District Improvement Plan

School Year: 2009
District Name: Gerrish-Higgins School District
Intermediate School District: ...
Gerrish-Higgins School District




                                            District Improvement Plan
Contents

Introd...
Gerrish-Higgins School District




                                            Introduction
The Michigan Department of Ed...
Gerrish-Higgins School District


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


...
Gerrish-Higgins School District




                            District Information
 District:                    Gerrish...
Gerrish-Higgins School District




                                                   Vision
Vision Statement
A statement...
Gerrish-Higgins School District




                                                    Goals
   ID      Name             ...
Gerrish-Higgins School District



List of Objectives:

ID Objective
2344 All Gerrish-Higgins Title I programs throughout ...
Gerrish-Higgins School District




    Other Required Information for Strategy

    What research did you review to suppo...
Gerrish-Higgins School District


    Selected Target Areas
    CNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: Th...
Gerrish-Higgins School District



       Fiscal Resources Needed for Activity:
       Resource                  Funding S...
Gerrish-Higgins School District

       Activity Type: Maintenance

       Planned staff responsible for implementing acti...
Gerrish-Higgins School District




         1.1.4.1. Activity: Improving Math Skills

         Activity Description: Stud...
Gerrish-Higgins School District

Universal Intructional needs of our students.

Multiple measures/sources of data you used...
Gerrish-Higgins School District

    Strategy Statement: Use kits from the Florida Center for Reading Research (FCRR) for ...
Gerrish-Higgins School District



       Fiscal Resources Needed for Activity:
       Resource                           ...
Gerrish-Higgins School District

       Actual staff responsible for implementing activity: Classroom Teacher

       Plan...
Gerrish-Higgins School District


       Planned staff responsible for implementing activity: Business Manager Shay Anders...
Gerrish-Higgins School District


       2.1.4.1. Activity: Improving Oral Reading Fluency

       Activity Description: S...
Gerrish-Higgins School District



      List of Activities:
      Activity                                               ...
Gerrish-Higgins School District

Cause for Gap : The AYP Targets for Writing are: 3=60%, 4=59%, 5=57%, 6=56%, 7=54%, and 8...
Gerrish-Higgins School District


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




    3.1.1. Stra...
Gerrish-Higgins School District



       Planned staff responsible for implementing activity: Title I Staff and Classroom...
Gerrish-Higgins School District



    List of Activities:
    Activity                                                   ...
Gerrish-Higgins School District

    are based on data and research at all levels. The district structures the decision-ma...
Gerrish-Higgins School District


    3.1.4. Strategy: Improving Writing Skills

    Strategy Statement: Use Title II, Par...
Gerrish-Higgins School District


       Planned staff responsible for implementing activity: Business Manager Shay Anders...
Gerrish-Higgins School District


       3.1.5.1. Activity: Improving Writing Skills

       Activity Description: Staff P...
Gerrish-Higgins School District




                                Resource Profile
              Funding Source         ...
Gerrish-Higgins School District




                                           Stakeholders
List of names, positions and e...
Gerrish-Higgins School District




                      Statement of Non-Discrimination
Statement of Non-Discrimination
...
Gerrish-Higgins School District




                                              Conclusion
1. What Professional Learning...
Gerrish-Higgins School District

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 - Staff to utilize existing so...
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District 2009 Improvment Plan (Copy Of The Electronically Sumitted Plan)

