| | 0 | PRT 13/14 RBI Refresher | 12/12/2025 8:00:00 AM | | ESU 13 | Broderick | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 |  | odie.workshops.Section |
December 12, 2025
This is a training provided by the regional PRT TA provider. The purpose ofthis activity is to assist PRT’s who are working toward the collection of annual RBI fidelity checks for their approved providers and services coordinators. On-going fidelity checks ensure that approved providers and services coordinators continue to implement the RBI to fidelity. Training activities include overview of selected RBI components, Q/A, practice using the RBI implementation checklist using clips, and practice providing feedback to teammates.This session will focus specifically on Social Emotional skills, Behavior, and Independence.
Remote
Open 12 Registered  No Min; No Max
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| | 0 | Instructional Practice Guides (IPG) Training | 1/7/2026 9:00:00 AM | | ESU 13 | Keszler | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 7, 2026
Instructional Practice Guides (IPG) Training
Open 41 Registered No Min; No Max
|
| | 0 | Show Me the Data! | 1/8/2026 9:00:00 AM | | ESU 13 | Trauernicht | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 8, 2026
Description:
During this Data Day ESU 13's Amy Trauernicht, and a few other team members, will show you the data! You will learn about the different data categories, learn what data is available to you, and where to find it. The day-long event is for single persons or teams wishing to learn more about locating your educational data for better utilization. You don't need to reinvent the wheel!
Participants will engage in activites to better familiarize themselves with...
Performatnce Data: NSCAS, NWEA, Formative Assessments
Perceptual Data: NDE & Cognia Surverys, School Created Surveys, MTSS Core Belief Survey
Demographic Data: NEP, AQuESTT, SIS(PowerSchool/Infinite Campus Etc), SEED(Adult Data)
Program Data: CNA, eleot/classroom walk-throughs, HQIM
NeMTSS's Tessa Fraass will host a second Data Day on February 5th titled 'Continuously Improving With Data.' This session will lead you through data analysis for Continuous Improvement.
$25 Training Fee
Lunch is Provided
Open 23 Registered No Min; No Max
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| | 0 | SPED Finance Series Maintenance of Effort | 1/8/2026 9:00:00 AM | | ESU 13 | Broderick | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 8, 2026
Join representatives from the NDE for a 3-part series focused on special education finance.
Session 2
January 8 - Maintenance of Effort
Remote
Open 12 Registered No Min; No Max
|
| | 0 | Drug Impairment Training For Educational Professionals | 1/13/2026 8:00:00 AM | | ESU 13 | Peil | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 13, 2026
D.I.T.E.P.
Drug Impairment Training For
Educational Professionals
WHAT IS D.I.T.E.P?
D.I.T.E.P. is a program developed to train educational professionals about drug
impairment, drug recognition and drug abuse in the school setting. D.I.T.E.P. also
trains educational professionals how to deal with students that may be impaired by
drugs.
Program History
The 2003 National Survey on Drug Use and Health (NSDUH), conducted by the
Substance Abuse and Mental Health Services Administration (SAMHSA), indicated
that an estimated 19.5 million Americans (8.2% of the population aged 12 or older)
had used an illicit drug during the previous month. Drug abuse, whether it involves
controlled substances or the misuse of prescription drugs, has permeated almost every
level of society to some degree. In 2003, an estimated 11 million people reported
driving under the influence of an illicit drug during the past year (1). As many as 18%
of 21-year-olds report drugged driving at least once during the past year (2).
To help combat this growing problem of drugs in the educational environment, at least
three states, Arizona, Kansas and New York, each independently developed training to
address this issue. In cooperation with the International Association of Chiefs of
Police (IACP) and the National Highway Traffic Safety Association (NHTSA), the
strengths from the three programs were combined to form the Drug Impairment
Training for Educational Professionals (DITEP). This training is intended to provide
school administrators and nurses with a systematic approach to recognizing and
evaluating individuals in the academic environment who are abusing and impaired by
drugs, both legal and illegal, in order to provide early recognition and intervention.
