Aug 20 2008 Ann Arbor School Board Regular Session Agenda

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Alt~ I
ANN ARBO~C SCH00loS_
BOARD OF EDUCA nON
~--~~) PACKET
AUGUST 20, 2008 - DISTRICT LIBRARY

STUDY SESSION, 5:30 PM
REGULAR MEETING, 7:00 PM
MISSION
The miss ion 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 while advan cing the common good through a community dynamic distinguished by:
• Personalized learning that is curiosity driven , student dire cted. teacher inspired
• Challenging and provocative curriculum
• Individualized and group creative expression
• The nurturing of the human spirit
• Cufturally congnuent instruction
Forging alliances with famili es and communities
We believe that...
,..heritage shapes individual identity.
...all people have th e right to learn without limits .
... 8 person's achievem ent can not be predetermined .
...we are strongest when work.ing together.
.. .everyone can make a valuable contribution to society .
...environmental stewardship is our moral obligation.
...the dignity of each person deserves respect.
...racisrn is destructive.
...communication leads to understanding, understanding fosters relationships, and community is built on those
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 potential deserves fuifillment.
...all people have the innate desire for creative expression
STRATEGIC GOALS
We will cre ate 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 actualize the potential far excellence in all students through inspiration and support.
We will ensure meaningfulleaming through effective teaching .
We will implement a syste m to ensure continuous development of staff capacity.
We will inform and engender trust and support from our constituents to accomplish our mission and objectives.
We willcreate and maintain physicalleaming environments that enable us to fulfill our mission.
We will ensure resources ade quate to accomp lish our mission and objectives.
BO ARD O F ED UCATION
Susan Bas kett 330-0682 - baskett(u'mlps.k12.mLus Deb Mc xicotte 677-1587 - m exi.cN t@aaps.k12.mi.u s
Karen D. Cross 741-4480 crofSk@aa ps . k1 2 , mi ,u~ Glenn Nelson 663-4849 - n~!.~Kt~p p s.kt~.,mi. u s
Rand y Friedman 332-6031 - .frjed mi:m(¢i:l a p., . k 12. mj .u~ Irene Patala n 668-6246 - ~ t ala n({i\l a p~. kL2 .m i.lIs
H elen Gates-Bryant 665·4303 - g ate5h(l'?ai:l ps .k12 . mi. u ~
OFFICERS
Karen Cross, Presid en t Irene Patalan, Vice Pres ident

Glenn Nelson. Secretary Ran dy Friedman, Treasurer
SUPERIN T ENDEN T' S STA FF
Tod d Roberts Superinten dent 994-2230 robe rlsl((,!,'utlVs.kI2. mi .us

Robert Allen Deputy Superintenden t for Operations 994-2250 allenr@a<lps.k.12.mLns
Dave Comsa Assistant Superintendentfor Human Resources [-t 994-2283 comsJd@' aaps.k12.mi.u s
Legal Sennces
Open Deputy Superintendent for Instruction 994-2209 liesemer®aaps .k12.m i.U5
Randy Tren t Executive Directorof Physical Properties 994-2118 trentr@)aap s.k12.mi.\lS
Sara Aeschbach Director of Community Services 994-2234 aeschbac@aaps.k "l 2.mi ,us
Liz Margolis Director of Communications 994-2236 111 argo!is@aaps.kJ2. m1.us
Larr y Simpson Administrator for Student tnterueniion. &
Support Ser..nces 994-2318 simpson@:aap ::...k12.m i.us
jo yce Hunter Administrator Jor Secondary Education 994-2315 hu nh:~ rj (t:i. !a aps .kI 2 .m i. l1 s
Lee Ann Dickinson -Kelley Administratorfor Elementary Education 994-2252 d jc kin so ~ i' a aps . ,k '12.mi.u s
2007·08 SCHED ULE FO R

M EETI N G S OF THE BOARD O F ED UC ATION
JULY JANUARY
10 Organiza tional Meetin g 9 Regu lar Meeting
23 Regu lar Mee ting
AUGUST
FEBRUARY
6 Regu lar Meeting
SEPTEMBER 20 Reg ular Meeting
5 Regul ar Meeting
19 Reg ul ar Meeting MARCH
29 Board Ret reat 12 Regul ar Meeting
19 Study Session
OCroBER 26 Reg ular Mee ting
10 Regular Meeting
24 Regular Meetin g APRIL
16 Regular Meeting
NOVEMBER 30 Regu lar Meetin g
14 Regular Meeting
28 Regular Meeting MAY
14 Reg ular Meeting
DECEMBER 28 Regu lar Meeting
12 Regular Meeting
19 Reg.l1a, Meeting CANCELLED JUNE
11 Regular Meeting
25 Regu lar Meeting
The An n Arbor Boar d of Ed ucation wil l pro vide ncce&S.ary reasonable aids and services to indiv id uals with di sab ilities who desire 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 th e follow ing: Ann Arbor Board of Education..2555 S. State Street, P.O. Box 1188, Ann Arbor, Ml 48106 (734) 994-2232.
STATEMENT O F NO NDISCRIMINATO N. No pef'f;c)tl shal! be excluded from 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 b/lsi~ of race, color, sex, religion, creed, political belief, age, national origill, linguistic and langul1ge
differences, sexuill oTient.atiofl, socioeconomic ~ t(Jt IJS, Ileig/lt, wl'ight, trlarital orjamil1al Sfatll s or disnbili~!. Rigllfs & Rt>o:ipo/lsibili h'cs adopted fum' 23, 2u(J4-.
ANN ARBOR PUBLIC SCHOOLS
BOARD OF EDUCATION
AUGUST 20, 2008 - DISTRICT LIBRARY

STUDYSESSION, 5:30 - PHS Drain 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: 2dh Cenlury United Stales History from TCI- Hunter, pp. 37-46
ACTION - CONSENT AGENDA - 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

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
BOARD OF EDUCATION - Regular Meeting of August 2G, 2GG8 AGENDA
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
Page 2 of2
All Ann Arbor PubUc Schools' Students Will ~raduate Ready
1
Ann Arbor Public Schools

Physical Properties
MEMORANDUM
TO: Todd Roberts, Superintendent

f--(
FROM: Randy Trent, Executive Director of Physical Properties
OATE: August 15, 2008
RE: Pioneer Stormwater Management
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
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JANIS A, BOBRIN DEl\TNJS M. WOJCIK, P.E.

DRAIN COMMISSiONER Chief Deputy Drain Commissioner
705 North Zeeb Road

P.O. Box 8645
Ann Arbor, MI 48107· 8645 Telephone 734.222.6860
email: dnl i I1S fl ":~\.... as h t c n ~'l\",.o r il Fax 734.222.6803
.l.! 1 .[p : eJ.lFI l.i~.~\"" ~l.~ I,U~ ll a \~·,9m
To: Randy Trent
From: Harry Sheeha n, WCDC

CC: Janis 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

projec t, minus credit for having ons ite stormwater management - value
of easement (TBD)
d. Timeline: Construction could 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
5
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 kn ow the outcome of your review; contact me with questions / comments . Thank s
6
RECEIVED
I:~
Att I
DCI 3 0 20D7
WASHTENAW COUNTY
~[ir
) Ann ArborPublic Schools DRANl.!~~ !5<!:rn }1 f.R
2555 South State Street Superintendent of Scho ols
Ann Arbor, MI 48104 roberlst@aaps k12 ml .us
734 994 2230
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
D ear Ms. Bobrin,
The Ann Ar bor Public Schools (AAPS) has agr eed to partner with th e City of
Ann Arbor and Washtenaw County in the grant design application for a storm
water u nderground storage tank pr oject proposed for the grounds of Pioneer
HighSchooL
We understand that there are two locations on th e Pioneer site that are being
considered for the underground storage tank placement AAPS reser ves th e
right to make the final determ ination of location for the tankts), in conjunction
with th e 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 th at a binding com mitment at this time is not required.

