Mosinee board hears special‑education annual report on co‑serving, Goalbook Toolkit and ES3 grant

Special‑education staff told the Mosinee School District board they are focusing this year on three main initiatives: expanding co‑serving, implementing the Goalbook Toolkit for IEP development, and using an ES3 grant at the elementary level to strengthen behavioral supports and staff coaching.

A presenter described co‑serving as a collaborative model in which general and special‑education teachers coordinate instruction so students have better access to grade‑level curriculum while receiving individualized supports. The presenter said the district is conducting coaching observations and meeting with teams to resolve implementation challenges across buildings.

The Goalbook Toolkit was described as a tool to help newer special‑education teachers write present levels and goals aligned to Wisconsin state standards and to generate progress‑monitoring assessments and suggested accommodations. The presenter said the toolkit can serve as a draft for IEP meetings and be adjusted through parent input.

At the elementary level, administrators said the ES3 grant will be used to analyze root causes of behavior incidents, provide professional learning, and build staff capacity—not to purchase equipment. The presenter said the district identifies about 16% of students as having disabilities and emphasized use of tiered support and dismissal when appropriate.

Board members asked about parental involvement in PRP/IEP drafting, how co‑serving differs from co‑teaching, and about staffing capacity to implement interventions. Administrators responded that the toolkit produces meeting drafts to bring to IEP meetings, that co‑serving emphasizes connectedness between general‑education and special‑education instruction (not always two adults in the room), and that staffing and coaching needs are being monitored.

The report produced no formal motions; board members requested continued updates.