The Schuyler Annual District Consultation focused on professional development and continuous improvement for the 2026-27 school year. Key points included co-teaching training for EL teachers, piloting an ELD curriculum, and implementing Marzano frameworks. Specific dates for professional development were set: September 25 and October 19 for co-teaching, October 19 for data digs, and November 2 for CSI support. Additional sessions were planned for differentiation training, preschool PD, and international teacher support. Continuing engagement support that was shared by Mark during 25-26 school year and adding more info specifically for EL/SPED and/or struggling. Preschool PD around GOLD and Early Childhood LETRS. Cognitive Coaching, Canvas, CTE, and New Teacher support.
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.
Training, data collection, and district consultation related to the components of the Behavior Intervention Training and Teacher Support Act (BITS & TSA). This includes providing in-person and virtual tools for districts to meet the requirements of the BITS law as well as as extensions to learning related to the core areas of: Signs and Symptoms of Trauma, Positive Behavior Interventions, and Deescalation Strategies.
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.
Superintendent networking meetings on ESU campus throughout the year. Visits by ESU Administrator to school district Superintendents to discuss, plan and problem solve services provided to the districts. Perry Law Firm policy updates. Other topics for superintendents.
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.
Building and supporting a statewide literacy coaching system (e.g. data, walkthroughs, conversations, etc.) to support district leaders and literacy specialists to build capacity in foundational literacy.
Study and implementation of research-based, best practices designed to support beginning teachers. Includes a clear focus on career-long excellence in the classroom and the legacy we create. Topics could include: lesson design, classroom management, student engagement, high yield strategies, technology integration, SPED, parent-teacher conferences
Professional learning for paraprofessionals including evidence based strategies for working with students. Topics may be selected and customized in consultation with districts.
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.
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.
Coordinates and oversees the grant application by researching, identifying potential new funding sources, developing and responding to public and private grant opportunities for ESU 7 and districts. Responsible for writing proposals and other supporting documents at the federal and state level, and with private funding agencies.