Aug 20 2008 Ann Arbor School Board Regular Session Agenda

Published on May 2016 | Categories: Documents | Downloads: 29 | Comments: 0 | Views: 442
of 65
Download PDF   Embed   Report

Archived from http://www.aaps.k12.mi.us/boe.0809/home

Comments

Content


c:
I

ANN SCH00loS_
BOARD OF EDUCAnON
AUGUST 20, 2008 - DISTRICT LIBRARY
STUDY SESSION, 5:30 PM
REGULAR MEETING, 7:00 PM
MISSION
PACKET
The mission of the Ann Arbor Public Schools , a wend-class system of innovative teaching end learning , is to ensure each
student realizes his or her aspirations whil e advancing the common good through a community dynamic distinguished by:
• Personalized learning that is curiosity driven, student directed. teacher inspired
• Challenging andprovocative curriculum
• Individualized and group creative expression
• The nurturing of the human spirit
• Cufturally congnuent instruction
Forging alliances with famili es and communities
We beli eve that...
,..heritage shapes individual identity.
.. . all people have the right to learn without limits.
. . . 8 person's achievement can not be predetermined .
... we are strongest whenwork.ing together.
.. .everyone can make a valuable contribution to soci ety.
...environmental stewardship is our moral obligation.
.. .the dignity of each person deserves respect.
...racisrn isdestructive.
...communication leads to understanding, understanding fosters relationships, andcommunity is built onthose
relationships.
.. .we first create in ourselves what we seek to create in the world.
... ali people deserve to live in a healthy, safe environment.
...diversity enriches a community.
.. .individual pot ential deserves fuifillment.
...all people have the innatedesirefor creative expression
STRATEGIC GOALS
We will create a complete educational program fealuring personalized learning that realizes student aspirations
and meets international standards.
• We will develop and implement a personalized learning plan for each student.
We will actualizethe potential far excellence inall students through inspiration and support.
We will ensure meaningfulleaming through effective teaching .
We will i mplement a system to ensure continuous development of staff capacity.
We will inform andengender trust and support fromour constituents to accomplish our missionand objectives.
We willcreate and maintain physicall eaming environmentsthat enable usto fulfill our mission.
We will ensure resources adequate to accomplish our mission and objectives.
BOARD OF EDUCATION
Susan Bas kett 330-0682 - baskett(u'mlps.k12.mLus
Karen D. Cross 741-4480
Randy Friedman 332-6031 -
Helen Gat es-Bryant 665· 4303 -
Karen Cross, Presiden t
Glenn Nelson. Secretary
Deb Mcxicotte 677-1587 - [email protected]
Glenn Nelson 663-4849 -
Irene Patala n 668-6246 -
OFFICERS
Irene Patal an, Vice Pres ident
Randy Friedman, Treasurer
Todd Roberts
Robert Allen
Dave Comsa
Open
Randy Trent
Sara Aeschbach
Liz Margolis
Lar r y Simpson
joyce Hunter
Lee Ann Dickinson -Kelley
SUPERINTENDENT' S STAFF
Superinten dent
Deputy Superintendent for Operations
Assistant Superintendentfor Human Resources [-t
Legal Sennces
Deputy Superintendent for Instruction
Executive Directorof Physical Properties
Director of Community Services
Director of Communications
Administratorfor Student tnterueniion. &
Support Ser..nces
Administrator Jor Secondary Education
Administratorfor Elementary Education
994-2230
994-2250
994-2283
994-2209
994-2118
994-2234
994-2236
994-2318
994-2315
994-2252
robe rlsl((,!,' utlVs. kI2. mi .us
allenr@a<lps.k.12.mLns
comsJd@' aaps.k12.mi.us
liesemer®aaps .k12.mi.U5
trentr@)aaps.k12.mi.\lS
[email protected]"l 2.mi ,us
111 [email protected]. m1.us
simpson@: aap::. ..k12.mi.us

'12.mi.us
2007·08 SCHEDULE FOR
MEETI NGS OF THE BOARD OF EDUCATION
JULY JANUARY
10 Organiza tional Meeting 9 Regular Meeting
23 Regular Mee ting
AUGUST
FEBRUARY
6 Regular Meeting
SEPTEMBER 20 Regular Meeting
5 Regul ar Meeting
19 Regul ar Meeting MARCH
29 Board Ret reat 12 Regul ar Meeting
19 Study Session
OCroBER 26 Regular Mee ting
10 Regular Meeting
24 Regular Meeting APRIL
16 Regular Meeting
NOVEMBER 30 Regular Meeting
14 Regular Meeting
28 Regular Meeting MAY
14 Regular Meeting
DECEMBER 28 Regular Meeting
12 Regular Meeting
19 Reg.l1a, Meeting CANCELLED JUNE
11 Regular Meeting
25 Regular Meeting
The Ann Arbor Boar d of Education wil l provide ncce&S.ary reasonable aids and services to individuals with di sabilities who desi re informat ion
regarding board meetings upon 72 hours notice. Indi viduals with disabilities requiring aids or services shou ld contact the Ann Arbor Board of
Education hy writing or calling the following: Ann Arbor Board of Education..2555S. State Street, P.O. Box 1188, Ann Arbor, Ml 48106 (734) 994-2232.
STATEMENT OF NONDISCRIMINATON. No pef'f;c)tl shal! be excludedfrom purf iciplJfiol1 ill , be denied tile beul'fiM of, or be subjerkd to discrimnmtion i ll any
educatienai program or actilJity atJailnble in QIl I! scllvol 011 the of race, color, sex, religion, creed, political belief, age, national origill, linguistic and langul1ge
differences, sexuill oTient.atiofl, socioeconomic Ileig/lt, wl'ight, trlarital orjamil1al Sfatll s or Rigllfs & Rt>o:i po/lsibili h'cs adoptedfum' 23, 2u(J4-.
ANNARBOR PUBLICSCHOOLS
BOARDOF EDUCATION
AUGUST 20, 2008 - DISTRICT LIBRARY
STUDYSESSION, 5:30- PHSDrain Field, pp. 1-6
REGULAR MEETING, 7:00 PM
CALL TO ORDER
PLEDGE OF ALLEGIANCE
ROLLCALL
INTRODUCTION OF NON-VOTING MEMBER AT THE TABLE
APPROVAL OF AGENDA
PUBLIC COMMENTARY
ACTION - BOARD ITEMS
Designation of Groups - Roberts, p. 7
REPORTS
Associations - Youth Senate, BPSSG, MPAC, PTOC, AAAA, MEA
BOARD COMMITTEE REPORTS
Performance, Planning
INFORMATION
Approved Minutes of the June 18, 2008 Regular Meeting , pp. 8-14
FIRST BRIEFING
MPS/UM Language Partnership - Dickinson-Kelley, pp. 15-34
SECOND BRIEFING
Approval of Financial Institutions - Allen, pp. 35-36
SPECIAL BRIEFING - scheduled for approval et this meeting
08-020 - US History Textbook: The American Vision purchase from Glencoe, and
08-021 - US History Textbook: 2d
h
Cenlury United Stales History from TCI- Hunter, pp. 37-46
ACTION - CONSENTAGENDA - scheduled for approval at this meeting
08-020 - US History Textbook: The American Vision purchase from Glencoe, and
08-021 - US History Textbook: 20
th
Century Uniled States History from TCI - Hunter, pp. 37-46
Approval of Financial Institutions - Allen, pp. 35-36
Gift Offers - Osinski, p. 47
ACTION - BOARD ITEMS
MASB Board of Directors Election - Cross, pp. 48-52
Appointment of MASB Voting Delegates - Cross, p. 53
Committee Assignments
Page 1 of2
An Ann Arbor Publin Schools' Student: Will Graduate Ready
ANN ARBOR PUBLIC SCHOOLS
BOARD OF EDUCATION- Regular Meeting of August 2G, 2GG8
SUPERINTENDENT'S REPORT
ITEMS FOR AGENDA PLANNING, pp. 54-59
ITEMS FROM THE BOARD
ADJOURNMENT
THIS MEETING WILL BE BROADCAST LIVE ON CTN CH. 18
Replays: Thurs., 8/21 @ 1:30 PM, Sat., 8/23 @ 9:00 AM, Sun., 8/24 @ 2:00 PM,
Wed. , 8/27 @ 7:00 PM
AGENDA
Page 2 of2
All Ann Arbor PubUc Schools' Students Will ~ r a d u a t e Ready
TO:
FROM:
OATE:
RE:
Ann Arbor Public Schools
Physical Properties
MEMORANDUM
Todd Roberts, Superintendent
f--(
Randy Trent , Executive Director of Physical Properties
August 15, 2008
Pioneer Stormwater Management
1
In October of 2007, the City of Ann Arbor, Washtenaw County and the Ann Arbor
Public Schools partnered in the grant design application for a storm water
underground storage tank project to be located on the grounds of Pioneer High
School. The grant has been accepted and it is now time for the Board of Education
to make a binding commitment with all parties and to make the final determination
of where the tanks should be located. Attached to this memorandum are two
options where the tanks and porous pavement can be placed on Pioneer grounds.
If the Board of Education decides to make a binding commitment , a choice to
proceed with option 1 or option 2 will be necessary for a long term easement. The
County and City presentation will walk through the other details and process that
determined why Pioneer High School needs to be the site for stormwater storage to
help Allen's Creek residents.
2
B"
(y
! • • •
@! 0
l.J :.>

"
"
t .",'

,
-
if
,
I

'0 s-

i

j
w
j s
a,
.

i
e
1
c
"
--t.
,


f
,
f

-a
f

?
a
,
"

,
i

f
,

I
,.

t
.,
g
l
::; .,.

,
-

,
,
..

"
I

.,
. ~ .
3
4
JANIS A, BOBRIN
DRAIN COMMISSiONER
705 North Zeeb Road
P.O. Box 8645
Ann Arbor, MI 48107· 8645
email : ....

DEl\TNJS M. WOJCIK, P.E.
Chief Deputy DrainCommissioner
Telephone 734.222.6860
Fax 734.222.6803
To: Randy Trent
From: Harry Sheehan, WCDC
CC: Jani s Bobrin, WCDC
Craig Hupy, City of M
Molly Wade, City of M
Vicki Putata, OHM
Date: 7/17/2008
Re: Stonnwater storage at Pioneer High; board presentation
Randy,
In response to your email of June 4 (attached), here is the information that we'd like to present to the
board when they return in September:
I. Recap Allen' s Creek Stonnwater Initiative: why Pioneer High'!
2. Present project :
a. Conceptual design (attached)
b. Total Cost S4.4 million
c. Cost to the School District stormwater rate increase as a result of the
project, minus credit for having ons ite stormwater management - value
of easement (TBD)
d. Timeline: Constructioncould begin as early as 2009; 2 yrs. summers
only
3. Review the board's previous letter of support from October 26, 2007 (attached)
4. Present funding opportunities:
a. State Revolving Loan Fund - already submitted; MDEQ decision by
October
b. DEQ Grant - Proposals due October 29, 2008
5. Action Requir ed
a. Letter of binding commitment to the project for both the grant and loan
needed no later than October 22, 2008. This letter would include
recognition of the need for long-t erm easement.
6. Discussion
Please let me know the outcome of your review; contact me with questions / comments . Thanks
5
6

Att I

) Ann ArborPublic Schools
[ir
2555South State Street
Ann Arbor, MI 48104
734 9942230
RECEIVED
DCI 30 20D7
WASHTENAWCOUNTY

Superintendent of Schools
roberlst@aaps k12 ml .us
October 26, 2007
Ms. Jani s Bobrin
Washtenaw County Dr ain Commissioner
705 N. Zeeb Road
P,O, Box 8645
Ann Arbor, MI 48107
RE: Stormwater Stor age Project- Grant Design Application
Dear Ms. Bobrin,
The Ann Ar bor Public Schools (AAPS) has agr eed to partner with the City of
Ann Arbor and Washtenaw County in the grant design application for a storm
water underground storage tank pr oject proposed for the grounds of Pioneer
HighSchooL
We understand that there are two locations on the Pioneer site that are being
considered for the underground storage tank placement AAPS reser ves the
right to make the final determination of location for the tankts), in conjunction
with the City and County . We understand that the terms of this collaboration
will include reimbursement for any football parking revenue loss due to the
project .
We understand that a binding commi tment at this time is not required.
However, at the time a grant is accepted, a binding commitment is necessary
between the County, City and AAPS,
AAPS is committed to partnering with the City and County to seek grant design
funding AAPS will parti cipate in all necessary decisions
If you have any questions, pl ease d o not hesitate to contact me
Sincerel y,

