Munising Public Schools has experienced substantial growth in both academic performance and attendance in recent years, marking a significant turnaround for the district.
According to the latest Michigan School Accountability Index Reports, Munising Middle/High School and Mather Elementary have exceeded pre-pandemic performance levels in most key metrics.
At the middle/high school, the Overall Index Score — which is based on seven components — climbed 25.2%, rising from 60.08 in the 2018-19 academic year to 75.22 in 2023-24.
The Growth Index, which measures student progress over time, saw an even more significant increase of 56.17%, jumping from 48.87 to 76.32. Additionally, the Proficiency Index, which tracks standardized test scores, rose 11.19%, improving from 53.69 to 59.7, despite a temporary dip in previous years.
Mather Elementary demonstrated even more pronounced progress.
The school’s Overall Index Score surged by 29.24%, in- creasing from 69.06 in 2018-19 to 89.25 in 2023-24. Notably, the Growth Index reached a perfect score of 100, reflecting the school’s commitment to academic excellence and measurable student progress.
MPS Superintendent Mike Travis credited the gains to a multipronged approach focused on attendance, academic intervention and social-emotional learning support.
“Improved attendance leads to improved learning; and when students are engaged, we see real results,” Travis said. “It’s been a collaborative effort between staff, administration and the community to build a school environment where students feel supported and motivated to succeed.”
Focus on attendance
MMHS has seen fluctuations in chronic absenteeism in recent years, with rates shifting from 25.5% of students being considered chronically absent in 201819 to 19.1% in 2020-21, before spiking to 52.5% in 2021-22, according to SchoolDigger.com. Chronic absenteeism is defined as students missing 10% or more of school days for any reason, excused or unexcused.
Following a post-COVID attendance crisis, Munising Public Schools implemented a structured intervention model in collaboration with the Alger County Youth Services Task Force.
Under Michigan law, a student is considered truant after 10 absences. At that point, schools issue warning letters, and law enforcement conducts a home visit. If attendance does not improve, students and parents sign a Truancy Diversion Contract, requiring weekly mentoring, tutoring and additional support services.
“The objective is simple: Get kids back in the classroom,” said Jamie Nebel, Alger County Probate Court juvenile officer.
Nebel said collaboration between schools, law enforcement, prosecutors and the courts is key to the program’s success.
The results have been significant. While absenteeism peaked at 52.5% in 2021-22, MPS officials report that truancy rates have declined considerably since the program’s implementation.
“We’ve gone from one of the worst to one of the best in the past three years,” MMHS Principal Nicole Lasak said.
The Alger County Youth Services Task Force continues to refine its approach, offering resources such as mental health support, substance abuse counseling and other interventions to address barriers to attendance.
While some students return to truancy after completing the program, Nebel said the court allows for re-entry with stricter consequences.
“The program is still in its early years, but we are seeing real progress,” she said. “We’ll always take students back in, but the consequences get more severe each time.”
As MPS continues efforts to reinforce attendance, officials are optimistic that the district’s chronic absenteeism rates will continue to decline.
Targeted interventions
Beyond attendance, MPS has invested heavily in academic interventions, particularly in math and literacy.
“At Mather Elementary, we have embraced tools like i-Ready, Reflex and Frax to transform math learning,” Principal Shannon DeFrancesco said. “i-Ready provides tailored assessments and interventions that meet students at their current level, which can also be accessed at home for continued learning.”
Professional development has also played a crucial role, equipping teachers with strategies to maximize data-driven instruction. The district has expanded its Multi-Tiered Systems of Support, an approach that provides targeted interventions for struggling students.
“We focus on literacy and numeracy at every level,” Travis said. “By strengthening foundational skills, we’re setting students up for long-term success.”
DeFrancesco added, “To energize fact fluency, our math department head, Jessica Kelto, recommended Reflex, which has been widely adopted for grades 1-5. Reflex promotes fluency in math facts with engaging activities that students love. Recently, we introduced Frax, an innovative program that simplifies learning fractions through engaging, interactive lessons. These tools work together to foster confidence and enthusiasm in math while delivering results.”
Social-emotional learning In addition to academic initiatives, MPS has prioritized student well-being through its social- emotional learning programs, ensuring that students have the resources they need to thrive both academically and personally.
A key part of this effort is the E3 Program, led by Melissa Carlson, an LMAS-employed school counselor mental health therapist, in collaboration with Rachel Harmon, MPS’s school social worker. The E3 Program provides on-site mental health services, allowing students to access therapy without leaving school.
“When students feel supported emotionally, they perform better academically,” Harmon said. “Our goal is to remove obstacles so students can thrive in and out of the classroom.”
