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Achievement Influence

Ottawa Area Intermediate School District Annual Report 2008 – 2009


Achievement Influence OAISD Board of Education

uVice President Mr. Eric Packer Allendale

tPresident Ms. Carol Slagh Zeeland

tTreasurer Mr. Ronald Eding Hamilton

3Secretary Dr. Richard Cooley Jenison

3Trustee Mr. Jose Gomez Coopersville


We provide and enrich educational opportunities for students, schools, and communities. 13565 Port Sheldon Street Holland, MI 49424 616-738-8940 (fax) 616-738-8946

Achievement Stability


The Ottawa Area Intermediate School District’s success is best measured in terms of the success of the local schools we serve. To the extent that our work positively impacts the operations of our member schools, we are also successful. As you look through this review of last year’s work, I hope you’ll agree that our efforts were contributing factors to the overall quality and effectiveness of our area schools. Within our over-arching goals of student achievement, financial stability, and political influence, you will find the hundreds of programs and initiatives that help us help schools optimize for success. In addition, I hope you will see our commitment to leadership and cutting edge initiatives that are not only helping to shape the face of education in the Ottawa area, but also throughout Michigan and beyond. Consistently, we are viewed as a “leading ISD,” with staff contributing expertise to state-wide and national committees and work groups. But no matter how far our talent extends, our heart is always right here, with our local schools, students, parents, teachers, and partners. Our passion is local, even when our reach is global. And, finally, I hope you’ll find an optimistic spirit in this report. We remind ourselves daily that, no matter how dire the environment might be, we have the privilege and power to make a difference in the lives of our students and the future of our communities. We believe that the best is yet to come.

Another fiscal year has been successfully completed, and we are on the cusp of a new school year! As president of the Board of Education for the Ottawa Area Intermediate School District, I take great pleasure in presenting for you the 2008–09 annual report of the OAISD’s service and leadership to this community. I am confident, as you review this report, that you will see, without a shadow of a doubt, the heart of our mission is the students. You will also catch a glimpse of the dedication and innovation of the entire staff who work for and focus on these students daily. None of the education or achievements just happen. This educational organization is actively pursuing three overarching goals: Student Achievement, Financial Stability, and Political Influence. The work produced here from incubator ideas all the way to the classroom must support at least one of the three goals.

With those goals in mind, our commitment is to provide the best education possible for our diverse population of students while continuing to remain a relevant, sustainable and fiscally responsible Intermediate School District. In these tougher economic times, that means a challenging road lies ahead. Thankfully, the OAISD is up for the challenge, and the Board is confident in the highly trained and talented staff as well as the support of its local school districts and communities.

Karen McPhee Superintendent

I hope you enjoy the highlights in this report and find it insightful and useful. We look forward to continuing our work of enriching educational opportunities for students, schools and communities.


Carol Slagh President, Board of Education



Following are descriptions of how each Ottawa Area ISD department/building worked to accomplish the over-arching organizational goal of student achievement during 2008–09.

Business Services As manager of physical facilities, the Business Services Department ensures that students in OAISD program classrooms at approximately 15 sites are safe, current, and equipped to meet educational needs. As fiscal agent for OAISD, the Business Services Department ensures that OAISD educational programs are adequately funded.

Career and Technical Education The Career and Technical Education (CTE) department oversees regional planning regarding high school student achievement as it relates to career/technical education. The department also coordinates and facilitates the Online Learning Consortium, providing the opportunity for local districts in Ottawa, Kent, Muskegon, Ionia, Montcalm, and Barry Intermediate School Districts to identify and purchase online learning tools at a significant savings. These tools are used for credit recovery and for accelerated learning in all core content areas for high school students.

Careerline Tech Center More than two-thirds of CTC students continue their training at the post-secondary level, leading to high skill, high wage and high demand employment. All CTC programs have adopted state curriculum standards and have begun assessing students at the conclusion of their training each year in order to ensure the necessary skills have been acquired to successfully continue training at the post-secondary level. During the 2008–09 academic year, CTC students earned direct and articulated college credit along with various industry certifications. Students earned college scholarships within 20 programs totaling $369,000 in tuition value. Two hundred sixty-three (263) students earned a program excellence or superior commitment award.

Patrick A. Thompson M-TEC Based on student demand, Thompson M-TEC created an additional section of Certified Nurse Assistant training and a new HVACR program bundle. M-TEC also began offering online class options in conjunction with Gatlin Educational Services and partnered with GRCC to offer a Pharmacy Technician program. In addition, M-TEC began offering customized training options to local industry as well as evening class options to high school students for credit recovery.

Communications & Integrated Marketing

Human Resources

The Communications & Integrated Marketing Department collaborated with other OAISD buildings/departments, local schools and community agencies to develop print and electronic communication materials that create an awareness of programs and services among parents, students, local schools and the greater community. Ultimately, the information provided assists in: increasing parental support and involvement, increasing community awareness and support, improving classroom instruction and compliance with state and federal regulations related to communicating about student achievement.

