Secretary’s Column
By Dr. Rick Melmer, Secretary
Department of Education 

IS SHAQ FAILING?

I had the opportunity to travel to Washington DC in late March to attend a legislative conference for K – 12 schools.  During my trip, I had an opportunity to listen to the people that are setting the educational agenda for our country. 

The Chief State School Officers attended an educational briefing in the White House hosted by the Department of Education.  President Bush was a special guest during our visit.  He emphasized his resolve to support the basic principles contained in the NCLB act and encouraged our support of the concept.  He acknowledged that there will be bumps in the road but maintained the need to keep high expectations for all students.  He pledged his support to listen to options for improving the act but at no time does he plan to endorse the removal of the current law.

Later in the day we met with Secretary Rod Paige.  When he heard the statement that NCLB was perceived as a “negative” approach to school improvement – he shared an interesting story.  He asked our group to evaluate Shaquille O’Neal as a basketball player.  We all agreed that he was an excellent scorer, a strong defensive player and an outstanding rebounder.  When Secretary Paige asked about Shaq’s free throw shooting, we all agreed that it was “in need of improvement.” The Secretary then asked if Shaq was a failing basketball player – you can predict our response.

His point was that schools should not be labeled as failing. He recognizes that it is difficult to have no areas “in need of improvement.”  He acknowledged that there have been some rough spots in the implementation of NCLB but also offered that the Department of Education has responded with proposed changes in special education, limited English proficient and highly qualified teachers.  He also indicated that further modifications would be announced in the participation rate standard for each state.   Meanwhile, our department will be reviewing the state’s options within each area of flexibility and will prepare South Dakota’s response to the U. S. Department.

I left our conference encouraged that the U.S. Department of Education is prepared to listen to states as we attempt to strike the balance between high standards and realistic expectations for all students.  In South Dakota, we need to complete “round two” of testing to see the impact of the interventions that have been implemented in many districts.   I am confident that we will see positive gains in many schools and districts across our state.  We as a department will also acknowledge the hard work that is occurring across our state and support Secretary Paige’s assertion that no school is failing.

Did You Know...

there were 893 students enrolled and served in migrant student programs last school year by public schools in South Dakota?

Schools receive info on new SD Opportunity Scholarships; 04 grads may apply

Information on the South Dakota Opportunity Scholarship reached SD high schools this week, according to the SD Board of Regents, administrators of the program.  The SD Opportunity Scholarship is a new program that awards a $5,000 scholarship over four years to qualifying high school graduates who complete the Regents Scholar curriculum and maintain certain academic standards.

Eligibility is based on an application submitted by the student, along with copies of the high school transcript and documentation of a minimum ACT (or SAT) score.

Lawmakers specified that scholarship funds would be distributed for the “use of college freshmen that are newly enrolled in the academic year 2004-2005,” so scholarship eligibility will begin with the high school graduating class of 2004.  Schools are urged to get the information into the hands of graduating seniors who may qualify ASAP.

Eligibility requirements

The eligibility requirements are:

• Be a resident of South Dakota at time of high school graduation.
• Have an ACT composite score of 24 or higher. If using a SAT score, the sum of the verbal and mathematics scores on the SAT must be at least 1070.
• Complete high school course requirements commonly known as the Regents Scholar curriculum with no final grade below a C (2.0 on a 4.0 scale) and a cumulative high school GPA of 3.0 on a 4.0 scale (grade of B):  
  • 4 units of English (courses with major emphasis upon grammar, composition, or literary analysis; one year of debate instruction may be included to meet this requirement)
  • 3 units of social studies (i.e. history, economics, sociology, geography, government--including U.S. and South Dakota, American problems, etc.)
  • 4 units of algebra or higher mathematics (algebra, geometry, trigonometry, or other advanced mathematics, including accelerated or honors mathematics); algebra provided at the 8th grade shall be accepted. NOT INCLUDED are arithmetic, business, consumer, or general mathematics or other similar courses.
  • 4 units of science, including 3 units of approved laboratory science (courses in biology, chemistry, or physics in which at least one regular laboratory period is scheduled each week). Accelerated or honors science (biology, physics, or chemistry) provided in the 8th grade shall be accepted. Qualifying physical science or earth science courses (with lab) shall be decided on a case-by-case basis.
  • ½ unit of computer science (students will have basic keyboarding skills and have had experience in using computer word processing, database, and spreadsheet packages and in using the Internet or other wide area networks).
  • ½ unit of fine arts (in art, theatre, or music -- appreciation, analysis, or performance.) Changes to 1 unit of fine arts, effective Fall 2005.
  • 2 units of the same modern or classical language (includes American Sign Language).  
• Attend a university, college, or technical school accredited by the North Central Association (NCA) and that provides instruction from a campus located in South Dakota.
• Enter into the program within 5 years of high school graduation, or within 1 year of the student’s release from active duty military service (if that release is within 5 years of the student’s high school graduation). Eligibility is lost if the student attends full time at an institution of higher education located outside South Dakota.
• May participate in South Dakota Opportunity Scholarship Program for the equivalent of four academic years (eight consecutive spring and fall terms), or until attaining a baccalaureate or technical degree, whichever comes first.

