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EDUCATIONAL SERVICE UNIT #13
Presented to the
BOARD OF ESU #13 on March 10,
1998 BOARD MEMBERS of EDUCATIONAL SERVICE UNIT #13
Improvement Plan Implemented by this Leadership Team
ESU #13 Improvement Plan Table of Contents Section I...........Description of ESU #13 and Region Section II...........ESU #13 Mission and Beliefs Section III..........ESU #13 Improvement Process Section IV..........Strategic Unit Improvement Action Plan Goal 1......Reorganization Goal 2......Technology
Goal 3......Standards and Assessment Goal 4......Program Improvement
Instructional Support Media, SOAR, Technology Staff Section VI..........Needs for the External Consultation Visit Section VII........Implementation, Monitoring, Evaluation
PROFILE OF EDUCATIONAL SERVICE UNIT #13 Description of Education Service Unit #13 and the Region it Serves: Educational Service Unit #13 was established according to State Statutes 79-1201 through79-1204. It currently provides supplementary educational services to schools and students in Banner, Box Butte, Dawes, Morrill, Scottsbluff, Sheridan, and Sioux Counties. This area includes nearly 12,000 students in grades K-12. In February, 1998, the Nebraska State Board of Education approved a proposal to merge the territory of ESU #12 and ESU #13 under the name of Educational Service Unit #13, effective July 1, 1998. In addition, several other school districts from northern counties in the panhandle of western Nebraska have petitioned to join the merged service unit. The specific demographic and financial data of the current and merged unit is included in the appendix to this document. This document was primarily prepared by the current ESU #13 staff, but the goals are planned to encompass the change expected in enacting the merger of the two service units and increasing the service area. The plan also was developed knowing that LB 806 may clarify the fundamental mission of all ESU’s in regards to core services. The plan contains all revisions and documentations current to Spring 1999. The programs and services of the current ESU# 13 are determined and guided by the Advisory , which consists of representatives from the school districts served. The council reviews ESU #13 programs and services annually and offers suggestions for development and/or expansion. An elected board consisting of six members (two county representatives and four members at large) governs ESU #13. The board meets on the second Tuesday of each month. Departments of ESU #13 have additional advisory committees, which make an impact on services and procedures. With the 1998 merger, the board has been revised to consist of 9 members (5 county representatives and 4 members at large). ESU #13 serves a largely rural area in western Nebraska with primarily an agricultural economic base. Scotts Bluff County is more highly populated than Banner County or other counties in the area. The presence of the combined Scotts Bluff County twin-cities and closely surrounding smaller towns does create a culture unique in the state. Scotts Bluff County draws from the region to create a commerce center, has a strong medical service community and WNCC, the Community College. The additional territory to join ESU #13 is more rural with the possibility of distance creating a major issue in service delivery. The presence of Chadron State College in that newly added area is an important feature. Geographically the large northern schools now served by ESU #13 follow Highway #20. Hemingford is alone in the center, between the northern and southern population areas. The districts served by ESU #13 have a wide variety of needs with different attitudes regarding education. Scotts Bluff County is currently working with a project called Visions 2020 which has named education as a key Task Force and regional factor for future planning. At the same time that the importance of learning is acknowledged, the communities appear to be strongly against taxing. The region has several different ethnic groups. Hispanic and Native Americans are prominent groups. The communities are also aging and we do have several senior living centers in the area. The region has a slower economic growth pattern and a widening gap of income distribution. Generally 25-35% of the students in a school are eligible for free and reduced lunch. Scotts Bluff County ranked 4th of children living in poverty among counties in the state. Teachers served by ESU #13 tend to be well established in their careers and very stable in their teaching positions. A large percentage has advanced degrees. They are conservative about adapting educational trends, but want to be informed. The Panhandle of Nebraska has developed several programs, which utilize combined ventures among the personnel of disparate public and private agencies. ESU #13 has been able to work with many other such agencies to improve educational services in the area through co-programming, cooperative events, shared costs and joint grant writing. ESU #13 is known for developing innovative interagency programming such as assisting with the development of the Wildcat Hills Nature Center, the VALTS alternative high school and originally piloting the Early Intervention program. While our current building does not have training space, we frequently utilize the hospitality of the University of Nebraska Extension Learning Center and Western Nebraska Community College meeting rooms. Such community support is appreciated and increases the quality and cost-effectiveness of programming services to the public. Ground breaking ceremonies were held on April 8, 1999 for a new Professional Growth Conference Center. It will provide meeting rooms, a professional library, a computer/technology training center and a distance learning center. Process of Developing and Affirming the ESU #13 Mission Statement: The ESU #13 Mission Statement was developed in a strategic planning process over five years ago. Frequently reviewed and used on the ESU #13 newsletter, it is also embroidered on the ESU banner on prominent display in the building. An epigraph, "meeting challenges through innovation" was also selected from the longer mission statement and is used everyday for purpose and decision-making. The epigraph is also on ESU stationary. In the fall of 1996, ESU staff formally reviewed the mission statement and determined that it should remain as is. The mission was also used to develop evaluation criteria for the target areas of the improvement plan. Departments rated the target areas against that criterion in August of 1997 and found the mission components to be helpful in determining the validity of the target areas. The Mission Statement of ESU #13: Since our most valuable resource is people and our most important work is service, We believe in: The epigraph: Educational Service Unit #13..... Meeting the challenges of education through innovation.