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

  1. 1. 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
  2. 2. Gerrish-Higgins School District District Improvement Plan Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 District Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Goal 1: Improving Math Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Goal 2: Improving Oral Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Goal 3: Improving Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 District Improvement Plan: DRAFT COPY Page 2 of 33
  3. 3. Gerrish-Higgins School District Introduction The Michigan Department of Education, Office of School Improvement has developed a series of documents and tools that are designed to assist schools in the creation and use of an Action Portfolio that will guide and inform the school's Continuous School Improvement Planning Process. The Action Portfolio begins with the Michigan School Improvement Framework (MSIF). The Framework was designed to: Provide schools and districts with a comprehensive framework that describes the elements of effective schools. Provide schools and districts in our state with a common way of describing the processes and protocols of practice 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 a continuum of practice that allows buildings to identify gaps that exist between where they are in their current practice and where they want to be. The rubrics also include the EdYES! Performance Indicators that schools must use for their annual self-assessment. The Comprehensive Needs Assessment (CNA) is another tool that has been developed as a part of the Action Portfolio. This process examines building demographics, system processes and protocols of practices, instructional program, and disaggregated student academic achievement data, so that the following questions can be 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 will establish. Ensuring that your systems are aligned with the elements of effective schools, to support your instructional program goals and objectives, is the first step to establishing the continuous school improvement process. The District Improvement Plan template (DIP) has been designed to provide schools and districts with a common planning template that addresses student learning and system needs that have been identified through the schools? Comprehensive Needs Assessment. It has also been designed to address any federal, state and locally required elements that must be contained in a School Improvement Plan. The School Improvement Framework, Rubrics, CNA, and the School Improvement Planning template were developed as a comprehensive and continuous process that can provide schools and districts with a way to look at and discuss internal systems and assess where the school is, in relationship to these elements of effective schools. District Improvement Plan: DRAFT COPY Page 3 of 33
  4. 4. Gerrish-Higgins School District Copies of these documents can be obtained on the web at: www.mi.gov/schoolimprovement District Improvement Plan: DRAFT COPY Page 4 of 33
  5. 5. Gerrish-Higgins School District 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 District Improvement Plan: DRAFT COPY Page 5 of 33
  6. 6. Gerrish-Higgins School District Vision Vision Statement A statement that describes what the institution hopes to be doing in the future. A vision statement is a clear description of the components and characteristics of the system that will be needed to deliver the mission of the organization. It is the vision of the Roscommon School District that together with our community, we will develop productive, thoughful citizens who are life-long learners and positive contributors to our community, our nation and the world. Mission Statement A statement developed in concert with all stakeholders that creates a clear and focused statement of purpose and function. The mission statement identifies the priorities and educational beliefs of the institution with regard to what is to be developed within its students. The mission statement provides direction for the staff and the parameters for decision-making. It is the belief of the Gerrish-Higgins School District Board of Education, administration and staff that everyone has the ability to learn, grow, and make positive contributions to society. We, in partnership with the community, home, and students accept the responsibility to inspire and challenge all students to experience success as they pursue ever high levels of intellectual, physical, social and emotional growth. We encourage the 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 individual learning styles of students. The key to the success is our total commitment to this mission. Beliefs Statement Beliefs are core values or guiding principles that drive an institution's every day actions. They are powerful determinants 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 essential curricular content, makes certain it is sequenced appropriately and is taught effectively in the available instructional ties. Assessments used ar e 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 to a cumulative purposeful and positive effect on student learning. -We commit to Personnel and Professional Development: The district has highly qualified personnel who continually acquire and use skills, knowledge, attitudes and beliefs necessary to create a culture with high levels of learning for all. -We commit to School/Community Relations: The district staff maintains purposeful, active, positive relationships 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 information in order to inform decisions to improve student achievement. District Improvement Plan: DRAFT COPY Page 6 of 33
