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

If you were to ask an adult this question:  “Who was your favorite superintendent?”  my guess is that you would get a blank stare or a quizzical look.  Most people would probably acknowledge that they do not remember who the superintendent was when they were in school.  If you asked about their favorite principal, you would get more positive responses.  However, if you ask the question, “Who was your favorite teacher?”  everyone would have one or two examples.

May 2 – 8 is National Teacher Appreciation Week.  It is a time for educators and community members to say “thanks” to a group of people who daily touch the lives of their students.  Each day when the school bell rings, public school teachers across this country accept students into their classrooms and help them to move one step closer to being fully-functioning adults.  Teachers don’t do it for the honor or recognition of being a “favorite teacher.”  Rather, they do it because somewhere along the line they felt a calling to invest their time and talents into the lives of young people.

All of us have a “favorite teacher.”  My list is long.  It includes Mrs. Bruner who taught me in grades 2 & 7 in the Geddes school district. (I felt sorry for her – two years of hard work!)  I remember Mr. Bely who taught grammar at the high school to a bunch of students who weren’t convinced that we needed it (we did!).  Dr. Frances Falen at DWU helped convince me that I could be a good elementary teacher and Dr. Darrell Jensen at SDSU motivated me to be an administrator.

You have your list as well.  Have you thanked them lately?  Have you told the teachers that impacted you that the mark is still there?  It’s never too late to send a note to that special person who helped you believe that you truly are a special person with special talents.  While you are at it, surprise your former principals and superintendents and thank them as well!

From the staff at the South Dakota Department of Education, we want to thank all of our state’s classroom teachers for their dedication to the young people of South Dakota.

Did You Know...

Did you know…that the following reorganizations have been approved and will be effective July 1, 2004?

• The Hitchcock and Tulare School Districts approved a consolidation plan and will form the Hitchcock-Tulare School District 56-6.
• The Groton and Bristol School Districts approved a consolidation plan and will form the Groton Area School District 06-6.
• The Cresbard, Faulkton, Ipswich and Northwestern School Districts (4) approved a reorganization plan to form three new districts:  Faulkton Area School District 24-3; Ipswich Public School District 22-3; and Northwestern Area School District 56-7.
• The Miller, Wessington and Wolsey School Districts (3) approved a reorganization plan to form two new districts: Miller Area School District 29-3 and Wolsey-Wessington School District 02-6.

Governor appoints Barb Everist to SD Board of Education

Governor Mike Rounds recently appointed Barb Everist to serve on the South Dakota Board of Education, filling a current vacancy. The appointment becomes effective June 1.

Ms. Everist lives in Sioux Falls; she has been a classroom teacher, is an attorney, and served in the SD Legislature for 10 years. During her terms, she served as Majority Whip 1997-1998, was on the LRC Executive Board 1997-1998, was Assistant Majority Leader 1999-2000, and was the first woman to be elected Majority Leader 2001-2002.  She also chaired the Senate Education Committee for several years.
 

Deb Barnett assumes deputy secretary post; Karon Schaack retires

Secretary Rick Melmer has named long-time DOE staffer Deb Barnett to replace Karon Schaack in the department’s deputy secretary position.  Schaack is retiring May 7 after 26 years of service.

Barnett has been with the department since 1980.

An open house to mark the transition will be held 1:30-3:30 pm, CDT, Friday, May 7, in the first floor conference rooms, Kneip Office Building, Pierre.  Correspondence may be sent c/o the Secretary’s Office, Dept. of Education, 700 Governors Drive, Pierre, SD 57501.
 

The SD Department of Education announced the selection of six regional Education Service Agencies (ESA) in this week; final selection of the center for Region 4 will be announced at a later date.  Each ESA will be responsible for delivering a set of services to school districts in its region; the services will be coordinated by DOE.  Agencies were selected via an RFP process; proposals were received from interested parties.

Chosen to be regional service providers are:

A map showing the school districts assigned to each regional service center is available at http://www.state.sd.us/deca/ESA/ .

Beginning in the fall of 2004, school districts will be offered services related to school improvement through each center’s school improvement specialist; training to be provided will include data analysis, test analysis and a model for school improvement plans.  In addition, ESA curriculum specialists will assist schools within each region with curriculum mapping, 6+1 Writing, and other professional development opportunities for staff.

Services in each ESA region will be supported by a grant from the SD Dept. of Education.
 

The South Dakota Department of Education wants to remind public high schools and district business offices that the provisions of the No Child Left Behind Act of 2001 (§ 9528) and the National Defense Authorization Act for Fiscal Year 2002 (§ 544) require public high schools to provide to military recruiters, upon request, access to secondary school students and directory information on those students.  In addition, South Dakota laws require public secondary schools to permit military recruiters, including those from the South Dakota National Guard, “reasonable access” to school facilities and students, for the purpose of providing information about military careers and benefits.

Private secondary schools that receive funds under ESEA are subject to § 544 of the National Defense Authorization Act. However, a private school that maintains a religious objection to service in the Armed Forces that is verifiable through the corporate and other organizational documents or materials of that school are not required to comply with this law. 

