1. Title I Schoolwide Program
Roscommon Middle School
Gerrish- Higgins School District
Kathy Rees, District Title I Director
Ronald J. Alden, Principal
Nancy Root, Counselor
Rosemarie Farrell, Title I Building Leadership Team
Rebecca Yaske, Title I Building Leadership Team
Lauri Cook, Parent Advisory Committee
Valerie Doebler, Parent Advisory Committee
2008/2009

2. Table of Contents
1. Comprehensive Needs Assessment ……………………………………………………… 3
2. Schoolwide Reform Strategies ……………………………………………………………… 6
3. Instruction by Highly Qualified Professional Staff (Teachers and Instructional
Paraprofessionals) …………………………………………….………………………………… 12
4. Strategies to Attract High-Quality Highly Qualified Teachers to High Need
Schools ……………………………………………………………………………………………….. 13
5. High Quality and Ongoing Professional Development …………………………. 13
6. Strategies to Increase Parental Involvement ………………………………………. 15
7. Preschool Transition Strategies ……………………………………………………………. 18
8. Teacher Participation in Making Assessment Decisions ………………………. 19
9. Timely and Additional Assistance to Students Having Difficulty Mastering the
Standards …………………………………………………………………………………………….. 19
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3. 10. Coordination and Integration of Federal, State and Local Programs and
Resources ………………………………………………………………………………………….... 20
11. Evaluation ………………………………………………………………………………………..… 22
Appendix ...…………………………………………………………………………………………… 23
1. Comprehensive Needs Assessment (CNA)
The Title I Building Leadership Team completed the School Improvement Comprehensive
Needs Assessment provided by the Michigan State Department of Education to compile and
evaluate the four measures of school data. This information was used to evaluate the
overall effectiveness of Roscommon Middle School’s Schoolwide Plan. The data collected
was used to formulate conclusions in the following four areas:
A. Student Achievement Data
B. Demographic Data
C. School Programs
D. Perceptions Data
A. Student Achievement Data
The Comprehensive Needs Assessment highlighted Roscommon Middle School’s
academic strengths and weaknesses. One of the strengths is that Roscommon
Middle School’s overall general education population showed consistent progress on
the Michigan Educational Assessment Program (MEAP) in the areas Math, English
Language Arts (ELA), and Science. (See Figure 1) Another strength for Roscommon
Middle School is meeting Michigan’s Adequate Yearly Progress (AYP) Targets in Math
and ELA as outlined by the Michigan Department of Education in conjunction with
the No Child Left Behind legislation. Two areas of weakness that were discovered
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4. when disseminating the MEAP data include the students with disabilities subgroup
and the gender subgroup.
Figure 1 Grade Level Achievement –School Level Data Year: 2007/2008
% of Population Demonstrating Proficiency of GLCE/HSCE*
Grade ACS** % HQ ELA Math Science Social Studies
***
# % # % # % # %
5 100 76% 100 77% 100 84%
6 100 78% 100 83% 100 73%
7 114 87% 114 84%
8 136 87% 136 85% 136 89%
Additional data sources used to influence the decision making process about student
achievement includes Northwest Evaluation Association (NWEA) Measure of
Academic Progress (MAP) assessment, the AIMS/Web oral reading fluency
assessment, and the MAZE reading comprehension assessment. The first area of
concern includes the fact that less than 75% of Roscommon Middle School students
are performing at grade level on the NWEA’s math and reading MAP assessment.
(See Appendix A) Another major area of concern after analyzing the AIMS/Web and
MAZE results from fall of 2007 to fall of 2008, is that the lowest performing students
are remaining in the deficient category in both oral reading fluency and reading
comprehension.
B. Demographic Data
When analyzing Roscommon Middle School’s demographic data, it became clear
that there were strengths and weaknesses within the subgroups. It was found that
students who have been in the Gerrish-Higgins School District since first grade were
over 80% proficient on the MEAP in the areas of Math and ELA. (See Figure 2)
Figure 2 Continuity of Instructional Program
Highest grade level in building # of % of students % of students % of students % of students
8th grade Students proficient proficient proficient proficient
ELA Math Social Studies Science
Students who have been in 86 84% 81%
the building since 1st grade
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5. Student who moved into the 50 66% 62%
building after 1st grade
A major area of concern includes the fact that the majority of Roscommon Middle
School’s students with disabilities are not proficient on the MEAP in any area that is
assessed. Another area of concern includes the fact that our female population
consistently outperforms the male population on most tested areas of the MEAP.
(See Appendices B1-B4)
C. School Programs
Based on the needs assessment, the following focus areas have been identified for the
2008-2009 school year:
• Improving math skills for all students
• Improving oral reading fluency for all students
• Improving reading comprehension for all students
Schoolwide Program Goals
Goal Area # 1 Math
75% or more of Roscommon Middle School students will achieve grade
level status in math as assessed by NWEA’s Math MAP assessment
Goal Area # 2 Oral Reading Fluency
75% or more of Roscommon Middle School students will achieve
benchmark status as measured by the AIMS/Web oral reading fluency
assessment
Goal Area #3 Reading Comprehension
75% or more of Roscommon Middle School students will achieve
benchmark status as measured by the MAZE reading comprehension
assessment and NWEA’S Reading Map assessment
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6. D. Perception Data
After completing the CNA, it became clear that Roscommon Middle School must
formalize the way in which it collects perception data from students, parents, staff, and
community. This year, eighth grade students will complete an exit survey that will
evaluate their feelings about academic expectations and their Roscommon Middle
School experience. Parents of these students will also have an opportunity to share
their own perceptions of Roscommon Middle School as it relates to their child’s middle
school learning experience.
