6000 - Core Curriculum (6/30/11) BACK TO TOP
The district shall provide a core K-12 curriculum consistent with the recommended model core academic curriculum content standards of the State Board of Education. The Superintendent and instructional staff shall work diligently to ensure that all students achieve the state core learning objectives at each stage of schooling.
The district shall additionally provide as district core curriculum basic instruction in the fine and performing arts.
The district shall provide advanced opportunities for students in all content areas of the district core curriculum.
6000.R.01 - Core Curriculum BACK TO TOP
1 Purpose
1.1 To provide a core K-12 curriculum consistent with the recommended model core academic curriculum content stands of the State of Michigan Board of Education
1.2 To provide equity of access for all students to high-quality instruction aligned with federal and State of Michigan standards and appropriate to the needs of the learner
2 Organizational Units Affected
2.1 All staff
3 Definitions
3.1 Extended opportunities: the curriculum will be adapted to learners according to their instructional needs
4 Background Information
4.1 The Superintendent and instructional staff shall ensure that all students achieve the State of Michigan core learning objectives at each stage of schooling.
4.2 The district shall, as part of the district core curriculum, provide basic instruction in the fine and performing arts.
4.3 The district shall provide extended opportunities for students in all content areas of the district core curriculum.
4.4 Reference: State of Michigan and federal Curriculum and Instruction Standards; student achievement data; district graduation requirements; professional development standards; relevant academic research
5 Procedures
5.1 Instructional Services shall ensure consistent implementation of the core curriculum.
5.1.1 Teachers shall be given adequate opportunities to become familiar with the curriculum through professional growth and development activities.
5.1.2 Principals shall be knowledgeable about the curriculum through professional growth and development activities.
5.1.3 Principals shall monitor all teachers for curriculum implementation.
6 Work Instructions, Templates, & Samples
6.1 Benchmarks and examples of student work
6.2 Pacing guides
6.3 Rubrics of implementation levels
6.4 State of Michigan Standards and Benchmarks
6.5 Comprehensive information is available on the State of Michigan web site:
http://www.michigan.gov/mde
7 Training & Feedback
7.1 Instructional Services shall monitor the implementation of the curriculum through:
7.1.1 scheduled walk-throughs of classes
7.1.2 evaluation of student work
7.1.3 opportunities for continuous professional development
8 Implementation, Compliance & Assessment
8.1 Instructional Services shall conduct monitoring of curriculum implementation at the district level.
8.2 Instructional Services shall collect assessment data and examples of student work to monitor and evaluate effectiveness of curriculum implementation.
6100 - Curriculum Development (6/30/11) BACK TO TOP
The Superintendent shall develop a program of instruction consistent with the district core curriculum and objectives, and the district's mission and values. Major curriculum revisions or changes in instructional delivery affecting multiple buildings or grade levels shall require approval of the board.
In implementing board policy and direction and otherwise ensuring the best education for students, the board expressly delegates to the Superintendent the authority to implement instructional programs and graduation requirements, including but not limited to:
∗Selecting or developing individual curricula;
∗ Setting academic requirements and expectations, including promotion and retention provisions;
∗Establishing course scope and sequence;
∗ Establishing methods, criteria, and timeline for assessment;
∗ Setting the schedule for academic work;
∗ Providing related professional development opportunities for district staff;
∗ Establishing a review schedule for each portion of the curriculum; and
∗ Selecting textbooks, software, and other support materials.
In implementing this policy, the Superintendent shall consult and collaborate with district teachers, administrators, parent organizations, and other interested constituents. The Superintendent shall also make use of relevant academic research.
6100.R.01 - Core Curriculum BACK TO TOP
6110 - Achievement Outcome Reporting (6/30/11) BACK TO TOP
The Superintendent shall report to the board at least annually on the progress of curriculum efforts and their effect on student learning. Such reports shall include but not be limited to:
∗Report(s) on progress in implementation of curricula approved by the board, including professional development efforts and percentage of teachers trained in the curriculum, along with plans for further progress;
∗Report(s) summarizing the K-12 scope and sequence of the curriculum in each of the core curriculum areas and their relationship to advancement and graduation requirements;
∗ Report(s) on teacher compliance with instructional delivery expectations and plans to improve quality of instructional delivery;
∗ Summative and formative report(s) on student outcome/achievement measures by building and grade level which identify areas for attention, and which include year-to-year changes in outcomes;
∗ Report(s) on individual and disaggregated group student achievement (cf. 6300); and
∗ Summaries of other reports required by law.
6110.R.01 - Achievement Outcome Reporting BACK TO TOP
1 Purpose
1.1 To ensure that district curriculum is aligned with State of Michigan standards and fully implemented by all staff, as intended by Instructional Services
2 Organizational Units Affected
2.1 All principals, teachers
2.2 Central administrative staff
2.3 Instructional Services
3 Definitions
3.1 Education YES!: State of Michigan school accreditation system
3.2 No Child Left Behind: the more common reference to the Reauthorized Elementary and Secondary Education Act (2002)
3.3 State of Michigan standards: the benchmarks reflected in the Michigan Curriculum Framework, including the assessable outcomes as indicated in the Grade Level Content Expectations
4 Background Information
4.1 The State of Michigan Curriculum Framework guides the creation of an aligned curriculum at the local level.
5 Procedures
5.1 Instructional Services shall develop a format to produce an annual summary report on compliance, implementation and curriculum alignment.
5.1.1 The summary report shall be completed and made available at the conclusion of the instructional year.
5.1.2 The summary report shall include data relating to subgroup student achievement.
5.1.3 The summary report shall include data relating to the implementation of No Child Left Behind and Education YES!
6 Work Instructions, Templates, & Samples
6.1 Report card
6.2 District Grade Level Skill Expectations (Elementary, Middle School, High School)
6.3 Comprehensive information is available at the State of Michigan web site: http://www.michigan.gov/mde
7 Training & Feedback
7.1 When curriculum outcomes and benchmarks are modified or differently aligned, the Office of Professional Growth and Development shall provide training and information seminars for staff.
7.2 Student report cards and Grade Level Skill Sheets (elementary) shall be updated to reflect all revisions.
7.2.1 Instructional Services shall be responsible for creating and distributing any such changes to staff and on the district web site.
8 Implementation, Compliance & Assessment
8.1 Instructional Services shall be responsible for ensuring the district's curriculum is aligned with State of Michigan expectations.
8.2 Building administrators are responsible for ensuring the district's intended curriculum and instructional framework are fully implemented by instructional staff.
6120 - Pilot Projects / Innovation (6/30/11) BACK TO TOP
In implementing board policy and direction, the Superintendent is encouraged to make use of pilot projects as small-scale trials of innovations which show promise in meeting the needs of district students. The Superintendent shall not implement pilot projects without board approval.
Students and parents who are participating in pilot project(s) shall be informed of the nature and scope of the project, and shall be given an opportunity to decline participation where practical.
The Superintendent shall develop a review and evaluation schedule for each pilot project created in accordance with this policy. Each pilot project will be formally reviewed at least once per year by the standing committees for the first three years of its existence, and no project shall be considered a "pilot" for more than three years unless renewed by the Board for the purposes of further study or program modification. The Superintendent shall summarize each formal review in a report to the board, providing data on the effectiveness of the project as related to its stated purpose, and rationale for continuation or termination of the project.
6120.R.01 - Pilot Projects/Innovation BACK TO TOP
1 Purpose
1.1 To provide procedures for use of pilot projects as small-scale trials
2 Organizational Units Affected
2.1 Board of Education
2.2 Central administrative staff
2.3 Instructional Services
2.4 Principals, teachers, students
3 Definitions
3.1 Pilot projects: projects during which material/ or program may be examined and implemented as a trial, before the program or material is recommended for Board approval; these are distinguished from the ongoing curriculum review and development process
4 Background Information
4.1 Cross-Reference: 6100.R.01 (Curriculum Development)
5 Procedures
5.1 Instructional Services, principals, and supervisors shall monitor curriculum implementation and foster innovations that show promise in meeting the needs of district students.
5.2 Instructional Services will review pilot project proposals before recommendations are made to the Superintendent.
5.2.1 Proposals must include:
∗ the nature and scope of the project: specific goal(s)
∗ the anticipated impact on student achievement
∗ an assessment plan
∗ a professional development plan
∗ the protocol to be used to communicate with parents/families
∗ the staffing, scheduling, and funding source
∗ a timeline for implementation and review
5.3 The Board must approve pilot projects before they are implemented.
6 Work Instructions, Templates, & Samples
6.1 District Student Achievement Plan (Strategic Plan)
6.2 Pilot Project Proposal template
7 Training & Feedback
7.1 Instructional Services shall coordinate professional development and the dissemination of information to all stakeholders involved in the pilot project.
7.2 Ongoing collection of student achievement district data will be used by staff to guide the pilot project's implementation and overall assessment.
8 Implementation, Compliance & Assessment
8.1 Instructional Services shall conduct a formal review of each pilot project at least once per year for the first three years
8.1.1 The Superintendent shall present a summary to the Board, outlining the effectiveness of the project as related to its stated purpose and the rationale for continuation or termination of the project.
8.2 No project will be considered a “pilot” for more than three years.
8.2.1 A determination will be made by the Instructional Division about whether the pilot will replace, extend, or enhance the current scope and sequence of instructional practice.
6130 - Equity in Achievement and Access (6/30/11) BACK TO TOP
The Ann Arbor Public School is committed to creating equitable learning environments that eliminate achievement disparities and ensure all students achieve at high levels.
The purpose of this policy is to eliminate racial, gender, and socio-economic achievement gaps in the Ann Arbor School District, while raising the achievement level for all students. Through the conscious and deliberate examination of our institutional beliefs, practices and structures we will affect systemic change to counteract the impact of discrimination on scholastic achievement.
To achieve these ends:
1. The District will provide equal access to the comprehensive district curriculum and courses, and to extra-curricular and co-curricular activities. The District and its Superintendent will monitor all programs, materials, policies and practices to ensure that unnecessary barriers do not prevent such access, and to eliminate all racial, gender, social disparities in the classroom and at the school and district levels.
2. The District will provide culturally relevant curriculum and instruction for all students, preschool through 12th grade.
3. The District will allocate resources, implement programs, assign personnel, and create policy based, in part, on the critical academic needs of our students.
- Accountability measures will be put in place according to policy.
4. The District will provide the appropriate academic support necessary for all students to be successful, with heightened focus on educationally appropriate early childhood programming that promotes social and academic readiness.
5. The District will utilize best practices when assessing the achievement levels of all students, to eliminate disproportionality and to ensure appropriate academic supports are in place.
6. The District will provide tools, transportation, and supplies necessary to access the curriculum, during the normal academic year. These include, but are not limited to textbooks, computers, electronic media, project materials and lab supplies.
7. The District will engage with students and their parents/guardians to provide targeted educational sessions focused on eliminating the disparities in information and counseling often experienced by underrepresented and economically challenged populations. These sessions will include, but not be limited to:
- Early academic counseling and support to increase the diversity of students in our high school Honors and AP classes.
- Opportunities available to students for additional academic support
- Information about the preparation and requirements for post-secondary educational opportunities. This information will include necessary coursework, standardized testing, and accessing vocational training.
- Proactive assistance in preparing all applicable college application documents, including the applications, recommendations, essays, financial aid forms, and scholarship forms.
8. The District will promote, support and create opportunities for staff to engage in a comprehensive professional development program, strengthening employee's knowledge and skills for creating and sustaining culturally responsive learning environments, and reflecting best practices in eliminating all achievement disparities.
9. The District will develop and support strong equity-focused leadership at the district and school levels.
This policy is directly linked to the goals of the Strategic Plan, specifically Strategies 3, 4, 5 and 6
NOTE: REGULATIONS TO BE DEVELOPED BY DISTRICT SCHOOL IMPROVEMENT TEAM.
6140 - Homework (6/30/11) BACK TO TOP
Homework is one of the activities that reinforces learning and stimulates independence, responsibility and educational achievement.
Appropriate homework assignments can provide practice to strengthen skills that already have been taught in class and to enhance learning. Homework should not be a substitute for classroom instruction, nor used for disciplinary purposes. Teachers shall differentiate homework assignments to meet the individual needs of students. Teachers should take into consideration students' access to educational and technological resources1 when making and grading homework assignments.
The Superintendent will ensure that responsible staff assign homework in accordance with this policy.
1 Ref. Policy 6130 Equity in Achievement and Access
6140.R.01 - Homework (K-5) BACK TO TOP
1 Purpose
1.1 To provide guidelines for implementation of the district homework policy by elementary schools.
2 Organizational Units Affected
2.1 Principals
2.2 Teachers
2.3 Parents
2.4 Students
3 Definitions
3.1 Homework: the expectation that students will use time outside the classroom in assigned activities to practice, reinforce, or apply newly-acquired skills and knowledge and to learn necessary skills of independent study.
4 Background Information
4.1 Homework can provide additional practice, increasing the amount of time students are actively engaged in learning and extending time on task.
4.2 Homework can be useful to teachers for monitoring student progress and diagnosing student learning problems.
4.3 Homework can be an effective way to increase student personal responsibility and individual accountability.
4.4 Homework can lead to increased communication between parents and the schools and encourage parent awareness of student learning.