Scholarship Amounts

The South Dakota Opportunity Scholarship provides $5,000 over four years to a qualifying student who attends an eligible higher education institution in South Dakota:

$1,000 – 1st year of attendance
$1,000 – 2nd year of attendance
$1,000 – 3rd year of attendance
$2,000 – 4th year of attendance

One-half of the annual scholarship award will be paid at the beginning of the fall semester and the other half paid at the beginning of the spring semester.

Continuing Eligibility Requirements for Scholarship Recipients While in College

• Maintain a cumulative 3.0 grade point average on a 4.0 scale, calculated after the second semester and every semester thereafter.
• Complete consecutive spring and fall terms in order to remain eligible for continuation of scholarship from term to term.
• Complete 15 credit hours of instruction per semester. (Remedial courses do NOT count toward the 15-hour requirement).
• Sit for and pass all sections of a college proficiency examination at the end of the sophomore year.

Free summer classes available to 04 grads

Seniors graduating in May 2004 who need an additional course to qualify for the new South Dakota Opportunity Scholarship may take an e-learning course from Northern State University free of charge this summer.  Information regarding the qualifications for the scholarship is in a separate article in this edition of the Administrative Memorandum.

The free summer school classes will be offered from June 1-July 30.  The three courses that will be available are:

• Physics: 8-11:55 am, Monday-Friday
• Senior Math: 8-11:55 am, Monday-Friday
• Spanish II: 12 noon-3:55 pm, Monday-Friday.

30 students will be accepted into each class.  There is no cost for tuition.  Books must be provided by the school district or purchased by the student.  The equipment and materials will be loaned to the district by the NSU E-learning Center.  The student will daily use the district’s DDN classroom as the site of the instruction.

Applications are open and are being accepted over the phone or by e-mail.  The contact is:

Julie M. Schmidt, 605-626-3382, schmidtj@northern.edu .

To be enrolled, the student must meet the criteria for the new SD Opportunity Scholarship.

For information about the course content, see the e-learning course website: http://www.northern.edu/elearning/k12/html/courses.html .

For information about the South Dakota Opportunity Scholarship, see http://www.sdbor.edu

South Dakota has been chosen as the only state in the nation to host an NCLB Summer Reading Achievers program.  Superintendents and elementary/middle school principals will soon receive a packet of information from the US Dept. of Education.

To keep the focus on student success throughout the summer vacation months, the Summer Reading Achievers program was developed by the US Dept. of Education and piloted in the Atlanta, GA, school district last summer.  This year it is being expanded to nine metro school districts plus one state; South Dakota was selected for the statewide pilot.

Schools will be invited to participate; partnerships with local libraries are encouraged.  Students will be challenged to read 10 books during the summer.  Prizes for students who reach the goal will be available.

The program includes a “Reading Rally” in each participating school in May, plus a follow-up event in the fall.  It is expected that an April date for a statewide kick-off of the program will be announced soon.

Schools are asked to watch the mail for the packet of information from USDOE.

Governor Mike Rounds met with the South Dakota Board of Education for an hour March 16. The Governor’s appearance highlighted the board’s regularly-scheduled March meeting. 

Governor Rounds reviewed details of the $65 million earmarked for education during the 2004 Legislature.  He also discussed with the board the school aid funding formula, and the proposed school sparsity factor (subsequently defeated). He also announced South Dakota is the only state selected to pilot the USDOE’s Summer Reading Achievers’ Program this summer. He expressed his interest in making sure that the state has a solid comprehensive plan for teaching every child to read well;  he believes that the department needs to evaluate the current reading programs (SD Reads, Reading First, Title I) to determine if there are gaps, overlaps and/or contradictions in current services and strategies. 

The federal No Child Left Behind Act of 2001 was also a topic addressed by the Governor; he reiterated his belief in the major concepts and spirit of the Act, noting that additional changes to the Act were likely forthcoming, especially regarding small schools and the process of identifying schools for improvement. Rounds informed the board of his intent to make recommendations for the improvement of the Act to the members of the Congressional delegation. 

Governor Rounds and board members discussed the importance of improving educational opportunities for South Dakota’s Native American students and efforts underway to work toward the goal. The Governor affirmed that a second annual Governor’s Teacher Leadership Conference will be held again this fall in Pierre.

The South Dakota Board of Education adopted a 72-page chapter of administrative rule implementing the state’s new accountability system at its March meeting; it also changed administrative rules related to certification of school administrators, certification of school social workers, school bus standards. A review of the actions follows: 
 

As authorized by the state Legislature in SDCL 13-3-69, the Board of Education adopted chapter 24:42 State Accountability System on March 15. The rules implement the accountability system established by the Legislature in 2003 in response to the requirements of the federal No Child Left Behind Act of 2001.

The rules set forth several definitions, including “accountability system,” “adequate yearly progress,” “full academic year,” and the five student groups used for disaggregation of data, including “all,” “economically disadvantaged,” major racial and ethic groups, students with disabilities, and students who are limited English proficient.  The new rules also spell out the reporting requirements for public schools, the method of determining adequate yearly progress, the use of additional indicators, the timelines and process for school improvement plans, public school choice, supplemental education services, and a multi-level system of corrective action.

An appeal system, including timelines, is also established.

The Board of Education changed the amount of experience needed for full certification for school administrators and other central office officials. The amendments to ARSD 24:16:09 Requirements for administrative programs change the amount of experience required for the certification (either K-8 or secondary) to three years of verified experience in an accredited K-12 school, of which only one year must include classroom teaching or direct service to students under additional authorizations.