In the summer of 2007, Roscommon Middle School became part of the Michigan’s
Integrated Behavior and Learning Support Initiative (MiBLSI). Through this initiative, a
Positive Behavior Supports (PBS) survey asks teachers to rank their schools
implementation of this initiative to improve student behavior. The MiBLSI team, three
times a year also completes an Effective Behavior Support Survey that helps the team
assess and plan any changes necessary to improve reading instruction and student
behavior. Staff has always had informal input into our schoolwide plan, but after
completion of the CNA it became evident that this information must be collected in a
more formal fashion. The Title I Building Leadership Team will create a survey for
collecting staff perceptions. The survey will include their perceptions regarding student
expectations, instructional program unity, and support and effectiveness of leadership.
Roscommon Middle School’s summer program currently uses an entrance and exit
survey to inform teaching staff of the effectiveness of its’ program. This information is
used to modify the summer school program to meet the needs of each individual
learner. The Title I Building Leadership Team will survey community members who have
direct contact with school activities and members. Survey questions will address
different aspects of the school setting such as student expectations and overall tone of
the Roscommon Middle School.
2. Schoolwide Reform Strategies
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7. Goal Area #1 Math
SMART Goal 1 By May of 2009, Roscommon Middle School students will
show a 10% improvement in math skills as measured by the
NWEA Math MAP assessment
Rationale and Supporting 1. NWEA Math MAP scores show that less than 68% of
Data 5th to 8th grade students are grade level proficient
2. MEAP Item Analysis showed a schoolwide deficit in
geometry skills
Standardized Assessments 1. NWEA Math MAP Test, beginning and end of school
used to measure goal year(schoolwide)
2. MEAP-Math (Fall)
Local Assessments used to 1. Teacher Observations
measure goal
2. Curriculum and performance assessments
Instructional Strategy 1 Teachers will model and instruct students in specific
concepts of geometry that relate to grade level content
expectations
Research to support strategy The University of Chicago School Mathematics Project
and activities (USCMP), McGraw Hill Wright Group
Principles and Standards for School Mathematics, National
Council of Teachers of Mathematics
Activities  Teachers will provide multiple exposures to targeted
grade level geometry concepts
 Students will be able to draw and solve problems
about geometric shapes and figures
 Students will understand and apply geometric
properties
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8. Students experiencing  Extended time to practice geometry skills
difficulty attaining proficiency
 Small group instruction specifically targeted for
will be provided with the
learning disabled students and those at risk
following accommodations
and interventions  Title I Intervention Program for at risk students to
aid reinforcement of skills and assist mastery of
strategies to increase geometry knowledge
 After school tutoring program for at risk students
and students who have moved into the district
 Summer School Program
Professional Development  Best Practices
 Grade level meetings
 Curriculum Planning Meetings
 Professional Learning Committees (PLC’s)
 Michigan Mathematics Rural Initiative (M2RI)
Evidence and Documentation  Unit Assessments
 NWEA MAP Math Assessment
 Grade Level Content Expectations and Objectives
 Formative assessments
Resources  Everyday Math, McGraw Hill
 Pre-Algebra, McDougal Littell
 Algebra, McDougal Littell
 Accelerated Math, Renaissance Learning
 Math Facts in a Flash, Renaissance Learning
 Classworks, Knowledge Adventure
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9. Goal Area #2 Oral Reading Fluency
SMART Goal By May of 2009, Roscommon Middle School students will
show a 10% improvement in oral reading fluency skills as
measured by the AIMS/WEB assessment
Rationale and Supporting 1. Less than 64% of Roscommon Middle School Students
Data are performing at benchmark status as measured by
the AIMS/WEB oral reading fluency assessment
2. Lowest performing students are remaining in deficient
category
Instructional Strategy 1 Teachers will model and instruct students on how to read
fluently
Standardized Assessments 1. AIMS/WEB trimester assessment (schoolwide) and
used to measure goal progress monitoring as needed
Local Assessments used to 1. Weekly teacher observations
measure goal
Research to support What Really Matters for Struggling Readers, Richard L.
strategy and activities Allington
Reading Excellence: Word Attack and Rate Development
Strategies, Anita Archer
Diagnostic Teaching of Reading: Techniques for Instruction and
Assessment, Barbara J. Walker
Activities  Teachers will demonstrate fluency using read alouds
across the curriculum
 Students will practice fluency using paired reading with
various texts
 Students will use the repeated readings strategy to
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10. improve oral reading fluency
Activities, continued  Students will be taught how to choose appropriate
leveled texts for independent reading time based on
lexile results from NWEA Reading MAP Test data
Students experiencing  Extended time to practice fluency
difficulty attaining
 Small group instruction
proficiency will be
provided with the  Title I Intervention Program for at risk students using
following accommodations Read Naturally software program and REWARDS in a
and interventions small group setting
 Weekly progress monitoring for students in the
deficient category
Professional Development  Best Practices
 Grade level meetings
 Curriculum Planning Meetings
 Professional Learning Committees (PLC’s)
Evidence and  AIMS/WEB assessment
Documentation
 Teacher observations
Resources  Read Naturally software, Read Naturally, Inc.