H owever, at th e time a grant is accepted, a binding commitment is necessary
between th e County, City and AAPS,
AAPS is committed to p artnering with the City and County to seek grant design
funding AAPS will p arti cip ate in all necessary d ecisions
If you have any question s, pl ease d o not hesitate to contact me
Sincerely,
~2:~~
Superintendent
c: Roge r Fra ser, City Adminis trator, Ci ty of Ann Arbor

Randall J. Tren t, Executive Director of Physical Properties, AAPS
7
I:~
Aft, I) Arm Arbor Public Schools Dr. George V. Fomero
~
2555 South State Street Superintendent ofSchools
Ann Arbor, MI 48104 fomero@aaps.k12.mi.us
734.994.2230
MEMORANDUM
To: President Karen Cross
Board of Education Tru stees
From: Todd Roberts
Date: August 7, 2008
Subject: Designation of Gro ups Entitl ed to Participate at Board Meetings
In accordance with Board of Education Bylaw 1300 and past practice, I recommend that
th e following groups be designated to address the Board during its regular meetings as
part of the agenda and may participate in discus sion when asked to do so by the
presider. They shall not, however, participate in the discu ssion or debate of an item once
it has been moved and seconded at a regular meeting:
• Ann Arbor Education Association (AAEA)

• Ann Arbor Administrators Association (A A A A)
• Parent/Teacher Organization Council (PTOC)
• Ann Arbor Parent Advisory Committee for Special Education (AAP AC)
• Black Parent and Student Support Gro up (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 Ed ucation.
Motion
Moved by . seconde d by , to designate the aforementioned groups to
participate at Board of Education meetings. Furtherm ore, the Board Secretary is directed
to invite the groups to participate at Board meetings and provide them wi th
participation guidelines.
GVF/ je
8

BOARD OF EDUCATION - Regular Meeting of June 1B, 200B APPROVED
DISTRICT LIBRARY MINUTES
CALL TO ORDER
President Cross called the meeting to order at 7:05 pm
PLEDGE OF ALLEGIANCE
Trustee Gates-Bryant led the pledge .
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 ded icated 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 th is 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 wm Graduate Ready
9

BOARD OF EDUCATION - Regular Meeting 01 June 18, 2008 APPROVED MINUTES
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

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 - CONSENT AGENDA - scheduled for appro val 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
11

BOARD OF EDUCATION - Regular Meeting of June 18, 2008 APPROVED MINUTES
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.

Motion to hold an Executive Sess ion on July 16, 200B at 5:30 pm, Balas Building , for the purpose of
Superintendent Evaluation.
Vice President Patalan, supported by Trustee 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

ITEMS FOR AGENDA PLANNING

Socialization of high school students.
Study session/discussion of laptop program for secondary education .
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
13

Attachment A
Superintendent's Report
June 18,2008
• Monday , June 16, Stone High School Graduation.
• 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 ground s
• 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 repre sents 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 his 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 Ed ucational 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 incorporatin g 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 th e last week of the 2007/2008 school year. We all have worked hard
together and can take pride in completing an other 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" <randy@harvarddruggroup.com>

SUbj ect : RE: Updated Board Meeting Schedule
Date: August 6, 20088 :08:30 PM GMT-04:00
To: "Amy Osinski" <osinski@aaps.k12.mLus>
Cc: "Glenn L. Nelson" <nelsong @aaps.k12.mLus>
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 . Academ ic 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 disciplined. 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:osinski@aaps.k12.mLus]

Sent: Monday, August 04, 2008 10:02 AM
To: Neal Morton; jrice1320@aol.com; Don Osinski/USA/Holcim; Betsy Volaric;
DAVID JESSE; cheflin @annarbornews.com; babmayl1@provide.net;
Ivisovatti@ci.ann-arbor.mLus; ckuras@ci.ann-arbor.mi.us; shuler@umich.edu;
hardena@aadl.org; Karen Wilson; Martine Perreault; AShepherd1@aol.com;
dst_announce@mail.aaps.k12.mi.us; parkerj@aadl.org; Marilyn Gouin;
LCarter@mea.org; Randy Friedman; Charles Lewis;
ebba@youthempowerment.com; dan.martin@waamannarbor.com;
nesy@comcast.net; Jerry Brand
Subject: Updated Board Meeting Schedule
Please post the attached schedule.

15
MEMORANDUM
from Lee Ann Dickinson -Kelley
Administrator for Elementary Educat ion
To: Dr. Todd Roberts, Superintendent

Board of Education Trustees
From: Lee Ann Dickinson-Kelley, Admini strator for Elementary

Education
Re: Elemen tary World Langua ge 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, expa nded
to fourth and fifth graders in 2010-11. We believe this comprehensive initiative is
unique among our peer districts and certainly long over du e in the Ann Arbor
Publi c Schools. The partnership will furth er support a review of our entire World
Language Program K-12 to ensure effective and sustainable programming is
available for all students, throughout the district.
As will be evident in our presentation to the Board on Augus t 20, w e have sp ent
the last two and half years investigating the potential for implementing such a
ubiquitous initiative, beginning with the creation of a 25 person 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 mu st:
» Be equally accessible in all 21 schools, sustainable over time and prom ote
cultural understanding as well as language acquisition
» 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 scien ce
» Be implemented in a manner that does not fragm ent other sp ecial 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) thirty minute 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 1500 respondents
that this was a high priority and long overdue. This initiative was also strongly
supported by two (2) Strategic Planning Action Teams. We have be en 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.
17
Introducing
the Ann Arbor Language Partnership's
Elementary World Language
August 20. 2008
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 resource for

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
19
A2LP: Core Operating Principles
• The aim oflearning a new language is to use it--

the concep ts of pluri-lingualism and language
diversity
• The basis of durable learning in language and/o r
teaching is experience
• The indicators oflanguage leaming should be
transparent and portable-- Documentation and
assessment
• The commitment is to working collaborative ly
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)
20
... lie or she does not keep these languages and cultures
in strictly separate mental compartm ents, 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 ofReference for Languages:

Learning, teaching and assessment,
( CClIJl1d l O(EUh"Jl9, C..-w brJdge Vniver-~ i ty f'(e.~$. 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
othe r 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 shared fra 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
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22
COMMON EUROPEAN FRAMEWORK

LEVELS
A B C
Basic user Independent Proficient
user user
DOCUMENTATION PROCESS
LANGUAGE
PASSPORT
~
FRAMEWORK
DESCR IPTORS Goals and self-
assessments
Transparent/non-
Documentation
technical
Assessments
Globally recognized
'ASSET' ASSESSilIENTS
~
Linked to further
Teacher administered
study &
Externally run
employment
23
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 2010~2011
• Supervised by University faculty and field
instructors
• Coached and supported at the building level by
media specialists
,
i.. _ _
.. ............ . .............. • ..... .................. _- -
A2LP: Design
The University The District

• Develops the content Supports connections
based on the CEFR oflanguage content
• Develops the teacher with grade level
education design curriculum
• Develops the Links assessments to
assessment system
with University of technology
Cambridge (ASSET Supports the student
Languages & teachers through
Language Passport) 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