Internally, the Human Resources function plays a strategic “behind the scenes” role in improving student achievement by ensuring that the best possible classroom and support staff are hired. The department accomplishes this task by participating in the interview process, training interviewers on best practices and by providing resources to our building/ program administrators on staff development and evaluation. Externally, HR provides similar resources and assistance to local district counterparts, keeping an eye on the horizon for new developments and trends in Human Resources that will be vital to their operations, both in complying with the numerous HR-related laws and in maximizing their own effectiveness. Human Resources also provides a significant amount of support and assistance to districts in the area of state/federal compliance with laws related to teacher certification and “highly qualified” status.

Internally, department staff worked with students, instructors and administrators to promote classroom projects and building events that impact student learning. Students received training on updating the district website and consultation on writing press releases to promote student projects. Assistance was also provided in the development of materials to promote a new college prep assessment collaborative. Externally, department staff assisted local school administrators with communicating student test scores and continuous improvement planning through required parent notices, strategic planning and annual reporting. Regional collaboration with community groups helped build support networks for low income families and children with special needs.

Early Childhood Parents as Teachers (PAT) home visitors and playgroups have identified children with delays, referred them for services and provided ongoing parent support. These conditions, if left unchecked, would have required costly Special Education services down the road (for example, hearing, vision, motor, language, social/emotional services). Great Start Collaborative – Ottawa’s (GSC–O) attention to addressing issues of quality early care and education would indicate that Ottawa area consumers will have lowered special education needs, reduced juvenile delinquency rates, and greater high school completion and later job retention in the future. GSC–O is connected to similar state and national initiatives.

Instructional Services

Special Needs

Instructional Services strives to model and teach best practices in educational strategies, content, curriculum development, leadership, and data analysis in all of their endeavors with local districts and staff, thereby positively impacting student achievement indirectly through classroom teachers.

In 2008–09, OAISD staff worked to better align programming with districts’ needs and to proactively communicate about programs, services and student achievement. OAISD staff also led and facilitated a number of projects to assist area schools in complying with state and federal regulations related to student achievement.

The Instructional Services math consultants have been developing math Response to Intervention (RtI) screeners to be used in the first through sixth grades. Math RtIs will assist teachers in identifying student misconceptions and providing intervention options for academic improvement. For the benefit of all OAISD school districts, OAISD content area consultants led local teacher leaders in the task of identifying and prioritizing content expectations within each high school course that could be considered essential for the success of all students. The result of this initiative are the OAISD Power Expectations. Broadly stated, OAISD Power Expectations have been established to provide guidance to classroom teachers, high school principals and district curriculum directors in their efforts to define, deliver and assess a “guaranteed and viable curriculum” within each high school in the Ottawa area.

Staff also supported districts in implementing the Personal Curriculum provision of the new high school graduation requirements. In addition to seeking legal clarification on behalf of districts, OAISD staff streamlined forms and procedures, provided timely information regarding rules and regulations and conducted training in local districts. By better understanding and utilizing the Personal Curriculum provision, districts were better prepared to assist parents and students in the development of a customized curriculum of learning, which will ensure the student’s educational success.

Sheldon Pines School Every student at Sheldon Pines School receives special education programming and related services. Each student has an Individualized Educational Program (IEP), which directs the focus of their goals and objectives. Sheldon Pines works in conjunction with members of the IEP team to address these goals with the ultimate objective being the student’s successful transition back to their local district.

Juvenile Services Center Education Program The Juvenile Services Center Education Program works to provide a comprehensive, quality educational opportunity to each young person who enters the Ottawa County Juvenile Detention Center. The core subject areas are taught with monthly progress reports sent to the student’s local school district.

Juvenile Justice Institute The Juvenile Justice Institute (JJI) primarily serves students who are either expelled from school, on a long-term suspension, or have a chronic history of school-related problems. Each student is on probation with Ottawa County Family Court, with admission to the program based upon conditions of court orders. The students are provided education in the core subject areas as well as electives, and community-based, experiential learning opportunities. Upon successful completion of the program, students graduate from JJI and often return to their local school district to move forward toward the completion of their high school diploma.

Ottawa Area Center The VSA arts program expanded to all of the Community Based Instruction Programs throughout the OAISD this year due to a grant in the amount of $35,000, which was obtained from various businesses, organizations and foundations. The expansion of the program allows more students to benefit from exposure to an arts education program. In addition, the Dooge Foundation generously donated $3,600 to purchase kayaks and equipment for use in the CBI Recreation and Leisure Programs, which helps support adult special needs students in learning to participate in social settings and gain maximum independence.

Technology Services Technology Services is the “silent partner” with the academic arms of the organization when it comes to providing solutions that affect student achievement. At a basic level, Technology Services supports the OAISD network and the Ottawa Area Wide Area Network (OAWAN), which many programs utilize. For example, students throughout the region access E2020, an online credit recovery and enrichment program, via OAWAN. The OAISD also maintains the media server for E2020 so that students may access presentations at higher quality levels than if they were accessing them across the Internet. Other student achievement related projects in which Technology Services partners with other departments include:

• Instructional Research Information Source (IRIS)

• Math Response to Intervention (RtI) “green” delivery systems

• Electronic Learning Assessment Resource (ELAR)

• Moodle (a virtual learning managment system)

• Web 2.0 services such as blogs, wikis, etc.