 REWARDS, Anita Archer
 Bringing Title I Struggling Readers up to Grade Level,
Tim Rasinski
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11. Goal Area #3 Reading Comprehension
SMART Goal By May of 2009, Roscommon Middle School students will show
a 10% improvement in reading comprehension skills as
measured by the MAZE assessment
Rationale and Supporting 1. Less than 68% of Roscommon Middle School Students
Data are performing at benchmark status as measured by the
MAZE reading comprehension assessment
2. Lowest performing students are remaining in the
deficient category
3. Less than 74% of RMS students are performing at grade
level as measured by the NWEA Reading MAP
assessment
4. Less than 58% of students with disabilities are proficient
on the reading MEAP assessment
Instructional Strategy 1 Teachers will model and instruct students on how to increase
reading comprehension in the areas of science, social studies,
English language arts, and math.
Standardized 1. MAZE trimester assessment (schoolwide) and progress
Assessments used to monitoring as needed
measure goal
2. NWEA Reading MAP Test, beginning and end of school
year (schoolwide)
3. MEAP-Reading (Fall)
Local Assessments used 1. Teacher observations
to measure goal
2. Curriculum and performance assessments
Research to support What Really Matters for Struggling Readers, Richard L. Allington
strategy and activities
Michigan Content Literacy Assessments, Standards, and
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12. Strategies (MiCLASS), Macomb Intermediate School District
Research to support Diagnostic Teaching of Reading: Techniques for Instruction and
strategy and activities, Assessment, Barbara J. Walker
continued
Strategies That Work: Teaching Comprehension for
Understanding and Engagement, Ann Goudvis and Stephanie
Harvey
Activities  Teachers will model and instruct students in a specific
reading strategy aimed at improving comprehension of
content material.
5th Grade: Think, Pair, Share
6th Grade: It Says, I Say, and So
7th Grade: REAP (Read, Encode, Annotate, Ponder)
8th Grade: Word Study: Developing Content Vocabulary
 Students will apply the strategy when reading for
information within content area classes.
 Teachers will model and instruct students on identifying
key words necessary to facilitate comprehension within
content reading material
Students experiencing  Extended time to practice comprehension
difficulty attaining
 Small group instruction specifically targeted for learning
proficiency will be
disabled students and those at risk
provided with the
following  Title I Intervention Program for at risk students to aid
accommodations and reinforcement of skills and assist mastery of strategies to
interventions increase reading comprehension skills
 Weekly progress monitoring for students in the deficient
category
 After school tutoring program for at risk students and
students who have moved into the district
 Summer School Program
Professional  Best Practices
Development
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13.  Grade level meetings
Professional  Curriculum Planning Meetings
Development, continued
 Professional Learning Committees (PLC’s)
Evidence and  MAZE Reading Comprehension Assessment
Documentation
 MEAP-Reading (Fall)
 Teacher Observations
 Unit Assessments
 Grade Level Content Expectations and Objectives
 NWEA MAP Reading Assessment
Resources  Bringing Title I Struggling Readers up to Grade Level, Tim
Rasinski
 Scott Forseman Reading Street Reading Program
 Growing Literacy, Genre Units, Macomb Intermediate
School District
 Classworks, Knowledge Adventure
 M-ss-ing L-nks, Sunburst Technology Corporation
 Accelerated Reader, Renaissance Learning
3. Instruction by Highly Qualified Professional Staff (Teachers and
Paraprofessionals)
All teachers at Roscommon Middle School are highly qualified and state certified for
their assigned teaching positions. Roscommon Middle School paraprofessionals meet
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14. the No Child Left Behind requirements for instructional paraprofessional staff
through completion of the Work Keys Certification program.
4. Strategies to Attract High-Quality Highly Qualified Teachers to High Need
Schools
For the past two years, Roscommon Middle School’s teacher turnover rate is less
than 1%. 75% of the Roscommon Middle School staff has been teaching for more
than nine years, and 91% of said staff has been teaching in the middle school for
more than four years. (See Figure 3) Of the teaching staff at Roscommon Middle
School, 69% hold a Master’s Degree.
Figure 3
Questions # Teachers 0-3 years 4-8 years 9-15 years >15 years
1. Indicate how long teachers have been 32 2 6 13 11
teaching.
2. Indicate the number of years, each of 3 5 13 11
the teachers has been assigned to this
school.
Gerrish-Higgins School District incorporates a variety of continuing education
opportunities in order to maintain our high quality teachers. To maintain our high
quality of education, professional teaching staff members who join the Roscommon
Middle School team are mentored by veteran teachers. District-wide ongoing
professional development opportunities are offered by the Gerrish-Higgins School
District and the Crawford, Ogemaw, Oscoda, and Roscommon (COOR) Intermediate
School District (ISD). In addition, the COOR ISD has established the COOR
Coordinated Council for Professional Development (CCCPD) which offers a series of
professional development opportunities aimed at improving student learning across
the curriculum.
