cooperative educational service agency 9 - tomahawk, wi · tomahawk, wi 54487 (715) 453-2141 fax...
TRANSCRIPT
Cooperative Educational
Service Agency 9
2012 - 2013 Annual Report
MISSION STATEMENT Our mission is to provide leadership for educational improvement
and strengthen educational institutions’ capacity to educate all students creating healthy, resilient, successful adults.
VISION STATEMENT Our vision is that we, CESA 9, shall contribute ongoing
leadership for innovative and qualitative growth to ensure optimal educational opportunities for all children.
ADMINISTRATOR Dr. Karen Wendorf-Heldt
Cooperative Educational Service Agency 9 PO Box 449 304 Kaphaem Road Tomahawk, WI 54487 (715) 453-2141 FAX (715) 453-7519 www.cesa9.k12.wi.us
The CESA Purpose The organization of school districts in Wisconsin is such that the legislature recognizes the need for a service unit between the school districts and the State Superintendent. The Cooperative Educational Service Agencies are designed to serve educational needs in all areas of Wisconsin by serving as a link both between school districts and between school districts and the state. Cooperative Educational Service Agencies may provide leadership; coordination and educational services to school districts, University of Wisconsin System campuses, private institutions of higher education and technical colleges. Cooperative Educational Service Agencies may facilitate communication and cooperation among all public and private schools, agencies, and organizations that provide services to pupils.
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FOREWARD
The CESA Purpose 2
Flow Chart 6
ADMINISTRATION
Letter from the Administrator 7
Board of Control 2012-13 8
Professional Advisory Committee (PAC) 9
CESA 9 District Administrators 2012-2013 9
PAC Executive Committee 9
CESA 9 Area Map 9
CESA 9 Demographics 9
Wisconsin CESA Administrators 2012-2013 10
SCHOOL IMPROVEMENT SERVICE
Overview 11
Special Education Leadership 12
CESA 9 Operated Special Education Programs 12
Special Education Regional Classroom 12
Regional Support System 13
Professional Development
Curriculum Leadership Network 13
Next Generation Science 13
Initial Educator Support Seminars 14
Curriculum Companion 14
Substitute Teacher Training 14
Doug Buehl Workshops 15
PI 34 Consortium
Peer Review and Mentoring Grant 2012-13 15-16
Grant and Entitlement Programs
IDEA and Preschool Entitlement Consortium 16
School Based Services 16
Lincoln Hills Professional Development 15
TABLE OF CONTENTS
Regional IDEA Projects 16
Regional Service Network 16
Highlights for 2012-2013 Staff Development Offerings 16
Early Childhood Regional Program Support and Leadership 17
Wisconsin IDEA Initiatives 18
Assistive Technology Support Services 18
INSTRUCTIONAL TECHNOLOGY
Instructional Technology Services 19-20
E-Rate Service 21
Wisconsin Virtual School 21-23
Educational Materials 23
EDUCATION FOR EMPLOYMENT
Federal Carl Perkins Act Reauthorization 24
Local Vocational Education Coordinator 24
North Central Career & Technical Education Consortium 24
Regional Career Center Planning 24
Youth Apprenticeship 24
FEDERAL ESEA PROGRAMS
Title I Service Center 26
Title I Statewide Network 26
Title III Consortium 27
Reading Strategies for Paraprofessionals 28
CESA 9 Second Annual Northwoods Paraprofessional Summit 28
Literacy Essentials Workshop 28
WISCONSIN SAFE AND HEALTHY SCHOOLS NETWORK
Active & Healthy Schools Grant 29
ATOD/Comprehensive School Health 29
Training Opportunities 29
Wisconsin Safe & Healthy Schools Center 29
PROFESSIONAL LEARNING OPPORTUNITIES
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Behavior Strategist 30
Wisconsin Positive Behavior Interventions and Supports (PBIS) Network 31
Career Center Director 32
School Nursing Services 32
School Social Worker 32
STARLAB Portable Planetarium 32
Systematic Analysis of Language Transcripts (SALT) 32
CRISIS MANAGEMENT
Mission Statement 33
RELATED SERVICES AND ACTIVITIES 34
Contracted Environmental Services 34
Cooperative Purchasing 34
Delivery System 34
Driver Education Instruction 34
Grant Writing Service 34
Kohl Fellowship and Student Scholarships 35
Regional Spelling Bee 35
Residency in Teacher Education (RITE) 35
STAFF DIRECTORY
Staff Directory 36-37
SPECIAL STUDENT PROGRAMS
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ADMINISTRATION Letter From The Administrator
Dr. Karen Wendorf-Heldt
“Cross the line!” For many people, that phrase has a negative connotation. Crossing the line can mean that one has pushed too far or has been inappropriate in some way. In contrast, the CESA 9 staff members have been aligning ourselves with positive connotations of “cross the line.” Since our staff kickoff last August, we have been focused on crossing the line from goodness to greatness on behalf of the students and staff in the districts we serve. In a video by Sam Parker we watched and discussed together, we were inspired to move beyond our current level of performance toward even greater and deeper success by employing the four strategies noted below:
Choose to commit. At Cooperative Educational Service Agency (CESA) 9, we understand commitment is a choice. We continually challenge ourselves to go beyond the call of duty to serve our member districts in the most effective, most affordable ways possible. We are never satisfied with our current level of performance; we are continually looking for ways to enhance current services and create new services that will meet the needs of those we serve. We understand that the difference between being good at what we do and being great at what we do is habitually giving extra effort, extra thought, and extra personal touch in customer service.
Work hard. Our districts have A LOT of initiatives to implement over the next several years—Common Core State Standards, Smarter Balanced Assessments, the ACT Suite of Assessments, Educator Effectiveness, Response to Intervention, Read to Lead, School and District Accountability, Statewide Student Information System, and Personalized Learning (to name a few). In order to assist our districts in surviving and thriving with this incredible volume and pace of educational change, we understand and advocate with others that there are no simple solutions, no quick fixes and no silver bullets. Our collective thirst to continually enhance learning opportunities for students means that we must work hard and work hard together. As a result, we are striving to facilitate regional collaboration among educators so that the hard work is also smart work. Regional work this year around the common core is an excellent example of this. Educators from multiple districts have been designing performance tasks aligned to the Common Core State Standards. By working together, we sharpen each other’s saws and capitalize on the synergy of shared energy and effort.
The CESA 9 Wisconsin Virtual School continues to thrive and our role in the Wisconsin Digital Learning Collaborative continues to evolve. Additionally, we continue to partner with other CESAs through the CESA Statewide Network, specifically with CESA 7 through the Curriculum Companion and CESA 6 through the Effectiveness Project. Additionally, we partnered with the Wisconsin Association of School District Administrators (WASDA) this year to participate in the Great Statewide Education Conversation—quarterly opportunities for educational leaders across the state to meet virtually and converse about timely topics such as implementation of the common core, educator effectiveness, and strategic compensation. We are partnering with AWSA this summer on professional development specifically aimed at principals in our region. Additional partnerships are being investigated as well—all aimed at strengthening our service design and delivery to meet the needs of our districts. We will continue to work hard and work hard together through various partnerships and collaborations.
Focus. Even in the midst of economic and political instability, we have a responsibility to maintain a relentless, laser-like focus on our collective, core mission of educating our youth to be college, career, and citizenship ready. Our students deserve the very best of each of us in spite of the many things that have the potential to distract us and drain our energy. The work of our school districts and outcomes for our students continue to be impacted by court decisions related to Act 10, budget uncertainties, and political maneuvering. Through it all, CESA 9 strives to help our member districts keep as much focus and positive energy flowing on what really matters—our students and their readiness for the life that awaits them in the 21st century and beyond. THEY are the reason we got into this business of education and THEY are the ones who inspire us to keep focusing on our core mission.
Bounce back. Be resilient. Each day of work in service to educating our youth brings both celebrations and challenges—at the classroom, school, district, and CESA levels. Our successes and our failures are powerful teaching tools if we take the time to reflect on what we can learn from them. We must not be discouraged when we try something new and it’s not perfect the first time. Remember, when Ford designed the automobile, people were simply asking for faster horses. Often, the most powerful advances are made by total out of the box thinking and then progressive iterations on that original breakthrough design. Different first, better next! Rapid prototyping and continual refining of innovative structures will enable us to be effective in this rapidly changing world. CESA 9 is committed to engaging and supporting our member organizations in the intentional work of nimble, adaptive leadership. We, too, will be intentional in our design and delivery of services to demonstrate our ability to be flexible, proactive, and responsive at the same time.
Our member districts look to our CESA 9 Agency to provide cooperative opportunities to learn together, to incubate innovation, and to assist them in navigating the perpetual whitewater of continual educational change. We stand together committed to their success! I sincerely thank all of the CESA 9 staff members who give tirelessly of themselves in their service to our schools and districts. From our school improvement leadership team, our support staff at the office, and our itinerant staff out in the districts, there is an ever-present, intentional effort toward high quality and significant impact.
In our 2012-13 annual report, you will find evidence of our efforts to realize our CESA 9 vision to "contribute ongoing leadership for innovative and qualitative growth to ensure optimal educational opportunities for all children." Ongoing customer feedback is critical to our continued success as an Agency. Please let us know how we are doing and how we can be of even greater service to you!
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Board of Control 2012- 2013
DISTRICT NAME CLASS TERM EXPIRES
Merrill John Shull Large 2013
Rib Lake Scott Everson Small 2013
Stratford Kitty Guyer/Dan Thompson
Medium 2013
Three Lakes Tom Rulseh Medium 2013
D. C. Everest Helen Ackermann Large 2014
Prentice Helen Palmquist Small 2014
Rhinelander Mary Peterson At-Large 2014
Tomahawk Ken Dirks Medium 2014
Antigo Andy Merry/Vacant Large 2015
Athens Ed Schmidt Small 2015
Mosinee Michael Kaiser At-Large 2015
Board of Control Duties State Statute 116.02-03
Each Agency shall be governed by a Board of Control composed of members of schools boards of districts within the Agency, in accordance with the plan of representation adopted at the Annual Convention.
The Board of Control shall:
1. Hold an annual Organizational Meeting between the second Monday in May and the second Monday in August.
2. Formulate a plan of representation.
3. Elect the members of the Board of Control. Select a chairman, vice-chairman, and treasurer from among its
members at the annual organization Meeting. The Agency Administrator shall act as a nonvoting secretary to the
Board of Control.
4. Determine the policies of the Agency.
5. Receive state aid for the operation of the Agency.
6. Approve service contracts with school districts, counties, University of Wisconsin System, and Technical Colleges.
7. Determine each participating local unit’s prorated share of its cost of cooperative programs and assess such costs
against each participating unit.