25
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 to 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 th e 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 th e new language, not only is one trying t o develop this 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- to 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
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 recogn izing,
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
' T he Council of Europe's policy docum ent on pluri-Iingualism asserts tha t " ... an individual's experien ce of language
and its cultural contexts expands from the languag e 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 th e early 1970's, it became clear that volunte ers' academic record
with language learning in school bore little connection to t he fluency the y developed living and working in the field.
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
diagram just below summarizes the interaction of these levels :
University District dassroom

supervisors and teachers may draw
District media on language in
specialists curriculum
supportnew
teachers in
classrooms
Professional
1_ _- leonJlnj!
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 Pilrtne~hi~OREDOCUMENT (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 PROFICIENT USER

BreakthrolJgh Waystage Effective Operational
Maste Proticien
A1 A2 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 Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.q, very basic personal and family information,
shopping, local geography, employment) . Can communicate in simple and routine
Waystage tasks requiring a simple and direct exchange of information on familiar and
A2 routine matters. Can describe in simpie terms aspects of his/her backgrou nd,
immediate environment and matters in areas of immediate need.
• The Framework, known as the Common £uropean Framework of Reference for Languages and 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 reiated to map of proficiencies in the domains of language use.
29
Ann ArnoT Languages Partnershlp-CORE DOCUMENT (August 4, 2008) page 5
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 in a simple way provided 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 ask and answer simple
uestions in areas 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 how they are connected to me as family
members (e.g. "mother") and/or socially (e.g.
"mother's friend).
• I can describe where I live physically.
• 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 Langui1ges p"rtnershlp-CORE fJOCUMENT (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
Partnership students.
• 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.
31
Ann Atbor Languoges Partnershl~OREDOCVMENT(August 4, 2008) page 7
V. ORGANIZATIONAL STRUCTURE
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 enta ii 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 iZ r o om ers n g:
Results Overview
Date: 311B1200B1:20 PMPST
Responses: Comp~tes
Filter. No fi ~er applied
Dear Elementary School Parent, AAPS is exploring the possibility of incorporating a World Language program for
all children at the elementary level during the school day. T he answers you provide to the follOWing queslion s will
help wrth program planning . Please complete this surve y by 5:00 pm on Friday. March 14, 2008.
1. Do you favo r adding a Wor ld Language Program at the elementary level?

- - - - --- - - - -
No <If you answer No, :_
please skip to #6) ; 41 3%
_, ~-===_-- --- ----- -. -- -.w .-- ..-- -- -,.-----.------.- ,.
Somew hat in favor 176 12%
- _._- - - -- -
Strongly in favor 1219 85%
- -- - -- - - - - - - - -- - - - - - -- -_, .__.•
Total 1436
-_... - - ._.-
..
100%
2. If there we re only one language taught, what language would be your first choice?
- - - ----- --- _ - -_._ - - - -----
. - - ----- ---- -------_..
Arabic 28 2%
-- ----_._----'-.._ ---_...._..•-
Chinese )E $ 303 22%
French i ~ 89 6%
German
.._-
_ - - .'!--
G&j
- - - -- - - -- - - -----
44
_
- ---- _.. .._---- _..._•...
--
3%
Japanese ,~ , 31 2%
- - - -, - - ._------_.----
Spanish 851 61%
Other language : 51 4%
---------~---
Total 1397 100%
3. lJ'IJhat language woul d be your seco nd choice?

- ------ - -
Arab ic 92 7%
Chinese 422 31%

-- - --_.-- -_._-- -'- -- - - --
French 322 24%
German
Ja-p-a-n-es-e- ·- -- - - ··
:.
i- ._ - _._- - ' - --
90
102
_._._ •.•...
--- -.;..._.....
. 7%
----''--- - - - - - - - -
I of 4 311 8/08 4: 20 PM
33
'.
Spanish 286 21%
Other language: 56 4%
- - - _. __._- ------_..__._--- --- -- ---_._- Total

- ------ --_._--- - -----_.._-- --- - --_._-- - -
1370 100%
4. What is the primary language spoken in your home?
Arabic 7 1%
Chinese , 't "d e 116 8%
_
English
_ __ _ __ _ _•• _ .. "
r z t._' t_ t ' It tjattu er ; tHe. ;
._ _ ._... ,
lt t h a S._._.
1 , ')
. ...1 .
1137
• •.__. ..__..
82%
. _
French 14 1%
- - ---_._ - - -- - - -- - - - - -- - -- -
Getman
---------_.~~~._' --------- --_.
Spani sh
i ;'
__ ,
._ - - - - - - _._.,._-_._-_.
8
---------~._-- -_._--
22
1%
2%
- -----_._- - - --_.
Other (please 86 6%
specify):
Total 1390 100%
5. . In which grades are your elementary children? Check all that apply.
Prescho ol 278 20%
K 297 22%
281 21%
2 262 19%
3 279 20%
4 253 18%
5 251 18%
Children not yet

attending Ann Arbor 167 12%
Public Schools
- - - ----------- _ ._---_.------ -_._-_.
6. Does your child attend the Ann Arbor Public Schools?
Yes 1248 88%
-No-_._------- - - " _ .._- ---_._ --- -

170 12 %
Total 14 18 100%
2 of 4 3/18/08 4:20 p~
34
7. If so, in which elementary school Is/are your child(re n) enrolled?
~--- -----_.
An n Arbor Preschool
•
:i'..-
21 2%
and Family Cen ter
Abbot
--_._._-----,._-----._ - -:-~---------'-, ,,_ .. •....._'-."- - •.•...• _-_..__._- ---_._ _.._-_.--•.•._-- ---67-_._._"..
... -.;, - ~.-_."-
5%
.._ - ----,.,
Allen
Angell
- - -_. __ . . ._...... --......_-- ... __ ._-.....- . - --...- . -. __ ..- .- •. .
98
_-- -------_
36
8%
3%
.., - _..
.~.------ ----- --- --_ .._._._- -_._-_ .._.,, -_._--_._-------_.

An n Arbor Open 161 13%
Ba ch
--- - - - - ---- ..,.--- - - ••• 37
24
3%
''.•-
Bryant 2%
Burn s Park 115 9%

- -- -------_._.-_.-- -_ ...._---------_.-. - '- -'-"-" .- _ . _-._ ~-~ . -._- . .
_--- ~ ,-_ . ..,-- •.
_ ,,-_ .•_.. -.- ._-- ._ .~ .- ' ~- ' ----_._-.----_.__ ... _.-~~ ._- " . ..._--
-
:.-
C arpe nter 66 5%
_ ..._-_.._ ,._- --- - - ----.-_._- - _._---,-._

Dicken
.._---_ .~-----_ __
... . ~--_._.
44
__._-._._-_._--_._..----.----_._-----.•--
3%
Eberwhrte , M_ .._ _.· ··· ··W.__· · • ._,..•

49 .__.. __.,__..._ _._ .,.__
4%___:. ..
~
.
_
.
',.-
Hai sley 37 3%
.
King 61 6%
~_;;_;,~---_ .:--" ---- --------- -------.--- -------.-. 17
'.
lawton 89 7%
---_.._ - - - - -- -
Logan 18 1%
Mitchell 3 0%
Northside 13 1%
Pal1engill 32 3%
:-
Pil1sfield 29 2%
Th urston 114 90ft.
W ines 111 9%
Totai 100%
if yo ur sc hoo l aged ch ild( re n) does not atte nd the Ann Arbor Pub lic Schoo ls , w ouid you re conside r enrolling
8. them in o ne of the AA PS elementary schools if Warid Language was offe red ?
== ~~~+-- -----
Yes 468 &tWit " . Yr . 87%
------ --- - -
No 68 13%
- - --'--------_._-----
To la l 536 100%
-- - -----_ ._._ - -
3 of 4 3118/08 4:2ll PM
35

Operations Division
MEMORANDUM
TO: Todd Roberts, Superintendent
FROM: Robert Allen, Deputy Superintendent f2Jr

