Middle School Alternative

Classrooms for the

Academically Talented

Frost Middle School

14041 Stark Road

Livonia, MI 48154

734-744-2670

Frost Middle School houses the MACAT program, Livonia’s Middle

School Alternative Classrooms for the Academically Talented. There

are approximately 120 MACAT students in this two year program for

grades seven and eight. Transportation is provided by the school district.

MACAT students are grouped for academic experiences in their four

core classes: social studies, language arts, mathematics, and science.

Curriculum is integrated among the subjects where appropriate.

Students participate in two hours of electives within the entire Frost

Middle School student body.

2016-2017 Staff

Teachers

Colleen Birmingham Carim Calkins

Michelle Chaffin Sean Senecal

Mike Vasich

Counselor

John Satarino

Administrators

Anthony Abbate Shanan Wheeler

Principal Assistant Principal

Facilitator

Douglas Coates

Livonia Public Schools

A Philosophy for Meeting the Needs of

Gifted and Talented

Adopted 4/13/81

Entrusted with the education of all children in the school commu-

nity, Livonia Public Schools is dedicated to maintaining the well

established tradition of striving to provide the most appropriate edu-

cational experience for each individual student. Seeking to be con-

sistent with the major goals of education for the district, and aware

of vast differences and needs among children in the school commu-

nity, Livonia Public Schools accepts the obligation to provide an

effective education for gifted and/or talented young people.

We believe gifted and talented students are those who, by virtue of

outstanding ability, achievement, and/or motivation, are capable of

high performance in one or more of the following areas: academic

achievement, leadership, or the generation of creative products

(including the visual and performing arts). These are children who

require differentiated educational programs and/or service beyond

those normally provided by the regular school programs in order to

realize their contribution to self and society.

The democratic ideal includes the nurturing of the unique gifts and

talents that students possess. Cooperatively, the home, community,

and school district seek to implement programs designated specifi-

cally to nurture the identified gifts and talents. The fulfillment of

the educational rights of the gifted and talented offers a valuable

return to the society that upholds these rights.

In a democratic society all students should have equal opportunity

for personal growth. It is clear that equal opportunity does not mean

identical opportunity. Educational programs for gifted students can-

not just be different, they must be qualitatively different. These

programs must include the same goals for gathering knowledge and

developing skills as we find in the regular program and share many

of the same strategies and concerns. The gifted program must go far

beyond fact gathering and process development, toward emphasiz-

ing opportunities for gifted students to find their own areas of inter-

est and ability, to experience the problems of their chosen areas,

and, through personal effort, to develop real solutions to these prob-

lems. These factors characterize a program for the qualitatively

different learner we call gifted.

Livonia Public Schools has iden-

tified gifted adolescents as stu-

dents:

“with exceptional intellectual

capability, displayed not only

through high academic perfor-

mance but also by their capacity

for complex, abstract thinking.

They typically show intense

emotional depth and process

ideas creatively and divergently.

They may hold a keen interest in

the larger community and in

finding ways to effect change.”

These are adolescents who dif fer

significantly from peers in their

development. They seem to ab-

sorb knowledge endlessly, have

the ability to generate original

ideas and solutions, synthesize

information, think abstractly,

learn in intuitive leaps, and are

often verbally fluent.

These students are typically

curious, creative, and persistent

when intrigued by an interest or

cause. They can be very intense

and often very sensitive. They

may be very aware of the world

around them and their search for

a place in it. This often shows

itself in empathy for others and

concern for global issues.

The gifted individual exhibits

asynchronous development. This

means that the rates of cognitive,

emotional/social, and sometimes

physical development may not

match and the growth in one area

may be ahead of the others. The

higher the intellectual capacity,

the greater the asynchrony and

thus the greater need for consid-

eration in schooling, counseling,

and parenting.

“Steven is 12 years old and

physically the size of most 12

year olds. But his academic

ability is much more similar to

his 16 year old cousin who is a

junior in high school. Socially he

gets on pretty well with the

neighborhood kids, but he seeks

out older kids and even adults

when he has the opportunity.

Emotionally I really worry about

him. Sometimes he acts like a 6

year old … it seems it’s all or

nothing … things are either real-

ly, really great or horribly, hor-

ribly terrible! Then again, when

he wants to argue a point, you’d

think he was an attorney!”