4.5 Homework can contribute to understanding by students and parents that the school holds high expectations for students.
5 Procedures
5.1 Instructional Services shall ensure consistent implementation of the homework policy.
5.2 Principals shall develop building-level homework policies that include time guidelines for all grades and reflect the flexibility necessary to meet student needs.
5.2.1 Principals shall communicate building-level homework policies to parents each year.
5.2.2 Principals shall monitor implementation of building-level homework policies to ensure that the purpose, time guidelines, nature of assignments and expectations for students and parents regarding homework are consistent with AAPS and building-level policies.
5.2.3 Principals shall ensure that building policies provide options for support during the school day to complete homework assignments.
5.2.4 Principals shall ensure that building policies include support for students with special needs, including use of assistive technology, translation for second language learners, and access to computers and technology required for homework completion.
5.3 Teachers shall provide homework in accordance with building-level policy and guidelines
5.3.1 Teachers shall clearly communicate homework assignments, purposes, directions, and options to students and families.
5.3.2 Teachers shall monitor and provide feedback to students on completed homework.
5.3.3 Teachers shall ensure that homework accommodations are made to meet individual student needs and circumstances.
5.4 All building-level homework policies shall contain the following elements:
5.4.1 Time - daily guidelines listed are not meant to be minimum or maximum quotas. Times are in addition to the expectation that all elementary students will read or be read to at home each day.
5.4.1.1 Kindergarten - occasional, at the discretion of the teacher and consistent with readiness of students.
5.4.1.2 First grade - 10 minutes, 1-3 days per week
5.4.1.3 Second grade - 20 minutes, 2-4 days per week
5.4.1.4 Third grade - 30 minutes, 3-4 days per week
5.4.1.5 Fourth grade - 40 minutes, 3-5 days per week
5.4.1.6 Fifth grade - 50 minutes, 4-5 days per week
5.4.2 Purpose:
5.4.2.1 Homework must be clearly linked to classroom instruction and is assigned only to practice skills previously presented in the classroom.
5.4.2.2 Homework must be developmentally appropriate.
5.4.3 Nature of homework assignments:
The type of homework will vary by age and readiness of student. Following are examples of the range of homework that may be assigned at various grade levels:
5.4.3.1 Skills practice and reinforcement, vocabulary development, memorizing math facts, problem solving, reading comprehension activities.
5.4.3.2 Completion of unfinished class work.
5.4.3.3 Collecting items/data, background reading, gathering information from family discussions or activities, application of learned concepts
5.4.3.4 Research papers, science fair projects, student initiatives, curricular extension activities.
5.4.3.5 Writing, editing, revising
5.4.3.6 Service learning
5.4.4 should reflect the following as a minimum:
5.4.4.1 Teachers shall ensure that homework is only assigned as practice or reinforcement of skills/concepts following classroom instruction.
5.4.4.2 Teachers shall not require students to complete assignments or projects using materials or resources that cannot be supplied by the school.
5.4.4.3 Teachers shall differentiate the quantity and content of homework to reflect individual students' needs and interests.
5.4.4.4 Students should seek assistance from teachers to be sure homework assignments are understood.
5.4.4.5 Students should complete all assigned homework within the time expected.
5.4.4.6 Students should put forth best efforts and be neat, accurate, and thorough in completing homework.
5.4.4.7 Families should provide an appropriate time and location for students to complete homework.
5.4.4.8 Families should assist children as needed and monitor that homework is completed.
5.4.4.9 Families should communicate with the classroom teacher if children are having difficulty or working longer than the expected time on homework assignments.
6 Work Instructions, Templates, & Samples
6.1 Close-up #1 Homework (pdf), School Improvement Research Series, published by the Northwest Regional Educational Laboratory, authored by Jocelyn A. Butler, provides a summary of research, suggests actions for effectiveness, examples of district policies, references studies and reports.
6.2 Increasing Student Engagement and Motivation: From Time-on-Task to Homework,(pdf) Brewster, C. and J. Fager. Northwestern Regional Educational Laboratory, 2000.
7 Training & Feedback
7.1 Instructional Services shall monitor the implementation of homework practices through:
7.1.1 Periodic review of building policies
7.1.2 Feedback from families on district customer service surveys.
8 Implementation, Compliance & Assessment
8.1 Instructional Services shall ensure that each building principal develops a homework policy consistent with BOE policy and guidelines, and communicates it to families appropriately each year.
6140.R.02 - Homework BACK TO TOP
1 Purpose
1.1 To provide guidelines for implementation of the district homework policy by middle schools.
2 Organizational Units Affected
2.1 Principals
2.2 Teachers
2.3 Parents
2.4 Students
3 Definitions
3.1 Any assignment for study or preparation to be completed outside of class, specifically at home. Homework contributes toward building responsibility, self-discipline, and lifelong learning habits.
4 Background Information
4.1 As with all schools, but specifically with homework, the interaction among the teacher-student-parent is essential for successful completion of tasks. Yet, the final responsibility for completing the homework rests with the students.
4.2 Homework assignments include:
4.2.1 Practice exercises to follow classroom instruction
4.2.2 Preview assignments to prepare for subsequent lessons
4.2.3 Extension assignment to transfer new skills or concepts to new situation
4.2.4 Creative activities to integrate many skills toward the production of a product.
5 Procedures
5.1 Guidelines for Teachers:
5.1.1 Assignment(s) have a purpose:
5.1.1.1 To reinforce concepts introduced in class,
5.1.1.2 To establish study habits,
5.1.1.3 To participate in research activities,
5.1.1.4 To enrich the instructional topic,
5.1.1.5 To supplement and complement daily classroom activity,
5.1.1.6 To help students to become more self-reliant.
5.1.2 Time is provided in class to clarify the homework assignment
5.1.3 Credit is given for homework and is part of the nine (9) week grade and general should count from 10% - 30% of the grade.
5.1.4 Long-term assignments have established checkpoints.
5.1.5 Generally, total homework should be approximately equal to 10 minutes times their grade level on a weeknight - 6th grade should expect about 60 minutes total time to complete homework, while 8th grade should expect about 80 minutes, assuming the individual has completed daily assignments to date.
5.1.6 Homework assignments and expectations recognize individual student differences, abilities, achievement levels and needs.
5.1.7 Homework is not restricted to written assignments. Students should study and/or review notes and text daily.
5.2 Guidelines for Parents:
5.2.1 Set a regular, uninterrupted study time each day
5.2.2 Establish a quiet, well-lit study area
5.2.3 Monitor student's organization and daily list of assignments
5.2.4 Facilitate homework completion rather than help with homework content.
5.2.5 Be supportive when the student gets frustrated with difficult assignments.
5.2.6 Contact teacher to stay well-informed about the student's learning process.
5.3 Guidelines for Students:
5.3.1 Write down assignments
5.3.2 Be sure all assignments are clear; don't be afraid to ask questions if necessary
5.3.3 Set aside a regular time for studying.
5.3.4 Find a quiet, well-lit study area
5.3.5 Work on homework independently whenever possible so that it reflects student's ability.
5.3.6 Produce quality work.
5.3.7 Make sure assignments are done according to the given instructions and completed on time.
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
6150 - Technology Integration (6/30/11) BACK TO TOP
The District endeavors to provide all students with access to the supplies and equipment (or services provided by the equipment) used in the Core Curriculum. In some cases, the District may choose to lend supplies or equipment to all students in the class, regardless of whether or not a student's family/guardian owns the item or can pay a deposit. In other cases the District may lend such supplies or equipment, without stigma and undue inconvenience, to students whose families/guardians do not own the items.
6150.R.01 - Technology Integration BACK TO TOP
1 Purpose
1.1 To provide technology curriculum, resources, and training for all students and teachers
1.2 To support the integration of technology into the curriculum and enhance student achievement
2 Organizational Units Affected
2.1 All teachers, students
2.2 Central administrative staff
2.3 Information Technology Department
2.4 Instructional Council
2.5 Instructional Services
2.6 Office of Professional Growth and Development
3 Definitions
3.1 Title I: Title 1 is a component of the federal law, the Reauthorized Elementary and Secondary Education Act (2002), more commonly known as the No Child Left Behind Act. Title 1 provides funding support to underachieving students.
3.2 Instructional Council: comprised of all district administrators
3.3 ISTE: International Society for Technology in Education
3.4 ITD: Information Technology Department
3.5 METS: Michigan Education Technology Standards
4 Background Information
4.1 Cross-Reference: District Student Achievement Action Plan; District Instructional Technology Plan; Curriculum Standards; bond requirements; annual/long-term budget
5 Procedures
5.1 Instructional Services shall develop the district-wide technology plan and support its implementation throughout the district.
5.1.1 The District Technology Plan shall provide guidance for buildings to develop their school-based technology plans, which can be incorporated into their school improvement and/or Title I plans.
5.1.2 In addition to budget, allocation of resources, training, current use and access, this plan should include ways in which technology will be integrated to enhance student achievement as a learning and teaching tool
5.2 Instructional Services shall monitor the District Technology Plan and shall provide training and support to ensure its successful implementation.
5.2.1 Support and oversight should include: budget development; professional development offerings; ITD staff assignments; and ongoing monitoring of equipment, software, and services.
5.3 Instructional Services shall continue to collaborate with the ITD on the development of all district technology-related plans, standards, training, and curriculum.
5.3.1 These shall be developed in keeping with State of Michigan and federal standards.
5.3.2 These shall be disseminated through Instructional Council; district and school based professional development; school-based technology teams; etc.
6 Work Instructions, Templates, & Samples
6.1 Acceptable Use Guidelines of Computing Environment for staff and students
6.2 District Grade Level Curriculum Standards/Outcomes
6.2.1 ISTE National Standards for Technology
6.3 District Web Server guidelines
6.4 School-based technology plan development template
6.5 Staff, student, parent/guardian survey template
6.6 Technology Use Agreement for staff and students
7 Training & Feedback
7.1 Professional development for ITD staff, media specialists, and teachers shall be conducted by the Office of Professional Growth and Development and shall include:
7.1.1 review of curriculum standards/outcomes
7.1.2 specific strategies for integrating technology into the curriculum
7.1.3 using technology for assessment, research, communicating, problem solving, career planning, developing student projects, etc.
7.2 Multiple opportunities to share innovative ideas and strategies for using technology to teach specific skills, integrate curriculum outcomes, and solve common problems will be developed by Instructional Services in conjunction with the Office of Professional Growth and Development.
7.3 Instructional Services shall develop ongoing opportunities to solicit feedback from schools on resources, current level of services, and emerging needs to ensure support needed for optimal technology integration.
7.4 Network and server capacity shall be maintained to support cutting-edge technology use.
8 Implementation, Compliance & Assessment
8.1 Annual review of district and school-based achievement plans by Instructional Services
8.2 Annual review of district and school based technology plans conducted by Instructional Services
8.3 Oversight of spending related to maintaining and upgrading equipment and technology resources/services to ensure equal access for all, including:
8.3.1 oversight of use and effectiveness of assistive technology
8.3.2 staff, student, and parent/guardian input regarding access to technology resources, training, and support gathered by the schools and Instructional Services
8.3.3 frequent classroom observations and effective staff evaluation process by principals and Instructional Services to determine strengths and areas needing improvement
8.4 Professional Development Plan to meet diverse needs of staff
8.5 A comprehensive plan for adoptive and assisted technology use will be developed with implementation plan.
6150.R.02 - Acceptable Use of Technology BACK TO TOP
1 Purpose
1.1 To provide guidelines for approved use of district technology
2 Organizational Units Affected
2.1 All staff
2.2 All students
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 Digital content: images, text, pictures, photos, presentations, music, videos, emails and other materials stored in a computer, on the Internet, or on removable electronic media
3.3 Employee: an employee of the Ann Arbor Public Schools
3.4 ITD: Information Technology Department
3.5 Technology: hardware, software, Internet or intranet access and data storage provided by AAPS
4 Background Information
4.1 The purpose of district-provided technology is to facilitate communications in support of research and education. To remain eligible as users, employees' and students' use must be in support of and consistent with the educational objectives of the AAPS. Access is a privilege, not a right, and entails responsible use.
4.2 The AAPS district makes no warranties of any kind, neither expressed nor implied, for the technology it is providing. The district will not be responsible for any damages users suffer, including-but not limited to-loss of data resulting from delays or interruptions in service. The district will not be responsible for the accuracy, nature or quality of information stored on district diskettes, hard drives, or servers, nor for the accuracy, nature, or quality of information gathered through district-provided technology. The district will not be responsible for personal property used to access district computers or networks or for district-provided technology. The district will not be responsible for unauthorized financial obligations resulting from district-provided access to the Internet.
4.3 This policy and all its provisions are subordinate to local, State, and federal statutes.
4.4 Users should not expect that files stored on school-based computers will always be private. Electronic messages and files stored on school-based computers may be treated like school lockers. Administrators and faculty may review files and messages to maintain system integrity and ensure that users are acting responsibly.
