1. Fundamentals of Family Involvement Using the Action Team for Partnerships

2. 2 Welcome & Introductions PRESENTERS: Kathy Laffin, Education Consultant Kathy Laffin, Education Consultant Pat Rynda, CESA #11 WSPEI Parent Liaison Pat Rynda, CESA #11 WSPEI Parent Liaison Mary Skadahl, WSPEI State Coordinator Mary Skadahl, WSPEI State Coordinator Tanya Williams, CESA #10 WSPEI Parent Liaison Tanya Williams, CESA #10 WSPEI Parent Liaison Who is here with us?

4. 4 Goals for the Day Review the research on Family-School-Community Partnerships and the benefits to stakeholders Review the research on Family-School-Community Partnerships and the benefits to stakeholders Understand the framework of the 6 types of partnerships and related research Understand the framework of the 6 types of partnerships and related research Recognize starting points of present practices at schools Recognize starting points of present practices at schools Learn to link practices to specific school goals Learn to link practices to specific school goals Become familiar with the function of an Action Team Become familiar with the function of an Action Team Identify specific challenges Identify specific challenges

5. 5 Theoretical Model OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND COMMUNITY ON CHILDREN’S LEARNING External Structure Force B Experience, Philosophy, Practices of Family Force C Experience, Philosophy, Practices of School Force D Experience, Philosophy, Practices of Community Force A Time/Age/Grade Level Child Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press. See Handbook, page 164, for the internal structure of this model.

6. 6 Commonalities of Successful Programs Effective Partnership Programs: - Look different at each site - Recognize the overlapping spheres of influence on student development - Promote a variety of opportunities for involvement - Use a team approach to coordinate the work and measure progress.

7. Family-School-Community Partnerships Reviewing the Research

8. 8 Video clip: Anne Henderson What was something new that you learned? What was something new that you learned? How did this challenge your previous thinking? How did this challenge your previous thinking? What are the links to academic success? What are the links to academic success? What are 3 things teachers could do? What are 3 things teachers could do?

9. 9 Core Belief One All parents have dreams for their children and want the best for them. and want the best for them. Henderson, A., Mapp, K., Johnson, V. and Davies, D. 2007. Beyond the Bake Sale, New York, New York: The New Press. The New Press.

10. 10 Core Belief Two All parents have the capacity to support their children’s learning, regardless of how little formal education they may have or what language they may speak. Henderson, A., Mapp, K., Johnson, V. and Davies, D. 2007. Beyond the Bake Sale, New York, New York: The New Press. The New Press.

11. 11 Core Belief Three Parents and school staff should be equal partners. Henderson, A., Mapp, K., Johnson, V. and Davies, D. 2007. Beyond the Bake Sale, New York, New York: The New Press. The New Press.

12. 12 Core Belief Four The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders. Henderson, A., Mapp, K., Johnson, V. and Davies, D. 2007. Beyond the Bake Sale, New York, New York: Henderson, A., Mapp, K., Johnson, V. and Davies, D. 2007. Beyond the Bake Sale, New York, New York: The New Press. The New Press.

13. 13 Why focus on partnerships? Involved families help students: Earn higher grades and test scores and enroll in higher-level programs. Earn higher grades and test scores and enroll in higher-level programs. Be promoted, pass their classes, and earn credits. Be promoted, pass their classes, and earn credits. Attend school regularly. Attend school regularly. Have better social skills, better behavior, and adapt well to school. Have better social skills, better behavior, and adapt well to school. Graduate and go on to post-secondary education Graduate and go on to post-secondary education Henderson, A., Mapp, K., Johnson, V. and Davies, D. 2007. Beyond the Bake Sale, New York, New York: The New Press.

14. 14 A program of Family Partnerships: Especially benefits children from disadvantaged families. Especially benefits children from disadvantaged families. Helps schools increase the performance of all children in the school. Helps schools increase the performance of all children in the school. Provides support that enables families from all backgrounds to be involved. Provides support that enables families from all backgrounds to be involved. Is important Pre-K through Grade 12. Is important Pre-K through Grade 12. Henderson, A., Mapp, K., Johnson, V. and Davies, D. 2007. Beyond the Bake Sale, New York, New York: The New Press.