Following are descriptions of how each OAISD department/ building worked to accomplish the over-arching organizational goal of financial stability during 2008–09.

Stability Financial

Business Services The Business Services Department promotes design and development of business solutions that will maximize personnel and financial efficiencies for school districts: •

Provided data analyses on proposed legislation and its financial and operational implication for schools, which assists area schools and legislators in making key decisions.

Helped establish the state’s only self-funded regional health insurance pool (WMHIP) and assist legislators in review and draft of insurance reform legislation and associated regulations.

• Participated in establishment of the Michigan Retirement Investment Consortium (MRIC). This regional multi-ISD 403(b) consortium was charged with development of a plan to meet the new IRS regulations for 403(b)s for and maximizing employee investments. The consortium now includes 268 public school districts, intermediate school districts and community colleges. •

Implemented the Munis accounting system as an initiative to re-engineer, streamline, and automate the accounting system throughout the district and regionally as districts adopt it.

• Implemented a comprehensive energy management program for the district in order to preserve critical natural resources and control costs. • Coordinated a cooperative purchasing program that allows districts the benefit of consortium pricing for school bus transportation programs. • Implemented BidSync, an automated national bidding system, at OAISD and provided training on its use to local districts. •

Partnered with districts to address various issues affecting school districts: health insurance options, regional solutions for special education transportation, common software solutions, 403(b) Plan design.

Revenue and Incoming Transfers

Expenses and Outgoing Transfers


6¢ 5¢



• Helped districts maximize pupil membership count accuracy for state aid payment by providing training and consultation services to local districts. • Provided Single Record Student Database (SRSD) information and technical assistance.

• Provided support to regional business managers, transportation directors, building & grounds supervisors and food service directors. • Provided contracted financial and operational services for charter schools.

Career and Technical Education Through Career and Technical Education’s coordination of the Online Learning Consortium, local districts in surrounding intermediate school districts are able to identify and purchase online learning tools for high school credit recovery and accelerated learning in core content areas at a significant savings.

Careerline Tech Center The operation of CTC is supported by a local charter millage, along with state and federal funding. Bussing is the only cost incurred by sending schools to participate in CTC programs, which results in a local savings of fifty percent in staffing cost per student.

Thompson M-TEC OAISD programs at Thompson M-TEC are a local, affordable option for students who require further training or retraining to successfully enter the workforce. During the 2008–09 academic year, Thompson M-TEC saw increased utilization of services by Michigan Works! for training and economic development initiatives as well as increased utilization of M-TEC services by local businesses.



• Provided certified bus driver training for public and non-public schools within OAISD and Muskegon Area ISD. For Every $1 in revenue…

For Every $1 in expenses…

n Local Sources n State Sources n Federal Sources

n Direct Payout to Locals n Direct Instruction n Instructional Support

Total Revenue: $92,906,800

n General Support

Total Expenditures: $82,359,213

General Education — ­ $6,24,597

General Education — $6,194,326

Special Education — $71,153,080

Special Education — $62,308,411

Career Technical Education — $ 15,511,123

Career Technical Education — $13,856,476

Communications & Integrated Marketing With expertise in the communications/marketing field as well as the education industry, the Communications & Integrated Marketing Department provides local schools with communications/marketing/PR support at no cost, which results in significant savings when compared to the same services provided by for-profit agencies. Schools also saved on printing costs through various regional collaborative efforts. This year, Saugatuck Public Schools also received communications support to assist in the passage of a millage campaign. During 2008–09, the department continued to provide cost effective tools and resources for internal communication/marketing efforts, including a publication materials subscription service available to both internal departments and local districts and support in the conversion to a new, cost-saving content management system for hosting the ISD Web site. In addition, the department collaborated with Kent and Muskegon ISDs to develop a cost-effective tool designed to generate enrollment at all three high school career/technical schools.

Early Childhood

Human Resources

Special Needs

Juvenile Justice Institute

Through our Web site and a countywide pre-K application process, children are identified and referred for school district and Head Start pre-K programs. Maintaining full classrooms keeps important state and federal early childhood funding in our community and schools.

Internally, the Human Resources department maximizes financial stability by employing a variety of cost containment measures such as shared employment, insurance pooling, consortium arrangements, and collaboration with partner ISDs. The department also works closely and collaboratively with various employee groups to ensure that while employees are compensated fairly and competitively, the organization is cognizant of where and how the gift of taxpayer dollars are spent. Externally, Human Resources strives to negotiate vendor contracts and arrangements that are advantageous to area schools and that support their core competencies. Through an arrangement with a third-party staffing agency, Human Resources has been able to save districts a significant amount on the cost of substitute teachers and other substitute staffing. Additionally, in 08–09, the department researched and implemented a job applicant tracking system that has significantly streamlined the applicant management process internally, and which has the ability to be used in a number of our districts.