Process used by the Leadership Team to determine the Improvement Goals for ESU #13 ESU #13 has faced some significant changes in the last two years including a new administrator and the need to respond to major funding and legislative directional mandates. The leadership team began reexamining the services and possibilities for ESU #13 in the fall of 1996. A schedule was established which included two full days of unit improvement planning with the full staff for 1996-1997, three days in 1997-1998 and two days in 1998-1999 in addition to committee, department and advisory meetings. The initial year of study (1996-1997) was spent reviewing the mission statement, building a sense of team along with the new administrator and problem sensing and solving related to the new concerns. Staff did self-reflection on unit services and vision for the service unit, perceived strengths, needs to improve, and collecting of supporting evidence. The leadership team spent considerable amount of time working with local schools to develop goals leading to Excellence in Education and other funding proposals with a strong technology focus. While that proposal was not funded, the research was fruitful in developing a common target area goal supported by districts. In the spring of 1997, the reorganization goal was clarified with strong regional interest. By the fall of 1997-1998 school year, we recognized the semantic difficulties involved in the target area of standards and assessment. So, we divided it into two goal components: the national standards and assessment movement and local program improvement based upon professional standards for specific program accountability. Because of the major funding and legislative changes which are not yet clear, and the established goal of reorganization of the Panhandle Educational Service Units, we considered expanding our time line to another year. To do so would allow greater input on the goals selected by the broader service area. However, since we have been actively involved in the process and the data collection we feel that goals so far determined will continue to be of importance in a reorganized unit. Reorganization definitely indicates a need for review and further detailing of the action plan once the merger is official. Educational Service Unit #13 has very active advisory councils and committees. The leadership team actively sought appropriate input from these groups, individuals, and related community agencies for both evaluative information and impact upon the action plan. As we continue to refine the plan and implement strategies we will be working directly with affected partnership agencies and individuals.
GOAL #1 TARGET AREA: REORGANIZATION GOAL STATEMENT: To increase services to schools through reorganization and collaboration. EVIDENCE:
HOW THIS GOAL WILL BE REPORTED AND REVIEWED: Reviewed by directors and board members following compilation of information from administrative advisory and other committees, clients and the public.
INTERVENTION I for REORGANIZATION GOAL: Expand ESU #13 boundaries, which will increase the tax base and core service funding area. Step 1. Involve boards, districts and educational agencies in discussions. May 1998
Administrator
Step 2. Retain legal counsel to coordinate merger efforts and develop appropriate
documentation. March 1997 Administrator
Step 3. Determine advantages of petition versus merger and select best process for
initial reorganization efforts. Nov. 1997 Administrators Boards of #12/13
Step 4. Resolve specific issues related to reorganization. July 1998 Boards with Director Assistance
Step 5: Evaluate fiscal and qualitative effectiveness of the reorganized service
unit’s ability to provide programs and services. May 2000 Program Directors/Board INTERVENTION II for REORGANIZATION
GOAL: Seek agencies with mutual goals to initiate collaborative partnerships or
modify programs. Step 1: Individual department/program data review to establish trends, needs and
potential partnerships. Dec. 1997 Program Directors Step 2: Initiate discussions with potential partners concerning shared goals and
opportunities to demonstrate fiscal and quality improvements Jan. 1999 Program Directors Step 4: Initiate new collaborative programs. On-going Program Directors INTERVENTION III for
REORGANIZATION GOAL: Increase building efficiency and utilization by restructuring
facility usage, completing minor remodeling, and long term planning for on-site or shared
facilities. Step 1. Relocate itinerant staff and renovate area for SOAR Production Studio. Sept.