DATE: August 15,2008
SUBJECT: 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) adopted 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
• Certification of having read, understood and agreeing to comply with the School
District's Investment Procedure
*The Financial Industry Regulatory Authority (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 available 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 of Education approve the attached list of Financial Institutions for deposit or
investment of district funds.
Attachment
js
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, Southfie ld, Michigan
LaSalle Bank, Troy, Michigan
Michigan Liquid Asset Fund, Harrisburg, PA
Bank of Ann Arbor, Ann Arbor, Michigan
Flagstar Bank, Troy, Michigan
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
37
Joyce M. Hunter
Administrator For Middle/High School s &
Ann Arbor Public Schools Career and Technical Education
2555 S. State Street Phone (734) 994-2315
Ann Arbor , M148104 Fax (734)994-2955
MEMORANDUM
To: Dr. Todd Roberts, Superintendent rl 1- . A ~ ....
From: Joyce M. Hunter, Administrator for Secondary Education and CTE '::;;~~- '
i_ /
Subject: U.S. History Textbook Adoption

Glencoe: Annex 08-020
TCI : Annex 08-021
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 20th Century United States History teacher
resource material s. The se 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 T el 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
by file office or
TO : Joyce Hunter Seconddory Educaflon
FROM: Nancy Shiffler
DATE: 7/11/08
RE: US History textbook adoption
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 Th e American
Vision. They have also requested the purchase of TCls 20" Century United States History teacher
resourc e 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 materials.
The cost for 15 teacher sets of the TCI materials is $35,8 66.80. Shipping is included in this cost.
The combined cost for all of the materials is $181,706.80.

39
Glen coe/McGraw-Hill Pri ce Quote

Qu ote Number: KC0000709 08 00QU01 Issue d by: Kevin Clark
18449 Corne ll Rd.
Ann A rbor Pub lic Schools Dls tr Sou thfie ld. MI 48075
Nancy Shiffler Southfield, MJ 48015 '
2725 Boardw alk Phone: (313) 655-6319

Ann Arbor. MI 48104 Fax ; (246) 809-2086
(73 4) 994 -2200 Email: kevin_clark@mcgraw-hill.com
Accoun t Number:3 15799
Site Number: 552524
Unit Free Se lli ng

ISBN Descr ipti on Qty Price w/O rdor Price
Ame ric an History---Am eri can Visio n: Modern Tim es
0-07-674523·3 TAV MT STUDENT EDITJQNOa 1,aOO $73 .60 $000 $132 ,840 .00
[J.07·87B523-5 TAV MT STDNNlRKS+ DVD 08-·-25 150 $9 1 60 $6 8,8 50 ,00 $ 0.00

CLASS SET S OF 30
G-07-679669-X TAVMT Ml TEACHER EDITlON 25 $~O6 .50 $2 .662.50 $0 .00
0-0 7-879600-3 TAVMT MI TEACHERWORKS+ DVD 08 25 3 189 00 $4 ,725 0 0 $ 0.00
().(I7·8785(X)..6 TAV MT TEACHER RESOURCE KIT 25 $189.00 $4 ,725.00 $ 0.00
O-D7-!178514-6 TAV IlAT CAUSE-EFFECT 25 ~ 24 , OO $6 00 .0J $0 .00

TRANSPARENCIES as
O.07-B78512·X TAV M T DA ILY FOCUS 2' $48 .00 $1,200.00 $0. 00

TRANSPARENCIES 08
1)-0 7.878 513-8 TAV MT MA P OVERLAY 25 $ 24 .00 $600,00 $ 0. 00

TRANSPARENCIESPARENCIES 08
0-07-878516--2 l AV Mr UNIT TIM E LINE 25 $2400 $600,00 $ 0.0 0

TRANS PARENCIES08
O-07.e7a515-4 l AV MT WHY IT MAT T RANSPA RENCIES 2' $24 .00 $60000 $0 .00
08
0-07·B71707-O G RPHC ORGANIZER 2' $24 .00 $60 0.0 0 $0 .00

TRANSPARENCIES 08
0-07-86BOBt-3 HS 5 5 WR IT PROC TRAN S BKLT 05

2' $24.00 $600.00 $0 .00
~7·87959 1·1 TAVM T MI EXAMVIEWASMNl $TE 08·· 25 $129 .99 $3,249 .75 $0 .00
TESTGENERA.TOR
3e"nd Order 10: Gjencce/Mr:Gr.!w.-HiII P O Box54 3 BladrJlck. OH43004-0543 Phoroe: 1-80Ql334-1344

Fax' 1.0 141860-1877
Pnces firm unbl October 1, 2008. Price QuOle must be att.ad1ed to school purchase order 10 receivetree material.
SHpping and handing dlaf1l es are not ind uded in the o oote total. Adual dlargellwill be apphed at the ere crom er.
Wednesday, July 09, 2008 Page 1 of2
Glencoe/McGraw-Hill Pri ce Quote

Unit Free Selli ng
ISBN Des crip ti on Qty Pric e wI Order Pr ice
0. 07 .878527.8 TAV MT ITSA GD-RM 08 25 $6 9_99 $1 ,7 49 75 $000
Q-Ol·818'.i26·X TAV MT VaG PZLMKR CD (18 25 $7 9 98 Sl, f19 9.50 SO,OO
0-07-818528-6 TAV MT PRESNTN PLUS DVD 08_ 2' $99 .00 $2, 47 5.0 0 $0. 0 0
40
POVvERPOINT
0-01-818180. 7 TAV MT SEC SPTLGHT VID DVD OS 25 $ 59.97 $ 1,499.25 $0 .00
0.07·8 264 13-8 AME ART & ARCH BND 0.3\08 25 $24.00 $600.00 $0 ,00
0- 01-82641&.2 AM MUS IC: HITS HlST CD 03\0 8 25 $6 7.98 $ 1,699 .50 $0 .00
()-07-88853H GLE SO C STUm ES 6· 12 BKlI NK06 25 $49.98 $1 ,249 .50 SO,OO
P rofess ronal Dev eloprn &nt DVD Sarl es
0-01.B7 48J9·g SOC STUDIES PROF DEV DVD BNDl 4 $149.97 $599,88 $0 ,00
Comments : Total: $100 ,884.6 3 $132,840.00
Es tlm at~d Tax: 0.00"/0 $0 .00
Gra nd Tot al: $U 2,B40.00
School Purchase Ord er Num ber

Name of School Official
Sign ature
Sdnd Order to: GlenalelMcGraw·HiJI P O Boll:543 Bladlk:ll:, OH " 30~ 543 PhOO&; 1-BOOI334-7344
FI'IX: 1-6141560-1877
Pnces armuriLil Odobe; 1, 2:008 Prire qoore must be attached 10 sd1col purchase order 10 reeeleetee metenel.
ShiPI"Jing and handling charges. are not include-dIn !he quotSICllaI. Actual dlatl)es win be applieclal the time of c oer.
W edne sday. July 09, 20 08 Page 2 of 2

41
Te,
Brings Learni' ng Alivel
Proposal 717/2008 Dear Nancy Shiffler,

Nancy Shiffler
ANN ARBOR PUB SCHOOL DISTRICT Thank you for the opportunity to present our proposal
2555 S STATE ST for the following products. This offer is good untii
ANN ARBOR MI, 48104-6175 8/6/2008,
Qty Item Item # Item Type Price Total

15 20th Century United States History Program 660-2 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 p roduct). 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
mmoorman@teachtci.com
Teachers' Curriculum Insfinr te P.O. Box 1327, Rancho Cordova, CA 95741 Ph:800.497,6138 Fax: 800,343.6828 www.teacbtci .com
A
IV
Textbook Adoption - Recommend ation Form
Course _ US History _ Grade Level(s)_ _ IO-12, _
Proposed Title(s) Copyright Author Publisher ISBN