In accordance with the federal law, military recruiters are entitled to receive the names, addresses, and telephone listings of juniors and seniors in public high schools.  Providing this information IS consistent with the provisions of the Family Education Rights and Privacy Act (FERPA), which protects the privacy of student education records.  The student directory information provided to military recruiters will be used specifically for armed services recruiting purposes and for informing young people of scholarship opportunities.  For some students, this may offer the best opportunity they have to get a college education.

It is important to note that under the federal law a parent or a secondary school student may “opt out” of allowing the school to provide information about the student to military recruiters.  Establishing a procedure whereby the parental or student request to “opt out” is made in writing and is kept on file in the student’s permanent records is appropriate.  The law does NOT give the school as option to require parents or students to “opt in”—i.e. to provide written consent before information is released to military recruiters. It is also appropriate for the school to establish a standard procedure whereby the recruiter’s request for the information is submitted in writing on official letterhead.

Federal guidance suggests that the LEA’s standard FERPA notice to parents of the types of student information that it releases publicly (commonly referred to as “directory information”) be modified to include a notice to parents that the school routinely discloses names, addresses and telephone numbers to military recruiters. It should also advise the parents of how to “opt out” of the public nonconsensual disclosure of directory information and the method and timelines within which to do so. This will comply with the notification requirements of both FERPA and NCLB in a single notice.  A model “directory information” notification for use by LEAs that incorporates the changes in federal law is available at the federal website shown below.

The US Department of Education indicates that it has a number of options to monitor states and ensure compliance, including the ability to withhold payments, issue cases and desist orders, and recover funds. 

According to a joint letter from Secretary Rod Paige and Secretary Donald H. Rumsfeld, Congress’s action was taken in recognition of the fact that for more than 25 years, the Armed Forces of our Nation have been staffed entirely by volunteers.  The All-Volunteer Force has come to represent American resolved to defend freedom and protect liberty around the world.  Sustaining that heritage requires the active support of public institutions in presenting military opportunities to our young people for their consideration.

The federal guidance regarding release of student information to military recruiters is available at http://www.ed.gov/offices/OII/fpco/hot_topics/ht_10-09-02.html .  A model parental notification letter is also available at this site.

SDCL 13-1-45 and 13-1-46, the state laws regarding access to facilities and students by military recruiters, can be found at http://legis.state.sd.us/statutes/index.cfm .  
 

U.S. Department of Education materials inviting South Dakota schools to participate in the NCLB Summer Reading Achievers program are beginning to arrive in local elementary and middle schools across the state.  The invitation urges principals to hold a “Reading Rally” this month to peak students’ interest in participating in the program. South Dakota is the only state in the nation chosen for the NCLB Summer Reading Achievers program this year. 

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 are encouraged to forge partnerships with local libraries to boost student reading during the summer.  The program challenges students to read 10 books; prizes for students who reach the goal will be available.  The SD State Library is offering recommended booklists for each grade to assist teachers and parents guide student reading.
 

The U.S. Department of Education (USDOE) recently released a new policy regarding student participation in statewide assessments. The South Dakota Department of Education (SDDOE) intends to take full advantage of the expanded provisions.

Background:

No Child Left Behind requires all students to participate in the state’s  assessment system, although a school can make “adequate yearly progress” if at least 95% of students, measured by total population and by student subgroup, participate in the state’s annual assessment of student achievement. This provision ensures that every child is counted so students who are struggling get the help they need. Full participation in assessments makes schools more inclusive, responsive, and fair.

New provisions:

USDOE continues to work with education leaders nationwide to understand the practicable challenges in implementing No Child Left Behind. To take a broader look at a school’s participation rate, and to allow for rare serious medical emergencies, states have been offered flexibility in two ways:

1.         Average Participation Rate

Under the new policy, a state may use data from the previous one or two years to average the participation rate data for a school and/or student subgroup. If the resulting two-or three-year average meets or exceeds 95%, the school will meet the “adequate yearly progress” requirement. Schools that are performing well in this category may not be unduly identified as “in need of improvement” because of a one-or two-year dip in their participation rates. For example, a school might find that its participation rate dropped to 94% for one year. If in the previous two years, the rates were 95% and 96% then the three participation rates may be averaged to meet the 95% rate requirement.

2.         Medical Emergencies

There are rare circumstances when a student cannot take the state assessment during the entire testing window, including make-up dates, due to a significant medical emergency--for example, a serious accident. The new policy allows the state to omit the student when calculating participation rates. This assures that schools whose averages might be affected by the absence of a student due to a significant medical emergency can report the information to the department so that the school will not be unduly identified for improvement due to the student’s absence during the testing window and make-up dates.

The department will work with school districts on a case-by-case basis when considering omission of a student due to a documented medical emergency. 
 

USDOE announces NCLB flexibility for “highly qualified teacher” provisions

The South Dakota Department of Education recently received information from the US Department of Education about additional NCLB flexibility in the implementation of the “highly qualified teacher” provisions of the No Child Left Behind Act (NCLB). 

