District 2009 Improvment Plan (Copy Of The Electronically Sumitted Plan)

District Improvement Plan

School Year: 2009

District Name: Gerrish-Higgins School District

Intermediate School District: C.O.O.R. ISD

Grades Served: PK,K,1,2,3,4,5,6,7,8,9,10,11,12

Superintendent: Dr. Millie P. Mellgren

Building Code: 72010

District Approval of Plan:

Authorized Official Signature and Date

Board of Education Approval of Plan:

Authorized Official Signature and Date

Gerrish-Higgins School District

District Improvement Plan: DRAFT COPY of 33

District Improvement PlanContents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3District Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Goal 1: Improving Math Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Goal 2: Improving Oral Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Goal 3: Improving Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32



IntroductionThe Michigan Department of Education, Office of School Improvement has developed a series of documents andtools that are designed to assist schools in the creation and use of an Action Portfolio that will guide and informthe school's Continuous School Improvement Planning Process.

The Action Portfolio begins with the Michigan School Improvement Framework (MSIF). The Frameworkwas designed to:

Provide schools and districts with a comprehensive framework that describes the elements of effectiveschools.Provide schools and districts in our state with a common way of describing the processes and protocols ofpractice of effective schools.Give direction to, support, and enhance the school improvement planning process.

The School Improvement Framework Rubrics assess the framework at the benchmark level, and provide acontinuum of practice that allows buildings to identify gaps that exist between where they are in their currentpractice and where they want to be. The rubrics also include the EdYES! Performance Indicators that schoolsmust use for their annual self-assessment.

The Comprehensive Needs Assessment (CNA) is another tool that has been developed as a part of the ActionPortfolio. This process examines building demographics, system processes and protocols of practices,instructional program, and disaggregated student academic achievement data, so that the following questions canbe answered:

Who do we serve?How do we do business?Where are we now?Where do we want to be?What and where are the gaps?What is/are the root cause(s) for the gaps?How will we get to where we want to be?How will we evaluate our efforts and progress?

The CNA will help a school align these system challenges with the student achievement goals the school willestablish. Ensuring that your systems are aligned with the elements of effective schools, to support yourinstructional program goals and objectives, is the first step to establishing the continuous school improvementprocess.

The District Improvement Plan template (DIP) has been designed to provide schools and districts with acommon planning template that addresses student learning and system needs that have been identified through theschools? Comprehensive Needs Assessment. It has also been designed to address any federal, state and locallyrequired elements that must be contained in a School Improvement Plan.

The School Improvement Framework, Rubrics, CNA, and the School Improvement Planning template weredeveloped as a comprehensive and continuous process that can provide schools and districts with a way to look atand discuss internal systems and assess where the school is, in relationship to these elements of effective schools.



Copies of these documents can be obtained on the web at: www.mi.gov/schoolimprovement

http://www.mi.gov/schoolimprovement



District Information

District: Gerrish-Higgins School District

ISD/RESA: C.O.O.R. ISD

Public/Non-Public: Non-Public

Grades: PK,K,1,2,3,4,5,6,7,8,9,10,11,12

District Code Number: 72010

City: Roscommon

State/Province: Michigan

Country: United States



VisionVision StatementA statement that describes what the institution hopes to be doing in the future. A vision statement is a cleardescription of the components and characteristics of the system that will be needed to deliver the mission of theorganization.

It is the vision of the Roscommon School District that together with our community, we will developproductive, thoughful citizens who are life-long learners and positive contributors to our community, ournation and the world.

Mission StatementA statement developed in concert with all stakeholders that creates a clear and focused statement of purposeand function. The mission statement identifies the priorities and educational beliefs of the institution withregard to what is to be developed within its students. The mission statement provides direction for the staff andthe parameters for decision-making.

It is the belief of the Gerrish-Higgins School District Board of Education, administration and staff thateveryone has the ability to learn, grow, and make positive contributions to society. We, in partnership with thecommunity, home, and students accept the responsibility to inspire and challenge all students to experiencesuccess as they pursue ever high levels of intellectual, physical, social and emotional growth. We encouragethe values of pride, respect for self and others, regard for property and service to the community.

The learning environment shall be safe, flexible, innovative, supportive and responsive to the individuallearning styles of students.

The key to the success is our total commitment to this mission.

Beliefs StatementBeliefs are core values or guiding principles that drive an institution's every day actions. They are powerfuldeterminants of the quality of an institution. State fundamental bedrock convictions, values of the institution,guide the fundamental decision-making.

-We commit to Teaching and Learning: The district holds high expectations for all students, identifies essentialcurricular content, makes certain it is sequenced appropriately and is taught effectively in the availableinstructional ties. Assessments used are aligned to curricular content and are used to guide instructional decisions and monitor student learning.

-We commit to positive Leadership: District leaders create a school environment where everyone contributes toa cumulative purposeful and positive effect on student learning.

-We commit to Personnel and Professional Development: The district has highly qualified personnel whocontinually acquire and use skills, knowledge, attitudes and beliefs necessary to create a culture with highlevels of learning for all.

-We commit to School/Community Relations: The district staff maintains purposeful, active, positiverelationships with families of its students and with the community in which it operates to support.