Superintendent
c: Roger Fraser, City Admi nis trator, Ci ty of Ann Arbor
Randall J. Trent, Executive Director of Physical Properties, AAPS
I : ~
Aft, I) Arm Arbor Public Schools
~
2555 South StateStreet
Ann Arbor, MI 48104
734.994.2230
MEMORANDUM
Dr. George V. Fomero
Superintendent ofSchools
[email protected]
7
To:
From:
Date:
Subject:
President Karen Cross
Board of Education Trustees
Todd Roberts
August 7, 2008
Designation of Groups Entitl ed to Participate at Board Meetings
In accordance with Board of Education Bylaw 1300 and past practice, I recommend that
the following groups be designated to address the Board during its regular meetings as
part of the agenda and may participate in discussion when asked to do so by the
presider. They shall not, however, participate in the di scussion or debate of an item once
it has been moved and seconded at a regul ar meeting:
• Ann Arbor Education Association (AAEA)
• Ann Arbor Administrators Association (AAA A)
• Parent/Teacher Organization Council (PTOC)
• Ann Arbor Parent Advisory Committee for Special Education (AAPAC)
• Black Parent and Student Support Group (BPSSG)
• Youth Senate
Other groups may be designated to participate at Board meetings with the approval of
the Board. To be considered for approval to address the Board on a regular basis, a
group should submit a written request to the Secretary of the Board of Education.
Motion
Moved by . seconded by , to designate the aforementioned groups to
participate at Board of Education meetings. Furthermore, the Board Secretary is directed
to invite the groups to participate at Board meetings and provide them wi th
participation guidelines.
GVF/ je
8
ANN ARBOR PUBLIC SCHOOLS
BOARD OF EDUCATION- Regular Meetingof June1B, 200B
DISTRICT LIBRARY
CALL TO ORDER
President Cross called the meeting to order at 7:05 pm
PLEDGE OF ALLEGIANCE
Trustee Gates-Bryant led the pledge .
APPROVED
MINUTES
ROLL CALL
Present - Trustees Cross (President), Friedman (Treasurer), Gates-Bryant, Nelson (Secretary),
Patalan (Vice President)
Absent - Trustess Baskett, Mexicotte
Present from Administration - Allen , Trent , Margolis, Hunter, Ways, Jaquette, Osinski (Recorder)
INTRODUCTION OF NON·VOTING MEMBER AT THE TABLE
President Cross introduced Dr. Todd Roberts, Superintendent of Schools
APPROVAL OF AGENDA
Agenda was approved by consent
PUBLIC COMMENTARY
None
REPORTS
Youth Senate - Thanked the board, administration and those members who dedicated time to the
group.
BOARD COMMITTEE REPORTS
Performance - Committee has not met since its last report and has concluded its meetings for this
school year.
Planning - Met on June 17 and reviewed food service survey and the following policies:
2620 - Legal Controls; 7100 - Advertising; 7150 - Naming. Meetings have concluded for this school
year.
INFORMATION
Board Organ ization Update
Trustee Nelson provided a framework for the July 15 discussion of board committee structure.
Trustee Gates-Bryant likes the way we're currently functioning. Prior to this structure there were 2
more trustees and many more committees. The current structure is working well with the number of
trustees. Still needs to be some tweaking to make sure there are no administrative areas falling
through the cracks and that attention is given to all. Trustee Nelson supports keeping the current
structure, but felt toward the end of the year there were more overlap of items between the
committees. The purpose of the committee is to increase the capacity of the board to do the work.
Page 1 of 6
All Ann Arbor Publie Sehools' Students wmGraduate Ready
ANN ARBOR PUBLIC SCHOOLS
BOARD OF EDUCATION - Regular Meeting 01June 18, 2008 APPROVED MINUTES
9
President Cross explained the functions of the Performance and Planning committees. Noted that a
lot of informational items have been brought to committee by administration, in order to make the
regular board meetings more productive.
Facilities Update
Mr. Trent provided a facilities and bond project update. Skyline is complete on the inside and
undergoing final testing. Football field, track and tennis surfacing planned for June/July and furniture
installation is complete. Huron performing arts addition is on schedule. Pioneer video camera
installation complete, pool partition is being redesigned, 2008 summer work consists of
decentralization of administration and auto shop. Summer 2009 projects will include cafeteria
expansion, continuation of administration decentralization, culinary arts, SISS, E-wing, science
courtyard and pool partition work.
SPECIAL BRIEFING
2620 - Legal Controls
Trustee Gates-Bryant presented the recommended changes. Requested that the board approve this
policy tonight with only one briefing because it is part of the policies expiring 6/30. She reminded
Trustees that it could be brought back for revision if necessary.
FIRST BRIEFING
New Policy Adoption
Trustee Gates-Bryant introduced new policies 7100 -Advertising and 7150 Naming. She reminded
the board that these policies have been discussed in a study session and vetted at several committee
meetings. Trustees would like to see regulations in the next packel.
eRE/Online Offerings - Roberts, pp. 22-39
Suzette Jaquette reported on the type of students who are helped by allowing CR credits. Student
doesn't pay for an online class if it is their 6
th
class during the normal school year. Will look at letting
students pay for an online class for i
h
hour.
Any student within the district can do a CR, if they have a minimum of 3 classes at their home school
with approval from their counselor.
Thanked Ms. Jaquette for her work on this.
VVhat do the assessments need to look like? What would we think is reasonable for student
achievement expectation, program enrollment, course enrollment, financial analysis?
It was noted that this is a more cost effective way to meet the needs of the students, rather than make
another course offering. We get the equivalent of the student's course enrollment online if they are
outside the district.
Board approval is required in order to offer school of choice seats.
There are 3 choices for school of choice option- open to within ISO, contiguous within your ISD
boundaries Dr open it to both - can't go statewide.
Pago 2 016
All Ann Arbor Public Scliools' Students Will Graduate Ready
10
ANN ARBOR PUBLIC SCHOOLS
BOARD OF EDUCATION Regular Meeting of June 18, 2008 APPROVED MINUTES
Will advertise as we move forward. There are already at least 8 families who are interested. May not
need to advertise.
Offering proposal is for a head count of 10, not FTE. They are required to take 6 classes - sum of all
classes.
SECOND BRIEFING - scheduled for approval at this meeting
OBf09 Budget - no discussion.
Food Service Contract Renewal- no discussion.
Skyline Athletic & PE Equipment - no discussion.
OB·013 - Environmentally Preferred Products - no discussion.
OB-014 - Custodial Supplies - no discussion.
OB·015 - Grounds Equipment - no discussion.
08·016 - Solid Waste - no discussion.
08-018 - History Alive! The Ancient World Textbook Adoption - no discussion.
Policy Review: 4450 - Negotiations; 2320 - Administrative Hiring - no discussion.
Sunset Policy Adoptions - no discussion.
ACTION - CONSENTAGENDA - scheduled for approval at this meeting
08f09 Budget
Vice President Patalan, supported by Trustee Nelson, moved to approve the budget for the 2008-09
fiscal year. On roll call vote, the motion carried 5-0, Trustees Baskett and Mexicotte absent.
Food Service Contract Renewal
Vice President Patalan, supported by Trustee Nelson, moved to approve the renewal of the Food
service Agreement with Chartwells Dining Services for the 08/09 schooi year. On roll call vote, the
motion carried 5-0, Trustees Baskett and Mexicotte absent.
Skyline Athletic & PE Equipment
Vice President Patalan. supported by Trustee Nelson. moved to award contracts as follows for Skvline
PE and athletic eguipment: Aluminum Athletic Equipment - $28.341.30: Flag House - $39,603.84:
Gopher· $22,707.22: GTM Sportwear - $1.470.00; Medco - $50,682.85: PortaPhone· $3,550.00:
Rae Crowther - $6,569.00: Ridell - $29.299.98; Signature Sports - $56.570.23: Sports Imports-
$19.10000; Sports Time· $21,792.04; Team Sports - $41.681.33. On roll call vote, the motion
carried 5-0. Trustees Baskett and Mexicotte absent.
08-013 - EnVironmentally Preferred Products
Vice President Patalan, supported by Trustee Nelson, moved to approve Ann Arbor Cleaning Supply
as the vendor for Environmentally Preferred Cleaning Products for the next two fiscal school years.
On roll call vote , the motion carried 5-0, Trustee Baskett and Mexicotte absent.
08-014 - Custodial Supplies
Vice President Patalan, supported by Trustee Nelson. moved to approve Hercules & Hercules MSC
Industrial Supply, Supply Den. Arnold Sales, Grainger. and Kellermeyer as the vendors to supply
custodial supplies and equipment for the next two fiscal school years with an option to renew until
June 30, 2011. On roll call vote , the motion carried 5-0, Trustees Baskett and Mexicotte absent.
08-015 - Grounds Equipment
Page 3 of6
All Ann Arbor Public Schools' Students Will Graduate Ready
ANN ARBOR PUBLIC SCHOOLS
BOARD OF EDUCATION - Regular Meeting of June 18, 2008 APPROVED MINUTES
11
Vice President Patalan. supported by Trustee Nelson, moved to approve contracts as follows for
grounds equipment: WF Miller-$16,500_00: Napoleon - $84,966 .91; Druble Equipment - $118,80000:
AIS Equipment - $192,550,00: Motor City Ford - $92,890.00: Varsity Ford - $115.810_56. On roll call
vote, the motion carried 5-0, Trustees Baskett and Mexicotte absent.
08-016 - Solid Waste
Vice President Patalan, supported by Trustee Nelson, moved to approve solid waste services for the
Ann Arbor Public Schools, On roll call vote, the motion carried 5-0, Trustees Baskett and Mexicotte
absent.
OB-018 - History Alive ! The Ancient World Textbook Adoption
Vice President Patalan, supported by Trustee Nelson, moved to approve the purchase of History
Alive! The ancient World in the amount of $75.492.00 from Teacher Curriculum Institute (Tel). On roll
call vote. the motion carried 5-0, Trustees Baskett and Mexicotte absent.
Policy Review: 4450 - Negotiations; 2320 - Administrative Hiring
Vice President Patalan, supported by Trustee Nelson, moved to adopt policy 4450-Negotiations and
2320-Administrative Hiring as presented . On roll call vote, the motion carried 5-0. Trustees Baskett
and Mexicotte absent.
Policy 2620-Legal Controls
Vice President Patalan, supported by Trustee Nelson, moved to adopt policy 2620-Legal Controls as
presented , On roll call vote, the motion carried 5-0. Trustees Baskett and Mexicotte absent.
Sunset Policy Adoptions
Vice President Patalan, supported by Trustee Nelson , moved to reinstate the policies presented
expiring as of June 30, 2008. On roll call vote, the motion carried 5-0, Trustees Baskett and Mexicotte
absent.
Approved Draft Minutes of the June 11,2008 RegUlar Meeting
Vice President Patalan, supported by Trustee Nelson , moved to approve the minutes of the June 11,
2008 Regular Meeting . On roll call vote, the motion carried 5-0, Trustees Baskett and Mexicotte
absent.
Nomination to MASB Board of Directors
Vice President Patalan, supported by Trustee Nelson, moved to nominate Glenn Nelson as a
candidate for the Reqion 7 seat on the MASB Board of Direelors in the 2008 eleelion. On roll call vote
the motion carried 5-0. Trustees Baskett and Mexicotte absent.
ACTION - BOARD ITEMS
Motion to hold an Executive Session on July 16, 200B at 5:30 pm, Balas Building , for the purpose of
Superintendent Evaluation.
Vice President Patalan, supported by Trust ee Nelson , moved to approve the aforementioned
executive session. On roll call vote, the motion carried 5-0, Trustees Baskett and Mexicotte absent.
SUPERINTENDENT'S REPORT
Dr. Roberts read from a prepared report (Attachment A)
Page 4 of6
All Ann Arbor Public Schools' Students WlII Graduate Ready
12
ANN ARBOR PUBLIC SCHOOLS
BOARD OF EDUCATION- Regular Meeting of June 18, 2008
ITEMS FOR AGENDA PLANNING
Socialization of high school students.
Study session/discussion of laptop program for secondary education.
APPROVED MINUTES
ITEMS FROM THE BOARD
Vice President Patalan thanked trustee Nelson for serving on the state-wide board.
Attended graduations, notably Community and Stone. Noted that Ann Arbor Open influenced her.
Trustee Gates-Bryant noted that our involvement with MASS was very small ; now our board members
are certified and one potentially serving on this board.
Trustee Nelson attended Stone's graduation. Thanked President Cross for her service as Soard
President.
ADJOURNMENT
9:01 PM
Page 50f6
All Ann Arbor Public Schools' Students Win &nIduate Ready
ANN ARBOR PUBLIC SCHOOLS
BOARD OF EDUCATION - Regular Meeting of June 18, 2008
Superintendent' s Report
June 18,2008
• Monday, June 16, Stone High School Graduation.
APPROVED MINUTES
Attachment A
