shes school improvement plan

School Improvement Plan

School Year: 2009

School District: Gerrish-Higgins School District

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

School Name: St. Helen Elementary School

Grades Served: null

Principal:

Building Code: 03722

District Approval of Plan:

Authorized Official Signature and Date

Board of Education Approval of Plan:

Authorized Official Signature and Date

St. Helen Elementary School

School Improvement Plan: DRAFT COPY of 13

School Improvement PlanContents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12



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

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

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

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

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

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

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

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

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



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

http://www.mi.gov/schoolimprovement



School Information

School: St. Helen Elementary School

District: Gerrish-Higgins School District

Public/Non-Public: Public

Grades: null

School Code Number: 03722

City: St. Helen

State/Province: Michigan

Country: United States



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

Vision Statement (from SIP on a Page):

It is the vision of St. Helen Elementary that together with our community, we strive to develop productive,thoughtful citizens who are life-long learners and positive contributors to our community, our nation and theworld.

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

Mission Statement:

St. Helen Elementary School is devoted to strengthen the partnership among our students, families andcommunity. All students will achieve their highest intellectual, physical, social and emotional potential whilefostering respect for themselves and others. Our goal is to prepare students for the rapidly changing world byinspiring and challenging them to be life-long learners in a diverse and technologically driven society.

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

St. Helen Elementary School is committed to the following Beliefs:

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

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

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

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

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



GoalsID Name Development Status Progress Status

Nothing found to display



Resource ProfileFunding Source Planned Amount Actual Amount

No Resources found



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

Title First Name Last Name Position E-mailMrs. Kathy Rees Principal [email protected]

Mrs. Mary WardTitle ICoordinator/Teach

[email protected]

Mrs. Donna Kolka Title I Teacher [email protected]

Mrs. Jean ChristiansenTeacher/LeadershipTeam

[email protected]

Ms. Tracy GageParent/Day CareCenter Bu

[email protected]

Mrs. Michelle BrewerParent/LeadershipTeam

[email protected]

Mr. Tom Dale Board Member [email protected]. Kathy Jernigan Board Member [email protected]. Millie Park Mellgren Superintendent [email protected]

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

The building is governed by the Principal with direct consultation with an elected Leadership Team. This teammeets monthly and then each team member meets weekly during 2 one hour planning meetings a month toreport back and receive feedback from the rest of the staff. This plan was developed through the LeadershipTeam with the addition ofthe other Steakholders listed on the SIP. All stakeholders particpated in thedevelopment of their own building plans, as well as the district. Staff members were given release time by thedistrict to participate. School Improvement Plans are in a constant stage of development! This plan is based onimproved student achievement. Assessments involved in this Needs Assessment are both formative andsummative. Progress monitoring of results are done by all stakeholders. Those stakeholders respond to theresults through instruction, instructional practices and the modification of both Title I and Special Educationservices which are modified based on the results of the ongoingNeeds Assessment.

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

As stated above all stakeholders participated in the development of our building plan, as well as thedistrict.This plan is based on improved student achievement. Assessments involved in this Needs Assessment are bothformative and summative. Progress monitoring of results are done by all stakeholders. Those stakeholdersrespond to the results through instruction, instructional practices and the modification of both Title I andSpecial 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 andpartipate 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 availableimmediately on our district and building websites, district and building annual report and in hard copy formwith Report Cards.



Statement of Non-DiscriminationStatement of Non-Discrimination

Federal Office for Civil Rights

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

Contact Information

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

Position of Contact: Principal

Address: 1350 N. St. Helen Rd., St. Helen, MI

Telephone Number: 989-275-6690

References

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



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

Writing - PD for: Lucy Cawkins, Rewards, My Access Writing ProgramMath - PD for: Update all staff K-8 on the Everyday Math ProgramReading - PD for : Continued MiBLSi workshops K-8.

2. How has the institution integrated its available fiscal resources to support this school improvement plan?Federal, state and local services and programs are effectively coordinated through the district consolidatedapplication process to support the schoolwide plan. In fact, Gerrish-Higgins is involved in a number of grantsthat the Business Manager, Shay Anderson; Superintendent and Director of 31a, Dr. Millie Park Mellgren; andTitle I Director, Kathy Rees, have written through the consolidated application process. They have worked tocoordinate the following grants.

- Title I, Part A/D- Title II, Part A- Title II, Part D- Title V- 31a State At-RiskKathy Rees is responsible for the Title I grants. Dr. Park Mellgren, Superintendent, coordinates services forstudents formally identified to receive at-risk services. Mrs. Anderson coordinates Title II, Parts A & D andTitle V. Mrs. Anderson, Dr. Park Mellgren, and Mrs. Rees have coordinated their efforts to efficiently supplymaterials, professional development activities, teacher stipends, release time and other support to the entireschool district. The district professional development request form has been very helpful to coordinate thosetypes of opportunities. On the forms, staff members are first and foremost requested to identify the connectionof the professional development activity to NCA/School Improvement Goals. They are also required to obtainthe approval of the project director if funding from one of the above grants is required.Mrs. Anderson, Dr. Park Mellgren, and Mrs. Rees adjust the source of the funding, with the purpose ofcoordinating all of the grants. For example, staff members who request to attend professional developmentactivities need to complete a plan of how they intend to share and use the information themselves, upon theirreturn. The goal is to make meaningful choices for professional development, which reflects a comprehensive,coordinated approach for educational reform. At the intermediate level, Mrs. McNitt, Roscommon ElementaryPrincipal is a member of the COOR Intermediate Coordinating Committee for Professional Development(CCCPD). The CCCPD have coordinated grant efforts and have offered extensive training sessions that areongoing throughout the year.

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

- Students to utilize available technology to access the Internet, research, databases, anddistrict software to enhance classroom instruction that leads to overall performanceimprovement in English/Language Arts, mathematics, science and social studies toensure that adequate yearly progress is achieved.- Staff to utilize technology to conduct research, access databases, link curriculumobjectives with lesson plans and activities (Mi-CLIMB), and record and assess student performance, UnitedStreaming videos, TestWiz.- Staff to utilize existing software, and Internet services to assess student achievementin 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 andnational guidelines, as identified by grade level.- Teachers will utilize software provided with texts and available on the Internet tointegrate technology lessons into each curricular area, and use electronic report cards toreport progress.