15. 15 Benefits of Partnerships For Teachers Increased respect for families’ strengths and efforts Increased respect for families’ strengths and efforts Greater readiness to involve all families in new ways Greater readiness to involve all families in new ways Increased satisfaction with family involvement and support Increased satisfaction with family involvement and support Increased performance and morale Increased performance and morale

16. 16 Benefits of Partnerships For Parents Increased feeling of support from school and other parents Increased feeling of support from school and other parents More interaction with other families More interaction with other families More effective response to problems More effective response to problems Increased awareness of student progress and how to help their students do better Increased awareness of student progress and how to help their students do better Increased feeling of ownership Increased feeling of ownership Everyone Can Be Involved in Some Way!

17. 17 What do we know about School Staff and Partnerships? Often teachers and administrators initially have many questions about increasing family involvement. Often teachers and administrators initially have many questions about increasing family involvement. Teachers and administrators need pre-service, in- service and continuing education on partnerships. Teachers and administrators need pre-service, in- service and continuing education on partnerships. Many families won’t be involved unless schools reach out. Many families won’t be involved unless schools reach out. Epstein, Sanders, Simon, Salinas, Jansorn, Voorhis. 2002. School, Family, and Community Partnerships: Your Handbook for Action. 2 nd Edition. Thousand Oaks, CA: Corwin Press.

18. 18 Activity: Vision for a Partnership School What might a school look like that has created a culture of school-family- community partnership and has made data-based progress toward high social and academic achievement for all students? Henderson, A., Mapp, K., Johnson, V. and Davies, D. 2007. Beyond the Bake Sale, New York, New York: The New Press. The New Press.

19. When school staff engage in caring and trustful relationships with families, the families are more apt to participate in their children’s educational development. Karen Mapp

20. 20 Families become involved when they… understand that they SHOULD be involved understand that they SHOULD be involved feel CAPABLE of making a contribution feel CAPABLE of making a contribution feel INVITED by the school and their children feel INVITED by the school and their children

21. 21 Successful Programs….. o Are welcoming and address specific family- community needs o Recognize cultural and economic differences and build on strengths o Share power with parents; learning is a collaborative enterprise

22. 22 What Parents Want School Staff to Know Respect Parents want you to respect them and their commitment to their child. Parents want you to respect them and their commitment to their child.Relationships Parents want to have a trusting relationship with teachers. Parents want to have a trusting relationship with teachers.Rules Parents want to know the school rules. Parents want to know the school rules. WI State Superintendent Burmaster’s Parent Leadership Corps

23. 23 Activity: Getting Started Divide participants at your table into two groups. Divide participants at your table into two groups. One group reads Handout #4: “Ten Things Schools Can Do to Create Great Family- School Partnerships.” One group reads Handout #4: “Ten Things Schools Can Do to Create Great Family- School Partnerships.” The other group reads handout #5: “What Parents Want School Staff to Know.” The other group reads handout #5: “What Parents Want School Staff to Know.” When finished, groups share “Big Ideas” at your table. When finished, groups share “Big Ideas” at your table.

24. 24 BIG IDEAS!

25. 25 BREAK ! Please be back in your seats in 15 minutes.

26. 26 The Keys to Successful School-Family-Community Partnerships Epstein’s 6 Types Parenting Communicating Volunteering Learning at Home Decision-Making/Advocating Collaborating with Community Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press. Type 1 Type 2 Type 6 Type 5 Type 4 Type 3

27. 27 Type 1: Parenting Offer families parenting and child-rearing resources on child and adolescent development. Offer families parenting and child-rearing resources on child and adolescent development. Facilitate parents getting to know each other and learning from each other. Facilitate parents getting to know each other and learning from each other. Encourage families to set home conditions that support students at each grade level. Encourage families to set home conditions that support students at each grade level. Help schools in understanding families. Help schools in understanding families.