13
• Stone High School recei ved a $3,000 grant from Lowe's for a landscaping project. The students and
staff have been working hard planting flowers and shrubs to improve the curb appeal of its entrance
and grounds
• The Huron women's soccer team won the Division I state championship. The coach is Todd
Pheiffer and assistant coaches are : Reese Richardson, Scott Sparrow and Bonnie McCann.
• The 5th and 6th grade students in Leslie Lawther's class at Ann Arbor Open held a poetry reading at
Shaman Drum Bookstore to celebrate the publication of their anthology. The book represents a year of
work with writer-in-residence Scott Beal through the Dzanc Books Writers in Residence program.
• Bach School was recently awarded a Green School designation from the state of Michigan and last
week, teacher Mrs. Tina Ezekiel was interviewed by David Fair ofWEMU as part of his morning
show on Issues of the Environment. The broadcast can be downloaded by going to wemu.org.
• In response to this story, Clague teacher Jeff Gaynor has given up hi s car for the past five months.
• The Forum of Steve Coron at Community High School created a mural, with 5th graders from
Angell, that will be attached to the fence on the back lawn of Community High. The mural was funded
by an Ann Arbor Public Schools Educational Foundation grant, and is a visual representation ofour
community
• Thurston Media Specialist, Terry Madden, has been selected to participate in a Library of Congress
to develop lessons for teachers to use by incorporating Library of Congress "Primary Sources"
resource materials into the curriculum.
• The summer months are a busy time for our building maintenance crews. 24 buildings are scheduled
for an upgrade and the work began this week.
• It' s hard to believe that this is the last week of the 2007/2008 school year. We all have worked hard
together and can take pride in completing another successful year. This has been a wonderful second
year for me and it has been my pleasure to get to know many more staff members and to be a part of
such a dedicated and professional team. I want to thank the Board, administrators, teachers and
support staff for your service to our students, their famili es and our community. It is through your
effort s that Ann Arbor is recognized as one of the best communities for a Pre-K through grade 12
education. I hope you all have some time to rest and rejuvenate during the summer break.
Page 6 of6
All Ann Arbor PubUe Sehools' Students Will Graduate Ready
14
From: "Randy Friedman" <[email protected]>
SUbj ect : RE: Updated Board Meeting Schedule
Dat e: August 6, 20088:08:30 PMGMT-04:00
To: "Amy Osinski" <[email protected]>
Cc: "Glenn L. Nelson"<[email protected]>
Dear Amy: please pass the below along to the Judges in the Superintendent
of the Year Award Program: Dear Judges: Todd Roberts is special in word
and deed. He came to our District two years ago amidst a very public storm.
The District 's finances were chaotic. Academic strategy seemed rudderless .
Our 250 million dollar building project was over budget. The then
Superintendent had run away. The local newspaper roundly criticized our
School Board with front page headlines. The self confidence of a once proud
District was lost.
Todd's words were soft and measured. His attention to a mountain of
details was sure footed and comprehensive. His ability to prioritize tasks was
immediately evident. The honeymoon started and it has never stopped.
Finances are discipl ined. Academic innovation is taking place. Construction
is ahead of schedule and under budget. The newspaper is supportive.
Millages have passed and the District has regained its pride .
Through it all , Todd Roberts' humility abounds.
From: Amy Osinski [mailto:[email protected]]
Sent: Monday, August 04, 2008 10:02 AM
To: Neal Morton; [email protected]; Don Osinski/USA/Holcim; Betsy Volaric;
DAVID JESSE; [email protected]; [email protected];
[email protected]; [email protected]; [email protected];
[email protected]; Karen Wilson; Martine Perreault; [email protected];
[email protected]; [email protected]; Marilyn Gouin;
[email protected]; Randy Friedman; Charles Lewis;
[email protected]; [email protected];
[email protected]; Jerry Brand
Subject: Updated Board Meeting Schedule
Please post the attached schedule.
MEMORANDUM
from Lee Ann Dickinson-Kelley
Administrator for Elementary Educat ion
15
Date:
To:
From:
Re:
August 15, 2008
Dr. Todd Roberts, Superintendent
Board of Education Trustees
Lee Ann Dickinson-Kelley, Admini strator for Elementary
Education
Elementary World Language Partnership
We are pleased to announce a new and exciting partnership between the
University of Michigan and the Ann Arbor Public Schools. Resulting from the
A2LP, Ann ArborLanguage Partnership, all third grade students in all 21
. elementary schools will begin receiving Spanish instruction in 2009-10, expanded
to fourth and fifth graders in 2010-11. We believe this comprehensive initiative is
unique among our peer districts and certainly long over due in the Ann Arbor
Publi cSchools. The partnership will further support a review of our entire World
Language Program K-12to ensure effective and sustainable programming is
available for all students, throughout the district.
As will be evident in our presentation to the Board on August 20, we have spent
the last two and half years investigating the potential for implementing such a
ubiquitous initiative, beginning with the creation of a 25person Task Force. This
Task Force was comprised of teachers, administrators, parents and curriculum
coordinators who visited sites around the State where elementary foreign
language instruction is thriving. The Task Force strongly recommended pursuing
a program for implementation in the Ann Arbor Public Schools with the
following qualifications:
The program must:
» Be equally accessible in all 21 schools, sustainable over time and promote
cultural understanding as well as language acquisiti on
» Be integrated into the instructional day where natural connections are found
e.g., social studies, without detracting from time spent on teaching reading,
mathematics and I or science
» Be implemented in a manner that does not fragment other special area
16
courses (e.g. art, music, physical education) thus taking away from the
integrity of those programs
~ And, do all this NOW in a climate of fiscal challenge
While this was a tall order, we did just that!
The University of Michigan Teacher Preparation Program is expanding its K-12
World Language Certification Program. Student teachers closely supervised by
graduate level university faculty will teach two (2) thirtyminute classes each
week to all third graders beginning in 2009-10, expanded to grades 4 and 5 in
2010-11. These student teachers will have demonstrated language profici ency
before being accepted into the program and will be mentored on site by media
specialists in our elementary schools. The course content will be co-developed by
the University of Michigan and the Ann Arbor Public Schools, a process that has
already begun, reflecting the language standards outlined in the Common
European Framework. Elementary media specialists will begin working with
University faculty on the mentor model early this fall. This development work
will continue throughout the 2008·09 school year, primarily overseen by a Ph. D.
level instructor co-funded by the University and the Ann Arbor Public Schools.
Cambridge University, Cambridge, England will provide assistance as needed in
the adaptation of the Common European Framework. All this occurs at a time
when elementary media specialists must expand their student contact time by
contractual agreement, providing an opportunity to include World Language
instruction within the special area menu options.
The value of learning a language other than English or one's home language has
never been more apparent than of late; our world is increasingly more
interdependent, global in nature, and ethnically diverse. Last December, Time
Magazine dedicated a whole issue to the future of educating our students in the
21st century and concluded that students will be increasingly at risk if they do
not speak more than one language. As a district we have an obligation to ensure
that our students have broad access to educational and employment
opportunities after they leave high school; a second or third language will be a
passport to such opportunities. Our new state-wide high school standards will
require world language proficiency of all students for graduation. Last January,
we conducted a community survey to assess the interest of families in
elementary world language instruction. It was clear from the 1500respondents
that this was a high priority and long overdue. This initiative was also strongly
supported by two (2) Strategic Planning Action Teams. We have been losing
student enrollment to private and charter schools in our area for years because
we have not offered elementary foreign language instruction; by doing so we
will most certainly increase the likelihood that we will meet our marketing target
to increase student enrollment.
We look forward to presenting the Elementary World Language Plan to the
Board of Education on August 20th.
Introducing
the Ann Arbor Language Partnership's
Elementary World Language
August 20. 2008
17
Ann Arbor Public Schools
Why Are We Adding Elementary
World Language to our Curriculum?
• Identified as a Board & Superintendent Initiative
• Strongly supported by two Strategic Planning
Action Plan Teams
• Endorsed by a 25 Member Task Force & two
years of exploration
• Extends our commitment to equity & cultural
responsiveness
• Addresses new graduation requirements that
include world language requirement
18
The Ann Arbor Languages Partnership:
A2LP
A collaborative undertaking of
the Ann Arbor School District
and
the University of Michigan School of Education
To promote language diversity, learning and
achievement in the District's schools through
innovative teacher education
"Making new languages a tool and a resourcefor
all students"
A genuinely collaborative endeavor in
which instruction and teacher education
converge and complement each other
• Extends language learning to all 21 elementary
schools
• Supports rigorous articulation oflanguage learning
grades 3 to )2
• Creates a truly clinical teacher preparation program
• Based on a multi-year commitment
• Jointly developed and managed activities
A2LP: Core Operating Principles
• The aim oflearning a new language is to use it--
the concepts of pluri-lingualism and language
diversity
• The basis of durable learning in language and/or
teaching is experience
• The indicators oflanguage leaming should be
transparent and portable-- Documentation and
assessment
• The commitment is to working collaborati vely
PLURI-LINGUALISM & PLURI-CULTIJRALISM
... the pluri-lingual approach emphasizes the fact that, as
an individual's experience oflanguage and its cultural
contexts expands
from the language ofthe home
to that ofthe society at large
and titen to languages ofotiter peoples (whether learnt
at scltool or college, or by direct experience) ...
Common European Framework of Ref erencef or Languages:
Learning, teaching and assessment,
( Council of Europe, Cambridge Univers ity Press. 2001)
19
20
... lie or she does not keep these languages and cultures
in strictly separate mental compartments, but rather
builds up a communicative competence to which aI/
knowledge and experience oflanguage contribute and
in which all languages interrelate and interact.
Common European Framework ofReferencefor Languages:
Learning, teaching and assessment,
( CClIJl1d l O(EUh"Jl9, C. .-wbrJdge 2(0 1)
Languages are...
Not separate and not equal;
Connected and differentiated
L . ._..__. .__
Language learning and Pluri-lingualism
• All knowledge of language is partial and evolving.
• The horizons oflanguage knowledge are greater -- at any
point in learning-- than they seem.
• Knowledge of language is defined by using it.
• Learning new languages is generative: A person who has
learned one language will bring a great deal to learning
other languages.
• Self-monitoring and evaluation are keys to progress;
transparency and applicability are critical to on-going
interest and motivation,
• Progress should be mapped against individual goals
within a sharedfra mework.
21
What is the Common European
Framework ofReference for Languages
and Learning?
A Council of Europe Policy Framework that. ..
• Connects language learning and use across six levels
• Is anchored in the belief in pluri-lingualism and use
• Maps the learner/user's interests and needs within a
common framework
• Can display the learner/user's goals and progress in
multiple languages through school into further study
and employment
• Promotes portability across settings in language use
.:.... :;.:;;';.-;;;;;:
"_"" """'"