8. Appoint and contract with an Agency Administrator.
9. Meet monthly and at the call of the chairman.
10. Adopt by-laws for the conduct of its meeting.
11. Require a bond of the treasurer and Agency Administrator.
12. Authorize the expenditure of money for the actual and necessary expenses of the Board and Agency Administrator
and for the acquisition of equipment, space, and personnel.
13. Establish the salaries of the Agency Administrator and other professional and non-professional employees.
14. Annually make an inventory of Agency property and file copies of it in the Agency office.
15. Do all other things necessary to carry out the provisions of this subchapter (116.03, Wisconsin Laws, 1995).
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Professional Advisory Committee (PAC) The Professional Advisory Committee is composed of the District Administrators of each school district in the Agency and meets on a monthly basis during the school year or at the request of the Board of Control or Agency Administrator to provide advice.
CESAS 9 District Administrators 2012-2013
NAME DISTRICT NAME DISTRICT
Steve Smolek Antigo Jerry Rosso Mosinee
Rick Morgan Arbor Vitae-Woodruff Brent Jelinski North Lakeland
Mike Dailey Athens Mike Richie Northland Pines
Kris Gilmore D. C. Everest Delnice Hill Phelps
David Brandvold Edgar Randall Bergman Prentice
William Fisher Elcho Roger Erdahl Rhinelander
Larry Ouimette Lac du Flambeau Lori Manion Rib Lake
Todd Kleinhans Lakeland Union High School Scott Winch Stratford
Rick Parks Marathon George Karling Three Lakes
Don Stevens Merrill Roger Rindo Tomahawk
Jim Ellis Minocqua-Hazelhurst-Lake Tomahawk
Kathleen Williams Wausau
PAC Executive Committee 2012-2013 CESA 9 also has a PAC Executive Committee composed of five District Administrators who meet periodically with the CESA Administrator to provide advice and suggestions as to needed programs and services. The Executive Committee is elected by the other members of the PAC:
NAME POSITION DISTRICT
Delnice Hill Chairperson Phelps
Jerry Rosso Vice Chair Mosinee
Bill Fisher Member Elcho
Jim Ellis Member MHLT
George Karling Member Three Lakes
CESA Demographics 22 School Districts
5,669 Square Miles
2,903 Professional Staff
1,292 Support Staff
34,395 Public School Students
3,920 Private School Students
2 Technical College Districts
1 UW Extension Center
101 Public School Buildings
CESA 9 Area
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Administrators of Cooperative Educational Service Agencies 2012-2013
JAMES RICKABAUGH CESA #1 Administrator
N25W23131 Paul Road,
Suite 100
Pewaukee, WI 53072
(262) 787-9500
GARY ALBRECHT CESA #2 Administrator
1221 Innovation Drive, Suite 205
Whitewater, WI 53190
(262) 473-1473
JOE PRICE CESA #3 Administrator
1300 Industrial Drive
Fennimore, WI 53809
(608) 822-3276
GUY LEAVITT CESA #4 Administrator
923 East Garland Street
PO Box 157
West Salem, WI 54669
(608) 786-4804
JEREMY BIEHL CESA #5 Administrator
626 East Slifer Street
PO Box 564
Portage, WI 53901
(608) 745-5410
JOAN WADE CESA #6 Administrator
2935 Universal Court
Oshkosh, WI 54904
(920) 236-0512
JEFFREY DICKERT CESA #7 Administrator
595 Baeten Road
Green Bay, WI 54304
(920) 492-5960
DONALD VIEGUT CESA #8 Administrator
223 West Park Street
Gillett, WI 54124
(920) 855-2114
KAREN WENDORF-HELDT CESA #9 Administrator
304 Kaphaem Road
PO Box 449
Tomahawk, WI 54487
(715) 453-2141
MIKE HAYNES CESA #10 Administrator
725 West Park Avenue
Chippewa Falls, WI 54729
(715) 720-2079
JERRY WALTERS CESA #11 Administrator
225 Ostermann Drive
Turtle Lake, WI 54889
(715) 986-2020
KENNETH KASINSKI CESA #12 Administrator
618 Beaser Avenue
Ashland, WI 54806
(715) 682-2363
CESA Statewide
Network Jesse Harness, Commissioner
6249 Vanwood Lane
Luxemburg, WI 54271
(715) 505-0649
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SCHOOL IMPROVEMENT SERVICE The School Improvement Service is designed to foster an integrated delivery system for professional development, special education leadership, and instructional leadership. The service also creates the capacity to address initiatives such as state standards implementation, assessment, data systems, Response to Intervention, Positive Behavioral Interventions and Supports, Elementary and Secondary Education Act waiver requirements, and components of the Wisconsin professional certification rules. School Improvement also provides access to itinerant services needed to serve special populations of students. The twenty-four members for 2012-13 include: Antigo, Athens, Conserve School, DC Everest, Edgar, Elcho, Lac du Flambeau, Lakeland Union High School, Lincoln Hills School, Marathon, Merrill, Minocqua (MHLT), Mosinee, North Lakeland, Northland Pines, Phelps, Prentice, Rhinelander, Rib Lake, Stratford, Three Lakes, Tomahawk, Wausau, and Woodruff (AVW).
Member districts have access to IDEA regional and statewide grant initiatives in addition to various state and federal grant programs. Professional development and networking activities sponsored by the agency are available to member districts at reduced rates. Member districts also have access to all special education itinerant services (vision, physical therapy, occupational therapy, etc.) at lower rates. Each member district is entitled to some direct service provided by CESA personnel.
The Principals’ Learning Network was provided as a value-add to our School Improvement Service this year. The Principals' Learning Network was created to assist our school leaders in building their individual and collective capacity to lead the adaptive changes in school practice that will be necessary for successful implementation of the various statewide reform initiatives. In 2013-14, PI 34 Support and the Curriculum Leadership Network will also be part of School Improvement Service.
Budgeted Programs
School Improvement 471,398
Professional Development
Special Education Leadership
Standards and Assessment
Assistive Technology 71,980
Curriculum (Common Core/Curr. Leadership) 17,631
Educator Effectiveness 16,468
EEN/EBD/CD Classroom 463,698
Hearing Interpreters 64,330
Physical and Occupational Therapy 396,945
PI 34 38,764
Regional Support System 45,468
Rhinelander and Wausau Parent Educator 12,943
School Psychologists 122,363
Special Education Directors 73,159
Speech and Language Services 132,159
Visually Impaired/OM Services 166,406
Grant and Entitlement Programs
After School Program 4,600
CREATE 81,485
DPI Educator Effectiveness 10,824
EAA Flight Program 1,440
IDEA Entitlement 226,826
IDEA Preschool Entitlement 5,922
Peer Review & Mentoring 10,750
School Based Services 1,824,042
Regional IDEA Projects
Early Childhood Discretionary Grant 100,500
ECCAN (EC Curriculum & Assessment) 3,000
Regional Service Network 137,304
WI Early Childhood Collaborating Partners 9,000
WISEdash/WISExplore 9,367
Wisconsin IDEA Initiatives
Statewide Parent Initiative 2,126
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Special Education Leadership The CESA 9 Special Education Leadership Team, composed of Matthew Collins and Dr. Rebecca Collins, provided the following services to districts as requested:
Consultation regarding DPI monitoring and associated corrective action activities Research and access to School Based Services Consultation regarding special education student needs Assistance to school districts and parents in resolving specific student issues Assistance to districts with LEA plans, forms, procedures related to special education and Section 504 laws
and rules Research rules, statutes, and/or case law relevant to a local issue Consultation regarding resources for a specific student or program Consultation with districts regarding strategies for resolving specific program issues Representation on interagency committees Assistance to districts with program delivery options Provide comparative data across districts regarding special education prevalence Provide regularly scheduled consultation with local district team representatives and coordinators Consultation with the Department of Public Instruction regarding issues and questions on behalf of districts Assistance to districts in designing future special education leadership and instruction Access to low incidence/high need resources through Regional System of Support (RSS)
In addition, CESA 9 provided regularly scheduled meetings for regional special education/pupil services directors for planning, discussion, sharing of information/resources, and networking opportunities.
CESA 9 Operated Special Education Programs and Itinerant Services The CESA 9 special education department provided services to 21 School Improvement member school districts in CESA 9 during 2012-13, as well as several districts and other public agencies outside of the CESA 9 region. CESA 9 operated the following special education instructional programs and services during 2012-13:
Special Ed Director (4) Behavior Strategist (9) Occupational Therapy (6) Physical Therapy (6) Speech and Language (4 inside, 1 outside) VI/OM (7 inside, 11 outside) School Psychology (3) School Social Work (1) School Nurse (1 outside) Special Education Program Support (1)
CESA 9 Special Education Regional Classroom
CESA 9 Northern Achievement Center was established in January 2005 and was located in the Rhinelander School District. As a cooperative program, it provides the educational placement option of a separated school for any CESA 9 school district student. In this school year (2012-13), a kindergarten through grade 5 program was started and both programs are now located on the Merrill Area School campus. Staffed by two (2) special education teachers, four case coordinators, and one Program Support Teacher, CESA 9 NAC provided special education programming to six students in the K-5 program from three participating school districts and seven students in the 6-12 program from the host school district during the 2012-2013 school year. Of those, three have started transition back to their respective schools.
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Regional Support System (RSS) The Regional Support System (RSS) is a fee for service program to districts and children which includes student and program evaluation, consultation, individual and system program development, and disability specific teacher and parent training. Schools in the CESA 9 region have access to and utilize consultants in the following areas:
Speech/Language Eligibility, Service Delivery Models Early Childhood/Speech Language Consultation
Linguistically Culturally Diverse Learners Autism Traumatic Brain Injury Educational Audiology Behavior Vision/Orientation & Mobility
Over the course of the 2012-13 school year we received a total of 17 RSS requests from 12 school districts in the CESA 9 region and one district outside of CESA 9.
Professional Development CESA 9 provided regional, onsite, and remote professional development programs (workshops, early release in-services, web conferences, study groups, graduate courses, collegial network sessions, etc.) based on needs identified by districts and by the need to meet state and federal mandates and impact professional growth and student academic achievement. Nearly 3,000 educators were served through various workshops and meetings. A few highlighted items are mentioned below.
Curriculum Leadership Network This year Directors of Instruction and curriculum leaders had the option of joining the Curriculum Leadership Network or participating in the Director of Instruction meetings on a per attendance meeting. Seventeen people from ten districts were Network members. Network members received additional information and updates plus articles from several professional organizations and websites.
Topics included DPI updates; RtI assessment tools used for screening and progress monitoring; academic and behavior supports; resource materials available through Custom Education Solutions; and the Strategic Instruction Model (SIM) from the University of Kansas. Rhinelander School District shared information on grading and homework and D.C. Everest School District on keyboarding and technology. During the sessions, leaders had the opportunity to collaboratively problem solve issues and share what they are working on in each of their districts.