The new flexibility is focused on teachers who teach multiple subjects, particularly rural and experienced teachers, and teachers of science.  South Dakota officials believe it offers the state additional opportunities to address some of the misunderstandings and practical challenges.

It will be necessary for the state to submit an amendment to its State Consolidated Application as that document contains the state’s current plans for meeting the highly qualified teacher goals.

Details of the policies include:

Rural Teachers: Teachers in small, rural and isolated areas that are currently in eligible districts (REAP definition) and are highly qualified in at least one subject, will have three more years to become highly qualified in the additional subjects they teach, which extends the deadline to the end of the 2006-07 school year.  Newly hired teachers have until their third year of teaching.  It is important to note that this applies to districts and not to individual attendance centers. 

Science Teachers: States have flexibility to use their own certification standards to determine subject-matter competency, rather than requiring it for each science subject. For example, if a state certifies teachers in the general field of science, a science teacher may demonstrate subject-matter competency through a "broad field" test or major. If a state requires certification or licensure in the specific science subjects, such as chemistry, biology or physics, the teacher would be required to demonstrate competency in each of the subjects.

Veteran Teachers of Multiple subjects: Experienced teachers who teach multiple subjects, particularly teachers in middle schools and those teaching students with special needs, have the option of instead of taking a test or going back to school--to demonstrate subject-matter competency through a process called HOUSSE (high objective uniform state standard of evaluation). HOUSSE may include a teacher's years of experience, high-quality professional development success as measured by a teacher's students' test scores, continuing education and other objective evaluations.

In his recent letter, U.S. Secretary of Education Rod Paige acknowledges that teachers are the single most important factor in improving student achievement.  He notes:

I am committed to ensuring that all teachers teaching core academic subjects are highly qualified, especially teachers in poor and disadvantaged areas.  This flexibility also comes with responsibility.  We expect you to continue to work to ensure that all of your teachers are highly qualified.

The letter indicates that the US Department “…will implement a monitoring plan through which the Department will assess the continued progress of the States in attaining their annual measurable objectives for increasing the percentage of core academic classes taught by highly qualified teachers… .”

DOE is working to clarify how it will implement the new flexibility for South Dakota teachers.  With the new requirements for teacher testing tied to certification, additional thought will need to be given to the roll out of these policies.

Further updates on South Dakota’s flexibility for the “highly qualified teachers” provisions can be expected in future editions of the Administrative Memorandum.
 

The SD Board of Education and the SD Legislature made changes recently that affect certification of teachers and administrators. 

Revised administrative rules were approved by the Board of Education regarding renewal of a teaching certificate. Currently, a teacher may present any combination of six hours of credit—DOE- approved renewal credit or college-transcripted credit-- for renewal of a teaching certificate.  The certificate is renewed every five years; the credit must be earned during the five-year period.  Effective October 1, 2005, a minimum of three of the six credits must be college-transcripted. However, to aid the transition, a teacher who earned credits towards renewal prior to January 1, 2004, will be allowed to present them for a certificate renewal in any combination.  Any credits earned after that date must meet the requirements of the amended rule ARSD 24:15:03:06.

Change in “years of experience” requirement. The “years of experience” required for an administrative certificate have been relaxed.  Currently, it is required that to be certified as a K-8 or 7-12 administrator, it is necessary to have four years of classroom teaching experience at the level of certification applied for (i.e. either K-8 or 9-12).  Changes to ARSD 24:16:09, Requirements for Administrative Programs,  will allow a candidate with three years of verified experience in a school, with one of those years being direct services to students, to fulfill the “years of experience” requirement for the administrative certificate.  

K-12 principal certification (pending):  DOE along with BOR is proposing a K-12 principal certification that will come before the Board of Education for a public hearing in May. With declining enrollments, administrators are being asked to serve as K-12 principals.  Current certification rules require that someone serving as a K-12 principal holds two certificates—K-8 principal and 7-12 principal, which is unlikely.  Additionally, there are numerous cases of administrators from out of state that have completed a K-12 principal preparation program that does not meet current SD requirements.  In both cases, the person must be reported as a “building manager” for one of the levels.

The rule change will require development and evaluation of curriculum for a multilevel principal; it will also require verified experience at both levels.  The multilevel principal preparation programs will be further developed by individual higher education institutions that choose to offer the program and will be subject to approval by DOE.

Alternative certification for administrators:  The SD Legislature passed Senate Bill 175 during the 2004 legislative session, requiring that all persons serving in the capacity of school administrator (superintendent or principal) must be fully certified by July 1, 2008.  The bill marks the phase-out of uncertified CEOs and/or building managers serving in administrative capacities in accredited schools in SD.

The bill also sets forth the options that may be offered to uncertified persons who wish to continue in an administrative role and thus need to quality for certification by July 1, 2008.  The options are:

1)       pass the Praxis II subject assessment “Educational Leadership: Administration and Supervision” test that is currently in the process of being validated for use in South Dakota by a representative group of administrators;

2)       put together a professional development plan that will fulfill all requirements for full certification by July 1, 2008;

3)      or go before a special board to request a waiver.

Details for full implementation of the requirements are being worked out; further information will be available in future editions of the Administrative Memorandum.