Date
2008 Appleby, MeGrawHill 978-0-07-87 9689-0
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 conne cted 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-B anks
Textbook Review; Organization and Presentati on Rating Form
\~ r: , ~ " ..,
Revi ewer: I V\iV\(A t'v ' G t,,:III.1".•./
,., I. t<''1'.., J
e-
:'"i
.{ ,} / ',· . ,",
·.l,(/t:.,'I:l. ' '''v "
j-f;,,: Ij fj,<t. / ~ l:';~/'tl?/ ~
~_ .
"
Book 1 V
»:
Book 2
- -,
Date : fs, - l
Book 3
<J-D ri
Book 4 Book 5
N\·~~o r' ~·i t:' f 1h~ A.l~""'L.lIMJ )11- ~"\> ~" l' "';:" ···-.I,:t 1. .\ ' ~, .\ 0.':> Hl:.. i·ct"lj
t: i'. t V ' \ 1....i (.r ~ \
• ...1 · · ............
I
\ C;( i;:F ~ ':j ,.., f::ii ~:t. ~.'.:v""-i;'·~ . to;::~c i~ f~·fnt
r ' . .... . .'i U:. fit,ll'
2. Organi zation of content is consiste nt with
f
" ,-
"...,
.',
t he organization of our un its. .') ~
3. I nst ructional st rateg ies and activities are -~
selected to ensu re t hat stud ent s acquire skills
necessarv to achieve th e Content Exaect at ions. 5 J S 1
4. Student mat eri als are grade appropria te ,
interestino . enoaol no and motl vatina.
Lj ~ I q
5. Content is relevant to the world beyond th e .... c:
~
i
classroom and makes "real-l ife" connecti ons. I-f :J --J
Id eas and concepts are pr esented in cont ext.
6. St udents are giv en mu itiple oppor tuni ties to

use lanou aqe to com municat e idea s
~
'"....
~
5
..-
J
Lf
c: -:
7. Multiple representations are used t o present
conceats 5 .» "
,-,
4
8. The use af techno logy is inte grated int o
the m aterials
9. Supplementary mat erials support
1.--
r: ~
" --'~
, -
.;;,
-'
t)
.-
differentiat ed inst ruct ion --remediation,
extend ed practi ce extensions.
Lj ,
~) i II,
10 . Materia l Is fo rm atted for effic ient student
and teacher use. 5 .... .J 5 .. ,.
Lf
Scale : 1= Poor; 2 = Barely Adequate; 3 = Fair; 4 = Good; 5 = Superior
Additional Comments:
....
'"
A
A
Text book Review Equity/ Bias Rati ng Form
Reviewer: Mu.:cc{ Ii;

( 1J " ~ , ' ,l"!
I,
f l/dj / l t:,; '::C
t' " " r : ,. ~, p
I
''''' Da t e :
( . 7 .; _ / ) 0
':7 ~:. . . i....- \")
. . 1 l~'::l ~.!. t .·t ... .;..4. "... ..•.' ~. ' "- "
~
", Book 1 Book 2 Book 3 Book 4 Book 5

1. The book is unbi ased in its choice of .v r
descrio tiv e words and phra ses " 5 5

-'
...)
2. Il lust rations of minoriti es a nd women are r: c.

realistic not stereotv oes.
3. T here are com prehensive, well -p lanned
.5 .~) .) 3
representations of m inori ti es int egrated in to .- <::~
t ext In relevant sections. 5 .~) J ;L

4. Stateme nt s a bout m inorities are accurate,
fa ctual and obiect ive 4- .-'
.» <
.-J ~
5. Minor ities are given some leadin g roles, not
basicall v sunnortive. J --
<,
~ <.f- 'L
6. Simi larities and differences am ong peo ple
-~
are presented in such a way as t o bu ild
Iposit iv e Imaaes.
L{ ~ LJ 3
7 . Contributions mad e by wom en are Included
and int enrated int o text.
t} J
- "" ~.
v
-- </
8. Contributions made by m inoriti es are ,"
included and lnteq rate d into t ext . t.!- ;:) r:\
, ~
9. Different lifesty les are pr esented in a
oo stt lve m anner.
L/j " ;"
"to
I
(/ J
10. Women and men are show n in traditional
and non-tradit ional ro les. PI/A A .I,
· ..J/f~: il)l~' .~
N/A
~/
•j
11. Delin eates life In urb an, suburban, and
rural environment. '-I <+
r
'Lj
12. Overa ll rating of t he treatment of r-
minorities. J
?
:::> <l- n
..:J
... r:
13. Overall ratino of t he treatment of women. j
~
~~ 4--- :<
.......
Scale: 1= Poor ; 2 = Barely Adequ at e; 3 = Fair; 4 = Good; 5 = Superior
NA = Not applicable for t his book.
Addi tion al Comm ents:

Textbook Review: Organization and Presentation Rating Form
'V i'Dne e i-
a .Po:C... .. J
iI...L
.
. " ... "I\,.;;W'V<;;;I. <;"--""-.A. , ILAI ~ l vU I 'C -... ......... _. \X ' k ' J ' k · r l
i
(~\ ~ " K \ )""\ ec~
i
\ ","",
Book 1 Book 2 Book 3 Book 4 Book 5
1. Material provides adequate match with
Content Exoeetations "3
2. Organization of content is consistent with
th e orqanlzat lon of our units. 5
3. Instructional strat egies and activities are
selected to ensure that students acquire skills
necessarv to achieve the Content Exoectations. 5
4. Student materials are grade appropriate,
interestino. enoaoino and motivatino . t.f
5. Content is relevant to the world beyond the
classroom and makes "real-life" connections.
Ideas and conceots are oresented in context. J-j
6. Students are given multiple opportunities to
use lanouaoe to communicate ideas t-/
7. Multiple representations are used to present
conceots 5
8. The use of technology Is integrated into
the materials :5
9. Supplementary materials support
differentiated inst ruct ion -- remediation,
extended nractice extensions. 5
10. Material is formatted for eff icient student
and teacher use. y
Scale: 1= Poor; 2 = Barely Adequate; 3 Fair; 4 = Good; 5 = Superior
....
'"
J>,
0)
Textbook Review Equity/Bias Rating Form
Reviewer: Date:
Book 1 Book 2 Book 3 Book 4 Book 5

1. The book is unbiased in its choice of
descriptive words and phrases y
2. Illustrations of minorities and women are
realistic not stereotvces, LJ
3. There are comprehensive, well-planned
representations of minorities integrated into
text in relevant sections. t../
4. Statements about minorities are accurate,
factual and obiective L.f
5. Minorities are given some leading roles, not
basically suonortlve. z.{
6. Similarities and differences among people
are presented In such a way as to build
Ipositive lrnaqes, 5
7. Contributions made by women are included
and intearated Into text. Lr
8. Contributions made by minorities are
included and Inteorated Into text. L-\
9. Different lifestyles are presented In a
positive manner, 5
10. Women and men are shown in traditional
and non-trad it ional roles. '-l
11. Delineates life In urban, suburban, and
rural environment. S
12. Overall rating of the treatment of
minorities. 'i
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.
47
c:
Aft ,/) Ann Arbor Public Schools Board of Education
2555 South State Street Phone: (734) 994-2232
Ann Arbor, MI 48104 Fax: (734) 994-2414
MEMORANDUM
TO: Todd Roberts
FROM: Amy Osinski
DATE: 8/15/2008
RE: Gift Offers
The gift offers below have been reviewed and are recomm ended for accep tan ce by the Board.
Donor name Gift Donation To
CitiMortgage c/o Rachel Major 492 boxes of office supplies District
Kenneth & Jane Lieberthal 1996 Ford Explorer Pioneer Auto Shop
48
('=~
fl..fJ, pc- -'
) Ann Arbor Public Schoo ls Board of Education
2555 Sou th State Street Phune: (734) 994-2232
Ann Arb or, MI 48104 Fa x: (734) 994-2414
MEMORANDUM
TO: Board Trustees
FROM: Amy Osinski
DATE: August 14, 2008
RE: MASB Board of Directors Election
Chris Coady, Lillian Fields, and Glenn Nelson are running for a 3-year term
on the Region 7 MASB Board of Directors. Attached is information about the
candidates. The ballot needs to be submitted by 1:00 pm on September 3,
2008, therefore Board action is required August 20.
MOTION
Moved by , sup ported 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 1:00 p.m. on
September 3, 2008.
49
Region 7 - three year term

