GIRESD – Center Programs
2010-2011 ANNUAL REPORT
Kathy Stevenson, Special Services Supervisor
Principal’s Greeting/Message
Table of
Contents
August 22, 2011
1
Adequate
Yearly Progress
2
Description of
the School
We are pleased to present you with the Annual Education Report (AER) which provides key
information on the 2010-2011 educational progress for the Gratiot-Isabella RESD (GIRESD)
Center Programs. The AER addresses the complex reporting information required by
federal and state laws. The school’s report contains information about student assessment,
Adequate Yearly Progress (AYP) and teacher quality for GIRESD programs in Isabella and
Gratiot counties. If you have any questions about the AER, please contact Kathy Stevenson
at Kinney School (989 773-6956) or Gary Mark at the GIRESD Ithaca Office (989 875-5101)
for assistance.
2
Pupil
Assignment
2
School
Improvement
Plan
3
Core
Curriculum
3
Local
Assessment
Data
4
Parent
Involvement
4
Parent
Conferences
Dear Parents and Community Members:
The AER is available for you to review electronically by visiting the following web site
GIRESD Kinney Programs or you may review a copy from the Kinney School office or the
GIRESD Ithaca Office. State law requires that we also report additional information that is
found in this document in the subsequent pages.
THE GIRESD Center Programs made the AYP target for the 2010-2011 school year. In order
to provide our students with excellent instructional services and care, the teachers and staff
will continue to meet in Professional Learning Communities (PLC) to focus on improving
student achievement by implementing the GIRESD School Improvement Plan. Teachers and
staff will participate in continuing professional development to further develop their
instructional and technology skills for working with students who have moderate to severe
needs. Parents can become involved by participating in their child’s Individual Educational
Program (IEP), attending parent-teacher conferences, participating in professional
development workshops, and serving on the GIRESD Parent Advisory Committee.
The GIRESD Center Programs would like to thank the parents and community for
their support as we work cooperatively to meet our students’ needs during these
tough financial times. The administration, teachers, and staff are committed to
delivering high quality instruction and providing the best instructional practices to
help our students learn.
Sincerely,
Kathy Stevenson
GIRESD Supervisor, Special Services
Gary Mark
GIRESD Supervisor, Special Services
Page 1
Description of the School
GIRESD Center programs provide educational programming and services for students in Isabella and Gratiot
counties who have special education needs from birth through age 26. Programs provided through the GIRESD
are non-classroom Early Childhood Special Education (NCECSE), Early Childhood Special Education (ECSE), Severely
Emotionally Impaired (SEI), Moderately Cognitively Impaired (MoCI), Severely Cognitively Impaired (SCI), Severely
Multiply Impaired (SXI), and Deaf and Hard of Hearing (DHH).
Process for Assigning Pupils to the School
Students’ who’s IEPs determine that placement in a GIRESD Center program best meets the student’s needs are
assigned to GIRESD programs that are located in local district buildings within Gratiot and Isabella counties.
Students are assigned to GIRESD programs located within local district buildings according to the student’s
individual need, the geographic location of their residence, and the grade span /ages of the students in the
program.
Status of School Improvement Plan
A copy of the School Improvement Plan is available on the GIRESD website at www.giresd.net. The School
Improvement Team, composed of several focus groups, meets during the school year to review the plan. The
purpose of the team is to develop, review, and evaluate goals, objectives and strategies for the School
Improvement Plan. The School Improvement Team facilitates the continuous collection and analysis of academic
assessment data to guide instruction and evaluate progress toward student achievement goals. The classroom
teachers and ancillary staff also review students’ progress on IEP goals and objectives as a means of assessing
overall district progress on meeting School Improvement goals and objectives.
GOALS
All students will be proficient in Math.
Students will participate in daily math lessons based on GLCE and
extended GLCE standards. / GIRESD staff will participate in Math
professional development to support students in meeting the School
Improvement goal.
All students will score proficient based on IEP identified state assessments.
Students will participate in daily ELA lessons based on GLCE and
extended GLCE standards. / GIRESD staff will participate in ELA
professional development to support students in meeting the School
Improvement goal.
