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.
Meet the 2023-2024 COOR ISD Instructional Services Department Team
• Instructional Services & Professional Learning
Katie Fuelling • Instructional Services Director
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 IS 2023-24 Professional Learning Menu
Instructional Services & Special Education
• 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 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.
BEHAVIORAL HEALTH COORDINATOR
Michelle Culton-Ekstrom • All COOR Districts
• 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."
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 • Mio AuSable Schools
Heather Sharpe
• Behavioral & menta
l 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."
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
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.
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
"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."
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
WHOLE CHILD SPECIALIST • Fairview Schools
Crystal Davis
• 
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.
Upcoming Events
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
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
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
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
Facilitator: Natalie Davis, COOR Advanced Technical Innovation Center Director
Register Here
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
Spring topics:
• Family Outcomes and WSU survey
• Digging deeper - record reviews
• Early On and Medicaid
• Conscious Discipline for Infants and Toddlers part 2
Register Here
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
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.
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
Register Here
Facilitators:
Brenda Vaughan-Ide, Compliance Monitor
Melisa Akers, Director of Special Ed