The Palmer Annual District Consultation focused on action planning for reading improvement, with interim benchmarks and grade strands as key metrics. Amy discussed drafting action plans by March, emphasizing the need for professional development (PD) dates. Kristi Hackett will replace Amy as the new school lead, effective July 1, 2026. Kendra highlighted the need to expand MTSS models, particularly for secondary interventions. Mark updated on the social studies curriculum adoption timeline, anticipating finalized standards by January. Brooke Koliha discussed literacy training and CNA updates.
Workshops, consultation or direct work with school districts to assist with the continuous improvement process ‘CIP’. Examples: steering committee meeting, mission/ vision work, data support, data dashboard, comprehensive needs assessment, CIP goal selection, action plans, program evaluation, preparing for the CIP external visit; support for Comprehensive Support and Improvement ‘CSI’, and Targeted Support and Improvement ‘TSI’ and Additional Targeted Support and Improvement ‘ATSI’ student designations.
Workshops, consultation or direct work with school districts to establish Multi-tiered System of Support processes and practices, including Positive Behavioral Interventions and Supports ‘PBIS’ and Social Emotional and Behavioral Learning ‘SEBL’. Examples: regional meetings, team meeting, data analysis, action plans, creating process/protocols, on-site coaching, Targeted Improvement Plan ‘TIP’, Results Driven Accountability ‘RDA’, Performance Enhancement and Knowledge ‘PEaK’ Project, NeMTSS.
Training, support and consultation for sustaining, improving and re-establishing school environments that are conducive and supportive of learning. Examples: school safety teams and plans, crisis teams, psychological first aid, standard protocol response training, suicide prevention, staff and student wellness, self care, trauma informed care, school law webinars, Title IX training, de-escalation training (Mandt, Crisis Prevention Institute ‘CPI’), equity.
ESU 7 Principals have the opportunity to meet multiple times each year for opportunities to collaborate. Additionally, principal trainings are scheduled as needs are identified.
Assisting schools in developing, revising, and aligning curriculum based on current content standards through a three-phase process. This process includes understanding instructional shifts, unpacking and prioritizing standards, and creating pacing guides. The final phase of this process could include building proficiency scales, program evaluation, and building assessments.
Training specific to reading, phonemic awareness, phonics, decoding fluency, comprehension, vocabulary, grammar, and writing instruction and strategies.
Professional learning and direct support for districts and teachers in digital learning. This includes: remote learning, hybrid learning, blendEd learning, and the tools and resources used to facilitate digital learning.
English Learners Instructional Support--providing guidance, materials, scheduling, placement, and assessment to schools. Not related to Title III grant consortium facilitation services
Collaborates closely with school district leadership, counselors, and CTE educators to provide customized support and resources related to Career & Technical Education.
Coordination of career and technical education components includes, but is not limited to: strategic planning for CTE growth, facilitating data exploration, program alignment, and work-based learning.
Provides grant facilitation, management, professional development, and networking for Career and Technical Education teachers through the Carl D Perkins Grant Consortium.
Provide support in coordinating school wide and targeted assistance Title 1 programs. Training and support provided for teachers, administrators, and bookkeepers.
PEaK, formerly known as ILCD stands for Improving Learning for Children with Disabilities, a Nebraska Department of Education Initiative designed to enhance program improvement that will result in better outcomes for children with disabilities. The ESU7 PEaK Coordinator assists school districts with their improvement activities for students with disabilities. The Facilitator partners with districts to gather and analyze data in collaboration with the Continuous School Improvement Process, the MTSS process, and to assist in the development of Targeted Improvement Plans. Each Nebraska school district will develop a Targeted Improvement Plan that will lead to better child and student performance and report annually to NDE on the Plan's progress.