Instructional Services
GES Summer • The Great Outdoors!
One way our Early Literacy Coaches, Michelle Ewald and Grace Brown, support our teachers and instructional coaches is to connect local school districts with community resources. Staff members from Grayling Elementary partnered with Angela Cook, the 4-H Program Coordinator in Crawford County, to bring non-traditional learning activities to their summer learning sessions. As part of a thematic unit on the Great Outdoors, students enjoyed making paper canoes, decorating and putting numbers on them, like the real boats in the Canoe Marathon. The students then raced them in Ausable River. Thank you to Grace, Michelle, Angela, and the staff members at Grayling Elementary for this wonderful opportunity!
Pupil Audit Team
Work with COOR school districts to ensure that both the Local Districts and ISDs have an accurate count of students, verifies that all Michigan Department of Education (MDE) procedures are followed, and serves as a resource to local districts.
Shannon Rea • Pupil Accounting Auditor
https://www.coorisd.net/administrative-services/pupil-accounting/
Early Literacy
The Early Literacy Coaching Model was created in response to Michigan’s Read by Grade Three Law. The model is aligned to the General Educational Leadership Network (GELN) Early Literacy Task Force (ELTF) Essential Coaching Practices in Elementary Literacy and supports the Essential Instructional Practices in Early Literacy.
The purpose of the model is to support Intermediate School Districts (ISDs) and Local Educational Agencies (LEAs) to understand and implement research-supported literacy coaching practices that support strong coaching programs and drive professional learning around literacy coaching throughout the state.
Literacy coaching can provide powerful job-embedded, ongoing professional development with a primary goal of enhancing classroom literacy instruction through improving teacher expertise. Effective literacy coaching supports teachers to successfully navigate the daily challenges they face in their classrooms. As a result, instructional capacity and sustainability within the schools increases. In addition, through improving teacher expertise and the quality of core instruction, student achievement increases.
Michelle Ewald • Early Literacy Coach
• Background: Bachelors of Gen. Studies - U of M
Teaching Certification - Eastern MI University
Masters Elementary Education with Major in Reading - Central MI University
PhD program in Reading Education ("ABD" - completed all coursework, but discontinued completion of the degree during dissertation work) -Oakland Univ.
K-12 Teaching Background (Mio 27 years, Roscommon 1 year)MS/Upper Elementary classroom teacher (4th/6th). 11 years Literacy Coach - 5 years Instructional Coach/Reading & Math Interventionist (K-5th)
• What services do you provide to help support children, parents and or families? I primarily work with teachers and instructional coaches on refining reading and writing instruction, with the end goal being to improve literacy outcomes for students. Supporting All COOR Districts - Crawford, Oscoda, Ogemaw & Roscommon.
31n School-Based Mental Health Services
The overall intent of 31n is to increase the provision of mental health and support services in schools for general education students throughout Michigan.
We have used 31n funds to improve mental health outcomes for students by providing social work support across our ISD. This support has resulted in a range of services including, but not limited to, individual therapy, group therapy, brief interaction, crisis response, consultation, and case management/care coordination.
The receipt of 31n funds has allowed us to expand our services and increase access in order to meet the needs of general education students in our schools/community. We have also used these funds to develop building leadership teams across the ISD with the focus of data-based decision making in order to develop MTSS/PBIS.
We are using bhworks to improve our referral process, standardize data collection, and track impact data so we will be able to continue to improve our program and services, and ultimately, outcomes for students.”