Steven’s Mom

Critical Attributes of the Gifted Adolescent

The Gifted Adolescent and the

MACAT Program Design

Gifted students have similar traits and unique needs which require

specifically differentiated programming. They also need the oppor-

tunity to develop their talents in an appropriately challenging and

safe environment with their intellectual peers. These are students, in

a time of transition and self-definition, who are mentally quick, who

have immense potential in need of continued development, and who

are seeking a balance between achieving and belonging.

It is important to note that this is a student with advanced and accel-

erated brain function, just as an athlete may have advanced or accel-

erated physical development or a musician may have perfect pitch,

innate sense of rhythm, or the ability to play by ear. The MACAT

program was developed with this difference in mind.

The following are goals for curriculum and instruction of gifted

middle school learners:

Learning environments that balance the pull of early adoles-

cence with the pull of accomplishment.

Environments and instruction that balance risk and support.

Curriculum and instruction that balance interest and academics.

Curriculum and instruction that are aimed toward ensuring that

each gifted middle school student develops passion for one or

more spheres of learning.

Curriculum and instruction are designed to promote depth of

understanding.

Curriculum and instruction are crafted in ways likely to help

students experience, accept, and embrace challenge.

Curriculum and instruction are developed to move learners to-

ward a process of continuous improvement.

MACAT Curriculum Design

“Acceleration is the normal pace for gifted students.”

While the foundation of the MACAT curriculum begins with the

Livonia Public Schools core curriculum, the content is appropriately

extended and accelerated.

Authentic learning is integral to the curriculum for the academically

talented student. It is here that the rigor, complexity, pace, depth,

and breadth so imperative to the needs of the gifted adolescent are

addressed. It is here that students have the opportunity to practice

the skills associated with each discipline. This process becomes

appropriate for gifted students when it encompasses advanced con-

tent and complex concepts, demonstrates interdisciplinary connec-

tions, and practices good reasoning and conflicting ethical appeals.

Our students have a tremendous capacity for problem solving and

find meaning in dealing with authentic problems. We encourage our

students to be producers of knowledge through frequent choice in

projects, labs, and presentations. The emphasis is on hands-on ex-

periences that reflect real life situations.

The MACAT program is made up of teachers and a counselor who

work together to design a configuration that will best meet the needs

of our students and the strengths of our staff. Except for mathemat-

ics, each MACAT class is a combination seventh and eighth grade

class. MACAT students have the opportunity to participate in accel-

erated social studies, language arts, mathematics, and science. Each

of these core curriculum areas are described on the following pages.

MACAT Social Studies

MACAT Social Studies and U.S. History is taught as a two-year

sequence. Depending on the time of entry into the program, students

will study the Eastern Hemisphere or U.S. History first and then

move on to the second course during eighth grade. Seventh and

eighth grade students attend class together to maximize group cohe-

siveness and their learning experiences.

“MACAT social studies class might be one of the most interesting

classes at Frost. The best part of class is the political cartoons. Dur-

ing this part of class the students often have enthralling discussions

about political issues that affect our nation today, like the economy,

immigration, national security and elections. Those who are well

informed on either side of the spectrum can effectively display their

views in well-mannered discussions. Students who don't participate

as much still learn quite a lot, becoming more informed and more

capable of formulating their own insightful opinions." Liam P.

During their study of the Eastern Hemisphere, students learn about

the geographical, social, political, economic, and environmental

similarities and differences

among the countries and re-

gions in Eastern Europe, Asia,

Australia, and Africa. Using a

variety of sources, students are

challenged on a daily basis to

broaden their global perspec-

tive and develop a mature and

informed worldview. Relations between Eastern Hemisphere coun-

tries and the United States are also explored to give students a better

perspective of America’s place in the world.

“In MACAT social studies, students will be able to make a map of

the world. This may sound simple but it's not - you have to make it

out of string! Students are randomly put into groups of three and

given a large amount of string. The groups are then assigned a

country or continent to form. The country or continent must be con-

structed on the floor at the correct longitude and latitude. This

teaches students how to work with others in groups and how to work

and achieve something in a small amount of time.” Eric S.

While studying the Eastern Hemisphere, students engage in individ-

ual research, project and group work, debate and discussion, and a

variety of class assignments. In addition, students have several op-

portunities to engage in simulations that provide a real-world ex-

perience to their learning.