5 Procedures
5.1 Students utilizing district-provided technology must first have the permission of and must be supervised by AAPS professional staff. Students utilizing school-provided technology are responsible for good behavior online just as they are in a classroom or other area of the school. The same general rules for behavior and communications apply to AAPS employees.
5.2 The following policies relating to AAPS district-provided technology shall apply in all cases.
5.3 Access, upload, download, and/or distribution of inappropriate material - Users will not use the district system to access material that is profane or obscene (pornography), that advocates illegal or dangerous acts, or that advocates violence or discrimination towards other people (hate literature). For students, a special exception may be made if the purpose is to conduct research and access is approved by both the teacher and the parent. District employees may access the above material only in the context of legitimate research.
5.3.1 If a user inadvertently accesses such information, he or she should immediately disclose the inadvertent access to a faculty member or a supervisor. This will protect users against an allegation that they have intentionally violated the Acceptable Use Policy.
5.4 Personal Security - Students will not post personal contact information about themselves or other people. Personal contact information includes last name, address, telephone number(s), school address, work address, etc.
5.4.1 Student users will not agree to meet with someone they have met online without their parent's approval and participation.
5.4.2 Student users will promptly disclose to their teacher or other school employee any message or email they receive that is inappropriate or makes them feel uncomfortable.
5.5 Illegal Activities - Users will not attempt to gain unauthorized access to the district system or to any other computer system through the district system, or go beyond their authorized access. This includes attempting to log in through another person's account or access another person's files, materials, and/or information for any reason without permission, even if only for the purposes of “browsing.”
5.5.1 Users will not make deliberate attempts to disrupt the computer system performance or destroy data by spreading computer viruses or by any other means.
5.5.2 Users will not use the district system to engage in any other illegal act, such as arranging for a drug sale or the purchase of alcohol, engaging in criminal gang activity, threatening the safety of person, etc.
5.5.3 Users will not use the district system to knowingly violate any local, State or federal statute.
5.6 Inappropriate Language and Behavior - Restrictions against inappropriate language and behavior apply to public messages, private messages, digital content and material posted on Web pages.
5.6.1 Users will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, abusive, sexually explicit or disrespectful language, music lyrics, images or photographs.
5.6.2 Users will not post information that, if acted upon, could cause damage or a danger of disruption.
5.6.3 Users will not engage in personal attacks, including prejudicial or discriminatory remarks and/or attacks.
5.6.4 Users will not harass another person. Harassment is persistently acting in a manner that distresses or annoys another person. If a user is told by an individual to stop sending him or her messages, the user must immediately stop such behavior.
5.6.5 Users will not knowingly or recklessly post false or defamatory information about a person or organization.
5.6.6 Users will not vandalize, damage or disable the information or property of another individual or organization.
5.6.7 Users will not repost a message that was sent to them privately without permission of the person who sent them the message.
5.6.8 Users will not post private information about another person. Personal contact information includes last name, address, telephone number(s), school address, work address, etc.
5.6.9 Users will not post chain letters or engage in “spamming.” Spamming is sending an annoying, unsolicited or unnecessary message to a large number of people.
5.7 System Security - Users are responsible for the use of their individual account and shall take all reasonable precautions to prevent others from being able to use their account. Under no conditions should a user provide his or her password to another person.
5.7.1 Users will immediately notify the system administrator if they have identified a possible security problem. Users shall not go looking for security problems because this may be construed as an illegal attempt to gain access.
5.7.2 Users should avoid the inadvertent spread of computer viruses by following ITD virus protection procedures for downloading material.
5.8 Plagiarism and Copyright Infringement - Users will not plagiarize works that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were original to the user.
5.8.1 Users will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies acceptable use of that work, the user should follow the expressed requirements. If the user is unsure whether a work can be used, he or she should request permission from the copyright owner.
5.8.2 Users will respect the rights of copyright holders for music, photographs and other digital content.
5.8.2.1 Specifically, copyrighted music shall not be downloaded and shared.
5.9 Respecting Resource Limits - Users will use the system only for educational and professional or career development activities and limited, high-quality, personal research.
5.9.1 Users will not download large files unless absolutely necessary. If necessary, users will download the file at a time when the system is not being heavily used and immediately remove the file from the system computer to their personal computer or diskette.
5.9.2 Users will check their email frequently and delete unwanted messages promptly.
5.10 Any violation of district policy and rules may result in loss of district-provided technology. Additional disciplinary action may be determined at the building level in keeping with existing procedures and practices regarding inappropriate language or behavior. When and where applicable, law enforcement agencies may be involved.
5.11 The ITD, as mandated by AAPS policy and the 2000 Children's Internet Protection Act, shall, to the best of its technical capabilities, block and/or filter access to sites and/or material that is deemed obscene, pornographic or harmful to minors.
5.12 The ITD shall maintain a record of all sites and/or material deemed inappropriate for access from school-supplied computers.
6 Work Instructions, Templates, & Samples
6.1 AAPS Acceptable Use Forms
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 Parents of students in the AAPS district shall be provided with the following information:
8.1.1 The AAPS district is pleased to offer its students access to the Internet. This computer technology allows students and staff to access and use resources from distant computers, communicate and collaborate with other individuals and groups around the world to significantly expand their available information base.
8.1.2 Families should be aware that some material accessible via the Internet may contain language and/or items that are illegal, defamatory, inaccurate, and/or potentially offensive to some people. In addition, it is possible to purchase certain goods and services via the Internet which could result in unwanted financial obligations for which a student's parent or guardian would be liable.
8.1.3 While the district's intent is to make technology available in order to further educational goals and objectives, students may find ways to access other materials as well. Even should the district institute technical methods or systems to regulate students' technology, those methods could not guarantee compliance with the district's acceptable use policy. That notwithstanding, the district believes that the benefits to students of access to the Internet exceed any disadvantages. Ultimately, however, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. Toward that end, the AAPS district makes the district's complete Internet policy and procedures available on request for review by all parents, guardians, and other members of the community, and provides parents and guardians the option of requesting for their minor children alternative activities not requiring Internet use.
6160 - Issuance and Return of Textbooks and Other Educational Materials (1/18/12)
The District will provide educational material, including textbooks or other tools and supplies1 necessary to access the curriculum during the normal academic year. Students are expected to return all educational materials in satisfactory condition (as that condition relates to the material's documented condition at issuance) at the time and location designated by school personnel. Should material be determined lost or stolen, or the material returned is in unsatisfactory condition, the superintendent or designee has the authority to collect an amount equal to the current replacement value of the material. Should material be determined to be in unsatisfactory condition, the superintendent or designee has the authority to collect an amount determined to maintain or replace the materials as informed by the material's useable lifespan or scheduled replacement. Circumstances may be such that alternative arrangements can be made with designated school personnel.
At no time will a student be denied access to educational facilities or resources directly related to the free and appropriate public education of that student pending the resolution of outstanding fines or obligations.
1 Ref. Policy 6130 Equity in Achievement and Access
6160.R.01 Issuance and Return of Textbooks and Other Educational Material
1 Purpose
1.1 To provide administrative procedures for issuing and returning textbooks or other educational materials used by students.
2 Organizational Units Affected
2.1 Principals
2.2 Teachers
2.3 Students and Parents/Guardians
3 Definitions
3.1 Textbooks: books issued to a student for use with a particular course or subject.
3.2 Educational materials: Tools or supplies directly related to instruction, which include print material such as books or supplies on loan from district media centers, musical scores, reference publications, maps, etc. and non-print materials such as films, filmstrips, tapes, slides, photos, computer software and other electronic media, and equipment such as musical instruments, recorders, projectors, cameras, calculators, computers and all property of the school district.
3.3 Satisfactory condition: Condition of textbooks and other educational materials comparable to that at time of issuance, based on depreciation value, schedule of replacement, and allowance for ordinary wear.
3.4 Appropriate school personnel: The principal or designee responsible for the issuance and collection of textbooks and other educational materials.
3.6 Obligation: Unresolved fees or unreturned materials.
3.7 Resolved Obligation: Outstanding fees have been paid and/or other arrangements have been completed as required.
3.8 Unresolved Obligation: Outstanding fees have not been paid and/or other arrangements have not been made.
4 Background Information
4.1 The school district will provide all textbooks and materials as necessary to participate in the instructional program.
4.2 The student and parent/guardian are responsible for caring for loaned material and returning items as required so that these materials are available for other students to use.
4.3 A student’s instructional time and grades will not be affected by outstanding obligations.
5 Procedures
5.1 Issuance of Textbooks and Other Educational Materials.
5.1.1 Upon receipt of the textbooks and other educational materials at the school, the items are to be inscribed with a unique identifier.
5.1.2 Staff members issuing textbooks will record the book title; ISBN; unique identifier; condition of the book upon issue; date issued; and name of student receiving the book.
5.1.2.1 Student will sign and date a receipt indicating agreement and acceptance of textbook or other educational material, a copy of which will be sent to the parent/guardian with the next home mailing.
5.1.3 Staff members issuing other educational materials will record a description of material; age or condition of material; serial number, if relevant; date issued; and name of student receiving the material.
5.2 Return of Textbooks and Other Educational Materials.
5.2.1 The process for returning textbooks and other educational materials will be communicated to students and parent(s)/guardian(s).
5.2.1.1 Materials will be returned to the same staff member who issued them, whenever possible.
5.2.1.2 If the issuing staff member is not available to collect the books and materials, the principal will make other appropriate arrangements and so advise the students.
5.2.2 Staff members receiving returned books or other educational materials will record the condition of the returned item(s).
5.2.2.1 Student will sign and date a receipt indicating return of textbooks/materials, a copy of which will be mailed to the parent/guardian with the final report card.
5.3 Determining and Resolving Obligations
5.3.1 If an item is not returned or is damaged beyond reasonable wear (i.e., not returned in “satisfactory” condition), fees will be assessed and students, parent(s)/guardian(s) will be notified in writing.
5.3.2 Fees for unreturned books or other educational materials will be assessed at a replacement cost based on depreciation or age of the item, and according to the replacement timeline.
5.3.2.1 The price list and depreciation schedule will be made available in a central location in the school office.
5.3.3 The principal is responsible for notifying the student and parent(s)/guardian(s) that the fees are owed.
5.3.3.1 The parent(s)/guardian(s) will be informed that the final report card will be held for pick up from the school with the intention of resolving outstanding obligations, or to make alternative arrangements with the principal.
5.3.7 Outstanding obligations (either fees or other arrangements made with the principal) must be resolved by June 30 of the current school year.
5.4 Alternative Arrangements
5.4.1 Other than (1) returning materials in a satisfactory condition, (2) reimbursing for materials not returned or returned in unsatisfactory condition rendering them useless, (3) reimbursing for the repair of damaged equipment or for the non-return of equipment, “satisfactory arrangement” between pupils and principals may include:
5.4.2 Agreement by pupil or parent/guardian to reimburse incrementally over an agreed-to period of time.
5.4.3 Acceptance of modified reimbursement due to hardship.
5.4.4 Acceptance of the reason given for non-return or non-payment involving hardship or other special circumstances.
5.5 Consequences of Unresolved Obligations
5.5.1 Students with unresolved obligations will be prohibited from participating in non-educational, extra-curricular activities such as athletics, performing arts, etc.
5.5.2 Parent(s)/Guardian(s) of senior students with outstanding obligations will be notified in writing that their student will be prohibited from participating in senior activitites, such as prom and graduation ceremonies, unless the obligation is resolved prior to the time of the activitites or events.
5.6 No student will miss any instructional time, nor will a student’s grades be affected, due to outstanding obligations.
5.7 Unresolved obligations can be appealed to the appropriate level administrator.
6 Work Instructions, Templates, & Samples
6.1 Price List, Replacement and Depreciation Schedule (To be developed)
6.2 Policy 6130 - Equity in Achievement and Access
6.3 Textbook/Educational Material Distribution Contract (to be developed)
6.4 Unresolved Obligations Notification (to be developed)
6.5 Fines & Obligations Reference Guide
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 Presentation and Review with Instructional Council
8.2 Principal reviews policy and regulations with all staff
6190 - Controversial Issues (6/30/11) BACK TO TOP
The Superintendent and instructional leadership shall ensure that the use of any controversial topics or materials in the instructional program is:
∗ Age-appropriate;
∗ Contributes substantively to student understanding in a manner that could not be achieved using other topics;
∗ Approached with adequate planning and preparation;
∗ Presented in an appropriately balanced and objective manner; and
∗ Respectful of students and community members of different viewpoints.
6190.R.01 - Controversial Issues BACK TO TOP
1 Purpose
1.1 To provide guidance for the use of controversial topics or materials in the instructional program
2 Organizational Units Affected
2.1 Board of Education
2.2 Central administrative staff
2.3 Instructional Services
2.4 Principals
2.5 Students
2.6 Teachers
3 Definitions
3.1 Reproductive Health Committee: comprised of representatives from Ann Arbor Public Schools staff, parents and the community
4 Background Information
4.1 It is expected that as controversial issues arise in the instructional program, they will be presented in a spirit of open-minded inquiry.