5. High-quality and Ongoing Professional Development
The Gerrish-Higgins School District plans and implements 32 hours of the state
required 35 professional development hours for the professional staff. During the
2008/2009 school year, the COOR ISD and CCCPD retained Dr. Paul Slocumb from the
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15. aha! Process, Inc. to present Parts I and II: Ruby Payne’s A Framework for
Understanding Poverty. This professional development opportunity works to
increase staff members understanding of the impact of poverty on education. The
Comprehensive Needs Assessment for Roscommon Middle School shows that more
that 55% of its students are economically disadvantaged. This presentation enabled
staff members to employ the tools and strategies presented to positively impact
student learning within this economically disadvantaged subgroup.
Roscommon Middle School staff members are involved with additional professional
development opportunities aimed at achieving the schoolwide math and reading
program goals. The math curriculum team at Roscommon Middle School has
participated in the Michigan Mathematics Rural Initiative (M2RI) for the past four
years. This initiative focused on algebra and geometry content and pedagogy
appropriate for grade sixth through eighth, with an emphasis on technology that can
be carried over into the classroom.
Roscommon Middle School joined the Michigan’s Integrated Behavior and Learning
Support Initiative (MiBLSI) in an effort to improve the reading skills of its middle
school students. Being a part of MiBLSI has given the Roscommon Middle School
staff various types of professional development opportunities to help achieve the
two reading goals set by the Title I Building Leadership Team. For example, Read
Naturally and Reading Excellence: Word Attack and Rate Development Strategies
(REWARDS) has been adopted by the middle school to improve students’ oral reading
fluency rate and reading comprehension. Through MiBLSI, Roscommon Middle
School has been trained to use the AIMS/Web oral reading fluency and MAZE reading
comprehension data to influence reading instruction decisions within the general
education teacher population. The MiBLSI team members meet semi-annually to
review schoolwide data and use this information to revise current reading goals.
Training was provided through MiBLSI for staff members to participate in Anita
Archer’s “Dynamic Vocabulary Instruction: Effective Practices for Intermediate and
Middle School Students” workshop.
The Title I Building Leadership Team Teachers have received Michigan Content
Literacy Assessments, Standards, and Strategies (MiCLASS) training to enhance the
reading strategy awareness knowledge with the Roscommon Middle School’s Title I
population. This training gives participants the knowledge and skills necessary to
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16. increase student reading comprehension through the use of intensive reading
strategy instruction. Title I teachers were also given the professional development
opportunity to participate in Project Read Training. This training supports student
learning by providing reading instruction that is structured, systematic and
multisensory. This program allows students to become better readers by tapping
into their individual learning styles. Another professional development workshop
Title I teachers attended was Tim Rasinski’s “Bringing Title I Struggling Readers up to
Grade Level”. This program showed staff how to incorporate classroom-tested
strategies for boosting vocabulary, fluency, and comprehension across the
curriculum.
6. Strategies to Increase Parental Involvement
Roscommon Parental Involvement Policy
The staff at Roscommon Middle School believes that schools clearly work best when
parents are involved in their children’s education. Based on Joyce L. Epstein’s
research, which shows that parental involvement is a critical component of the
learning process, Roscommon Middle School strives to involve parents in every
aspect of their child’s education.
 Roscommon Middle School parents are involved in the design,
implementation, and evaluation of the schoolwide plan.
 Parents are invited to attend the annual Title I meeting held at the beginning
of each school year. This meeting informs parents of the Title I program and
services offered by Roscommon Middle School.
 Roscommon Middle School has a Parent Advisory Committee that meets
monthly with the Title I Building Leadership Team to discuss components of
the schoolwide plan. Discussion topics include annual review of the
comprehensive needs assessment, development of academic goals, plan and
review school activities, and evaluate effectiveness of parental involvement in
regards to the schoolwide plan. Parents have input on the plan through the
Parent Advisory Committee, administrators, staff, and various parent surveys
administered throughout the school year.
 The Parent Advisory Committee in conjunction with the Roscommon Middle
School’s Title I Building Leadership Team will annually evaluate the Parental
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17. Involvement Plan. The purpose of this evaluation is to identify barriers to
greater participation and devise strategies to increase parental involvement.
 Roscommon Middle School will gauge the effectiveness of schoolwide events
by offering parents the opportunity to provide feedback on an evaluation
form regarding parent/student activities. This information will be used by the
Parent Advisory Committee and the Title I Building Leadership Team to
determine if certain activities should continue or be modified to improve
parental involvement.
 Roscommon Middle School has a Parental Involvement Mission Statement
and a Parent/Student/Teacher Compact that addresses the true partnership
for learning that exists between home and school. (See Appendix C1 and C2)
This compact was developed using survey data obtained from parents,
students, and teachers. In the spring, representatives from each stakeholder
group will review their portion of the compact and make suggested revisions.
This compact is used annually at parent/teacher conferences to focus on the
responsibilities of each stakeholder in order to improve student achievement
and address schoolwide goals.
Activities
Roscommon Middle School employs a variety of activities that reflect the six standard
areas developed by Joyce Epstein to meet the strategies to increase parental
involvement in accordance with section 1118 (e), sections 1-5, and section 14 of the
No Child Left Behind legislation.
Section 1118 (e) section 1/Standard I - Communicating:
Roscommon Middle School personnel assist parents in understanding the
state’s content standards assessments and how to monitor their child’s
progress in the following ways:
• Roscommon Middle School uses the MDE’s Parent Report to help parents
understand their child’s MEAP scores and to monitor their progress in
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18. mastering state grade level expectations. This report is a tool parents and
teachers can use to analyze and plan for differentiated instruction.