  7. 7. Gerrish-Higgins School District Goals ID 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 : Math Goal Source : CNA Development Status : Approved Student Goal Statement : To increase the percentage of student meeting expectations for the MEAP 2009 testing period. 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 in math. For instance, 87% of the students in third grade met expectations in the MEAP according to the Fall 2008 test. However in the Fall of 2008 at St. Helen Elementary 82% of the students in second grade were not meeting benchmark according to the NWEA Assessment. In addition, 59% in 3rd, and 60% in 4th are not meeting benchmark in math based on the current 08/09 NWEA assessments. At Roscommon Elementary School 2008 MEAP Scores showed Fourth grade students (skills acquired through third grade) scored 83% proficient. Post data trends indicated a decline in proficiency over the past three years of approximately 3% per year. At the middle school level, 17% of the students did not meet grade level expectations acccording 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 the elementary and middle school levels we have certainlly moved students out of the lower categories. Data analysis has revealed several students who's cut scores were very close to the next level. Interventions have been implemented to close the gap for these students to move them into the next level. The gap was identified by MEAP and NWEA results, students were identified and then strategies and services were implemented. The cause for 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 was identified through MEAP and NWEA assessments results. What are the criteria for success and what data or multiple measures of assessment will be used to monitor progress and success of this goal? To increase the percentage of student meeting expectations for the MEAP 2009 testing period. In addition, increase students meeting benchmark according to the criteria set forth on the NWEA test. Contact Name : Kathy Rees District Improvement Plan: DRAFT COPY Page 7 of 33
  8. 8. Gerrish-Higgins School District List of Objectives: ID Objective 2344 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 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. List of Strategies: ID Strategy Locked By 0 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 discuss interventions for students based on the needs.Student Achievement Data which defines student need must be used in planning for Professional Development. Staff members need to develop a plan as to how they are going share the information that they obtained through the PD Opportunity. 1.1.1. Strategy: Improving Math Skills Strategy Statement: Strive to teach all units in the math curriculum. Selected Target Areas CNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: The written curriculum incorporates the district's expectations for good instruction and essential content and affirms a common vision and understanding of the learning standards under which the district operates. Based on state standards, it is structured around a set of interrelated programs for students and staff, guided by a common framework, and pursued over a sustained period of time. The curriculum reflects a commitment to equity and diversity and its flexibility is designed to address the wide range of needs and abilities of all students. District Improvement Plan: DRAFT COPY Page 8 of 33
  9. 9. Gerrish-Higgins School District 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 are supposed to be in regards to the progression throughthe Math Units. List of Activities: Activity Begin End Staff Responsible Date Date Teachers will be required to verify what unit they 9/1/2009 6/6/2010 The Building Principals will are teaching every trimester by responding to a collect Math Pacing Guide each Pacing Guide Form. semester. 1.1.1.1. Activity: Unit Progess Monitoring Activity Description: Teachers will be required to verify what unit they are teaching every trimester by responding to a Pacing Guide Form. Activity Type: Maintenance Planned staff responsible for implementing activity: The Building Principals will collect Math Pacing Guide each semester. Actual staff responsible for implementing activity: The teachers will actually be responible to keep up with 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 Actual Amount Amount Teacher Time General Funds 1,000.00 1,000.00 1.1.2. Strategy: Improving Math Skills Strategy Statement: Use targeted math interventions for students below grade level. District Improvement Plan: DRAFT COPY Page 9 of 33
  10. 10. Gerrish-Higgins School District Selected Target Areas CNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: The written curriculum incorporates the district's expectations for good instruction and essential content and affirms a common vision and understanding of the learning standards under which the district operates. Based on state standards, it is structured around a set of interrelated programs for students and staff, guided by a common framework, and pursued over a sustained period of time. The curriculum reflects a commitment to equity and diversity and its 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 a collaboratively developed and implemented standards-based, system-wide framework of high quality instruction that includes common instructional strategies in a real-world context. The emphasis is on challenging, 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- and research-based professional development. Other Required Information for Strategy 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 Math Program or Touch Math. Research supports the usage of the Everyday Math Program, as well as Touch Math for those students who are struggling in the regular math program. List of Activities: Activity Begin End Staff Responsible Date Date The Title I Teacher and the classroom teachers will untilize 9/1/2009 6/6/2010 District Title I Teacher Everyday Math or Touch Math Intervention techniques with and Classroom students who have been identified as Tier II or Tier III Students. Teachers. 1.1.2.1. Activity: Improving Math Skills Activity Description: The Title I Teacher and the classroom teachers will untilize Everyday Math or Touch Math Intervention techniques with students who have been identified as Tier II or Tier III Students. Activity Type: Maintenance Planned staff responsible for implementing activity: District Title I Teacher and Classroom Teachers. Actual staff responsible for implementing activity: Classroom Teacher Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A District Improvement Plan: DRAFT COPY Page 10 of 33
  11. 11. Gerrish-Higgins School District Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Teacher Time General Funds 20,000.00 20,000.00 1.1.3. Strategy: Improving Math Skills Strategy Statement: 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. Selected Target Areas CNA I.2.A.1 Systematic Planning for Quality Instruction: The district has a comprehensive vision for the delivery of quality, culturally relevant instruction. District leaders work directly with school leaders to ensure a reflective and evidence-based approach to teaching practice. There is a common expectation throughout 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-term improvement. As a result, it establishes a system-wide strategic plan, fueled by data, with clear goals and accountability 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. Other Required Information for Strategy 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). List of Activities: Activity Begin End Staff Responsible Date Date Through-out the Consolidated Application Process 9/1/2009 6/6/2010 Business Manager Shay Anderson Title II Part A (Calss Size Reducation Funds), at will work with building level least one section per building, will be added to budget teams which reflect multiple reduce class size to 17 or less. Stake Holders. 1.1.3.1. Activity: Improving Math Skills Activity Description: Through-out the Consolidated Application Process Title II Part A (Calss Size Reducation Funds), at least one section per building, will be added to reduce class size to 17 or less. District Improvement Plan: DRAFT COPY Page 11 of 33