1997 Custodian/SOAR Project Manager Step 2. Develop technology office and mini-lab for training in close proximity to
SOAR.
Oct. 1997 Custodian/Technician Step 3. Develop temporary tech. training lab. Dec.1997 Custodian and Tech
Specialists Step 4. Plan for needed programming and building modifications. July 1998 Bldg.
Committee and Administrator GOAL #2 TARGET AREA: TECHNOLOGY
GOAL STATEMENT: To enhance educational data management and instruction
with technological support. EVIDENCE/DATA SUPPORTING THIS GOAL:
HOW THIS GOAL WILL BE REPORTED AND REVIEWED:
INTERVENTION 1 FOR TECHNOLOGY GOAL:
Increase the technology skills of ESU staff. Step 1: Recruit staff with advanced Aug. 1997 Tech. Director technology skills to
meet
school needs. On-going Step 2: Train staff members in new technology applications and systems.
On-going
Directors INTERVENTION #2 FOR TECHNOLOGY GOAL:
Develop active regional technology advisory/support group. Step 1: Organizational meetings Nov. 1997 Tech Director Step 2: Establish Internet/Web Page for tech. support Feb. 1998 Tech Director Step 3: Utilize group for on-going needs assessments for training On-going Tech
Director INTERVENTION #3 FOR TECHNOLOGY GOAL:
Provide regional districts with on-going assistance in writing and implementing
comprehensive technology plans. Step: 1: Training workshop Nov. 1997 Tech Director Step 2: Follow-Up Support On-going Tech Director Step 3: ESU #13 Tech Plan Dec. 1997 Tech Director Step 4: Create an on-line staff/student surveys to assist schools in data
collection
Jan. 1999 Tech Director INTERVENTION #4 FOR TECHNOLOGY GOAL:
Support region in acquiring technology funding through grants and entitlements. Step 1: Respond to requests for On-going assistance. Tech Director Step 2: Develop regional proposals On-going Directors INTERVENTION #5 FOR TECHNOLOGY GOAL:
Establish and maintain a state-of-the-art computer-training laboratory. Step 1: Develop plan for needed Nov, 1997 Tech Director hardware, software,
furniture,
wiring and building space Step 2: Obtain and install Jan, 1998 Tech Director Step 3: Plan of rotation for hardware and software. July 1998 Tech Director Step 4: Investigate establishing rotating preview lab July, 1998 Tech Director Step 1: Research required for decisions On-going Directors INTERVENTION #7 FOR TECHNOLOGY GOAL:
Train educators to utilize technology applications and to integrate technology into
the curriculum. Step 1: Locate multi-media based Nov. 1997 Tech Spec/SOAR curriculum
support/training
On-going models and provide opportunity for motivating teacher involvement Step 2: Develop courses in priority areas of multi-media and telecommunications
July,1998 Tech Director Step 3: Obtain college credit or other On-going Tech Director incentives Step 4: Provide in-classroom support and modeling when possible. On-going
Tech Director INTERVENTION #8 FOR TECHNOLOGY GOAL:
Utilize wide variety of technology systems to provide and communicate ESU services. Step 1: Revise communications systems to include voice mail Dec. 1997 Business
Manager Step 2: Develop and update web page links On-going Tech. Specialist Step 3: Investigate/develop Scoreboard for Schools or other data sharing
communication
program Feb 1999 Tech Spec. INTERVENTION #9 FOR TECHNOLOGY GOAL:
Assist in the development of distance learning connectivity of educational agencies in
Western Nebraska. Step 1. Participate in Iowa/Neb. federal Challenge project Sept 2002 Tech Dir. Step 2. Determine possibilities of fiber optics to accommodate
classroom(s) Feb 1999
Tech Director Step 4. Seek funding to develop Aug.2000 Tech Dir. sites for distance learning