Section 1118 (e) section 2/Standard 2 - Parenting:
Roscommon Middle School Counselors and staff provide materials and
training to help parents work with their children in the following ways:
• “The Middle School Years: Working together for school success” flyer
which is a publication from Resources for Educators. This flyer is sent
home monthly and informs parents about different topics that are related
to parenting middle school students.
• Parents have access to a loaning library which consists of books that are
related to many different topics that can help families cope with personal
challenges that affect their middle school children. Some examples
include divorce issues, family crisis, substance abuse and homework.
• Counselors and professional staff conduct one on one conferences to help
parents work effectively with their children, and provide referrals to
community resources as needed.
Section 1118 (e) section 3/Standard I - Communicating:
The staff at Roscommon Middle School has been trained to build effective
parent involvement through the presentation of Ruby Payne’s “A
Framework for Understanding Poverty” professional development series.
Section 1118 (e) section 4/Standard – Standard IV – Collaborating with
Community:
Roscommon Middle School collaborates with other programs to
coordinate parent involvement in the following ways:
• Catholic Human Services provides a student assistance program which
utilizes small group settings to help students cope with divorce and step
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19. families, family substance abuse, and life skills training such as anger
management, self-esteem, and conflict resolution.
• Roscommon Middle School counselors work with the Department of
Human Services to make decisions in the best interest of the child where
neglect and abuse may be present. Counselors work with support services
to help build and/or maintain the family unit.
• Roscommon Middle School counselors also work with Roscommon County
Probate Court when needed to serve the best interest of at-risk students.
• High achieving eighth grade students are given the opportunity to
participate in Kirtland Community College’s extensive fine arts programs.
• Roscommon Middle School collaborates with Central Michigan
University’s Science Education Department to sponsor “Star Lab”. This
day and evening program is for students and their families to learn about
the solar system.
• Roscommon Middle School Title I program collaborates with an area
business to sponsor math and reading Family Involvement Nights.
• Coordination with COOR’s Gifted and Talented Program to sponsor an
informational meeting for parents regarding their middle school student
who is eligible to take the ACT in 8th grade.
• Gerrish-Higgins School District collaborates with the local Federally
Qualified Health Center, MidMichigan Health Services, to provide health
care services to the area's students and their families. The major goal of
the School Based Health Center is to provide comprehensive primary care
services with an emphasis on prevention, health improvement, and health
maintenance and disease management. By providing School Based Health
Care Services, student access to appropriate health care is increased;
school absenteeism is reduced; students are taught to be advocates for
their personal health; and through the Medical Care Discount Program,
services are provided to people who otherwise may not be able to afford
them.
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20. Section 1118 (e) section 5/Standard III – Student Learning:
Roscommon Middle School strives to provide information in a format and
language that parents can understand.
• Teachers provide individual student academic assessment data to
students and parents at parent teacher conferences which are held in the
fall and as needed.
• Individualized Educational Program Team (IEPT) special education data is
updated at IEPT meetings, and a copy of that information is given to
parents of special education students.
• Progress reports are provided school wide three times a year. Additional
progress reports are issued more often per parent request.
• Attendance is closely monitored at the building, and letters are sent home
to families when students have been absent more than nine days.
• Report cards are issued to parents three times a year.
• Parents and the community may enroll in Roscommon Middle School’s
email notices that provide the most up to date information regarding
school related activities.
• Students of the Month are honored in the local newspaper.
• “The Middle Years: Working together for school success” is a user friendly
newsletter with a variety of topics relevant to raising a middle school
student.
• Parents of incoming fifth graders are invited to attend a middle school
orientation that introduces families to the middle school concept.
Section 1118 (e) section 14/Standard IV - Volunteering:
Opportunities for parental involvement include:
• Roscommon Middle School allows parents to work with students in the
educational experience as chaperones for fieldtrips, helping in the science
labs, and team building activities.
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21. Section 1118 (f):
• Roscommon Middle School is barrier free and has on-site staff resources
to assist parents with any disabilities so they may actively be involved in
their child’s education.
7. Preschool Transition Strategies
Not applicable for Roscommon Middle School
8. Teacher Participation in Making Assessment Decisions
Roscommon Middle School teachers have input into the decision making process regarding
academic assessments. For example, teachers meet in Professional Learning Committees
(PLC’s) and are given release time to meet once a month to discuss formal and non-formal
grade level academic assessments. The information gathered at the PLC is used to modify
and adjust curriculum based on student need.
Teachers also analyze student achievement data such as; NWEA MAP scores, AIMS/Web oral
reading fluency results, MAZE comprehension data, and MEAP results. Teachers use this
information to modify and adjust classroom instruction as needed to reach all learners.
Teachers were given professional development time to learn how to analyze and evaluate
NWEA MAP scores. They were trained to use the extensive NWEA database to gain access
to the dynamic reports suite and growth charts for students in reading, math, and language
arts.
9. Timely and Additional Assistance to Students Having Difficulty Mastering
Standards
Roscommon Middle School has a process in place that ensures proper placement of students
experiencing math and reading difficulties within available programs. The selection process
begins in the spring to prepare students and staff for the following school year. All students
are assessed in late April using NWEA MAP tests (math, reading, and language usage) and
AIMS/Web and MAZE for oral reading fluency and reading comprehension. This information
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22. along with current MEAP data and classroom grades are used to place students in
appropriate learning environments for the following school year. These learning
environments include admission into the Title I program and appropriate homeroom
placement for students requiring additional support in certain content areas. For example, if
a student requires extra support in math they will be placed in a Highly Qualified math
teacher’s homeroom.