Next Generation Science The design of the Next Generation Science Standards is significantly different from the previous WI Model Academic Standards with an emphasis on science and engineering practices and the nature of science. If approved, teachers will need to consider the kinds of information they may need to increase in their classrooms and changes in practices. On May 14, Margaret Foss and Laurie Mitchell presented an overview of the Next Generation Science Standards to help participants gain an understanding of the need for the Next Generation Science Standards and the impact on instruction. The introduction also helped the 42 participants gain insights into the practices in Science and Engineering. The introductory half-day workshop will be repeated on August 19.
Flying with WiNGSS (Wisconsin Next Generation Science Standards) are full-day workshops to help participants with the layout and structure of the standards. The workshop for MS and HS teachers is August 20; the workshop for elementary teachers is August 21. Time will be provided for teachers to look at their specific grade level. They will also look at the connectivity to the Math Standards and Disciplinary Literacy Standards. Participants in the Flying with WiNGSS workshops must have attended the half-day introductory workshop in May or on August 19.
The 2013-2014 school year is to be spent studying and understanding the Next Generation Science Standards and their impact on instruction. Of particular importance will be the shift from content heavy focus in science instruction to the practices and processes of science. As part of learning about the Next Generation Science Standards, teachers will consider the practices, concepts and disciplinary core ideas already implemented in each grade level. Alignment work will be done in future years. Beyond the August workshops, CESA 9 will work with districts to plan other opportunities to help teachers understand the Standards and the impact on their instruction.
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Initial Educator Support Seminars Thirty-eight teachers participated in the Initial Educator Seminars. The three sessions included classroom and behavior management, Google Docs, and Differentiated Instruction. Proactive classroom management reduces, if not eliminates, many of the reasons for behavior problems in the classroom. Having established classroom routines provides structure and predictability for students. When dealing with student behavior, it is important to look beyond the observed behavior to the antecedent events that may have caused the observed behavior or contributed to it. Dealing with these antecedent events, or helping students to recognize and respond differently to them, can alter subsequent behaviors. In addition we must consider our response to students’ behavior. Sometime our response, while intended to decrease the behavior, may have the opposite effect; reinforce the behavior we are trying to eliminate. Teachers are encouraged to think about the ABCs of behavior. It is important to give oneself the time to think in order to respond to inappropriate behavior rather than react to it.
Differentiated Instruction is key to RtI; especially if one considers that at Tier I/Universal level, “I” stands for response to Instruction prior to Intervention. Differentiation requires teachers to determine how students will be successful with the general education curriculum. This means providing different ways to support students as they access content through the textbook/reading materials and how they will demonstrate their knowledge and skills and their ability to use that knowledge and skills. One of the ways to differentiate is to use tiered assignments where the content remains the same, but students complete tasks at differentiated levels. Expectations for each tier are clear and students know what is expected to meet the requirements for each level. In a differentiated classroom, FAIR is not everyone getting the same thing in instruction; rather FAIR is everyone getting what she/he needs to be successful.
Curriculum Companion Fourteen districts purchased the Curriculum Companion from CESA 7 to enable their implementation of the Common Core State Standards. Several teachers and administrators participated in summer 2012 workshops to become knowledgeable in the use of the Companion. Merrill, Mosinee and Wausau worked under the leadership of district trainers; these trainers then provided the training to teachers in other districts. Throughout the year, teachers and administrators in Antigo, Edgar, Elcho, Marathon, Rhinelander, Rib Lake, Stratford, and Tomahawk participated in ELA/Math workshops to learn about the Companion and how to use it. Throughout the year, teachers worked to determine what elements in their current curriculum would enable students to meet the Common Core State Standards and how to design new units of instruction. CESA 9 is grateful to the trainers and the districts of Mosinee, Merrill, and Wausau for their willingness to provide leadership and share their knowledge and expertise with teachers in these districts.
Realizing that “together” we can accomplish more and with greater quality, 10 districts plus CESA 9 piloted a process for the creation of ELA Performance Tasks. A cadre of 13 teachers were trained in how to create high quality performance tasks, worked with grade level teams of 48 teachers from various districts to create performance tasks, and received feedback on how to improve each task to bring it to an exemplar level. This summer these tasks will be made available to the participating districts and the process will be used next year to create 13 additional ELA tasks and begin work in Math. Districts that did not participate will have the option to join the consortium next year.
As teachers work with the Companion, one of the greatest changes in their instruction will likely be the Gradual Release of Responsibility. In Gradual Release of Responsibility, the responsibility for task completion shifts over time from the teacher to the student. The instructional model includes demonstration, shared demonstration, guided practice, and independent practice. It moves classroom instruction from teacher-centered, whole-group delivery to student-centered collaboration and independent practice. It is sometimes referred to as “I do it, we do it, you do it together, you do it.” The model proposes a plan for scaffolded instruction that includes demonstration, prompt, and practice.
Substitute Teacher Training Individuals who hold a degree from a four-year college or university but do not have a degree in education, or who have a degree in education but do not have a current teaching license, are eligible to apply for a substitute teacher permit or a substitute teacher license. To help them prepare to work in classrooms as substitute teachers, CESA 9 provides a training that includes classroom management and behavior instruction, key elements in planning an instructional lesson, an overview of the different types of disabilities, traditional and alternate routes to certification if they want to become a licensed teacher, and how to apply for the substitute license. Each participant presents a short lesson using the Madeline Hunter model for instruction. This year 16 people participated in the training and received a certificate of completion. This training will be offered again this fall.
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Doug Buehl Workshops Doug Buehl provided two multi-day workshops for us that focused on Developing Disciplinary Literacy. Twenty-one teachers participated in these workshops. The Common Core State Standards require students to engage with complex text as they strive to meet the Literacy Standards.
In the first session, Doug focused on helping teachers understand the demands of comprehending complex texts and the impact of disciplinary knowledge on reading complex text. He modeled pre-reading literacy strategies in order to scaffold effective reading of disciplinary texts. The second session “Deepening Content Knowledge through Disciplinary Literacy,” taught teachers how to guide students when they read disciplinary text. He focused on comprehension practices such as determining importance, using study guides like interactive reading guides, and discipline-specific questioning strategies.
Vocabulary is one of the key elements to student learning, yet teachers are often ill prepared to help students improve their knowledge, understanding, and use of vocabulary beyond encouraging them to pay attention to bold-face, or highlighted terms in the text. “Developing Academic Vocabulary for Comprehension of Complex Disciplinary Texts” provided teachers with strategies for developing both general academic vocabulary and the conceptual vocabulary of specific disciplines. Doug especially focused on CCSS Standard 4: Developing word meaning. Modeling these strategies for teachers allowed them to see what they look like in practice. Between the first and second session teachers were encouraged to try strategies they learned. At the second session, they shared what worked and got feedback on the things they tried.
Lincoln Hills Professional Development After it was determined that Copper Lake and Lincoln Hills would be the Correctional Facility for juvenile offenders in Wisconsin, the administration sought to improve the curriculum for the students. This year the English Language Arts teachers worked to begin to develop their curriculum using essential understandings and guiding questions, before-while-after reading strategies, and assessments to address student learning of the essential understandings. For each unit of instruction, Common Core State Standards for reading, writing, language arts, and speaking were identified. Working with Judy Conlin, the teachers have completed their first 13-week unit using literature and informational texts and will begin instruction. Working with CESA 9 staff, they will continue to create the ELA curriculum and develop instructional units.
PI 34 Consortium The purpose of the CESA 9 PI 34 Consortium is to support the CESA 9 districts in aligning best practices and the State of Wisconsin’s Quality Educator Initiative. All districts, except Tomahawk and Rib Lake purchased the PI 34 Consortium service. In addition, CESA 9 provides PI 34 services to the Diocese of Madison.
CESA 9 coordinates a regional approach to educator licensure requiring the Professional Development Plan (PDP) process, by implementing a “pool” of DPI-trained PDP Reviewers to be accessible to our region’s educators. Users of the web-based tool, Wisconsin PDP, create a PDP, convene team members from the region, and manage the entire licensure process online. Due to DPI changes and fiscal constraints, CESA 9 will continue to serve the users and reviewers currently active in the WI PDP tool through 2017.
Training and technical assistance is provided in the following areas through the PI 34 Consortium:
Orientation to Mentoring training Onsite support for mentor programs Graduate coursework for mentors PDP Review Team Training Wisconsin PDP online tool for PDPs (through 2017) Initial Educator Support Seminars for beginning teachers “Creating a Quality PDP” training Onsite support for local PI 34 implementation Access to PI 34-related grant projects
Peer Review and Mentoring Grant 2012-13 CESA 9 collaborated with the CESA Statewide Network to support the revisions necessary for the PDP Toolkit for Initial and Professional Educators. Other CESAs worked with the DPI to address revisions to the PDP Review Team Training, mentor training, and to create a repository of online resources for mentors and new teachers. Technical assistance was given to support successful PDP completion, assisting licensees with the steps and the best practices for professional growth and impact on student learning.
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Grant and Entitlement Programs
IDEA flow-through entitlements provide districts with funding based on local district headcount of students with disabilities. Districts within the consortium (Elcho, Phelps, and Three Lakes) received technical assistance in decision-making, budget development and revision, claim submission, and with changes in the application process.
In 2012-13, CESA 9 continued its pursuit of Third Party Billing, recovering approximately $736,790.09 (with additional claims pending) for the programs it manages and for those in Arbor Vitae-Woodruff, DC Everest, Lac du Flambeau, Merrill, Minocqua-Hazelhurst-Lake Tomahawk, Mosinee, Lakeland Union High School, North Lakeland, Northland Pines, Phelps, Prentice, Rhinelander, Rib Lake, and Three Lakes School Districts.
The Wisconsin Statewide Regional Service Network is an Individuals with Disabilities Education Act (IDEA) discretionary grant that was started during the 1984-85 school year. The project has been annually funded since that time to provide leadership; professional development and technical assistance services; and communication development to all local education agencies (LEAs) within each CESA. The major role of the RSN grant is to increase statewide performance on Wisconsin’s State Performance Plan (SPP). The statewide RSN grant project is a vehicle through which the Department of Public Instruction (DPI) improves the outcomes for students with disabilities through leadership, communication, and professional development. The RSN’s role is to support the work of the Special Education Team by providing ongoing and systematic communication and regional technical support to the local education agencies (LEAs) in each CESA in the areas of compliance with special education law, improving LEA performance on the State Performance Plan (SPP) indicators, and other special education initiatives. RSN Directors attend statewide meetings where the Department provides updates regarding special education law and Wisconsin’s progress on the SPP Indicators. Information from the Department is disseminated through the RSN to the LEAs. Grant activities will be updated throughout the year to meet the Department’s needs.
Goal 1: Leadership and Technical Assistance: Provide leadership and technical assistance services to all LEAs within the CESA region to meet state and federal requirements associated with the provision of special education and related services to students with disabilities and to improve outcomes for students with disabilities.