  12. 12. Gerrish-Higgins School District Activity Type: Maintenance Planned staff responsible for implementing activity: Business Manager Shay Anderson will work with building level budget teams which reflect multiple Stake Holders. Actual staff responsible for implementing activity: Shay Anderson Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Money Title II Part A 155,000.00 155,000.00 1.1.4. Strategy: Improving Math Skills Strategy Statement: Provide professional development opportunities for the teachers to review data and discuss interventions for students based on the needs.Student Achievement Data which defines student need must be used in planning for Professional Development. Staff members need to develop a plan as to how they are going share the information that they obtained through the PD Opportunity. Selected Target Areas CNA III.2.A.1 Coordinated Professional Development Based Upon Common Principles: The system provides job-embedded, on-going, interrelated learning opportunities for all staff to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom. Other Required Information for Strategy 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 to student achievement data which defines the need and the opportunity must be research-based. List of Activities: Activity Begin End Staff Date Date Responsible Student Achievement Data which defines student need must be used in 9/1/2009 6/6/2010 Building planning for Professional Development. Staff members need to develop Principal and a plan as to how they are going share the information that they obtained Staff through the PD Opportunity. District Improvement Plan: DRAFT COPY Page 12 of 33
  13. 13. Gerrish-Higgins School District 1.1.4.1. Activity: Improving Math Skills Activity Description: Student Achievement Data which defines student need must be used in planning for Professional Development. Staff members need to develop a plan as to how they are going share the information that they obtained through the PD Opportunity. Activity Type: Maintenance Planned staff responsible for implementing activity: Building Principal and Staff Actual staff responsible for implementing activity: Building Principal Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Money Title I Part A 40,000.00 40,000.00 Goal 2: Improving Oral Reading Fluency Content Area : English Language Arts Goal Source : CNA Development Status : Approved Student Goal Statement : To increase the percentage of student meeting expectations for DIBELS testing during the 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 expectations in 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 to the 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 to the latest DIBELS test. At Roscommon Middle School according to the spring 2009 data, 54% of our students failed 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 the elementary and middle school levels we have certainlly moved students out of the lower categories. Data analysis has revealed several students who's cut scores were very close to the next level. Interventions have been implemented to close the gap for these students to move them into the next level. The gap was identified by MEAP and NWEA results, students were identified and then strategies and services were implemented. The cause for the gap was the fact that without assessment data we were unaware of the exact needs that went beyond the District Improvement Plan: DRAFT COPY Page 13 of 33
  14. 14. Gerrish-Higgins School District Universal Intructional needs of our students. Multiple measures/sources of data you used to identify this gap in student achievement : This Gap was identified through MEAP and NWEA assessment results. What are the criteria for success and what data or multiple measures of assessment will be used to monitor progress 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. Contact Name : Kathy Rees List of Objectives: ID Objective 2434 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. CNA Challenges : None 2.1. Objective: Improving Oral Reading Fluency Measurable Objective Statement to Support Goal : 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. List of Strategies: ID Strategy Locked By 0 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 District Improvement Plan: DRAFT COPY Page 14 of 33
  15. 15. Gerrish-Higgins School District Strategy Statement: Use kits from the Florida Center for Reading Research (FCRR) for all students below grade level. Selected Target Areas CNA I.2.B.1 Coherent and Effective Support for the Delivery of Instruction: The district provides a collaboratively developed and implemented standards-based, system-wide framework of high quality instruction that includes common instructional strategies in a real-world context. The emphasis is on challenging, 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- and research-based professional development. Other Required Information for Strategy 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 by MiBLSi Facilitators. List of Activities: Activity Begin End Staff Responsible Date Date Teacher usage of kits from the Florida Center for Reading 9/1/2009 6/6/2010 Title I Staff and Research (FCRR) which are housed in the support center of the Classroom Teachers. library. 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. Activity Type: Maintenance Planned staff responsible for implementing activity: Title I Staff and Classroom Teachers. Actual staff responsible for implementing activity: Classroom Teacher Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A District Improvement Plan: DRAFT COPY Page 15 of 33