Praxis certification tests validated; two-step phase-in planned in 2005, 2006

Validation of the Praxis series of professional examinations for beginning teachers for use in South Dakota is nearing completion.  In addition, a two-step phase-in system has been established for the implementation of the Praxis exams into the state’s certification process.

Beginning July 1, 2005, the state will use a range of acceptable scores to judge the teachers’ preparation and readiness for certification; during the initial year, teachers will need to meet or exceed the bottom score of the qualifying range. Beginning July 1, 2006, a single cut score will be used to determine the teacher’s readiness for certification. The score will be set following analysis of data from tests taken between July 1, 2005-June 30, 2006.

Teacher education students who graduate at the end of the Fall 2005 semester will be the first group of new teachers required to submit passing test scores to DOE in both content and pedagogy in order to be certified.

Tests for existing teachers will be available for the first time during the April 2005 test period.  Results of the exams become available in 4-6 weeks, allowing teachers who do not pass on the first try to retake the test if necessary during the June 2005 testing window.  Submission of passing scores to DOE any time after July 1, 2005, will allow a teacher to add additional endorsements to a previously-issued certificate.

Validation of the examinations for use in South Dakota involves a process facilitated by the contractor, Educational Testing Services (ETS).  Groups of practicing teachers in the specific content area from across the state have attended validation committee meetings throughout the fall and winter, working with ETS subject experts to conduct the review for test content appropriateness and fairness.  The purpose is to assure that the tests are appropriate for South Dakota teachers both in alignment to SD content standards as well as the state’s teacher preparation standards.  The results of these panels are documented by ETS and a qualifying score is recommended for each content area.

As a part of the EveryTeacher program, additional studies will be conducted this summer; representatives of higher ed teacher preparation programs in the state will meet with practicing teachers to review the exams and recommend a range of qualifying scores that will be used during the first year of implementation of the tests, July 1, 2005 – June 30, 2006.  Teachers taking the tests in the first year (2005-2006) will need to meet or exceed the bottom score of the qualifying range.

Test scores from both new and existing South Dakota teachers will be analyzed during the first year of implementation and will be used to make the final determination of a single qualifying score for each content area.  The score recommendations will be reviewed by a representative panel; a final recommendation will be submitted to the SD Board of Education for approval by July 1, 2006.

ETS does not offer an examination in a few specialized certifications areas that are not considered “core content.”  In those cases, a teacher will need to complete the prescribed coursework and pass the level-specific pedagogy test in order to be certified. 

DOE plans to provide educators with further updates throughout the implementation period.  Special thanks to K-12 teachers and higher ed representatives who have participated in the validation process, as well as to administrators who have made it possible for release of educators from classroom duties during the validation committee meetings.  Input from a representative sample of practitioners was critical for making the “right” decisions regarding this new initiative.
 

Next year’s assessment dates set; schools can use for calendar-planning

DOE is setting dates for the annual writing assessment and Dakota-STEP assessment during the 04-05 school year so that schools can use them in planning the 04-05 calendar.

The annual writing assessment for grades 5 and 9 will be administered the week of October 4-8.

The annual Dakota-STEP assessment is tentatively scheduled for March 23-April 12.  Confirmation of these dates will appear in the June edition of the Administrative Memorandum.  The Dakota-STEP exam is given in grades 3-8 and grade 11.  It includes the norm-referenced SAT-10 and additional items linked to the SD Content Standards in reading and mathematics.  The student’s scores on the standards-based portion of the assessment are used to calculate the student’s NCLB status and to determine the school’s AYP for NCLB accountability purposes.
 

Tests scores from the SAT-10 norm-referenced tests administered this spring in grades 3-8 and grade 11 will begin arriving back in school district offices the week of May 21, according to information from the scoring contractor, Harcourt Assessment, San Antonio.

Schools should watch for information from DOE during the summer regarding their scores on the NCLB standards-based items.  DOE intends to make the NCLB data available to schools so that they can review individual student status in both reading and math.  New web-based tools are being piloted that will enable schools to tie student performance data to demographic data for multiple analyses.

In addition, DOE will analyze the NCLB test scores over the summer in order to release the annual web-based South Dakota Report Card in August.  The Report Card will again be published on DOE’s website and will include report formats that districts can use to print the school’s report card for distribution to parents and community per NCLB regulations. 
 

NCLB annual targets for public districts to jump next school year

In response to calls about South Dakota’s annual measurable objectives (AMOs), here is an excerpt from the state’s NCLB Accountability Workbook as approved by USDOE.  This includes the targets set for student progress for the current school year as well as the upcoming school year; the AMOs continue to climb upwards towards the goal of 100% in all categories in school year 2013-2014.

District staff will want to reference the targets when the results from Spring 04 assessment arrive in the district in a few weeks.  The 2004-2005 targets will also be useful in planning interventions and instructional strategies for the upcoming school year.
 

Timelines for the revision of the STAARS alternate assessment and extended alternate achievement standards for South Dakota have been set. Goal is full implementation of the revised STAARS instrument by all SD districts for the 04-05 school year.