Goal 2: Communication and Knowledge Development: Provide regular ongoing communication from DPI to all LEA special education leadership through phone, emails, and meetings.
Highlights from 2012-13 staff development offerings included: IEP Tools and Tips Indicator Trainings
Indicator 3: Statewide assessment/academic achievement Indicator 6: Preschool settings Indicator 7: Preschool skills Indicator 8: Parent involvement Indicator 12: Birth to 3/school transition Indicator 15: District self-assessment process
Paraprofessional Summit Networking: School Psychologists, Autism Functional Behavioral Assessments Math and Reading workshops Specific Learning Disability eligibility criteria/Response to Intervention Zones of Regulation Common Core State Standards and Special Education Progress Monitoring and the IEP
IDEA and Preschool Entitlement Consortium
School Based Services
Regional IDEA Projects Regional Service Network (RSN)
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CESA 9 Early Childhood Program Support became a full time grant funded position this year (prior years it was part time). The teacher had the responsibility to provide early childhood support and leadership to the CESA 9 region and be the liaison between Birth to 3 programs, Head Start, child care providers, 4K/5K and Early Childhood special education providers. The CESA 9 EC PST is in a position to specifically target those SPP indicators related to early childhood. Those specific indicators include: Indicator 6 – Preschool Environments; Indicator 7 – Child Outcomes, and Indicator 12 – Transition from Part C.
This year there were: 75 Face-to-face contacts 65 Email contacts 35 Phone contacts
Of the 153 Technical Assistance contacts: 50 were for general information 42 were on data entry for Indicators 6, 7 and 12 32 were on preschool service options 23 were on curriculum and assessment 20 on the IEP process
Training/Technical Assistance was a key component of expected activities. The EC PST: provided training and support related to the state performance plan indicators (especially SPP #6 preschool
educational environments, #7 preschool outcomes, and #12 transition from Part C); provided support to communities as they work to expand service delivery options for young children with
disabilities; provided ongoing direct support to ECSE teachers and support staff in behavior management, classroom
arrangement, itinerant services, individualized education program (IEP) development and implementation, related services, etc.;
hosted a training on Indicators 6, 7, and 12, as well as an Indicator 7 Data Review for larger school districts; provided Deaf/Hard of Hearing training; provide a preview of Early Childhood ongoing monitoring tools; provided networking meetings for ECSE staff as well as their collaborating partners which introduced information
on functional IEPs, Routines-Based Interviews, technology in EC programs and alignment of the CCSS with Wisconsin Model Early Learning Standards (WMELS).
Communication and collaborative efforts were also highlighted activities. The EC PST: provided networking opportunities for Birth to 6 professionals and families in the CESA region; participated in the Wisconsin Early Childhood Collaborating Partners (WECCP) regional network by
communicating and supporting regional coaches and attending regional meetings and videoconferences; participated in County level interagency agreements and 4 year-old kindergarten discussions related to inclusion
and preschool environments/options; utilized new technological strategies and devices to encourage distance learning and communication; disseminated updated bulletins, guidance, and policies related to EC to LEAs and community partners; held transition agreement meetings with B-3, Head Start, and LEAs to develop Memorandums of Understanding
(MOUs); participated in monthly indicators calls.
The EC PST also participated in workshops and conferences per DPI request and maintained data related to the work plan and grant requirements.
Early Childhood Regional Program Support and Leadership
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Wisconsin IDEA Initiatives
Assistive Technology Support Services/Wisconsin Assistive Technology Initiative
Twelve districts bought direct Assistive Technology services which included onsite training and support. A total 933 contacts were made with district staff through school based in-services, onsite support in the classroom, and project development support for teachers using technology with students. Additional tech support for these districts was also provided via phone, email, and Skype.
Assistive technology oriented in-services were provided to CESA 9 Occupational Therapists and Physical Therapists along with CESAs 8 and 11, for a total of 143 participants.
Seven district iPad rollouts were completed.
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Instructional Technology Services CESA 9 districts that purchased Instructional Technology Services for 2012-2013 have direct access to the following services. They are also encouraged to contact CESA 9 for individualized technology needs and service requests. Other districts in CESA 9 may also request services based on their needs during the school year. Here are specific services delivered for 2012-13.
Director, Michele Nickels, represented and advocated for districts at the CESA Instructional Technology Services Council (CITSC) with DPI, DOA, ECB, WEMTA, and other CESA Consultants.
The Instructional Technology Director represented and advocated for districts regarding federal programs and initiatives including the Universal Service E-Rate.
Director, Michele Nickels, provides e-rate assistance for districts as needed. Delivered information updates related to instructional technology through email, electronic announcements,
and CESA 9 Newsletters. Individual and inter-district teacher in-services and training programs related to technology-based solutions
and effective integration into standards-based curricula were provided upon request. The Marathon School District hosted a series of iPad trainings at their school and invited other districts to join. Wausau School District hosted an iPad training for music teachers. CESA 9 partnered with CESA 4 to provide the iPad certified trainer for the CESA 9 in-district trainings.
Facilitated two face to face meetings with the CESA 9 region’s Technology Directors. The Technology Directors set their own agenda and spent time sharing and learning from each other. Examples of topics include SMART Board implementation, 1:1 initiatives, BYOD, network solutions, filtering, infrastructure, learning management systems, local SIS issues, and professional development. The group met in September 2012 and May 2013.
Wisconsin Virtual School provided supplemental online courses to 298 schools representing 226 districts in the state.
Eleven CESA 9 school districts utilized courses from Wisconsin Virtual School for a variety of student needs, from credit deficiency to Advanced Placement.
CESA 9 is the fiscal agent and project coordinator for a CESA Statewide Network (CSN) initiative called Quality Online Instruction, (http://www.cesawi.org/services/qualityonlineinstruction.cfm). CESA 9/CSN partnered with Online Teaching Associates (OTA) to provide Online Teaching 121, an introduction to online teaching for teachers. The OTC -121 six week online course covers the nature of online learning, online teaching methods, online assessments, managing online classes, and the social/ethical aspects of online teaching. The standards and proficiencies guiding the course are based on and correlated to both the National Standards for Quality Online Teachers (NSQOT) and the North American Council for Online Teaching (NACOL), as well as meeting the DPI guidelines for online teacher professional development. As of June 1, 2013, 34 Wisconsin teachers have completed the OTA-121 course.
The Blended Learning Consortium (BLC) was initiated with the purpose of supporting CESA 9 districts as they infuse blended learning and programming into their current program structures and prepare students for 21st Century learning opportunities.
The consortium’s goal is to serve consortium school districts in the CESA 9 region. The goals of the BLC include:
to provide a minimum of two face to face advisory meetings to set focus on needs of the consortium members for the current year and for the following year;
to provide communications, support and leadership for the CESA 9 districts regarding Blended Learning initiatives;
to provide a regional support structure for districts as they develop local capacity for blended learning;
to create a structure to assist schools with the identification and selection of appropriate resource providers;
to provide staff development and training for school personnel for the technical support, teaching and facilitation of blended learning options in districts;
to develop the structure for an online regional collaborative that includes shared teachers and courses for the Blended Learning Consortium membership districts;
Budgeted Programs
Advanced Placement Initiative 4,600
Blended Learning 10,500
Educational Materials 19,312
E-Rate Application Service 10,125
Google Trainings 25,319
Instructional Technology Service 14,800
OTA 21,917
Wisconsin Virtual School 1,511,535
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to seek funding opportunities and potential partnerships that will bring resources to the consortium districts to provide quality blended learning opportunities.
CESA 9’s Blended Learning Consortium had nine district members during 2012-13: Antigo, DC Everest, Elcho, Lakeland Union High School, Merrill, Northland Pines, Phelps, Rhinelander, and Three Lakes. Highlights from the collaborative work of the consortium include:
The BLC met twice face to face and monthly using the Collaborate web conferencing tool. CESA 9 BLC has a Google site for agendas, meeting minutes, and shared resources. Archived presentations providing an overview of Blended Learning for educators, administrators,
and board members were created. A Blended Learning Consortium Unconference was planned for February at the Rhinelander
School District, but was canceled due to low registrations. A Blended Learning Online course for one graduate course was developed to define blended
learning and give educators an opportunity to learn how to use a web conferencing tool with students.
Plans are continuing to collaborate on developing resources such as policy, procedures, and informational pieces to share with all stakeholders; shared professional development opportunities, shared digital test drives, potential grant opportunities, a course design online course, and more.
CESA 9 Google Apps for Education
Many of the CESA 9 schools are taking advantage of the Google Apps for Education (GAPPS) FREE suite of collaborative tools. The suite provides students and staff the opportunity to communicate, collaborate, and create in the cloud anytime and anywhere they have internet access and is not platform specific.
Districts are utilizing CESA 9 to tailor professional development to meet their needs through the Google Apps Education a La Carte Service. Two tailored a La Carte examples from 2012-2013:
Rib Lake, onsite professional development tailored to specific groups on specific topics during in-service; and Athens, who purchased services for onsite one on one support, in combination with eight webinars and
the build out of online modules to allow staff to move at their own pace.
CESA 9’s GAPPS Consultant and WVS Director, Michele Nickels, will continue to provide the GAPPS a La Carte Services for CESA 9 schools. A GAPPS package that meets CESA 9 individual district needs and provides support may include face to face professional development onsite (at CESA 9 or in your district) or via distance learning (ITV, videoconferencing, webinars, online modules/courses), as well as technical support.
CESA 9 partnered with CESA 6, 7, and 8 this year to hold its first regional mini summit and will continue to partner during 2013-2014 to have a second annual regional mini summit. In addition, CESA 9 will continue to support the Annual Midwest Google Summit. If you are interested in the content of these professional development venues, visit: Google Mini 6, 7, 8, 9 Summit https://sites.google.com/site/minisummit/ or Midwest Google Summit https://sites.google.com/site/gapsmidwestsummit/.
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E-Rate Services The Schools and Libraries Program of the Universal Service Fund, commonly known as “E-Rate”, makes discounts available to eligible schools and libraries for telecommunication services, Internet access, and internal connections. The program is intended to ensure that schools and libraries have access to affordable telecommunications and information services. Districts purchase E-Rate application services from CESA 9 to assist them in the process of applying for and receiving the discounts they are eligible for. Services provided include the submitting of forms 470, 471, 472 and 486, SPIN change applications, and being the contact for program integrity reviews, audits and appeals. Districts that purchased this service from CESA 9 include Almond-Bancroft, Arbor Vitae-Woodruff, Elcho, Lac du Flambeau, Lakeland Union High School, Marathon, Merrill, North Lakeland, Prentice, Rhinelander, and Rib Lake.