4.1.1 Teachers have an obligation to preserve an attitude of impartiality coupled with intellectual honesty.
4.2 Cross Reference: Board of Education Policy 6000 Core Curriculum; Board of Education Policy 6100 and Regulation 6100.R.01 Curriculum Development
4.3 Library Bill of Rights
4.4 Sex Education is governed by Michigan Public Acts 165 (MCL 380.1507, MCL 380.1507b) and 166 (MCL 388.1766a); Current Revised School Code (PA 451 of 1976); and State School Aid Act (PA 94 of 1979), Provisions Regarding the Teaching of HIV/AIDS, Sex Education, Health Education, and Physical Education in Michigan Schools
5 Procedures
5.1 Principals will work with the instructional staff to monitor plans and materials used in the teaching of controversial topics using the five criteria listed in BOE Policy 6190.
5.1.1 age-appropriate
5.1.2 contributes substantively to student understanding in a manner that could not be achieved using other topics
5.1.3 approached with adequate planning and preparation
5.1.4 presented in an appropriately balanced and objective manner
5.1.5 respectful of students and community members of different viewpoints
5.2 Principals will consult with Instructional Services to seek clarification as questions arise.
5.3 Instructional Services will facilitate schools' efforts to inform parents/guardians when the instructional program uses controversial topics or materials.
5.3.1 If possible, parents/guardians will have the option of reviewing materials prior to instruction.
5.4 Information on new curriculum materials adopted by the district or purchased by the building shall be available for public review.
5.4.1 New subject/course materials will be available for parent review during Curriculum Night/Capsule Night programs.
5.4.2 Parents/guardians will be able to review all materials their students use in the instructional program.
5.5 School libraries will maintain a list of new books and materials selected for their collections.
5.5.1 Library media specialists will use the selection criteria and objectives as outlined in Guidelines for Curriculum Materials Centers by the American Library Association.
5.5.1.1 The Board of Education is legally responsible for the selection of library materials.
5.5.1.2 Final authority for the selection of specific library materials is delegated to the principal of the local school.
5.5.2 Parents/guardians and other stakeholders can submit the Citizen Request for Reevaluation of Materials form if they wish to express concern about specific materials used in the library or classroom instructional program.
5.6 Any teacher who discusses sex education must be trained by the Public Health Department and follow all codes outlined in this regulation and other pertinent regulations.
5.6.1 Content to be included in Sex Education curriculum must be approved by the Reproductive Health Committee.
6 Work Instructions, Templates, & Samples
6.1 "Guidelines for Curriculum Materials Centers," American Library Association, August 29, 2006.
http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelinescurriculum.cfm (Accessed July 08, 2010) Document ID: 170109
6.2 Library Bill of Rights
6.3 Citizen Request for Reevaluation of Materials (Form 6190.R.01A)
6.4 Samples of letters to inform parents/guardians about new materials and/or controversial materials and topics
6.5 Surveys to seek feedback from school community when controversial topics or materials are used in the instructional program
6.6 Comprehensive information is available at the State of Michigan web site: www.michigan.gov/mde
7 Training & Feedback
7.1 Instructional Services will provide training for principals, curriculum leaders, department chairs, and teaching staff regarding the use of controversial topics or materials in the instructional program.
7.1.1 The appropriate building administrator will review the five criteria with staff in the fall of each year.
7.2 Schools will provide opportunities for feedback from staff, students, parents/guardians, and interested stakeholders when new materials are adopted by the district or purchased at the building level.
7.2.1 Principals are responsible for reviewing and following up any concerns expressed by members of the school community.
8 Implementation, Compliance & Assessment
8.1 Instructional Services and building principals will monitor the application of the five criteria, and the effectiveness of communication with parents/guardians when teachers use controversial topics or materials in the instructional program.
8.1.1 All staff members are responsible for communicating in writing with their supervisors and parents/guardians at least two weeks in advance when controversial topics or materials are used in the instructional program.
8.1.2 Principals and instructional staff will review and respond to concerns expressed by students and their parents/guardians.
8.1.2.1 If the issue is not resolved, the complainant may use Procedures for the Reconsideration of Instructional Materials. (Revised May 2001)
8.2 All teachers and curriculum for sex education must follow the guidelines as presented in the Michigan Public Acts 165 (MCL 380.1507, MCL 380.1507b) and 166 (MCL 388.1766a); Current Revised School Code (PA 451 of 1976); and State School Aid Act (PA 94 of 1979), Provisions Regarding the Teaching of HIV/AIDS, Sex Education, Health Education, and Physical Education in Michigan Schools.
6200 - Accreditation (6/30/11) BACK TO TOP
The Superintendent shall ensure that every school in the district has and maintains accreditation with the State of Michigan. The Superintendent shall ensure that every high school in the district is accredited by the North Central Association of Schools and Colleges or another similar, independent agency.
The board shall be notified if any school in the district fails to meet the standards for full accreditation.
6200.R.01 - Accreditation BACK TO TOP
1 Purpose
1.1 To ensure that all district schools meet standards for State of Michigan accreditation
1.2 To ensure that all district high schools meet standards of the North Central Association or similar independent agency
2 Organizational Units Affected
2.1 Instructional Services
2.2 Office of Research Services
3 Definitions
3.1 Michigan School Report Cards: annual reports from the State which assign letter grades and accreditation status to schools based on performance on the annual State achievement tests and on self-reported performance indicators submitted by each school.
3.2 School Improvement Team: principal plus representatives of teachers, parents, students (as appropriate), non-teaching staff, community members
3.3 Student Achievement Plan: document published annually by Instructional Services articulating the district's achievement priorities
3.4 PA-25 Reports: annual reports published by schools and districts as required by Public Act 25; includes Michigan Educational Assessment Program (MEAP) performance data, attendance and graduation rates, Adequate Yearly Progress status, accreditation status, teacher qualification data, demographic data, and school goals
4 Background Information
4.1 Reference: State of Michigan School Code requirements for accreditation; Education YES! requirements of the Michigan Department of Education; Michigan School Report Card; PA-25 reports for each school; district Student Achievement Plan; North Central Association accreditation requirements
5 Procedures
5.1 Instructional Services shall provide guidance and support to school principals regarding the State of Michigan requirements for accreditation and the school's current status.
5.2 Research Services shall monitor updates to the Michigan School Report Card and submit corrections to the State, as needed.
5.2.1 Research Services shall notify district administrators and school principals of status changes prior to the release of reports by the State.
5.3 Instructional Services shall support principals in updating the school performance indicators submitted annually to the State.
5.3.1 Principals shall consult with their staff and School Improvement Teams as they prepare to update school performance indicators.
5.4 Updates of the district Student Achievement Plan shall include a review of the Michigan School Report Card data to address areas in need of improvement.
5.5 Updates of school improvement plans shall include a review of the Michigan School Report Card data to address areas in need of improvement.
5.6 District high schools shall establish procedures to achieve and maintain their accreditation through the North Central Association or similar independent agency.
5.6.1 Representatives from the high schools will meet with representatives of the accrediting agency to identify the procedures needed to complete the accreditation process.
5.6.2 High schools shall establish teams to oversee the school's work in the accreditation process.
5.6.2.1 Teams shall seek input and feedback from other staff, students, and parents, as needed.
5.6.3 As needed, the Office of Research Services shall assist high schools with the collection and reporting of data in support of the accreditation process.
6 Work Instructions, Templates, & Samples
6.1 Michigan School Report Card
6.2 State of Michigan Performance indicator electronic data entry template
6.3 Comprehensive information is available on the North Central Association web site: http://www.ncacasi.org
6.4 Comprehensive information is available on the State of Michigan web site: http://michigan.gov/mde
7 Training & Feedback
8 Implementation, Compliance & Assessment
6300 - Achievement for All Students (6/30/11) BACK TO TOP
The Superintendent, in collaboration with community agencies and families, shall implement comprehensive and multi-faceted strategies for assisting underachieving students.
To monitor this policy, the Superintendent shall provide for a system of data collection which shall ensure regular examination and analysis of each individual student's performance in core academic areas. Such data shall be used to monitor and analyze student failure patterns by subgroups; identify and implement effective interventions; identify the needs of individual students, teachers, and schools in their efforts to provide the support required to help all students learn to high standards.
Summative data including analysis of student subgroups shall be presented to the board no less than once each year.
Given that differences in achievement among different groups of students are not due to differences in innate ability, but are related to a variety of school, community and home factors, the Superintendent is expected to develop bold, creative partnerships with families, community agencies, and members of the community in implementing this policy.
The Superintendent shall hold district employees accountable for performance in efforts to implement this policy.
6300.R.01 - Achievement for All Students BACK TO TOP
1 Purpose
1.1 To provide comprehensive and interventions to ensure students demonstrate proficiency on end-of-the-year or course outcomes resulting in eliminating the achievement gap between all sub-groups
2 Organizational Units Affected
2.1 Central administrative staff
2.2 Instructional Services
2.3 Office of Research Services
2.4 Principals, instructional staff, students
2.5 School Improvement Team
3 Definitions
3.1 Adequate Yearly Progress: Adequate Yearly Progress (AYP) is one of the cornerstones of the federal No Child Left Behind (NCLB) Act. In Michigan, AYP is a measure of year-to year student achievement on the Michigan Education Assessment Program test.
3.2 Subgroup: as defined by State of Michigan and federal law
3.2.1 Racial/Ethnic
3.2.2 Economically disadvantaged
3.2.3 Special Education
3.2.4 Limited English Proficiency
3.3 MEAP: Michigan Education Assessment Program
3.4 School Improvement Team: principal plus representatives of teachers, parents, students (as appropriate), non-teaching staff, community members
3.5 Student Achievement Plan: document published annually by Instructional Services articulating the district's achievement priorities
3.6 Student Achievement Team Data: document which articulates individual school and student strategies at the building level for district goals
3.7 Three-tiered comprehensive model for instruction:
3.7.1 a comprehensive effective core instructional program resulting in at least 80% proficiency for student achievement
3.7.2 second tier interventions which result in 92% proficiency for student achievement
3.7.3 third tier interventions which provide specialized instructional methodologies provided by the district and reflected in a student's Individualized Education Program, as determined by the Individualized Education Planning Team and Special Education.
4 Background Information
4.1 Cross-Reference: Mission Statement of the Ann Arbor Public Schools; district and State Curriculum Standards, Benchmarks and Guidelines; MEAP data from the State of Michigan and data summarized by the Office of Research Services; district Student Achievement Plan; Student Achievement Improvement Plan
4.2 Board of Education Policies: 6000, 6100, and 6110
5 Procedures
5.1 Instructional Services will provide guidance and support through the district's School Improvement Plan, Strategic Plan, Achievement Gap Elimination Plan and Achievement Team process.
5.1.1 All schools will develop, implement, and evaluate school improvement plans with a focus on increased student achievement for all students.
5.1.1.1 Teachers will have all the materials and supplies necessary to effectively teach the core curriculum to all students.
5.1.1.2 Professional development opportunities will be provided by Instructional Services for all staff to enhance their knowledge of curriculum and district supported, researched-based effective instructional practices in teaching their subject(s).
5.1.1.2.1 Ongoing training should include multiple strategies to effectively teach and assess core curriculum objectives.
5.1.1.3 Administrators and Teachers are responsible for using multiple ongoing assessment practices and for using the results to inform their instruction.
5.1.2 Principals, administrators and teachers will collect and analyze formative data throughout the year and summative data at the end of the year to measure the effectiveness of strategies used with students in each subgroup. This information will be disseminated after each reporting period to Instructional Services, building principals, and relevant staff and used to adjust building- and classroom-based programming.
5.1.2.1 Based on this analysis, the type and focus of effective strategies will either be maintained or adjusted to meet achievement goals and objectives.
5.1.2.2 When the principal and/or instructional staff determine that students are not achieving at the expected rate, a student plan will be developed to provide appropriate interventions and/or additional assistance based on the three-tiered comprehensive model for instruction.
5.1.2.2.1 This plan should be a collaborative effort of the classroom teacher, parent, building principal and, when appropriate, the student; it may also include grade level teachers, student study teams, and tier 2 and tier 3 staff.
5.2 Instructional Services will provide guidance for schools in establishing creative partnerships with families, community agencies, and members of the community to support student achievement efforts and plans.
6 Work Instructions, Templates, & Samples
6.1 District and building Professional Development Plans
6.2 District benchmark performance assessments and student work samples
6.3 District Implemented Normed Reference Assessments
6.4 English as a Second Language (E.S.L.) Standards
6.5 District Grade Level Skill Expectations
6.6 Research-based assessments
6.7 School Improvement template
6.8 State of Michigan and district Core Curriculum Standards and Guidelines and Grade Level Content Expectations
6.9 Student and building achievement profiles
6.10 Comprehensive information is available on the State of Michigan web site: http://www.michigan.gov/mde
7 Training & Feedback
7.1 All staff will be provided with training by the Office of Professional Growth and Development in conjunction with district curriculum coordinators to implement the three-tiered comprehensive instructional model.
7.1.1 The Office of Professional Growth and Development, in conjunction with district curriculum coordinators, will provide training to support building school improvement efforts.
7.1.2 District and building School Improvement Teams shall be responsible for monitoring the effective implementation of this model, which shall be instituted at all buildings.
7.1.3 The School Improvement Team will evaluate its professional development plan on an annual basis to determine its effectiveness.