-We commit to Data & Information Management: The district has a system for managing data and informationin order to inform decisions to improve student achievement.



GoalsID Name Development Status Progress Status

2615 Improving Math Skills Approved Open

2622 Improving Oral Reading Fluency Approved Open

2726 Improving Writing Skills Approved Open

Goal 1: Improving Math Skills

Content Area : MathGoal Source : CNADevelopment Status : Approved

Student Goal Statement : To increase the percentage of student meeting expectations for the MEAP 2009 testingperiod. In addition, increase students meeting benchmark according to the criteria set forth on the NWEA test.

Gap Statement : A percentage of students at the elementary level are not meeting grade level expectations inmath. For instance, 87% of the students in third grade met expectations in the MEAP according to the Fall 2008test. However in the Fall of 2008 at St. Helen Elementary 82% of the students in second grade were not meetingbenchmark according to the NWEA Assessment. In addition, 59% in 3rd, and 60% in 4th are not meetingbenchmark in math based on the current 08/09 NWEA assessments.

At Roscommon Elementary School 2008 MEAP Scores showed Fourth grade students (skills acquired throughthird grade) scored 83% proficient. Post data trends indicated a decline in proficiency over the past three years ofapproximately 3% per year. At the middle school level, 17% of the students did not meet grade level expectationsacccording to the MEAP data from the Fall 2008 testing.

Cause for Gap : The AYP Math targets are: 3=67%, 4=65%, 5= 2%, 6=60%, 7=57% and 8=54%. At theelementary and middle school levels we have certainlly moved students out of the lower categories. Data analysishas revealed several students who's cut scores were very close to the next level. Interventions have beenimplemented to close the gap for these students to move them into the next level. The gap was identified byMEAP and NWEA results, students were identified and then strategies and services were implemented. The causefor the gap was the fact that without assessment data we were unaware of the exact needs that went beyond theUniversal Intructional needs of our students.

Multiple measures/sources of data you used to identify this gap in student achievement : This Gap wasidentified through MEAP and NWEA assessments results.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? To increase the percentage of student meeting expectations for the MEAP2009 testing period. In addition, increase students meeting benchmark according to the criteria set forth on theNWEA test.

Contact Name : Kathy Rees



List of Objectives:

ID Objective2344 All Gerrish-Higgins Title I programs throughout the district will increase the percentage of students at grade

level, in all math areas,by 5% at each grade level, by the end of the 2009/10 school year.

CNA Challenges : None

1.1. Objective: Math Objective

Measurable Objective Statement to Support Goal : All Gerrish-Higgins Title I programs throughout thedistrict will increase the percentage of students at grade level, in all math areas,by 5% at each grade level, bythe end of the 2009/10 school year.

List of Strategies:ID Strategy Locked

By0 Strive to teach all units in the math curriculum. 0 Use targeted math interventions for students below grade level. 0 Use Title II, Part A Funds to decrease class sizes at each building to 17 which will provide for

more one on one time with the students.

0 Provide professional development opportunities for the teachers to review data and discussinterventions for students based on the needs.Student Achievement Data which defines studentneed must be used in planning for Professional Development. Staff members need to develop aplan as to how they are going share the information that they obtained through the PDOpportunity.

1.1.1. Strategy: Improving Math Skills

Strategy Statement: Strive to teach all units in the math curriculum.

Selected Target AreasCNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: The written curriculum incorporates thedistrict's expectations for good instruction and essential content and affirms a common vision andunderstanding of the learning standards under which the district operates. Based on state standards, it isstructured around a set of interrelated programs for students and staff, guided by a common framework, andpursued over a sustained period of time. The curriculum reflects a commitment to equity and diversity andits flexibility is designed to address the wide range of needs and abilities of all students.



Other Required Information for Strategy

What research did you review to support the use of this strategy and action plan?On reviewing our data it becomes very apparent when a classroom does not keep up with where they aresupposed to be in regards to the progression throughthe Math Units.

List of Activities:Activity Begin

DateEndDate

Staff Responsible

Teachers will be required to verify what unit theyare teaching every trimester by responding to aPacing Guide Form.

9/1/2009 6/6/2010 The Building Principals willcollect Math Pacing Guide eachsemester.

1.1.1.1. Activity: Unit Progess Monitoring

Activity Description: Teachers will be required to verify what unit they are teaching every trimester byresponding to a Pacing Guide Form.

Activity Type: Maintenance

Planned staff responsible for implementing activity: The Building Principals will collect Math PacingGuide each semester.

Actual staff responsible for implementing activity: The teachers will actually be responible to keep upwith the Pacing Guide.

Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010

Actual Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Teacher Time General Funds 1,000.00 1,000.00


Strategy Statement: Use targeted math interventions for students below grade level.