.+.... ...n
I IlLl dlf fic;ullJ In
any lilllgU:lge, whi!l:hlll
liveIII evenwl"ron
Ofrest prOVido:d I h" vf,
seme nmeregM: fJmilimwmune
OtCM1 t.
I ·•• ·,"··'!- ,..
. ,,,,, , ' ''''''' '10;0
.._ -
...... _", -
,"'.,......, "" ",.
.......,- , "., ,-
...."" ,.........

,., ; I . .. ' >/-'
' ',,,,, '" ".. ' ....
·""I"··
""' """"" ""'" "" _..
,.•.., ,.... '.... ...•.."." ..'., ',.-.
: ",, -'"',..,"".. .. , "' , ,_.
, """",.. . M"", ." " '" .. " 1/' " •. •
9' ' ,... r. '''i .. ...
I!lO<,,", , .. ,,,,,,,,,.....
......,... "',,.,, .. ..,;,.
...,"'''' _.......... .,..--" .....,,_._..,..
:>-"" ,....' ...._ "'. " .. .. . ..,'
.. "". ... ""'.,.... .\'Hi:l ,." •., :_
..,., .
E c:-.:- .... =.. ..
...,..•.".. ..". ;..,,' _ .,
.....","',.," ........
,.' ...j,., •..•' ;".,..
..." .• • • u,...;.,•
.. · " ,..<...
... ",.,.."',""
_lio
..
,.. .
...
.... ..,,,,,.. _ ,.
... ...", ,, "'.,,,.;
• ".."M.n'
· ,N;
,:,'; .
..... ... .. _ " ,.... ..•.
l .. ":::'"
1
I
.
',;,
, ··tt '. ,
__._·.;.:.3L "
22
COMMONEUROPEANFRAMEWORK
LEVELS
A B C
Basic user Independent
user
Proficient
user
DOCUMENTATION PROCESS
LANGUAGE
FRAMEWORK
~
PASSPORT
DESCRIPTORS Goals and self-
assessments
Transparent/non-
Documentation
technical
Assessments
Globally recognized
Linked to further
~
'ASSET' ASSESSilIENTS
Teacher administered
study &
Externally run
employment
A2LP: Design
• Student teachers fluent in Spanish trained through
the World Languages Teacher Education program
• Teach two 30 minute periods/week
• In all elementary schools, beginning in the 3rd
grade in 2009-2010
• Expanding to 4th & 5th grades in 2 0 1 0 ~ 2 0 1 1
• Supervised by University faculty and field
instructors
• Coached and supported at the building level by
media specialists
23
,
i.. _
.. ............_. .............. • ..... .................. _- -
A2LP: Design
The University
• Develops the content
based on the CEFR
• Develops the teacher
education design
• Develops the
assessment system
with University of
Cambridge (ASSET
Languages &
Language Passport)
The District
Supports connections
oflanguage content
with grade level
curriculum
Links assessments to
technology
Supports the student
teachers through
coaching
24
Responding to Our Students and Community
With a Comprehensive, Positive Initiative
• Students will begin to learn a new language in elementary
school and will be positioned to become proficient in
several languages by the end of high school if they choose
• Recognizes the heritage languages of English learners and
their families as an "asset"
• Helps to make languages and cultures a central part of the
curriculum
• Invests in a future that will require a global/international
perspective & multi-cultural engagement
Questions!Answers
With More Updates to Come
THE ANN ARBOR LANGUAGES PARTNERSHIP
A2LP
I. CORE BELIEFS
The Partnership is based on a shared group of core beliefs, which include commitments to
pluri-Iingualism and language diversity; to learning in and from experience both in and beyond
the classroom; to transparent documentation and assessment that will give value t o languages
and language learning in a global world; and to the importance of working collaboratively.
• Pluri-Iinguafism and Language Diversity
For many adults in the United States, mono-lingualism is a way of life. If they have st udied
languages in school, t hey have often found the experience very unsatisfactory. There are many
dimensions to the problem; for example the oftentimes inappropriate focus on the grammatical
aspects of language that are emphasized in t he classroom curriculum, or how these aspects are
(mis)taught. However, most of these issues can be traced back to one central problem: how
we define the goal or outcome of learning and using new languages. I f t he intention-i mplicitly
or explicitly-is to be able do everything in a new language that one can do in one's own, the
goal can seem, by definition, unattainable. The problem is less one of curriculum or teaching,
and more one of how the goal itself is understood. With a goal of a full new identity and
competence in the new language, not only is one trying t o develop thi s second identity that wili
be as competent in the new language as one is in one's first or 'own' language, but at the same
time, that first- language identity and competence is constantly evolving t hrough life and
experience. This is because, in fact, our use and competence in our first languages is always
partial and evolving. But because this competence is so closely linked to who we are- t o our
identity- we tend to see it as complete and even fixed.
The alternative to this deceptive view of competence as fixed is to instead acknowledqe its
partial and dynamic nature, and to build on it. In fact, the vast majority of people in the world
are partial users of several languages; they use different languages to different degrees, for
different purposes. In t his view, new language becomes a tool and a resource, not a simple
25
26
Ann ArlJor Languages Partnershlp-CORE DOCUMENT (August 4,2008) page 2
school subject. To give a simple example: If you distinguish between 'sushi' and 'sashlrnl' when
you order in a restaurant, or ask for a 'lager' beer, you are making use of a partial language
competence in Japanese or German.
The Partnership is built around this value of partial and dynamic language competence, as
capatured in the concept of 'plurl-ltnquallsm', Pluri-lingualism holds that all individuals know
and use multiple languages to some degree in their daily lives, and that these experiences with
languages expand over time through their growing up and into adulthood', In recognizing,
documenting, and building upon this notion of plurj-Iinguai competence, this approach values
languages as a central tool in sustaining diversity and in supporting social integration within
classrooms, schools, communities, and nations. Unlike the view of ' multilingualism' that
emphasizes the parallel notion that individuals do the same things in several languages
simultaneously (and are therefore not multi-lingually competent if they cannot), pluri-Iingualism
argues that an individual's language use is shaped by what s{he wants and needs to do in that
language, and those interests and needs shift over time. The Council of Europe policy
documents on language learning explain pluri-llnquallsrn in terms of an individual's evolving use
of the multiple languages; " ... he or she does not keep these languages and cultures in strictly
separate mental compartments, but rather builds up a communicative competence to which all
knowtedqe and experience of language contribute and In which all languages interrelate and
tnterect." Discussion of how this commitment designed into the Partnership continues on
Section II, Language Content
• Learning in and from Experience
Language and experience are inextricably connected, as is evident in this re-articulation
of the goal of language learning as partial and evolving competence linked to goals-in-use. In
fact, languages are the one school -subject that the majority of people-- given the proper
circumstances-- will learn more efficiently and effectively outside of the classroom", Arguably,
experience plays a similar role In learning to teach. To sketch a parallel: For new teachers,
their competence in classroom is also partial and evolvlnq, and their learning also requires them
to attend closely to their experience as they work in the classroom. They need to do so
precisely because teaching is not simply what it looks like from the point of view of having been
a student. Simply speaking a language does not equip you to teach it to others anymore than
simply haVing been a student would equip you to teach.
Thus it makes sense that the Partnership views learning both in and from experience as
its centrai vehicle for both students, who are new to a language, and teachers, who are new to
teaching. This focus on experience is designed into the Partnership structure on three
interrelated levels. At the core, students learn from their experiences in their families,
community, as well as in the classroom as they develop a 'pluri-Iinguai' foundation in the worid.
That student learning is supported through the classroom instruction of new teachers, who are
learning to be language teachers through the clinical experiences of their teacher educati on
program in Partnership classrooms. These two levels-- of student learning and teacher learning-
- are encompassed within a third level, of professional learning, that grows out of the
' The Council of Europe's policy document on pluri-Iingualism asserts that " ... an individual's experience of language
and its cultural contexts expands from the language of the home, to that of the society at large, and then to
languages of other peoples (whether learnt at school or college, or by direct experience)..." (1:auncil of Europe.
2001. Common European Framework of Reference for Languages: Learning, teaching and assessment Cambridge:
Cambridge University Press, p, 9.)
J With the development of the US Peace Corps in the early 1970's, it became clear that volunteers' academic record
with language learning in school bore little connection to t he fluency the y developed living and working in the fiel d.
27
Ann Arbor Languages Paltnership-CORE DOCUMENT(August 4, 2008) page 3
collaborative work of District teachers and University faculty as they develop the Partnership
together as a 'design experiment', This third level of professional learning will contribute to
research and innovation that can benefit other districts and teacher education programs. The
diagramjust below summarizes the interaction of these levels:
Professional
leonJlnj!
District dassroom
teachersmaydraw
on language in
curriculum
1__-
University
supervisors and
District media
specialists
supportnew
teachers in
classrooms
Discussion of how this commitment designed into the Partnership continues on Section III,
Classroom Instruction and Teacher Preparation.
• Transparent Documentation and Assessment of Language Learning and Use
A major challenge is how to effectively document what students are learning in languages.
Clearly conventional testing often falls short in this regard. If, as the adage goes, the proof of
the pudding is in the eating, the evidence of new language learning must be in using it for one's
own purposes. Thus assessing plurHingual learning must involve two things: capturing the
learners intentions-what s/he wants to be able to use the language(s) to do-and then
documenting the learners performance-what s/he can do with the new language(s)-against
those goals. Thus documentation is based on use in terms of intention. However, in order to
provide organized instruction in schools and to assess progress, there must be some sort of
coherence; these uses and intentions need to be mapped onto a common framework. And to
be truly beneficial and portable across contexts of language use, such a framework should
accommodate multiple languages according to common aims.
The Council of Europe, in conjunction with the European Union, has specified such a
framework for language learning, documentation, and use over the last fifteen years through a
policy document known as the Common European Framework of Reference for Languages and
Learning, or CEFR. Language learning and assessment in the Partnership is anchored in this
Framework, which will allow and encourage students to document-and even be assessed in-
not simply the language(s) they are being formally taught, but also other languages they may
use or encounter in their homes and community. Discussion of how the Framework and its
associated documentation and assessment practices are designed into the Pa rtnership
continues on Section IV, Assessment and Documentation.
• Working Collaboratively
The Partnership presents a genuine collaborative opportunity in which the respective
interests, needs, strengths, and resources of the District and University can converge and
complement each other. For the District, the design supports and extends language diversity
and learning across its elementary schools and supports a pathway that can articulate language
learning across the system, from eiementary through middle and high school. For the
28
Ann Arbor Languages DOCUMENT (August 4,2008) page 4
University, the Partnership builds a truly clinical teacher preparation program for world and
second language teachers at the elementary, and eventually the secondary, levels. The
commitment to a multi-year agreement and to joint management of activities instantiates this
value of sustained collaboration in the Partnership. Discussion of how this commitment is
structured continues on Section V, Organizational Structure,
II. LANGUAGE CONTENT
The language to be taught as content in Partnership classrooms is anchored in a
framework of outcomes that express what learners 'can do' in the particular language. These
outcomes draw on language research and policy work that has been underway in the Council of
Europe over the last 15 years. This work sets out a systematic Framework of Reference' of 'can
do' statements in three domains of ianguage use: understanding (the skills of reading and
listening), interaction (the skills of interactive and presentational speaking), and writing. These
domains are defined across three levels of 'User'--Basic, Independent, and Proficient. These
three levels have been further subdivided:
BASIC USER
BreakthrolJgh Waystage
A1 A2
PROFICIENT USER
Effective Operational
Maste Proticien
C1 C2
Thus the framework of levels is intended to function like an accordion, allowing for greater
expansion and detail yet always within the overall structure. The Partnership will organize
classroom teaching and assessments according to these scales, which are now globally
accepted not only in Europe, but in much of South America, East Asia, and China. The full
description of Framework levels is attached as an appendix.
The Framework provides a blueprint of outcome statements, which are then detailed
according to specific community needs, interests, and resources. During the planning year
(2008-09) of the Partnership, the Basic User-the Breakthrough and Waystage Levels (A1 and
A2) outcomes will be 'localized' into a set of 'level descriptors' that outline particular outcomes
relevant to students and families in Ann Arbor schools. These general outcome statements are:
BASIC
USER
Waystage
A2
Can understand sentences and frequently used expressions related to areas of
most immediate relevance(e.q, very basi c personal and family information,
shopping, local geography, employment) . Can communicate in simple androutine
tasks requiring a simple and direct exchange of information on familiar and
routine matters. Can describe in simpie terms aspects of his/her background,
immediate environment andmatters in areas of immediate need.
• The Framework, known as the Common £uropean Framework of Reference for Languagesand Learning, is not a .
set of standards in the usual sense. Ratner it offers a structure through which a learner's aims-what s/ he wants to
do in/ with the language-can be reiatedto map of proficiencies in the domains of language use.
Ann ArnoT Languages Partnershlp-COREDOCUMENT (August 4, 2008) page 5
29
Within the Framework, each level is outlined in the three domains (understanding,
interaction, and writing) of language use. So, for example, spoken interaction at the
Breakthrough level is outlined as follows. And because the framework connects language use
with the user's intention, all its statements are formulated from the learner/user's point of view
SPEAKING
I can interact ina simple wayprovided the other person is prepared
to repeat or rephrase things at a slower rate of speech and help me
formuiate what I'm trying to say. I can askand answer simple
uestions inareas of immediate need or on ve familiar to ics.
Through the localization process in the Partnership's pilot year, stakeholders-District
teachers, University faculty, students, parents, and community members-- will expand the
specifics within this global Framework. Thus, following this example, they will take the
Framework statement, here on Spoken Production at the Breakthrough.A2 level, and develop
detailed level descriptors.
POSSIBLE LEVEL DESCRIPTORS, LOCAliZED
FOR ELEMENTARY SCHOOL STUDENTS
• I can talk about the people-family members,
caregivers, other adults-- with whom I live-
saying howthey areconnected to me asfamily
members (e.g. "mother") and/or socially (e.g.
"mother's friend).
• I can describe where I livephysically.
• I can describe the neighborhood and the
school I attend.
• Etc.
This work of localization is the process through which the classroom curriculum is developed
and sequenced. However, because the Framework links intention to use, and is articulated
from the language learner/ user's perspective, it can capture any and all experiences with
languages, both in and outside of the classroom. Students can document these experiences,
through the assessment process described below, according to their goals and progress on the
Framework. Thus language learning in the Partnership is less about "covering" prescribed
content than encountering, using, and mastering content to meet needs.
III. CLASSROOM INSTRUCTION AND TEACHER PREPARATION
In 2009-10, which will be the first operational year, third-graders wili receive two 30-
minute periods of Spanish per week. Teacher education students at the University of Michigan
will provide the instruction; they will be assessed for their Spanish language proficiency on
entering the program and then receive intensive training in classroom pedagogy. Once in
District classrooms, the teacher education students will be supported and supervised by a
collaborative team that will include faculty and field supervisors from the School of Education
and some District personnel. The media center specialists in the building will act as mentors for
30
Ann ArlJDr Langui1gesp"rtnershlp-COREfJOCUMENT (August 4, 2008) page 6
the student teachers, assisting them as they think through issues such as school culture,
classroom management and individual differences among students. In this way, the teacher
education students will receive input, support, and supervision for content and pedagogical
issues from the University supervisors, while they are coached and supported in issues of
professional role and school/District culture by the media specialist.
IV. DOCUMENTATION AND ASSESSMENT
Because the educational program is outcomes driven, rather than conventionally
curriculum-based, processes to document and assess what students 'can do' in the new
language-- their learning and progress-- are critically important.
• The Language Portfolio process
Through using the Common European Framework, students will have access to the
Language Portfolio, a public-domain documentation process organized and supported by the
Council of Europe. The Language Portfolio Includes three parts: an individual learning history,
which captures the student's evolving experiences With other languages and cultures both in
and out of school; a self-assessment and statement of goals using the 'can do' levels of the
Framework; and documentation of achievement of those goals including external assessments,
project work, and other evidence. The Language Portfolio is designed to be dynamic and to
reflect the learner's interests, achievements, and goals through time. It can include multiple
languages and, in many European contexts, is increasingly used for employment and study
outside one's own country. The Language Portfolio can be maintained in print form; however,
it is most often undertaken digitally through a web-based system, which will be available to
Partnershipstudents.
• ASSET Languages Assessments
To provide external documentation as part of the Language Portfolio, the Partnership
has organized an on-going collaboration with the University of Cambridge Assessments, the
assessment unit of that university, which is directing Council of Europe work with the Common
European Framework in England. cambridge Assessments has developed' and oversees the
administration of a set of Framework-based assessments in 31 ' community' (or heritage)
languages in British schools through the ASSET Languages Program. The Partnership has
entered into a research and practice agreement with Cambridge Assessments to use the ASSET
Spanish language assessments in the Partnership program. These assessments, which are
designed for elementary school learners, are primarily teacher-led, though they can also include
a centrally administered version as well. They are tied directly to the Framework and the
Language Portfolio process, and will serve as a tool and benchmark in the localization process
as we develop local level descriptors.
5 The development of the ASSET languages scheme was funded by the British government's Department Children,
Youth, and Families, formerly the Department of Education.
Ann Atbor Languoges DOCVMENT(August 4, 2008)
V. ORGANIZATIONAL STRUCTURE
page 7
31
To organize the Partnership, the District and the University have entered into a multi-
year Memorandum of Understanding. The intent is to commit to the time and human resource
that such a collaborative undertaking will require. The memorandum calls for the recruitment,
in the pilot year, of Partnership coordinator, which will be a position shared between the District
and the University. The Partnership wiil be advised by a community committee, which wiil be
chaired by the Superintendent and the University's Director of Teacher Education. Planning and
operations will be directly overseen by the Administrator for Elementary Education and the
University's Senior Lecturer in World Languages.
During the pilot year (2008-2009) , several working groups will be formed to:
• Localize the Common European Framework by developing the appropriate level descriptors
in Spanish. This becomes the map for curriculum/instructional planning.
• Collect and determine a set of core teaching practices for classroom instruction. These will
be based on level outcomes, general third grade curriculum, and best-practices in teaching
new languages to young learners.
• Move forward on the assessment and documentation process. This will entaii receiving
training from the Councii of Europe on the Language Portfolio and University of Cambridge
on the ASSET Languages assessments, and meshing these with media resources in the
schools.
• Defining and developing the mentoring actiVities at the school level.
32 ' ,
World Languages Survey. merged
destination
Results Overview
iZ r oomers ng:
Date: 311B1200B1:20PMPST
Responses:
Filter. No applied
Dear Elementary School Parent, AAPS is exploring the possibility of incorporating a World Language program for
all children at the elementary level during t he school day. The answers you provide to the follOWing queslions will
help wrth program planning. Please complete this survey by 5:00 pm on Friday. March 14, 2008.
1. Do you favor adding a Wor ld Language Program at the elementary level?
------- - - --
3% 41
No <If you answer No, : _
please skip to #6) ;
_, ..-- -- -,.-----.------.- ,.
Somewhat in favor
Strongl y in favor
Total
176
1219
1436
12%
-_._- - - -- -
85%
100%
,
--- --- - - - - - - - -- - - - - --- -_ .__.•-_...-..- ._.-
2. If there were only one language taught , what language woul d be your first choice?
- - - ----- ---
._ - -_._ - - - ----- - ------ ---- -------_..
------_._----'-.._ ---_...._..•-
Arabi c
Chinese )E $
28
303
2%
22%
French i 89 6%
3%
2%
4%
61%
100%
31
44
851
51
1397 Total
German !G&j
_.._- - - .'------- ----------- -- - ---- _.._.._---- _..._•...
Japanese , ,
----,-- ._------_.-----
Other language :
Spanish