28. 28 Type 1: Solutions to Parenting Challenges Provide information to all families who need it, not just to those who are active. Provide information to all families who need it, not just to those who are active. Listen to what families want to know about and how they want to learn about it. Listen to what families want to know about and how they want to learn about it. Enable families to share information about background, culture, and student talents. Enable families to share information about background, culture, and student talents. Make all information for families clear, usable, age-appropriate, and linked to student success. Make all information for families clear, usable, age-appropriate, and linked to student success.

29. 29 Type 2: Communicating Communicate with families about school programs and student progress Communicate with families about school programs and student progress Establish effective home-to-school communications Establish effective home-to-school communications

30. 30 Type 2: Solutions to Communicating Challenges Make all communications clear and understandable for all families. Make all communications clear and understandable for all families. Help parents understand testing and curriculum. Help parents understand testing and curriculum. Communicate with parents who do not speak English well, do not read well, or need large type. Communicate with parents who do not speak English well, do not read well, or need large type. Obtain ideas from families on best ways to communicate with them. Obtain ideas from families on best ways to communicate with them. Establish easy-to-use two way communication. Establish easy-to-use two way communication.

31. 31 Who Are Volunteers? “ Volunteer not only means someone who comes to school during the day, but also anyone who supports school goals and children’s learning in any way, at any place or time.” (Epstein, pg. 180)

32. 32 Type 3: Volunteering Improve recruitment, training, and schedules to involve all families as volunteers or audiences Improve recruitment, training, and schedules to involve all families as volunteers or audiences Create opportunities both at the school and at other locations to reach more families Create opportunities both at the school and at other locations to reach more families Encourage families and community members to support student and school programs Encourage families and community members to support student and school programs

33. 33 Type 3: Solutions to Volunteering Challenges Recruit widely for volunteers from all families. Recruit widely for volunteers from all families. Make flexible schedules to enable working parents to participate. Make flexible schedules to enable working parents to participate. Provide training, matching time and talents. Provide training, matching time and talents. Recognize all volunteers. Recognize all volunteers.

34. 34 Activity: Practices for Types 1, 2, 3 In teams or individually use pg. 1 and pg. 3 of Handout # 6 to identify items for your “To Do” List (Handout #2). In teams or individually use pg. 1 and pg. 3 of Handout # 6 to identify items for your “To Do” List (Handout #2). Add practices that have been effective in your school to the wall charts. Add practices that have been effective in your school to the wall charts. Be prepared to share any concerns that arose during your table discussions about types 1 through 3. Be prepared to share any concerns that arose during your table discussions about types 1 through 3.

35. 35 Type 4: Learning at Home Help at home means how families encourage, listen, react, praise, guide, monitor, and discuss schoolwork with their children, not how they “teach” children school subjects. Help at home means how families encourage, listen, react, praise, guide, monitor, and discuss schoolwork with their children, not how they “teach” children school subjects. Think about how to make “homework” activities interactive. (Epstein, page 181) Think about how to make “homework” activities interactive. (Epstein, page 181)

36. 36 Type 4: Solutions to Learning at Home Challenges For families: Design and implement a regular schedule of interactive homework with students taking responsibility to discuss their learning at home. Design and implement a regular schedule of interactive homework with students taking responsibility to discuss their learning at home. Help parents understand what students are learning and why. Help parents understand what students are learning and why. For staff: Coordinate homework if students have several teachers. Coordinate homework if students have several teachers. Involve families and students in important curriculum-related decisions. Involve families and students in important curriculum-related decisions.

37. 37 What is Decision Making? Decision Making means a process of partnership-sharing views, solving problems, and taking action toward shared goals, not just a power struggle between conflicting ideas. (Epstein, pg. 182)

38. 38 Type 5: Decision Making Include families as participants Include families as participants in school decisions, councils, governance, and advocacy. Develop parent leaders and representatives Develop parent leaders and representatives

39. 39 Type 5: Solutions to Decision Making Challenges Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school. Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school. Offer training to enable parent leaders to develop skills to serve as representatives of other families. Offer training to enable parent leaders to develop skills to serve as representatives of other families. Include student representatives Include student representatives along with parents on decision-making committees (Epstein, pg. 182) (Epstein, pg. 182)

40. 40 What is Community? Community means... not only the neighborhoods where students’ homes and schools are located, but also other neighborhoods or locations that influence their learning and development. (Epstein, pg. 183)

41. 41 What is Home-School-Community Collaboration? An attitude not an activity An attitude not an activity Shared common goals Shared common goals All members seen as equals All members seen as equals All contribute to the process All contribute to the process Sustained with “want to” motivation, Sustained with “want to” motivation, rather than “ought to” or “obligated to.” Collaboration is about children doing better as a result of the partnerships.