Selected Target AreasCNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: The written curriculum incorporates thedistrict's expectations for good instruction and essential content and affirms a common vision andunderstanding of the learning standards under which the district operates. Based on state standards, it isstructured around a set of interrelated programs for students and staff, guided by a common framework, andpursued over a sustained period of time. The curriculum reflects a commitment to equity and diversity andits flexibility is designed to address the wide range of needs and abilities of all students.CNA I.2.B.1 Coherent and Effective Support for the Delivery of Instruction: The district provides acollaboratively developed and implemented standards-based, system-wide framework of high qualityinstruction that includes common instructional strategies in a real-world context. The emphasis is onchallenging, rigorous and equitable practices and support is provided to promote the success of all students.To achieve this shared vision of instruction, the district collaborates with staff to provide context- andresearch-based professional development.


What research did you review to support the use of this strategy and action plan?The Math Interventions utilized will be research-based Interventions as identified by the Everyday MathProgram or Touch Math. Research supports the usage of the Everyday Math Program, as well as TouchMath for those students who are struggling in the regular math program.


DateEndDate

Staff Responsible

The Title I Teacher and the classroom teachers will untilizeEveryday Math or Touch Math Intervention techniques withstudents who have been identified as Tier II or Tier III Students.

9/1/2009 6/6/2010 District Title I Teacherand ClassroomTeachers.

1.1.2.1. Activity: Improving Math Skills

Activity Description: The Title I Teacher and the classroom teachers will untilize Everyday Math orTouch Math Intervention techniques with students who have been identified as Tier II or Tier IIIStudents.


Planned staff responsible for implementing activity: District Title I Teacher and Classroom Teachers.

Actual staff responsible for implementing activity: Classroom Teacher


Actual Timeline: Begin Date - N/A, End Date - N/A




AmountActualAmount



Strategy Statement: Use Title II, Part A Funds to decrease class sizes at each building to 17 which willprovide for more one on one time with the students.

Selected Target AreasCNA I.2.A.1 Systematic Planning for Quality Instruction: The district has a comprehensive vision for thedelivery of quality, culturally relevant instruction. District leaders work directly with school leaders toensure a reflective and evidence-based approach to teaching practice. There is a common expectationthroughout all instructional levels that research-based instructional strategies are collaboratively developed,observable in classroom practice and measured by their impact on student achievement.CNA II.2.B.2 Continuous Improvement: The district is a learning organization committed to long-termimprovement. As a result, it establishes a system-wide strategic plan, fueled by data, with clear goals andaccountability for results. All schools in the district are, in turn, learning organizations committed to long-term data-driven reform and all staff is held accountable for student achievement results.


What research did you review to support the use of this strategy and action plan?Title II Part A supports the huge body of research-base support for lower class size (17).


DateEndDate

Staff Responsible

Through-out the Consolidated Application ProcessTitle II Part A (Calss Size Reducation Funds), atleast one section per building, will be added toreduce class size to 17 or less.

9/1/2009 6/6/2010 Business Manager Shay Andersonwill work with building levelbudget teams which reflect multipleStake Holders.


Activity Description: Through-out the Consolidated Application Process Title II Part A (Calss SizeReducation Funds), at least one section per building, will be added to reduce class size to 17 or less.




Planned staff responsible for implementing activity: Business Manager Shay Anderson will workwith building level budget teams which reflect multiple Stake Holders.

Actual staff responsible for implementing activity: Shay Anderson




AmountActualAmount

Money Title II Part A 155,000.00 155,000.00


Strategy Statement: Provide professional development opportunities for the teachers to review data anddiscuss interventions for students based on the needs.Student Achievement Data which defines student needmust be used in planning for Professional Development. Staff members need to develop a plan as to howthey are going share the information that they obtained through the PD Opportunity.

Selected Target AreasCNA III.2.A.1 Coordinated Professional Development Based Upon Common Principles: The systemprovides job-embedded, on-going, interrelated learning opportunities for all staff to improve theireffectiveness. The intent of professional development is to help build capacity and implement new skillssystem-wide emphasizing their application in the classroom.


What research did you review to support the use of this strategy and action plan?Research supports the need for on going, sustainable Professional Development which must be tied tostudent achievement data which defines the need and the opportunity must be research-based.


DateEndDate

StaffResponsible

Student Achievement Data which defines student need must be used inplanning for Professional Development. Staff members need to developa plan as to how they are going share the information that they obtainedthrough the PD Opportunity.

9/1/2009 6/6/2010 BuildingPrincipal andStaff




Activity Description: Student Achievement Data which defines student need must be used in planningfor Professional Development. Staff members need to develop a plan as to how they are going share theinformation that they obtained through the PD Opportunity.


Planned staff responsible for implementing activity: Building Principal and Staff

Actual staff responsible for implementing activity: Building Principal




AmountActualAmount

Money Title I Part A 40,000.00 40,000.00

Goal 2: Improving Oral Reading Fluency

Content Area : English Language ArtsGoal Source : CNADevelopment Status : Approved

Student Goal Statement : To increase the percentage of student meeting expectations for DIBELS testing duringthe 2009/2010 school year. We can track this through the DIBELS progress monitoring process.