The rule change also applies to reading specialists, curriculum directors, and special education directors.

Previously, the rules required that candidates for administrative certificates had to have taught for four years at the specific level in which they were seeking certification. The experience requirements were shown to be a barrier for a number of would-be administrators who had completed all the coursework for the certification.

The changes will allow a more rapid career progression for some candidates.

Licensed social workers who are employed in schools may soon apply for a new “school social worker” certificate that will be issued by the Department of Education.  The certification requires documentation of a valid South Dakota Board of Social Work Examiners license.

The new certification was established by the 2003 Legislature; HB 1265 added social workers to the "school service specialist" roster in administrative rule. The process opens the door for participation in the state retirement system in addition to being an additional credential for social workers who are employed by schools.
 

Changes adopted to ARSD 24:06:07 School bus standards and 24:06:08 School bus procedures update the reference in the rules to that latest edition of the national bus driver manual, National School Transportation Specifications and Procedures, May 2000.

Discussion at March’s South Dakota Board of Education meeting set the stage for upcoming actions on high school curriculum and certification requirements.  Review of 2004 legislative actions as well as presentations of proposed rule changes began the board’s deliberations on the topics.  A summary of the board’s work includes: 

Secretary Rick Melmer informed the board that the 2004 Legislature passed a bill that sets up a two-tiered system of curriculum for high schools, “advanced” and “basic.” All accredited high schools will be required to offer the courses necessary for students to complete either track.

He explained that students will be enrolled by default into the advanced track; in order to move into the basic track, a student’s parent(s) will have to sign off on the change after being informed by the high school of its impact on meeting university and/or tech institute entrance requirements. Melmer noted that the goal of the bill is to get parents more directly involved in their children’s educational lives and preparation for life after high school.  He believes the bill will increase the expectations so that students will be better-prepared for postsecondary options and will have fewer surprises related to not having chosen the right courses during high school.

The board is authorized by the legislature to promulgate administrative rules establishing the requirements for each track; it is expected to review draft rules at its next meeting. 

The Department of Education, the Board of Regents’ Education Discipline Council, and the Board of Education reported on initial work with groups of practicing educators to revamp teacher certification requirements in South Dakota to more closely align them to the “highly qualified teacher” requirements of the No Child Left Behind Act of 2001 and to add consistency throughout the system. Among the proposed changes the Board will be deliberating in the future are:

►ARSD 24:16:02:03 Certification program only – Requested by the Education Discipline Council, the rule change would allow a teacher candidate with a previous content specific major to take additional coursework in pedagogy to complete an education degree. The passing of a content test would serve as verification of their content knowledge. Currently, requirements regarding the amount of content specific coursework vary among institutions; the rule would eliminate confusion and recognize knowledge and coursework that has been earned through a previous content specific degree.

►ARSD 24:15:05 Teacher preparation endorsements -  Requested by the Department of Education, the proposal moves all teacher preparation endorsements out of ARSD 24:16:08 Requirements for basic teaching programs and into ARSD 24:15:05 Teacher preparation endorsements. This move would give the department, rather than individual universities, the authority to grant endorsement level approval. Endorsement requirements often vary from institution to institution, and thus create confusion for both the students and the department. Additionally, under the requirements that become effective July 1, 2005, students will be required to pass a state test for each of their content areas in order to obtain certification in those areas. The certification will be based on the students’ test scores, rather than on their coursework.

►Article 24:16:08 Teacher preparation program approval - As the result of a small task force and a large advisory group, a revision of the administrative rules for elementary teacher preparation programs throughout section 24:16:08 has been proposed. These teacher preparation rules have not been revised for over five years and due to the new requirements with the licensure test, it is essential that the preparation standards address the testing requirements. 

ARSD  24:16:09:01 K-12 Principal certification program - The Department of Education worked with the Alternative Certification Advisory Council to determine ways to help administrators meet current K-12 principal certification requirements. With declining enrollments leading to fewer administrators in many small districts, administrators are increasingly being asked to serve as K-12 principals, even though they may not qualify for both principals’ certificates (K-8 and 7-12). The troublespot for persons who hold one of the certificates is often the current requirement for completion of a specific program for each level of certification (i.e. K-8; 7-12). Additionally, there are numerous cases in which administrators from other states have earned a K-12 principal certification, come to South Dakota to work, but find that their preparation does not fit SD requirements.  In such cases, the person will need to complete additional coursework or be recognized as an uncertified “building manager” for one of the assignments. The proposed rule would allow preschool-12 certification to be granted to administrators who meet certain standards that will be spelled out in new language.

Practicing educators, as well as parents, board members, and students are invited to log on to the department’s website and provide feedback on the newly-revised mathematics content standards. The revised set of standards that was presented to the Board of Education during its March meeting is now posted online for broad public review and comment.

The revisions were completed in accordance with the SD Board of Education’s four-year plan for review and revision of its content standards in core curriculum areas; a committee of K-16 educators has been conducting a thorough review of the mathematics content standards the past 12 months. 

Goal of the revisions is to insure that what SD students learn each day in school represents the nation’s best practices and current research on what students need to know and be able to do to be prepared for their future, and to set it forth in a logical, sequential structure that will facilitate both the teaching and learning of mathematics.