DITEP is derived from the national Drug Evaluation and Classification (DEC)
Program, a successful law enforcement procedure used to detect drug and alcohol
impaired drivers. The methods employed in this training are based on medical and
scientific facts. The information is supported by research conducted in both laboratory
and field studies. The DEC Program was validated in laboratory by studies conducted
at Johns Hopkins University, and in the field by the Southern California Research
Institute. Although DITEP is not intended to qualify participants as Drug Recognition
Experts (DREs), it is intended to make participants competent and confident in
evaluating and documenting those individuals suspected of abusing drugs in the
school setting.
The training will enable school nurses to determine first of all, whether or not the
student is impaired. If it is determined that there is impairment, whether the
impairment is due to a medical problem or is drug related. And finally, if the
impairment is drug related, through proven diagnostic procedures, what category or
categories of drugs that are likely causing the observed impairment.
By providing training to school officials and health care professionals, it is anticipated
that drug usage in schools employing an aggressive evaluation and detection program
will decline. Consequently, not only will the disruption caused by individuals abusing
drugs be decreased, but also the incidence of those individuals driving to and from
schools while impaired by either alcohol or drugs will also be greatly reduced, making
our communities and schools a safer place for all.
Course Overview
Course Content:
The DITEP training is two (2) days. Day one (1) is for ANYONE (affiliated with the
school) interested in this type of training. Day one works well for teachers, guidance
counselors, school resource officers, sports coaches, and also high-level
administrator(s) since it focuses on general drug impairment and policies. Day two is
best suited for those who will actually conduct the hands-on evaluations, usually
school nurses. The course program outline includes the following:
Day One
Introduction and Overview
Drugs in Society
Policy, Procedures, and Rules
Overview of Alcohol
Drug Identification, Categories and Effects
Contacting the Parent(s)
References
Day Two
Eye Examinations
Vital Signs
Divided Attention Tests
Poly Drugs
Assessment Process
Conclusion
Course Planning:
DITEP training is conducted ONLY Certified Drug Recognition Expert
Instructors, who have completed specialized training in presenting the DITEP
curriculum.
DITEP training does not qualify participants as drug recognition experts (DREs), or
train individuals to determine specific drugs or drug categories a student may be
impaired by. It is intended to make high school nurses, principals and school resource
officers competent and confident in documenting students suspected of abusing and
being impaired by drugs.
Open 12 Registered 10 Min; 25 Max
|
| | 0 | Crisis Prevention Training (INITIAL) | 1/20/2026 9:00:00 AM | | ESU 13 | Trautman | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 20, 2026
Initial Crisis Prevention Training teaches staff how to recognize early signs of escalating behavior and respond safely and effectively to prevent crises before they occur. It focuses on de-escalation techniques, communication strategies, and safety interventions to protect both the individual in distress and those around them. The goal is to promote a calm, respectful, and safe environment. There is an on-line component that will need to be completed prior to the training in order to attend.
|
| | 0 | A's with Amy | 1/20/2026 3:00:00 PM | | ESU 13 | Trauernicht | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 20, 2026
Assessment, Accountability, Accreditation And...with Amy
Location: Zoom
https://zoom.us/j/3086311489
Remote
Open 1 Registered No Min; No Max
|
| | 0 | Restorative Practices Foundational Training | 1/21/2026 8:30:00 AM | | ESU 13 | Kasten | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 21, 2026
Restorative Practices is a comprehensive approach to support connection
and community building in schools and establishing structures to repair harm.
When implemented comprehensively and systematically, this approach
has been found to reduce violence, unwanted behavior and bullying, and to
increase restoration of relationships. When implemented within a multi-tiered structure, like MTSS, it significantly improves school culture and decreases the use of exclusionary discipline practices.
Leadership teams, systems leaders (MTSS/CIP teams), and teacher leaders are encouraged to participate.
