Tier 1, Explicit instruction. Secondary needs to continue to instructional component. Data component will be coming in big. Utilizing Schoolzilla. PD Centered around instruction and data. How do we get more follow through and check in. How can we continue to work to see it be more of the process and part of what we are doing? Possibly build in more time after PD.
Quarterly meetings for MTSS teams.
SEBL- Core Implementation and support k-12. Looking for how to support. How to coordinate with all staff. What does the curriculum look like for K-12? Common language and common practices for all staff. Second Step: K-8- need a deeper implementation. Support: Not sure right now. Kendra will keep it on the radar and as they continue to meet they will see what it looks like as they move forward.
Bulldog Way for PD is something to possibly continue. Will talk more and let us know.
Otis will meet with Instructional Rounds committee this summer.
Year 4 of CIP organizing and utilizing data in instruction: Most surveys are done and back. Really hammering out CIP based. Scheduled quarterly PD for late starts.
Secondary ELA Curriculum: My Perspectives. Still looking at resources. Like the continuation of CKLA for MS. Support: Struggle is trying to figure what they need and how/when to supplement. Want to have quality materials and assessments. Teachers need time to look at alignment. Will look for time in summer so teachers are comfortable. Koliha will follow up in April to find summer dates.
Reading comprehension all areas : Secondary: Continuing to find ways to support goal outside of ELA instruction. Common practices for reading strategies for all staff.
Elementary: Teaching sounds. Common instructional strategies. Webster sending Koliha a video.
Brandy CTE Mission/Vision and alignment to offer more. They will find ½ day subs. Begin in August. Brandy and Brent will discuss when they are together next week
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.
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.
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. Osceola received favorable bids for their connection.
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.
The ESU7 Vision Team provides resources, services, and support in preparing children/youth, ages birth to 21, who have a visual impairment for success in life through collaboration with schools, families, and community agencies. Vision services are available for students experiencing vision problems. Certified vision personnel provide evaluation, consultation, and intervention for these children. This assistance may include the use of adaptive equipment, assistive technology, instruction in Braille, orientation and mobility, and other skills for accessing the general curriculum, and acquire Adapted Core Curriculum skills specific to individuals with vision impairments.
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.
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.
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.