42. 42 Type 6: Collaborating with Community Reciprocal Connections: enable community to contribute to schools, students, and families. enable community to contribute to schools, students, and families. enable schools, students, and families to contribute to the community. (Epstein page 171) enable schools, students, and families to contribute to the community. (Epstein page 171) “... community involvement is important because ‘the problems of educational achievement and academic success demand resources beyond the scope of the school and most families.” (Heath & McLaughlin in Epstein, pg. 30)

43. 43 Type 6: Solutions to Home-School- Community Collaboration Challenges Match business and community volunteers and resources with school goals. Match business and community volunteers and resources with school goals. Solve turf problems of roles, responsibilities, funds, and places for collaborative activities. Solve turf problems of roles, responsibilities, funds, and places for collaborative activities. Inform all families and students about community programs and services. Inform all families and students about community programs and services. Ensure equal opportunities for students and families to obtain services and participate in community programs. (Epstein page 183) Ensure equal opportunities for students and families to obtain services and participate in community programs. (Epstein page 183)

44. 44 Activity: Practices for Types 4, 5 and 6 In teams or individually use pg. 2 and pg. 4 of Handout # 6 to identify additional items for your “To Do” List. In teams or individually use pg. 2 and pg. 4 of Handout # 6 to identify additional items for your “To Do” List. Add practices that have been effective in your school to the wall charts. Add practices that have been effective in your school to the wall charts. Be prepared to share any concerns that arose during your table discussions about types 4 through 6. Be prepared to share any concerns that arose during your table discussions about types 4 through 6.

45. 45 Enjoy Lunch ! Please return to your seats at 12:45 PM

46. 46 Quick Check: Goals for the Day Review the research on Family-School-Community Partnerships and the benefits to stakeholders Review the research on Family-School-Community Partnerships and the benefits to stakeholders Understand the framework of the 6 types of partnerships and related research Understand the framework of the 6 types of partnerships and related research Recognize starting points of present practices at schools Recognize starting points of present practices at schools Learn to link practices to specific school goals Learn to link practices to specific school goals Become familiar with the function of an Action Team Become familiar with the function of an Action Team Identify specific challenges Identify specific challenges

47. 47 Taking Action Toward Building Partnerships What do you have in place? School wide improvement goals School wide improvement goals School improvement teams/Leadership Teams School improvement teams/Leadership Teams Other structures for school decision making Other structures for school decision making What grants, programs, or initiatives do you have in your school related to family partnerships? Title I, NCLB, Special Education, REACh, VISTA, SAGE? What major activities or events do they conduct for or with families? Do we address Family-School-Community involvement explicitly in our teams?

48. 48 Activity: Surveying Your School Measuring Your Family- School-Community Partnerships: A Tool for Schools Each person reads page 1. Each person reads page 1. For pages 2 & 3, individuals review and discuss how they think their school would rate on each type. For pages 2 & 3, individuals review and discuss how they think their school would rate on each type. Teams get consensus as they discuss each type. Teams get consensus as they discuss each type. Together groups at each table discuss the questions on the back of the survey. Together groups at each table discuss the questions on the back of the survey.

49. 49 Activity : Using the Survey How will the rating activity be completed at your site? How will the rating activity be completed at your site? Who would be the participants? Who would be the participants? Would the ratings be by individual or group? Would the ratings be by individual or group? What is your timeline for completing and tabulating the results of the rating activity? What is your timeline for completing and tabulating the results of the rating activity? What will be done with the data? What will be done with the data? How will the results be analyzed? How will the results be analyzed? How often are you going to review the data? How often are you going to review the data? How will you use the data you collect? How will you use the data you collect?