7.1.3.1 Schools will receive feedback and support from Instructional Services to make necessary adjustments.
8 Implementation, Compliance & Assessment
8.1 Instructional Services will be responsible for monitoring school improvement and student achievement plans and will:
8.1.1 analyze student performance patterns by disaggregated paying special attention to any/all groups who have not demonstrated proficiency as outlined in the Student Achievement Plan.
8.1.2 identify and implement effective interventions
8.1.3 identify needs of individual students, teachers, and schools
8.2 Principals and other appropriate supervisors will monitor the implementation of school achievement goals and objectives through observation, supervision, and evaluation of instructional and support staff.
8.3 The School Improvement Team will evaluate its school improvement plan on an annual basis to determine its effectiveness.
8.3.1 By analyzing data over time, schools will be responsible for making necessary adjustments in their plans to address the goals, objectives, and strategies for underachieving students.
8.4 Instructional Services and the Office of Research Services will provide the Superintendent with all data needed for annual achievement reporting to the Board of Education (Policy 6110).
6350 - Special Education (6/30/11) BACK TO TOP
The Superintendent shall provide services to students with disabilities and other special learning needs. Such services shall include but not be limited to:
• Proactive identification of students with disabilities or other special
needs, including prompt and thorough evaluation;
• Providing a supportive environment for the student and family, including assistance in understanding the student’s learning needs;
• Appropriate learning environment(s), educational delivery mechanisms, teaching, testing, and assessment practices to best support the learning of the student; and
• Regular re-evaluation of the student with appropriate follow-up.
6350.R.01 - Special Education
1 Purpose
1.1 To provide procedures and processes to ensure the implementation of services to students with disabilities and other special needs
2 Organizational Units Affected
2.1 Central administrative staff
2.2 Office of Student Intervention and Support Services
2.3 Principals, staff, students
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 SISS: Student Intervention and Support Services
3.3 SST: Student Study Team, building-level committee comprised of two or more members
3.4 MET: Multidisciplinary Evaluation Team, minimum of two staff, including at least one Special Education teacher or other specialist who has knowledge of the suspected disability
3.5 Individualized Education Program (IEP): specific strategies designed for the learning needs of individual students
3.6 Individualized Education Program Team (IEPT): the team who determines the educational placement and services for a student with a disability.
3.7 504 Plan: refers to Section 504 of the Rehabilitation Act of 1973; calls for special accommodations to a student's IEP because of substantial mental or physical impairments that limit one or more of a student's major life activities
3.7.1 A 504 Plan shall be designed for every eligible student according to individual need(s)
3.8 Extended School Year: the period beyond the scheduled school year during which Special Education or other services may be provided
3.9 IDEA: Individuals with Disabilities Education Act
4 Background Information
4.1 Special Education services for the Ann Arbor Public Schools are operated and administered through the Student Intervention and Support Services department, local buildings, and the Washtenaw Intermediate School District. Special Education is regulated by federal and State rules and regulations.
4.2 The Student Study Team is responsible for identifying and planning alternative instructional strategies for students experiencing academic, social, and/or behavioral difficulties prior to or in lieu of referral to Special Education.
4.3 The Multidisciplinary Evaluation Team is responsible for evaluating a student suspected of having a disability.
4.4 Students may become eligible for service following a referral from the building Student Study Team leading to a full, individual educational case study evaluation by the Multidisciplinary Evaluation Team. If the student is eligible for Special Education services, the Individualized Education Program Team determines the level of service, which results in a free appropriate public education, based on the least restrictive environment for each student.
5 Procedures
5.1 Proactive identification and evaluation of students requiring additional assistance shall be undertaken:
5.1.1 General and special education staff are expected to be proactive in their identification of students with special needs, and they shall work with parents through the school's Student Study Team to assess the effectiveness of each student's current plan; develop educational and/or behavioral strategies, accommodations and modifications; determine next steps and develop a timeline to implement the interventions.
5.1.2 The SST shall identify and plan alternative instructional strategies for students experiencing academic, social, and/or behavioral difficulties prior to or in lieu of referral to Special Education
5.1.2.1 The SST shall identify the specific concern, gather data and develop a plan of strategies/interventions to assist the student in the general education environment. These strategies may include developing additional strategies, referral for the development of a 504 plan or referral for evaluation for Special Education.
5.1.2.2 The staff shall use flow charts describing the Student Study Team, 504, and timelines for Special Education referral/evaluation.
5.1.2.3 The SST shall monitor and evaluate the plan.
5.1.2.4 If the student is successful and the strategies are continued by teachers, SST services shall be discontinued.
5.1.2.5 The principal and SST case manager shall be responsible for sharing the plan, interventions and strategies with all staff who work with the identified student.
5.1.2.6 The student can be referred for an evaluation and possible referral to Special Education pending the result of the evaluation.
5.1.3 The district is responsible for providing evaluation and auxiliary services for students attending non-public schools in the school district, as identified by the State of Michigan Auxiliary Services Act.
5.1.4 AAPS shall make comprehensive efforts to undertake early intervention from birth to preschool for children and students attending Ann Arbor Public Schools.
5.2 Proactive identification and prompt, through evaluation of students with disabilities shall be undertaken; general and Special Education staff are expected to be proactive in their identification of these students.
5.2.1 AAPS Staff members shall work with parents and the SST to initial a comprehensive evaluation and determine the next steps, which may include an eligibility determination and an initial Individualized Education Program.
5.3 The Superintendent shall appoint an Individualized Education program team to determine the educational placement and services for a student with a disability.
5.3.1 Options may be selected from a continuum of placements ranging from full inclusion in general education to specialized classrooms and settings.
5.4 A supportive environment for the student and family, including assistance in understanding the student's learning needs shall be undertaken.
5.4.1 The principal and case manager/designee will be responsible for distributing and explaining the procedural safeguards and parent rights to all families whose students have general education, 504, or special education plans.
5.4.1.1 If needed, translators and evaluators fluent in both English and in the family's/student's primary language will be invited to participate in the evaluation and planning processes.
5.4.2 It is the responsibility of all staff members who provide service to the student to maintain open two-way communication with the family; foster a clear understanding of the student's strengths and needs; and monitor the effectiveness of the current plan.
5.5 Appropriate learning environment(s), educational delivery mechanisms, teaching, testing, and assessment practices to best support the learning of the student shall be undertaken.
5.5.1 The service providers are responsible for using research-based assessments to evaluate referred students and if appropriate, to determine eligibility for 504 or special education services.
5.5.1.1 The Student Study Team or Multidisciplinary Evaluation Team will develop an educational plan based on the student's strengths and needs, which may include curriculum and testing accommodations, as well as specific interventions, strategies, and timelines to achieve academic and/or behavioral goals.
5.5.1.2 Specific needs such as related services, supplemental aids and services, assistive technology, transportation, determination of Extended School Year eligibility, etc. shall be considered annually by the team in planning, monitoring, and reviewing each student's program.
5.5.2 All service providers will have access to professional development to enhance their skill levels and to comply with State of Michigan and federal legislation pertaining to certification requirements.
5.6 Implementation of a regular re-evaluation of the student with appropriate follow-up shall be undertaken.
5.6.1 Service providers are responsible for measuring the student's progress toward goals and objectives and using the data to inform educational planning and continuing eligibility or de-certification.
5.7 The SISS Procedures Manual will be updated on an annual basis and disseminated to administrators and staff by SISS staff and administration.
6 Work Instructions, Templates, & Samples
6.1 Flow charts for SST process, MET process, 504 Plan, IEPT process, IDEA
6.2 List of possible accommodations and behavioral interventions
6.3 Parent Permission Forms; Procedural Safeguards; Parent Rights
6.4 Request Forms for Supplemental Aids and Services; Transportation
6.5 Washtenaw Intermediate School District IEP Manual
6.6 Section 504 Procedural Manual
7 Training & Feedback
7.1 The appropriate building administrator is responsible for updating instructional staff every year regarding Student Study Team procedures, pro-active identification of students with special needs, and special education and 504 requirements and monitoring timelines/compliance for SST, 504 Plan and Special Education strategies
7.2 Ongoing professional development relating to timelines/compliance for SST, 504 Plan and Special Education strategies for Special Education staff, classroom teachers, and principals will be provided.
7.3 Feedback will be sought from parents, students, staff, etc. regarding timelines/compliance for SST, 504 Plan and Special Education strategies through meetings, conferences, surveys, etc.
8 Implementation, Compliance & Assessment
8.1 Monitoring and review of caseloads, timelines, record keeping, goal sheets, reporting to parents, etc. (MDE, WISD, district and building level)
8.2 Review of SST process and procedures at the district and building levels
8.3 All staff shall remain in compliance with all district, State of Michigan, and federal requirements regarding the identification and evaluation of students with special needs, and will be held accountable for the implementation of individual student plans.
6400 - Athletic / Extracurricular Program (6/30/11) BACK TO TOP
The Superintendent and staff shall encourage widespread student participation in extracurricular activities (school-sponsored activities for which grades and credit are not received). Participation, however, should not be at the expense of or detrimental to the student's academic studies and normal progress toward graduation.
6400.R.01 - Athletic & Extracurricular Opportunities for 6th-12th Grade BACK TO TOP
1 Purpose
1.1 To create opportunities and encourage student involvement in non-academic learning activities that will strengthen student achievement
1.2 To build equity and access to extracurricular, and athletic opportunities
1.3 To communicate to students, families, staff, club sponsors, and coaches the priorities, roles, responsibilities and expected standards of excellence needed, to ensure Ann Arbor Public Schools programs reflect the mission and core values of the district
2 Organizational Units Affected
2.1 All high school and middle school staff
2.2 All parents/guardians and students
2.3 All teacher-coaches, supplementary coaches, club sponsors and volunteer coaches
3 Definitions
3.1 Athletics: interscholastic 9-12 teams, club teams 9-12, intramural teams 9-12, conditioning activities associated with an athletic team.
3.2 Extracurricular: school organized or sponsored clubs and activities
4 Background Information
4.1 It is generally believed that an increased connection to the school environment leads to increased student self awareness, sense of purpose, and academic achievement. As students mature and move on to middle and high school, maintaining such connections for all students grows increasingly difficult.
4.2 It is the district's desire to support athletic programs, and increase visibility, support, and participation in extracurricular programs, with the intention of including as many students as possible.
5 Procedures
5.1 District-level online Policy and Procedure Handbooks are developed and adopted as regulation for athletics, extracurricular activities and programs, and community service. Such information shall be shared with students and families. District staff, whether full-time, temporary or volunteer, shall commit to upholding the standards set forth.
5.2 The student profile in the district student computer system shall be expanded to track a student's involvement in athletic, extracurricular, and community service activities, beginning at the middle school level. This data shall be made available to:
5.2.1 Track student achievement trends
5.2.2 Identify and encourage non-participating students that are also under-performing in the academic setting
5.2.3 Identify students not academically eligible
5.2.4 Create a database of student accomplishments.
5.3 In recognition of the importance of positive teacher-student relationships, Human Resource Services shall develop recruiting methods that include searching for a diverse pool of candidates.
6 Work Instructions, Templates, & Samples
6.1 High School Athletic Policy and Procedures Handbook
6.2 High School Extracurricular Activities & Programs Policy and Procedures
6.3 Middle School Athletic, Extracurricular and Community Service Policy and Procedures
6.4 Planning Guides/samples (event planning etc)
7 Training & Feedback
7.1 Orientation for all temporary staff coaches and sponsors shall be conducted by the Athletic Director or building principal.
8 Implementation, Compliance & Assessment
6420.R.01 - Interscholastic Athletic Programs BACK TO TOP
1 Purpose
1.1 To provide guidelines for the district athletic department programs
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 MHSAA: Michigan High School Athletic Association
4 Background Information
4.1 In overseeing the athletic programs, Athletic Directors shall be expected to remain cognizant of their multiple roles: administrator for the AAPS district; assistant principal for their school; leader for their coaches; and student advocate.
5 Procedures
5.1 The district shall provide 9-12 interscholastic athletic programs at each high school.
5.2 Athletic programs (including those clubs and athletic programs not sponsored by the MHSAA) shall strictly follow the intent and standards of the MHSAA Handbook, which, by being a member of the MHSAA, the AAPS Board of Education adopts as policy.
5.3 The control of every sports program and its reputation rests specifically with each school's Athletic Director, although volunteer support may come from booster clubs, parent clubs and/or student fundraisers.
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the MHSAA web site: www.mhsaa.com
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.02 - Coaching Standards BACK TO TOP
1 Purpose
1.1 To provide guidelines for the role and responsibilities of AAPS athletic coaches
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 Athletic event: includes practices, contests, meets
3.3 MHSAA: Michigan High School Athletic Association
4 Background Information
4.1 An AAPS coach has a role as a leader and mentor to student athletes and is the official representative of his or her school at interscholastic activities. In this capacity, the coach's behavior is expected to conform to the standard behaviors as outlined in the MHSAA Handbook. These standards shall also apply to clubs and athletic programs not sponsored by the MHSAA.
5 Procedures
5.1 A coach shall have an understanding of the role of interscholastic athletics and communicate it to players, parents and the public.