Other documents that influenced the revisions made by the committee are the No Child Left Behind Act, classroom experience with the existing South Dakota content standards, published standards from other states, the National Council of Teachers of Mathematics (NCTM) standards, the National Assessment of Educational Progress (NAEP) frameworks and descriptors, numerous professional publications, and lengthy discussions by experienced K-16 South Dakota teachers and instructors.

The SD K-12 Mathematics Standards provide a listing of essential, core content to be taught and learned, and are designed to guide the planning of instruction and to anchor the assessment of learning from kindergarten through twelfth grade. The content students need to acquire at each grade level is stated explicitly in the document. Mastery of the specified content will position South Dakota students to compete with students in the top educational systems in other states and nations.

The members of the Mathematics Standards Review Committee invite all South Dakotans, especially practicing education professionals, to review the revised standards, performance descriptors and supporting information contained with the mathematics standards document. To view the official invitation for public review, download the standards, and submit your comments using the online feedback form, please visit http://www.state.sd.us/deca/OCTA/contentstandards/math/index.htm .

The deadline for public comment on the mathematics standards is April 19.

Comments are welcome from educators, students, parents, community members and business leaders.  Please share this information with teachers and administrators in your schools as well as the other members of your district's learning community.

Questions can be directed to Dr. Tammy Bauck, director, Office of Curriculum, Technology, & Assessment, South Dakota Department of Education, 700 Governors Drive, Pierre 57501, phone 605/773-6118, Fax 605/773-3782, email tammy.bauck@state.sd.us .

The South Dakota Department of Education quickly put procedures in place that take advantage of the newly-released flexibility offered to states by the US Department of Education for assessing new Limited English Proficient students.  The following letter was sent to school officials on March 19, three days before the Spring 2004 testing window opened on March 22:

     TO:  South Dakota Public School Officials

South Dakota intends to take advantage of the flexibility offered to states in assessing certain new Limited English Proficient students. Here is information about assessment of LEP students who are in the first year of enrollment in a U.S. school. Source of the policy is Secretary Rod Paige's "Dear Colleague" letter dated February 20, 2004;  specifically, the paragraphs that outline the flexibility are found under the heading "Flexibility in Assessing New Limited English Proficient Students" on the second page. The letter is located on USDOE's website at http://www.ed.gov/policy/gen/guid/secletter/040220.html .

For schools that have identified LEP students who are in their first year of enrollment in a U.S. school, the policies allow the following:

▪the student must be identified as an LEP student through administration of the IPT or LAS (tests used to identify a student as LEP) within 30 days after the start of the school year or within 20 days of a mid-term enrollment;

▪the student must take the annual English language proficiency assessment (SELP);

note: If a student enrolls after the district has completed its administration of the annual English language proficiency assessment (SELP), an IPT or LAS identifier test may be substituted. For a first-year-in-school-in-U.S. student, this will qualify for the 95% participation rule if the student does not take the reading test per the flexibility provisions.

▪the student who is in the first year of enrollment in a U.S. school is not required to take the state reading test, but may participate in the reading test;

►States are not required to include the reading assessment results, if given, in AYP determinations even if the student meets the full academic year criteria.

►the student's participation, if the reading test is taken, may be counted towards the school's 95 percent assessment participation requirement for reading.

▪the student must take the State's mathematics assessment with accommodations as necessary;

►States are not required to include these assessment results in the AYP determinations.

►the student's participation will count towards the school's 95 percent assessment participation requirement for mathematics.

Your cooperation in ensuring that the above policies are followed during South Dakota's annual state assessment administration March 22-April 16 will be greatly appreciated.

In addition, the South Dakota Dept. of Education asks your cooperation in assuring that the information on the LEP students who are in the first year of enrollment in a school in the U.S. is accurate and up-to-date, including:

▪"in the first year of enrollment" refers to the academic school year, NOT a calendar year.  If a student was in school in another state part or all of another school year, the current school year 2003-2004 cannot be considered "the first year of enrollment."

▪the school is solely responsible for determining that the student is enrolled in school in the U.S. for the first time and maintaining appropriate documentation locally.

▪he school should be very sure that it has coded the student as "LEP" on the student data reported to the state and maintained on-site (SIMSNet or other).

▪A student who enrolls at any time during the 2003-2004 school year, through the final day of the testing window--April 16--is subject to the assessment requirements outlined above, same as any other student in grades 3-8 and grade 11 who enrolls in school and has not participated in the state assessment program.

▪Finally, in order to implement the above flexibility for students who are in the first year of enrollment in a school in the U.S. at this late date, it will be necessary for school officials to report, before the end of the current school year, the student's name and unique 9-digit SIMS identification number to the Office of Finance & Management, Dept. of Education, 700 Governors Drive, Pierre, SD 57501.  This is in addition to reporting the student’s enrollment through the student information system (SIMSNet or other). The lists provided by school officials will be used to implement the AYP calculations as outlined above on a case-by-case basis at the time AYP is calculated.  Please keep a copy of the list that is sent to DOE on file locally to document the student's eligibility for non-participation in the reading assessment during his/her first year of enrollment in a school in the U.S.