Benchmarks for the process include:

• South Dakota is currently in the process of revising the functional standards. Special education and regular education teachers from South Dakota met in April to take the state’s academic content standards in reading and math and create extended alternate content standards. The goal for completion of the extended alternate content standards is June 1, 2004.
• An examination of the alignment of the extended alternate content standards with the state’s academic content standards in reading and math will be conducted by the Buros Institute, University of Nebraska-Lincoln. Panels of South Dakota special education and general education teachers will be convened to make judgments about the degree to which the extended alternate content standards are in alignment with the state’s academic content standards. The timeline is to have this work completed by July 1, 2004.
• The Buros Institute is conducting a review of the STAARS testing program to examine the technical quality. Recommendations will be made for ways to improve the technical quality and reporting. The timeline is to have the review completed and a revised STAARS ready to implement by September 2004.
• The revised STAARS instrument will be utilized during the 2004-2005 school year by all districts.
• A standard-setting workshop will be conducted to set performance-level expectations for the STAARS assessment. Panels of special education teachers from across the state, representing multiple grade levels for reading and mathematics, will be convened for a one-day workshop to set performance-level cut scores for the revised STAARS assessment. Timeline for completion is July 1, 2005.

Questions regarding the STAARS assessment and revision process can be directed to Ann Larsen, ann.larsen@state.sd.us, 605-773-4693.
 

South Dakota schools can count on having the DACS—the online Dakota Assessment of Content Standards—available free of charge during the 04-05 school year. The system will be continued for another year due to popular demand and evidence of frequent use by many SD schools.  Standards-linked tests will be available in reading, mathematics (grades 2-12), science, language arts (grades 2-8); there will also be a learning styles inventory and the “Skills Connection” tool.

In addition, the South Dakota Department of Education (DOE) plans to offer workshops for principals and teachers in Fall 2004 in order to promote its regular and frequent use as a classroom tool.  A trainer in each regional ESA will provide the workshops for schools within the assigned area.

A recent USDOE Summit on Instructional Technology emphasized the "customization" of instruction, driven by periodic and targeted assessment that produces data that can be immediately applied to the instruction.  The online DACS is a good fit with the NCLB-driven vision, and will provide SD teachers with a tool that can be used frequently to assess the status of each student’s learning.

Questions about the DACS can be directed to Stephanie Weideman at (605) 773-3783 or stephanie.weideman@state.sd.us .

Suspension/expulsion data for sped students due June 30

The SD Department of Education, Office of Special Education, reminds school districts to report suspension/expulsion data at the completion of the school year and no later than June 30.

DOE is required to collect data at the end of each school year regarding the long-term suspension/expulsion of students with disabilities. Districts complete the data submission via an online system. Instructions for submission via a password system will be included in a mailing sent to districts from DOE.

Locate the memorandum and instructions in the mail and use it to complete this year’s data collection. Districts may contact Mary Weigandt at 605-773-3678 if there are questions regarding the data collection process. 
 

All districts sending or receiving DDN spring courses are urged to complete online class evaluation forms by Wednesday, May 5.  Every participating student, facilitator, administrator, and teacher is requested to respond to DOE’s recent letter by going online and completing the survey form. Questions or requests for assistance with the evaluation can be directed to Gay Pickner, 280-3613, gay.pickner@state.sd.us .
 

Schools urged to complete annual technology survey

Schools are reminded to complete the annual technology survey ASAP.  Information from the survey is helpful to the Department of Education (DOE), the K-12 Data Center, and the Bureau of Information and Telecommunications (BIT) as the groups plan for the future. Data are also used to respond to several inquiries received from out-of-state contacts. DOE, K-12 Data Center, and BIT have worked together to develop the survey in an effort to streamline the process of gathering current information.  If you have questions concerning this survey, please contact Gay Pickner at 280-3613 or Gay.Pickner@state.sd.us .

Beginning July 1, for the 2004-05 academic year, the alternative instruction (home school) administrative functions required of public school districts will be streamlined.  The changes will make record-keeping easier for both public school districts and the Department of Education. DOE will continue the same of level of customer service it offers to alternative instruction parents/guardians. 

School districts will no longer be required to submit to DOE a copy of the form approved by the school board.  The paper copy of the approved alternative certification (home school) Application for Public School Exemption will be maintained in the district business office; the district will also provide a copy to the site of the alternative certification/home school program. DOE will collect the alternative instruction data it needs through the online SIMS student information management system.    

Questions regarding the changes or any other policy related to alternative instruction/home schooling can be directed to the Office of Accreditation & Teacher Quality, Dean Buchanan, (605) 773-4771 or dean.buchanan@state.sd.us .
 

In response to recent questions, DOE offers a brief synopsis of the federal Impact Aid program.

Impact Aid is a direct grant of federal funds to assist local school districts that have lost property tax revenue due to the presence of tax-exempt federal property or that have experienced increased expenditures due to the enrollment of federally-connected children.  Impact Aid provides assistance to local school districts with concentrations of children residing on Indian lands, military bases, low-rent housing properties, or other federal properties, or who have parents in the uniformed services or employed on eligible federal properties.