"One of my favorite assignments completed in MACAT Social Stud-

ies was The Chinese News Year. In this project, we worked in

groups to complete a newscast coming from one of the time periods

in what is now China. We had the opportunity to report on a story

relating to politics, economics, geography or environment, while

also finishing an overview. After completing this, I had improved in

my knowledge of China’s ancient past, speaking, presenting, team-

work, and cooperation. Throughout the year, not only my knowledge

of the world has increased, but also my presenting skills and debat-

ing ability.” Kara H.

“This year I really enjoyed doing the world trade simulation of how

countries get the supplies they need and how they help themselves

by selling to the ideal buyer. I really liked it because it showed us

how every country depends on each other and if something goes bad

with one then the entire world economy can start to decline. It al-

lowed us to act out the roles of countries around the world, to see if

we could still keep a stable economy throughout the entire simula-

tion. Also, it showed us how the economy can be affected by differ-

ent things such as inflation and recession, natural disasters, embar-

goes and the exchange rates of different currencies.” Andrew K.

In U.S. History, students learn about the history of the United States

during the 18th and 19th Centuries. This history is

presented in a thematic approach, rather than a

chronological one, that allows the students to see

recurring patterns and processes that influenced the

American people and our country’s development over two centu-

ries. By presenting the subject this way, students are able to broaden

their knowledge and understanding and revisit the periods we study

through several themes.

MACAT Social Studies (continued)

MACAT Social Studies (continued)

“During U.S. History, we have the best note pages ever. Most of the

words for the notes are already typed up, then as a class we try to

fill in the blanks with the appropriate words or phrases. If at first we

can't fill in the blanks, our teacher will give us hints, many of which

cause 'light bulbs' to go off in everyone's heads so we can fill in the

blanks.” Alex M.

While studying U.S. History, students are required to understand and

utilize the Core Democratic Values in their discussions and course-

work activities. They are also exposed to current political events and

how they relate to the list of values and Constitutional Principles. As

in their study of the Eastern Hemisphere, students are exposed to a

variety of learning experiences, from individual research and presen-

tation to participation in role-playing activities.

“One of the most memorable activities in U.S. History was when the

class split up into 3 groups, and re-enacted the Revolutionary War

through the game of Capture the Flag. It was a lot of fun to act this

out. This experience made it easier to understand what happens to

different sides in a war, because it was so hands-on.” Aryka T.

“Some of my most memorable memories from U.S. History involve

giving speeches. My favorite speech is one that I did about inven-

tions. I chose three inventions: the flashlight, straw, and hole punch.

I then made a three-sided poster that I presented to the class. It was

fun to pick what I wanted to learn about and present to my fellow

students!” Brittany G.

“U.S. History was a very interesting class. There were a lot of

hands-on assignments like skits and plays that make the class intri-

guing. The one I remember the most was an assignment where we

created a script for a commercial to encourage people to move to

one of the original Thirteen Colonies. We also got to perform it in

front of the class with props. It was really fun to write and act out,

and it was very interesting to watch other groups advertise about

their colony. It was quite enjoyable and it was a great way to give us

useful knowledge about the history of the Thirteen Colonies."

Juliet W.

The MACAT language arts program is heavily focused on writing

and analytical thinking. Students produce sophisticated writings of

various genres - both fiction and nonfiction - and learn to think and

act like writers. Students examine their own writing and the writing

done by other students for common elements such as purpose and

credibility, and are constantly engaged in revising their writing, thus

improving their skills and habits. Within a managed framework,

students have freedom to decide what they want to write about, and

will produce many formal writing pieces, including research papers

and literary criticisms. Students will also write many informal piec-

es, such as one page responses and short essays, in order to demon-

strate thought and reflection about an issue, idea, story, or topic.

“"Every thing we do in language arts in general is very fun and in-

teresting, but my favorite unit is writing workshop.

Writing workshop showed me where my writing

level was, what I excelled at, and what I needed

improvement in. In this unit your peers help grade

your papers and give you feedback. Normally I have

a fantasy going on in my head of the story I am going to write but I

can't get it out making sense, so this process helped me get the

thoughts in my head on paper so they made sense to others. Aside

from the peer-editing, writer's workshop also teaches you how to

deal with criticism, manage time, and ask for help. V made it espe-

cially easy to ask for help by having his ‘Meet with V's’ where you

can get a one-on-one discussion. He saved me on multiple occasions

from tearing my hair out. So overall writing workshop helped me to

become a better writer in numerous ways.” Erin E.