classrooms and connectivity across various pods. Step 5. Train educators to utilize distance learning facilities to support educational
objectives. May 1999 Tech/SOAR Dir and DL Coordinator. Step 6: Actively utilize distance learning systems (i.e., Internet,
CUCME, Netmeeting,
telecommunications cameras, state systems) to enhance services, reduce travel and increase
communications. Tech Dir On-going Step 7: Research cost-analysis, feasibility and need for video-on-demand. Aug. 2001
Tech Dir. INTERVENTION #10 FOR TECHNOLOGY
GOAL: Research and facilitate technological record-keeping options to
support regional needs. Step 1. Work with the State Department of Education and member school districts to
establish requirements and support needed Aug., 2001 Tech Director. GOAL #3 TARGET AREA: STANDARDS
AND ASSESSMENT TARGET AREA GOAL: To support implementation of academic standards. EVIDENCE/DATA SUPPORTING THIS GOAL:
HOW THIS GOAL WILL BE REPORTED AND REVIEWED:
INTERVENTION 1 FOR
STANDARDS AND ASSESSMENT GOAL: Provide input to the
State Board and NDE on current drafts or revisions at hearings and through the web site. Step 1: Provide access information to staff and educational agencies June 1998
SOAR
Director On-going Step 2: Give input. On-going Directors INTERVENTION 2 FOR
STANDARDS AND ASSESSMENT GOAL: Develop awareness of the variety of
"standards" research-based models across the nation and the potential for
local impact, as well as training methods. Step 2: Increase professional libraries On-going Tech/SOAR Directors and media support
on standards and assessment issues Step 3: Develop administrative study session On-going SOAR Director INTERVENTION 3 FOR
STANDARDS AND ASSESSMENT GOAL: Respond to school requests for assistance in
selecting and developing their best responses to standards and assessment. Step 1: Coordinate team training June 1998 SOAR. Director On-going Step 2: Facilitate districts in developing organizational systems to select, assess and
manage standards and benchmarks. On-going SOAR Director INTERVENTION 4 FOR
STANDARDS AND ASSESSMENT GOAL: Provide opportunities
for schools to consider cooperative efforts to utilize new methods of collecting and
reporting data tied directly to standards as options or enhancement to traditional
standardized testing. Step 2: Facilitate collaborative planning sessions. On-going SOAR Director Step 3: Investigate collaborative funding for innovative management systems. On-going
SOAR Director INTERVENTION 5 FOR
STANDARDS AND ASSESSMENT GOAL: Provide support to
schools in developing and implementing policies and procedures appropriate when assisting
special needs students in relationship to standards. Step 1: Provide awareness workshops and develop own staff expertise June 1998 Directors
Step 2: Provide information and consultation for continued implementation On-going
Directors GOAL #4 TARGET AREA: PROGRAM
IMPROVEMENT TARGET AREA GOAL: To improve specific program services based upon
professional standards for efficiency, effectiveness and excellence. (This goal will be
addressed separately by each department.) EVIDENCE/DATA SUPPORTING THIS GOAL:
TARGET AREA: PROGRAM IMPROVEMENT ADMINISTRATIVE
SERVICES TARGET AREA GOAL: To improve specific program services based upon professional
standards for efficiency, effectiveness and excellence. ADMINISTRATIVE SERVICES Including Administration, Board of Education,
Business Management, Building and Grounds, ....... CURRENT DATA SOURCES, SUMMARIES,
CONCERNS, IMPLICATIONS:(See Appendix for information on the administrative
professional standards and other data.)