All students at the beginning of the school year are again assessed to obtain baseline data
using NWEA MAP tests (math, reading, and language usage) and AIMS/Web and MAZE for
oral reading fluency and reading comprehension. New students to Roscommon Middle
School are evaluated at this time to ensure appropriate placement within available
programs.
Students who were placed in the Title I program are re-evaluated every four weeks for
evidence of progress in the areas of math and reading. Students who are benchmarking are
released from the Title I program, but are closely monitored for success in the general
education classroom. Students may re-enter the Title I program as needed based on
progress monitoring data and teacher recommendation.
Roscommon Middle School students are tested mid-year using AIMS/Web and MAZE
assessments to chart oral reading fluency and reading comprehension growth. The data is
analyzed to determine additional Title I placements. This process is ongoing and provides
timely assistance to students who are having difficulty performing at grade level
expectations.
Students who have been identified for Title I services are given additional support in the
areas of math and reading strategy instruction in all content areas. Depending on grade
level, students receive between two to five hours of additional academic support outside the
content area classroom setting, and/or additional assistance in the classroom.
Title I teachers work with classroom instructors to meet the needs of each individual learner.
They discuss individual student needs and brainstorm ways to differentiate instruction.
Within the Title I program, Title I teachers differentiate instruction by using content area
materials and technology to meet individual needs of each student.
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23. 10.Coordination and Integration of Federal, State and Local Programs and
Resources
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.
At the community level, the Title programs coordinate services with several different
agencies within the Gerrish-Higgins community to provide services and resources to our
students. Action plans are written for some of the programs that outline what services or
resources are needed. A record is kept that identifies program goals, technology needs, and
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24. agencies providing the service, target dates and a summary reflection. Some of the agencies
that Roscommon Middle School (RMS) utilizes are:
COOR ISD serves as a hub for most of the state and federal educational programs and
support services for Roscommon Middle School. Their support covers three main areas of
education, general education, special education and vocational education.
Roscommon County United Way reviews RMS scholarship applications twice per school
year. The money the school receives from the United Way pays for transportation tokens for
the Roscommon Mini Bus System. Some of the programs are held during after school hours
or during summer time. Free transportation is provided to economically disadvantaged
students who attend these programs.
Roscommon Mini Bus System offers RMS students a reduced rate for transportation as long
as rides are booked in advanced.
Michigan State Police, Roscommon County Sherriff’s Department, and the Gerrish
Township Police Department all offer support and programs for RMS students and their
families. For example, bike, snowmobile, boater, hunter, and internet safety courses, Walk
to School Day support, bullying, drug and alcohol education, and current updates on gang
issues all aimed at protecting and educating RMS students, families, and staff.
School Based Medical Clinic is located within the middle school. Students have access to
medical clinic throughout the day. The clinic provides help for students on medical issues,
sports physicals, counseling, and provides current health information for students and their
families and the staff. The location of the clinic has helped to keep students in school.
Sometimes living in a small rural northern Michigan community will offer limited resources;
that cannot be said that of the Gerrish-Higgins school community. Several local businesses
continue to support Roscommon Middle School in a variety of ways. Glen’s food market
gives discounts, McDonalds and Subway supplies gift cards for educational incentives,
Roscommon Movie theater donates movie passes, Fred’s Bowling gives bowling passes,
Impact Office gives discounts on student and teaching supplies, BP gas station supplies
paper, crayons, and note taking books for the economically disadvantaged. The generosity
within the school community is wonderful.
11.Evaluation of Schoolwide Plan
For a schoolwide plan to be effective it must be evaluated annually. The Title I Building
Leadership Team and the Parent Advisory Committee at Roscommon Middle School meet
annually in June to analyze state assessment data, MEAP, and other indicators of academic
achievement to evaluate the schoolwide plan. During this process, in depth analysis of
students not performing at grade level informs the team what areas of the plan are in need
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25. of revision. The schoolwide plan is then updated and in place by the beginning of the
following school year.
