1. 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

2. St. Helen Elementary School
School Improvement Plan
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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3. St. Helen Elementary School
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 School Improvement Plan template (SIP) 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.
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4. St. Helen Elementary School
Copies of these documents can be obtained on the web at: www.mi.gov/schoolimprovement
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5. St. Helen Elementary School
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
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6. St. Helen Elementary School
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.
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 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.
Mission Statement:
St. Helen Elementary School is devoted to strengthen the partnership among our students, families and
community. All students will achieve their highest intellectual, physical, social and emotional potential while
fostering respect for themselves and others. Our goal is to prepare students for the rapidly changing world by
inspiring and challenging them to be life-long learners in a diverse and technologically driven society.
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.
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 essential
curricular content, makes certain it is sequenced appropriately and is taught effectively in the available
instructional ties. Assessments used are aligned to curricular content and are used to guide instructional
decisions and monitor student learning.
-We commit to positive Leadership: District leaders create a school environment where everyone contributes 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.
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7. St. Helen Elementary School
Goals
ID Name Development Status Progress Status
Nothing found to display
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8. St. Helen Elementary School
Resource Profile
Funding Source Planned Amount Actual Amount
No Resources found
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9. St. Helen Elementary School
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 reesk@ghsd.net
Title I
Mrs. Mary Ward wardm@ghsd.net
Coordinator/Teach
Mrs. Donna Kolka Title I Teacher kolkad@ghsd.net
Teacher/Leadership
Mrs. Jean Christiansen christiansenj@ghsd.net
Team
Parent/Day Care
Ms. Tracy Gage gagegirltlg@hotmail.com
Center Bu
Parent/Leadership
Mrs. Michelle Brewer youngm@ghsd.net
Team
Mr. Tom Dale Board Member dalet@ghsd.net
Mrs. Kathy Jernigan Board Member jernigank@ghsd.net
Dr. Millie Park Mellgren Superintendent mellgrenm@ghsd.net
1. Describe how all stakeholders are involved in the planning, design, monitoring and evaluation of this
institution improvement plan.
The building is governed by the Principal with direct consultation with an elected Leadership Team. This team
meets monthly and then each team member meets weekly during 2 one hour planning meetings a month to
report back and receive feedback from the rest of the staff. This plan was developed through the Leadership
Team with the addition ofthe other Steakholders listed on the SIP. 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 ongoing
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 our building plan, as well as thedistrict.
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
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10. St. Helen Elementary School
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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11. St. Helen Elementary School
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: Principal
Address: 1350 N. St. Helen Rd., St. Helen, MI
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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12. St. Helen Elementary School
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.
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.
- 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?
- 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 performance, United
Streaming videos, 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
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13. St. Helen Elementary School
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.
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