Wisconsin Virtual School Wisconsin Virtual School (WVS) completed its thirteenth year providing online and blended courses to school districts across the state. Nearly 19,000 students have had an opportunity to take an online course through WVS. Here’s a look at the 2012-13 online year in review.
Enrollments for 2012-2013 were 5,036 compared to 5,151 for 2011-12. This enrollment number reflects our 6th summer term combined with fall and spring terms. WVS experienced a 2% decrease in enrollments for 2012-13 compared to 52% increase for 2011-12.
226 Wisconsin school districts, representing 298 schools, utilized WVS for a variety of student needs, including home schooled, homebound, expelled, at risk, credit recovery, advanced placement, gifted and talented, middle school, as well as others.
WVS Enrollments by CESA 2012-13:
Summer 2012 2012-13 Fall/Spring
School Year
TOTAL Enrollments 2012
-13
2012-13 Districts
2012-13 Schools
CESA1 17 268 285 15 20
CESA 2 30 309 339 21 26
CESA 3 1 104 105 14 14
CESA 4 9 202 211 18 25
CESA 5 56 967 1023 22 36
CESA 6 33 715 748 18 29
CESA 7 39 593 632 29 38
CESA 8 8 192 200 16 21
CESA 9 12 172 184 11 17
CESA 10 26 193 219 24 26
CESA 11 28 745 773 25 30
CESA 12 5 254 259 12 15
Out of State 0 0 0 0 0
International 3 55 58 1 1
TOTALS
Enrollments
267
4769
5036
(2% decrease)
226
298
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According to the International Association of Online Learning (iNACOL) Fast Facts (http://www.inacol.org): Twenty-one states have state virtual schools, 31 states plus Washington D.C. have full time online schools
(Wisconsin included). Single and multi-district blended and online programs are the largest and fastest-growing segment of online and
blended learning. The top reasons why school districts make online learning opportunities available to their students is to provide
courses not otherwise available at their schools, and providing opportunities for students to recover course credits from classes missed or failed.
Funding formulas are different in all 50 states. For example, many fund online learning at 30-50% less than traditional education, creating inequity and lack of sufficient support for addressing student characteristics. The current U.S. average per pupil expenditures for a fully online model are estimated at $6,400 and for blending learning are $8,900. Traditional school models have an average per pupil expenditure of $11,282.
Florida, Minnesota, Idaho, and Wisconsin stand out as states with a wide variety of full-time and supplemental options for students across most grade levels.
Wisconsin Virtual School is a member of the State Virtual School Leadership Alliance (SVSLA) an association of the chiefs of state virtual schools that provides collegial support and collaborative opportunities to the individual members and member organizations since 2009. The SVSLA includes the following 10 state virtual schools: Idaho Digital Learning Academy, IDEAL-New Mexico, Michigan Virtual School, North Carolina Virtual Public School, Georgia Virtual School, Illinois Virtual High School, Indiana Online Academy, Virtual High School Collaborative (Massachusetts), Montana Digital Academy, and Wisconsin Virtual School. Agenda topics include strategic planning, funding and staffing models, content sharing among members, online learning advocacy, and demonstrating the value of state virtual schools to stakeholders. The Alliance members work this year focused on forming and implementing a 501c3, sharing online teacher professional development, content sharing, and advocacy. Dawn Nordine participates in the monthly SVSLA curriculum director and executive director meetings. Michele Nickels participates on the SVSLA marketing and professional development committees.
WVS is a participant in the State Superintendent’s Digital Learning Advisory Council (DLAC). The work the DLAC has completed this year can be found at https://sites.google.com/a/dpi.wi.gov/wi_digital_learning_plan/. WVS represents CESA 9 on the Policy and Procedure and Infrastructure committees. Work on the committees includes quality indicators for online content and digital repository items, professional development for online and blended teachers, and other digital learning initiatives.
The Wisconsin Digital Learning Collaborative, (WDLC) is a strategic alliance between the Wisconsin Department of Public Instruction (DPI), Wisconsin Virtual School, and Wisconsin eSchool Network, Inc. (WEN). The two statewide non-profit organizations will continue to provide online learning opportunities for Wisconsin students and districts in grades 6-12. WVS and WEN currently partner with public, private, and charter schools to provide online courses that meet national and state academic standards, as well as, iNACOL (International Association for K-12 Online Learning) quality standards.
In addition to online courses for locally controlled schools, both organizations continue to provide online teacher professional development and online and blended learning program support. The two organizations are collaborating with DPI to provide a single point for schools to access online courses integrating with the new state student information system. Combined, WVS and WEN will provide partnership pathways for schools to provide a variety of online and blended opportunities while maintaining local autonomy. Starting in Fall 2013, WVS will be using the same Learning Management System (LMS) - Brain Honey and Student Information System (SIS) – Genius, as the Wisconsin eSchool Network, getting us one step closer to a single point of entry and providing some cost efficiencies to both programs.
WVS State and National Initiatives include a variety of presentations at conferences and school site visits. Here are some of the highlights of our travels around the state and nation:
National Virtual School Symposium - New Orleans, Louisiana Association of Educational Service Agencies (AESA) – Tampa Bay, Florida State Virtual Schools Leadership Alliance (SVSLA) – monthly calls, three face to face – Boulder, Colorado, New
Orleans, and Durango, Colorado State Education Convention WASB (Milwaukee); Wisconsin School Counselor’s Association (WSCA) - Madison;
Wisconsin Advanced Placement Advisory Council (WAPAC) - Madison; Wisconsin Innovative Schools Network (WISN) - Appleton
District and CESA visits: Nekoosa, New London, Waterloo, West Bend, Northland Pines, Westfield (via Polycom), Arbor Vitae-Woodruff, Stevens Point, Wisconsin Rapids, Lakeland Union High School, Menomonie, CESA 7, and CESA 11
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Open Educational Resources (OER): Achieve Project (DPI) Dual Enrollment Project (DPI, UW-Madison, WDLC) Education Effectiveness (DPI workgroup) iNACOL Advocacy Committee Member iNACOL State Virtual Leaders Committee Member iNACOL Midwestern Committee Member Digital Learning Advisory Council committee member
The Virtual Education Research Alliance (VERA) is five year project with the USDOE, Education Development Center (EDC), American Institutes for Research (AIR), and Midwest Regional Education Laboratory (MREL). During the first year the project has focused on work with REL and VERA and WVS and Iowa’s program called Iowa Learning Online to conduct a study that examines how and why schools in these states are using online learning to deliver academic content to their students. In Iowa, Wisconsin, and across the country, schools’ use of online courses is increasing rapidly. Schools are obtaining online courses from a multitude of sources to achieve a variety of educational goals, and the policies and practices that schools have in place for monitoring student progress and success in online courses are diverse. At the same time, like most states across the country, these states do not systematically collect or maintain data about schools’ use of online courses. The goal of this project is to collect and disseminate this information by administering a survey to public schools that serve high school students in Iowa and Wisconsin to identify:
a. the extent to which schools are using online learning (e.g., enrollment);
b. the characteristics of the online courses schools are using (e.g., academic subject areas);
c. the academic objectives for which schools are using online learning (e.g., early graduation), and;
d. the policies and practices schools employ to monitor students enrolled in online courses.
The survey will be going to 185 Wisconsin high school principals this fall. Data collected will be disseminated in January 2014. New research projects are being developed during the summer of 2013.
Educational Materials Four districts (Antigo, Lac du Flambeau, Merrill, North Lakeland) participated in the Educational Materials service during the 2012-13 school year. The CESA 9 Materials Center is combined with the CESA 12 Materials Center and housed at CESA 12. The combined collection has approximately 8000 titles and consists of videos, a preview center for educational computer programs, DVDs, and a large selection of multimedia curriculum kits. Materials cover alcohol/traffic safety, professional/staff development, human growth and development, alcohol, tobacco and other drug abuse, special education, and education for employment.
An Internet version of the "Educational Materials" catalog is available. The CESA 9/12 interactive catalog allows people to do online searches, print material lists and order materials directly over the Internet. Delivery of materials was made via the CESA 9 delivery service.
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EDUCATION FOR EMPLOYMENT Local Vocational Education Coordinator (LVEC)
North Central Career & Technical Education Consortium
Fourteen districts continued again in the consortium for the 2012-13 school year. All districts accessed Carl Perkins Act federal funds based on their programs of study.
Planning workshops were held in early November, 2012. At that time, all district representatives completed the required annual review of their Education for Employment plans, updated programs of study, and set their initial Carl Perkins Act budgets for the 2013-14 school year.
Regional Career Center Planning
A small group, representative of the consortium schools, met on a number of occasions throughout the year to consider collaborative programs of career & technical education that would be housed at certain high schools. The rationale for this long-range planning is to consider ways to house some programs at only a few high schools due to declining enrollment and budget cuts.
One of the critical factors would be if students were willing to travel from their home schools to other sites. An online survey was developed. This will be administered early in the fall.
A final report will be issued by the planning group in late October or early November.
Youth Apprenticeship
A grant was developed and submitted to the Wisconsin Department of Workforce Development by CESA 9 to offer youth apprenticeship opportunities to high school students. This effort is being undertaken in collaboration with Nicolet Area Technical College. The grant was submitted by the May 31 deadline.
If the grant is approved, students from the Nicolet District will have access to programs of finance, health, and manufacturing in the 2013-14 school year.
Other youth apprenticeship areas would be implemented starting in 2014-15.
CESA 9 conducted a thorough needs assessment with a culminating report completed by May 13, 2013. The results were very positive with all seven CESA 9 high schools expressing interest and support, significant high school student interest in the three areas, and 38 employers expressing interest in the programs.
If the program grant is approved, CESA 9 would then proceed to hire a part-time youth apprenticeship consultant to work with schools and employers in the implementation of the programs. The CESA 9 LVEC would serve as the overall supervisor for the grant and implementation of the programs.
Federal Carl Perkins Act Reauthorization
The Carl Perkins Act is scheduled for reauthorization in 2013. At this time, however, there is no word on when the process will begin.
The consortium funding for 2013-14 is secure, however, and we already have approval from DPI.
Budgeted Programs
Carl Perkins 158,767
(Grant: 133,876, and Local: 24,891)
LVEC - Wausau 5,651
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FEDERAL ESEA PROGRAMS
Title I Service Center
Two school districts participated in the CESA 9 Title I Service Center: Elcho and Athens. The Center helps the districts write their ESEA consolidated plans and end-of-year reports. In addition, the Center assists with questions regarding allowable activities and expenditures and serves as a liaison with DPI Title I consultants.
Budgeted Programs
Title I Services (Athens and Elcho) 5,960
Title I Statewide Network 80,000
Title III Part A Consortium 19,409
CESA 9 Title I Statewide Network
The Title I Network provides technical assistance and professional development for districts. It also assists in implementing effective Title I programs in addition to providing districts additional Title I support to further raise student achievement.