BEHAVIORAL HEALTH COORDINATOR
Michelle Culton-Ekstrom • All COOR Districts
• Provide consultation to administrators, instructional staff, students, and families regarding evidence-based practices for the prevention and intervention of behavioral health concerns Coordinate 31n services
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness
STUDENT ENGAGEMENT COACH • All COOR Districts
Christine Pudvan
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness
• Social-emotional learning curriculum support & classroom coaching
WHOLE CHILD SPECIALIST • Crawford AuSable Schools
Stacy Shafto
• Behavioral & mental health services for general education students
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness
WHOLE CHILD SPECIALIST • Fairview, Mio AuSable Schools
Heather Sharpe
• Behavioral & mental health services for general education students
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness
WHOLE CHILD SPECIALIST | MDHHS • Charlton Heston Academy
Scott Beltz
• Behavioral & mental health services for general education students
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness
WHOLE CHILD SPECIALIST | MDHHS • Roscommon Schools
Jamie Meade
• Behavioral & mental health services for general education students
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness
WHOLE CHILD SPECIALIST | MDHHS • West Branch
Kassidy Quigley
• Behavioral & mental health services for general education students
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness
WHOLE CHILD SPECIALIST | MDHHS • Houghton Lake
Michelle MacArthur
• Behavioral & mental health services for general education students
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness
Instructional Services
C.O.O.R. ISD provides programs and services with our partners to support the current and emerging teaching and learning needs of our schools and communities.
Instructional Services staff provide professional learning experiences to teachers, administrators, and community partners with a focus on student growth and achievement.
The department also supports schools, and districts, with curriculum development and alignment, instructional design and delivery, assessment and evaluation of learning, programming design, and educational goal development, alignment, and attainment.
Katie Fuelling • Instructional Services Director
Instructional Services Team
Upcoming Events
Individual education programs — commonly called “IEPs” — are critical to ensuring that students with disabilities have access to a free and appropriate public education. Created with the Michigan Department of Education (MDE) Office of Special Education (OSE), these modules explore the procedural and substantive aspects of writing IEPs that are both compliant with the law and meaningful to individual students with disabilities. You will learn the ins and outs of drafting an IEP, assembling an IEP team, and supporting students with a plan tailored to their individual needs.
Participants will watch the module (10 modules total) prior to the virtual module study date. Each individual module varies in duration..
The virtual meetings will be facilitated by ISD staff where we will unpack what we learned in the module. Participants will have an opportunity to ask questions and share best practices used within their home districts.
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
Instructional leaders will increase repertoire of skills, gain professional knowledge, and impact student, teacher, and leader performance through exploring timely topics, engaging in the practical application of learning, collaboratively problem-solving around barriers, and celebrating successes.
Facilitator: Katie Fuelling, Director of Instructional Services
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
Secondary instructional leaders will meet in person. The agenda will be developed to share best practices, curriculum, MDE updates, and celebrate successes. These meetings will help foster relationships and provide a network of support when making decisions.
Facilitator:
Natalie Davis, COOR Advanced Technical Innovation Center Director
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
The Instructional Leadership Team will work collaboratively to set the vision for teaching and learning at the ISD level by leading and guiding the creation and refinement of instructional systems to connect people, processes, and structures to support the vision. The team will ensure that the proper supports are in place to enact the necessary changes with the implementation of systems at the ISD and district level. The team is defined as the COOR Superintendent and Directors and district representatives who work together to sustain COOR’s sense of purpose in strengthening student, teacher, and leader performance.
Facilitators:
Shawn Petri, COOR ISD Superintendent
Katie Fuelling, Director of Instructional Services
Individual education programs — commonly called “IEPs” — are critical to ensuring that students with disabilities have access to a free and appropriate public education. Created with the Michigan Department of Education (MDE) Office of Special Education (OSE), these modules explore the procedural and substantive aspects of writing IEPs that are both compliant with the law and meaningful to individual students with disabilities. You will learn the ins and outs of drafting an IEP, assembling an IEP team, and supporting students with a plan tailored to their individual needs.
Participants will watch the module (10 modules total) prior to the virtual module study date. Each individual module varies in duration..
The virtual meetings will be facilitated by ISD staff where we will unpack what we learned in the module. Participants will have an opportunity to ask questions and share best practices used within their home districts.
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
Instructional leaders will increase repertoire of skills, gain professional knowledge, and impact student, teacher, and leader performance through exploring timely topics, engaging in the practical application of learning, collaboratively problem-solving around barriers, and celebrating successes.
Facilitator: Katie Fuelling, Director of Instructional Services
Facilitators: Brenda Vaughan-Ide
Transition Coordinator/Compliance Monitor
The Student Support Team will work collaboratively to address a variety of factors that influence the whole child, specifically focusing on the non-academic needs of learners.