3. lJ'IJhat language woul d be your second choice?
- ------ - -
Arabic 92 7%
Chinese 422 31%
-- - --_.-- -_._-- -'- -- - ---
102 . 7%
._ - _._- - ' - -- --- -.;..._....._._._ •.•...
French
German : .
Ja-p-a-n-es-e- ·--- - - ·· i -
----''--- - - - - - - --
322
90
24%
I of 4 311 8/08 4: 20 PM
Spanish
Other language:
'.
Total
286
56
1370
21%
4%
100%
33
- - - _.__._- ------_..__._--- --- -- ---_._- ------- --_._--- - -----_.._----- - --_._-- - -
4. What is the primary language spoken in your home?
Arabic
Chinese
English
, 't "d e
r zt ' t t ' It tjattu er ;tHe. ; lt t h a S 1, ')
7
116
1137
1%
8%
82%
_ _ __ _ __ __•• _ .. " ._ _ ._ _ ._... , ._._. . ...1 . • •.__. ..__.. . _
French
- - ---_._ - ------- - - - - -- - -- -
14 1%
Getman i ;' , 8 1%
- - - - - - - - - _ . ~ ~ ~ . _ ' - - - - - - - - - - - _ . __._ - - - - - - _._.,._-_._-_.- - - - - - - - - ~ . _ - - - _ . _ - -
- -----_._- - - --_.
Spani sh
Other (please
specif y):
5 . . In which grades are your elementary children? Check all that apply.
Total
22
86
1390
2%
6%
100%
Preschool
K
2
3
4
5
Children not yet
attending Ann Arbor
Public Schools
278 20%
297 22%
281 21%
262 19%
279 20%
253 18%
251 18%
167 12%
-------------- _ ._---_.-------_._-_.
6 . Does your child attend the Ann Arbor Public Schools?
Yes
No
1248
170
88%
12%
" --_._------- - - _.._----_._ --- -
Total 1418 100%
2 of 4
3/ 18/08 4:20 p ~
34
7. If so, in which elementary school Is/are your child(ren) enrolled?
2%
5%
8%
3%
13%
21
36
67
98
161
. ._...... --......_--...__._-.....- . - --...- . -.__.- ..- •. . _-- -------_ ..,,- _..


.._. _._- -_._-_.._.,, -_._--_._-------_.
---_.__.
Ann Arbor Preschool
and Famil y Center
Allen
Abbot
Ann Arbor Open
Angell
'.
..,,_•....._'-."- -•.•...•_-_..__._- ---_. _..._.._-_.--•.•._-- --- -_._._".. .._ - ----,.,
:-
i.
2%
9%
5%
3%
3%
4%
3%
37
44
24
49
37
66
115
M_ .._ _.· ··· ··W. __· · • ._,..• .__ .. __.,__...__._.,._____:. ..
. -

••
Bach
Bryant
Burn s Park
Carpenter
Dicken
Hai sley
Eberwhrte

_..._-_.._ ,._---- - - ----.-_._- - _._---,-._.. ...__ __._-._._-_._--_._..----.----_._-----.•--
:.
,
--- - - - - ---- ..,.--- - -
'-
--- -------_._.-_.-- -_ ...._---------_.-. -._-. . . ..,-- _•.,,-_.•_.. ----_._-.----_.__... -..._--
'.
1%
7%
6% 61
18
89
---_.._ - - - - -- -
King
lawton
Logan
'.
-------.-. 17
,-
'.
Mitchell 3 0%
Northside
Pal1engill
Pil1sfield
13
32
29
1%
3%
2%
Thurston
-
114 90ft.
Wines
:-
111 9%
Totai 100%
8.
if your school aged child( ren) does not attend the Ann Arbor Public Schools, wouid you reconsider enrolling
them in one of the AAPS elementary schools if Warid Language was offered?
13%
87%
68
468
- - --'--------_._-----
&tWit " . Yr .
No


