Consultation, workshops or direct work with school districts to assist with the CIP process. Example activities: Steering Committee Meeting, mission/vision work, data retreat to create CIP goal, action plans, program evaluation, preparing for CIP external review
Workshops, college courses, consultation or direct work with school districts that focus on optimal learning environments and effective instructional strategies.
Workshops, consultation or direct work with school districts to develop formative and summative assessments and analyze and apply diagnostic, formative, interim and summative data.
Examples: creation of classroom and district assessments, analysis of assessment data results, using assessment data to inform instruction, training and consultation related to classroom, state and national data, Dynamic Indicators of Basic Early Literacy Skills ‘DIBELS’, Acadience, Measures of Academic Progress ‘MAP’ Growth, Nebraska Student Centered Assessment System ‘NSCAS’ Growth. Nebraska Reading Improvement Act approved assessments
Workshops, consultation or direct work with school districts that focus on research-based, best practices designed across a variety of services to support beginning teachers and their mentors.
Workshops, consultation or direct work with individuals who serve in specialized roles/capacities.
Examples: school counselors, curriculum directors, technology integrationists, High Ability Learners ‘HAL’ coordinators, local area network ‘LAN’ managers, media coordinators, special education specialists, registered nurses, paraprofessionals, administrative assistants, custodians, lunch program staff, transportation providers and others.
The CSI (Create, Solve, Innovate) labs provide students with opportunities to gain unique knowledge, practical skills, expertise, and literacies. It introduces the makerspace mentality, equips students with skills, and exposes them to careers. Some lab stations lean towards the Science, Technology, Engineering, and Math (STEM) fields while others demonstrate skills necessary in creative, vocational, and technical skills.
Provides support for parents, school, and ESU staff surrounding special education. Supervision services include assisting by providing technical assistance regarding Rule 51 and Rule 52 policies and procedures, facilitating IEP meetings, and consultation.
Supports teachers, other district staff, and families to assist, provide guidance, training, resources, and strategies for working with students by utilizing programming and materials to improve learning through meeting each individual student's needs (ages 0-21).
Examples: Implement verbal behavior program, IEP development-how to write measurable goals, District IEP meeting facilitation, Direct teaching to assist IEP implementation, Para, Parent & Teacher training-Behavior strategies, role modeling, coaching, & data collection, Model, instruct and collect data for social skills & functional life skills, Develop data collection systems, Direct student services in the home, Differentiate instruction, Provide resources (web sites, trainings, curriculum materials, evidence based research )
Deaf and Hard of Hearing Services are provided to students birth to age 21 whose hearing loss impacts skills in communication, language, educational performance, or social competency. This service also assists district staff in implementing programming supports to ensure educational and environmental needs are addressed for accessibility.
Behavior/Mental Health assists students with behavioral and/or mental health needs. This service works collaboratively with educational team members, families, and/or outside agencies to support students’ needs while in the school setting.