Gap Statement : A large percentage of students at the elementary level are not meeting grade level expectationsin oral reading fluency. For instance, at 1st grade 46% of the students at Roscommon Elementary School and 47%of the students at St. Helen Elementary School are not meeting benchmark in letter naming fluency according tothe latest DIBELS test. In addition at 3rd grade, 49% of the students at Roscommon Elementary School and 59%of the students at St. Helen Elementary School are not meeting expectations in oral reading fluency according tothe latest DIBELS test. At Roscommon Middle School according to the spring 2009 data, 54% of our studentsfailed to meet the projected goal.

Cause for Gap : The AYP Targets for Reading are: 3=60%, 4=59%, 5=57%, 6=56%, 7=54%, and 8=53%. At theelementary and middle school levels we have certainlly moved students out of the lower categories. Data analysishas revealed several students who's cut scores were very close to the next level. Interventions have beenimplemented to close the gap for these students to move them into the next level. The gap was identified byMEAP and NWEA results, students were identified and then strategies and services were implemented. The causefor the gap was the fact that without assessment data we were unaware of the exact needs that went beyond the



Universal Intructional needs of our students.

Multiple measures/sources of data you used to identify this gap in student achievement : This Gap wasidentified through MEAP and NWEA assessment results.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? All students in the Gerrish-Higgins Title I programs throughout the district,will increase their oral reading fluency from the beginning of the year to the end of the 2009/10 school year.


List of Objectives:

ID Objective2434 All students in the Gerrish-Higgins Title I programs throughout the district, will increase their or oral

reading fluency from the beginning of the year to the end of the 2009/10 school year.


2.1. Objective: Improving Oral Reading Fluency

Measurable Objective Statement to Support Goal : All students in the Gerrish-Higgins Title I programsthroughout the district, will increase their or oral reading fluency from the beginning of the year to the end ofthe 2009/10 school year.


By0 Use kits from the Florida Center for Reading Research (FCRR) for all students below grade

level.

0 Use research based interventions - Text Talk & Read Naturally. 0 Use Title II, Part A Funds at 1st grade to decrease class sizes to 17. 0 Provide professional development opportunities for teachers to discuss the progress of the

students and any changes that may be needed in the curriculm to meet the goals.

0 Elementary, Middle School and High School will participate in the Michigan Integrated Behavior& Learning Support Initiative (MiBLSi).

2.1.1. Strategy: Improving Oral Reading Fluency



Strategy Statement: Use kits from the Florida Center for Reading Research (FCRR) for all students belowgrade level.

Selected Target AreasCNA I.2.B.1 Coherent and Effective Support for the Delivery of Instruction: The district provides acollaboratively developed and implemented standards-based, system-wide framework of high qualityinstruction that includes common instructional strategies in a real-world context. The emphasis is onchallenging, rigorous and equitable practices and support is provided to promote the success of all students.To achieve this shared vision of instruction, the district collaborates with staff to provide context- andresearch-based professional development.


What research did you review to support the use of this strategy and action plan?The Florida Center for Reading Research (FCRR) is completely research-based and was recommended byMiBLSi Facilitators.


DateEndDate

Staff Responsible

Teacher usage of kits from the Florida Center for ReadingResearch (FCRR) which are housed in the support center of thelibrary.

9/1/2009 6/6/2010 Title I Staff andClassroom Teachers.

2.1.1.1. Activity: Improving Oral Reading Fluency

Activity Description: Teacher usage of kits from the Florida Center for Reading Research (FCRR)which are housed in the support center of the library.


Planned staff responsible for implementing activity: Title I Staff and Classroom Teachers.







AmountActualAmount

Title I Teacher and ClassroomTeacher Time General Funds 10,000.00 10,000.00


Strategy Statement: Use research based interventions - Text Talk & Read Naturally.

Selected Target AreasCNA I.2.B.1 Coherent and Effective Support for the Delivery of Instruction: The district provides acollaboratively developed and implemented standards-based, system-wide framework of high qualityinstruction that includes common instructional strategies in a real-world context. The emphasis is onchallenging, rigorous and equitable practices and support is provided to promote the success of all students.To achieve this shared vision of instruction, the district collaborates with staff to provide context- andresearch-based professional development.


What research did you review to support the use of this strategy and action plan?Text Talk & Read Naturally are both proven research-based interventions.


DateEndDate

Staff Responsible

Read Naturally can either be accessed in our district on line or atSt. Helen Elementary in hard copy form. Text talk is hard copyform. These materials will be utilized with Tier II and Tier IIIStudents.

9/1/2009 6/6/2010 Title I Teachers andClassroom Teacher


Activity Description: Read Naturally can either be accessed in our district on line or at St. HelenElementary in hard copy form. Text talk is hard copy form. These materials will be utilized with Tier IIand Tier III Students.


Planned staff responsible for implementing activity: Title I Teachers and Classroom Teacher







AmountActualAmount



Strategy Statement: Use Title II, Part A Funds at 1st grade to decrease class sizes to 17.

Selected Target AreasCNA II.1.B.2 Instructional Program Coherence: In order to assure coherence across the entire system,district leaders have established a vision of powerful teaching and learning in collaboration withstakeholders. The district provides direction, assistance and resources to align, support, and enhance allparts of the system in seeking to successfully achieve this vision.


What research did you review to support the use of this strategy and action plan?Title II Part A supports the huge body of research-base support for lower class size (17).