  16. 16. Gerrish-Higgins School District Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Title I Teacher and ClassroomTeacher Time General Funds 10,000.00 10,000.00 2.1.2. Strategy: Improving Oral Reading Fluency Strategy Statement: Use research based interventions - Text Talk & Read Naturally. Selected Target Areas CNA I.2.B.1 Coherent and Effective Support for the Delivery of Instruction: The district provides a collaboratively developed and implemented standards-based, system-wide framework of high quality instruction that includes common instructional strategies in a real-world context. The emphasis is on challenging, 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- and research-based professional development. Other Required Information for Strategy 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. List of Activities: Activity Begin End Staff Responsible Date Date Read Naturally can either be accessed in our district on line or at 9/1/2009 6/6/2010 Title I Teachers and St. Helen Elementary in hard copy form. Text talk is hard copy Classroom Teacher form. These materials will be utilized with Tier II and Tier III Students. 2.1.2.1. Activity: Improving Oral Reading Fluency Activity Description: Read Naturally can either be accessed in our district on line or at St. Helen Elementary in hard copy form. Text talk is hard copy form. These materials will be utilized with Tier II and Tier III Students. Activity Type: Maintenance Planned staff responsible for implementing activity: Title I Teachers and Classroom Teacher District Improvement Plan: DRAFT COPY Page 16 of 33
  17. 17. Gerrish-Higgins School District Actual staff responsible for implementing activity: Classroom Teacher Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Teacher Time General Funds 10,000.00 10,000.00 2.1.3. Strategy: Improving Oral Reading Fluency Strategy Statement: Use Title II, Part A Funds at 1st grade to decrease class sizes to 17. Selected Target Areas 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 with stakeholders. The district provides direction, assistance and resources to align, support, and enhance all parts of the system in seeking to successfully achieve this vision. Other Required Information for Strategy 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). List of Activities: Activity Begin End Staff Responsible Date Date Throught the Consolidated Application Process 9/1/2009 6/6/2010 Business Manager Shay Anderson Title II Part A (Class Size Reduction Funds), at will work with building level least one section per building K-4, will be added to budget teams which reflect multiple reduce class size to 17 or less. stake holders. 2.1.3.1. Activity: Improving Oral Reading Fluency Activity Description: Throught the Consolidated Application Process Title II Part A (Class Size Reduction Funds), at least one section per building K-4, will be added to reduce class size to 17 or less. Activity Type: Maintenance District Improvement Plan: DRAFT COPY Page 17 of 33
  18. 18. Gerrish-Higgins School District Planned staff responsible for implementing activity: Business Manager Shay Anderson will work with building level budget teams which reflect multiple stake holders. Actual staff responsible for implementing activity: Shay Anderson Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Money Title II Part A 155,000.00 155,000.00 2.1.4. Strategy: Improving Oral Reading Fluency Strategy Statement: 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. Selected Target Areas CNA III.2.A.1 Coordinated Professional Development Based Upon Common Principles: The system provides job-embedded, on-going, interrelated learning opportunities for all staff to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom. Other Required Information for Strategy 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 to student achievement data which defines the need and the opportunity must be research-based. List of Activities: Activity Begin End Staff Date Date Responsible Student Achievement Data which defines student need must be used in 9/1/2009 6/6/2010 Title I and planning for Professional Development. Staff members need to Classroom develop a plan as to how they are going share the information that they Teachers obtained through the PD Opportunity. District Improvement Plan: DRAFT COPY Page 18 of 33
  19. 19. Gerrish-Higgins School District 2.1.4.1. Activity: Improving Oral Reading Fluency Activity Description: Student Achievement Data which defines student need must be used in planning for Professional Development. Staff members need to develop a plan as to how they are going share the information that they obtained through the PD Opportunity. Activity Type: Maintenance Planned staff responsible for implementing activity: Title I and Classroom Teachers Actual staff responsible for implementing activity: The Building Principal in each building. Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Money Title I Part A 40,000.00 40,000.00 2.1.5. Strategy: Improving Oral Reading Fluency Strategy Statement: Elementary, Middle School and High School will participate in the Michigan Integrated Behavior & Learning Support Initiative (MiBLSi). Selected Target Areas CNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: The written curriculum incorporates the district's expectations for good instruction and essential content and affirms a common vision and understanding of the learning standards under which the district operates. Based on state standards, it is structured around a set of interrelated programs for students and staff, guided by a common framework, and pursued over a sustained period of time. The curriculum reflects a commitment to equity and diversity and its 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? 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 well as their behaivor. Again, research supports that if student behavior is reduced student achievement will improve. District Improvement Plan: DRAFT COPY Page 19 of 33
  20. 20. Gerrish-Higgins School District List of Activities: Activity Begin End Staff Responsible Date Date District staff grades Pre-12 will participate in MiBLSI 9/1/2009 6/6/2010 Building level Professional Development Opportunities and develop intiatives to Administrators and improve oral reading skills which reflects the Professional Staff Development obtained through these efforts. 2.1.5.1. Activity: Improving Oral Reading Fluency Activity Description: District staff grades Pre-12 will participate in MiBLSI Professional Development Opportunities and develop intiatives to improve oral reading skills which reflects the Professional Development obtained through these efforts. Activity Type: Maintenance Planned staff responsible for implementing activity: Building level Administrators and Staff Actual staff responsible for implementing activity: Building Administrators Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Money Title I Part A 20,000.00 20,000.00 Goal 3: Improving Writing Skills Content Area : English Language Arts Goal Source : CNA Development Status : Approved Student Goal Statement : To incease the percentage of students meeting grade level expectations in writing skills based on the Fall 2008 MEAP test. Gap Statement : A percentage of students at the elementary and middle school levels are not meeting grade level expectations in writing skills. For instance, Fall 2008 MEAP a district average of 41% of our students did not meet expectations on the MEAP. District Improvement Plan: DRAFT COPY Page 20 of 33
