Service Plan Details

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.

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.

Instructional materials adoption assistance and materials alignment

Professional development surrounding instructional models (Danielson, Marzano, ITIP, homegrown, etc.), strategies, and planning.

Training specific to reading, phonemic awareness, phonics, decoding fluency, comprehension, vocabulary, grammar, and writing instruction and strategies.

Professional learning based on best practices of content and pedagogy in math, PK-12

Professional learning based on best practices of content and pedagogy in science, PK-12.

Kagan, Differentiation, Vocabulary, BlendED, Direct Instruction, MANDT

Cognitive Coaching for Teachers

Cognitive Coaching for Principals

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

Training and support in the development of district-wide practices for teacher or principal evaluation. Examples: Instructional framework adoption; consultation; training in evaluation best practices; administrator observation and data collection; Staff Evaluation Tool Support

Professional learning for paraprofessionals including evidence based strategies for working with students. Topics may be selected and customized in consultation with districts.

Provide support and training to school LAN Managers.

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.

Workshops, consultation or direct work with individuals who serve children birth to age five.

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.

World Book Online

General technology and technical support.

Support of internet and WAN (Wide Area Network) circuits.

Computer, Device, A/V, and other equipment repair.

Codecs, Virtual Field Trips, Zoom, etc.

Dedicated FTE assigned directly to school district(s) under a contract for personnel arrangement.

Strategic planning, general consultations, etc.

Free technology recycling for schools. Items are shredded and recycled as raw materials.

Physical or virtual server hosting.

Support for Cyber Security related issues.

Universal Service E-Rate filing and consultation.

Provide diagnostic, therapeutic, and consultative services for students. Provide services for Birth-21 years of age in many areas, including receptive language, expressive language, articulation, voice, fluency, literacy, and social communication. Individual plans and service delivery made for each student to ensure FAPE. Participate on transition teams.

Early Childhood Special Education services includes managing referrals and conducting evaluations of children birth to 3 years old. If children are in need of early intervention services; it also includes evidence based service delivery of comprehensive services in homes and childcare settings that adhere to IDEA Part C rules and regulations. Schools can utilize coordinators to help manage their Teaching Strategies GOLD requirements.

Provide direct and indirect support through general education and special education processes. Provide individual, team, and systems-level supports and services to various problem-solving teams. Academic, social emotional, and behavioral assessment, consultation, collaboration with classroom teachers, special education staff, specialists, parents, administration, and school personnel to develop an effective plan to meet the needs of each individual student.

Provision of supports and services, including technology and self-advocacy, for students who are deaf or hard of hearing. Examples: Regional programs, direct services, consultation, DHH Teacher, DHH Interpreter

A transition specialists primary focus is preparing students with disabilities to transition from high school to life after graduation. The specialist supports districts through training opportunities, linkages to agencies and specialists, and providing student workshops on transition-related topics.

Mental health and behavioral services include the use of comprehensive, developmentally appropriate assessments to understand the underlying factors contributing to a student’s ongoing behavioral and mental health needs. Based on assessment findings, individualized intervention plans are developed to support the customized needs of the student. Mental health professionals collaborate closely with school administrators, teachers, paraprofessionals, school psychologists, and families to ensure interventions are integrated into the school environment and aligned with educational goals. Services may range from brief consultation such as classroom observations and recommendations for supportive strategies to more intensive, ongoing therapeutic interventions. Some students may require targeted or intensive supports, including individual or group therapy, social-emotional skill development, behavior intervention support, and emotional or behavioral health services. In addition to direct student services, mental health professionals may provide training and consultation to school staff on topics such as the foundations of behavior, trauma-informed classroom practices, de-escalation strategies, and other areas identified by the district to strengthen overall school capacity and prevention programming.

The Northeast Regional ASD Network is available to provide Resources and Training to local school districts in the areas of: Assessment and verification of ASD ?Program planning, including identification and implementations of appropriate strategies and interventions for students with ASD The Northeast region has a lending library consisting of books, videos, and other resources that is available to school districts and parents upon request. These may be checked out from the ESU7 Media Department.

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.

The Title IC Education Program provides supplemental educational and support services to eligible students to assist with their academic success.

The ESU 7 Title II-A Consortium supports the goal of Title II-A: Increase the academic achievement of all students through strategies such as improving teacher and Principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified Principals and leaders in schools.

Trainings, support and resources to assist schools in meeting the needs of English Learners.

A transition specialists primary focus is preparing students with disabilities to transition from high school to life after graduation. The specialist supports districts through training opportunities, linkages to agencies and specialists, and providing student workshops on transition-related topics.

Planning Region Team 7 is an organized group of parents, advocates and representatives across agencies responsible for assisting in the planning and implementation of the Early Intervention Act in our 7 county region. ESU7 serves as the lead agency and serves as the fiscal agent for the grant funds. PRT funds are used for projects and activities in support of the Targeted Improvement Plan (TIP) and in compliance with DHHS 480 NAC 3, NDE Rule 52, IDEA Part B&C, and the Early Intervention Act. Lead agency sponsors quarterly planning region meetings. TIP activities typically include public awareness, services coordination support, training and skill-building for families, service providers, and administrators.

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.

The ESU 7 Print Shop provides schools with copy and finishing services, lamination, and poster printing.

Volume purchases for various vendor services to optimize purchasing efficiencies for such items as On To College, policy updates, etc