Awards
2025 School social worker of the year
Carrie McCarthy
Carrie is an extraordinary reservoir of school-law knowledge whose expertise has become indispensable to our district. Her ability to remain current on educational and social service legislation ensures we consistently meet the highest standards of compliance and student advocacy. Whether navigating issues of mandated reporting, confidentiality, or special education, she applies her vast legal insight with sensitivity, professionalism, and unwavering dedication. Carrie’s proactive and passionate approach has made her a trusted resource for staff and families, and a steady partner in complex situations.” As a practitioner, Carrie combines exceptional clinical skill with deep compassion, delivering evidence-based interventions that meet students' diverse needs across the district. She builds trusting relationships, collaborates seamlessly with staff and families, and supports students with a level of care that has earned her the nickname “The Parent Whisperer.” Carrie truly embodies the highest ideals of school social work, and her impact on our students, staff, and community is nothing short of profound.
2025 career achievement award
Mona Jean Harley
For 35 years, Mona Jean Harley has been the foundation of school social work in the Waunakee Community School District, establishing the profession’s role and setting an enduring standard of excellence. As the district’s first school social worker, she has mentored 30 interns, co-taught UW–Madison’s field seminar, supported new practitioners, and led community initiatives such as FAST and Joining Forces for Families, all while creating safe, empowering spaces for students and championing equity and social justice. Known as “the nice one” and “Mama Jean,” she fosters a warm, collaborative team culture that keeps social workers rooted in the district. Her leadership extends countywide through her long-standing facilitation of the Dane County School Social Work group and service on the WSSWA Board, where she was honored as School Social Worker of the Year. A lifelong learner who continually seeks out new ideas and best practices, Mona Jean embodies the heart, skill, and advocacy that define exemplary school social work.
WSSWA 2025 Mini Grant Recipients
Grant Name: Balance Breaks, Submitted by Lauren Noriega in McFarland School District, Funded at $500
The grant will be used to pay for the children yoga certification through Yoga Renew, yoga mats, and related supplies for an SEL Yoga Group. Each session will include a short grounding or reflection exercise connecting yoga to SEL themes like self-awareness and stress management. Every 6 to 8 weeks they will start a new group of students who based on data are tier 1.5 or 2 intervention.
Lauren states, “This has been a dream of mine to bring to our school. I believe this group can help many students learn to recognize that energy and use strategies from yoga, breathing, and mindfulness to channel it in positive ways. Through these practices, students can learn to refocus, re-engage, and bring their best selves into the classroom.”
Grant Name: Hodag Expanded Programming Extra Curricular Resources, Submitted by Lauren Bessa in the Rhinelander School District, Funded at $500
Hodag Expanded Programming is an off site program that we have developed for our elementary scholars with IEP's who require significant support in the areas of emotional regulation, safety, and school engagement. We call it "Base Camp" because we know that we have to start at the base for rest, supplies, and preparation before we can reach the summit of the mountain. One of the foundations of our program is movement and nature! We spend a lot of time teaching about mindfulness and coping skills that do not require fidgets or "things" to calm our bodies. We take a daily walk and have movement time outside each day to teach natural ways for our bodies to manage stress and frustrations. In northern Wisconsin we get A LOT of snow.
The grant will pay for snow shoes, lendable winter equipment, and a place to store materials so we can do more outside in the winter. Our scholars have truly thrived and we want to be able to continue to meet their needs regardless of the northwoods weather!
Grant name: Mindfulness & Mental Health Hub, Submitted by Ms. Austin Kruger in the Eau Claire Area School District, Funded at $500
The Mindfulness & Mental Health Corner project aims to create a dedicated, calming space within our middle school where students can practice self-regulation, mindfulness, and coping strategies. The space will be accessible during the school day and supervised by the school social worker, with support from staff and student leaders. By providing students with strategies to regulate their emotions, we aim to reduce behavioral disruptions, increase engagement, and foster emotional resilience. Success will be measured through student feedback, usage data, and teacher observations of improved self-regulation.