During the 2008–09 academic year, Special Needs staff were involved in a number of activities to ensure the long-term viability of the region’s special education funding and to ensure fiscal responsibility in the use of those funds.

The Juvenile Justice Institute (JJI) was created for the purpose of addressing the educational needs of students referred by the court. Without JJI, these students would likely be sent to out of county placements, and, therefore, would have a significant financial commitment associated with placement.

Early childhood is an investment, which saves school districts costs in Special Education and other remedial programs. Early intervention, programs and services in language development, socialization, and screenings for delays improve overall academic outcomes for children. Great Start Collaborative – Ottawa (GSC–O) is funded through the Early Childhood Investment Corporation (ECIC), which provides advocacy leadership through their legislative liaison.Through this information, GSC partners are able to stay abreast, both as staff and constituents, of legislative budget issues, which can then translate into opportunities for education of policy makers on presenting local issues. Such education has the potential to affect the stability of programming. Early On and Infant Programs continue to grow and serve more families and have developed a strong relationship with the physicians throughout Ottawa ISD. Physicians are a vital referral source for the programs as well as parents and family members. Early On and Infant Programs also strive to provide a positive transition to local school district programs.

In 2008–09, Human Resources received a special “Honor Roll” Award from Greater Ottawa County United Way for “outstanding service to the people of our community.” OAISD staff members have consistently participated in the organizational campaign, even during tough economic times (over $17,000 in donations for 08–09). Staff efforts have helped to sustain the many valuable programs of United Way.

During the 2008–09 academic year:

Instructional Services

• 80-100 home visits were made to families by Great Parent/Great Start staff across the ISD service area.

The Instructional Services Department of the Ottawa Area ISD impacts the financial stability of local schools by providing customized technical assistance in the content areas, regional professional development offerings, “Data Warehouse” (IRIS) and analysis, ELAR (a high school Electronic Learning Assessment Resource) and the Regional Educational Media Center (REMC), which allows the organization to maintain volume bid prices on a variety of educational and digital resources.

• 400-500 families participated in literacy playgroups each month in school districts across the ISD service area. • 30% of Early On families participated in playgroups, providing some of the natural environment experience necessary for Federal compliance. • Approximately 950 children and families were served in the Ottawa ISD by Early On and Infant Programs. • Approximately 460 special education referrals were made to the Infant Program.

In addition, Instructional Services’ involvement within a statewide collaborative leverages the resources of multiple ISDs and LEAs toward providing resources and strategies to be employed in OAISD classrooms.

OAISD staff members worked closely with local districts to coordinate center programs and regional services, providing cost savings through economy of scale. By promoting a regional approach to special education, the OAISD has assisted districts in leveraging existing resources and planning for future needs.

Sheldon Pines School Sheldon Pines School (SPS) offers programming and services that address severe behavior problems of the students who attend. Students come to SPS due to their inability to be maintained in a standard classroom setting. Without SPS as an alternative educational opportunity, the local school districts of Ottawa County, in association with Individualized Educational Program (IEP) teams, would not have this type of placement option in the county. Therefore, other means to address the specific needs of these students would have to be explored. Sheldon Pines School implements a highly structured program designed to help students stabilize the variables associated with their severe emotional impairment. Once the goals of each student’s IEP have been satisfactorily addressed to the point of attaining level 5 status of the SPS Level System, then transition back to their local school district begins. Due to the way the transition process is organized, the student is provided significant levels of support both at SPS and their local district in order to ensure a successful transition back into their school.

Juvenile Services Center Education Program The Juvenile Services Center Education Program provides a sound, educational opportunity for students lodged in the Ottawa County Juvenile Detention Facility. The intent of the academic programming is to maintain the flow of education so that when the student returns to their local school, they have been able to maintain or possibly build upon their educational status.

The Juvenile Justice Institute offers a unique educational opportunity for students who have been ordered by the court to participate in the program. The non-traditional approach to education that JJI employs provides each student the opportunity to address the issues that have negatively impacted progress at their local district.

Ottawa Area Center The Ottawa Area Center has developed a partnership with 11 school districts to provide quality regional special education programs as part of a continuum offered to the local school districts. This partnership allows for savings in constituent district special education costs at the local level.

Technology Services To help meet the goal of financial stability, Technology Services lowered operational costs for the OAISD e-mail system by switching from GroupWise to Nexus. This change-over also increased system stability and reliability. The department moved classroom audio-visual design and support in-house, which allows more control over the systems as well as the ability to make changes when needed. The department also implemented Foritgate appliance, which allows districts its use for firewall, Vitural Private Network (VPN) and other services, rather than maintaining that infrastructure within the district itself. In addition, Technology Services implemented a new Web content management system to lower annual costs and also consolidated physical servers into a new virtual server environment, which will save money long-term and also improve overall system stability.

PoliticalInfluence Following are descriptions of how each OAISD department/ building worked to accomplish the over-arching organizational goal of political influence during 2008–09.