Research on effective practices for supporting student needs demonstrates how such supports not only lend to the general success of the learner, but also how they can address the many needs that students have that will enable learning and academic progress.
The Student Support Team will ensure that the proper supports are in place to enact the necessary changes with the implementation and/or sustainment of systems at the ISD and district level.
November 7 COOR BOE Room
December 5 Houghton Lake HS
January 9 Ogemaw Heights High School
February 6 Mio Ausable
March 5 GrayLing HS
April 2 Fairview
May 7 Roscommon HS
June 4 TBD
Facilitator: Natalie Davis, COOR Advanced Technical Innovation Center Director
Register Here
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Natalie Davis is inviting you to a scheduled Zoom meeting.
Join Zoom Meeting
https://us02web.zoom.us/j/85496612741
Meeting ID: 854 9661 2741
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Instructional coaches will increase repertoire of skills, gain professional knowledge, and impact student and teacher performance through exploring timely topics, engaging in the practical application of learning, collaboratively problem-solving around barriers, and celebrating successes. Topics explored include (but not limited to): professional reading and viewing surrounding current research and practice in the field, coaching scenarios, coaching models and techniques, coaching cycles, and district data analysis. Facilitators: |
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
Individual education programs — commonly called “IEPs” — are critical to ensuring that students with disabilities have access to a free and appropriate public education. Created with the Michigan Department of Education (MDE) Office of Special Education (OSE), these modules explore the procedural and substantive aspects of writing IEPs that are both compliant with the law and meaningful to individual students with disabilities. You will learn the ins and outs of drafting an IEP, assembling an IEP team, and supporting students with a plan tailored to their individual needs.
Participants will watch the module (10 modules total) prior to the virtual module study date. Each individual module varies in duration..
The virtual meetings will be facilitated by ISD staff where we will unpack what we learned in the module. Participants will have an opportunity to ask questions and share best practices used within their home districts.
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
Secondary instructional leaders will meet in person. The agenda will be developed to share best practices, curriculum, MDE updates, and celebrate successes. These meetings will help foster relationships and provide a network of support when making decisions.
Facilitator:
Natalie Davis, COOR Advanced Technical Innovation Center Director
A Reflective Process to Examine the Quality of Student IEPs |
Individual education programs — commonly called “IEPs” — are critical to ensuring that students with disabilities have access to a free and appropriate public education. Created with the Michigan Department of Education (MDE) Office of Special Education (OSE), these modules explore the procedural and substantive aspects of writing IEPs that are both compliant with the law and meaningful to individual students with disabilities. You will learn the ins and outs of drafting an IEP, assembling an IEP team, and supporting students with a plan tailored to their individual needs.
Participants will watch the module (10 modules total) prior to the virtual module study date. Each individual module varies in duration..
The virtual meetings will be facilitated by ISD staff where we will unpack what we learned in the module. Participants will have an opportunity to ask questions and share best practices used within their home districts.
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
The Student Support Team will work collaboratively to address a variety of factors that influence the whole child, specifically focusing on the non-academic needs of learners.
Research on effective practices for supporting student needs demonstrates how such supports not only lend to the general success of the learner, but also how they can address the many needs that students have that will enable learning and academic progress.
The Student Support Team will ensure that the proper supports are in place to enact the necessary changes with the implementation and/or sustainment of systems at the ISD and district level.
November 7 COOR BOE Room
December 5 Houghton Lake HS
January 9 Ogemaw Heights High School
February 6 Mio Ausable
March 5 GrayLing HS
April 2 Fairview
May 7 Roscommon HS
June 4 TBD
The Instructional Leadership Team will work collaboratively to set the vision for teaching and learning at the ISD level by leading and guiding the creation and refinement of instructional systems to connect people, processes, and structures to support the vision. The team will ensure that the proper supports are in place to enact the necessary changes with the implementation of systems at the ISD and district level. The team is defined as the COOR Superintendent and Directors and district representatives who work together to sustain COOR’s sense of purpose in strengthening student, teacher, and leader performance.