Most Impact Aid funds received by school districts, with the exception of payments for children with disabilities and construction payments, may be used in whatever manner the district chooses in accordance with local and state requirements.

Major components of the Impact Aid grant include:

• Federal Property payments, referred to as Section 8002, to assist local school districts that have lost a portion of their local tax base because of federal ownership of property.
   
• Basic Support payments, referred to as Section 8003, help local school districts that educate federally-connected children.  These may be children of members of the uniformed services, children who reside on Indian lands, children who reside on federal property or in federally subsidized low-rent housing, and children whose parents work on federal property.
   
• Children With Disabilities payments, referred to as Section 8003(d), provide additional assistance to school districts that educate federally-connected children who are eligible for services under IDEA.  A school district that receives these funds MUST use them for the increased costs of educating federally-connected children with disabilities.
   
• Construction Grants, referred to as Section 8007, are awarded to local school districts that educate high percentages of certain federally-connected children – both children living on Indian lands and children of members of the uniformed services.  These grants help pay for the construction and repair of school buildings.

If you are interested in finding out more information about the Impact Aid program, eligibility requirements, or application procedures, please contact the Impact Aid office in Washington, DC at 202-260-3858 or visit its website at http://www.ed.gov/about/offices/list/oese/impactaid/index.html.
 

Improving relationships and establishing partnerships  were identified as “first steps” in improving the outcomes of K-12 education for Native American students in South Dakota by the 120 participants in South Dakota’s first-ever Indian education summit April 19-20.  The event will be held annually to examine joint efforts.

Gov. Mike Rounds and Secretary of Education Rick Melmer joined the group in order to examine the issues affecting education for Native American children in South Dakota and to share their plan for re-establishing the State Office of Indian Education in the Dept. of Education. 

In addition, Secretary Melmer meets quarterly with a group of Indian educators to identify issues and seek solutions.  The department is currently recruiting candidates for the newly-established position of “Indian Education coordinator.”  The person hired will begin to work in the department in June.
 

Nineteen SD school districts were recently chosen to receive the “What Parents Want” award from SchoolMatch, Inc., a national school selection service.  Overall, 16 percent of the nation’s 15,573 public school districts (2,519) were recognized for meeting the needs of families choosing schools.

According to information received by the Department of Education, SchoolMatch maintains information on every public school system in the U.S.  About 600 companies offer employees the SchoolMatch service when relocating.

2004 “What Parents Want” awards were given to public school districts in SD as follows:  Aberdeen, Beresford, Centerville, Dell Rapids, Elk Point-Jefferson

Flandreau, Gettysburg, Haakon, Huron, Hyde, Lemmon, Madison Central, Miller, Rapid City Area, Sioux Falls, Sully Buttes, Wall, Wessington Springs, and Yankton.
 

School libraries interested in improving literacy are alerted to the availability of federal funds through the Improving Literacy Through School Libraries (LSL) program.  Funds are available through a competitive application process; school libraries in districts with 20 percent or more family poverty are invited to apply.

Funds can be used to improve reading achievement through updating the library collection, expanding internet connections, purchasing new technology, providing professional development for library media specialists, and extending school library hours. More information about the program can be found on the program's website at www.ed.gov/programs/lsl.

The program received an increase in funding, up from $12 million in FY03 to close to $20 million in FY04. The U.S. Department of Education announced the 2004 LSL program competition in the Federal Register on April 5. Applications are due May 20. The application can be found on the program website; the Federal Register notice is available at http://www.ed.gov/legislation/FedRegister/announcements/2004-2/040504c.html.

Specific questions regarding the program can be sent to mailto:LSL@ed.gov.
 

Supplemental texts available for teaching South Dakota history

Two new books from the South Dakota State Historical Society Press offer additional resources for teaching South Dakota history.  The SD Social Studies Content Standards specify that South Dakota history is taught in Grade 4 in SD schools.

Dakota Dreams: Fannie Sabra Howe’s Own Story, 1881-1884, written and illustrated by Janet Howe Townsley, is based on the diary of a young girl who came to Dakota Territory from Wisconsin and settled with her family in Mellette. Townsley is the great-niece of Fannie Howe. The Howes were well-known residents of Mellette and built a house and an elevator that were both round structures. In addition to using actual diary excerpts, Townsley based her illustrations on historic and family photographs. Dakota Dreams paints an accurate picture of life during the homesteading days while engaging children with a lively text and charming illustrations. Children can relate to Fannie’s comments about the wind, the heat, and the mosquitoes.

Dakota Dreams can also be used as a supplemental text for language arts. Fannie’s diary excerpts can be used to encourage children to write in their own journals and describe their experiences. The South Dakota State Historical Society is preparing a pilot curriculum based on journal writing which will be available on www.sdhistory.org.

Dakota Dreams is written for students in grades 4-7.

SDSHS Press will also publish Herbert Schell’s History of South Dakota, 4th edition revised, this summer. This important book has been updated by South Dakota State University history professor emeritus John E. Miller, who has written two new chapters on South Dakota covering the period from World War II to the end of the 20th century. New photographs and updated appendices are included. This book will be available August 1, 2004, and was made possible by a grant from the South Dakota Department of Education.