The feasibility of re-programming the student record system to add data elements that will allow schools to identify the sub-set of LEP students who are in their first year of enrollment in a school in the U.S. will be explored; however, it cannot be accomplished in time for this year's calculations.  Thus the need to request schools to provide the list of students.

Best wishes for a successful administration of this year's Dakota-STEP assessments. Thank you for your cooperation in implementing the recently-announced flexibility provisions for this small, very special sub-set of newly-arriving students.  We are pleased to work with you in assuring that the unique issues from their past educational experiences and circumstances are addressed in a fair and equitable manner.

The SD Department of Education has received word that the US Department of Education will be allowing additional flexibility for teachers in “small, rural and isolated” schools who need to meet the No Child Left Behind requirements for “highly qualified” teachers.  As soon as complete information is received, SDDOE will make whatever changes are necessary to implement the provisions and will inform schools.

The information received to date is as follows:

1) Teachers in small, rural, and isolated districts will be given an extra year (end of the 2006-2007 school year) to attain highly qualified status in all of the core academic subjects that they teach, as long as they are highly qualified in at least one of the subjects.  (New teachers in these districts will have three years from the time that they are hired to meet the requirements in all subjects that they teach.)  However, teachers must still be reported as non-highly qualified in any subject in which they have not yet met the federal definition.  In addition, districts are still required to send letters home to inform parents that their child’s teacher has not yet met the highly qualified teacher requirements for that particular subject.

2) Science teachers in states that certify teachers in the general field of science, rather than in specific science subjects such as biology and chemistry, will be allowed to demonstrate subject matter competence through a “broad field test or major.”

3) Veteran teachers of multiple subjects will be allowed to demonstrate subject matter competence in all of the subjects they teach through one, rather than multiple, HOUSE procedures. 

The SD Department of Education issued a Request for Proposals (RFP) in March, soliciting  organizations interested in submitting a proposal to become one of seven regional Education Service Agencies (ESAs).  The concept of starting ESAs in SD was advanced by Secretary Rick Melmer during the 2004 legislative session; the Legislature included $500,000 one-time money for ESA start-up in its distribution of the Education Enhancement Trust Fund proceeds at the end of the session.

The purpose of each (ESA) will be to deliver specific educational services, technical assistance, and training to schools to enhance student performance and help them meet the requirements of the No Child Left Behind Act.  Contracts will be awarded to a single point of contact for the ESA for management of personnel and delivery of specified services, effective July 1.

DOE will select one entity in each region to serve as the ESA center.  Any organization interested in being selected must submit a proposal by April 19. 

The application is available at www.state.sd.us/deca/ESA/index .  Questions can be directed to Wade Pogany at 605-773-3282 or wade.pogany@state.sd.us .

The State of South Dakota, Department of Education, announces that funds are available through the Even Start Family Literacy Program to fund new programs. Funds must be used to improve educational opportunities for children and adults by integrating early childhood education, adult education for parents, and parenting activities into a unified family program that builds on existing community resources to create a new range of services.

Eligible agencies that may apply for funding include:

• local education agencies (school districts) applying in partnership with a community-based or other nonprofit organization; or
• a community-based or other nonprofit organization applying in partnership with a local educational agency.

School districts that have Title I programs and are located in rural areas are urged to apply.

The process of selection will be competitive. Priority will be given to applications that:

(1) demonstrate that the area to be served has a large percentage or high number of children and adults who are in need of services, as indicated by poverty, TANF, illiteracy, unemployment, limited English proficiency, or other related indicators;
(2) are school districts;
(3) are rural areas;
(4) are empowerment or enterprise zones, and
(5) demonstrate an ability to operate an effective program.

New projects will not be funded for less than $75,000. If selected, new projects must supply 10 percent of the total cost of the program in the first year the eligible entity receives assistance.

Completed applications must be received in Pierre by the end of business, Monday, May 3, 2004. An application can be obtained by contacting Julie Elrod, Department of Education, 700 Governors Drive, Pierre, SD 57501-2291, voice (605) 773-6400, email julie.elrod@state.sd.us , or Betsy Pollock (605) 773-4640 (leave a message).

The application materials are also available online at the following address: http://www.state.sd.us/deca/CSCF/ECS/evenstart/.

Here is a summary of the K-12 education bills passed by the 2004 Legislature.  All become effective July 1.  Eight of the bills have fiscal impact on public schools; they are explained in greater detail in a related story in this edition of the Administrative Memorandum.

SB 50:  Revises the amount of time graduating seniors may be released prior to the end of school.  Rather than specifying 3 days, it allows local school districts to make the determination once they have met the minimum hourly requirements.

SB 117: establishes a task force for the purpose of improving the quality and availability of child care and early learning opportunities. The task force is to examine the current child care and early learning system for children in South Dakota and provide recommendations for improvement in a report to the next legislative session.

SB 173: Specifies alternative certification options for school administrators who are not fully certified.  Current CEO’s and building managers have until July 2005 to make decisions about whether they will take a “test,” put together a professional development plan that will lead to full certification, or go before a special board to request a waiver. 

HB 1001:  Provides for a “basic” high school program and a “recommended” high school program and requires most students to complete the “recommended” curriculum. This bill establishes a two-track curriculum for accredited high schools and requires every student to take the courses comprising the “recommended” curriculum unless excused with parental and counselor input.  The excused students take a "basic" program. Both programs will include a rigorous high school curriculum, and the ”recommended” high school program will be more academically challenging in the areas of mathematics and science than the “basic” high school program.  Requirements for both curriculums will be set forth in administrative rule by the SD Board of Education.