Grant funding will cover essential materials, including comfortable seating, sensory tools, mindfulness cards, and decorative elements to make the space inviting. The project is designed to be sustainable, with durable items reused yearly and consumables replenished through donations or school support.
Grant Name: Love & Logic, Submitted by Amanda Mohr in the Unified School District of Antigo, Funded at $500
We are receiving several requests for parenting classes that are local, after school, with childcare. In partnering with a Love and Logic trainer, they have agreed to provide Love and Logic parenting classes to parents of students. This would happen once per week for 6-8wks. Childcare, dinner, and activities will be provided as well.
The grant will help in paying for the trainer, purchasing folders or other items for the materials, cover some costs for the meal. Living in a rural community with a high level of poverty, families have very limited access to parenting classes as well as other resources. Families are seeking help in positive parenting and building relationships with their children while still holding them accountable. With a high truancy rate as well, we feel that engaging with families at the early stages of development will help families have a trusting relationship with school, leading to increased attendance.
Grant Name: After School Colorguard Club, Submitted by Heather Curtis in the Sauk Prairie School District, Funded at $500
I would like to start an after school colorguard club for our middle school students in grades 6-8. We would meet 1-2x/week for 90 minutes to learn the basics of spinning flags and rifles in an effort to broaden after school options for students who are not interested in traditional sports, but would like to be part of a community and safe space. I would use these funds to buy flag poles, silks, wooden rifles, and the smaller accessories (bolts, crutch tips, electrical tape) needed to have equipment that is ready to spin. I would also buy flag bags to keep the equipment in when not in use.
I have taught our high school colorguard/marching band the past seven years and I would like to bring this opportunity to our middle school in an effort to catch kids earlier and keep them on a path of making positive, healthy choices. I am also hopeful that if we offer this activity earlier, I can get many of the Latina/Latino students that I work with on a daily basis at the middle school, to consider choosing to be part of these programs in high school.
Grant Name: Panther Leadership program, Submitted by Michelle Frechette in the Bowler School District, Funded at $ 400
Currently, Elementary school mirrors athletics and clubs such as pom pom troops and cub government. One area of need is the social emotional leadership piece that Elementary students dabble in to prepare them for Middle School/High School Leadership roles. The Panther Leadership program would largely be a program that allows students in 2nd through 5th grade to assist in helping model positive behavior during gathering times like lunch line, and bus line up. Students will receive a vest that has the Panther logo on it, to better distinguish themselves from other students. Teachers are able to nominate students that model leadership qualities, or students that would benefit from the social boost and responsibility. At the end of the year, students that have been involved in the Panther leadership program, will receive a panther paw pin. The grant will be used to purchase vests in school colors embroidered with the panther logo. Students will develop leadership qualities and will be able to carry those forward to benefit the entire school, and engaging families along the way.
Grant Name: Duck Pull, Submitted by Gina Bartel in the Racine Unified School District, Funded at $500
We have a group of student leaders called HOPE Crew that do Mental Health Awareness Activities. The Students co-wrote this grant application. They do a wide variety of activities throughout our school. We also use youth leaders to help with our attendance activities. Duck Pull has been a favorite activity amongst both groups. The students selected to participate in the attendance Duck Pull are based on attendance and a lottery. During Mental Health Duck Pulls any student may go pull a rubber duck and claim a prize. The students would like new “Bulldog” Ducks since that is our mascot and a new small pool for the ducks. They also found a fun fishing game they would like to use. We always change prizes which also will help us to sustain this project.
The Duck Pull does more than just give out prizes, it shines a light on how important attendance is while being rewarded and having fun. It doesn’t just look at truancy and the negative consequences, rather it acknowledges students coming to their classes on time and showing up each day and being a part of our school community. By doing duck pull it also promotes and spreads mental health awareness and coping mechanisms. One coping mechanism that is prominent is the use of our positive affirmation stress balls. It helps with promoting middle school leadership by being completely student run.