Yes
------ --- --
-- - -----_ ._._ - -
Tolal 536 100%
3 of 4
3118/08 4:2ll PM
ANN ARBOR PUBLIC SCHOOLS
Operations Division
MEMORANDUM
35
TO:
FROM:
DATE:
SUBJECT:
Todd Roberts, Superintendent
Robert Allen, Deputy Superintendent f2Jr
August 15,2008
Approval ofFinancial Institutions
Attached is the list of financial institutions which may be used for deposit or investment of
district funds, as defined in the Board of Education Policy 3060, (Investments) adopt ed on June
11,2003.
On July 17,2008 we sent a letter and a copy of the District Investment Procedure to all
previously approved Financial Institutions requesting the following updated informati on for
Board approval:
• Audited Financial Statements (most recent 5 years)
• Proof of active FINRA' Status which replaces NASC certification
• Certifi cation of having read, understood and agreeing to comply with the School
District's Investment Procedure
*The Financial Industry Regulatory Authori ty (FINRA) was created in July of 2007 through the
consolidation of the National Association of Securities Dealers (NASD) and the member
regulation, enforcement and arbitration functions of the New York Stock Exchange. This
membership replaces the NASD certification, which no longer exists.
In addition to the required documentation from the Financial Institutions, we completed an
internal search via the internet and other availabl e sources for current information on their
financial position. All the above mentioned documentation is on file for the attached institutions.
At this time, there are no new Financial Institutions to be added to the list for FY 08/09. 1 am
requesting approval of the attached Financial Institutions.
On the motion of Trustee and seconded by Trustee ---:-_--::---:-_ -:-_
that the Board ofEducation approve the attached list of Financial Institutions for deposit or
investment of district funds.
Attachment
j s
36
The following is a list of Financial Institutions for Board approval as defined in Section 9.0 of
the Investment Procedure:
Key Bank, Ann Arbor, Michi gan
Comerica Bank, Ann Arbor, Michigan
JP Morgan, Ann Arbor, Michi gan
TCF, Ann Arbor, Michigan
Fifth Third Bank, Southfield, Michigan
LaSalle Bank, Troy, Michigan
Michigan Liquid Asset Fund, Harrisburg, PA
Bank of Ann Arbor, Ann Arbor, Michigan
Flagstar Bank, Troy, Mi chigan
Citizens Bank, Ann Arbor, Michigan
MBIA of Ann Arbor, Michigan
Ann Arbor Commerce Bank
and any successors of the foregoing.
Investment Procedure approved by the AAPS Board of Education: 9/25/02
Investment Procedure
Jsolowczuk
Ann Arbor Public Schools
2555 S. State Street
Ann Arbor , M148104
MEMORANDUM
Joyce M. Hunter
Administrator For Middle/High School s &
Career and Technical Education
Phone (734) 994-2315
Fax (734)994-2955
37
To:
From:
Subject:
Date:
Dr. Todd Roberts, Superintendent rl 1- . A ~ ....
Joyce M. Hunter, Administrator for Secondary Education and CTE ' : : ; ; ~ ~ - '
i_ /
U.S. History Textbook Adoption
Glencoe: Annex 08-020
TCI : Annex 08-021
August 12, 2008
We are requesting board approval to adopt Glencoe' s 2008 edition of The American Vision. In
addition, we are requesting approval for the TCI 's 20
th
Century United States History teacher
resource material s. These textbook adoptions will support the implementation of the New High
School Content Expectations.
The cost for the Glencoe's 2008 edition is $145,840 and the cost of the Tel resource materials is
$35,866.80 for a total of $181,706.80. The funding for this purchase will come from Capital
Needs.
In order to ensure having the books for the start of the school year, we need to expedite getting
Board approval. If you need additional information, please contact me.
JHMlwgj
Moved by , supported by that the
Board of Education approve the purchase of Glencoe 2008 edition of American Vision in the
amount of $145,840.00, which include shipping.
Moved by , supported by that the
Board of Education approve the purchase of TCI20,bCentury United States History in the
amount of $35,866.80, which include shipping.
38
MEMORANDUM
Rec&Jv(l(j
JUl 1 5 2008
TO:
FROM:
DATE:
RE:
Joyce Hunter
Nancy Shiffler
7/11/08
US History textbook adopti on
by file office or
SeconddoryEducaflon
Attached are supporting documents for the textbook adopti on recommendations for the 10'" grade US
History course,. The adoption committee has recommended Glencoe' s 2008 edition of The American
Vision. They have also requested the purchase of TCls 20" Century United States History teacher
resource materials; these materials provide lesson guides and materials for a variety of dynamic activities
around 20" Century themes. The Glencoe text addresses the new Michigan standards and would replace
the current 10-year-old text. Cost proposals are attached.
The cost for 1800 of the Glencoe books is $132,840. The proposal does not include shipping, but an
estimate of $13,000 would bring the total request to $145,840. Please note that the proposal comes with a
large set of gratis supplemental material s.
The cost for 15 teacher sets of the TCI material s is $35,866.80. Shipping is included in this cost.
The combined cost for all of the materials is $181,706.80.
Glencoe/McGraw-Hill
Quote Number: KC00007090800QU01
Ann Arbor Public School s Dlstr
Nancy Shiffler
2725 Boardwalk
Ann Arbor. MI 48104
(734) 994-2200
Account Number:315799
Site Number: 552524
Issued by:
Phone:
Fax;
Email:
Pri ce Quote
KevinClark
18449 Cornell Rd.
Southfield. MI 48075
Southfield, MJ 48015 '
(313) 655-6319
(246) 809-2086
[email protected]
39
Unit Free Selli ng
ISBN Descr ipti on Qty Pri ce w/Ordor Pri ce
Americ an History---Am eri can Vision: Modern Times
0-07-674523·3 TAV MT STUDENT EDITJQNOa 1,aOO $73.60 $000 $132,840.00
[J.07·87B523-5 TAVMT STDNNlRKS+ DVD08-·-25 150 $91 60 $68,850,00 $0.00
CLASS SETS OF 30
G-07-679669-X TAVMT Ml TEACHER EDITlON 25 $2 .662.50 $0.00
0-0 7-879600-3 TAVMT MI TEACHERWORKS+ DVD08 25 3189 00 $4,725 00 $0.00
().(I7·8785(X)..6 TAVMTTEACHERRESOURCE KIT 25 $189.00 $4,725.00 $0.00
O-D7-!178514-6 TAV IlAT CAUSE-EFFECT 25 $6 00.0J $0.00
TRANSPARENCIESas
O.07-B78512·X TAV MT DAILY FOCUS
2' $48.00 $1,200.00 $0. 00
TRANSPARENCIES08
1)-07.878513-8 TAV MT MAP OVERLAY 25 $24.00 $600,00 $0. 00
TRANSPARENCIESPARENCIES 08
0-07-878516--2 l AV Mr UNIT TIME LINE 25 $2400 $600,00 $ 0.00
TRANSPARENCIES08
O-07.e7a515-4 l AV MT WHY IT MAT TRANSPARENCIES
2'
$24 .00 $60000 $0.00
08
0-07·B71707-O GRPHC ORGANIZER
2'
$24.00 $60 0.00 $0.00
TRANSPARENCIES08
0-07-86BOBt-3 HS 55 WRIT PROC TRAN S BKLT 05
2'
$24.00 $600.00 $0.00
TAVMTMI EXAMVIEWASMNl $TE 08·· 25 $129.99 $3,249 .75 $0.00
TESTGENERA.TOR
3e"nd Order10: Gjencce/Mr:Gr.!w.-HiII P O Box543 BladrJlck. OH43004-0543 Phoroe: 1-80Ql334-1344
Fax' 1.0141860-1877
Pnces firmunblOctober 1, 2008. Price QuOle must be att.ad1ed to school purchaseorder 10 receivetree material.
SHpping andhanding dlaf1l es are not induded in the o oote total. Adual dlargell will be apphedat the ere cromer.
Wednesday, July 09, 2008 Page 1 of2
Glencoe/McGraw-Hill Pri ce Quote
Unit Free Selli ng
ISBN Descripti on Qty Pri ce wI Order Pr i ce
0. 07.878527.8 TAV MT ITSA GD-RM 08 25 $6 9_99 $1 ,749 75 $000
Q-Ol ·818'.i26·X TAV MT VaG PZLMKR CD (18 25 $79 98 Sl, f199.50 SO,OO
0-07-818528-6 TAV MT PRESNTN PLUS DVD 08_
2'
$99 .00 $2, 47 5.00 $0. 00
40
POVvERPOINT
0-01-818180. 7 TAV MT SEC SPTLGHT VID DVD OS 25 $59.97 $1,499.25 $0.00
0.07·8264 13-8 AME ART & ARCH BND 0.3\08 25 $24.00 $600.00 $0,00
0- 01-82641&.2 AM MUSIC: HI TS HlST CD 03\08 25 $67.98 $1,699 .50 $0 .00
()-07-88853H GLE SOC STUm ES 6· 12 BKlI NK06 25 $49.98 $1,249.50 SO,OO
Profess ronal Devel oprn &nt DVD Sarl es
0-01.B748J9·g SOC STUDIES PROF DEVDVD BNDl 4 $149.97 $599,88 $0,00
Comments : Total: $100 ,884.63 $132,840.00
Tax: 0.00"/0 $0.00
Grand Tot al: $U 2,B40.00
School Purchase Ord er Number
Name of School Offi ci al
Sign ature
Sdnd Order to: GlenalelMcGraw·HiJI P O Boll:543 Bladlk:ll:, PhOO&; 1-BOOI334-7344
FI'IX: 1-6141560-1877
Pnces armuriLil Odobe; 1, 2:008 Prireqooremust be attached 10 sd1col purchase order 10 reeeleeteemetenel.
ShiPI"Jing andhandling charges. arenotinclude-dIn !hequotSICllaI. Actual dlatl)es winbe appliecl al the time of c oer.
Wednesday. July 09, 2008 Page 2 of 2
Te,
41
Brings Learni' ng Alivel
Proposal 717/2008
Nancy Shiffler
ANNARBOR PUB SCHOOL DISTRICT
2555S STATE ST
ANNARBOR MI, 48104-6175
Dear Nancy Shiffler,
Thank you for the opportunity to present our proposal
for the following products. This offer is good untii
8/6/2008,
Qty Item
15 20th Century United States History Program
Item #
660-2
Item Type Price Total
Ship $2,214.00 $33,210.00
Subtotal $33,210.00
Shipping and Handling @8"10 $2,656.80,
Total $35,866.80
Grand Total l $35,866.80]
If sales tax is applicable, please add the appropriate sales tax amount to your purchase order (sales tax only
applies to product). The shipping and handling fees appiy to products only as well .
Piease contact me with any questions regarding this proposal. We thank you again for this opportunity.
Sincerely,
Matt Moorman
CC-MA3, Michigan
Phone: (800} 367-6165 x126
[email protected]
Teachers' CurriculumInsfinr te P.O. Box 1327, Rancho Cordova, CA95741 Ph:800.497,6138 Fax: 800,343.6828 www.teacbtci .com
Textbook Adoption - Recommendation Form
A
IV
Course _ US History _ Grade Level(s)_ _ IO-12, _
Proposed Title(s) Copyright Author Publisher ISBN
Date
2008 Appleby, MeGrawHill 978-0-07-879689-0
American Vision Brinkl ev.Broussard,McPherson Ritchie Glencoe
Implementation Date _ Fall, 2008 _
Rationale for Change: The current books, The American Dream, are 10 years old. This new book is connected to our New Michigan
Standards. The lay out is clear and student friendly. It has assessments connected to exam view which will facilitate easier common
assessments. It facilitates to the differentiated instruction.
Reviewed By: Jen Iverson, Dorothea Bryant , Ken Long, Jennifer Kunee, Marion Evashevski, Cindy Haidu-Banks
-
Date: fs, - l <J-D ri
Textbook Review; Organization and Presentati on Rating Form
r: , ..,
III .{ ,} / ',· . ,", "
Gt,,: .1".•./·.l,(/ t:.,'I:l. ' '''v "

Revi ewer: I V\iV\ (At 'v '
e- '1'
j-f;,,: Ij fj,<t ./ ,., I. t<' .., J »:
-,
:'"i Book 1 V Book 2 Book 3 Book 4 Book 5
N t:' f
)11 l' . 0.':> Hl :..i·ct"lj
- 1. .\
t:i'. t V ' \ .... I r ' . ....
. to i
. .' f '
• ...1 · · ............ 1 \ C;( ':j ,.., f::ii .. i t,ll
2. Organi zat ion of content is consistent with
.'
.')
",-
f t he organization of our units.
",

...,
3. I nst ructional st rategies and activit ies are

1
selected to ensure t hat student s acquire skill s
5
J S
necessarv to achieve the Content Exaect at ions.
4. St udent mat eri als are grade appropria te,
Lj
I
q
interest ino. enoaol no and motl vatina.
5. Content is relevant to t he world beyond the
i ....
c:

classroom and makes "real -l ife" connecti ons.
I-f
:J --J
Ideas and concepts are pr esented in cont ext.
6. St udents are giv en muitipl e oppor tuni t ies to

5
..-
Lf
'"....
J
use lanouaqe to communicat e ideas

7. Multipl e representations are used t o present
5
c:
-:
4
"
conceats

,-,
8. The use af technology is integrated int o
1.--

-
t)
,
.;;,
the materials
-'
9. Supplementary mat erials support
Lj
i II ,
differenti at ed inst ruct ion --remediation,
.- ,
extended practi ce extensions.