Business Services During the 2008–09 academic year, the Business Services Department earned national recognition by receiving for the seventh year a “Certificate of Excellence in Financial Reporting” from the Association of School Business Officials International (ASBO). The Michigan Retirement Investment Consortium (MRIC), which the OAISD helped develop, received Michigan School Business Official’s Meridian Award of Achievement. In addition, our CFO and Assistant Superintendent for Business Services, is currently President-Elect of the MSBO.

Career and Technical Education Career and Technical Education (CTE) positively affects the OAISD’s political influence through regional participation in planning services and activities of chambers of commerce, agencies and businesses. The department has created significant partnerships with Michigan Works! to provide training for unemployed and underemployed adults. Partnering with adult and community education, CTE is able to provide online and focused General Education Diploma (GED) training, design, implementation and evaluation of programs and services to assist high school graduates to score well on college placement tests, thereby avoiding the need to take developmental education classes prior to beginning actual college instruction. CTE also provides articulated college credit through GRCC, MCC, Baker, Davenport and other post-secondary institutions and direct college credit through Lake Michigan College for high school students completing career and technical education programs.

Careerline Tech Center CTC students who continue training at the post-secondary level sustain employment that is high skill, high wage, and high demand, which results in a more stable workforce within the State of Michigan and supports economic growth. Students also secure related employment upon completion of many CTC programs, which allows them to apply initial employment skills as well as provides a means of financially continuing their education after high school.

Thompson M-TEC Thompson M-TEC has developed partnerships with workforce and economic development agencies, businesses, and educational institutions. M-TEC staff also facilitate the Training and Organizational Effectiveness Roundtable in order to benchmark partners on best organizational practices. In addition, Thompson M-TEC has provided job profiles for emerging local jobs in renewable energy.

Communications & Integrated Marketing

Human Resources

The Communications and Integrated Marketing Department creates key messages/talking points on education issues for local schools in order to speak in a common, clear “voice,” thus enhancing the community’s understanding of complicated issues such as education funding, No Child Left Behind, Adequate Yearly Progress and the new high school graduation requirements. The department educates the community on OAISD programs and services through public relations/media relations coordination and works with local media to generate positive stories that inform constituencies about the OAISD’s role in education.

Human Resources strives to influence public policy by evaluating and providing feedback on proposed HR-related laws and amendments, by sharing information with local districts as quickly as it is received, by participating in organizations that share the OAISD mission, and by facilitating a collective “voice” in the area of Human Resources. OAISD staff are members of the Michigan Council of the Society for Human Resource Management (MISHRM), Society for Human Resource Management (SHRM), Michigan Association of School Personnel Administrators (MASPA) and Michigan Negotiator’s Association (MNA).

The department also maintains Michigan School Public Relations Assoication (MSPRA) and National School Public Relations Association (NSPRA) memberships to create support networks that allow for greater connections to education issues throughout the state and an increased ability to anticipate and respond to national, state and local communication/PR issues. Department staff currently serve as President-Elect of MSPRA and Treasurer of AIGA West Michigan (AIGA is an international professional association for design). Also during the 2008–09 academic year, the Communications & Integrated Marketing Department served as part of the Pandemic Flu Coalition, collaborating with the Ottawa County Health Department and several local businesses and agencies in the development and distribution of information regarding the H1N1 flu virus (Swine Flu) to parents and students. The department also presented on the topic of crisis communication to West Michigan School Business Officials in order to educate school business officials on their potential role in communicating during a crisis situation and what to anticipate from the news media.

Instructional Services During 2008–09, several of the Instructional Services consultants were involved in the following statewide endeavors: • Formative Assessment Learning Team Coaching – Year 1 (2 of 30 coaches in the state) • Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSI) • Michigan Citizenship Curriculum Collaborative (first – eleventh grade Social Studies curriculum development) • Michigan Comprehensive School Health Coordinators Association – state president elect, and member • Michigan Educational Research Association – Board Member • Michigan ISD Priority Expectation Collaboration Committee

Early Childhood

Great Start Collaborative – Ottawa (GSC–O) is funded through the Early Childhood Investment Corporation (ECIC), which provides advocacy leadership through their legislative liaison. Through this information, GSC partners are able to stay abreast, both as staff and constituents, of legislative budget issues, which can then translate into opportunities for education of policy makers on presenting local issues. Such education has the potential to affect state and federal educational policy.

• Two Way Interactive Connections in Education (TWICE) – state president

• REMC Instructional Technology Specialists (RITS)

• Visual Arts Grade Level Content Expectations development

Sheldon Pines School Attendance at Sheldon Pines School occurs through the Individualized Educational Program (IEP) process. IEP goals and objectives are addressed daily in accordance with the SPS program. Through hard work and effort, students progress through the level system and emerge ready to transition back to their local school district. The staff at Sheldon Pines works diligently with the IEP team and other person(s) involved with the student in order to help provide a comprehensive plan designed to address the individual needs of the student.