  21. 21. Gerrish-Higgins School District Cause for Gap : The AYP Targets for Writing are: 3=60%, 4=59%, 5=57%, 6=56%, 7=54%, and 8=53%. At the elementary and middle school levels we have certainlly moved students out of the lower categories. Data analysis has revealed several students who's cut scores were very close to the next level. Interventions have been implemented to close the gap for these students to move them into the next level. The gap was identified by MEAP and NWEA results, students were identified and then strategies and services were implemented. The cause for 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 : The Gap was identified through MEAP and NWEA assessment results. What are the criteria for success and what data or multiple measures of assessment will be used to monitor progress 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 2009/10 school year. Contact Name : Kathy Rees List of Objectives: ID Objective 2449 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. CNA Challenges : None 3.1. Objective: Improving Writing Skills Measurable Objective Statement to Support 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 2009/10 school year. List of Strategies: ID Strategy Locked By 0 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 the Electronic My Access Writing Assessment. 0 Use Title II, Part A to decrease class sizes to 17 at least one section per building throughout the District. 0 Provide professional development opportunities for teachers to discuss the progress in writing and District Improvement Plan: DRAFT COPY Page 21 of 33
  22. 22. Gerrish-Higgins School District 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 Areas CNA I.2.B.1 Coherent and Effective Support for the Delivery of Instruction: The district provides a collaboratively developed and implemented standards-based, system-wide framework of high quality instruction that includes common instructional strategies in a real-world context. The emphasis is on challenging, 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- and research-based professional development. CNA I.3.A.1 Use of Multiple Measures to Support School-wide Decision-making: The district is committed to the use of multiple measures to inform decisions at both the school and district level. Multiple sources of data are used to guide instruction, monitor student achievement, assure equity, provide accountability and determine resource allocation. CNA II.2.B.2 Continuous Improvement: The district is a learning organization committed to long-term improvement. As a result, it establishes a system-wide strategic plan, fueled by data, with clear goals and accountability 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. Other Required Information for Strategy 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 List of Activities: Activity Begin End Staff Responsible Date Date Students who have been identified through data as a Tier II or 9/1/2009 6/6/2010 Title I Staff and Tier III students will receive Title I Intervention in order to move Classroom Teachers them to grade level. 3.1.1.1. Activity: Improving Writing Skills Activity Description: Students who have been identified through data as a Tier II or Tier III students will receive Title I Intervention in order to move them to grade level. Activity Type: Maintenance District Improvement Plan: DRAFT COPY Page 22 of 33
  23. 23. Gerrish-Higgins School District Planned staff responsible for implementing activity: Title I Staff and Classroom Teachers Actual staff responsible for implementing activity: Classroom Teachers Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Teacher Time Title I Part A 20,000.00 20,000.00 3.1.2. Strategy: Improving Writing Skills Strategy Statement: All teachers (3-12) will use MEAP Writing Rubric. Selected Target Areas CNA II.1.A.1 High Standards and Clear Expectations: There is a system-wide climate that supports student learning with equity as a core value. Everyone in the district is united in purpose to assure that all students learn to high standards in order to close achievement gaps. District leaders and school administrators set clear expectations and decentralize responsibility for decisions through the provision of internal accountability measures. CNA II.2.A.1 Coordinated Policies and Procedures: District policies and procedures are collaboratively developed, well understood and consistently and fairly implemented. The district's priority is on clear communication of these policies and procedures to assure the effective operation of the entire system, with an 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-term improvement. As a result, it establishes a system-wide strategic plan, fueled by data, with clear goals and accountability 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 types and sources of disaggregated data, the system informs efforts to close achievement gaps. This data is readily accessible to stakeholders directly involved in data-based decision-making. Other Required Information for Strategy 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 all teachers through-out the district need to use the same rubric which reflects the writing standards. District Improvement Plan: DRAFT COPY Page 23 of 33
  24. 24. Gerrish-Higgins School District List of Activities: Activity Begin End Staff Responsible Date Date When assessing writing, all teachers in the district will use the 9/1/2009 6/6/2010 District Classroom MEAP Writing Rubric. Teachers 3.1.2.1. Activity: Improving Writing Skills Activity Description: When assessing writing, all teachers in the district will use the MEAP Writing Rubric. Activity Type: Maintenance Planned staff responsible for implementing activity: District Classroom Teachers Actual staff responsible for implementing activity: District Classroom Teachers. Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Teacher Time General Funds 1,000.00 1,000.00 3.1.3. Strategy: Improving Writing Skills Strategy Statement: 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 the Electronic My Access Writing Assessment. Selected Target Areas CNA I.3.A.1 Use of Multiple Measures to Support School-wide Decision-making: The district is committed to the use of multiple measures to inform decisions at both the school and district level. Multiple sources of data are used to guide instruction, monitor student achievement, assure equity, provide accountability and determine resource allocation. CNA V.2.A.1 Systematic Support for Data Analysis: District leaders are experienced in data analysis and assist in training school staff in data analysis techniques. The district provides a range of assessment tools and training in the analysis and use of data for the purpose of reviewing student performance and school and system effectiveness. CNA V.2.B.1 Informed Data-Based Decision-Making: System-wide curricular and instructional decisions District Improvement Plan: DRAFT COPY Page 24 of 33