10. Materia l Is formatted for effic ient st udent
5
5
,.
Lf
..
and teacher use.
......J
Scale: 1= Poor; 2 = Barely Adequat e; 3 = Fair; 4 = Good; 5 = Superior
Additional Comments:
....
'"
A
A
Text book Review Equity/ Bias Rati ng Form
Reviewer: Mu.:cc{Ii ; f l/dj / l t:,; '::C
I
''''' D t
(. 7 .; _/ ) 0
a e: ':7 .... i....- \")
(
1 ,I, t ' " " r : ,.
J ... .;..4. ". • . . .. .. ' - "
"
Book 1 Book 2 Book 3 Book 4 Book 5
,
1. The book is unbi ased in its choice of
r
5
.
5 descrio t ive words and phrases "
v
...)
2. Il lust rat ions of minoriti es and women are
-'
.5
r:
c.
3
realisti c not stereotvoes.

. )
3. There are comprehensive, well -planned

representations of minori ti es int egrated into
5
.-
;L
t ext In relevant sect ions.

J
4. Statement s about minorit ies are accurate,
4-
.-'
<
fact ual and obiect ive .» .-J
5. Minor ities are given some leading roles, not
J
--
<.f-
'L
basicall v sunnortive.
<,

6. Simi lari ties and differences among people

LJ
are presented in such a way as t o build
L{

3
Iposit ive Imaaes.
7. Contributions made by women are Incl uded
t}
- "" --
</
J

and int enrated int o text. v
8. Contribut ions made by minori ti es are
t.!-
,"
r:
included and lnteq rated into t ext .
;:)
, \
9. Different lifesty les are pr esented in a
L/
" ;"
(/
J oostt lve manner.
"to
j I
10. Women and men are shown in traditional
PI/A
A.I,

N/A and non-tradi t ional roles.
l
11. Delineates life In urb an, suburban, and
'-I
• j

'Lj
<+
rural environment.
r
12. Overall rating of t he treat ment of
?
r-
<l-
n
mi norit i es. J
:::> ..:J
...
r:
4--- :<
13. Overall ratino of t he treatment of women.
j
.......
Scale: 1= Poor ; 2 = Barely Adequat e; 3 = Fair; 4 = Good; 5 = Superior
NA = Not appli cable for t hi s book.
Addi t ional Comments:
'V i'Dnee i-
Textbook Review: Organization and Presentation Rating Form
iI...L
. " ... "I\,.;;W'V<;;;I. <;"--""-.A. , ILAI -... a .Po:C... .. J
......... _. \X ' k'J ' k · r l

i i
.\ ","",
Book 1 Book 2 Book 3 Book 4 Book 5
1. Material provides adequate match with
"3
Content Exoeetations
2. Organization of content is consistent with
5
the orqanlzat lon of our units.
3. Instructional st rat egies and activities are
selected to ensure that students acquire skills
5
necessarv to achieve the Content Exoectations.
4. Student materials are grade appropriate,
t.f
interestino. enoaoino and motivatino.
5. Content is relevant t o the world beyond the
classroom and makes "real-life" connections.
J-j
Ideas and conceots are oresented in context.
6. Students are given multiple opportunities to
t-/ use lanouaoe to communicate ideas
7. Multiple representations are used to present
5
conceots
8. The use of technology Is int egrat ed into
:5
the materials
9. Supplementary materials support
differentiated i nst ruct ion -- remediat ion,
5
extended nractice extensions.
10. Material is formatted for eff icient student
y
and teacher use.
Scale: 1= Poor; 2 = Barely Adequate; 3
Additional Comments:
Fair; 4 =Good; 5 =Superior
....
'"
Reviewer:
Textbook Review Equity/Bias Rating Form
Date:
J>,
0)
Book 1 Book 2 Book 3 Book 4 Book 5
1. The book is unbiased in it s choice of
y
descriptive words and phrases
2. Illustrations of minorities and women are
LJ realistic not stereotvces,
3. There are comprehensive, well-planned
representations of minorities integrated int o
t../ text in relevant sections.
4. Statements about minorities are accurate,
L.f factual and obiective
5. Minorities are given some leading roles, not
z.{
basically suonortlve.
6. Similarities and differences among people
are presented In such a way as to build
5 Ipositive lrnaqes,
7. Contributions made by women are included
Lr
and intearated Into text.
8. Contributions made by minorities are
L-\ included and Inteorated Into text.
9. Different lifestyles are presented In a
5 positive manner,
10. Women and men are shown in traditional
'-l
and non-tradit ional roles.
11. Delineates life In urban, suburban, and
S
rural environment.
12. Overall rating of the treatment of
'i
minorit ies.
13, Overall ratlnq of the treatment of women . t1
Scale: 1= Poor; 2 '" Barely Adequate; 3 '" FaIr; 4 '" Good; 5 = Superior
NA = Not applicable for this book.
Additional Comments:
c:
Aft ,/) Ann Arbor PublicSchools
2555 South State Street
Ann Arbor, MI 48104
MEMORANDUM
Board of Education
Phone: (734) 994-2232
Fax: (734) 994-2414
47
TO:
FROM:
DATE:
RE:
Todd Roberts
Amy Osinski
8/15/2008
Gift Offers
The gift offers below have been reviewed and are recommended for acceptance by the Board.
Donor name Gift
CitiMortgage c/o Rachel Major 492 boxes of office supplies
Kenneth &Jane Lieberthal 1996 Ford Explorer
Donation To
Di strict
Pioneer Auto Shop
48
( ' = ~
fl..fJ, pc- -'
) Ann Arbor Public Schools
2555 South State Street
Ann Arbor, MI 48104
MEMORANDUM
Board of Education
Phune: (734) 994-2232
Fax: (734) 994-2414
TO:
FROM:
DATE:
RE:
Board Trustees
Amy Osinski
August 14, 2008
MASBBoard of Directors Election
Chris Coady, Lillian Fields, and Glenn Nelson are running for a 3-year term
on the Region 7 MASBBoard of Directors. Attached is information about the
candidates. The ballot needs to be submitted by 1:00pm on September 3,
2008, therefore Board action is required August 20.
MOTION
Moved by , supported by to submit the attached
ballot in suppor t of [candidate] for a 3-year term on the
Region 7 MASH Board of Directors. Further, the Board President is directed
to execute the official ballot and submit to MASB no later than 1:00p.m. on
September 3, 2008.
Region 7 - three year term
49
MASB Certification:
Boardmember I(BA)
Award ofMerit
Glenn Nelson
Nomiliaied Alln "'roo!PublkSchools Board ofEduratlOn in
Time ,medon this bo.rd: Se<
Offices held: \e(retary
Award ofDistinction
Election Statement:
Mygoaial amember ofthl M.ll'iB Board be tlfim1ffSts inallmatterl andwi thIpecial
attl'l1tionto fina nceand to atligh!1 and II5fX,YiSibi llti es among 100al, regicrulall dIml pohcymafers,
M11J.l ckground iJ1( llI d6theknowledgeand "p'nencetobe ,11 eff€<tlV€,dvo(;le,
Studerrtsdeserleandneed, highqllal,ly€ Our surces\ " hie,lIlg goal 1'1,11 largely determi n;: the economk
\iKcessofMichiqanand iMwidualsucclss ofcurstudents, fi l1aooal our
abilitytoprovideahigh educatiOn. Thl prooi emof inaikcuatefinanoal IScompoundedby an inaea:mglv
Byz.Jmi ne ofstateregulations thatoheniOKes localand regiCilOIboardmembersand
to,stoall ocate [esoum to acti,itiesthat impactOnstudent 3chielffilent than otheroptions,Iwouldfocusmy
dlSCfetiOf\l ry timeas aboard memberon advocati ngforimprovedfonding ofedocation and for alogkal of rights
doo respoosibilitifS betweenloul, regionaland that ,efi ectsthe and weaknesses of
each Ilvelofgovermr,ce,
Thenext (ririea!. AII 11O\IS€ seats JP fur election in 2003and2010, In 2Q1Odneil go>er norwill
be eleded, and all senate willbeup for eleerion,Turnover" ill be high becauseGf termlimits as as b«auseof
normal politicalferces, Theeamingoith€ issues and the cOJice ofelected in2010 will harlan enormoul impao
onpoliciesin201 1·2014anobe,roj
Ihave been aboard member ofthe AnnArborPublic School5 Juiy2002. My lesponsioilitiesllO"eincludl'd Iecretary,
rnalroftheFinance (ommittee,chJirofthePlanning(ommitlee and pariiamentalian,inmy county the
WashtenawAssociationof School Boards,Iam cu rrently',ice president and ass€<retaryand Iam
a Go<ernmenl G:mmitlee of MASSJnd acti""yin delefJ<lle assembly aMother
stalewide meeti ngs,MyMASB cert ification t theAward of Distinction
Iaman 1Conom( consultant specialijng in puNk public fi norxe and economic development My rrntpositions
includeplDfessor ofagriculturaland M'lOm;rS at the ofMinnesota whereItaughteconomicsofpubliC
servites,chief economiC ,dvi,Jrto the G!Jverl'Ci ofIAmn/Silta, 5erllor staff Mllamist on die (ollnd of
[tooomic Advisffl ,
2008 Elections 13
50
Region 7 - three year term
MASS Certification:
Certifit'd BoarilmemoerICBAI
(hris Coady
;;t'mir:a:et OJ' the Haslett PublicSchool Board01!.ducaomInIl"Il hJm (Qunty
Time served on this bO<l,d: Three
Offices held:lrMurer,iKe
Award of Merit
Election Statement:
Mynameis (j; ri.1 Coody aud Ihalt beennominatt'd 10 run forlhe Region 7seat on the Board ofDirectors MKhigan
Association of$chool Boards. :wekome Opf«turutrtoserve the Awxiation of SchOJIBoards dnd my fdlaw
\(hool boJrd III Mirhigm!wal elf>:ted tncheHasifn Board of !.ducatkm InMay21105 aftererght of atlr'l€
lem ship inthe Haslen \(hool5 ClJ nng my tenure,Ihalt served as chairmanofor)r Board's Finance amfaci H-
tiel Comminee andas iiwrd Treasurer. 1wrll assume therole of 6oord\ice President for the corning
Silxe the beginningof my board service Iha'ieoeen inMASBprCKj rams,takingad'lantageofthl
classes, and programs recently,Ihave berome actIVein government efforls, "nrking
tD raiseawareness about theimp.l Cl off-IUB requirement on alleml!rlE hrgh\cl>101 programs-anissuewePJ'I faced
inHas[en.I Iiave been attending.'MSB Governln('c; Rel ations CDmmrt tee meel i';j\ as an obser,trandp.irtiripatE'd in
thIS Federa lP.elabons l'ctwork(ouferenre. n"rnl gh rnvolvemenll ha'le)x,:onlfmore awareofthe115115 dnd
chall1llljesfa ringdistrictsthroughout the statl
With the guidance oftheirboard, MASBplays an im;:<Jrtant supporting Michigan\ sellool tlJ.lrds. We oil share thegoal
of deliveringanexcellentt'durationtoe;chdad (hlld. 5<:1»11 boards mustwade through mJnychallenges toachie'le
this goal,indUcing fundingJnd rtsing K- 12 refOfm. NClBan(J accountahillty, Ill' Jconsolidation efforts. fh€ resot:K5,
networki ngopportunitil'S and ethersUPfXl1 pra/ide.! by MASB are lmpottant IGil lsfor us touse to Ii'€ thatwe 00 notfail
our cbrl dren.1 dlaTl'llth IhE ieO<Jership ofeffectivt sd100I bwllil, every distnCl can helpe..,:rychrl dsucteed.
fh€ futureof our statedependsonour being able to do so
if€iectt'd, Iwnuldwodto SI" informed and conneClI'<i with other rnemom to gUide ar-.:i reprl'S€nl/,IASB. Ibring aun[qlJ<'
oockgrnun(J of pobli cS<Ciice, androm:Jrarit)' wilh the organization and mar0ates of work. Iam kno."n asa
great unoiaseri andthoughtfulill the imPJ{t ofmy dKisioilS on IWforward to
puningrhese skills to. orklor \iG" al amember oftheMi,SBe,:;ard
Iwouldappr€(iate jOurvote fvr Region? MA5BBoard unr,torThank IOU
2008Elections 11
Region 7 - three year term
51
Lillian Fields
bytbe Western S<:bool DistrictBoomo/Educatlon inJacksoo (ounty
Time served on this board:
Offices held: Presoot \1CI President,
Time served on anotherboard:Jackson (ounty Ichool Board
Offices held: '''cePresident,l1mtary.'Treas"rer
MASB Certification:
Cer-I bld Boammemilef (CBA)