All districts are provided a base level of services in five areas:
Title I Implementation Consultation with Title I Coordinators regarding Title I law, programming, reporting requirements, and monitoring.
Title I Coordinator Leadership Information and resources for Title I Coordinators through one-on-one technical assistance, at least two regional meetings, and a Title I Coordinator orientation.
Districts and Schools Identified for Improvement Assistance to Title I districts and schools indentified for improvement including identifying and implementing
improvement strategies and sanctions as required under federal Title I law. Title I Related Professional Development
Access to multiple professional development opportunities based on regional Title I needs that have been identified by districts in each CESA.
Resources and Collaboration Information and resources regarding other initiatives and agencies that can provide Title I related support.
Two Title I Statewide Network Coordinators’ meetings were held this year for coordinators and teachers. Fourteen people from 14 districts attended our fall meeting (Antigo, Arbor Vitae-Woodruff, Athens, Edgar, Elcho, Lac du Flambeau, Lakeland Union, Marathon, Merrill, MHLT, North Lakeland, Rhinelander, Stratford, and Tomahawk). The agenda consisted of upcoming trainings, DPI update, Parents Make the Difference newsletter, and PALS. The afternoon focused on “Orientation on RtI Center Resources.” This included information on screening and progress monitoring tools, Balanced Assessment System Module, School wide Implementation Review (SIR), Reading Instruction within a comprehensive Literacy Framework, and RtI at the secondary level.
Eight people representing 11 districts attended the spring meeting (Antigo, Arbor Vitae-Woodruff, Elcho, Lac du Flambeau, Lakeland Union, Marathon, Merrill, MHLT, North Lakeland, Rhinelander, and Tomahawk). Discussion during this meeting included information on upcoming trainings, DPI update, ESEA Application, and School wide Programs. People also participated in an activity called “Is this Allowable in Title I?”
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Title III The Title III Consortium currently is composed of 18 school districts in CESAs 9 and 12. When a district’s Title III allocation is less than $10,000, they cannot access the funds unless they join a consortium, even though they are still responsible to meet the educational needs of their English Language Learners (ELL students). Matt Collins coordinates the consortium, submitting the application for Title III funds, end-of-year reports, and managing the budget. Judy Conlin provides technical support to the districts and professional development. Each year we meet with consortium members to develop new goals and complete a needs assessment.
CESA 9 schools in the consortium in 2012-2013 were Antigo, Athens, Marathon, Merrill, Minocqua-Hazelhurst-Lake Tomahawk, Mosinee, Northland Pines, Rhinelander, Stratford, Three Lakes, and Tomahawk. CESA 12 districts include Chequamegon, Hurley, Mercer, Northwood, Phillips, Superior, and Washburn. Because some ELL families move in and out of districts, we provide information and support to districts when students are enrolled in their district even though they may not be eligible to join a consortium when Title dollars were allocated. We continue to share information with districts that have previously been in the consortium but currently do not have ELL students.
Judy Conlin attended a two-day workshop in August on the Enhanced WIDA Standards for English Language Learners. She worked with 36 teachers or Title III Contacts from CESAs 9 and 12 during the school year. The school year started with a workshop on Classroom Strategies for working with ELL students at CESA 9; 8 people participated in this workshop. On January 18 she met with 11 of the CESA 12 Superintendents to provide them with information about the Title III Consortium.
Every English Language Learner is required to have a Plan of Service to focus on developing ELL students’ language skills. On February 21, Judy worked with four teachers from three districts in CESA 12 on including the Enhanced WIDA Standards into the Plans of Service. These teachers had not previously had ELL students in their classes, so they also addressed classroom strategies for working with ELL students. On Feb. 27, she worked with seven CESA 9 teachers to include the Enhanced WIDA standards into their students’ plans of service. She traveled to the Chequamegon District in CESA 12 to provide in-district assistance to the new Title III Coordinator and 16 classroom teachers, helping them write plans of service for their students. Since not everyone participated in the workshops, Judy Conlin created a template to use the Enhanced WIDA Language Standards when writing Plans of Service. This template and examples for how the Enhanced WIDA Standards can be used to write content area goals will be shared with teachers next year as part of professional development.
Each spring districts send their ACCESS scores and achievement data to CESA 9 so we can monitor if students are making gains in their language skills. In addition to the Needs Assessment conducted each fall, this data can help determine if additional professional development assistance should be provided to districts.
Rosetta Stone is an important tool in helping students improve their language proficiency. Districts can check out an online or stand-alone version to use with students at the IMC housed at CESA 12.
Matt Collins and Judy Conlin serve as the link between DPI and the districts. They share information with the Title III consortium contacts and are the “go to” people when districts have questions. As we get answers to one district’s questions, that information is then shared with others in the consortium. When a student does well on the ACCESS test of language proficiency and might be eligible for reclassification, we help the districts identify the data that needs to be considered in the decision and the data they need to monitor for two years to make sure the student no longer needs ELL supports. We also collect data yearly to help districts monitor if students are making adequate progress in their language proficiency development.
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Professional Learning Opportunities Reading Strategies for Paraprofessionals
Paraprofessionals gained knowledge and understanding of key vocabulary in reading and strategies they could use to support students in each of the five components of reading:
Phonemic Awareness Phonics Reading Fluency Vocabulary Development Reading Comprehension Strategies
Thirty-five paraprofessionals attended this workshop from eight districts (Antigo, Lac du Flambeau, Marathon, Merrill, Mosinee, Stratford, Tomahawk, and Wausau).
CESA 9 Second Annual Northwoods Paraprofessional Summit
Twenty-seven paraprofessionals from seven districts (AVW, Lac du Flambeau, Merrill, MHLT, Mosinee, Northland Pines, and Rhinelander) attended the CESA 9 Northwood’s Paraprofessional Summit. The summit was designed to bring paraprofessionals together for networking and skills building to better serve students of all ages. The summit was held on Friday night and Saturday. Topics included: Addressing Challenging Behavior, Structuring Tasks for Students on the Autism Spectrum, Supporting the Math Instructional Process, An Introduction to the Special Education Process, and Students with Disabilities. This event was co-sponsored by the WI Special Education Regional Service Network, the Statewide Title I Network and CESA 9 School Improvement.
Literacy Essentials Workshop
The “Literacy Essentials” workshop was a three day series that supports the Read to Lead initiative. The workshops incorporated the best of comprehensive literacy, brain-based learning, data to inform teachers, current research on best practices in teaching and alignment with the Common Core State Standards. The first day dealt with phonological awareness, phonics, and fluency. The second day covered vocabulary instruction and word wall. On the third day, participants learned strategies to teach students to comprehend. Thirty people from seven districts (Antigo, North Lakeland, Northland Pines, Rib Lake, Stratford, Tomahawk and Wausau) attended this series of workshops.
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WISCONSIN SAFE AND HEALTHY SCHOOLS NETWORK Budgeted Programs
Active & Healthy Schools 19,246
ATOD Local 17,100
Suicide Prevention 9,500
WISH 37,500
WISH Supplemental 8,638
ATOD/Comprehensive School Health A meeting was held for the ATOD/ Safe & Healthy Schools Coordinators in October. District coordinators attended this meeting to network and gain current information about state initiatives and Comprehensive School Health issues. Specific topics addressed this year were resources and trainings that are available in 2012-2013 and DPI Updates. During our meeting Bob Kovar, Prevention Specialist from Marshfield Clinic Center for Community Outreach, presented how coalitions in the CESA 9 area can be a resource to schools. We also looked at data sources that support decisions for Tier II and Tier III interventions and had coordinator sharing time. Nine coordinators from six districts attended this meeting.
Training Opportunities
The Nuts & Bolts of a Comprehensive Fitness Based Physical Education Curriculum & Health Entertainment
Twenty-four people from ten districts (Athens, DC Everest, Edgar, Elcho, Lac du Flambeau, Marathon, Merrill, Stratford, Tomahawk, and Rhinelander) attended this workshop presented by the Physical Education and Health Education teachers from Lakeland Union High School. The Physical Education workshop addressed ways to use the State Standards Rubric; how to incorporate Target Heart Rate and five components of Fitness into all units; examples of an electronic fitness log; and written homework in PE.
The afternoon session for Health Entertainment participants looked at multiple lessons such as stinky chicken, upstream living, bucket filling, and much more. The focus was on teaching in the “present” so that you can prepare for the future and hopefully walk away with a renewed vision.
Wisconsin Safe & Healthy Schools Center
Due to reduction in funding, the former WI Alcohol, Tobacco and Other Drug Education Network was streamlined to focus exclusively on training of school personnel. The effort to prevent youth substance abuse and violence still remains but under the Wisconsin Safe & Healthy Schools Center. This Center was formed in July 2012. The director and five regional coordinators organize and deliver trainings and provide technical assistance on strategies to prevent substance abuse and violence, including bullying and harassment. The Wisconsin Safe & Healthy Schools Center has a monthly newsletter that can be found on our website; www.wishschools.org.
CESA 9 houses the Northern Regional Coordinator for the Wisconsin Safe & Healthy Schools Center. The coordinator serves CESAs 5, 9 & 12. The following trainings were provided in the Northern Region:
Cyberbullying Dealing with Mental Illness in the Classroom: Strategies for Helping Students with Mental Health Issues in
Today’s Schools Drug Impairment Training for Educational Professionals Good Drugs Gone Bad: A train-the-trainer workshop on prescription drug abuse prevention (2) School-Based Suicide Prevention Training Train the Trainer QPR (Question, Persuade, Refer) Gatekeeper Instructor Training
Active & Healthy Schools Grant
CESA 9 received a grant from the Wisconsin Partnership Program of the University of Wisconsin School of Medicine and Public Health. The goal of the project is to provide evidence of success for the effectiveness of “Active & Healthy Schools Program” at the elementary level. This project will increase students’ level of activity during the school day. By using the research-based “Active & Healthy Schools Program” we will incorporate three strategies: (1) active recess, (2) active energy breaks in the classroom, and (3) increased active PE minutes at three elementary schools. We have started planning and will implement the project next year with 4th grade students at Prentice Elementary, Northland Pines Elementary and Lincoln Elementary in Wausau.
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SPECIAL STUDENT PROGRAMS Behavior Strategist
In 1999, the Behavior Strategist service was created. The Behavior Strategist, Scott Wallace, now provides service and consultation to schools, children, families, and community partners. The primary purpose is to improve the education of children with severe emotional and behavioral challenges. The following goals are achieved on a flexible basis according to the individual needs of each client: 1. To maximize program effectiveness by promoting
cooperation and coordination among schools, families, and community agencies and providers.
2. To provide crisis intervention and prevention services, such as; functional behavioral assessments, behavior intervention plans, crisis plans, interim education, assistance with IEPs, student support plans, etc.