Facilitators:
Shawn Petri, COOR ISD Superintendent
Katie Fuelling, Director of Instructional Services
Facilitator: Natalie Davis, COOR Advanced Technical Innovation Center Director
Register Here
Instructional coaches will increase repertoire of skills, gain professional knowledge, and impact student and teacher performance through exploring timely topics, engaging in the practical application of learning, collaboratively problem-solving around barriers, and celebrating successes. Topics explored include (but not limited to): professional reading and viewing surrounding current research and practice in the field, coaching scenarios, coaching models and techniques, coaching cycles, and district data analysis. Facilitators: |
Instructional leaders will increase repertoire of skills, gain professional knowledge, and impact student, teacher, and leader performance through exploring timely topics, engaging in the practical application of learning, collaboratively problem-solving around barriers, and celebrating successes.
Facilitator: Katie Fuelling, Director of Instructional Services
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed
Secondary instructional leaders will meet in person. The agenda will be developed to share best practices, curriculum, MDE updates, and celebrate successes. These meetings will help foster relationships and provide a network of support when making decisions.
Facilitator:
Natalie Davis, COOR Advanced Technical Innovation Center Director
The Student Support Team will work collaboratively to address a variety of factors that influence the whole child, specifically focusing on the non-academic needs of learners.
Research on effective practices for supporting student needs demonstrates how such supports not only lend to the general success of the learner, but also how they can address the many needs that students have that will enable learning and academic progress.
The Student Support Team will ensure that the proper supports are in place to enact the necessary changes with the implementation and/or sustainment of systems at the ISD and district level.
November 7 COOR BOE Room
December 5 Houghton Lake HS
January 9 Ogemaw Heights High School
February 6 Mio Ausable
March 5 GrayLing HS
April 2 Fairview
May 7 Roscommon HS
June 4 TBD
Transition Council aims to keep everyone involved in providing education, support, or opportunities for students of transition age in the same circle of information. Updates on state processes, expectations, and initiatives is shared. Trainings and workshops presented as well as collaborative projects pursued.Facilitators: Brenda Vaughan-Ide |
The Instructional Leadership Team will work collaboratively to set the vision for teaching and learning at the ISD level by leading and guiding the creation and refinement of instructional systems to connect people, processes, and structures to support the vision. The team will ensure that the proper supports are in place to enact the necessary changes with the implementation of systems at the ISD and district level. The team is defined as the COOR Superintendent and Directors and district representatives who work together to sustain COOR’s sense of purpose in strengthening student, teacher, and leader performance.
Facilitators:
Shawn Petri, COOR ISD Superintendent
Katie Fuelling, Director of Instructional Services
Instructional coaches will increase repertoire of skills, gain professional knowledge, and impact student and teacher performance through exploring timely topics, engaging in the practical application of learning, collaboratively problem-solving around barriers, and celebrating successes. Topics explored include (but not limited to): professional reading and viewing surrounding current research and practice in the field, coaching scenarios, coaching models and techniques, coaching cycles, and district data analysis. Facilitators: |
Instructional leaders will increase repertoire of skills, gain professional knowledge, and impact student, teacher, and leader performance through exploring timely topics, engaging in the practical application of learning, collaboratively problem-solving around barriers, and celebrating successes.
Facilitator: Katie Fuelling, Director of Instructional Services
Dates: October 2nd-3rd | November 20th-21st | March 12th-13th | April 29th- 30th
Cost: $500. per participant (8 day program)
In an eight-day seminar, participants will learn how to:
develop trust and rapport
develop an identity as a mediator of thinking
utilize conversation structures for planning, reflecting and problem resolving
develop teachers’ autonomy and sense of community
develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence
apply four support functions: coaching, evaluating, consulting, collaborating
utilize the coaching tools of pausing, paraphrasing, and posing questions
distinguish among the five forms of feedback
use data to mediate thinking
Facilitator: Toni Prickett, Regional Insights Consultant
Counselors will have the opportunity to meet throughout the school year to support one another and discuss testing, college admission, enrollment, CTE, and Xello implementation.
Facilitator: Natalie Davis, COOR Advanced Technical Innovation Center Director