DateEndDate

Staff Responsible

Throught the Consolidated Application ProcessTitle II Part A (Class Size Reduction Funds), atleast one section per building K-4, will be added toreduce class size to 17 or less.

9/1/2009 6/6/2010 Business Manager Shay Andersonwill work with building levelbudget teams which reflect multiplestake holders.


Activity Description: Throught the Consolidated Application Process Title II Part A (Class SizeReduction Funds), at least one section per building K-4, will be added to reduce class size to 17 or less.




Planned staff responsible for implementing activity: Business Manager Shay Anderson will workwith building level budget teams which reflect multiple stake holders.

Actual staff responsible for implementing activity: Shay Anderson




AmountActualAmount



Strategy Statement: Provide professional development opportunities for teachers to discuss the progress ofthe students and any changes that may be needed in the curriculm to meet the goals.



What research did you review to support the use of this strategy and action plan?Research supports the need for on going, sustainable Professional Development which must be tied tostudent achievement data which defines the need and the opportunity must be research-based.


DateEndDate

StaffResponsible

Student Achievement Data which defines student need must be used inplanning for Professional Development. Staff members need todevelop a plan as to how they are going share the information that theyobtained through the PD Opportunity.

9/1/2009 6/6/2010 Title I andClassroomTeachers




Activity Description: Student Achievement Data which defines student need must be used in planningfor Professional Development. Staff members need to develop a plan as to how they are going share theinformation that they obtained through the PD Opportunity.


Planned staff responsible for implementing activity: Title I and Classroom Teachers

Actual staff responsible for implementing activity: The Building Principal in each building.




AmountActualAmount



Strategy Statement: Elementary, Middle School and High School will participate in the MichiganIntegrated Behavior & Learning Support Initiative (MiBLSi).

Selected Target AreasCNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: The written curriculum incorporates thedistrict's expectations for good instruction and essential content and affirms a common vision andunderstanding of the learning standards under which the district operates. Based on state standards, it isstructured around a set of interrelated programs for students and staff, guided by a common framework, andpursued over a sustained period of time. The curriculum reflects a commitment to equity and diversity andits flexibility is designed to address the wide range of needs and abilities of all students.


What research did you review to support the use of this strategy and action plan?The MiBLSi intiative stands for Integrated Behavior & Learning Support Intiative. It is a highly research-based process which supports district staff in analyzing student data in regards to reading abilities, as wellas their behaivor. Again, research supports that if student behavior is reduced student achievement willimprove.




DateEndDate

Staff Responsible

District staff grades Pre-12 will participate in MiBLSIProfessional Development Opportunities and develop intiatives toimprove oral reading skills which reflects the ProfessionalDevelopment obtained through these efforts.

9/1/2009 6/6/2010 Building levelAdministrators andStaff


Activity Description: District staff grades Pre-12 will participate in MiBLSI Professional DevelopmentOpportunities and develop intiatives to improve oral reading skills which reflects the ProfessionalDevelopment obtained through these efforts.


Planned staff responsible for implementing activity: Building level Administrators and Staff

Actual staff responsible for implementing activity: Building Administrators




AmountActualAmount


Goal 3: Improving Writing Skills

Content Area : English Language ArtsGoal Source : CNADevelopment Status : Approved

Student Goal Statement : To incease the percentage of students meeting grade level expectations in writingskills based on the Fall 2008 MEAP test.

Gap Statement : A percentage of students at the elementary and middle school levels are not meeting grade levelexpectations in writing skills. For instance, Fall 2008 MEAP a district average of 41% of our students did notmeet expectations on the MEAP.



Cause for Gap : The AYP Targets for Writing are: 3=60%, 4=59%, 5=57%, 6=56%, 7=54%, and 8=53%. At theelementary and middle school levels we have certainlly moved students out of the lower categories. Data analysishas revealed several students who's cut scores were very close to the next level. Interventions have beenimplemented to close the gap for these students to move them into the next level. The gap was identified byMEAP and NWEA results, students were identified and then strategies and services were implemented. The causefor the gap was the fact that without assessment data we were unaware of the exact needs that went beyond theUniversal Intructional needs of our students.

Multiple measures/sources of data you used to identify this gap in student achievement : The Gap wasidentified through MEAP and NWEA assessment results.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? All students in the Gerrish-Higgins Title I programs throughout the district,will increase the percentage of students at grade level, in the area of writing, by 15%, by the end of the 2009/10school year.


List of Objectives:

ID Objective2449 All students in the Gerrish-Higgins Title I programs throughout the district, will increase the percentage of

students at grade level, in the area of writing, by 15%, by the end of the 2009/10 school year.


3.1. Objective: Improving Writing Skills

Measurable Objective Statement to Support Goal : All students in the Gerrish-Higgins Title I programsthroughout the district, will increase the percentage of students at grade level, in the area of writing, by 15%,by the end of the 2009/10 school year.


By0 Use intervention strategies for students below grade level. 0 All teachers (3-12) will use MEAP Writing Rubric. 0 All students in grades 3-4 at St. Helen Elementary will use the My Access Assessment and

Individualized writing Instruction Program. St. Elementary will be the pilot building for theElectronic My Access Writing Assessment.