Glenn Nelson
Nomiliaied by l~' Alln "'roo!PublkSchools Board ofEduratlOn inWa~)tenaw (~'"ty
Time ,med on this bo.rd: Se< \~a"
Offices held: \e(retary
MASB Certification:
(e~iOOl Boardmember I(BA) Award of Distinction
Award ofMerit
Election Statement:
Mygoaialamember ofthl M.ll'iB Board'i,~uld be to ~wsellt tlfim1ffStsofstlrdln~ inallmatterlandwithIpecial
attl'l1tionto$(~.001 financeand to the d~,i$ion at ligh!1 and II5fX,YiSibillties among 100al, regicrulalldIml pohcymafers,
M11J.l ckground iJ1(llId6theknowledgeand "p'nencetobe ,11 eff€<tlV€,dvo(;le,
Studerrtsdeserleandneed, highqllal,ly€dt:cat~n Our surces\ ~ " hie,lIlg d)~ goal 1'1,11 largely determin;: the economk
\iKcessofMichiqanandt~ iMwidualsucclss ofcurstudents, Ir~deql~ te fil1aooalsuppc~ s~!elcl, (~)\tr;i ns our
abilitytoprovideahigh qUdli~i educatiOn. Thl prooiemof inaikcuatefinanoalsuppo~ IScompoundedby an inaea:mglv
Byz.Jmine ~ructure ofstateregulations ar~ md llIJate~ thatoheniOKes localand regiCilOIboardmembersandadmini~ra·
to,stoallocate [esoum to acti,itiesthat ha\.le~ impactOnstudent 3chielffilent than otheroptions, Iwouldfocusmy
dlSCfetiOf\lry timeas aboard memberon advocatingforimprovedfonding ofedocation and for alogkal~vi~oo of rights
doo respoosibilitifS betweenloul, regionaland~ate poli[)make~ that a(curat~y ,efiectsthest~ngths and weaknesses of
each Ilvelofgovermr,ce,
Thenext th ree yea~ a~ (ririea!. AII 11O\IS€ seats a~ JP fur election in t~ih 2003and2010, In 2Q1O dneil go>ernorwill
be eleded, and all senatese~\ willbeup for eleerion,Turnover" ill be high becauseGftermlimits asw~1 as b«auseof
normal politicalferces, Theeamingoith€ issues and the cOJice ofelectedolf~idls in2010 will harl an enormoul impao
onpoliciesin201 1·2014anobe,roj
I have been aboard member of the AnnArborPublic School5 ~n(e Juiy2002. My lesponsioilitiesllO"eincludl'd Iecretary,
rnalroftheFinance (ommittee,chJirofthePlanning(ommitlee and pariiamentalian,inmy county dS\O[~t~n, the
Washtenaw AssociationofSchool Boards, Iam currently',ice president and h~,fserved ass€<retaryandtreasu~, Iam
amember oft~ Go<ernmenl R~ dli ons G:mmitlee of MASSJnd pa ~icipate acti""yin t~ delefJ<lle assembly aMother
stalewide meetings,MyMASB certification t theAward of Distinction
I am an 1Conom( consultant specialijng in puNk~icy, public finorxe and economic development My rrntpositions
includeplDfessor ofagriculturaland ap~il\J M'lOm;rS at the Un:'iff~t! ofMinnesota whereItaughteconomicsofpubliC
servites,chiefeconomiC ,dvi,Jrto the G!Jverl'Ci ofIAmn/Silta, a~j 5erllorstaffMllamist on die P~sident's (ollnd of
[tooomic Advisffl,
2008 Elections 13
50

(hris Coady
;;t'mir:a:et OJ' the Haslett PublicSchool Board01!.ducaomInIl"IlhJm (Qunty
Time served on this bO<l,d: Three i~a~
Offices held:lrMurer,iKe Pr~ dent
MASS Certification:
Certifit'd BoarilmemoerICBAI Award of Merit
Election Statement:
Mynameis (j;ri.1 Coody aud Ihalt beennominatt'd 10 run forlhe Region 7seat on the Board ofDirectors oft~ MKhigan
Association of$chool Boards. :wekome t~ Opf«turutrtoserve the I~ (higan Awxiation ofSchOJIBoards dnd my fdlaw
\(hool boJrd m[l1lbe~ III Mirhigm !wal elf>:ted tncheHasifn Board of !.ducatkm InMay21105 aftererght yea~ of atlr'l€
lem shipr~es inthe HaslenPu~ic \(hool5 ClJnng my tenure,Ihalt served as chairmanofor)r Board's Finance amfaciH-
tiel Comminee andas iiwrdTreasurer. 1wrll assume therole of6oord\ice President for the corning ~ar
Silxe the beginningofmy board service Iha'ieoeen invol~ inMASBprCKjrams,takingad'lantageofthl organlzat~n's
classes, semina~ and programs Mo~ recently,Ihave berome actIVein [~MA\B government rdat ~ns efforls, "nrking
tD raiseawareness abouttheimp.lCl off-IUB requirement on alleml!rlE hrgh\cl>101 programs-anissuewePJ'I faced
inHas[en.I Iiave been attending.'MSB Governln('c; Relations CDmmrttee meeli';j\ as an obser,trandp.irtiripatE'd in
thIS }~a (s FederalP.elabons l'ctwork(ouferenre. n"rnlgh Ih~ rnvolvemenll ha'le)x,:onlfmore awareofthe115115 dnd
chall1llljesfaringdistrictsthroughout the statl
With the guidance oftheirboard, MASBplays an im;:<Jrtant r~e supporting Michigan\ sellool tlJ.lrds.We oil share thegoal
of deliveringanexcellentt'd urationtoe;chdad ~i"y (hlld. 5<:1»11 boards mustwade through mJnychallenges toachie'le
this goal, indUcing fundingJnd rtsing cos~, K-12 refOfm. NClB an(J accountahillty, Ill'Jconsolidation efforts. fh€ resot:K5,
networkingopportunitil'S and ethersUPfXl1 pra/ide.! by MASB are lmpottant IGillsfor us touse to Ii'€ thatwe 00 notfail
our cbrldren.1 belill~ dlaTl'l lth IhE ieO<Jership of effectivt sd100I bwllil, every ~hwl distnCl can helpe..,:rychrldsucteed.
fh€ futureofour statedependsonour being able to do so
if€iectt'd, I wnuldwodto SI" informed and conneClI'<i with other rnemom to gUide ar-.:i reprl'S€nl/,IASB. I bring aun[qlJ<'
oockgrnun(J ofpoblicS<Ciice, androm:Jrarit)'wilh the organization and mar0ates of a~o[i;tron work. I am kno."n asa
great li~ener. unoiaseri andthoughtfulill(on s~ ering the imPJ{t ofmy dKisioilS onever)~I~ inVD;,~j, IW forward to
puningrhese skillsto. orklor \iG" al amember oftheMi,SBe,:;ard
Iwouldappr€(iate jOurvotefvr Region? MA5BBoard unr,torThank IOU
2008 Elections 11
51