Appendix A
NWEA School Overview
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26. School: ROSCOMMON MIDDLE SCHOOL Roster: Fall 2008 Growth Seasons:
Fall 07 – Fall 08
Reading
Student Count Student Count
Grade for Growth % Growth for Season % Proficient % Median
5 104 49.0% 110 66.4% 37.3%
6 117 47.0% 128 70.3% 32.8%
7 115 38.3% 124 64.5% 37.1%
8 121 48.8% 130 73.8% 50.0%
Mathematics
Student Count Student Count
Grade for Growth % Growth for Season % Proficient % Median
5 105 30.5% 111 67.6% 36.9%
6 117 64.1% 128 60.2% 40.6%
7 115 52.2% 124 62.9% 42.7%
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27. 8 121 33.9% 130 63.8% 50.0%
Appendix B1 Sub Group Analysis: Grade 5
Percent of Sub-group meeting State Proficiency Standards
Reading Writing Total ELA
Group Year 1 Year 2 Year 3 Year 1 Year 2 Year 3 Year 1 Year 2 Year 3
2007 2006 2005 2007 2006 2005 2007 2006 2005
Social Economic Status (SES) 76% 76% 78% 39% 44% 43% 70% 67% 67%
(economically disadvantaged)
Ethnicity (Caucasian) 84% 80% 79% 52% 42% 47% 77% 70% 65%
Students with Disabilities 36% 20% 17% 4% 0% 25% 21% 7% 17%
Limited English Proficient (LEP) n/a n/a n/a n/a n/a n/a n/a n/a n/a
Homeless n/a n/a n/a n/a n/a n/a n/a n/a n/a
Neglected & Delinquent n/a n/a n/a n/a n/a n/a n/a n/a n/a
Migrant n/a n/a n/a n/a n/a n/a n/a n/a n/a
Gender
Male 76% 79% 77% 45% 38% 41% 71% 64% 68%
Female 90% 81% 84% 57% 46% 55% 82% 75% 65%
Math Science Social Studies
Group Year 1 Year 2 Year 3 Year 1 Year 2 Year 3 Year 1 Year 2 Year 3
2007 2006 2005 2007 2006 2005 2007 2006 2005
Social Economic Status (SES) 70% 74% 73% 80% 76% 75%
Ethnicity 77% 80% 73% 85% 79% 72%
Students with Disabilities 25% 0% 42% 36% 19% 25%
Limited English Proficient (LEP) n/a n/a n/a n/a n/a n/a n/a n/a n/a
Homeless n/a n/a n/a n/a n/a n/a n/a n/a n/a
Neglected & Delinquent n/a n/a n/a n/a n/a n/a n/a n/a n/a
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28. Migrant n/a n/a n/a n/a n/a n/a n/a n/a n/a
Gender
Male 76% 82% 73% 86% 80% 73%
Female 78% 77% 75% 82% 77% 73%
(These charts look at data for full academic year students)
Appendix B2 Sub Group Analysis: Grade 6
Percent of Sub-group meeting State Proficiency
Reading Writing Total ELA
Group Year1 Year2 Year3 Year 1 Year2 Year3 Year 1 Year2 Year3
2007 2006 2005 2007 2006 2005 2007 2006 2005
Social Economic Status (SES) 74% 91% 90% 81% 54% 67% 77% 76% 82%
(economically disadvantaged)
Ethnicity 78% 92% 90% 73% 63% 74% 80% 80% 83%
Students with Disabilities 42% 13% 10% 38% 7% 19% 33% 7% 10%
Limited English Proficient (LEP) n/a n/a n/a n/a n/a n/a n/a n/a n/a
Homeless n/a n/a n/a n/a n/a n/a n/a n/a n/a
Neglected & Delinquent n/a n/a n/a n/a n/a n/a n/a n/a n/a
Migrant n/a n/a n/a n/a n/a n/a n/a n/a n/a
Gender
Male 74% 87% 93% 62% 59% 67% 72% 79% 82%
Female 80% 98% 87% 86% 65% 84% 84% 80% 86%
Math Science Social Studies
Group Year1 Year2 Year3 Year 1 Year2 Year3 Year 1 Year2 Year3
2007 2006 2005 2007 2006 2005 2007 2006 2005
Social Economic Status (SES) 85% 80% 74% 66% 83% 74%
Ethnicity 83% 79% 82% 75% 84% 80%
Students with Disabilities 24% 13% 19% 23% 27% 29%
Limited English Proficient (LEP) n/a n/a n/a n/a n/a n/a n/a n/a n/a
Homeless n/a n/a n/a n/a n/a n/a n/a n/a n/a
Neglected & Delinquent n/a n/a n/a n/a n/a n/a n/a n/a n/a
Migrant n/a n/a n/a n/a n/a n/a n/a n/a n/a
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29. Gender
Male 80% 82% 81% 76% 87% 82%
Female 86% 76% 81% 70% 84% 80%
(These charts look at data for full academic year students)
Appendix B3 Sub Group Analysis: Grade 7
Percent of Sub-group meeting State Proficiency Standards
Reading Writing Total ELA
Group Year1 Year2 Year3 Year 1 Year2 Year3 Year 1 Year2 Year3
2007 2006 2005 2007 2006 2005 2007 2006 2005
Social Economic Status (SES) 82% 90% 73% 79% 54% 65% 82% 83% 69%
(economically disadvantaged)
Ethnicity 83% 93% 78% 85% 62% 71% 86% 85% 76%
Students with Disabilities 22% 19% 35% 28% 0% 18% 28% 6% 18%
Limited English Proficient (LEP) n/a n/a n/a n/a n/a n/a n/a n/a n/a
Homeless n/a n/a n/a n/a n/a n/a n/a n/a n/a
Neglected & Delinquent n/a n/a n/a n/a n/a n/a n/a n/a n/a
Migrant n/a n/a n/a n/a n/a n/a n/a n/a n/a
Gender
Male 81% 92% 71% 73% 56% 59% 81% 85% 67%
Female 87% 94% 86% 95% 71% 85% 93% 87% 88%
Math Science Social Studies
Group Year1 Year2 Year3 Year 1 Year2 Year3 Year 1 Year2 Year3
2007 2006 2005 2007 2006 2005 2007 2006 2005
Social Economic Status (SES) 80% 74% 54%
Ethnicity 84% 80% 66%
Students with Disabilities 22% 6% 12%
Limited English Proficient (LEP) n/a n/a n/a n/a n/a n/a n/a n/a n/a
Homeless n/a n/a n/a n/a n/a n/a n/a n/a n/a
Neglected & Delinquent n/a n/a n/a n/a n/a n/a n/a n/a n/a
Migrant n/a n/a n/a n/a n/a n/a n/a n/a n/a
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30. Gender
Male 85% 86% 68%
Female 84% 74% 65%
(These charts look at data for full academic year students)
Appendix B4 Sub Group Analysis: Grade 8th
Percent of Sub-group meeting State Proficiency Standards
Reading Writing Total ELA
Group Year1 Year2 Year3 Year 1 Year2 Year3 Year 1 Year2 Year3
2007 2006 2005 2007 2006 2005 2007 2006 2005