Special Needs

Juvenile Services Center Education Program

In 2008–09, Special Needs staff provided technical assistance on a number of topics related to state and federal regulations. Specifically, staff provided assistance on the provision of extended school year services, No Child Left Behind’s (NCLB) “highly qualified” requirement and also worked with districts to develop a long-term programming plan for students with behavior-related disabilities.

This educational program at JSC is designed to “bridge the gap” between the time a student is lodged in the Ottawa County Juvenile Detention Facility and their return to school. The teaching staff work closely with detention personnel in order provide the students with as much support and direction as possible. Realizing the length of stay varies from student to student, staff members are diligent in their efforts to learn the current academic status of the students.

OAISD staff also participated on state and national organization committees to provide input on pending rules and regulations. Specifically, staff advocated for the concerns of schools in the areas of special needs funding, response to intervention, seclusion restraint, and a number of other areas of legislative activity.

Juvenile Justice Institute The Juvenile Justice Institute (JJI) provides educational programming to students who otherwise may not be receiving education or would be placed outside of the Ottawa area. For many of these students, JJI is viewed as a final effort to move forward educationally. Due to the nature of the program, its structure, and emphasis on personal responsibility, students are provided the opportunity to learn in an environment that accepts them for who they are, yet expects each person to challenge themselves in order to gain awareness of the importance of education.

Ottawa Area Center

Technology Services

Since the adoption of an updated curriculum, which is aligned with the state frameworks using the Extended Grade Level Content Expectations (EGLCEs), the school is moving forward with common learning goals. Staff are creating books, activities and lessons to support the curriculum and also started the task of having the whole building work on specific themes throughout the year.

During the 2008–09 academic year, the OAISD Technology Services department, in conjunction with Muskegon and Kent ISDs, organized the ISD Technology Leaders Forum, which is used by the Michigan Department of Education (MDE) for communication and discussion of issues with ISD technology directors and among ISDs. Technology Services also achieved political influence by working with MDE to help shape grant opportunities and collaborating with various other groups to influence state-wide technology issues.

OAC welcomes local school district partnerships, including high school psychology class visits, a collaborative classroom experience with Borculo Christian School in which regular education students and special education students spend time together, observations and volunteer opportunities from area college students, and hosting student teachers from area colleges. OAC also has a partnership with the Grand Valley State University Art Program where students from OAC participate in special art projects with students from the University. The Community Based Instruction programs are reaching out to businesses to use as job or volunteer sites. OAC hosts a meeting of Holland Area Chamber of Commerce, which includes a tour of the building and an opportunity for the business people to spend time in the classrooms and interact with the students. The community is involved in many of the school activities, such as the Festival of the Arts, the Holland Junior Welfare League Christmas Party and the Holland Elks Harvest Party. OAC also works closely with Community Mental Health, to ensure quality programs and services for students. The Community Based Instruction Work-Based Learning and Volunteer programs have built a public awareness and rapport with local businesses and students with special needs. CBI Staff have also presented at the Michigan Transition Services Association Conference. OAC administrators are actively involved in Michigan Association of Administrators of Special Education (MAASE), the Director is involved as a co-chair of two committees for center-based programs, and several staff are involved at the state level with creating and refining the state MI ACCESS assessment tool for students with a severe cognitive impairment.

Overview of


Career and Technical Education

Communications & Integrated Marketing

Career and Technical Education provides:

The Communications and Integrated Marketing Department provides consultant and technical assistance to local schools and internal buildings and departments in a variety of areas such as the design and development of communication materials, logos, web sites and survey instruments; media relations; presentations and marketing/branding plan development.

• A Michigan Department of Education liaison who addresses issues affecting career and technical education • Data collection, analysis and reporting for all career/technical education programs

• State and federal career/technical education grants

Business Services The Business Services Department includes the Accounting & Finance Department, Data/Financial Analytical Services, Pupil Membership Services, Bus Driver Training Agency, and Facilities Management. The department provides:

• Oversight of the financial affairs of the OAISD

• Management of funds placed with three community foundations

• Management of OAISD physical facilities

• Support services to local school district business personnel and affiliate groups

• Regional data coordination and analysis

• Bus driver training and transportation consulting

• Pupil accounting membership consultation and auditing services

Administrative support for all programs and services at Careerline Tech Center, Patrick A. Thompson M-TEC, and state-approved career and technical education programs offered in local district high schools

Focused planning, development, implementation and evaluation of career and technical training for adults, including assessment and evaluation, education and training, and reporting

• A liaison with local and regional businesses, post-secondary institutions, and agencies

Careerline Tech Center Careerline Tech Center (CTC) provides career and technical education programs within six separate career pathways to nearly 1,500 high school students who are home schooled or attend public and non-public schools. The purpose of the training is to provide students with an academic foundation and technical skills so that they can successfully transition to continue their training at the post-secondary level to gain employment, which allows them to become financially selfsupportive.