INTERVENTION 1 for ADMINISTRATION:
Refine
budgeting procedures. Step 1: Establish a clear time line for budget development and review. Sept. 1998
Administrator Step 2: Increase budget input from program directors. May yearly Administrator INTERVENTION 2 for ADMINISTRATION:
Improve procedures for review of staff performance. Step 1: Assure development of timely personal growth plans with a correlation to ESU
#13 improvement plan goals. Sept. 1998 Administrator Step 2: Review and revise formal performance review process and procedures. Oct. 1998
Administrator/Directors Step 3: Pilot new review process. May 1999 Administrator and Directors TARGET AREA: PROGRAM IMPROVEMENT INSTRUCTIONAL SUPPORT MEDIA,
SOAR AND TECHNOLOGY TARGET AREA GOAL: To improve specific program services based upon professional
standards for efficiency, effectiveness and excellence. INSTRUCTIONAL SUPPORT INCLUDING MEDIA, SOAR AND TECHNOLOGY Many recent changes and additions in personnel in this service area
creates an opportunity for program change and concerns for improved communication. Project evaluations, while extensive, are currently based primarily upon
satisfaction and prediction of value to classroom practice. National experts stress the importance of connection of technology in
the curriculum while local research indicates that educators seldom use available
equipment for integration or evaluation. (See Appendix.) Increased participation by community agencies, students and teachers in
both staff development programming and usage of media materials is indicated by multiple
data sources and by recent state development of "core services" (See Appendix.) TARGET AREA GOAL: To improve specific program services based upon professional
standards for efficiency, effectiveness and excellence. INTERVENTION 1 FOR MEDIA, SOAR AND TECHNOLOGY
PROGRAM IMPROVEMENT GOAL: Reorganize instructional services by blending the planning,
management and services of staff development, media and technology. Step 1: Joint goal writing yearly Directors and extensive yearly action planning Step 2: Cooperate in media and equipment selection On-going Directors Step 3: Structure teacher/student programming with both staff development and
technology aspects On-going Directors Step 4. Revise acronym to reflect new emphasis Jan, 1998 Directors Step 5. Restructure advisory committees to increase input from a larger variety of
education groups. Aug. 1998 Directors Step 6. Meet as a staff over sack lunches on each all staff meeting day. On-going All
staff Step 7. Increase use of publicity methods for communication On-going All staff INTERVENTION 2 FOR MEDIA, SOAR AND TECHNOLOGY
PROGRAM IMPROVEMENT GOAL: Pilot alternative means of assessing impact of programming
on teacher practices and student achievement. Step 1: Investigate and select On-going Directors methods appropriate for each project.
Step 2: Pilot multiple methods On-going Directors Step 3: Report on progress and best methods for ascertaining impact Feb. 2000 Directors
TARGET AREA: PROGRAM IMPROVEMENT STUDENT SERVICES
ALTERNATIVE LEARNING TARGET AREA GOAL: To improve specific program services based upon professional
standards for efficiency, effectiveness and excellence. STUDENT SERVICES ALTERNATIVE LEARNING (ALTERNATIVE LEARNING includes MERIDIAN,
VALTS, JDC, RESOURCE, BEHAVIOR HEALTH, HOME BOUND, NURSING) CURRENT
DATA SOURCES, SUMMARIES, CONCERNS, IMPLICATIONS:(See the appendix for more information
on this program, its professional standards and other data. Summary of key ideas is listed
below.)
HOW THIS GOAL WILL BE REPORTED AND REVIEWED:
INTERVENTION 1 for ALTERNATIVE LEARNING:
Improve
assessment and reporting of student achievement. Step 1: To provide leadership in implementation of IDEA requirements in assessing
special needs students. Sept. 1998 Program Director Step 2: Test each student at least two times a year to measure success. Sept/May yearly
Classroom teacher Step 3: Log student progress on a database and include that data in an end of the year
report. May yearly Classroom Teacher Step 4: Utilize technology to track progress May yearly Program director INTERVENTION 2 for ALTERNATIVE LEARNING:
Review staff and schedules to ensure efficiency, cost effectiveness and best
student/teacher placements in each alternative learning program. Step 1: Review schedules and location of teacher assignments. Aug yearly Program
director Step 2: Review program actual cost in comparison to contracted service arrangements and
adjust contracts for following year to increase comparability. March yearly Program
Director Step 3: Investigate new opportunities to combine other programs in the Panhandle to
reduce cost per student and improve student services and educational opportunities. March
1999 Program Director Step 4: Increase student services in learning areas as transitioning, physical
education and fine arts to provide a quality integrated education that supports student
learning through recognition of strengths and multiple intelligences. March 1999 Program
Director Step 5: Instigate improvement of common schedules- May 1999 Program Directors with
partner agencies. INTERVENTION 3 for ALTERNATIVE LEARNING:
Increase ability of staff to develop comprehensive behavior
management plans and to utilize relevant teaching strategies for at-risk students. Step 1: Provide behavior management training On-going Program director Step 2: Increase utilization of community resources and guest speakers On-going
Classroom teachers TARGET AREA: PROGRAM IMPROVEMENT STUDENT
SERVICES EARLY CHILDHOOD/EARLY INTERVENTION TARGET AREA GOAL: To improve specific program services based upon professional
standards for efficiency, effectiveness and excellence. STUDENT SERVICES EARLY CHILDHOOD/EARLY INTERVENTION CURRENT DATA SOURCES, SUMMARIES, CONCERNS,
IMPLICATIONS:(See the appendix for detailed information on this program, its
professional standards and other data. Summary of key ideas is listed below.)
