Vision+Statement


 * Living the Vision**

//ESU #17 will become a collaborative community addressing the academic, social, ////emotional, physical, and professional development needs of our stakeholders. ////We aspire to support overall student learning through continuous //// improvement and innovative practices in education. //

The first part of the agency purpose states emphasizes the important role of 'partnership'. ESU #17 is unique in that only 5 schools districts are within our service area, all of which are located in small communities (less than 3,000). We strive to have a close working relationship with each of our schools and to support their specific needs. One of the strengths that was clearly identified in the School Stakeholder Survey was the high level of appreciation that school personnel have regarding skills, knowledge, and professionalism of agency staff. Collaboration with our constituent schools has become an important means of determining agency effectiveness. Through onsite Focus Interviews we are able to identify the specific areas of support that can be provided and through Department Reviews schools are able to reciprocate with feedback regarding the quality of service received. Advisory Council (superintendent) and Principal meetings provide opportunities in which to communicate with our school districts on state educational issues, political and legal impact, and local opportunities.
 * "Partnering with Our Schools"**

All agency employees are connected to providing support and/or resources for our constituent schools through Core Services (media, staff development, and technology), Student Services (health services and special education), and Finance. As an education service agency, we are able to provide a level of expertise and support that would be difficult for schools to do. For example, special education services are provided on a contracted as-needed basis, including resource, speech language, psychological, and early childhood, which gives schools financial flexibility in acquiring the exact support they need to address the unique needs of their student population. This arrangement is beneficial for school districts as the needs of their students fluctuates from year-to-year, and sometimes more frequently. Likewise, districts wanting to contract health services and internal technology support through the ESU are provided that opportunity. Core Services are provided for all school districts through workshops conducted at the agency, onsite training and support, and by individual request. The wide array of support from core services included technology (device use and classroom integration), media resources, school improvement processes, CIA (curriculum, instruction, and assessment), and opportunities for graduate credit. Core services are provided to member districts at no cost. Occasionally specialists are brought in to provide training and support in specialized areas, e.g., crisis team training and instructional strategies, in which case a registration fee may be charged to offset expenses incurred.
 * "Providing Support and Resources to Enhance Teaching and Learning"**

Development || * Marshall Memo (agency, stakeholders) Improvement || * AdvancED process (agency) || Practices || * Leveraging Technology (agency, stakeholders)
 * Academic || * MAP Testing (agency, stakeholders)
 * Curriculum Revision (stakeholders)
 * Quiz Bowl (stakeholders) ||
 * Social || * Mandt Training (agency, stakeholders)
 * Cyberbullying (stakeholders) ||
 * Emotional || * Hal Urban, National Speaker (agency, stakeholders) ||
 * Physical || * Wellness Plan (agency)
 * Alliance for a Healthier Generation (stakeholders) TBD, based on health screening data
 * Health Screening (stakeholders) ||
 * Professional
 * Graduate Courses (stakeholders)
 * Training (agency, stakeholders) ||
 * Continuous
 * Innovative
 * Perkins Collaboration (stakeholders) ||