5.2 A coach shall have an up-to-date knowledge of the rules, strategies, safety precautions, and skills of the sport and communicate them to players and parents.
5.3 A coach shall develop, communicate and demonstrate policies for athletes' conduct and language in the locker room, at practice, during travel, during athletic events, and at other appropriate times.
5.4 A coach shall develop fair, unprejudiced relationships with all squad members.
5.5 A coach shall allow athletes to prove themselves anew each season and does not base team selections on previous seasons or out-of-season activities.
5.6 A coach shall give athletes time to develop skills and interests in other athletic and non-athletic activities provided by the school and community groups.
5.7 A coach shall give the highest degree of attention to athletes' physical well being.
5.8 By example, a coach shall teach players respect for school authorities and contest officials, providing support for them in cases of adverse decisions and refraining from critical comments in public or to the media.
5.9 A coach shall teach players strict adherence to game rules and contest regulations.
5.10 A coach shall present privately, through appropriate school authorities, evidence of rules violations by opponents, and coaches shall counteract rumors and unfounded allegations by opponents of questionable practices.
5.11 A coach shall attend required meetings and keep abreast of MHSAA policies, including eligibility and contest regulations, regarding his or her sport.
5.12 A coach shall present a clean and professional image in terms of personal appearance and shall provide a positive role model in terms of personal habits, language, and conduct.
5.13 Use of tobacco products within sight of players and spectators is not acceptable and the use of alcohol while supervising players is prohibited.
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the MHSAA web site: www.mhsaa.com
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.03 - Sportsmanship BACK TO TOP
1 Purpose
1.1 To provide guidelines for the sportsmanship responsibilities of AAPS athletic coaches, spectators and students.
2 Organizational Units Affected
2.1 Athletic Department staff
2.2 Student Athletes
2.3 Spectators
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 MHSAA: Michigan High School Athletic Association
4 Background Information
4.1 An AAPS coach has a role as a leader and mentor to student athletes and is the official representative of his or her school at interscholastic activities. In this capacity, the coach's behavior is expected to conform to the standard behaviors as outlined in the MHSAA Handbook. These standards shall also apply to clubs and athletic programs not sponsored by the MHSAA.
4.2 AAPS coaches are expected to meet the sportsmanship expectations of the AAPS administration and Athletic Directors.
5 Procedures
5.1 A coach shall be the leader in eliminating any and all possibilities that might alter the basic values of athletics.
5.2 A coach shall emphasize the proper ideals of ethical conduct and fair play.
5.3 A coach shall respect the judgment and integrity of officials.
5.4 A coach shall recognize that the purpose of the athletic program is to provide a sound educational experience.
5.5 A coach shall recognize the effect of coaches' conduct on crowd behavior and shall demonstrate good sportsmanship at all times.
5.6 A coach shall exemplify the behavior desired from players.
5.7 A coach shall never try to beat the rules by deliberately trying to take advantage of an official or opponent.
5.8 A coach shall never run up the score.
5.9 A coach shall never place more value on winning than on the goal of instilling positive ideals and character traits in players.
5.10 A coach shall be loyal to the coaching profession.
5.11 A coach shall teach and practice sportsmanship.
5.12 A coach shall never use the media as a means of relieving ill feelings toward officials or other coaches, players, and/or schools.
5.13 A coach shall always be positive about his or her staff, officials, and coaches, athletes, and opponent schools.
5.14 Head coaches must remain conscious of the continuing responsibility to all athletes in all levels of the interscholastic program.
5.15 Spectator Code of Conduct: high school athletics require positive support; the keys to good sportsmanship are:
∗ Know the rules of the game you're watching.
∗ Recognize a good play regardless of which uniform a player is wearing.
∗ Respect the opponent and its spectators
∗ Watch the game with your heart and not your head
∗ Remember: good sports are winners, regardless of the final score.
∗ During the National Anthem, students are to face the flag, not to talk, listen to the public address announcer for instructions to sing or not, and to remain still until the end of the anthem
∗ Use proper language; no swearing or language which is offensive to others will be tolerated. High school events are a family activity. Individual and group vulgarity is unacceptable, as is taunting, trash talk and other verbal forms of harassment, cheering against the opposition, and booing of players, coaches and officials.
∗ Obscene gestures are unacceptable.
∗ Dangerous and boisterous behavior--pushing, shoving or fighting and passing of students is not acceptable.
∗ The throwing of objects, even toilet paper, at fellow spectators, band members, cheerleaders, officials, players or onto the playing surface is unacceptable, and could result in an injury or the team being penalized by the game officials..
5.16 Respect is the key to good sportsmanship, and opponents are to be respected. They are not enemies, but fellow teenagers who happen to attend other schools. Without them there is NO game.
5.17 Be modest and humble in victory or defeat. It is easy to be a good winner and difficult to show class when you lose.
5.18 Acknowledge good players on both teams.
5.19 Be concerned with anyone who is injured. Give concerned applause when an injured athlete is aided from the field.
5.20 Work together with cheerleaders for positive chants and avoid obscene, degrading or elitist cheers, --when you participate in an elitist cheer, you give support to an elitist image.
5.21 At halftime, watch any performance or presentation if possible, acknowledge the hard work, preparation and performance of those involved, and do not in any way, detract from the performance.
5.22 After the game, do not tease or belittle the opponent in any way and be pleasant and gracious to everyone.
5.23 NO ONE, OTHER THAN THOSE INVOLVED IN THE COMPETITION, MAY WALK ON THE FIELD OR COURT AT ANY TIME.
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the MHSAA web site: www.mhsaa.com
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.04 - Student Eligibility Requirements (non-academic) BACK TO TOP
1 Purpose
1.1 To provide guidelines for determining non-academic guidelines for student eligibility to participate in high school athletics.
2 Organizational Units Affected
2.1 Athletic Department staff
2.2 Student athletes and parents/guardians
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 Athletic event: includes practices, contests, meets
3.3 MHSAA: Michigan High School Athletic Association
3.4 District: Area within the Ann Arbor Public Schools boundaries.
4 Background Information
4.1 Students must comply with MHSAA rules and regulations in conjunction with AAPS policies, regulations and guidelines to be eligible to participate in high school athletics (see www.mhsaa.com for further details).
4.2 Students may only participate in athletics opportunities in the comprehensive high school to which he/she is assigned.
4.3 Students must also reside with the parents/guardians with whom he/she was living the previous year, unless a one-time exemption is granted.
4.4 Enrollment: The student must be registered for at least six (6) AAPS classes (in semester system) or five (5) classes (in a trimester system) that assign a grade or are pass/fail, unless one-time exemption is granted.
4.3 College eligibility: If a student is aspiring to compete at the college level, he or she should become familiar with the National Collegiate Athletic Association (NCAA) eligibility requirements; these are additional to MHSAA and AAPS requirements.
4.3.1 School counselors are available to work with students and parents to chart high school coursework and post-graduation possibilities.
4.3.2 The responsibility of meeting NCAA eligibility requirements rests with the student and parent/guardian. The NCAA web site, www.ncaa.org, provides comprehensive information.
4.4 Students participating in a high school sport may be granted a waiver of the .5 physical education graduation requirement (see Policy 5050 - Graduation Requirements).
4.4.1 Student must start and end the season in good standing.
4.4.2 Student must complete the requirements of that sport to receive an award at the end of the season.
4.4.3 Student must pass a competency test regarding that sport.
4.4.4 Student must apply for the waiver after the season is completed.
5 Procedures
5.1 Incoming freshmen who meet MHSAA residency requirements are immediately eligible in their first semester.
5.2 Students who are Wards of the Court are immediately eligible, based on residency within the District.
5.3 Students who transfer from one school to another must satisfy MHSAA transfer rules before being able to participate.
5.4 Students cannot accept any award (money or merchandise) worth more than $25 while participating in athletics; this rule shall also apply to summer camps.
5.5 Students cannot compete in any outside (i.e. non-school sponsored) athletic events in the same sport until after the scholastic season is over.
5.6 A student who is 19 years old before September 1 is not eligible to participate.
5.7 A senior, first time AAPS student must consecutively complete the last two semesters of high school in order to be eligible to participate in winter and spring sports.
5.8 Foreign exchange students must be part of an approved program and have the appropriate visa and other required documentation.
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the MHSAA web site: www.mhsaa.com.
6.2 Comprehensive information about college eligibility for athletics is available from the NCAA website: www.ncaa.org
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.05 - Student Eligibility Requirements (academic) BACK TO TOP
1 Purpose
1.1 To provide guidelines for determining student academic eligibility and monitoring and encouraging academic success
2 Organizational Units Affected
2.1 Athletic Department staff
2.2 Academic staff
2.3 Student athletes and parents/guardians
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 Eligibility Travel Card: determines and indicates weekly eligibility
3.3 Extracurricular activities: school-organized activities and clubs
3.4 GPA: Grade Point Average
3.5 MHSAA: Michigan High School Athletic Association
4 Background Information
4.1 Students must comply with MHSAA rules and regulations in conjunction with the AAPS policies, regulations and guidelines to be eligible to participate in high school athletics.
4.2 AAPS staff are committed to assisting students achieve eligibility for full participation in athletics and extra-curricular activities, however, it is ultimately the student, with parent/guardian oversight, who is responsible for monitoring and earning the grades and GPA necessary to meet the AAPS eligibility requirements.
4.3 Responsibility to monitor the GPA and sign up for summer school rests with the student and parent/guardian.
4.4 All athletic activities which require ten or more hours participation each week shall be identified as such on the district web site and are subject to AAPS eligibility rules. [see 6420.R.04 Student Eligibility Requirements (non academic)]
5 Procedures
5.1 Academic eligibility requirements for students to participate in high school athletics and/or extracurricular activities for upcoming seasons are:
5.1.1 Receive passing grades in a minimum of 5 classes with a cumulative GPA of 2.0 for schools with semester schedules.
5.1.2 Receive passing grades in a minimum of 4 classes with a cumulative GPA of 2.0 for schools with trimester schedules.
5.1.2.1 Fall eligibility will consider grades from the end of the previous school year for sophomores, juniors and seniors.
5.1.2.2 Incoming Freshmen are immediately eligible for fall sports.
5.1.2.3 Students may enroll in summer school to improve their GPA.
5.1.2.4 Students should contact their counselor to discuss summer school options and courses needed to make eligibility.
5.1.2.5 Parents/guardians are responsible for enrolling students in summer school.
5.1.2.6 All grades received through summer school shall count toward GPA and will affect fall (trimester) or fall and winter (semester) athletic season eligibility.
5.2 Students must maintain eligibility as noted in 5.1.1 or 5.1.2 at each interim marking period.
5.2.1 Eligibility checks will be performed at each interim marking period.
5.2.2 Students receiving special education services should contact their caseload teacher for eligibility deviation, if desired.
5.2.3 Students with an Individual Education Plan (IEP) may request a waiver of the 2.0 GPA requirement, however, they must be passing 4 classes with a .67 GPA prior to consideration.
5.3 Students who do not meet eligibility requirements will be notified within one week of each interim marking period
5.3.1 Ineligible students will be unable to participate in team or individual athletic events from the Monday through Sunday immediately following the date of notification.
5.3.2 Ineligible students will be issued an Eligibility Travel Card by the coach/leader through the Athletic Office.
5.3.3 Students must obtain signatures from the teacher in each class to confirm they are passing each class.
5.3.4 Completed cards must be returned to the Eligibility Coordinator in the Athletic Office by Wednesday each week of ineligibility.
5.3.5 If student remains ineligible, another card will be issued and student will be unable to participate in any activity (competition or practice) through Sunday of the following week.
5.4 Coaches and extracurricular activities leaders affected by this requirement shall ensure each participating student's continued eligibility by reviewing, both preseason and at the end of each interim period, the academic status of their students.
5.4.1 The coaches and the Eligibility Coordinator shall provide any assistance needed in monitoring a student's success.
5.5 Coaches shall be expected to promote academic success by:
5.5.1 recognizing and discussing the significance of the “Scholar/Athlete” (or equivalent) designation and honor;
5.5.2 sponsoring (when possible) and encouraging after-school team homework/study tables for their students;
5.5.3 creating an environment that encourages students to discuss potential academic problems before they become evident by grades;
5.5.4 mentoring and monitoring students placed on Eligibility Travel Cards;
5.5.5 contacting school counselors and teachers, as needed, to assist in identifying and planning the individual academic assistance that may be needed for a student;
5.5.6 having knowledge of a student's academic goals;
5.5.7 monitoring the academic success of former/prospective team members throughout the school year.
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the MHSAA web site: www.mhsaa.com.
6.2 Eligibility Travel Card.
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.06 - Seasonal Limitations and Opportunities BACK TO TOP
1 Purpose
1.1 To provide guidelines for determining allowable sport-related activity periods
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
3.1 MHSAA: Michigan High School Athletic Association
4 Background Information
4.1 The MHSAA recommends that students participate in a variety of athletic activities and/or sports throughout their high school years. The MHSAA divides each year into three sporting segments and specifies allowable sport-related activities during each period.