Lillian Fields
Nom inat~j bytbeWestern S<:bool DistrictBoom o/Educatlon inJacksoo (ounty
Time served on this board: 1 6 1"' ~
Offices held: Presoot \1CI President, 1t'{ ~I,;y
Time served on anotherboard:Jackson (ounty Ichool Board
Offices held: r", ~en\ '''cePresident,l1mtary.'Treas"rer
MASB Certification:
Cer-Ibld Boammemilef (CBA) MillIerDi,mond
N!lardofM ~ lt MlSler Platinum
Awam of Di~i na lon Presi:km's Award
Millte! Boardrnember
Election Statement:
"There ~ nothing likeadredm tocreate the future'wrote\\(tor Hugo many Ylmago.Our tillk ssIdIKaMnal leadffl ill0
provide leammg environmffi~ thatel1COllrage all stud1llls to dream 'I.~ile prep.JnfIJ themto succeedasglobal IIDzenl In
the 2 1 ~ C1ntury.
The hamq"est~n Isha." to,KCOOIplishthis ineconomiralffc!lallengedtlmel.lllegreatestdifficultyfor all ofMIthigani
S(hoolboamsistocreatNely prul~e " celielKemedumioo that fo~e~ ''''Jrld-d a~ achiNement slandafIJl, wheninrceas-
Ing expensesare;)gre/tl, e)Cledmg funding (ompE(,ltingthIS chlflMge IS thereqUifementtobeac(OuntaM etomeet
therlerdlan~ng iroeralandstatemandatesand iMiS.
Althoughadweacy fur publiceducatioo is important allhe focalandMIanafIrleil, It'scotlCal atthe ~ate level. Since
Pmpos;1A,the state hasbecomethe fundiflj Iileline tolocalschool dlStrim and the pnfl{lpala~htt<;(t ol~Jr aCdOOnk
~a ndardl. Therefore,ourmo~ ccmminffi andfocused advocacyneedsto be effective andlucc1\sfulat thestate level.We
mu ~ ~lsure the~50llrces tilcreatethe qlMIIlyfearning ffiwonmelltstlEt nurtu ~ OIlrchildren'sdrearnsand pflWide dIe
knowledgeands"lIs fortimto achiri1' timandsucceed. Theirfutu~ dependson It...and so do1\ O"~!
MASB hill thecreative, ,~Ionarf readersn', and Is ~rategica liy abletodeliwthls \ilal advocacy.Ihavehadthe prt,iiege of
5/f1ing MASS as AmbassaDor Ithree ~Jrl), Goll:mmentRelatlorrs Committee(fnur years), Delegate Assernbly (15 )~ars),
andhl' eearned boththeMIXacySkllband Prejl!:ntialAwards.Icontrtbuted an MA5BReSDiutlonof SihoolB~lid
SlJpp:Ift, publishedin thefebruary2007Issue01 HeoJiil1e5. It'Nould be an honor to lerveon theM ASS Bwro oiDrre(\D~,
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
R egion 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.
o Glenn Nelson nom inated 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 MAS B NO LATER than 1 p.m. on Wednesday, September 3, 2008.
Mail to:
MASB . Elections
100I Centennial Suite, 400
Lansing MI489 17
or
Fax to:
248/233-9372 - Attn: Tina Peters (p lante & Moran)
53
I':~
lilt P'" ;/
) Ann A rbor Public Schools Board of Education
2555 South Sta te Street Phone: (734) 994-2232
A n n Arbor, MI 48104 Fax: (734) 994-2414
MEMORANDUM
TO: President Karen Cross
Board of Education Trustees
FROM: Amy Osinski
DATE: August 15, 2008
RE: 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 p osition on proposed legislation and issues being considered by the State
Board of Education.
Tru stees can volunteer as a delegate, or President Cross may appoint

delegates to attend.
Based on our distri ct's studen t membership, we are entitled to 4 Voting

Delegates and an equal nu mber of Alternates. Our delegates mu st be
submitted to MASB by October 17. 2008.
Selected Delegates will need to attend the Delegate Assembly, which will be
held prior to the 2008 MASB Fall Conference, on Thursday, October 30, 2008
at 7:00p.m. at the Gran d Traverse Resort in Traverse City .
Moved by --', supported by ---', to designate Tru stees

- - , . . . - - - - - - - ' ----:---:--:----"-.,.--=-=-=-:-:=-::=-
and
---L as voting delegates to the 2008 MASB Delegate
Assembly as representatives of the Ann Arb or Publi c School district.
/ alo
54
AGENDA PLANNER
August 26, 2008 OPENING DAY FOR STAFF @ Pioneer Schreiber Auditorium, 8:00 AM
August 26, 2008 Planning Committee, 6pm
September 10, 2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
Information:
Facilities Update
Board/Sup erintendent Goals
First Briefing:
Second Briefing/Action:
September 16, 2008 Planning Committee, 6pm

September 24, 2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
CELEBRATION OF EXCELLENCE
Information:
First Briefing:
October 15, 2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

STUDENT PERFORMANCE - Andrea Cowper, Skyline Philharmonic Orch
Information:
First Briefing:
Revised; 8/6108 l of?

0809.A GENDAPLA NNER.doc
55
AGENDA PLANNER
October 29, 2008 REG ULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

STUDENT PERFORMANCE
CELEBRA TION OF EXCELLENCE
Information:
Facilities Update
First Briefing:
Second Briefing!Action:
November 5, 2008 REGULAR MEETI NG - DOWNTOWN LIBRARY, 7:00 PM

STUDENT PERFORMA NCE - Yael Rothfeld, Thurston Vocal Music
Information:
First Briefing:
1'1Quarter Financial Report
November 19, 2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

CE LEBRA TION OF EXCELLENCE
Information:
Facilities Upda te
First Briefing:
2007-08 Annual Financial Report
08/09 Grant Awards
08/09 Foundation G rant Awards
I" Quarter Financial Report
Revised: 816108 20f7

0809.AGENDAPL ANNER,doc
56
AGENDA PLANNER
December 3, 2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

STUDENT PERFORMANCE - Andrea Cowper, Skyline Symphony Orch
Information:
First Briefing:
2007-08 Annual Financial Report
08/09 Grant Awards
08/09 Found ation Grant Awards
December 10,2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

Information:
Facilities Update
First Briefing:
January 7, 2008 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

Information:
First Briefing:
Revi sed: 8/6/08 3 0f7

0809 .AGENDAPLA NNER .doc
57
AGENDA PLANNER
January 21, 2009 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

Information:
Facilities Update
First Briefing:
February 4, 2009 REG ULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

STUDENT PERFORMANCE - Kitt Flynn, AA Open Technology Showcase
SPECIAL PRESENTATION - Larry Dishman, Hikone Delegation
Information:
First Briefing:
February 18, 2009 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

Information:
Facilities Update
First Briefing:
March 11, 2009 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

STUDENT PERFORMANCE - Beth McNally, Wines 5"' Gr Chorus
Information:
First Briefing:
2nd Qua rter Financial Report
Second Bri efing/Action:
Revised: 8/6/08 4 of 7
0809.AGENDAPLANNER.doc
58
AGENDA PLANNER
March 25, 2009 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

Information:
Facilities Update
First Briefing:
2'd Quarter Financial Report
April 8, 2009 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

STUDENT PERFORMANCE -Anne Marie Roberts, Skyline Vocal Music
Information:
First Briefing:
April 22, 2009 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

Information:
Facilities Update
First Briefing:
Revised: 8/6/08 son

59
AGENDA PLANNER
May 13, 2009 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
May 27, 2009 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM

CELEBRATION OF EXCELLENCE (FINAL)
Information:
Facilities Update
First Briefing:
Budget ResolutionlNotice calling for Public Hearing
3'" Quarter Financial Report
WISD Budget Review
June 10,2009 REGULAR MEETING - DOWNTOWN LIBRARY, 7:00 PM
PUBLIC HEARING OF THE 09110 BUDGET
Information:
First Briefing:
Revised: 8/6/08 60f7

2008
Janu ary February ~arch
s M T w r F S S M l' W T F S S M T W T F S
1 2 3 4 5 1 2 1
6 7 8 9 10 11 12 3456789 2 3 4 5 678
13 14 15 16 17 18 19 10 11 12 13 14 15 16 9 10 11 12 13 14 15
20 21 22 23 24 25 26 17 18 19 20 21 22 23 16 17 18 19 20 21 22
27 28 29 30 31 24 25 26 27 28 29 23 24 25 26 27 28 29
30 31
April ~ay Jun e
S M T W T F S S M T W T f S S' M T W T F S
1 2 3 4 5 123 1 2 345 6 7
6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14
13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21
20 21 22 23 24 25 26 18 192021 22 23 24 i 2223 2425 26 27 28
27 28 29 30 25 26 27 28 29 30 31 29 30
July August September

S M T W T F S S M T W T F S S M T WTF S
1 2 3 4 5 1 2 1 2 3 4 5 6
6 7 8 9 10 11 12 3456789 7 8 9 10 11 12 13
13 14 15 16 17 18 19 10 11 12 13 14 15 16 14 15 16 17 18 19 20
20 21 22 23 24 25 26 17 18 19 20 21 22 23 21 22 23 24 25 26 27
27 28 29 30 31 24 25 26 27 28 29 30 28 29 30
31
October November December
S M T W T F S S M T W T F SS M T W T F S
1 2 3 4 1 123456
567891011 2 3 4 5 6 7 8 7 8 9 10 11 12 13
I 12 13 14 15 16 17 18 9 10
I
11 12 13 14 15 14 15 16 17 18 19 20
19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27
26 27 28 29 30 31 23 24 25 2627 28 29 128293031
30 I
2007-08 District Calendar 2008-09 District Calendar
SEPT EMBER SEPTEMBER
Tues . 4 First day for students. Full Day. T ues. 2 First day for sluden ts. Full Day,
NOVEMBER OCTOBER
Friday 2 End of 1st marking period Middle School/ High Friday 31 End of 1s1 marking period Middle Schoo ltHigh
School. School
Monday 5 No School for students NOVEMBER
WedfThur/Fri 21-23 No School for students. Thank sgiving Tue sday 4 No School for students.
break . W edfThurl Fri 26-28 No School for students . Thanksgi ving
DECEMBER break.
Friday 21 Winter vacati on begins at end of the day. DECEMBER
JANUARY Friday 19 Winter vacation begins at end of the day.
Monday 7 School resumes. JANUARY
Monday 21 Martin Lulher King, Jr. Day. School is closed . Monday 5 Sc hool resumes .
Friday 25 End of First Semester for secondary schools. Monday 19 Martin Luther King, Jr . Day. School is closed.
Monday 28 No school for students at secondary level. Friday 23 End of First Semester for secondary schools .
FEBRUARY Monday 26 No scho ol for students at secondary level.
Monday 18 No school for sludents. FEBRUARY
Friday 22 Mid-VVinter vacation begins at the end of the day. Monda y 16 No school for students,
MARCH Friday 20 Mid-Winter vaca tion begins at the end of the day.
Monday 3 SChool resumes . MARCH
Monday 10 No school for elementary students. Monday 2 School resumes.
Friday 21 No school for students and teachers. Monday 9 No school for elementary students .
I\PRIL APRIL
Friday 4 End of 3rd marking period at Middi e School/High Friday 3 End of 3rd marking period at Middle School/High
School Sch ool
Friday 4 Spring vacation begins at end of the day. Thurs. 9 Spring vacation begins at end of the day,
Monday 14 School resumes. Monday 20 School resumes.
MAY MAY
Monday 26 Memorial Day. School is closed. Monday 25 Memo rial Day. Schaal is closed .
JUNE JUNE
Friday 13 End of second semesler. Half day for students . Friday 12 End of second semester. Half day for students,
Monday 16 Beginning of makeup days for any days above Monday 15 Beginning of makeup days for any days above
State-allowed limit of Emergency Closing days (if State -allowed limit of Emergen cy Closing days (if
applicable). applicable).

Aug 20 2008 Ann Arbor School Board Regular Session Agenda

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AUGUST 20, 2008 - DISTRICT LIBRARY

Karen Cross, Presid en t Irene Patalan, Vice Pres ident

SUPERIN T ENDEN T' S STA FF

Tod d Roberts Superinten dent 994-2230 robe rlsl((,!,'utlVs.kI2. mi .us

2007·08 SCHED ULE FO R

AUGUST 20, 2008 - DISTRICT LIBRARY

INTRODUCTION OF NON-VOTING MEMBER AT THE TABLE

ACTION - BOARD ITEMS

BOARD COMMITTEE REPORTS

SPECIAL BRIEFING - scheduled for approval et this meeting

ACTION - CONSENT AGENDA - scheduled for approval at this meeting

ACTION - BOARD ITEMS

ITEMS FOR AGENDA PLANNING, pp. 54-59

ITEMS FROM THE BOARD

THIS MEETING WILL BE BROADCAST LIVE ON CTN CH. 18

Ann Arbor Public Schools

TO: Todd Roberts, Superintendent

OATE: August 15, 2008

RE: Pioneer Stormwater Management

If the Board of Education decides to make a binding commitment, a choice to

JANIS A, BOBRIN DEl\TNJS M. WOJCIK, P.E.

705 North Zeeb Road

To: Randy Trent

From: Harry Sheeha n, WCDC

Re: Stonnwater storage at Pioneer High; board presentation

I. Recap Allen' s Creek Stonnwater Initiative: why Pioneer High'!

a. Conceptual design (attached)

b. Total Cost ~ S4.4 million

c. Cost to the School District ~ stormwater rate increase as a result of the

d. Timeline: Construction could begin as early as 2009; 2 yrs. summers

4. Present funding opportunities:

a. State Revolving Loan Fund - already submitted; MDEQ decision by

b. DEQ Grant - Proposals due October 29, 2008

October 26, 2007

RE: Stormwater Stor age Project- Grant Design Application

D ear Ms. Bobrin,

We understand th at a binding com mitment at this time is not required.

If you have any question s, pl ease d o not hesitate to contact me

c: Roge r Fra ser, City Adminis trator, Ci ty of Ann Arbor

From: Todd Roberts

Date: August 7, 2008

Subject: Designation of Gro ups Entitl ed to Participate at Board Meetings

• Ann Arbor Education Association (AAEA)

ANN ARBOR PUBLIC SCHOOLS

INTRODUCTION OF NON·VOTING MEMBER AT THE TABLE

BOARD COMMITTEE REPORTS

ANN ARBOR PUBLIC SCHOOLS

eRE/Online Offerings - Roberts, pp. 22-39

Thanked Ms. Jaquette for her work on this .

Board approval is required in order to offer school of choice seats.

ANN ARBOR PUBLIC SCHOOLS

SECOND BRIEFING - scheduled for approval at this meeting

ACTION - CONSENT AGENDA - scheduled for appro val at this meeting

Food Service Contract Renewal

Skyline Athletic & PE Equipment

08-013 - EnVironmentally Preferred Products

08-014 - Custodial Supplies

08-015 - Grounds Equipment