Within the language arts curricular framework, students study non-

traditional topics such as mythology, advertising, and linguistics.

Each unit of study exposes students to new ideas and concepts and

asks them to think both in-depth and creatively. For instance, stu-

dents may be asked to rewrite a myth from a different perspective, to

create an advertising proposal for a fictional product, or to be able to

linguistically dissect a sentence into its component parts.

MACAT Language Arts

MACAT Language Arts (continued)

“The comic book unit was engaging and memorable in a unique

way. We had the opportunity to experience a different genre of lan-

guage arts than what would be taught in a typical classroom set-

ting. We studied the aspects of how comics were similar to each

other, but also how they could be individualized and made their

own. My personal favorite part of this unit was creating our own

characters and working with our classmates to create an entire

universe where our characters could interact. This allowed us to

work together in a challenging and fun way.” Kayla B.

“The linguistics unit is VERY interesting for people that enjoy going

past the normal things you might learn about the English language

in an average language arts class. You can rip apart a sentence and

look at its guts (noun and verb phrases), find out what the building

blocks of words (morphemes) are, “translate“ any word you want

into IPA letters to see exactly how you would pronounce it (my fa-

vorite part of the unit!) and much, MUCH more! In fact, I still use

the IPA a lot today when writing random messages for fun.”

Justin P.

“The future unit was my favorite so far. In this unit we got to pick

topics of our choice and make some assumptions of how they would

change in the next hundred years. Not only did we get to conceptu-

alize different ideas and transform them, we got to see others’ pro-

jects as well. This really interested me because I never could have

expected such vast imagination by some middle school kids that

were given an assignment.” Vansh A.

Students also do extensive reading. They are exposed to high-level

texts that they analyze for meaning and symbolism. In addition to

fictional novels of their choice, students read nonfiction essays and

books, poetry, short stories, and different genres of fiction. Students

are asked to challenge themselves with varied readings and to ex-

plore genres and stories they may not have initially considered.

“One of my favorite things about MACAT Language Arts is the in-

teractive way in which many of the lessons are taught. There is no

such thing as a ‘boring topic’ in MACAT Language Arts!”

Lionel H.

“Before coming into MACAT Language Arts I have to say, writing

was my least favorite thing to do. I didn’t know much about how to

express myself through my writing until I started talking to Mr. V.

during his writing workshop unit. We talked about different things

we could do to improve my writing as well as make it more fun for

me to write. He gave me advice whenever I needed it and guided me

to become a much better writer. He not only lets us have fun by do-

ing things that you wouldn’t expect to do in his class like learn

about superheroes and having “story-time,” but he also gives us

challenges that make us want to get better. I know for a fact that if I

wouldn’t have gone through MACAT language arts, I would not be

the writer I am today.” Kari B.

MACAT Language Arts (continued)

MACAT Mathematics

MACAT mathematics, is a two-year sequence. Students typically

take algebra in the seventh grade and geometry in the eighth grade.

Both of these courses fulfill high school graduation requirements

and are taught with the same rigor expected of high school students.

Algebra covers variables represent-

ing mathematical concepts. Students

analyze patterns and work with linear

systems, quadratic equations, abso-

lute value, exponential growth, and

polynomials.

“The course teaches math in an interesting and engaging way that

provides real life examples. The classroom environment is cheerful

and supportive. There are always plenty of people to help you. I had

a great experience in this class and I learned a lot about the sub-

ject. The work is challenging, but in a good way.”

Jamie M.

The geometry course works in an axiomatic

system to study 2-dimensional and 3-

dimensional figures and the relationships of

figures within each dimension. One of the

goals of the course is for students to become

more independent learners while learning

the geometric concepts.

“Math is one of my favorite classes in MACAT. We have frequent

tests but overall I think that helps us to do better on our final exam.

We do fun activities like going outside and using chalk for the Py-

thagorean Theorem. Here in MACAT, math is used throughout

almost every class.” Emma D.

During each year of MACAT science, students study scientific

reasoning using a scientific method and the metric system to learn

more about the world around them. One goal of the program is to

guide students to an understanding of the importance of conducting

detailed scientific examinations as they seek to learn new concepts.

Another goal is to utilize what they have learned in science class to

add to their “big picture” understanding of science, rather than just

seeing science as a collection of unrelated facts and ideas.