4.2 High school athletic directors/supervisor shall have the responsibility for fully understanding and enforcing MHSAA policies. All coaches shall understand and comply with MHSAA policies as they apply to their sport. Athletic directors and coaches shall assist in educating parents and the general public and answering questions for those needing further information.
5 Procedures
5.1 Regulations for specific sport-related activity vary slightly by sport, and the regulations apply both to school teams and those clubs and activities not sponsored by the MHSAA.
5.2 In school year and in-season:
5.2.1 Pre-season beginning practice and tryout dates shall follow the guidelines set by the MHSAA.
5.2.2 There is a limited number of games, meets, practices and scrimmages; see the MHSAA guidelines for specific limits.
5.2.3 Students may not play the same sport on other organized teams during the same season.
5.2.4 These rules apply to the period during August before the school year begins.
5.3 In school year and out-of-season:
5.3.1 Students may play the same sport in a club league or setting.
5.3.2 Students may work out and do conditioning under the direction of a coach, as long as skills coaching and/or dividing into teams does not occur.
5.3.3 Coaches are limited to coaching a total of three students (grades 7-12 )
5.4 Summer Break:
5.4.1 Students may use school facilities for conditioning under the supervision of a coach.
5.4.2 Coaches may designate equipment for use as long as such equipment is not used in their sport.
5.4.3 Involvement of coaches in activities like camps or clinics is limited by MHSAA rules; see the MHSAA guidelines for specific limits.
5.4.4 Participation in activities and conditioning must be open to all students.
5.4.5 All activities and conditioning must be optional.
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the MHSAA web site: www.mhsaa.com.
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.07 - Requirements, Registration & Tryouts BACK TO TOP
1 Purpose
1.1 To provide guidelines for conducting tryouts for athletic teams
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
4 Background Information
4.1 The Athletic Department is responsible for considering academic requirements and the cost(s) of participation in advance of any sport's season.
4.2 Funding for athletics comes from a variety of sources, including district budget allocation, parent-driven organizations, pay to participate fees, and student fundraisers, and all of these sources should be considered when budgeting for sports activities.
4.3 Tutoring is available from the counseling office for those students desiring or requiring additional help with their studies,
4.4 Some students may have difficulty meeting financial and/or academic requirements. The Athletic Director/supervisor, coaches, counselors and parent organizations should make it clear to students that help and guidance in either or both areas is available, if needed.
5 Procedures
5.1 Registration: Before trying out or practicing with any team(s), student athletes must have the following on file in the Athletic Department office:
5.1.1 current athletic physical and medical history form dated after April 15 of the previous school year
5.1.2 non-refundable participation/insurance fee
5.1.3 parental “Instruction In Case of Emergency” card
5.1.4 pay to participate fee and letter of understanding (refundable only if athlete is cut from the team)
5.1.5 signed statement of understanding of the athletic code of conduct
5.1.6 fee waiver request (if applicable)
5.2 Tryouts/first team practice: Coaches shall communicate via written or electronic documentation or via the designated sport web site the following information to the Athletic Director/supervisor, prospective student athletes and parents prior to the beginning of tryouts and practice(s):
5.2.1 accountability and philosophy
5.2.2 criteria used to select individuals for a team with size limitations and/or cuts, as well as any exceptions to these criteria, such as and including, but not limited to, acceptance of transfer students or another sport's season delay
5.2.3 criteria used for ranking, if applicable, individual athletes on teams without cuts
5.2.4 criteria for earning a letter in the sport
5.2.5 personal contact information for coaches
5.2.6 playing time/participation philosophy, if applicable
5.2.7 rules and procedures followed for missed practices
5.2.8 standards of behavior expected and team rules that go beyond school policies
5.2.9 time commitment needed to be made during the week and on weekends
5.3 Team membership requirements and outcome shall be communicated by the team coach:
5.3.1 Team cuts will be determined after a minimum of five practices. requirement is met
5.3.2 No seniors will be placed on JV teams.
5.3.3 No additions to rosters will be made after the fifth week from the start of the season.
5.3.4 Transfer students may be added to the roster if they meet MHSAA requirements
5.3.5 Teams must practice/participate a minimum of ten (10) hours per week (excluding travel), with no more than three (3) hours being counted per day.
5.3.6 A team may compete only against another established team.
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.08 - Two-Sport Participation BACK TO TOP
1 Purpose
1.1 To provide guidelines for students wishing to play two (or more) interscholastic sports in the same season
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
4 Background Information
5 Procedures
5.1 Students are encouraged to participate on only one interscholastic sports team per season. If a student chooses to play on two teams in the same season, his or her participation is subject to the following guidelines:
5.1.1 The coach in each sport must give his or her written permission.
5.1.2 The student will designate a primary and secondary sport to avoid, as much as possible, time conflicts between the two sports.
5.1.3 The student will attend practices for the secondary sport only when they do not conflict with the primary sport.
5.1.3.1 A primary sport competition takes precedence over a secondary sport competition.
5.1.3.2 A secondary sport competition takes precedence over a primary sport practice.
5.2 The Athletic Director must give permission for a student to be placed on more than one team per season if the two teams have size limits or cuts.
5.3 The student's parents must indicate their approval of the playing of two sports in the same season and the acceptance of the pertinent policies.
6 Work Instructions, Templates, & Samples
6.1 Parent Approval for Dual Participation Contract
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.09 - Parent/Player Team Meetings BACK TO TOP
1 Purpose
1.1 To provide guidelines for establishing parent and player meetings
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
4 Background Information
5 Procedures
5.1 Coaches shall host, either together or separately, parent and player meetings before the first competition of the season. The coach should be prepared to discuss:
5.1.1 the district's interscholastic polices and procedures
5.1.2 the district's emphasis on its “academics first” policy
5.1.3 the Athletic Department's communication policy
5.1.4 the coach's personal coaching philosophy
5.1.5 parents' role in ensuring a positive team experience
5.1.6 parents' spectator/sportsmanship commitment
5.1.7 the student's accountability for his or her behavior
5.1.8 potential team community service activities
5.1.9 special safety, nutrition and transportation issues
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.10 - Athlete Participation in Curricular and Extracurricular Activities BACK TO TOP
1 Purpose
1.1 To provide guidelines for prioritizing student participation in athletic or extracurricular activities
2 Organizational Units Affected
2.1 All staff
2.2 Students and parent/guardian
3 Definitions
3.1 Curricular activities: events occurring in conjunction with a scheduled class at which a student receives a grade, such as high school music classes.
3.2 Athletics: activities related to interscholastic sports teams including practices, contests, meets, competitions, scrimmages.
3.3 Extracurricular activities: school-organized activities that may be directed by volunteers or staff compensated through supplementary pay.
4 Background Information
4.1 The district encourages the development of well-rounded students with multiple interests and expects students to understand the commitment needed and expected for each activity.
4.2 Coaches, teachers, students and parents shall follow the district's guidelines to minimize potential or real conflicts that might occur when students participate in extracurricular and/or curricular activities and interscholastic athletics during the same season.
4.2.1 Teachers, coaches, club advisors and counselors shall remind students of the time requirements and of the importance of full participation should they elect to join an interscholastic sports team.
4.2.2 The elected sport is expected to be the primary extracurricular activity for the season.
4.2.3 Coaches and teachers shall remind students that they must alert parents/guardians about the potential conflicts between a curricular requirements and an athletic/extracurricular activity or event, which could cause a lowering of the grade in the curricular activity.
4.3 Establishing the priority of any given practice or event scheduled for athletics and an extracurricular or curricular activity will enable students and parents/guardians to make informed choices regarding excused and unexcused absences, and will protect students who follow the guidelines from being penalized for missing practices or events.
4.4 It is expected that students in dual programs will fulfill their obligations and maintain their readiness to participate and/or perform when asked. Coaches, teachers, students, parents and teammates shall demonstrate their understanding that flexibility and respect is essential on the part of all concerned.
5 Procedures
5.1 The Music Department Chair and the Athletic Director/Supervisor for each comprehensive high school shall annually work together to establish the common activities and events calendar for the upcoming school year in order that events and practices conflict as seldom as possible.
5.1.1 Changes to the common activities and events calendar shall be communicated by and between the Athletic Director/Supervisor and Music Department Chair and disseminated to students and parents/guardians as soon as possible.
5.1.2 Coaches and music teachers shall remind students involved in both music and athletics that their participation is important and their attendance at each practice and/or event is expected.
5.1.3 Regularly occurring music and athletic practice conflicts, (e.g. fall sports/marching band) should be discussed between teachers, coaches, parents and students, and arrangements made prior to the start of the athletic season.
5.1.4 Coaches will attempt to coordinate their practices and events with the calendar.
5.1.5 Careful attendance records are to be kept for all practices, events and partial practices for both athletics and music.
5.1.6 Students must make sure their attendance at shared practices is recorded.
5.1.7 In the event of a scheduling conflict, the student and parent/guardian will speak with the music director and coach or resolution (see 5.4 below).
5.1.8 Students should communicate with their coaches and/or teachers to seek solutions regarding any individual attendance problems.
5.2 Students who choose to participate in athletics, music and/or extracurricular activities shall sign a Dual Participation Contract detailing the resolution to potential conflicts.
5.2.1 Parents shall be invited to contact the coach or faculty member for guidance.
5.3 Prioritization Guidelines:
5.3.1 Curricular music events have priority over athletic events.
5.3.2 Athletic events have priority over music practices unless the student has a major or solo role in an upcoming music event.
5.3.3 Scheduled music practices have priority over athletic practices.
5.5.3.1 With permission of coaches and teachers, music and athletic practice times may be shared.
5.3.4 Unscheduled or irregularly scheduled practices have a lower priority than previously scheduled commitments. However, coaches and teachers may require a written excuse from a teacher, coach or parent/guardian when such conflicts occur.
5.3.5 Extracurricular activities shall not take priority over an athletic team participation, except as noted in the Dual Participation Contract.
5.3.6 If a graded curricular event (i.e. music concert/performance) must be rescheduled and causes a conflict with a previously scheduled athletic event (game, meet or competition), the student must participate in the curricular event or risk a grade reduction for non-participation, unless granted special permission to the contrary (see Scheduling Conflict Resolution Guidelines below).
5.4 Scheduling Conflict Resolution Guidelines:
5.4.1 Coaches and teachers must remind students that they are responsible for notifying teachers and coaches of any scheduling conflicts as soon as they are realized, but at least three to five days prior to the scheduled absence.
5.4.2 The music staff and coaches shall determine the importance of the student's participation in a particular event or practice when a conflict occurs.
5.4.3 Student may be required to obtain written permission from music staff or coach in the event of a conflict.
6 Work Instructions, Templates, & Samples
6.1 Dual Participation Contract
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.11 - Early Dismissals BACK TO TOP
1 Purpose
1.1 To provide guidelines for determining criteria and establishing procedures for authorized early dismissal from class
2 Organizational Units Affected
2.1 Academic staff
2.2 Athletic Department staff
2.3 Student athletes
3 Definitions
4 Background Information
4.1 On occasion, student athletes may require an early dismissal from class in order to participate in a competition.
4.2 Parents/guardians are expected to support and assist their students, especially freshmen, in managing coursework and success in classes that students may miss on a regular basis during a sports season.
5 Procedures
5.1 Students shall be granted an excused early dismissal if their coach requests the needed time for travel and/or competition during the school day.
5.1.1 Coaches shall make this request on the school's standard Excused Absence and Early Dismissal daily report.
5.1.2 No student shall be excused for a home game that begins at 4:00 p.m. or later.
5.2 Student athletes shall take responsibility for their absence from class by:
5.2.1 ensuring the teacher is informed of the dismissal
5.2.2 making up all work and being responsible for that day's in-class lessons and course material
5.2.3 turning in all assignments due before leaving class
5.3 Student athletes shall be reminded by coaches that full classroom participation, including physical education classes, is expected on the day of a competition.
5.3.1 Pre-arranged absences for any appointments shall follow the district absence reporting policy.
5.4 Coaches shall follow Athletic Department and administrative policies in requesting and approving early dismissals for travel and/or competition.
5.4.1 Coaches shall not request an excused absence for cases of illness, injury, need of additional rest or leisurely preparation for a competition.
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.12 - Sports Banquets and Awards BACK TO TOP
1 Purpose
1.1 To provide guidelines for holding banquets and making awards
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
4 Background Information
4.1 District high schools generally support the banquet tradition and provide facilities for the event. However, an individual school and the district shall not be held responsible for any expenses or debts incurred by virtue of holding the banquet.
5 Procedures
5.1 A head coach may, at his or her option, request a banquet at the end of the season to honor all participating athletes and to recognize academic success.
5.1.1 The request shall be made to the facility coordinator, and the earlier the better.
5.2 The head coach of each sport shall determine the requirements that must be met to receive school recognition.
5.3 The awards given for years of participation at varying levels (9th grade, JV or varsity) shall be determined by each high school's Athletic Department and coaching staff.
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.13 - Athletic Activites in Emergency/Weather Emergency Situations BACK TO TOP
1 Purpose
1.1 To provide guidelines for athletic activities in emergency/weather emergency conditions
2 Organizational Units Affected
2.1 Athletic Department staff
2.2 Superintendent
2.3 Student athletes
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
4 Background Information
4.1 School officials are informed of weather-related emergencies via Severe Weather Statements issued by local offices of the National Weather Service. These statements are issued at least once per hour and at more frequent intervals when severe weather develops or changes rapidly.
