2023 - 2024
Service Plan Details : High Plains Community Schools
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High Plains Community Schools
2024 - 2025
ESU 07


Staff Development Services (84-002.05A)
Notes:

Staff Development:

Effective Instruction (ie. priority standards, rigor, engagement, instructional strategies, alignment of materials to standards & assessments): 

A lot of growth using learning targets and standards. Now want to look at level of rigor in the assessing the standards. Engagement piece still is a priority for all ages. Scales and Rubrics will pull it all together so that needs to stay part of the conversation.  In August, refocus direction. Whole group: re-visit expectations. Eventually want to get to proficiency scales at the end of the year. 

Refine MTSS/PBiS:Elem MTSS and PBiS is rolling. Some practices need another boost. Maybe review process and see if there are some things they are not doing. Consider a mid-year check up with PBiS Coach. Their MTSS process is academic focused. They are discussing MTSS-B and how that sometimes intersects. Also want to split MTSS-A and MTSS-B and being specific. Hoping that with the transition to the new leadership, that having subs on the 3rd Thursday of the month to do work is possible. Looking at ways to support secondary team. 

School Improvement Process: Beginning of year. This aligns to the work already planned for opening dates. 

Grading Policies & Procedures: Elementary and Secondary are in separate places. Secondary will start on scales in the Spring, and Elementary in the fall. 

Career Pathways/Learning Plans: List of tasks to keep checking off. Using the 5 year plan to dive us, HPC is in a good place. Changing staff might make a difference. 

ELL Instructions and Support: Secondary level, concern is with teachers that don’t have tools to provide additional support in the classroom. Some teachers need support for instructional strategies and direction and how to support with language/classroom content skills. Mark suggests meeting in August to look at fresh ELPA data from May, and some documents for support. There’s value for giving support to entire staff, and a good way to go is to work with small groups of teachers who have ELs in their classes. Mark could come on a day and do a rotation of teachers to provide strategies. He and Bre will email to determine a date. 

Data Analysis and decision-making process
1101.00 - Continuous Improvement Process
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.
1102.00 - Multi-Tiered System of Supports (MTSS/RDA)
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.
1106.11 - Instructional Strategies
Kagan, Differentiation, Vocabulary, BlendED, Direct Instruction
1109.01 - Classroom Coaching
Cognitive Coaching for Teachers
1112.08 - Special Education PD
Special education trainings offered to school district personnel.
1112.13 - EL Professional Learning
English Learners Instructional Support--providing guidance, materials, scheduling, placement, and assessment to schools. Not related to Title III grant consortium facilitation services
1112.20 - Career Academy Coordinator
Act as liason between school districts and post secondary for the purpose of coordinating early college, career academy development, academic plans of study. Will work closely with school district leadership and counselors as well as early college personnel in higher ed institutions.
Instructional Materials Services (84-002.05C)
Technology (84-002.05B)
Notes:
Reviewed the Technology Infographic and Internet Bids for this year.  High Plains received favorable bids for their connection in Polk, but unfavorable bids for the connection from Clarks to Polk.  Both connections are being re-bid.
1301.00 - Technology Support
General technology and technical support.
1301.01 - Internet and WAN Support
Support of internet and WAN (Wide Area Network) circuits.
1301.05 - Hardware Repair
Computer, Device, A/V, and other equipment repair.
1301.06 - Distance Learning & Videoconferencing Support
Codecs, Virtual Field Trips, Zoom, etc.
1301.07 - Contracted Technology Support
Dedicated FTE assigned directly to school district(s) under a contract for personnel arrangement.
1301.08 - Planning & Consultation
Strategic planning, general consultations, etc.
1301.09 - Electronic Recycling
1302.05 - Server Hosting
Physical or virtual server hosting.
1304.00 - Information Security
1306.00 - E-Rate
Universal Service E-Rate filing and consultation.
Student Services
Notes:
Reviewed SPED Services and training needs
1401.00 - Program Supervision
Compliance, financials, training
1402.00 - Speech Language
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.
1404.00 - Early Childhood Special Education
Early Childhood Special Education services includes managing referrals and conducting evaluations of children birth to 5 years old. If children are in need of special education services; it also includes evidence based service delivery of comprehensive services in homes, childcare and preschool settings that adhere to IDEA Part C and Part B (619) rules and regulations. The teams also works to smoothly transition verified children to their elementary schools as they move on to kindergarten. Schools can utilize coordinators to help manage their Teaching Strategies GOLD requirements.
1405.00 - Psychology
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.
1406.02 - Cen7ter
Cen7ter is designed to meet the needs of students ages 14 to 21 with developmental disabilities. Cen7ter's mission is to empower students to use their strengths to assist in preparing each individual to gain employment and independent living skills. Cen7ter program emphasis is placed on life skills academics, social skills, independent living, recreation/leisure, and prevocational opportunities. Cen7ter services are IEP driven and available 1 - 5 days a week.
1411.00 - Transition
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.
1414.00 - Behavior & Mental Health Support
Behavior and mental health support includes conducting Functional Behavior Assessments to determine why a behavior is occurring and then develop a Behavior Intervention Plan to address the challenging behaviors. Individuals providing support works closely with school administrators, teachers, paraprofessionals, and school psychologists. Services can be minimal, such as conducting an observation and helping with classroom strategies, or much more extensive. Some students may require intensive behavior interventions, social skills training and/or emotional behavioral health support. Training for districts to discuss the basics of behavior, classroom strategies to help manage challenging behaviors, de-escalation strategies, and various other topics that the school district specifies are also provided.
Grant Services
Other Services
Other (not a requirement of SIMPL)