  25. 25. Gerrish-Higgins School District are based on data and research at all levels. The district structures the decision-making process so that disaggregated data provides the basis for a systematic analysis of instructional and organizational effectiveness, with the results of this analysis employed to improve student and system performance. Other Required Information for Strategy 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. List of Activities: Activity Begin End Staff Responsible Date Date St. Helen Elementary will assess students 2-3 with the Electronic 9/1/2009 6/6/2010 The building Title I My Access Writing Assessment 3 times a year. Students will also Teacher And use the program to progress through the individual writing Classroom Teachers. modules based on their own needs as identified through this assessment. 3.1.3.1. Activity: Improving Writing Skills Activity Description: St. Helen Elementary will assess students 2-3 with the Electronic My Access Writing Assessment 3 times a year. Students will also use the program to progress through the individual writing modules based on their own needs as identified through this assessment. Activity Type: Maintenance Planned staff responsible for implementing activity: The building Title I Teacher And Classroom Teachers. Actual staff responsible for implementing activity: Builidng Classroom Teachers Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Money Title I Part A 5,000.00 5,000.00 District Improvement Plan: DRAFT COPY Page 25 of 33
  26. 26. Gerrish-Higgins School District 3.1.4. Strategy: Improving Writing Skills Strategy Statement: Use Title II, Part A to decrease class sizes to 17 at least one section per building throughout the District. Selected Target Areas CNA I.1.A.1 Aligned, Coherent and Inclusive Curriculum: The written curriculum incorporates the district's expectations for good instruction and essential content and affirms a common vision and understanding of the learning standards under which the district operates. Based on state standards, it is structured around a set of interrelated programs for students and staff, guided by a common framework, and pursued over a sustained period of time. The curriculum reflects a commitment to equity and diversity and its 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 student learning with equity as a core value. Everyone in the district is united in purpose to assure that all students learn to high standards in order to close achievement gaps. District leaders and school administrators set clear expectations and decentralize responsibility for decisions through the provision of internal accountability 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 with stakeholders. The district provides direction, assistance and resources to align, support, and enhance all parts of the system in seeking to successfully achieve this vision. Other Required Information for Strategy 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 3rd grade levels. List of Activities: Activity Begin End Staff Responsible Date Date Title II Part A Funds will be used to add at 9/1/2009 6/6/2010 Business Manager Shay Anderson will least one section in both of the elementary work with building level budget teams buildings in order to reduce calssize to 17 or which reflect multiple stake holders. less. 3.1.4.1. Activity: Improving Writing Skills Activity Description: Title II Part A Funds will be used to add at least one section in both of the elementary buildings in order to reduce calssize to 17 or less. Activity Type: None District Improvement Plan: DRAFT COPY Page 26 of 33
  27. 27. Gerrish-Higgins School District Planned staff responsible for implementing activity: Business Manager Shay Anderson will work with building level budget teams which reflect multiple stake holders. Actual staff responsible for implementing activity: Shay Anderson Business Manager Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Money Title II Part A 155,000.00 155,000.00 3.1.5. Strategy: Improving Writing Skills Strategy Statement: 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. Selected Target Areas CNA III.2.A.1 Coordinated Professional Development Based Upon Common Principles: The system provides job-embedded, on-going, interrelated learning opportunities for all staff to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom. Other Required Information for Strategy 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 that the staff participates in is defined by assessment results. The Professional Development is then focused and purposeful. List of Activities: Activity Begin End Staff Date Date Responsible Staff Professional Development will be driven by assessment results. 9/1/2009 6/6/2010 District Staff members will also be required to develop a plan which indicates Classroom how they intend to inservice other staff members on what they gained Teachers by attending the Professional Development Opportunity. District Improvement Plan: DRAFT COPY Page 27 of 33
  28. 28. Gerrish-Higgins School District 3.1.5.1. Activity: Improving Writing Skills Activity Description: Staff Professional Development will be driven by assessment results. Staff members will also be required to develop a plan which indicates how they intend to inservice other staff members on what they gained by attending the Professional Development Opportunity. Activity Type: Maintenance Planned staff responsible for implementing activity: District Classroom Teachers Actual staff responsible for implementing activity: District Classroom Teachers Planned Timeline: Begin Date - 9/1/2009, End Date - 6/6/2010 Actual Timeline: Begin Date - N/A, End Date - N/A Fiscal Resources Needed for Activity: Resource Funding Source Planned Actual Amount Amount Money Title I Part A 40,000.00 40,000.00 District Improvement Plan: DRAFT COPY Page 28 of 33
  29. 29. Gerrish-Higgins School District Resource Profile Funding 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 District Improvement Plan: DRAFT COPY Page 29 of 33