0 Use Title II, Part A to decrease class sizes to 17 at least one section per building throughout theDistrict.

0 Provide professional development opportunities for teachers to discuss the progress in writing and



any changes in curriculum that may be needed to meet the goals.

3.1.1. Strategy: Improving Writing Skills

Strategy Statement: Use intervention strategies for students below grade level.

Selected Target AreasCNA I.2.B.1 Coherent and Effective Support for the Delivery of Instruction: The district provides acollaboratively developed and implemented standards-based, system-wide framework of high qualityinstruction that includes common instructional strategies in a real-world context. The emphasis is onchallenging, rigorous and equitable practices and support is provided to promote the success of all students.To achieve this shared vision of instruction, the district collaborates with staff to provide context- andresearch-based professional development.CNA I.3.A.1 Use of Multiple Measures to Support School-wide Decision-making: The district is committedto the use of multiple measures to inform decisions at both the school and district level. Multiple sources ofdata are used to guide instruction, monitor student achievement, assure equity, provide accountability anddetermine resource allocation.CNA II.2.B.2 Continuous Improvement: The district is a learning organization committed to long-termimprovement. As a result, it establishes a system-wide strategic plan, fueled by data, with clear goals andaccountability for results. All schools in the district are, in turn, learning organizations committed to long-term data-driven reform and all staff is held accountable for student achievement results.


What research did you review to support the use of this strategy and action plan?Research supports analizing data and responding to it. Data should drive instruction and interventions


DateEndDate

Staff Responsible

Students who have been identified through data as a Tier II orTier III students will receive Title I Intervention in order to movethem to grade level.

9/1/2009 6/6/2010 Title I Staff andClassroom Teachers

3.1.1.1. Activity: Improving Writing Skills

Activity Description: Students who have been identified through data as a Tier II or Tier III studentswill receive Title I Intervention in order to move them to grade level.




Planned staff responsible for implementing activity: Title I Staff and Classroom Teachers

Actual staff responsible for implementing activity: Classroom Teachers




AmountActualAmount

Teacher Time Title I Part A 20,000.00 20,000.00


Strategy Statement: All teachers (3-12) will use MEAP Writing Rubric.

Selected Target AreasCNA II.1.A.1 High Standards and Clear Expectations: There is a system-wide climate that supports studentlearning with equity as a core value. Everyone in the district is united in purpose to assure that all studentslearn to high standards in order to close achievement gaps. District leaders and school administrators setclear expectations and decentralize responsibility for decisions through the provision of internalaccountability measures.CNA II.2.A.1 Coordinated Policies and Procedures: District policies and procedures are collaborativelydeveloped, well understood and consistently and fairly implemented. The district's priority is on clearcommunication of these policies and procedures to assure the effective operation of the entire system, withan emphasis on equitable practices and meeting the needs of the underserved.CNA II.2.B.2 Continuous Improvement: The district is a learning organization committed to long-termimprovement. As a result, it establishes a system-wide strategic plan, fueled by data, with clear goals andaccountability for results. All schools in the district are, in turn, learning organizations committed to long-term data-driven reform and all staff is held accountable for student achievement results.CNA V.1.A.1 Comprehensive, Accessible and Meaningful Data System: Through the use of multiple typesand sources of disaggregated data, the system informs efforts to close achievement gaps. This data isreadily accessible to stakeholders directly involved in data-based decision-making.


What research did you review to support the use of this strategy and action plan?Research support the use of a rubric for writing assessment. In regards to instruction consistency allteachers through-out the district need to use the same rubric which reflects the writing standards.




DateEndDate

Staff Responsible

When assessing writing, all teachers in the district will use theMEAP Writing Rubric.

9/1/2009 6/6/2010 District ClassroomTeachers


Activity Description: When assessing writing, all teachers in the district will use the MEAP WritingRubric.


Planned staff responsible for implementing activity: District Classroom Teachers

Actual staff responsible for implementing activity: District Classroom Teachers.




AmountActualAmount



Strategy Statement: All students in grades 3-4 at St. Helen Elementary will use the My Access Assessmentand Individualized writing Instruction Program. St. Elementary will be the pilot building for the ElectronicMy Access Writing Assessment.

Selected Target AreasCNA I.3.A.1 Use of Multiple Measures to Support School-wide Decision-making: The district is committedto the use of multiple measures to inform decisions at both the school and district level. Multiple sources ofdata are used to guide instruction, monitor student achievement, assure equity, provide accountability anddetermine resource allocation.CNA V.2.A.1 Systematic Support for Data Analysis: District leaders are experienced in data analysis andassist in training school staff in data analysis techniques. The district provides a range of assessment toolsand training in the analysis and use of data for the purpose of reviewing student performance and schooland system effectiveness.CNA V.2.B.1 Informed Data-Based Decision-Making: System-wide curricular and instructional decisions



are based on data and research at all levels. The district structures the decision-making process so thatdisaggregated data provides the basis for a systematic analysis of instructional and organizationaleffectiveness, with the results of this analysis employed to improve student and system performance.