50. 50 Family-School-Community Partnerships & School Improvement Planning Action Team for Partnerships Joyce Epstein’s Model

51. 51 Why an Action Team? No longer left to chance or to one parent or educator, a program of family and community involvement must be planned and implemented by an Action Team for Partnerships (ATP ) Action Team for PartnershipsAction Team for Partnerships

52. 52 What is an Action Team? Action Team for Partnerships is a committee of educators, parents, and community partners who work together to engage all families and the community in productive ways. (Epstein, pg. 85)

53. 53 Action Team for Partnerships SCHOOL IMPROVEMENT TEAM ACTION TEAM for SCHOOL, FAMILY, and COMMUNITY PARTNERSHIPS Academic Goal 1. Partnership Goal 4 Non-Academic Goal 3 Academic Goal 2 Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

54. 54 Action Team for Partnerships SCHOOL IMPROVEMENT TEAM Goal 1, 2, 3, 4 Committee for TYPE 2 Communicating Committee for TYPE 1 Parenting Committee for TYPE 3 Volunteering Committee for TYPE 4 Learning at Home Committee for TYPE 5 Decision Making Committee for TYPE 6 Collaborating with the Community Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

55. 55 Linking School-Family-Community Partnership Vision to School Goals How might the 6 types of involvement help your school reach a school improvement goal? How might the 6 types of involvement help your school reach a school improvement goal? What are the links to your School Improvement Plan, REACh plan, Title I School-wide plan, Building Goals, etc? What are the links to your School Improvement Plan, REACh plan, Title I School-wide plan, Building Goals, etc?ACTIVITY

56. 56 Who’s On the Action Team? Epstein Model 2-3 parents, different grades 2-3 parents, different grades 2-3 teachers, different grades 2-3 teachers, different grades Principal Principal Other school staff: school counselor, aide, lunch/maintenance staff, bus driver Other school staff: school counselor, aide, lunch/maintenance staff, bus driver Liaisons from school improvement team, PTA/O, faculty or other school committees Liaisons from school improvement team, PTA/O, faculty or other school committees Students and Community Members Students and Community Members

57. 57 Structure of the Action Team: Epstein Model Leaders Leaders One parent and one teacher One parent and one teacher Co-chairs – shared leadership Co-chairs – shared leadership Terms Terms 2-3 years (renewable) 2-3 years (renewable) Replacements made as needed Replacements made as needed At least one member also serves on the School Improvement Team or School Governance Council At least one member also serves on the School Improvement Team or School Governance Council

58. 58 Becoming An Effective Team Get a good start! Get a good start! Minimize conflict. Minimize conflict. Establish rules and procedures. Establish rules and procedures. Take action. Take action.

59. 59 What Does the Action Team DO? Plan activities linked to school goals. Plan activities linked to school goals. Communicate with each other, school staff/committees, families and community. Communicate with each other, school staff/committees, families and community. Gather information, build consensus, make decisions collegially. Gather information, build consensus, make decisions collegially. Solve problems that impede progress. Solve problems that impede progress. Evaluate, celebrate and recognize! Evaluate, celebrate and recognize! GOAL: To build linkages between schools, family and community.

60. 60 Essentials for Writing One-Year Action Plan Did you target your goals? Did you target your goals? What grade levels are involved? What grade levels are involved? What dates are we meeting? What dates are we meeting? What resources and preparations are needed? What resources and preparations are needed? Who’s in charge? Who’s helping? Who’s in charge? Who’s helping? What evaluation methods are in place? What evaluation methods are in place? Are all families able to participate in at least one event or activity? Are all families able to participate in at least one event or activity?

61. 61 Evaluate & Celebrate Evaluate membership, programs, schedules and organization. Evaluate membership, programs, schedules and organization. Determine next steps. Determine next steps. Begin work on Action Plan for the next year. Begin work on Action Plan for the next year. Recognize progress. Recognize progress. Share promising practices. Share promising practices. Network with other schools or districts Network with other schools or districts Award outstanding effort! Award outstanding effort!