The science curriculum integrates the lessons for 7th and 8th grade

students into a two-year loop with 7th and 8th grade students in class

together. The curriculum units are tailored with topics and infor-

mation that integrate 7th and 8th grade topics in a logical sequence

and allow for more in-depth study than is typical. During the study

of each unit, students are encouraged to learn what science has to

offer about each topic and then to use the information to understand

the decisions that scientists make on a multitude of topics. Students

are regularly reminded of the differences between inferences and

observations in order to assist them in understanding the limits of

scientific information and how much we have yet to learn.

The odd-numbered fall years are the start of “Year A” in MACAT

science. During Year A, we study climate, earth systems, renewable

and non-renewable energy resources, biogeochemical cycles, densi-

ty, chemical changes, and how energy can be carried by waves,

including the demonstration of this concept via the construction and

use of a solar cooker. We also study weather as it occurs each year.

Year A’s study includes hurricanes, blizzards, fronts, barometric

pressure, instruments of weather measurement, and the review of

the water cycle and the path of Michigan’s water to the ocean.

MACAT Science

MACAT Science (continued)

While studying human impacts on the earth and energy during Year

A, students are able to look at the sources of energy on the earth and

complete extensive research into current technology for a multitude

of energy sources. They also determine their own patterns of energy

usage and are able to use MACAT equipment to analyze home elec-

tricity usage. The unit ends with research into the future of each

energy source, both for transportation and for use in the home.

“When we studied energy, we used the Kill-A-Watt EZ energy test-

ers at home. Since the Kill-A-Watt EZ didn’t work for light switch-

es, I invented an energy monitor for light switches and used it as my

entry into the Young Inventor’s Showcase. I became one of the 5

finalists at Frost. The 20 finalists chosen from 4 different schools

shared their ideas with a group of judges. I won 2nd place out of the

top 20 competitors.” Jacob C.

During the study of energy in Year A, the class becomes a team of

engineers as they work alone or in groups to design and build solar

cookers. This work is also completed in Year B during the study of

waves and their ability to transmit energy. As a result, students are

able to explore the new engineering science standards as they de-

sign, build, test, upgrade/rebuild, and use solar cookers in both

years. During the 8th grade year, students have to use their 7th grade

data collection documents to justify and conduct a redesign and/or

upgrade of their solar cooker. There are specific engineering re-

quirements to meet, but the cookers show remarkable variety – from

dainty marshmallow warmers to solar death rays capable of frying

an entire package of hotdogs in less than 2 minutes. While the de-

sign, construction, testing, and use occur, students keep logs to

detail success and failure, with explanations of the path to the final

results and what could be done to upgrade the cookers in the future.

This process allows students to see a scientific method in action as

they progress toward an attainable goal.

During the even-numbered fall years (“Year B”), the MACAT sci-

ence curriculum focuses on the closely connected earth science

topics of plate tectonics, earthquakes, volcanoes, and the interior of

the earth. This is followed by earth history and geologic time. The

curriculum also includes radioactivity, fusion, and the sun and other

stars. Students study the universe with an eye on the known require-

ments for life, and discuss cells and the structures and processes of

living things.

Year B also includes a review of measurement. Students create lab

procedures that are exchanged with other groups who test them to

determine if they are scientifically accurate and repeatable. This

leads to a study of real-time data for the patterns in earthquakes and

volcanoes, helping students recognize the structural properties of

the earth and the resultant movement of the tectonic plates. We

study additional scientific evidence for our understanding of geo-

logic time, which is then tied to radioactivity as a starting point for

our study of the sun, stars, the galaxy, and electromagnetic waves.

At the end of Year B, students study sound and light, which gives

them an opportunity to learn the physics of musical instruments and

voices. Students learn about pitch and loudness by singing and play-

ing music while using oscilloscopes and related equipment, and

students learn to relate these musical concepts to the frequency and

amplitude discussed in physics classes. Their understanding is ex-

panded as students learn about light and the electromagnetic spec-

trum. When students finish the year, they understand the similarities

and differences between sound and light, or longitudinal and trans-

verse waves as they have come to know them as a result of their

studies in Year B science.

MACAT Science (continued)

Additional Information about MACAT

In addition to the four MACAT classes, MACAT students partici-

pate in elective classes at Frost. In elective classes, MACAT stu-

dents are fully integrated with all Frost Middle School students.

This is a great opportunity to develop friendships based on shared

interests. Elective classes include art, band, orchestra, chorus, physi-

cal education, life management, computer technology, industrial

technology, and world languages. Due to scheduling concerns, some

electives for MACAT students may be limited.