HB 1003:  Allows two or more school districts to include a proposed excess tax levy in their consolidation plan.  This bill removed a potential barrier to consolidation for two or more school districts intending to reorganize; it allows them to place an opt-out proposal within their reorganization plan.  The benefit of the bill is that it allows school districts one vote on all facets of a reorganization plan, rather than a separate vote on an opt-out provision.

HB 1133 Changes in requirements for open enrollment for special education students.  This bill allows students on an IEP to open enroll without a formal joint individual education program team meeting in cases where all parties agree that the previous IEP is appropriate.  Additionally, two or more children from a family residing in the same household may open enroll only if the nonresident district can provide an appropriate instructional program and facilities, including transportation, for the child in need of special education or special education and related services. 

HB 1217:  Expands the provisions related to education benefits for the children of persons who died in military service.  Currently, any student under the age of 25 whose parent has died as the result of military service is entitled to free tuition and entitled to attend and pursue any course or courses of study in any state educational institution.  This bill broadens that to include the technical institutes as well as for those children of parents that serve in the National Guard.

HB 1221:  Requires certain publishers to provide electronic versions of textbooks suitable for conversion into Braille. Currently, textbooks for Braille students are often not ready for visually impaired students on the first day of school due to the labor-intensive nature of the production of Braille text.  Braille books often arrive in piecemeal form as pages are completed.  This bill requires publishers to provide electronic files of textbooks sold in South Dakota to the South Dakota State Library upon request in order to facilitate more expedient production of a Braille version of the text for a visually-impaired student. 

K-12 public education in South Dakota will receive increased funding during fiscal year 05.  Seven bills were passed during the 2004 Legislative Session, and signed by Governor Mike Rounds, that have fiscal impact on public school districts.  Several lines in the General Appropriations Act also move additional funds into public education.

The legislature did not pass two other bills that were closely watched by some districts, including a pair of bills that would have added a sparsity factor to the state aid distribution formula, and a bill that would have eliminated the current fund balance penalties. 

Here is a summary of the bills that have fiscal impact on K-12 public education:

SB48:   Revises the per student allocation for Special Education.  The new allocations are based on the 3 year average expenditures in each of the 6 disability levels.  Level 1 disability, which is based on a percentage (8.9% currently) of the total enrollment of a district was revised upwards to 10.13%; the per-student allocation becomes $3533.13 for FY05.  The other allocations are as follows:

Level 2 $8,277.21
Level 3 $12,580.73
Level 4 $12,001.80
Level 5 $15,882.21
Level 6 $8,122.23

SB49:  Consolidation Incentives for certain school districts.

Sisseton School District                         $148,972
Britton-Hecla School District                   $97,498
Agar-Blunt-Onida School District             $62,948
Total                                                     $309,418

HB1081:  Effort Factor in the Special Education Formula.  Currently, to receive full funding from State Aid to Special Education, a district must levy at $1.30.  HB1081 lowers that effort factor to $1.25.  The maximuum sped levy remains at $1.40.

HB1087:  School District General Fund Levy.  This bill revises the maximum general fund levies for school districts so that the state maintains its percentage share of the total funding of K-12 education (commonly referred to as the "Cutler/Gabriel" amendment).  The levies for pay 2005 will be:

Ag       $3.32
Ag-Z    $4.32
OO      $5.34
Com    $11.45

SB205:  Distributes leftover State Aid to school districts.  This bill directs that the one-time $7,307,896 will be distributed to school districts on an unadjusted ADM basis.  This equates to approximately $58.88 per ADM.

SB206:  Revises the per-student allocations to account for declining enrollment dollars.  The bill increases the per-student allocations by $87.29 to account for the 2.2% inflation factor currently in statute, and then adds another $31.39 which is derived from the decline in the number of students from one year to the next.  By having approximately 1000 fewer students in the state, the total obligation in the formula is less than what it would have been with no decline.  The increase in the per-student allocation is to hold the state’s total obligation to public K-12 education at the amount it would have been if total enrollment in public schools had not declined.

SB150:  Appropriates funds earned by Ed Enhancement Trust Fund that are available in the current (04) fiscal year.  Several programs were funded with the earning of the Ed Enhancement Trust Fund, including $1,845,271 that will be distributed to public school districts on an ADM basis to compensate for less-than-anticipated revenue from School and Public Lands interest.

SB195:  General Appropriations Act. Several items in the General Appropriations Act are direct monies towards public education, including:

$500,000 for Educational Service Areas (ESAs) - Ed Enhancement funds
$500,000 for Career & Technical Education - General Funds - one time
$8.6 million increase in State Aid to General Education
$1.5 million increase in State Aid to Special Education
$8.2 million in general funds to continue to provide technology services to school district FREE of charge

Failed:
SB213:  Removes the fund balance penalties on school district general fund.  The Governor’s position was to remove all fund balance caps. This bill was amended several times and the Senate failed to concur with these amendments.  The bill was lost.  Fund balance penalties remain unchanged. 

SB 169 & HB 1307: Both revise the calculation of state aid to direct additional funds to districts that have large territory and few students: no sparsity factor was added to the state aid formula in spite of significant debate on the issue in both the House and the Senate.