62. 62 Ten Steps to Success: Epstein Model 1. Create Action Team for Partnerships. Who would you include? 2. Obtain funds and official support. What ideas do you have for funding? 3. Provide training to Action Team members. What training would be critical to have all team members participating equally? 4. Identify Starting Points. 5. Develop a vision (where do we want to be in 3 years?). in 3 years?).ACTIVITY

63. 63 Ten Steps to Success: Epstein Model 6. Write a 1-Year Action Plan. 7. Enlist staff, students, and community to help conduct activities. 8. Evaluate implementation and results. 9. Conduct annual celebrations & report results. 10.Continue toward a comprehensive, ongoing program of partnerships.

64. Final Reflections Final Reflections What does it take to develop and sustain an excellent school-based partnership program?

65. 65 Resources: School, Family and Community Partnerships: Your Handbook for Action. Epstein, et. al. 2 nd ed. 2002. Corwin Press School, Family and Community Partnerships: Your Handbook for Action. Epstein, et. al. 2 nd ed. 2002. Corwin Press http://www.amazon.com/School-Family-Community Partnerships- Handbook/dp/0761976663/ref=pd_bxgy_b_img_b http://www.amazon.com/School-Family-Community Partnerships- Handbook/dp/0761976663/ref=pd_bxgy_b_img_b Beyond the Bake Sale. Henderson, et.al. 2007. New Press Beyond the Bake Sale. Henderson, et.al. 2007. New Press http://www.amazon.com/Beyond-Bake-Sale-Essential- Partnerships/dp/1565848888 http://www.amazon.com/Beyond-Bake-Sale-Essential- Partnerships/dp/1565848888

66. 66 Resources: DPI Community Learning & Partnerships Team www.dpi.wi.gov/fscp/index.html DPI Community Learning & Partnerships Team www.dpi.wi.gov/fscp/index.html www.dpi.wi.gov/fscp/index.html National Network of Partnership Schools www.partnershipschools.org National Network of Partnership Schools www.partnershipschools.org www.partnershipschools.org Parents Plus www.parentspluswi.org Parents Plus www.parentspluswi.orgwww.parentspluswi.org Wisconsin PTA www.wisconsinpta.org Wisconsin PTA www.wisconsinpta.orgwww.wisconsinpta.org SEDL www.sedl.org/connections/about.html SEDL www.sedl.org/connections/about.htmlwww.sedl.org/connections/about.html REACh http://reachwi.org/ REACh http://reachwi.org/http://reachwi.org/ Wisconsin FACETS www.wifacets.org Wisconsin FACETS www.wifacets.orgwww.wifacets.org Wisconsin Statewide Parent-Educator Initiative (WSPEI) Wisconsin Statewide Parent-Educator Initiative (WSPEI) www.dpi.wi.gov/sped/parent.html www.dpi.wi.gov/sped/parent.htmlwww.dpi.wi.gov/sped/parent.html Family Involvement Network of Educators (FINE) Family Involvement Network of Educators (FINE) http://gse.harvard.edu/hfrp/projects/fine.html Teachers Involve Parents in Schoolwork (TIPS) Teachers Involve Parents in Schoolwork (TIPS) http://www.csos.jhu.edu/P2000/tips/index.htm http://www.csos.jhu.edu/P2000/tips/index.htm

67. 67 2009 Parent Leadership Conference Strengthening Partnerships to Achieve Student Success! April 29, 2009 April 29, 2009 Madison, WI Madison, WI FEATURING: FEATURING: Karen Mapp, Keynote speaker Karen Mapp, Keynote speaker Author of Beyond the Bake Sale and more! Author of Beyond the Bake Sale and more!

68. 68 Presenters: Contact Information Kathy Laffin: klaffin924@hotmail.com Kathy Laffin: klaffin924@hotmail.comklaffin924@hotmail.com Pat Rynda: prynda@prescott.k12.wi.us Pat Rynda: prynda@prescott.k12.wi.usprynda@prescott.k12.wi.us Mary Skadahl: marys@cesa12.k12.wi.us Mary Skadahl: marys@cesa12.k12.wi.usmarys@cesa12.k12.wi.us Tanya Williams: twilliams@cesa10.k12.wi.us Tanya Williams: twilliams@cesa10.k12.wi.ustwilliams@cesa10.k12.wi.us