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.
Direct work with the district board, staff and community to define an organization's long-term goals and determine the best approach to achieve them. It involves analyzing the current situation, setting objectives, identifying resources, and developing actionable plans to guide decision-making. The goal is to align the organization's mission and vision with its priorities, ensuring long-term success and adaptability in a changing environment.
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.
Training specific to reading, phonemic awareness, phonics, decoding fluency, comprehension, vocabulary, grammar, and writing instruction and strategies.
Professional learning for special education staff offered as workshops on the ESU 7 campus or customized trainings and consultations provided in districts. Topics could include compliance updates, instructional and data collection best practices.
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.
Title IV-A Consortium supports the goal of Title IV-A: Well rounded education opportunities, safe and healthy students, and effective use of technology.
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.