3. To promote capacity building through staff development, both formal and informal, which may include inservices, trainings, consultations, or assistance in setting up workshops, school-wide initiatives, or community-based programs.
During the fiscal year, July 1, 2012– June 30, 2013, the behavior strategist supported 20 plus school districts
and community partners and conducted professional development opportunities and support in areas such as; behavior management, mental health challenges, classroom organization and management, behavior intervention planning, functional behavioral assessment, EBD program assessment and development, and differentiated instruction.
Professional development offerings that were also provided through school improvement services included:
Non-violent Crisis Intervention (Initial and Refresher courses) and De-escalation Technique Training for Paraprofessionals and the Inaugural CESA 9 Paraprofessional Retreat.
The behavior strategist service supported seven districts through shared service contracts and other districts
through regional support services requests. Mr. Wallace was also the program support teacher for CESA 9 Northern Achievement Center (NAC) for students with behavioral challenges.
Provided support for the TAPS program and three school districts through behavior support, NVCI training,
professional development opportunities, and as a member of the PAPS board.
Mr. Wallace provided Positive Behavioral Incentives and Supports (PBIS) external coaching support for seven school districts in CESA 9 and facilitated external coaches’ quarterly meetings in support of the PBIS External Coaches grant through the Wisconsin PBIS Network. In addition, he provided both PBIS assessments facilitation and SWIS facilitator support.
To all those that have supported and utilized the behavior strategist service this year - thank you! For the upcoming year, approximately ten school districts and community partners have contracted for the behavior strategist service. We will continue to be integrally involved with supporting schools and districts in the implementation of school-wide Positive Behavior Interventions and Supports (PBIS). The service will be available through school improvement services as well as regional support services (RSS) requests.
Budgeted Programs
Behavior Strategist 79,964
Career Center Director 63,036
Positive Behavior Interventions & Support 93,785
School Nursing Services 4,039
School Social Workers 75,194
StarLab 2,474
Systematic Analysis of Language Transcription
2,664
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Wisconsin Positive Behavior Interventions and Supports (PBIS) Network Dave Kunelius and Jennifer Grenke, Regional Technical Assistance Coordinators
The Wisconsin Response to Intervention (RtI) Center is a collaborative project between the CESA Statewide Network and the Department of Public Instruction. The Wisconsin RtI Center is dedicated to ensuring that all students have equal access to supports that will ensure their long-term academic and behavioral success. The goal is to assist Wisconsin schools with putting high-quality instruction, balanced assessment and collaboration practices and systems into operation. In 2010, the Center formed the Wisconsin PBIS Network to help Wisconsin Schools use Positive Behavioral Interventions and Supports to increase student success. For more information on the Wisconsin RtI Center, go to www.wisconsinrticenter.org.
Positive Behavioral Interventions and Supports (PBIS) is one national model for implementing RtI to address behavior. Part of the Wisconsin RtI Center, PBIS is a positive, school-wide, systematic approach to implementing a proactive RtI model. The Wisconsin PBIS Network provides support and technical assistance to CESAs and schools in implementing and sustaining PBIS. The goals of PBIS are to:
Establish a positive school culture Increase academic performance Improve safety Decrease problem behavior
PBIS relies on a team of educators to evaluate effective behaviors throughout the school, both in the classroom and elsewhere. Based on the evaluation, the team sets expectations for the school and teaches those expectations to students. PBIS, like RtI, is a system that uses a multi-layer/tiered approach with increasing levels of support that reach all students. For more information on the Wisconsin PBIS Network go to www.wisconsinpbisnetwork.org.
Wisconsin PBIS Network activities for 2012-13 included: creation of additional state-wide coordinators in specialty areas, Students with Disabilities, Culturally Responsive Practices part-time Regional Coordinators, and held the 3rd Annual Summer Conference. Statewide Trainings included Coaching in a System (6), External Coaches Forum (2), Classroom Management (2), and Team Initiated Problem-solving. The Network ran pilot demo sites in High School Early Warning Systems, High School Tier 3 ReNEW, Culturally Responsive Practices, and Family Engagement. The Network also continued with updates of the Network website; training of Wisconsin trainers; preparation of Wisconsin Tier 2 training materials; school recognition process; state advisory/leadership team and work groups; state technical coordinator meetings; identification and adoption of evidence-based practices; and public relations such as the RtI Center e-newsletter and website postings.
Regional Coordinators assisted in expanding and sustaining implementation of PBIS at the Universal, Secondary, and Tertiary levels in Wisconsin Schools; expanding the support structure for delivering training and technical assistance to schools and districts for all levels of PBIS implementation and evaluation; supported implementation of the electronic data collection system used during data-based decision making; provided leadership in development of Wisconsin PBIS policy, funding, curriculum, and public relation components; and worked at developing collaboration with multiple systems including the Wisconsin RtI Center, Cooperative Education Service Agencies, special education, mental health, and county supports to support success for all students in the school and community.
As of June 2013, Wisconsin has 1,108 schools trained in PBIS, 1,053 schools implementing PBIS (completing at least one survey on the PBS Surveys website), and 691 implementing PBIS with fidelity. At the end of the 2011-12 school year, Wisconsin had 984 schools trained in PBIS, 894 of which were implementing PBIS and 498 schools that had reached fidelity on one or more tool on the PBS Surveys website. That’s a 13% increase in the number of schools trained, an 18% increase in the number of schools implementing, and a 39% increase in the number of schools implementing PBIS with fidelity!
In CESA 9 there are currently 52 schools trained in PBIS, 45 are implementing PBIS, and 28 schools have reached fidelity on a PBIS implementation assessment survey. That’s a 255% increase from the 11 schools that had reached fidelity last year! GREAT JOB everyone in your implementation of PBIS! Additional congratulations to CESA 9’s first ever Schools of Recognition. The WI PBIS Network awarded two levels of recognition for the 2012-13 school year - Schools of Merit implement PBIS frameworks with integrity and Schools of Distinction sustain high quality implementation for at least two years. The CESA 9 Schools of Merit are: Wausau School District - Franklin Elementary, John Muir Middle School, Rib Mountain Elementary, and Grant Elementary. The CESA 9 Schools of Distinction are: School District of Rhinelander - Crescent Elementary and Wausau School District - Thomas Jefferson Elementary. Great job everyone; it has been our pleasure to support your efforts this year.
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Career Center Director The Career Center Director is responsible for the operations of the Career Center which includes working with individual students and groups in career exploration activities to complement guidance and counseling services at Merrill High School. The Career Center Director provides innovative career awareness, exploration, and preparation services for students, parents, educators, and businesses in Merrill and throughout North Central Wisconsin.
School Nursing Services School nursing services were provided to the school districts of Rhinelander and Laona:
Conducted annual review of districts’ emergency nursing services plans. Monitored the implementation of the emergency nursing service plans. Conducted informational meetings for all school district personnel (including substitute teachers) on the district
Health Care Policies and Procedures Handbook. Provided and coordinated with outside agencies standard first aid and cardio pulmonary resuscitation training for
school district staff members. Served as consultant for school district staff members on health issues. Provided direct teaching and consultation to students with identified health problems and to their parents, as
needed. Provided consultative and coordination services to assure school district compliance with the state and local
immunization and student medication requirements. Provided other health related services assigned by the administration.
School Social Worker School social worker service was provided to the school district of Tomahawk:
Provided supportive, problem-solving, action-oriented role with families. Provided consultation with parents, in-home when appropriate. Provided facilitated support between school administration, teachers, parents, and students. Coordinated referrals and interagency activities. Participated in building consultation team meetings and IEP team meetings. Assisted in professional development planning and parent information programs with regard to children’s
mental health.
STARLAB Portable Planetarium CESA 9 has two StarLabs that travel to member districts for one to six week periods during the school year. Students in grades K-12, under the direction of trained teachers, visit the StarLab to learn about constellations; world geography; Native Americans; African and Greek mythology; and biological cells. During the 2012-2013 school year, the StarLabs were loaned out to two districts that used them for a total of eight weeks.
Systematic Analysis of Language Transcripts (SALT) SALT is a standardized Language Sampling procedure with norms and interpretation strategies. This project was developed through an IDEA discretionary grant several years ago. The SALT lab provides a computer-assisted analysis of a child’s oral language production and helps speech/language therapists identify specific language problems and intervention strategies. A majority of the language samples received were recorded on a digital voice recorder and e-mailed to CESA 9 as an attachment. The SALT service is available state-wide to any CESA or school district for a transcription fee per language sample. During the 2012-2013 school year, six transcriptions were produced for one school district in CESA 9 and one school district outside of CESA 9.
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CRISIS MANAGEMENT Mission Statement
The CESA 9 Crisis Management Team provides schools and communities with the means to enhance school safety and student and staff well-being.
The CESA 9 Crisis Management Team provides trainings in Prevention, Crisis Management and Response. We provide resources, training and direct support to school teams during and after a crisis situation. Debriefing and support for caregivers is available upon request. The CESA 9 Crisis Management Team continued in its thirteenth year to provide support to school-based response teams and other CESAs.
This year the CESA 9 Crisis Team provided direct support to three districts (Prentice - twice, Lakeland Union High School, and Elcho) after a traumatic event.
Budgeted Programs
Crisis Management 2,270
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Contracted Environmental Services CESA 9 facilitates a consortium of districts to access environmental/occupational health and safety management programs at reduced rates. These programs include contracts with MacNeil Environmental and CESA 10’s Environmental Services for comprehensive written compliance plans, survey and surveillance services, employee trainings and comprehensive record keeping. Member districts participating in the MacNeil program in 2012-13 included: Antigo, Athens, Lac du Flambeau, Marathon, Northland Pines, Prentice, Rhinelander, Rib Lake, and Three Lakes. Member districts participating in the CESA 10 Environmental Services program in 2012-13 included: Edgar, Merrill, and Stratford.
Budgeted Programs
Contracted Environmental Services 39,300
Cooperative Purchasing 255,000
Delivery System 8,096
Driver Education Instruction 104,263
Grant Writer 103,588
IT Consultant Services 51,122
Kohl Foundation 1,000
Regional Spelling Bee 0
Cooperative Purchasing School districts continued to take advantage of the savings available through cooperative paper purchasing during the 2012-13 school year. Volume purchasing of 6,943 cases of copy paper (white and color) resulted in considerable savings to school districts, parochial schools, and government agencies in the CESA 9 region.
Delivery System The CESA 9 delivery system (via US Postal Service) is an important communication link for the CESA 9 school districts. Ten CESA 9 districts used the delivery system this year.
Driver Education Instruction CESA 9 was contracted to provide both the classroom instruction and behind-the-wheel training for Lakeland Union High School, Mosinee, Northland Pines, and Phelps school districts.