Open 5 Registered No Min; No Max
|
| | 0 | A's with Amy | 1/21/2026 3:00:00 PM | | ESU 13 | Trauernicht | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 21, 2026
Assessment, Accountability, Accreditation And...with Amy
Location: Zoom
https://zoom.us/j/3086311489
Remote
Open 1 Registered No Min; No Max
|
| | 0 | REFRESHER - Crisis Prevention Training | 1/28/2026 9:00:00 AM | | ESU 13 | Trautman | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 28, 2026
Refresher Crisis Prevention Training teaches staff how to recognize early signs of escalating behavior and respond safely and effectively to prevent crises before they occur. It focuses on de-escalation techniques, communication strategies, and safety interventions to protect both the individual in distress and those around them. The goal is to promote a calm, respectful, and safe environment. There will be an online component that will need to be completed prior to attending the training.
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| | 0 | ADA Accessibility Compliance Training | 1/29/2026 9:00:00 AM | | ESU 13 | Gier | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
January 29, 2026
This hands-on session guides participants through the essential principles of digital accessibility aligned with WCAG 2.1 AA standards. Educators will learn practical strategies to make documents, websites, and media accessible to all users, including those using assistive technologies. The session includes dedicated work time for participants to apply accessibility checks, fix common issues, and update their own materials for compliance. By the end, attendees will leave with ready-to-use accessible resources and a clear workflow for maintaining accessibility moving forward.
Remote
Open 1 Registered No Min; No Max
|
| | 0 | Instructional Practice Guides Training (IPGs) | 2/4/2026 9:00:00 AM | | ESU 13 | Smith | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 4, 2026
This professional learning session builds a shared understanding of the Instructional Core and introduces the Instructional Practice Guides (IPGs) as tools for observing and improving teaching and learning. You will learn what an IPG is and what it is not. You will also learn how to objectively view a lesson and score using the IPG rubric.
|
| | 0 | Continuously Improving With Data | 2/5/2026 9:00:00 AM | | ESU 13 | Fraass | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 5, 2026
This session will lead you through data analysis for Continuous Improvement.
Open 12 Registered No Min; No Max
|
| | 0 | NDE TIP Workday | 2/9/2026 9:00:00 AM | | ESU 13 | Trautman | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 9, 2026
NDE Targeted Improvement Plan Workshop
Remote
Open 30 Registered No Min; No Max
|
| | 0 | The Toolkit for the Educational Identification of Autism Spectrum Disorder (ASD) | 2/10/2026 7:30:00 AM | | ESU 13 | Lantis | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 10, 2026
This interactive workshop provides an in-depth exploration of assessments used in the educational identification of Autism Spectrum Disorder (ASD). Participants will examine both overall assessment approaches and tools specific to the three core areas impacted by ASD—communication, social interaction, and behavior.
The training will address identification practices from birth through age 21, including recognizing autism in girls. Emphasis will be placed on practical tools and strategies for evaluating students suspected of having an educational disability on the autism spectrum.
Educational teams will engage with a range of formal and informal assessment tools, participate in hands-on activities, and collaborate on developing a comprehensive body of evidence to support the identification process.
Audience:
Designed for multidisciplinary teams working with students of all ages, including school psychologists, speech-language pathologists, resource teachers, related service providers, and administrators.
Zoom link will be provided for all registered participants.
Remote
Open 5 Registered No Min; No Max
|
| | 0 | TNTP Literacy Leadership Team Network | 2/16/2026 9:00:00 AM | | ESU 13 | Keszler | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 16, 2026
F11
This in-person session is intended for members of the CLSD Literacy
Leadership Team Network.
In-Person Session #2: Supporting Educators with Curriculum-Based Professional Learning and Instructional Planning
In this session, district/school Literacy Leadership Teams will engage in the key steps of the unit and lesson internalization protocols. This will help leaders deepen their understanding of how to support teachers with this critical piece of HQIM implementation. Participants will also learn the technical and adaptive leadership move
s that support effective unit & lesson internalization, and plan next steps to improve this in their district or school.
In this session, teams will deepen their understanding of intellectual preparation. This will help leaders to support teachers with this critical piece of HQIM implementation.