All students will be proficient in the area of science.
Students will participate in daily science lessons based on GLCE and
extended GLCE standards. / GIRESD staff will participate in Science
professional development to support students in meeting the School
Improvement goal.
PROGRESS
NOT YET
BEGUN
MAKING
PROGRESS
COMPLETED
X
X
X
Page 2
Core Curriculum Status
A copy of the Core Curriculum is available on the GIRESD website.
English Language Arts
The English Language Arts curriculum follows the Grade Level Content Expectations and the Extended Grade Level
Content Expectations (EGLCE) approved by Michigan’s State Board of Education. Students in GIRESD MoCI, SCI,
and SXI programs also use the Unique Curriculum which was developed for students with moderate to severe
cognitive impairments. This curriculum is research-based and incorporates functional English Language Arts (ELA)
skills into content lessons for Science and Social Studies. The GIRESD teachers participate in continuing
professional development and Professional Learning Communities in order to implement the ELA curriculum for
our students with moderate to severe needs.
Mathematics
The Mathematics curriculum follows the Grade Level Content Expectations and Extended Grade Level Content
Expectations (EGLCE) approved by Michigan’s State Board of Education. Students in GIRESD MoCI, SCI, and SXI
programs also use the Unique Curriculum for students with moderate to severe cognitive impairments. This
curriculum is research-based and incorporates functional Math skills into content lessons for Science and Social
Studies. The GIRESD teachers participate in continuing professional development and Professional Learning
Communities in order to implement the Math curriculum for our students with moderate to severe needs.
Science
The Science curriculum follows the Grade Level Content Expectations and the Extended Grade Level Content
Expectations (EGLCE) approved by Michigan’s State Board of Education. Students in GIRESD MoCI, SCI, and SXI
programs also use the Unique Curriculum for students with moderate to severe cognitive impairments. This
curriculum is research-based and incorporates functional ELA and Math skills into content lessons for Science.
The GIRESD teachers participate in continuing professional development and Professional Learning Communities
in order to implement the Science curriculum for our students with moderate to severe needs.
Social Studies
The Social Studies curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board
of Education. Students in GIRESD MoCI, SCI, and SXI programs also use the Unique Curriculum for students with
moderate to severe cognitive impairments. This curriculum is research-based and incorporates functional ELA
and Math skills into content lessons for Social Studies. The GIRESD teachers participate in continuing professional
development and Professional Learning Communities in order to implement the Social Studies curriculum for our
students with moderate to severe needs.
Local Assessment Data
Students in GIRESD Center programs participate in state assessments for MEAP and MIAccess at the Functional,
Supported Independence, and Participation levels. In addition, students are assessed using Brigance, classroombased assessments, authentic assessments, and Transition assessments as appropriate. Students are provided
with appropriate accommodations as identified in their IEPs in order to successfully participate in state and
classroom-based assessments. Students who have difficulty verbalizing or writing answers are able to use
assistive technology to answer assessment questions or respond to assessment scenarios.
Page 3
Parent Involvement
Parent Involvement Policy
The GIRESD welcomes and encourages parental involvement in order to help our students maximize student
achievement. Parents are encouraged to participate in IEPs, parent-teacher conferences, workshops, and the
GIRESD Parent Advisory Committee.
Parents Right to Know Statement
The GIRESD Board of Education respects the privacy rights of parents and their children. Procedures are
established whereby parents may inspect any materials used in conjunction with any surveys, analysis, or
evaluation. The Student Privacy and Parental Access to Information Policy is approved by the GIRESD Board of
Education and fulfils the requirements of No Child Left Behind.
Parent Conferences
Parent Teacher Conference Attendance Data
2008-2009
Subgroups
All
2009-2010
Number of students
represented
Percentage of
students represented
Number of students
represented
Percentage of
students represented
30
100
30
100
Thirty-nine parents participated in Parent-Teacher conferences during the 2010-2011 school year either by
coming to the school or participating in a phone conference.
Page 4