Scott Stahl, Bridgewater senior, submitted the following editorial as a part of a scholarship competition.  It is reprinted here in its entirety.

Small Schools in South Dakota

Dear Editor:

            The situation of small schools in rural South Dakota has become a battle of epic proportions that will determine the future of our state.  Cities, which were once thriving with business, are now nearing extinction because of a downfall in the activity of local economies.  Each and every city may have a different situation, but the overall origin of the problem remains the same, a downfall in local business, residential development, and student enrollment in local schools.

            Schools are now faced with reality of consolidation, and this means that a community may lose its high school.  This is a scary situation for a majority of school district’s patrons.  Many view losing their public school as a gravestone that marks the death of a community.  In addition, school districts that are fewer than a mere ten miles from each other, refuse to work together to benefit the students because of rivalries that have been in place for decades.

            However, recent state legislation states that schools must learn to cooperate and give the message that if small public schools want to remain, they will remain small by choice.  This means that schools will suffer economic penalties for refusing to combine with another school.  These state funds are needed to provide quality education for students around the state.

            If recent trends continue, South Dakota will experience a sharp decline in its population, and a loss of population would ostracize already ailing school enrollment figures.  People that were once destined to come back to the family farm are now moving out of South Dakota into the neighboring states of Iowa, Minnesota, and Nebraska.  Recent projections by the South Dakota Department of Agriculture estimate that in twenty years South Dakota will contain virtually twenty communities.  Although this is a mere projection, this fact is troublesome and is a tough figure to swallow.

            Lost in the shuffle of this political mess are the students.  Students that have been educated in South Dakota have proven to be above level according to No Child Left Behind testing.  These students are our future and subsequently we must take into account the best interest of our bright students.

How can we solve this problem of school consolidation?  As South Dakotans we must realize that we can come together and strengthen our state, a state that has taken pride in commitment to hard work and our way of life.  Consolidation is a scary word, but by working together and looking past our differences, we can make South Dakota a better place.

            As a member of a class of eleven students, I have observed trends among the attitudes of a small class.  Students are more than willing to work together with neighboring towns and develop relationships that improve and expand the curriculum available to them.  By combining with adjacent towns, schools are able to offer classes and activities that were previously unavailable had consolidation not occurred.  For example, the National FFA Organization is not offered as a co curricular activity in School A, but if School A combines with School B which has FFA, students from School A would now be able to be involved in the organization that helps to build needed leadership skills in order to develop well-rounded students.  In the situation School A and School B are complimenting each other, and they have both created a situation where the strong points of each school have created a learning environment that is beneficial to the students.

            I hope that I have given insight into the debate of small school consolidation by giving the perspective of a student.  We as South Dakotans can use our resources to develop a situation that is in the best interest of the students of our state, and by using the knowledge of our past, we can help to strengthen the education program of South Dakota and build a brighter future for generations to come. 

Scott Paul Stahl, age 18
Bridgewater High School, Class of 2004

It’s that time again…time to begin the 2005 South Dakota Teacher of the Year (TOY) program! If your district hasn’t participated before, we urge you to join this exciting program this year. Through the TOY program, your district acknowledges and lauds the teachers in your lives who use gold-standard methods.

How do we participate in the program? First, your district must organize a nominating group. The group will request nominations, gather the applications, and ultimately select your district’s TOY. Therefore, your nomination group should be as diverse as possible. Here are some suggestions for group members to help you.
 

• One superintendent/administrator.

• One school board member.

• One principal for each 1,000 students enrolled.

•  President of the local education organization.

• One member of the local chamber of commerce.

• One at-large community representative (perhaps from an organization that “honors” teachers in some way).

• President of the local PTA and one additional member.

•  President of the local association of classroom teachers and one additional teacher for each 1,000 students enrolled.

• Student body president/student council officers/representatives.

So just how does the nominee selection process work? Your district nomination group will announce your local TOY—the method used is decided locally—sometime prior to August 1. Once the announcement has been made, your local TOY may then submit his or her application to the Department of Education for entry into the competition for the state TOY no later than August 1. Finally, the educator chosen as the state TOY becomes a candidate for the national TOY competition.

How do I know if the educator I wish to nominate has the qualities of a TOY? The goal of the TOY program is to recognize the contributions of classroom teachers and to emphasize their vital link to the educational process. In addition, these educators will represent South Dakota and potentially our nation, so each TOY candidate should:

• Be an exceptionally skilled and dedicated teacher from a state-approved or accredited school, pre-kindergarten through grade twelve;

• Be planning to continue in an active teaching status (supervisory and administrative responsibilities are secondary considerations);

• Have the respect and admiration of students, parents, and colleagues;

• Play an active and useful role in the community as well as in the school;

• Be poised, articulate, and have the energy to withstand the demanding schedule that would accompany selection as the state TOY; and

• Most importantly, have a superior ability to inspire students of ALL backgrounds and abilities to learn.