Awam
Millte! Boardrnember
MillIerDi, mond
MlSler Platinum
Presi:km's Award
Election Statement:
"There nothing likeadredm tocreate the fu ture'wrote\\(tor Hugo many Ylmago.Our tillk ssIdIKaMnal leadffl ill0
provide leammg thatel1COllrage all stud1llls to dream prep.JnfIJ themto succeedasglobal IIDzenl In
the
The ham Isha." to,KCOOIplishthis ineconomiralffc!lallengedtl mel.lllegreatestdifficultyfor all ofMIthigani
S(hoolboamsistocreatNely " celielKemedumioo that achiNement slandafIJl, wheninrceas-
Ing expensesare;)gre/tl, e)Cledmg fu nding (ompE(,ltingthIS chlflMge IS thereqUifementtobeac(OuntaMetomeet
therler iroeralandstatemandatesand iMiS.
Althoug hadweacy fur publiceducatioo is important allhe focalandMIanafIrleil, It'scotlCal atthe level. Since
Pmpos;1A,the state hasbecomethe fundiflj Ii leline tolocalschool dlStrimand the pnfl{lpal aCdOOnk
Therefore, our ccmminffi andfocused advocacyneedsto be effective andlucc1\sfulat thestate level.We
the tilcreatethe qlMIIlyfearning ffiwonmellts tlEt OIlrchi ldren'sdrearnsand pflWide dIe
knowledgeands"lIs fortimto achiri1' timandsucceed. Their dependson It...and so do1\
MASB hill thecreative, readersn', and Is abletodeliwthls \ilal advocacy.Ihavehadthe prt,iiege of
5/f1ing MASS as AmbassaDor Ithree Goll:mmentRelatl orrs Committee(fnur years), Delegate Assernbly (15
andhl' eearn ed boththeMIXacySkll band Prejl!:ntialAwards.Icontrtbuted an MA5BReSDi utlonof Sihool
SlJpp:Ift, publishedin thefebruary 2007Issue01HeoJiil1e5. It'Nould be an honor to lerveon theMASS Bwro oi
to ad,\Xateloraqualltyeducallon for all the(hl!drm ofMichlg,n
12 MASBCandidatesfo rBoardofDirectors
52
Michigan Association of School Boards
MASH Board of Directors Election - 2008
Official Ballot
Region 7 (one seat) Three-year term - vote for one :
o Chris Coady nontinated by the Haslett Publi c Schools Board of Education in Ingham
County.
o Lillian Fields nontinated by the Western School District Board of Education in Jackson
County.
oGlenn Nelson nominated by the Ann Arbor Public Schools Board of Education in
Washtenaw County.
Signature of Board President or Secretary
District Name
' .. ' .
Ballot must be received at MASB NO LATER than 1 p.m. on Wednesday, September 3, 2008.
Mail to:
MASB . Elections
100I Centennial Suite, 400
Lansing MI48917
or
Fax to:
248/233-9372 - Attn: Tina Peters (plante & Moran)
I ' : ~
lilt P'" ;/
) Ann Arbor Public Schools
2555 South State Street
An n Arbor, MI 48104
MEMORANDUM
Board of Education
Phone: (734) 994-2232
Fax: (734) 994-2414
53
TO:
FROM:
DATE:
RE:
President Karen Cross
Board of Education Trustees
Amy Osinski
August 15, 2008
MASB Voting Delegate Cer tification
The MASB requests that the Board of Education certify voting Delegates and
Alternates who will represent our district for the 08/ 09 school year.
Delegates selected by Boards of Education across the state will decide
MASB's positions on a wide variety of issues affecting education, including
our position on proposed legislation and issues being considered by the State
Board of Education.
Trustees can volunteer as a delegate, or President Cross may appoint
delegates to attend.
Based on our distri ct' s student membership, we are entitled to 4 Voting
Delegates and an equal number of Alternates. Our delegates must be
submitted to MASBby October 17. 2008.
Selected Delegates will need to attend the Delegate Assembly, which will be
held prior to the 2008 MASBFall Conference, on Thursday, October 30, 2008
at 7:00p.m. at the Grand Traverse Resort in Traverse City.
Moved by --', supported by ---', to designate Trustees
--,...-------' ----:---:--:----"-.,.--=-=-=-:-:=-::=-
---L and as voting delegates to the 2008MASBDelegate
Assembly as representatives of the Ann Arbor Publi c School distri ct.
/ alo
54
August 26, 2008
August 26, 2008
September 10, 2008
September 16, 2008
September 24, 2008
October 15, 2008
AGENDA PLANNER
OPENING DAYFOR STAFF @ Pioneer Schreiber Auditorium, 8:00 AM
Planning Committee, 6pm
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
Information:
Facilities Update
Board/Superint endent Goals
First Briefing:
Second Briefing/Action:
Planning Committee, 6pm
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE
Information:
First Briefing:
Second Briefing/Action:
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
STUDENT PERFORMANCE - Andrea Cowper, Skyline Philharmonic Orch
Information:
First Briefing:
Second Briefing/Action:
Revised; 8/6108
0809.AGENDAPLANNER.doc
l of?
October 29, 2008
November 5, 2008
AGENDA PLANNER
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
STUDENT PERFORMANCE
CELEBRATION OF EXCELLENCE
Information:
Facilities Update
First Briefing:
Second Briefing!Action:
REGULAR MEETI NG- DOWNTOWN LIBRARY, 7:00 PM
STUDENT PERFORMANCE - Yael Rothfeld, Thurston Vocal Music
Information:
First Briefing:
1'1Quarter Financial Report
Second Briefing!Action:
55
November 19, 2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE
Information:
Facilities Update
First Briefing:
2007-08 Annual Financial Report
08/09 Grant Awards
08/09 Foundation Grant Awards
Second Briefing!Action:
I" Quarter Financial Report
Revised: 816108
0809.AGENDAPLANNER,doc
20f7
56
December 3, 2008
AGENDA PLANNER
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
STUDENT PERFORMANCE - Andrea Cowper, Skyline Symphony Orch
Information:
First Briefing:
Second Briefing!Action:
2007-08 Annual Financial Report
08/09 Grant Awards
08/09 Foundation Grant Awards
December 10,2008 REGULAR MEETING- DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE
Information:
Facilities Update
First Briefing:
Second Briefing!Action:
January 7, 2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
Information:
First Briefing:
Second Briefing!Action:
Revi sed: 8/6/08
0809.AGENDAPLA NNER.doc
3 0f7
January 21, 2009
February 4, 2009
February 18, 2009
March 11, 2009
AGENDA PLANNER
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE
Information:
Faci lities Update
First Briefing:
Second Briefing!Action:
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
STUDENT PERFORMANCE - Kitt Flynn, AA Open Technology Showcase
SPECIAL PRESENTATION - Larry Dishman, Hikone Delegation
Information:
First Briefing:
Second Briefing/Action:
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE
Information:
Facilities Update
First Briefing:
Second Briefing/Action:
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
STUDENT PERFORMANCE - Beth McNally, Wines 5"' Gr Chorus
Information:
First Briefing:
2nd Quarter Financial Report
Second Bri efing/Action:
57
Revised: 8/6/08
0809.AGENDAPLANNER.doc
4 of 7
58
March 25, 2009
April 8, 2009
April 22, 2009
AGENDA PLANNER
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE
Information:
Facilities Update
First Briefing:
Second Briefing!Action:
2' dQuarter Financial Report
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
STUDENT PERFORMANCE -Anne Marie Roberts, Skyline Vocal Music
Information:
First Briefing:
Second Briefing!Action:
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE
Information:
Facilities Update
First Briefing:
Second Briefing!Action:
Revised: 8/6/08
0809.AGENDAPLANNER.doc
son
May 13, 2009
May 27, 2009
June 10,2009
AGENDA PLANNER
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
STUDENT PERFORMANCE (FINAL) - JeffKass, VOLUME Youth Poetry
Project
Information:
First Briefing:
Budget ResolutionlNotice calling for Public Hearing
3" Quarter Financial Report
WISD Budget Review
Second Briefing!Action:
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE (FINAL)
Information:
Facilities Update
First Briefing:
Second Briefing!Action:
Budget ResolutionlNotice calling for Public Hearing
3'" Quarter Financial Report
WISD Budget Review
REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
PUBLIC HEARING OF THE 09110 BUDGET
Information:
First Briefing:
Second Briefing!Action:
59
Revi sed: 8/6/08
0809.AGENDAPLANNER.doc
60f7
January
s M T w r F S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
2008
February
S M l ' W T F S
1 2
3456789
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29
~ a r c h
S M T W T F S
1
2 3 4 5 678
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
April
S M T W T F S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
~ a y June
S M T W T f S S' M T W T F S
123 1 2 345 6 7
4 5 6 7 8 9 10 8 9 10 11 12 13 14
11 12 13 14 15 16 17 15 16 17 18 19 20 21
18 192021 22 23 24 i 2223 2425 26 27 28
25 26 27 28 29 30 31 29 30
July
S M T W T F S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
August
S M T W T F S
1 2
3456789
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
September
S M T WTF S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
S M
October
T W T F S
November
S M T W T F SS M
December
T W T F S
1 2 3 4
567891011
I 12 13 14 15 16 17 18
I
19 20 21 22 23 24 25
26 27 28 29 30 31
1 123456
2 3 4 5 6 7 8 7 8 9 10 11 12 13
9 10 11 12 13 14 15 14 15 16 17 18 19 20
16 17 18 19 20 21 22 21 22 23 24 25 26 27
23 24 25 2627 28 29 128293031
30 I
SEPTEMBER
Tues. 4
NOVEMBER
Friday 2
School.
2007-08 District Calendar
First day for students. Full Day.
End of 1st marking period Middle School / High
SEPTEMBER
Tues. 2
OCTOBER
Friday 31
2008-09 District Calendar
First day for sluden ts. Full Day,
End of 1s1 marking period Middle SchooltHigh
School
Monday 5
WedfThur/Fri
DECEMBER
Friday 21
JANUARY
Monday 7
Monday 21
Friday 25
Monday 28
FEBRUARY
Monday 18
Friday 22
MARCH
Monday 3
Monday 10
Friday 21
I\PRIL
Friday 4
Friday 4
Monday 14
MAY
Monday 26
JUNE
Friday 13
Monday 16
No School for students
21-23 No School for students. Thanksgiving
break.
Winter vacati on begins at end of the day.
School resumes.
Martin Lulher King, Jr. Day. School is closed.
End of First Semester for secondary schools.
No school for st udents at secondary level.
No school for sl udents.
Mid-VVinter vacation begins at the end of the day.
SChool resumes.
No school for elementary students.
No school for students and teachers.
End of 3rd marking period at Middi e School/High
School
Spring vacation begins at end of the day.
School resumes.
Memorial Day. School is closed.
End of second semesl er. Half day for students.
Beginning of makeup days for any days above
State-allowed limit of Emergency Closing days (if
applicable).
NOVEMBER
Tuesday 4
WedfThurl Fri
DECEMBER
Friday 19
JANUARY
Monday 5
Monday 19
Fri day 23
Monday 26
FEBRUARY
Monday 16
Friday 20
MARCH
Monday 2
Monday 9
APRIL
Friday 3
Thurs. 9
Monday 20
MAY
Monday 25
JUNE
Friday 12
Monday 15
No School for students.
26-28 No School for students. Thanksgi ving
break.
Wi nter vacat ion begins at end of the day.
School resumes.
Martin Luther King, Jr . Day. School is closed.
End of First Semester for secondary schools.
No school for students at secondary level.
No school for students,
Mid-Winter vacation begins at the end of the day.
School resumes.
No school for elementary students.
End of 3rd marking period at Middle School/High
School
Spring vacation begins at end of the day,
School resumes.
Memorial Day. Schaal is closed.
End of second semester. Half day for students,
Beginning of makeup days for any days above
State-allowed limit of Emergen cy Closing days (if
applicable).

Sponsor Documents

Or use your account on DocShare.tips

Hide

Forgot your password?

Or register your new account on DocShare.tips

Hide

Lost your password? Please enter your email address. You will receive a link to create a new password.

Back to log-in

Close