HOW THIS GOAL WILL BE REPORTED AND REVIEWED:
INTERVENTION 1 for EARLY CHILDHOOD:
Improve and expand communications with parents and providers. Step 1: Utilize technology to create publishing template for monthly newsletter. March
1998 Preschool Staff Step 2: Analyze children’s IEP/IFSP goals and High Scope Child Observation Record
(COR) for progress and share with parents at parent/ teacher conferences. Oct/April
Preschool Staff yearly Step 3: Develop and distribute a survey to past and present families and to school
districts in regards to the impact attendance at ECEC has on a child’s kindergarten
performance. May 1998 Director INTERVENTION 2 FOR EARLY CHILDHOOD:
Increase parent involvement. Step 1: Establish a parent advisory panel Oct. 1998 Preschool Staff Step 2: Involve parents in providing healthy theme- based snacks. Monthly Preschool
Staff Step 3: Provide an opportunity for parents and family to share customs and traditions
through the "Self and Family" unit of study May 1999 Preschool Staff Step 4: Request volunteer assistance on field trip On-going Preschool Staff INTERVENTION 1 FOR EARLY
INTERVENTION: Remain politically active in issues pertinent to services
for families and children birth to 3. Step 1: Participate on Statewide Committees for improvement of Early
Intervention services TARGET
AREA: PROGRAM IMPROVEMENT STUDENT SERVICES PSYCHOLOGICAL SERVICES TARGET AREA GOAL: To improve specific program services based upon professional
standards for efficiency, effectiveness and excellence. STUDENT SERVICES PSYCHOLOGICAL SERVICES CURRENT DATA SOURCES, SUMMARIES,
CONCERNS, IMPLICATIONS: HOW THIS GOAL WILL BE REPORTED AND REVIEWED: ESU #13 Programs and Services Questionnaire Annual Report INTERVENTION
1 for PSYCHOLOGICAL SERVICES: Assess, collaborate and consult with other
student services in the evaluation of students and programs. Step 1: Maintain psychological and counseling staff at a level
that allows quality services within a reasonable period of time. On-going
Director Step 2: Consult and collaborate with other professionals in the development
and delivery of services to children and their families. On-going
Director TARGET AREA: PROGRAM IMPROVEMENT STUDENT SERVICES
SPEECH LANGUAGE PATHOLOGY TARGET AREA GOAL: To improve specific program services based upon professional
standards for efficiency, effectiveness and excellence. STUDENT SERVICES SPEECH/LANGUAGE AND PATHOLOGY CURRENT DATA SOURCES, SUMMARIES,
CONCERNS, IMPLICATIONS:(See the appendix for detailed
information on this program, its professional standards and other data.)
HOW THIS GOAL WILL BE REPORTED AND REVIEWED:
INTERVENTION 1 for SPEECH/LANGUAGE/PATHOLOGY:
Provide information to schools, agencies, parents to assist in making
judgments regarding referrals. Step 1: Provide each school with information on all areas of speech/language Have done
yearly as needed On-going Director Step 2: Utilize "May as Better Hearing and Speech Month" to assist in
awareness yearly-May Director INTERVENTION 2 for SPEECH/LANGUAGE/PATHOLOGY:
To assist professionals in seeking opportunities for improvement of service delivery. Step 1: Provide information regarding trainings that pertain to the profession On-going
Director monthly Step 2: Provide materials on most up to date research in the field as well as new
methods of service delivery On-going Director INTERVENTION 3 for SPEECH/LANGUAGE/PATHOLOGY:
All Speech/Language Pathologists shall abide by the Code of Ethics put forth by the
American Speech-Language and Hearing Association. Step 1: Review documentation of each Speech/Language Pathologists therapy sessions
Monthly Director Progress in implementing strategy:
Step 2: Evaluation of staff performance Yearly Director Schools TARGET AREA: PROGRAM IMPROVEMENT STUDENT
SERVICES TRANSPORTATION TARGET AREA GOAL: To improve specific program services based upon professional
standards for efficiency, effectiveness and excellence. STUDENT SERVICES TRANSPORTATION CURRENT DATA SOURCES, SUMMARIES, CONCERNS,
IMPLICATIONS:
HOW THIS GOAL WILL BE REPORTED AND REVIEWED:
INTERVENTION 1 for TRANSPORTATION:
Increase
dependability of transportation services. Step 1: Research standards for proper safety in student transportation. Aug 1998
Transportation Director Step 2: Evaluate and plan for appropriate vehicles. Aug 1998 Transportation Director Step 3: Review and implement transportation guidelines universal to programs which
transport students. Aug 1998 Program Director and Drivers Step 4: Develop and implement a code of ethics for drivers, adhering to special needs