Teams will also learn the technical and adaptive leadership moves that support effective unit and lesson internalization and plan next steps to improve this in their district or School.
This is the 2nd in-person Network session.
Open 17 Registered No Min; No Max
|
| | 0 | F1 Motivating and Inspiring Students | 2/16/2026 9:00:00 AM | | ESU 13 | Keszler | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 16, 2026
Presented by Jennifer Alvarado
Location: TBD
Ever wonder what’s going on in your students’ brains? This interactive training dives into a simple but powerful idea: we all have four key systems running in our minds—knowledge, cognitive, metacognitive, and self. While schools have done a good job focusing on the first two, the metacognitive and self-systems often get left behind. Let’s change that! Discover how you, as a teacher, can tap into these overlooked systems to truly connect with and inspire every learner in
your classroom. You’ll learn how these four systems shape both students and teachers in real time. We’ll take a deep dive into the goals of the metacognitive and self-systems, and explore how addressing these can help you reach your students on a deeper level—connecting with their hearts, minds, and hands. By the end, you'll walk away with strategies to build a school culture
that sparks excitement and unlocks potential in your students. Plus, you’ll reflect on your own teaching, thinking about how your approach brings out passion and purpose in the kids you work with
every day.
Open 94 Registered No Min; No Max
|
| | 0 | AM20 Zoom Building Strong Foundations: Developing Cohesive Early Childhood Systems and Programming | 2/16/2026 9:00:00 AM | | ESU 13 | Ayala | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 16, 2026
Presented by: Amy Schmidtke, Ed.D, Alyssa Anson, and Carol Burk
Location: Zoom Only
Join us for an engaging workshop designed to deepen your understanding of the Birth through Grade 3 framework and its role in building cohesive, high-impact district systems and thriving early
childhood programs. In this session, participants will explore research- based strategies and planning tools to support the development of aligned and effective early childhood programming tailored to their district’s unique needs. You'll have the opportunity to share successes from your own district, learn from inspiring examples in other districts, and collaborate on innovative ways to apply the framework in your context. By the end of the session, you’ll leave with actionable insights for leveraging the Birth through Grade 3 framework to build strong foundations that set young learners on a path to lifelong success.
Remote
Open 34 Registered No Min; No Max
|
| | 0 | F2 Psychological First Aid for Schools | 2/16/2026 9:00:00 AM | | ESU 13 | Keszler | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 16, 2026
Presented by: Nicole Berosek & Jamie Sato, PhD
Location: TBD
The Psychological First Aid for Schools (PFA-S) program trains school staff and equips them with effective crisis response strategies. The program’s main objective is to ensure the safety and well-being of students, staff, and families by being prepared and responding quickly during crises. PFA-S focuses on eight core actions: initiating contact, ensuring safety, stabilizing emotions, gathering information, establishing support networks, teaching coping skills, and facilitating collaborative services. The aim is to create a safe and supportive learning environment for everyone involved, and the PFA-S team responds to any hazards, threats, or incidents in the district. We train all staff members in every school district building using the Nebraska School Safety model, which offers a common language and evidence-informed interventions to assist students, staff, and families. Our program builds resiliency and helps students and staff recover and utilize adaptive coping strategies.
Full 20 Registered 1 Min; 20 Max
|
| | 0 | AM21 Buff Nuggets: Why Come to Class: Leveraging AI to Create Experiential & Collaborative Classrooms | 2/16/2026 9:00:00 AM | | ESU 13 | Keszler | System.Collections.Generic.List`1[odie.workshops.Facilitator] | | 0.00 | | odie.workshops.Section |
February 16, 2026
Presented by: Brian Buffington
Location: TBD
Students have more learning options, attendance is down, and compliance is no longer a given. So why should they come to class? The king of quirk, Brian Buffington, showcases how educators are
leveraging AI to design classrooms full of experiential learning, collaboration, and real-world problem-solving. In true Buff style, this highly interactive session gives attendees the chance to experience it firsthand—leaving with ideas they can implement tomorrow.
Open 126 Registered No Min; No Max
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