What research did you review to support the use of this strategy and action plan?Research supports the usage of assessment to drive instruction and intervention.


DateEndDate

Staff Responsible

St. Helen Elementary will assess students 2-3 with the ElectronicMy Access Writing Assessment 3 times a year. Students will alsouse the program to progress through the individual writingmodules based on their own needs as identified through thisassessment.

9/1/2009 6/6/2010 The building Title ITeacher AndClassroom Teachers.


Activity Description: St. Helen Elementary will assess students 2-3 with the Electronic My AccessWriting Assessment 3 times a year. Students will also use the program to progress through the individualwriting modules based on their own needs as identified through this assessment.


Planned staff responsible for implementing activity: The building Title I Teacher And ClassroomTeachers.

Actual staff responsible for implementing activity: Builidng Classroom Teachers




AmountActualAmount





Strategy Statement: Use Title II, Part A to decrease class sizes to 17 at least one section per buildingthroughout the District.

Selected Target AreasCNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: The written curriculum incorporates thedistrict's expectations for good instruction and essential content and affirms a common vision andunderstanding of the learning standards under which the district operates. Based on state standards, it isstructured around a set of interrelated programs for students and staff, guided by a common framework, andpursued over a sustained period of time. The curriculum reflects a commitment to equity and diversity andits flexibility is designed to address the wide range of needs and abilities of all students.CNA II.1.A.1 High Standards and Clear Expectations: There is a system-wide climate that supports studentlearning with equity as a core value. Everyone in the district is united in purpose to assure that all studentslearn to high standards in order to close achievement gaps. District leaders and school administrators setclear expectations and decentralize responsibility for decisions through the provision of internalaccountability measures.CNA II.1.B.2 Instructional Program Coherence: In order to assure coherence across the entire system,district leaders have established a vision of powerful teaching and learning in collaboration withstakeholders. The district provides direction, assistance and resources to align, support, and enhance allparts of the system in seeking to successfully achieve this vision.


What research did you review to support the use of this strategy and action plan?Research supports increased student achievement in lower class size particularly at the 1st, 2nd and 3rdgrade levels.


DateEndDate

Staff Responsible

Title II Part A Funds will be used to add atleast one section in both of the elementarybuildings in order to reduce calssize to 17 orless.

9/1/2009 6/6/2010 Business Manager Shay Anderson willwork with building level budget teamswhich reflect multiple stake holders.


Activity Description: Title II Part A Funds will be used to add at least one section in both of theelementary buildings in order to reduce calssize to 17 or less.

Activity Type: None



Planned staff responsible for implementing activity: Business Manager Shay Anderson will workwith building level budget teams which reflect multiple stake holders.

Actual staff responsible for implementing activity: Shay Anderson Business Manager




AmountActualAmount



Strategy Statement: Provide professional development opportunities for teachers to discuss the progress inwriting and any changes in curriculum that may be needed to meet the goals.



What research did you review to support the use of this strategy and action plan?Research supports increased student achievement when the research based Professional Development thatthe staff participates in is defined by assessment results. The Professional Development is then focused andpurposeful.


DateEndDate

StaffResponsible

Staff Professional Development will be driven by assessment results.Staff members will also be required to develop a plan which indicateshow they intend to inservice other staff members on what they gainedby attending the Professional Development Opportunity.

9/1/2009 6/6/2010 DistrictClassroomTeachers




Activity Description: Staff Professional Development will be driven by assessment results. Staffmembers will also be required to develop a plan which indicates how they intend to inservice other staffmembers on what they gained by attending the Professional Development Opportunity.


Planned staff responsible for implementing activity: District Classroom Teachers

Actual staff responsible for implementing activity: District Classroom Teachers




AmountActualAmount




Resource ProfileFunding Source Planned Amount Actual Amount

General Funds $42,000.00 $42,000.00

Title I Part A $165,000.00 $165,000.00

Title II Part A $465,000.00 $465,000.00



StakeholdersList of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business membersand, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan.

Title First Name Last Name Position E-mailMrs. Kathy Rees Principal [email protected]. Millie Park Mellgren Superintendent [email protected]. Mary Ward Teacher [email protected]. Jean Christiansen Teacher [email protected]. JoEllen McNitt Principal [email protected]. Ron Alden Principal [email protected]. Cathy Erickson Principal [email protected]

1. Describe how all stakeholders are involved in the planning, design, monitoring and evaluation of thisinstitution improvement plan.

All stakeholders particpated in the development of their own building plans, as well as the district. Staffmembers were given release time by the district to participate. School Improvement Plans are in a constantstage of development! This plan is based on improved student achievement. Assessments involved in thisNeeds Assessment are both formative and summative. Progress monitoring of results are done by allstakeholders. Those stakeholders respond to the results through instruction, instructional practices and themodification of both Title I and Special Education services which are modified based on the results of the on-going Needs Assessment.

2. Describe how decisions about curriculum, instruction and assessment are made at this institution, and howall stakeholders are involved in the process.