Teachers interested in using Dakota Dreams in their classrooms or in having History of South Dakota, 4th edition, revised, as a reference book can contact the Society at 605-773-6009 or by e-mail at sdshspress@state.sd.us for information on discounts for educators.
 

The Board of Regents announces the availability of tuition awards for paraprofessionals who choose to pursue academic coursework in order to establish “highly qualified” status for the No Child Left Behind Act.  Funds from the Department of Education and Board of Regents Teacher Quality Enhancement Project, EveryTeacher, have been designated to support the professional development of paraprofessionals through the completion of academic coursework leading to an associates degree or to the required two years/48 credits of postsecondary education.

·        Encourage SD K-12 paraprofessionals to pursue academic coursework in order to establish highly qualified status for the No Child Left Behind Act

·       Encourage SD K-12 paraprofessionals to enroll in academic coursework that meets program requirements for associate degrees or baccalaureate degrees

·        Encourage SD K-12 paraprofessionals to enroll in associate degree programs which matriculate to baccalaureate degrees in education thus providing opportunities for upward mobility  `

·        Provide access to professional development for K-12 paraprofessionals

Who is eligible?

·         All K-12 paraprofessionals employed to provide instructional support services during the 2004-05 school term in a South Dakota public or private school.

·         Visit http://www.hpcnet.org/euc/paraprofessionals to review possible courses and programs.

·         Visit http://www.sdbor.edu and link to each public universities campus course offerings.

·         $100 per undergraduate credit hour for either self-support or state support courses chosen from the above paraprofessional curriculum for up to $600 for 6 undergraduate credit hours per semester/term of enrollment.

·         Recipient enrolls in course(s) and pays full tuition to the institution.  Upon receipt of a W-9 form and verification of enrollment after the drop/add date of the semester of enrollment, the Board of Regents Office will reimburse the recipient for the amount of the award.

See http://www.hpcnet.org/euc/paraprofessionals for award application form.

Contact Suzanne Aberle, suzannea@ris.sdbor.edu , 605/773-3455 for W-9 form.
 

A five-day academy to assist paraprofessionals meet the NCLB “highly qualified” requirements will be held on the campus of South Dakota State University (SDSU) in Brookings July 26-30.  There is no cost to attend the academy. Transportation to/from Brookings will be the responsibility of the individual participant and/or his/her school. The event is supported in part by the EveryTeacher program with federal funds from South Dakota’s Teacher Quality grant.

The event offers two sessions.  Each session is 2 ½ days.
Session I:          July 26-28, Reading
Session II:         July 28-30, Math

Participants may register for one or both sessions.  Called the “STEP for Paraprofessionals” academy, the events will offer instruction in skills, techniques, and educational practices for paraprofessionals who assist with instruction in K-12 classrooms; it will enhance their capacity in several areas, including math and reading instructional strategies, communication skills, accommodations for student needs, and technology skills.

A stipend of $125 will be offered to each paraprofessional for each session successfully completed. In addition, the participant will be able to earn college credit, pending Board of Regent approval.  Cost for each credit will be approximately $52.  Housing will be provided in SDSU dormitories.  Rooms are air-conditioned. Complete information and registration forms are attached. Contact Joe Hauge, jhauge@tie.net or 605-394-1876 at TIE if you have questions.
 

Nationally-recognized character education experts will headline the South Dakota Character Education Conference in Pierre July 8-9.

Headliners for the event include:

In addition to the keynote speakers, a variety of breakout sessions will be offered.  Lodging at state rates has been arranged.

For further information, contact Sue Burgard, Dept. of Education, 700 Governors Drive, Pierre SD 57501, voice 605-773-5238, email sue.burgard@state.sd.us. Brochure of the conference is available at http://www.state.sd.us/deca/CSCF/CEP/conference.htm .
 

A series of GPS/GIS Institutes are set for Summer 2004 in South Dakota.  The series includes a two-week basic institute (two graduate credits) in both Brookings and Box Elder, along with a one-week advanced institute (one graduate credit) in the same locations.

The events will be offered in June, and repeated again in July if there are enough registrations to support four of each.

The events will train interested educators to integrate GPS/GIS technology into their existing curriculum as well as to explore opportunities to develop new interactive units. Teachers will be trained in the use of a GPS unit and GIS software, ArcView. ArcView is mapping software; the state has a statewide license and will make the software available to interested school districts.

Participants will receive $50 per day; room and board will be provided. Dates of the institutes are:

Basic GPS/GIS Institutes

June 14-25 (Mon-Fri), 8am - 5 pm, SDSU, Brookings, and Douglas School District, Box Elder
July 12 -23 (Mon-Fri), 8am - 5pm, SDSU, Brookings, and Douglas School District, Box Elder

Advanced GPS/GIS Institutes

June 28-July 2 (Mon-Fri),8am - 5pm, SDSU, Brookings and Douglas School District, Box Elder

July 26-30 (Mon-Fri), 8am - 5pm, SDSU, Brookings, and Douglas School District, Box Elder

More information on the institutes, including syllabi and online registration forms, is available at: http://www.state.sd.us/deca/DDN4Learning/
summertraining/gpsinfo.htm.
 

