AAPS’s early adoption of schools safety protocols and training as well as facility improvements, is used as a reference not only in Michigan but throughout the schools safety industry.

We know suspension data shows that students from marginalized backgrounds are suspended at a higher rate - how are you using data like this to inform your school safety decisions?

Our primary goal is to ensure safety for all. In addition, we work to ensure all students are welcomed, treated equitably, and have a sense of belonging when they enter our schools. The data show the need for a more proactive approach. (i.e ... training in restorative practices, trauma-informed care, and positive behavior intervention supports (PBIS). Safety and equity are not competing priorities. When every student feels welcomed, seen, and treated fairly, our schools become safer for everyone.

How are the new state laws affecting how AAPS addresses school safety?

The Michigan Legislature has approved a new set of school safety requirements that all schools must meet starting fall 2026.

PA 271 of 2024 requires all schools to have Emergency Operation Plans (EOP) and to use standard terminologies to ensure a unified response. AAPS already incorporates an EOP and updates it every two years. AAPS will also need to change one emergency response term (Lockout to Shelter) according to this law. The requirement also includes behavior threat assessment teams (BTAM).
House Bill 4094 amends the Revised School Code requiring school boards to adopt standardized emergency protocol names and procedures in their EOPs.

What is AAPS doing to prepare for the upcoming coming mandate of comprehensive BTAM teams required in October 2026? How are BTAM team members being trained and made aware of these requirements, and what proactive training will be implemented to ensure the team is prepared?

AAPS already has met the BTAM requirement and has been using another acceptable assessment for the past 5 years - the Comprehensive School Threat Assessment Guideline (CSTAG), developed by Dr. Dewey Cornell at the University of Virginia. All Washtenaw County public schools use the CSTAG assessment and AAPS utilizes Student Safe in the Raptor platform to conduct the assessments. AAPS administrators, social workers, counselors and psychologists are trained in the CSTAG protocol using AAPS certified CSTAG trainers.

Has the district leadership considered providing training for admin and staff regarding protecting folks in the school buildings from illegal searches?

AAPS Rights and Responsibilities document states clearly when searches of lockers, backpacks and other possessions are allowed. Staff who conduct these searches understand the process. Below is a brief response but page 18 of the Rights and Responsibilities handbook has more information.

https://www.a2schools.org/students-families/rights-responsibilities

Locker Search Procedures - Lockers are the property of the school district. A student's locker and/or its contents may be searched by building administrators without prior permission in order to uphold the safety and security of students and staff. Students possess the right of privacy of their person as well as freedom from unreasonable search and seizure of property. The individual's rights, however, are balanced by the schools' responsibility to maintain order and discipline in the schools and to protect the health, safety and welfare of its students.

Searches of Student Backpacks & Possessions - Search of a student and their possessions, including backpacks and vehicles, may be conducted at any time the student is in school, on school premises, on a school bus or at a school-sponsored activity or event. There must be reasonable suspicion that the student is in violation of law or school rules.

What are the current district protocols for using third party security staff for high profile events such as rivalry football, basketball, or other potentially contentious sporting events?

AAPS does contract with an outside unarmed security staff. The company is selected based on a request for proposal that includes all security needs: overnight patrols, high school events and security at U of M home football games for Pioneer High School. AAPS interviews the security companies and based on experience and pricing an outside security agency is selected. The current contract for AAPS outside security needs is with Signal Security.

Are students being involved in any of this decision-making?

We have consulted with students in the past regarding some of the school safety protocols but not recently. Generally school safety is based on best practice and not something that we ask students to choose or participate in. We have had students in the past interested in emergency response and we have engaged local law enforcement and fire if a student is interested in this area beyond a school setting.

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