Patrick A. Thompson M-TEC Thompson M-TEC provides job related services to adults and offers different delivery methods including traditional classroom lecture, start anytime lab classes, online training, customized training at employers’ businesses, and off-site locations for field-specific training. M-TEC staff assist employers and individual learners to improve job performance and results through services that include training, assessment, best practice information, career development and learner support. M-TEC’s emphasis is to provide services related to in-demand occupations including industry-specific, state or nationally recognized certification.

Early Childhood Early On and Infant Programs address early intervention for children birth through two years old. Early On addresses the needs of children with developmental delays that do not qualify for special education. Early On lends support to families and coordinates services for children. The Infant Program provides special education for those children who have developmental delays and who qualify for special education. Infant Program services are more frequent and more intense than Early On services and may include speech therapy, occupational therapy, physical therapy or educational instruction. Early Childhood provides parenting and literacy programs designed to educate families and model strategies, which encourage normal child development, child management, and school readiness. The department also helps coordinate the Great Start Collaborative – Ottawa (GSC–O), which works to ensure school readiness for all children. Stakeholder participation in the GSC–O enhances opportunities for service alignment, agility and innovation to meet the ever changing needs of Ottawa area families with young children. This approach then maximizes resources toward mitigating issues that could be costly once a child reaches school age.

Human Resources

Special Needs

Internally, Human Resources supports the mission, vision, and values of the OAISD by developing and facilitating processes and strategies that allow the organization to hire and retain the best people, provide ongoing support and training to each individual in the organization, and acknowledge the importance of employees’ personal lives. The department prides themselves on flexibility, accessibility, and overall sense of caring for employees. Externally, Human Resources supports local district efforts by providing training, consultative services, technical assistance, and regional “economy of scale” consortium initiatives. By providing a regular forum for discussion of key issues, the department is able to provide leadership and resources that help area human resources administrators operate more efficiently and effectively.

OAISD special needs staff coordinate and support special needs services, including special education delivery systems, throughout the Ottawa Area ISD. The three core areas of service include:

Instructional Services The Instructional Services Department provides instructional leadership in the OAISD by providing technical assistance, professional development, and curriculum support to area districts and educators. The consultants in this department are available to provide direct assistance to districts and staff in the following areas: academic content, data warehousing, affiliate groups, data analysis, Early Intervention, English Language Learners, Gifted and Talented Education, grant resources, Great Start/Early Childhood, Secondary Redesign, Instructional Technology, leadership, partnerships, Professional Learning, REMC 7 Services, and School Improvement.

• Regional Coordination of Special Education

• Interagency Collaboration

• Special Education Funding & Grants

Planning for special education programs and services is determined by the Ottawa Area Intermediate School District in cooperation with each of its constituent school districts, and the OAISD Parent Advisory Committee.

Sheldon Pines School Sheldon Pines School is a segregated facility designed to provide Special Education programs and related services needed to effectively serve students who are severely emotionally impaired. Sheldon Pines implements an organized school-wide program that emphasizes immediate positive reinforcement, personal responsibility, appropriate decision making skills, and the development of socially acceptable behavior while offering an opportunity for a successful classroom experience, both behaviorally and academically. On a weekly basis, students discuss their progress in the school. They are continuously taught to take responsibility for their behavior and evaluate their current personal goals. It is the ultimate goal of Sheldon Pines School to help each student re-learn the behavior and skills necessary to re-enter their local district school or other appropriate placement.

Juvenile Services Center Education Program The Juvenile Services Center Education Program is the educational component of the Ottawa County Juvenile Detention Facility. The program’s primary goal is to provide a comprehensive, quality education and serve as an integration/transitional bridge from the Ottawa County Juvenile Detention Center to the student’s school district through teamwork and cooperation among the OAISD educational staff, Juvenile Detention Center, and the Ottawa County Juvenile Court.

Juvenile Justice Institute The Juvenile Justice Institute (JJI) is a collaborative effort between the OAISD, Ottawa County Family Court, and vari-

ous local school districts in the Ottawa area. It is designed to serve students referred by the Court. JJI is a year-round educational program consisting of teachers and instructional assistants. It addresses all of the core academic areas, plus vocational experiences and social and emotional issues. Instruction is delivered in a non-traditional day and calendar, and in cooperation with the court and community agencies with which the student is involved.

Ottawa Area Center Ottawa Area Center (OAC) serves the unique educational needs of students ages 3 – 26 with cognitive impairments. A versatile staff of 139 dedicated teachers, aides, nurses, therapists, consultants, and support staff is committed to providing students with creative academic, vocational and social experiences that develop the child holistically, promoting success in family and community life. In addition to classroom activities, OAC offers a variety of unique programs and support activities to help every student reach his or her full potential. OAC uses a team approach to education. A collaborative team of teachers, staff, and parents work together to develop individual goals for each student in the areas of communication, daily living, mobility and fitness, quality of life and vocational skills. Ottawa Area Center’s Community Based Instruction (CBI) program has 10 satellite locations. The goal of the program is to help students develop the necessary skills to actively participate in their home and community environments with maximum independence.

