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