Social, athletic, and dramatic extra-

curricular opportunities are available.

Participation in all Frost activities is

encouraged to help students take ad-

vantage of opportunities to develop

their leadership abilities and sociali-

zation skills.

MACAT classes often include group work, with the teachers facilitating

discussions and small group instruction. From time to time, students

will be regrouped in response to their instructional or social needs.

“I learned how to work effectively in a group, amazingly meet a

time limit, and use my mind to the best of its ability.” Lynn B.

“I’ll tell you what I like best about MACAT! It’s that nothing ever

stays the same. Sometimes we’re all together and sometimes we’re

in small groups and sometimes I’m all alone. We have a chance to

try really interesting things with kids who are excited about learning

stuff! We get to choose how we’re going to present our products and

when. I like to choose whom I work with, and even when the teach-

ers assign us to groups, it works out!” McKenzie E.

Affective issues are addressed by

the MACAT staff through an

understanding of both adoles-

cents and gifted learners. The

MACAT environment is one

where acceptance, belonging,

and self-esteem are seen as criti-

cal concerns of the maturing

adolescent.

Students develop skills of indi-

vidual competition, group coop-

eration, and trust. They have

freedom to build relationships

within their academic peer group

as well as within other peer

groups (music, sports, clubs).

They experience defining prob-

lems and seeking answers within

a real world context. They have

opportunities to remain open in

their thinking, to suspend judg-

ment, and to live with ambiguity.

They have opportunities to meet

challenging endeavors, which

when successful, result in greater

self-esteem. They have opportu-

nities to develop leadership

skills. They are taught to value

their intellect and to use it to deal

effectively with their emotions

and personal goals.

These affective goals may be

addressed through the content

presented, the process of learn-

ing the content, or the production

of the end product. They may be

supported in large group lessons,

small group exchanges, or in one-

on-one interactions between

students or with adults.

“You know, I found a best friend

this year. I got along OK before,

but now I have someone who

likes the things I like and under-

stands how I think...and just

makes me feel like I belong.”

Carrie L.

“I have learned most when so-

cializing with people who have

the same type of ability as I do in

school and other places. I have

learned from people who have

similar hobbies and skills like I

do. I learned to bond with these

people, which taught me more

than I’ve ever learned before.”

Matt M.

The MACAT program offers an

environment that is emotionally

safe and intellectually challeng-

ing, which encourages the aca-

demically talented adolescent to

flourish.

Affective Issues

The MACAT Selection Process

The MACAT selection process begins with a screening of the stand-

ardized test scores of all current Livonia Public Schools sixth grade

students. This screening produces a pool of students whose parents

are invited to nominate them for seventh grade MACAT. Parents of

students who are not currently Livonia Public Schools students can

nominate their son or daughter and provide a teacher recommenda-

tion letter. Non-LPS students will take the same standardized tests

taken by LPS students, and those who qualify will be added to the

group of students being considered for placement in MACAT.

In order for a student’s nomination to be complete, the student must

also submit a Letter of Intent.

The MACAT Facilitator sends a recommendation form to the nomi-

nated student’s current sixth grade teacher for feedback regarding the

academic and personal characteristics of the student. These recommenda-

tions are confidential.

The MACAT Selection Committee then reviews the test scores, the

Letter of Intent, and the teacher recommendation for each nominated

student. The MACAT Selection Committee is composed of

MACAT teachers, an administrator, and the MACAT Facilitator,

with a member of the LPS Academic Services office serving as a

consultant. The MACAT selection committee invites students into

the MACAT program.

An appeal process is in place through the office of the Assistant

Superintendent of Secondary Programs.

An informational meeting and open house for invited students and

parents is held before students and parents must make a final deci-

sion whether or not to enroll in the MACAT program for the fall of

seventh grade. This allows parents and students who are considering

the MACAT program to more fully investigate whether the MACAT

program is a good fit for them.

Livonia Public Schools

Fall 2016

Board of Education

Colleen Burton, President

Dianne Laura, Vice President

Tammy Bonifield, Secretary

Dan Centers, Trustee

Liz Jarvis, Trustee

Mark Johnson, Trustee

Eileen McDonnell, Trustee

Central Administration

Andrea Oquist

Superintendent

Steven Archibald

Assistant Superintendent of Secondary Programs and

District Services

Sheila Alles

Chief Academic Officer