Technology Services OAISD Technology Services seeks to enrich education at all levels throughout the service area. In addition to supporting the internal technology infrastructure of the OAISD, Technology Services supports a variety of technologies that each teacher may utilize as he or she seeks to enhance learning activities. Technology Services also operates the Ottawa Area Wide Area Network (OAWAN), which connects area districts and schools to the Internet, Internet 2, distance learning classes, and a rich variety of other digital resources delivered to the desktop. Technology Services works with both internal and external departments to analyze data as they seek to become more efficient or to enhance their capabilities through decision-making.

List of

Services Services for Students with Special Needs • Adapted Physical Education

Career and Technical Education Services

• Aquatics Program

• Adult-Focused Skill Training

• Assistive and Augmentive Technology

• Adult-Focused National and State Certification

• Consulting: Autism, Hearing, Vision, Traumatic Brain Injury,

• Articulated and Direct College Credit

Physical/Health Impairment

• Career Assessment

• Nursing

• Career Planning and Placement

• Occupational Therapy

• Career Preparation and Training

• ISD Parent Advisory Committee

• National and State Certification Preparation

• Physical Therapy

Instructional Services

• National Career Readiness Certificate

• School Psychology

• Accreditation Information

• School/Business Partnerships

• Social Work

• Arts, English Language Arts, Health, Math, Science and

• Technology Learning Center

• Speech and Language Therapy

Social Studies Assistance

• Work-Based Learning

• Assessment Development Assistance

• WorkKeys Assessment

• Assistance and Information for Principals, Counselors,

• Career/Technical programs offered in the

Other Special Needs Services and Instructional Programs

Curriculum Directors

following Career Pathways:

• Academic Summer School

• CEU Administrator/Teacher Certification

• Agriculture/Natural Resources

• Autism Programming

Human Resources Services

• Curriculum Alignment

• Arts and Communication

• Early On Services

• AESOP Online Substitute Calling System

• Data Collection and Analysis

• Business, Management, Marketing and Technology

• Infant Development Program

• Data Collection and Analysis

• Data-driven School Improvement

• Engineering/Manufacturing and Industrial Technology

• Teacher Consultant Services

• Fingerprinting and Criminal History Checks

• English as a Second Language

• Health Sciences

• Juvenile Services Center Education Program

• Human Resources, Information and Assistance

• Early Childhood Services

• Human Services

• Juvenile Justice Institute

• Personnel Administrators, Information and Assistance

• Special Education Complaint Investigations

• State Reports, Information and Assistance

• Early Intervention Project • Gifted and Talented Program Development

Business Services

• Special Education Data Coordination and Analysis

• Substitute Teacher Permits

• Grant Development Resources

• Building and Grounds Supervisors, Information and Assistance

• Special Education Directors, Information and Assistance

• Substitute Teacher Registry

• Instructional and Professional Resources

• Bus Driver Transportation Training Agency

• Special Education Funding System Administration

• Coordination with Third-Party Agency to Employ

• Instructional Technology, Distance Learning, Video Conferencing

• Business Officials, Information and Assistance

• Special Education Monitoring/Compliance

Substitute Teachers

and Web Based Tools

• Contracted Financial and Operational Services for Charter Schools

• Special Education Transportation Coordination

• Contracted Human Resources Services to Charter Schools

• Leadership Development and Mentoring

• Cooperative Purchasing

• Truancy Services

• MEAP/MME Assistance

• Regional Data Coordination and Analysis

• No Child Left Behind Compliance

• State Budget Impact Analysis

Communications/Marketing Services

• Internet Filtering and Security

• Professional Learning Programs

• Food Service Directors, Information and Assistance

• Communications/Marketing Specialists, Information

• Internet Provider - Commodity and Internet 2

• Regional Education Media Center (REMC 7)

• Medicaid Reimbursement

and Assistance

• Spam and Virus E-mail Protection

• Cooperative Purchasing

• Pupil Membership Information and Audits

• Campaign Strategy

• Technology Directors, Information and Assistance

• Courier Services – REMC 7 Van Delivery

• Regional Initiatives with other ISD Partners

• Issues Management

• Technicians, Information and Assistance

• Digital Cameras, Data Projectors, Ellison Traveling Sets

• Schools of Choice Data Collection and Advertising

• Publications Assistance

• Telecommunications Assistance

Educational Videos, DVDs and Video Streaming

• Single Record Student Database Information and

• Public Relations, Marketing and Media Relations Consulting

• Universal Service Fund, Information and Assistance

Laminating, Printing and Video Duplication Services

Technical Assistance

• Survey Development

• Wide Area Fiber Network

• Survey Design and Implementation

• Transportation Directors, Information and Assistance

Technology Services

• Technology Plan, Information and Assistance

OTTAWA AREA INTERMEDIATE SCHOOL DISTRICT 13565 Port Sheldon Street Holland, MI 49424 1-877-702-8600

Annual Report 2008-2009  
Annual Report 2008-2009  

The Ottawa Area Intermediate School Districts Annual Report for 2008/2009