Social Economic Status (SES) 89% 75% 64% 67% 62% 56% 83% 72% 61%
(economically disadvantaged)
Ethnicity 89% 76% 76% 71% 63% 57% 87% 73% 68%
Students with Disabilities 42% 32% 33% 5% 16% 13% 16% 21% 13%
Limited English Proficient (LEP) n/a n/a n/a n/a n/a n/a n/a n/a n/a
Homeless n/a n/a n/a n/a n/a n/a n/a n/a n/a
Neglected & Delinquent n/a n/a n/a n/a n/a n/a n/a n/a n/a
Migrant n/a n/a n/a n/a n/a n/a n/a n/a n/a
Gender
Male 83% 74% 75% 65% 50% 48% 82% 65% 67%
Female 94% 81% 76% 79% 78% 64% 92% 84% 68%
Math Science Social Studies
Group Year1 Year2 Year3 Year 1 Year2 Year3 Year 1 Year2 Year3
2007 2006 2005 2007 2006 2005 2007 2006 2005
Social Economic Status (SES) 77% 64% 68% 83% 77% 89%
Ethnicity 85% 71% 70% 89% 81% 90%
Students with Disabilities 16% 21% 25% 26% 42% 56%
Limited English Proficient (LEP) n/a n/a n/a n/a n/a n/a n/a n/a n/a
Homeless n/a n/a n/a n/a n/a n/a n/a n/a n/a
Neglected & Delinquent n/a n/a n/a n/a n/a n/a n/a n/a n/a
Migrant n/a n/a n/a n/a n/a n/a n/a n/a n/a
Gender
Male 88% 68% 78% 88% 82% 93%
Female 82% 75% 61% 90% 81% 88%
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31. (These charts look at data for full academic year students)
Appendix C1
Roscommon Middle School
“Learning for all in a safe, positive environment”
Title I
Parental Involvement Mission Statement
We, the staff of Roscommon Middle School, in partnership with parents and the community,
believe all children can learn. We will provide a safe and positive environment that offers a
variety of educational opportunities which will enable your child to obtain life skills and
reach their potential as a lifelong learner and contributing citizen.
To assist in the achievement of our educational goals, Roscommon Middle School has
developed a Parent, Student and Teacher Compact. It is a declaration of intent by all parties
involved to help each other achieve mutual educational and social objectives. Our Parent,
Student, and Teacher Compact, while being clear and concise, details the shared
responsibilities that each of us has in order to ensure academic success for our students.
The staff of Roscommon Middle School knows that parents are the first educators of their
children. We are committed to developing school programs and activities that involve and
equip our students, parents and/or guardians with needed skills and resources to assist their
children in attaining their highest potential.
Since parents are so important to their children’s education, strategies to assist student
learning will be available throughout the year. Parental input is always welcome to help
improve programs offered at Roscommon Middle School.
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32. Appendix C2 Roscommon Middle School
“Learning for all in a safe positive environment”
Parent-Student-Teacher Compact
PARENT/GUARDIAN AGREEMENT
It is important to have my child reach his/her full academic potential. Therefore, I will encourage him/her by doing the
following:
 See that my child attends school regularly and is punctual.
 Attend parent-teacher conferences and other school functions.
 Model respect by going to the teacher first about any concerns, trying to keep lines of communication open, and
understanding that there are two sides to every issue.
 Show respect and support for my child, the staff, and the school.
 Establish a time and a place for completion of homework and work with my child to get it handed in on the day it is
due.
 Maintain high expectations for my child.
Parent Signature ______________________________________________________
STUDENT AGREEMENT
It is important that I work to the best of my ability; therefore, I shall strive to do the following:
 Always try to do my best in my work and my behavior.
 Come to school each day prepared with my homework and supplies, ready to learn.
 Do my classwork/homework every day and ask for help when I need it.
 Show respect for myself, my school, and other people.
 Give my parents/guardians all papers and information sent home with me from school.
 Participate in classroom activities and work cooperatively with students and staff.
Student Signature _____________________________________________________
TEACHER AGREEMENT
It is important that students achieve, therefore, I shall strive to do the following:
 Provide a positive and safe environment that promotes active learning.
 Enforce the rules and policies of the school consistently and fairly.
 Believe that each child can learn and give each student strategies to increase competence.
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33.  Utilize a wide range of teaching techniques to benefit the wide range of learning styles.
 Demonstrate professional behavior and a positive attitude.
 Maintain high expectations for myself and all my students.
 Maintain open lines of effective communication with my students and their parents in order to support student
learning.
Teacher Signature ___________________________________________________________
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