guidelines on confidentiality and privacy Aug 1998 Program Director and Drivers Step 5: Improve communication system between ESU #13 base and vehicles. Aug 1998
Transportation Director/Drivers Administrator Terry Miller MEDIA, SOAR, TECHNOLOGY STAFF Media Director John Bays Alternative Education Alternative Education Director: John Seiler Psychological Services Psychological Services Director:
Paul Smith Early Childhood/Intervention:
Early Childhood Director: Denise Wright ESU Annual Review '96-97
'97-'98
Implications: 1995-1996 20 students May be due to inclusion 1994-1995 28 students of
students with fewer 1993-1994 24 students needs in reg. ed. 1992-1993 25 students
graduation, and Scottsbluff having enough students to start their own program. Small districts feel they have few options for the students served by
Meridian. At a superintendents’ meeting, even districts not using the school
supported the importance of having it available as an option or for a future need. Implicationss: Schedule regular meetings. Utilize
clerical staff to handle predicted increase in territory and student population. -Are we recouping costs? Implications: Schools are
satisfied with service. Internal cooperation can increase. -Traveling distance
issue. -Lack of substitutes -May need to review service for new ideas. Implicationss: Examine how schools
pay for this service. Consider combining travel partners. Review number of days worked to
coincide with districts, review planning time. Implicationss: Continue search and possibilities for
intern option. +Used somewhat in JDC Implicationss: Could be a good addition to the VALTS
program. -Substitutes who can do this
(can't afford to lose a day's pay for an hour here and an hour there) -Erratic needs Implicationss: Need to review
hours provided. -School calendars vary--could
staff days be shorter -Scheduling for mileage and closeness to teacher home has not been done, yet might save
costs. Ride sharing could also be considered. Implications: : The purpose of the program is to
provide special certified teachers to small schools that do not have a large enough case
load to justify hiring a full time staff. +Provide
chance to continue ed while awaiting court decision. +1997 trend is fewer people, but a longer stay. Average stay is now 10 days. Implications: : Participation and length of
stay in program is dependent upon court system and so student progress is not easily
assessed. +Staff works year round
from 8:00-12:00 -Communication between the two agencies and the base school for objectives and
materials is a challenge. Implications: Since this is a new program, it will
be important to evaluate number of students served, teaching time, planning time and true
costs of the program. Awards/recognition/grants received for VALTS program +5 graduated during this time period +Each student has individualized program, meets requirements of own district for
graduation. +Aid lost due to student dropping out is regained when enrolled in VALTS. Implications; The purpose of the program is to
refocus students who have dropped out or are in danger of dropping out of education and to
prepare students for successful adult living . This program helps schools reaffirm their
commitment to educating all students. Implications Implicationss: Educate the region on need for early
childhood services based on brain development research. -Program location could be moved every two years. Implicationss: Not reviewed as
part of the ESU improvement plan. Implications: MID-POINT EXTERNAL VISIT PLAN Date for the visit: March 23, 1998 External Leader: Jerry Gronewold Copy of the external visiting team report: Results and recommendations
from the external team are on file. Plan for scheduling the second team visit: Interim visit
scheduled May 4, 1999 IMPLEMENTATION, MONITORING AND
EVALUATION Plan for assessing Action Plan Implementation and Its Impact on Clients:
Departments have been asked to keep continued data and increase record keeping indicated
in the goals. Program Directors will review data biannually and keep their respective
advisory committees appraised of progress on goals. Data records, charts , graphs and
summaries in this document will to be updated annually. Formal progress reports will be
presented to the Board of Education and data summaries will be made available to the
public through the ESU newsletters, the ESU annual report and the ESU web page. Plan for Preparing the Annual Unit Improvement Report: The annual
report will be compiled by the Administrative Secretary from information provided by
program directors. |