Interested in accessing ESU 10 T&L services in every area. Specific training onsite at Riverside will be requested as needed.
School site training & support at Riverside by request:
Writing goal - Will need to focus on Writing goal and would like consultation on next steps for professional learning to support the goal. Kelly asked Sarah and Dallas to coordinate a meeting with Stephanie and Sarah.
Implementation Support: Continue learning walks.
Is there something we can do to help support leadership in evaluating whether the professional learning is helping their teachers improve instructional practices? Not at this time.
Plan for next year? Early out schedule? Other professional learning days?
Stephanie shared the school calendar.
STEM Trailers - Yes
Might be interested in OverDrive - provided Jason’s contact information
Aware of new standards. Will there be a workshop for new ELA standards?
MTSS: will participate in August data review and priority planning; other as requested
Consultation, workshops or direct work with school districts to assist with the CIP process. Examples: Steering Committee Meeting, mission/vision work, data retreat to create CIP goal, action plans, program evaluation, preparing for CIP external review
Direct support of the MTSS process and practices in school districts. Example activities: team meeting, data analysis, action plans, creating process/protocols, professional development, on-site or virtual coaching and/or consultation.
Professional learning and consultation for administrators and teacher leaders in support of district initiatives. Examples: one-on-one consultation; coaching conversations; Strategic Leadership trainings and meetings; leadership network triads
Example activities: curriculum alignment process, instructional materials selection process and consultation, workshop facilitation on incorporating standards into classroom practice
Training on foundational pedagogical practices and strategies that can be implemented across content areas. Classroom examples: student engagement, comprehension, classroom management, relationships.
Facilitation of supports designed to deepen implementation of research based instructional strategies and classroom practices. System examples: instructional model training; consultation; instructional rounds or learning walks; classroom observation and coaching; professional goal setting assistance
Training and support in the analysis and application of formative, interim, and summative data. Examples: data analysis facilitation, training, and consultation related to classroom, state, and national data.
Direct support and professional learning for schools engaged in a blended learning initiative. Example activities: on-site classroom observations, technical assistance support, workshop facilitation, one-on-one consultation
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; ODIE Staff Evaluation Tool Support
Training specific to non-core content instruction and other/non-core consultation. Examples: Social Studies, Fine Arts, Career Education, World Language, Physical Education
Our Autism Regional Coordinator, along with the Autism Team provides training and consultation to district staff in order to support students on the Autism Spectrum.
Our teachers of the visually impaired provide resources, services, and supports in preparing children/youth, ages birth-21, who have a visual impairment for success in life through collaboration with schools, families, and community agencies. Our certified teachers of the visually impaired provide evaluation, consultation, and intervention.
EDN - Birth-3 - Our Service Coordinators provide services and supports to children with disabilities and their families. ESU 10 is the grant holder for the Planning Region Team grant which provides supports to schools, EDN, and other agencies that support families with young children with disabilities.
Our School Psychologists provide the appropriate assessments when evaluating students, interpret and disseminate data, provide interventions, and consult and collaborate with team members to develop an effective plan to meet the needs of each individual student.
Our teachers of the Hearing Impaired provide deaf education services, supports, and/or consultation for students verified with a deaf or hard of hearing disability. Our Deaf Educators work with our audiologist to ensure appropriate aural rehabilitation services to students, families, and schools.
Our Transition Coordinator assists district staff with student transition plans. These responsibilities may include program planning, coordinating events and PD, monitoring, evaluating, educating, implementation, and public relations. Our Coordinator also works with outside agencies.
Our Audiologist provides audiological supports and services to students who are deaf or hard of hearing. Hearing assessments are conducted for any student suspected of having a disability or difference in their hearing.
Provides grant facilitation, management, professional development, and networking for Career and Technical Education teachers through the Carl D Perkins Grant Consortium.
Title III provides support for compliance of Rule 15, including materials acquisition and use, language supports in the classroom, creation and maintaining required documentation, professional learning planning related to supporting English learners, and program development
Title IV-A Consortium supports the goal of Title IV-A: Well rounded education opportunities, safe and healthy students, and effective use of technology.