  30. 30. Gerrish-Higgins School District Stakeholders List of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business members and, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan. Title First Name Last Name Position E-mail Mrs. Kathy Rees Principal reesrk@ghsd.net Dr. Millie Park Mellgren Superintendent mellgrenm@ghsd.net Mrs. Mary Ward Teacher wardm@ghsd.net Mrs. Jean Christiansen Teacher christiansenj@ghsd.net Mrs. JoEllen McNitt Principal mcnittj@ghsd.net Mr. Ron Alden Principal aldenr@ghsd.net Mrs. Cathy Erickson Principal ericksonc@ghsd.net 1. Describe how all stakeholders are involved in the planning, design, monitoring and evaluation of this institution improvement plan. All stakeholders particpated in the development of their own building plans, as well as the district. Staff members were given release time by the district to participate. School Improvement Plans are in a constant stage of development! This plan is based on improved student achievement. Assessments involved in this Needs Assessment are both formative and summative. Progress monitoring of results are done by all stakeholders. Those stakeholders respond to the results through instruction, instructional practices and the modification 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 how all stakeholders are involved in the process. As stated above all stakeholders participated in the development of their own building plans, as well as the district. This plan is based on improved student achievement. Assessments involved in this Needs Assessment are both formative and summative. Progress monitoring of results are done by all stakeholders. Those stakeholders respond to the results through instruction, instructional practices and the modification of both Title I and Special Education services which are modified based on the results of the on-going Needs Assessment. Stakeholders word together to identify curriculum needs, request new materials, design instruction and partipate in assessment. 3. Describe how institution and student information and progress will be shared with all stakeholders in a language that they can understand. Student information and student progress written in clear formats with easy to read language are available immediately on our district and building websites, district and building annual report and in hard copy form with Report Cards. District Improvement Plan: DRAFT COPY Page 30 of 33
  31. 31. Gerrish-Higgins School District Statement of Non-Discrimination Statement of Non-Discrimination Federal Office for Civil Rights The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this school that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the district/school is responsible, or for which 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 1964 The Age Discrimination Act of 1975 The Americans with Disabilities Act of 1990 Elliott-Larsen prohibits discrimination against religion District Improvement Plan: DRAFT COPY Page 31 of 33
  32. 32. Gerrish-Higgins School District Conclusion 1. What Professional Learning activities will you need to provide to support the successful implementation of this school improvement plan? Writing - PD for: Lucy Cawkins, Rewards, My Access Writing Program Math - PD for: Update all staff K-8 on the Everyday Math Program Reading - PD for : Continued MiBLSi workshops K-8, as well as support the High School as they begin to partcipate 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 consolidated application process to support the schoolwide plan. In fact, Gerrish-Higgins is involved in a number of grants that the Business Manager, Shay Anderson; Superintendent and Director of 31a, Dr. Millie Park Mellgren; and Title I Director, Kathy Rees, have written through the consolidated application process. They have worked to coordinate 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-Risk Kathy Rees is responsible for the Title I grants. Dr. Park Mellgren, Superintendent, coordinates services for students formally identified to receive at-risk services. Mrs. Anderson coordinates Title II, Parts A & D and Title V. Mrs. Anderson, Dr. Park Mellgren, and Mrs. Rees have coordinated their efforts to efficiently supply materials, professional development activities, teacher stipends, release time and other support to the entire school district. The district professional development request form has been very helpful to coordinate those types of opportunities. On the forms, staff members are first and foremost requested to identify the connection of the professional development activity to NCA/School Improvement Goals. They are also required to obtain the 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 of coordinating all of the grants. For example, staff members who request to attend professional development activities need to complete a plan of how they intend to share and use the information themselves, upon their return. 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 Elementary Principal 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 are ongoing throughout the year. 3. How has the institution assessed the need for and integrated the use of technology to support this school improvement plan? The district has assessed the need for and integrated use of technology to support this school Improvement plan and has identified the need for: - Students to utilize available technology to access the Internet, research, databases, and district software to enhance classroom instruction that leads to overall performance improvement in English/Language Arts, mathematics, science and social studies to ensure that adequate yearly progress is achieved. - Staff to utilize technology to conduct research, access databases, link curriculum objectives with lesson plans and activities (Mi-CLIMB), and record and assess student District Improvement Plan: DRAFT COPY Page 32 of 33
  33. 33. Gerrish-Higgins School District performance, United Streaming videos, Exam View, TestWiz - Staff to utilize existing software, and Internet services to assess student achievement in ELA, mathematics, science and social studies and technology Accelerated Reader and Math, Exam View and Dibels to ensure that adequate yearly progress is achieved. - The staff will implement the district technology framework, modeled after the State and national guidelines, as identified by grade level. - Teachers will utilize software provided with texts and available on the Internet to integrate technology lessons into each curricular area, and use electronic report cards to report progress. - Technology will be updated to effectively utilize the MOIS career development software and electronic Educational Development Plan, EDP, at Roscommon Middle and High Schools, and the ACT Plan test at the high school level, Streaming video for the high school and middle school, and Classworks software in computer labs at the middle school, and elementary buildings. District Improvement Plan: DRAFT COPY Page 33 of 33

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