Katie Fuelling • Instructional Services Director
fuellingk@coorisd.net | (989) 275- 6884

Administrator of:
• General Education/Academic Support
• Curriculum, Instruction, Assessment
• MICIP School Improvement
• Early Literacy 
• Instructional Leadership Coaching
• 31n 
• Regional Leadership Teams:
     Instructional & Student Support Network
• Professional Learning including:   
   Trust-Based Relational Intervention (TBRI), K-12 Curriculum, Instruction,  & Assessment

COOR ISD 2024-25 Professional Learning Menu
Instructional Services & Special Education

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
ewaldm@coorisd.net | 989.275.9515

• 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.

Spring of 2024 Rose City Elementary School purchased an assortment of books using CLE grant funds (Classroom Library Enhancement). The $10,000. a non-competitive grant was awarded to each ISD by MAISA (Michigan Association of Intermediate School Administrators). Rose City Elementary School of 106 students are truly grateful for the new reading materials!

The overall intent of 31n is to increase the provision of mental health and support services in schools for K-12 students throughout Michigan. Services are provided by human service professionals (Whole Child Specialists) directly to students experiencing mild to moderate difficulties. School personnel first initiate a referral form and provide the guardian with a consent form as appropriate. The Whole Child Specialist consults with the referral source and then meets with the student to provide initial screening for service appropriateness. Once completed, services may include individual, group, or case management services.
 

At times a student may be experiencing emotional or behavioral distress during the school day. During these moments, the Specialist may serve as a consultant to support the student and teacher through the crisis. The Specialist may recommend a referral for 31n services if regularly scheduled meetings are preferred. Specialists also may refer the student / parent to community resources for follow up.
 

In addition to our Whole Child Specialists, 31n staff includes a Student Engagement Coach. Our coach provides support for educators and staff working with students. TBRI (Trust Based Relational Interventions), SEL (Social Emotional Learning), and positive regulation lessons are offered and practiced with the lead of the 31n Coach. Services can be requested through the school administration and the Behavioral Health Coordinator.
 

Whole Child Assessments are also a valuable service provided by the 31n team. When referrals are made for students with more extensive needs, specifically those who have experienced traumatic events, a referral is made for a whole trauma assessment. This includes collaboration between the school staff, the whole child specialist, parents, community resources, and medical professionals. Dr. Mark Sloane, D.O. and pediatric trauma specialist, provides the lead by meeting with the team to evaluate the child holistically, making recommendations upon completion of the assessment process. This is a very detailed approach to supporting the student, requiring commitment from the team for participation in standardized assessment completion, interviews, and a half day meeting with Dr. Sloane. Follow up meetings for the child’s whole team to collaborate with Dr. Sloane are conducted approximately monthly for ongoing support.
 

The 31n Team maintains all records using BH Works to track nondescript data so we will be able to continue to improve our services and outcomes for students.

Michelle Culton-Ekstrom • All COOR Districts
BEHAVIORAL HEALTH COORDINATOR
Questions: culton-ekstromm@coorisd.net | (989)390-1698

• Provides consultation to whole child specialists, school administrators, instructional staff, guardians, and students, regarding 31n’s evidence-based practices for the prevention and intervention of behavioral health concerns.

• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff social and emotional wellness.

“I have dedicated my career to the emotional and behavioral health of individuals through listening to needs, supporting growth, valuing and respecting each person for who they are, and offering skills to live meaningful lives. 31n Services matches my commitment to serving the mental health of children and families; I am excited about collaborating with our districts and communities."

Christine Pudvan
STUDENT ENGAGEMENT COACH • All COOR Districts
Questions: pudvanc@coorisd.net | 989-619-2688

• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness

• Social-emotional learning curriculum support & classroom coaching

Stacy Shafto
WHOLE CHILD SPECIALIST • Crawford AuSable Schools
Questions: shaftos@coorisd.net | 989-619-6386

• Behavioral & mental health services for general education students

• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness

Heather Sharpe
WHOLE CHILD SPECIALIST • Mio AuSable Schools
Questions: sharpeh@coorisd.net | (989) 826-2400

• Behavioral & mental health services for general education students
• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness

"I am beyond grateful to work with the staff, students and families of Mio AuSable Public Schools to increase the availability of mental health services for students. Connecting with students using playful engagement to aid them in managing mental health symptoms is my FAVORITE part of the job."

Scott Beltz

WHOLE CHILD SPECIALIST | MDHHS • Charlton Heston Academy
Questions: sbeltz@charltonhestonacademy.com | 989-745-4866

• Behavioral & mental health services for general education students

• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness

Jamie Meade
WHOLE CHILD SPECIALIST | MDHHS • Roscommon Schools
Questions: meadj@rapsk12.net | 989-395-3336

• Behavioral & mental health services for general education students

• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness

 I am honored to work with the staff, students and families of Roscommon Area Public Schools to enhance the availability of behavioral and mental health services for students.  It is truly a privilege to have a team that supports this important work and joins in the effort to support the whole child.  

Kassidy Quigley
WHOLE CHILD SPECIALIST | MDHHS • West Branch
Questions: quigleyk3@michigan.gov | 989-387-6354

• Behavioral & mental health services for general education students

• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness

 "What I love most about serving the students in the West Branch/Rose City school district is being able to build relationships and connect with them while also helping them to become the best version of themselves."

Michelle MacArthur
WHOLE CHILD SPECIALIST | MDHHS • Houghton Lake
Questions: macarthurm@hlck12.net | 989-259-2927

• Behavioral & mental health services for general education students

• Professional Learning including Trust-Based Relational Intervention (TBRI), trauma-informed practices, student and staff wellness

Crystal Davis
WHOLE CHILD SPECIALIST • Fairview Schools
Questions: davisc@coorisd.net | 989-578-8034

•  Behavioral & mental health services for general education students

• I am brand new to the role of Whole Child Specialist but I'm hoping to bring connections including bridging the gap between the mental health needs of the older kids in Fairview Schools and engagement.