4.2 Refer to “Emergency Situations” regulation 5400.R.02 for further detail.
5 Procedures
5.1 The closing of buildings, and/or cancellation of activities and/or transportation, shall be determined by the Superintendent.
5.2 Declared State of Emergency: All governmental “State of Emergency” proclamations take precedence over any AAPS activities, including classes, sports events and practices. This shall include proclamations from the City of Ann Arbor, the State of Michigan and/or the federal government.
5.3 Weather Emergencies: In the event of an emergency weather warning, the Superintendent's Office shall notify Athletic Directors/Supervisors, who shall, in turn, contact coaches with impending games, activities, and/or practices.
5.3.1 The Superintendent has the authority to cancel activities, events, practices and competitions in the event of weather emergencies.
5.3.2 Coaches and volunteers shall follow established safety procedures to provide as safe as an environment as possible for students, staff, volunteers, and members of the public on school grounds at the time of the emergency.
5.3.3 Coaches/officials do not have the discretion to change the instructions.
5.3.4 Athletes and staff should take immediate cover in their designated area(s).
5.3.5 When lightning and/or severe weather conditions occur during a game, any authorized Athletic Department staff member may supersede the authority of game officials, if deemed necessary, and end the contest on the basis of safety for the participants and spectators.
5.4 Extreme Cold: severely cold temperatures prompt the following action:
5.4.1 The AAPS coaching staff shall follow the National Safety Council recommendations for outside exposure and proper dress.
5.4.2 The maximum daily time limits for exposure to low temperature and wind chill include:
5.4.2.1 Wind Chill 30° to zero° F: no limit to allowable outdoor athletic activity as long as the athlete is properly dressed
5.4.2.2 Wind Chill zero° to -30° F: practice limited to one hour
5.4.2.3 Wind Chill - 30° to -70° F: no outdoor activity allowed
5.5 Extreme Heat: severely hot and/or humid temperatures prompt the following action:
5.5.1 Coaches shall pay close attention to both heat and humidity when practicing in warm seasons.
5.5.2 Coaches shall review the need for continued hydration and remind athletes that, in addition to coaches, it is their own responsibility to call for a water break when needed.
5.5.3 Coaches shall take extra care when the heat index reaches 100° F. Athletes shall be required to take regular breaks for liquid and be offered additional opportunities to “water down” periodically to control body temperature.
5.5.4 The procedures to follow given exposure to high temperature and/or humidity include:
5.5.4.1 Temperature 75° to 85° F, humidity under 70%: athletes who tend to obesity should be monitored constantly and carefully
5.5.4.2 Temperature 75° to 85° F, humidity over 70%: athletes should take a 10-minute rest every hour and change T-shirts when wet; all athletes should be monitored constantly and carefully
5.5.4.3 Temperature 85° to 100° F, humidity under 70%: athletes should take a 10-minute rest every hour and change T-shirts when wet; all athletes should be monitored constantly and carefully
5.5.4.4 Temperature 85° to 100° F and higher, humidity over 70%: suspend practice
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the National Safety Council web site: www.nsc.org.
6.2 Regulation 5400.R.02 - Emergency Situations
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.14 - Game Suspension Due to Weather BACK TO TOP
1 Purpose
1.1 To provide guidelines for the suspension of athletic activities in emergency/weather emergency conditions
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
3.1 MHSAA: Michigan High School Athletic Association
4 Background Information
4.1 School officials are informed of weather-related emergencies via Severe Weather Statements issued by local offices of the National Weather Service. These statements are issued at least once per hour and at more frequent intervals when severe weather develops or changes rapidly.
4.2 The procedures for suspending athletic contests are excerpted from and are designed to conform to the Michigan High School Athletic Association regulations. Any changes in the MHSAA regulations regarding game suspensions will take precedence over these procedures.
5 Procedures
5.1 In the event of threatening weather, coaches shall consult with contest officials about the steps to be followed if conditions worsen.
5.2 In considering the potential suspension of a contest, coaches and game officials should consider:
5.2.1 lightning necessitates that games be suspended; the occurrence of lightning is not subject to discussion or interpretation
5.2.2 severe weather in the form of rain or snow may make the field unplayable and therefore unsafe
5.3 When a game is suspended, the home school administration and/or coaches shall make best efforts to arrange for the security of all participants.
5.3.1 Contestants and support individuals shall be moved to secure indoor facilities.
5.3.2 In the event lightning has been observed and the contest has been suspended, contestants and support individuals shall not return to the paying field until lighting has been gone for at least 30 minutes.
5.3.3 Spectators shall be advised that the contest has been suspended and directed to take shelter as soon as possible.
5.3.3.1 If the school is able to provide shelter to spectators, school officials should inform the crowd; however, the school is not required to provide shelter for spectators.
5.4 In considering the resumption of a contest, coaches and game officials should consider:
5.4.1 Suspension of a contest scheduled during the period 10:00 a.m. - 3:00 p.m. shall not exceed three hours. Delays of contests scheduled for 3:01 p.m. - 6:59 p.m. should not exceed one and one-half hours. Delays of contests scheduled for 7:00 p.m. or later should not exceed one hour.
5.4.2 A decision to resume the contest within the acceptable time frame must be made by the game officials, who will consult with representatives of the home team and visiting team administrations present at the contest.
5.4.3 The home school is responsible for facilities and will be given priority consideration in the final decision if there is not consensus between the three parties identified in 5.4.2. In making a decision, the school shall consider liability, safety and condition of the facilities, as well as future schedules, the need to complete the contest, and the benefits of all other options.
5.5 A postponed contest should be rescheduled on a date and time mutually agreed to by the schools involved.
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the MHSAA web site: www.mhsaa.com.
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.15 - Athletic Event Transportation BACK TO TOP
1 Purpose
1.1 To provide guidelines for the transportation of athletes
2 Organizational Units Affected
2.1 Athletic Department staff
2.2 Parents/guardians
3 Definitions
3.1 Athletic events: includes practices and games/meets
3.2 City: within the city limits of Ann Arbor
3.3 Local: within Washtenaw County
3.4 Non-local: outside Washtenaw County
4 Background Information
5 Procedures
5.1 Parents/guardians shall be responsible for providing transportation for athletic events if occurring:
5.1.1 In-district
5.1.2 Locally
5.1.3 Non-local athletic events, when requested
5.1.3 when school is not in session
5.1.4 when travel necessary is beyond 150 miles one-way
5.1.5 on weekends, except two weekends for track, football, ice hockey, cross country, volleyball, wrestling and all of crew (as budgetary constraints allow)
5.2 Sufficient notice will be provided for parents/guardians when transportation is needed.
5.3 The district will provide transportation for non-local athletic events as budgetary constraints allow.
5.3.1 Transportation will be provided according to the Field Trip Transportation policy and guidelines (3760.R.02).
5.4 Teams may travel with mixed genders to a competition
5.5 All levels of a team may travel on the same transportation.
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.16 - Booster Club Activities BACK TO TOP
1 Purpose
1.1 To provide guidelines for appropriate and acceptable booster club activities
2 Organizational Units Affected
2.1 Athletic Department staff
2.2 Board of Education
2.3 Superintendent
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 Board: Board of Education
4 Background Information
4.1 The administration of the Ann Arbor Public Schools recognizes the existence of booster clubs, whose purpose is to support a group within the school. Booster clubs are not school-run organizations and are separate from team and in-school operations.
4.2 Members of booster clubs shall be bound by all regulations and policies as outlined by the AAPS Board of Education.
4.3 Members of booster clubs shall be bound by all policies and regulations relating to school operations and access to school grounds and facilities.
4.4 Members of booster clubs shall be bound by all regulations and policies as outlined by the Michigan High School Athletic Association, especially those sections relating to contact with student athletes.
5 Procedures
5.1 It is the responsibility of all members of a booster organization to be familiar with and comply fully with all applicable regulations.
5.2 All school-associated organizations which are formed to promote and assist in the financing and/or operations of a school must be approved by the Board of Education before commencing operation.
5.3 Prior to the adoption or revision of the organization's bylaws, the charter, constitution or bylaws of the organization shall be submitted to the Board for approval.
5.4 The organization shall maintain a file with current information relating to officers, bylaws, mailing address(es), contact information and other pertinent information in the Superintendent's office.
5.5 Organizations that collect, solicit or raise funds for or in the name of any school program shall be subject to financial review and audit by or at the request of the Board.
5.5.1 Donations shall be governed by the Board's policy on gifts and bequests. (Policy 7400)
5.6 The Superintendent may establish rules to ensure the conduct and integrity of any Board-approved associate organization.
5.7 The Superintendent shall pursue any necessary legal action to ensure that organizations not approved by the Board shall not use the name, facilities, and/or good will of the district or any district school.
5.7.1 Unapproved or terminated organizations shall not be allowed access to school grounds and/or facilities, and school employees shall not accept any donations of any kind from any such organization.
5.8 The Board may terminate recognition of any organization in violation of any policy relating the operation of school-associated groups.
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
6420.R.17 - Problem Resolution BACK TO TOP
1 Purpose
1.1 To provide guidelines for resolving problems and/or conflicts
2 Organizational Units Affected
2.1 Athletic Department staff
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
4 Background Information
5 Procedures
5.1 If problems or conflicts arise between coach(s) and athlete(s), a meeting will be held with the coach, athlete and, if necessary, the parent/guardian
5.1.1 If the conflict/problem cannot be resolved during this meeting, the Athletic Director/Supervisor shall mediate the conflict.
5.1.1.1 Athletic Director/supervisor shall ensure the best interest of the student when concerns are discussed.
5.1.1.2 Athletic Director/supervisor will make every effort to ensure students are not penalized or placed in an awkward position as a result of voicing a complaint.
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
6500 - Non-K12 Education (6/30/11) BACK TO TOP
The Superintendent shall provide pre-school opportunities for students judged to be most at risk of subsequent academic difficulty. The Superintendent may provide pre-school opportunities to other students with an established fee system or outside funding.
The Superintendent shall provide adult language acquisition curriculum designed for non-English speaking parents or guardians of Ann Arbor Public School students, using outside funding or a fee system based on ability to pay.
The Superintendent may provide other adult education programs with an established fee system or outside funding.
6500.R.01 - Non K-12 Education BACK TO TOP
1 Purpose
1.1 To provide guidelines for establishing pre-school opportunities for students judged to be most at-risk
1.2 To provide guidelines for establishing pre-school opportunities to other students and provide other adult education programs using an established fee system or outside funding
1.3 To provide guidelines for establishing an adult language acquisition curriculum for the district's non-English speaking parents/guardians using an established fee system or outside funding
2 Organizational Units Affected
2.1 Central Administrative staff
2.2 GED Program
2.3 Instructional Services
2.4 Pre-School and Adult Education principals, staff
3 Definitions
3.1 GED: General Development
3.2 GED Test Instruction: instruction designed to prepare student to pass the General Development test of high school equivalency. There are five parts:
3.2.1 literature
3.2.2 mathematics
3.2.3 social studies
3.2.4 science
3.2.5 writing
3.3 IDEA: Individuals with Disabilities Education Act
4 Background Information
4.1 For Pre-School: The Michigan Department of Education Four Year Old School Readiness Program Implementation Manual, Head Start Performance Standards; Revised Michigan Rules and Regulations for Special Education; and IDEA (see 6.6)
4.2 For Adult Education: The Michigan Department of Career Development maintains guidelines for Adult Education. (see 6.6)
5 Procedures
5.1 All non-K-12 programs must comply with State of Michigan and federal requirements.
5.1.1 The administrator for Preschool and Adult Education shall coordinate and oversee the identification of students, program/staffing compliance, and assessment.
5.1.2 The administrator for Preschool and Adult Education shall identify funding sources for non-K-12 programs.
5.2 The administrator for Preschool and Adult Education shall provide program information to the public in a variety of ways, including, but not limited to, newspapers, district web site, cable television, and direct mail.
6 Work Instructions, Templates, & Samples
6.1 Application Forms/packets
6.2 Informational brochures (pre-school)
6.3 Preschool registration materials, questionnaires, surveys, interview templates
6.4 Testing/Screening Protocol
6.5 Comprehensive information is available on the State of Michigan web site: http://www.michigan.gov/mde
6.6 Comprehensive information is available on the State of Michigan web site: http://www.michigan.gov/mdcd
7 Training & Feedback
7.1 Professional development opportunities shall be provided by the Office of Professional Development and Growth for all staff in non-K-12 programs to meet State and federal requirements.
7.2 Program administrators and staff shall be responsible for seeking feedback from families of pre-school students and from adults who participate in the non-K-12 programs.
8 Implementation, Compliance & Assessment
8.1 Oversight of all non-K-12 programs is the responsibility of the program supervisors and Instructional Services.
8.1.1 Programs must comply with requirements specified by:
8.1.1.1 Michigan Department of Education
8.1.1.2 Michigan Department of Career Development
8.1.1.3 Applicable laws and statutes