Increasing academics in the career and technical education classroom is more important now than ever.  The Office of Career and Technical Education will sponsor workshops designed to help teachers meet the requirements of No Child Left Behind and Perkins while providing students with hands-on, real-world activities and projects.

Workshops will be held at the Ramkota Inn in Pierre.

Monday, August  2, 1-5 pm                                  Reading Integration

Thursday, August 5, 3:-5 pm, 7-9 pm                   Math Integration

Friday, August 6, 8 am-12 noon                            Crosswalk Updates

Participants are encouraged to register online at http://www.state.sd.us/deca/DWCP/training/intworkshop.asp.

Watch for more information in upcoming issues of the Administrative Memorandum.  For more information, contact Shannon Mentzer at 773-4681or Shannon.mentzer@state.sd.us .
 

Three intensive summer institutes in mathematics will be held concurrently in July for high school teachers.  Dates of the events are July 19-30.  Mathematics teachers may choose one of three strands; participants will receive a stipend of $50/day.  Room and board will be provided.

Institutes are scheduled in the following topics:

1) Statistics and Probability;

2) Geometry;

3) the new South Dakota Mathematics Content Standards.

Each institute will be taught by a team of university faculty members and high school teachers.  Institutes will be offered at two locations: USDSU, Sioux Falls, and South Dakota School of Mines and Technology, Rapid City.

The Statistics and Probability Institute and the Geometry Institute require a thorough understanding of college algebra.  The institutes may be suitable for high school teachers who are either teaching these subjects or want to prepare to teach the subjects. The institutes may also be of interest to middle school teachers who are interested in preparing to teach at the high school level.  College credit at either the undergraduate (Math 281, Introductory Statistics or Math 361, Modern Geometry) or graduate level (advanced topics numbers to be determined) will be available for each of these institutes.

The South Dakota Mathematics Standards Institute will provide the participant with an in-depth study of the new standards in mathematics.  Two days will be devoted to each of the five strands of the standards.  Participants will consider the specific content knowledge that underlies each standard and will be provided with opportunities to deepen their own mathematical skills.  They will explore ways in which to engage students’ interests and intellect in each area and will develop lesson plans that they can use in the classroom.  A day-long in-service on each strand will be held as a follow-up activity. This institute will be available for graduate credit only.

More information on the institutes, including syllabi and online registration forms, is available at: http://www.state.sd.us/deca/DDN4Learning/
summertraining/mathinfo.htm.
 

Physics classes available this summer

The SDSU Physics Department is planning to offer a number of physics content courses during the  summer this year (and also in the future) to assist teachers attain content knowledge in key areas necessary for high school physics teacher certification and Highly Qualified Teacher designation.  This summer’s courses are:

The only prerequisite for any of the courses is one year of college-level physics.  The courses may be taken in any order, and they may be taken over more than one summer.  Each will last one week and will meet for 3 hours per day, allowing participants to enroll in other courses simultaneously. All classes will be held on the SDSU campus in Brookings.

These course will satisfy core requirements for the masters degree in Curriculum & Instruction with the Physics Content Area Emphasis.

South Dakota Teachers are eligible for the one-half tuition rate based upon submitting the SB137 form (available on the website below).

If you have questions, would like more information, or wish to reserve a spot in one of these courses, contact Dr. Oren Quist, Head of Physics, P.O. Box 2219, South Dakota State University, Brookings, SD 57007.  Phone – 605-688-5428; email Oren.Quist@sdstate.edu; or www.engineering.sdstate.edu/~physics/physics.htm.
 

TIE is offering a total of 52 workshops throughout the months of June, July and early August.  Topics include reading, math, Socratic Seminar Leadership, use of handhelds (Palm and IPAC) in the classroom, network administration, and web development.  The events are scheduled at sites in Chamberlain, Sioux Falls, and Rapid City.

A complete description of the workshops, including dates and sites, is available at http://www.tie.net , click on “events,” or by contacting Marcia Torgrude, mtorgrude@tie.net or 605-394-1876 for the Summer 2004 professional development booklet. Undergraduate or graduate credit is available.
 

A 3-credit graduate course will be offered by all five public universities that have teacher education programs for practicing teachers who are interested in pursuing certification from the National Board for Professional Teaching Standards.  The course has been developed as a pre-candidate course for teachers interested in pursuing national board certification as well as a course for personal professional development. In conjunction with South Dakota’s Teacher Quality Enhancement Grant, EveryTeacher, and the high quality professional development requirements of Title II, Part A of No Child Left Behind, faculty of the Board of Regents have developed EDFN 790 Seminar: Enhancing Professional Practice while Exploring National Board Certification.

Experienced classroom teachers will use the National Board for Professional Teaching Standards (NBPTS) certification process as a vehicle to examine their practice and to direct further professional growth.  Teachers will have opportunities to practice analyzing student work, to develop sample portfolio entries, and to experience formative assessment exercises for the standards of their content certification area. A minimum of 2 years of teaching experience is strongly recommended. (3 credits)