How do we submit a nomination? You can get a copy of the 2005 TOY application online at http://www.state.sd.us/deca/OPA/Distinguished%20Educators/TOY/toyapp.doc. Each nominee should complete an application in full and submit it to your district nominations group. However, should your district not have a nominations group, and therefore no local TOY program, the application can be sent directly to Nicole Kranzler at the Office of Accreditation & Teacher Quality, 700 Governors Drive, Pierre, SD 57501 or emailed to nicole.kranzler@state.sd.us for entry into the state TOY program. Ultimately, all TOY applications must be submitted to Nicole Kranzler no later than August 1, 2004, in order to be eligible for the state TOY program. 

How do I found out more about the TOY program? Check out our Department of Education website http://www.state.sd.us/deca/OPA/Distinguished%20Educators/TOY/. The Council of Chief State School Officers (CCSSO), which manages the national TOY program, also has a TOY website, http://www.ccsso.org/Projects/National_Teacher_of_the_Year/. If you still have questions, feel free to contact Nicole Kranzler via email at nicole.kranzler@state.sd.us or by phone at 605-773-3426.

It's time for students in Advanced Placement (AP) classes to start reviewing for their end-of-course exams. To help students and teachers, the South Dakota Department of Education is providing free access to the online AP* Exam Review, the highly-effective online test-prep program from Apex Learning. There will be no charge for the school or the student.

The online AP Exam Review is available to any student at your school planning to take an AP exam this spring. The service actually opened March 1;  however, there may be students who are not yet participating.  Here is the information needed to get access:

• Students:  go to www.apexvs.com, click login, click register here, and enter this code: c04011710982
• Teachers: go to www.apexvs.com/setup, click the AP Exam Review teacher link, and enter this code: c04011710982

AP Exam Review is an online AP-prep program that diagnoses students' trouble spots and then prepares personalized study plans and review materials for them.  It includes:
--Diagnostic tests to pinpoint trouble spots
--Study plans to show students what to review
--AP Exam questions help them prepare for the format
--Multimedia materials help them learn
--Expert AP instructors answer their questions.

Subjects covered:
AP Biology, AP Calculus AB, AP Chemistry, AP English Language and Composition, AP English Literature and Composition, AP French Language, AP Macroeconomics, AP Microeconomics, AP Physics B, AP Psychology, AP Spanish Language, AP Statistics, AP U.S. Government and Politics, AP U.S. History

To learn more about AP Exam Review, go to www.APexamReview.com, try a free demonstration, and download the technical requirements. For assistance, call 1-800-453-1454, option 2, or email enrollments@apexlearning.com.

For further information regarding the AP Exam Review and the opportunity for South Dakota students to participate at no charge, contact Michelle Mehlberg at michelle.mehlberg@state.sd.us  or at 605-280-3614.

The South Dakota Department of Education is interested in receiving names of exceptional teachers, administrators and service specialists with distinguished records of service in the state’s public schools.  The nominees will be reviewed when the department needs persons for a workgroup, advisory board, or other state-level group.  Nominations will be accepted until May 1.

The “talent pool” gives local school officials an opportunity to bring outstanding educators to the attention of the department; the nominations will be kept on file for reference in the future.

Ideas for inclusion in the talent pool include educators who:

• Are classroom teachers, specialists, or principals (building-level personnel);
• Have been serving in education for at least five years;
• Exhibit strong potential for professional leadership and an inspiring presence that impacts students, colleagues, and communities;
• Are recognized by peers and supervisors as unique because of their local contributions, and
• Have not previously received other recognition.

Please note that the candidate should not be aware of the nomination as this is a confidential process.

To recommend an educator,

1. Complete a talent pool recommendation form (log on to http://www.state.sd.us/deca/OPA/Talentpool.htm) for each nominee with confidential, succinct, and specific information.  Typewritten submissions are preferred.  All questions must be answered;

2. Write a one page recommendation narrative that addresses how the nominee meets the criteria outlined above; and

3. obtain a copy of the candidate’s resume, if possible

Send a packet containing items 1, 2 and 3 to Nicole Kranzler at Nicole.kranzler@state.sd.us or 700 Governors Drive, Pierre, SD 57501 no later than May 1, 2004.

Once again the SD Division of Parks and Recreation, the DOE/DOH Coordinated School Health program and DOE’s Character Education program are co-sponsoring the Fantastic Fourth Grade “Scientific Expedition” Field Trip.

Designed with teachers in mind, the program meets educational standards and is easy and inexpensive. The only expense is for transportation to and from the state park.

South Dakota fourth grade classroom teachers may register for any weekday in May at the nearest state park. Registration forms should be received at the SD Division of Parks and Recreation a minimum of two weeks prior to the trip.

For more information and registration materials visit the following web site: http://www.sdgfp.info/Parks/Learning/FantFourthGrade.htm.

Schools wanting to apply for the Governor’s Healthy School recognition program still have time to do so.  Applications are due Friday, April 30.  If you need an application, contact Janet Ricketts at the South Dakota Department of Education by phone (605) 773-3261 or e-mail janet.ricketts@state.sd.us .  The request needs to be made by a district superintendent or a building principal.

The award is newly-established and will provide public schools with local and state recognition for leadership in the area of health education.

Recognition awards will be given to schools at four levels (1) elementary, 2) middle/junior high, 3) high school and 4) district-wide. Top winners at each level will receive a banner and $5,000 check. The other two finalists at each level will receive a plaque.

• The information provided in this application

• The number of teachers and students served

• The need level within the district as determined by student assessment data (school improvement)

• The availability of literacy coaches in the geographic area.<