Grant Writing Service In addition to writing proposals, grant assistance includes in-depth research of funding sources to meet district needs, working with district staff to ensure that the proposed project meets the criteria as outlined in the parameters of the grant guidelines, and leadership related to directing planning and development of grant proposals. After the grant is awarded, districts may find it helpful to have expert assistance in other areas, including grant reporting, monitoring, and evaluation. In the most recent school-year, eight school districts in the CESA 9 service area contracted with CESA 9 for grant services. CESA 9 continually seeks collaborative grant opportunities for area districts.
In the 2012-13 school year, grants were submitted for numerous programs including 21st Century Community Learning Centers (3 out of 3 funded); Active Schools Program, currently being piloted in three elementary schools (funded); evaluation of the Elementary and Secondary School Counseling grant from the U.S. Department of Education (funded last year, being implemented and evaluated this year); and others which are still pending. The 2012-13 school year marked the eighth year that CESA 9 has offered specialized grant services to districts, securing millions of dollars each year through highly competitive grant competitions. The grant field is a dynamic field. Keeping abreast of the latest changes in politics, funding streams, and deadlines as it pertains to the pursuit of grant opportunities has never been more needed. CESA 9 provides this valuable service, ensuring our districts continue to be in a position to respond to opportunities as they arise.
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Kohl Fellowship and Student Scholarships CESAs work with the Department of Public Instruction in carrying out the Kohl Foundation program. The Kohl Foundation annually awards $1,000 each to 100 teachers, their schools and 100 graduating high school students throughout the state. In 2012-13, CESA 9 school districts participated by nominating 31 students and 12 teachers to the CESA 9 Regional Selection Committee who read and scored the applications and submitted the top eight student and teacher applications to the State Selection Committee which is convened by the Kohl Foundation and DPI.
Fellowship recipients are chosen for their superior ability to inspire a love of learning in their students, their ability to motivate others, and for their leadership and service within and outside the classroom.
Excellence Scholarship recipients have demonstrated academic potential, outstanding leadership, citizenship, community service, and have shown strong promise for succeeding in college and beyond. Initiative Scholarship recipients, chosen by their schools, have demonstrated exceptional initiative in the classroom and have shown strong promise for succeeding in college and beyond but have not received other academic-based scholarships.
Recipients from CESA 9 Schools include:
Kohl Teacher Fellowship Recipients Carrie Clemment, John Muir Middle School, Wausau School District Linda Goldsworthy, Rhinelander High School, Rhinelander School District Amanda Johnson, Tomahawk High School, Tomahawk School District Lynne Kohlhepp, Wausau West High School, Wausau School District Linda Wagner, St. Anne, Newman Catholic Elementary Schools; Wausau School District
Kohl Excellence Scholarship Recipients
Anna Bauman, Wausau East High School, Wausau School District Dustin Johnson, DC Everest High School, DC Everest School District Lindsey Lieck, Rhinelander High School, Rhinelander School District Hannah Schmit, Tomahawk High School, Tomahawk School District Collin Seubert, Marathon High School, Marathon School District
Kohl Initiative Scholarship Recipients Jake Damask, Newman Catholic High School, Wausau School District Benjamin Groth, Lakeland Union High School, Minocqua Alma Lepez, Marathon High School, Marathon School District Mackenzie Rooni, Prentice High School, Prentice School District Jim Xiong, Wausau East High School, Wausau School District
Regional Spelling Bee Annually, a National Spelling Bee is held in Washington D.C. to determine a National Champion. Wisconsin's representative to the national competition is selected at the Badger State Bee. CESA 9, in conjunction with the Wisconsin State Journal, sponsors the regional spelling bees that lead up to the state bee. CESA 9 holds four regional competitions with the top speller from each regional advancing to the Badger State Spelling Bee. The following regional directors graciously hosted the Bees: Deb Carlson, Lac du Flambeau; Gene Welhoefer, Three Lakes; Gerald Beyer, Merrill; and Lisa Witt, Edgar.
The following finalists advanced from the regional contests to state competition in Madison: Stephanie Balas, North Lakeland Elementary; Sam Holzbauer, Christ Lutheran School in Eagle River; Connor Howard, Prairie River Middle School in Merrill; and Brock Warren, Marathon Elementary School.
Residency in Teacher Education (RITE) Program CESA 9 has partnered with CESA 6 to deliver an innovative training program to meet predicted teacher shortages. Qualified candidates holding a bachelor's degree in engineering, music, art, foreign language, computer science, technology education, mathematics or science from an accredited institute of higher education and having at least five years of experience as a professional in their degree area could qualify for this "earn as you learn" program. Once placed in a teaching position, candidates earn wages and benefits of a teacher while completing a two-year program that includes formal instruction approved by the Wisconsin Department of Public Instruction and provided by CESA 6 and CESA 9.
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STAFF DIRECTORY ADMINISTRATION Dr. Karen Wendorf-Heldt, Agency Administrator Patricia Beals, Fiscal Administrator/Office Manager Matthew Collins, Director of Special Education Services and Personnel Hilary Cordova, Assistant Fiscal Administrator Jennifer Miner, Administrative Assistant Dawn Nordine, Director of Technology Services, Administrative Designee
CLERICAL Joan Hilgendorf, Program Assistant Jean Hill, Program Assistant Nancy Kind, Program Assistant Kris Peeters, Program Assistant
NETWORK ADMINISTRATOR Bob Jensen, Consultant Dave Smith, Consultant
VAN DRIVER/BUILDING CUSTODIAN Mike Beals Lincoln Industries
PROJECT STAFF
ACTIVE AND HEALTHY SCHOOLS GRANT Lynn Verage, Coordinator
ATOD PROJECTS AND COMPREHENSIVE SCHOOL HEALTH Lynn Verage, Coordinator
ASSISTIVE TECHNOLOGY Marcia Obukowicz, Specialist Kaye Mathwich, Consultant
BEHAVIOR STRATEGIST David Kunelius Scott Wallace
BLENDED LEARNING CONSORTIUM Dawn Nordine, Coordinator Michele Nickels, Support
CARL PERKINS PROJECTS Fred Skebba, Coordinator Kate Hallstrand, YA Needs Assessment Consultant
COMMON CORE STATE STANDARDS Judy Conlin, Coordinator
COOPERATIVE PURCHASING Hilary Cordova, Assistant Fiscal Administrator Joan Hilgendorf, Program Assistant
CRISIS MANAGEMENT TEAM Lynn Verage, WI Safe & Healthy Schools Network Dr. Karen Wendorf-Heldt, CESA 9 Administrator Dr. Rebecca Collins, Program Director Kay Glodowski, WI Center for the Blind & Visually Impaired David Kunelius, Behavior Strategist Terry Price-Decker, Mental Health Professional
Joanne Fitzpatrick Natalie Wetzel-Rasmussen
CREATE GRANT Dr. Rebecca Collins, Director Juliet Cole, Consultant
CURRICULUM LEADERSHIP NETWORK Judy Conlin, Coordinator
EARLY CHILDHOOD GRANT Beth Tepper, Coordinator
EDUCATOR EFFECTIVENESS PROJECT Dr. Rebecca Collins, Coordinator
ERATE SERVICES Jennifer Miner, Administrative Assistant Michele Nickels, WVS Director
GRANT WRITER Rena Beyer
INSTRUCTIONAL TECHNOLOGY Dawn Nordine, Coordinator Michele Nickels
PARENT EDUCATOR Evelyn Azbell, Consultant Heidi Lehman, Rhinelander Support
PI-34 CONSORTIUM Jayne Werner, Coordinator
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS) David Kunelius, Coordinator
REGIONAL SERVICE NETWORK Dr. Rebecca Collins, Director
REGIONAL SYSTEM OF SUPPORT CONSULTANTS/STAFF Melinda Brahmer, Audiology Consultant Laura Comer, Autism Consultant James Gilmore, Orientation Mobility Specialist David Kunelius, PBIS Coordinator Marcia Obukowicz, Assistive Technology Gretchen Voigt, Visually Impaired Scott Wallace, Behavior Strategist
SCHOOL IMPROVEMENT SERVICE Patricia Beals, Fiscal Administrator Matthew Collins, Director of Special Education Services Dr. Rebecca Collins, RSN Director Hilary Cordova, Assistant Fiscal Administrator David Kunelius, PBIS Coordinator Jenny Miner, Administrative Assistant Michele Nickels, WVS Director Dawn Nordine, Director of Instructional Technology Services Beth Tepper, Early Childhood Program Support Lynn Verage, Comprehensive School Health Coordinator, Title 1 Director
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Scott Wallace, Behavior Strategist Dr. Karen Wendorf-Heldt, Agency Administrator
SYSTEMATIC ANALYSIS OF LANGUAGE TRANSCRIPTS (SALT) LAB Dr. Rebecca Collins, Coordinator Jean Hill, Transcriber
TITLE 1 Lynn Verage, Director
TITLE III Matt Collins, Coordinator Judy Conlin, Support
WISCONSIN SAFE AND HEALTHY SCHOOLS (WISH) Lynn Verage, Coordinator
WISCONSIN VIRTUAL SCHOOL Dawn Nordine, Executive Director Michele Nickels, Director Nancy Kind, Program Assistant Joan Hilgendorf, Program Assistant
INSTRUCTIONAL STAFF
AUTISM SUPPORT TEACHER Dennis Rabbie
CAREER CENTER COORDINATOR Jessica Westphal (Merrill)
DRIVER EDUCATION SERVICES D & J Driving School, Consultant Dean Molinaro, Consultant Mike Reimer, Consultant Frank Siedschlag, Consultant
EDUCATIONAL INTERPRETERS Sarah Miller Amy Westfall
LOCAL SPECIAL EDUCATION DIRECTORS Matthew Collins Dr. Rebecca Collins Scott Ford David Kunelius
LOCAL VOCATIONAL EDUCATION COORDINATOR (LVEC) Fred Skebba
NORTHERN ACHIEVEMENT CENTER Scott Wallace, Program Coordinator Kellie Strassman, Teacher Kelly Wallace, Teacher Nancy Dewar, Case Coordinator Kevin Lentz, Case Coordinator Jane Schoepke, Case Coordinator Pam Suchocki, Case Coordinator
ORIENTATION AND MOBILITY James Gilmore
PHYSICAL/OCCUPATIONAL THERAPY Valerie Buch Marcia Obukowicz Carrie Roth Deborah Schumaker Theresa Fischer, PT Consultant Leslie Keeffe, PT Consultant Michele Russ, PT Consultant
READING SPECIALIST Margaret Meacham, Consultant
SCHOOL NURSE Angela Pettis
SCHOOL PSYCHOLOGISTS Dr. Rebecca Collins Scott Ford Todd Lieberman
SCHOOL SOCIAL WORKER Debra Schillinger
SPEECH AND LANGUAGE Jane Dettmering Cynthia Zielinski
VISUALLY IMPAIRED James Gilmore Gretchen Voigt
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