As stated above all stakeholders participated in the development of their own building plans, as well as thedistrict. This plan is based on improved student achievement. Assessments involved in this Needs Assessmentare both formative and summative. Progress monitoring of results are done by all stakeholders. Thosestakeholders respond to the results through instruction, instructional practices and the modification of bothTitle I and Special Education services which are modified based on the results of the on-going NeedsAssessment. Stakeholders word together to identify curriculum needs, request new materials, design instructionand partipate in assessment.

3. Describe how institution and student information and progress will be shared with all stakeholders in alanguage that they can understand.

Student information and student progress written in clear formats with easy to read language are availableimmediately on our district and building websites, district and building annual report and in hard copy formwith Report Cards.



Statement of Non-DiscriminationStatement of Non-Discrimination

Federal Office for Civil Rights

The institution complies with all federal laws and regulations prohibiting discrimination and with all requirementsand regulations of the U.S. Department of Education. It is the policy of this school that no person on the basis ofrace, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall besubjected to discrimination in any program, service or activity for which the district/school is responsible, or forwhich it receives financial assistance from the U.S. Department of Education.

Contact Information

Schools/Districts are required to designate an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities.

Position of Contact: Local Grievance Procedure Coordinator

Address: St. Helen Elementary

Telephone Number: 989-275-6690

References

Title VI of the Civil Rights Act of 1964The Age Discrimination Act of 1975The Americans with Disabilities Act of 1990Elliott-Larsen prohibits discrimination against religion



Conclusion1. What Professional Learning activities will you need to provide to support the successful implementation ofthis school improvement plan?

Writing - PD for: Lucy Cawkins, Rewards, My Access Writing ProgramMath - PD for: Update all staff K-8 on the Everyday Math ProgramReading - PD for : Continued MiBLSi workshops K-8, as well as support the High School as they begin topartcipate in MiBLSi PD.

2. How has the institution integrated its available fiscal resources to support this school improvement plan?Federal, state and local services and programs are effectively coordinated through the district consolidatedapplication process to support the schoolwide plan. In fact, Gerrish-Higgins is involved in a number of grantsthat the Business Manager, Shay Anderson; Superintendent and Director of 31a, Dr. Millie Park Mellgren; andTitle I Director, Kathy Rees, have written through the consolidated application process. They have worked tocoordinate the following grants. (See Title I Attachment 1)- Title I, Part A/D- Title II, Part A- Title II, Part D- Title V- 31a State At-RiskKathy Rees is responsible for the Title I grants. Dr. Park Mellgren, Superintendent, coordinates services forstudents formally identified to receive at-risk services. Mrs. Anderson coordinates Title II, Parts A & D andTitle V. Mrs. Anderson, Dr. Park Mellgren, and Mrs. Rees have coordinated their efforts to efficiently supplymaterials, professional development activities, teacher stipends, release time and other support to the entireschool district. The district professional development request form has been very helpful to coordinate thosetypes of opportunities. On the forms, staff members are first and foremost requested to identify the connectionof the professional development activity to NCA/School Improvement Goals. They are also required to obtainthe approval of the project director if funding from one of the above grants is required.Mrs. Anderson, Dr. Park Mellgren, and Mrs. Rees adjust the source of the funding, with the purpose ofcoordinating all of the grants. For example, staff members who request to attend professional developmentactivities need to complete a plan of how they intend to share and use the information themselves, upon theirreturn. The goal is to make meaningful choices for professional development, which reflects a comprehensive,coordinated approach for educational reform. At the intermediate level, Mrs. McNitt, Roscommon ElementaryPrincipal is a member of the COOR Intermediate Coordinating Committee for Professional Development(CCCPD). The CCCPD have coordinated grant efforts and have offered extensive training sessions that areongoing throughout the year.

3. How has the institution assessed the need for and integrated the use of technology to support this schoolimprovement plan?

The district has assessed the need for and integrated use of technology to support this school Improvement planand has identified the need for:

- Students to utilize available technology to access the Internet, research, databases, anddistrict software to enhance classroom instruction that leads to overall performanceimprovement in English/Language Arts, mathematics, science and social studies toensure that adequate yearly progress is achieved.- Staff to utilize technology to conduct research, access databases, link curriculumobjectives with lesson plans and activities (Mi-CLIMB), and record and assess student



performance, United Streaming videos, Exam View, TestWiz- Staff to utilize existing software, and Internet services to assess student achievementin ELA, mathematics, science and social studies and technology Accelerated Reader andMath, Exam View and Dibels to ensure that adequate yearly progress is achieved.- The staff will implement the district technology framework, modeled after the State andnational guidelines, as identified by grade level.- Teachers will utilize software provided with texts and available on the Internet tointegrate technology lessons into each curricular area, and use electronic report cards toreport progress.- Technology will be updated to effectively utilize the MOIS career developmentsoftware and electronic Educational Development Plan, EDP, at Roscommon Middle andHigh Schools, and the ACT Plan test at the high school level, Streaming video for thehigh school and middle school, and Classworks software in computer labs at the middleschool, and elementary buildings.

District 2009 Improvment Plan (Copy Of The Electronically Sumitted Plan)

Education

Transcript of District 2009 Improvment Plan (Copy Of The Electronically Sumitted Plan)