• Secretary's Column: CELEBRATE!
• Gains in student achievement, school AYP highlights of 2005 Report Card
• Board approves final rules relating to certification
• Updates from Special Education Programs
• DACS diagnostic tool available free
• DOE develops model wellness policy
• Title I schools required to notify parents of teacher status
• Timelines for paraprofessionals extended
• Ground-breaking agreement allows for cross-border enrollment

Secretary's Column

CELEBRATE!

The 2005 Dakota Step results are in, and they are impressive!

The Department of Education considers the DakotaSTEP as our primary indicator when we evaluate the success of our schools in this state. The current assessment system is a three-legged stool, with the DakotaSTEP being the most prominent member of the assessment roster. The other two indicators that we take very seriously are the ACT and the National Assessment of Educational Progress (NAEP). National ACT results will be published on Aug. 17, and we expect to see our NAEP results later this year.

The DakotaSTEP results give us a state picture of our students’ abilities. The DakotaSTEP provides us with a snapshot of our achievement as it relates to our state standards. The ACT helps us know if our students are prepared for post-secondary education. The NAEP gives us a national picture to see if our students are keeping pace with their counterparts around the country.

The DakotaSTEP results are worthy of celebration for several reasons. Those reasons are outlined below.

• Our reading score for all grades was an impressive 82 percent. This is an indication of hard work on the part of educators across the state and a concerted professional development effort by the districts and our state.
• Math was close behind with a statewide score of 74 percent, up from 71 percent last year. This means that three of every four students are proficient or advanced in math.
• Our achievement results for Native American students increased to 59 percent in reading. The 2003 results were 45 percent.
• The number of schools in improvement has remained steady. Even though we would love to see the number go down, with our academic targets increasing, it is good to know that our schools are keeping pace with the increased expectations.

I hope you take some time to celebrate the positive results that we have seen this year. At the same time, we need to continue to focus our curriculum efforts on responding to the state standards in our key academic areas. Congratulations to all of you who have helped to make our 2005 DakotaSTEP results something to cheer about!

Gains in student achievement, school AYP highlights of 2005 Report Card

South Dakotas students continue to make strides in reading and math, according to the 2005 Report Card. The number of students proficient in reading reached 82 percent, compared to 77 percent last year. The number of students proficient in math grew to 74 percent, up from 71 percent in 2004.

Further, an impressive 84 percent of schools and 98 percent of districts made adequate yearly progress for 2005, as required under No Child Left Behind.

“This Report Card is a reflection of the hard work and dedication of South Dakota’s educators, students and families,” said Dr. Rick Melmer, secretary of the South Dakota Department of Education. “We have strong families and communities that believe in giving our young people the best opportunities, and that attitude shows through in our student achievement levels.”

South Dakota’s annual Report Card is based largely on the test scores of 64,000 public school students in grades 3-8 and 11, who took the Dakota STEP last spring. The Dakota STEP is the state’s major assessment tool under No Child Left Behind. The state sets annual goals for the test, as a way to measure progress towards the ultimate goal of 100 percent proficiency by 2013-14.

When considering all grades tested as a whole, the 2005 Report Card shows gains in each student subgroup for which schools may be held accountable. These subgroups include ethnic groups, economically disadvantaged students and students with disabilities.

Progress also is evident in the area of school improvement. In 2005, the number of schools “in improvement” is 103, down from 106 last year. “In improvement” means that a school did not meet adequate yearly progress goals for two consecutive years. There are varying levels of “improvement,” based on the number of years a school misses its goals.

“We have fewer schools in improvement than last year, which is a great situation,” Melmer said. A number of factors likely contributed to this decrease. “First, our schools are focused on teaching to South Dakota’s content standards. They’re also becoming savvy at using test data and other solid research to improve their instruction.”

Despite the positive gains, South Dakota as a state did not make adequate yearly progress in math. “It seems contradictory when you have more schools making AYP and fewer schools in improvement,” Melmer said. “But as you aggregate the numbers at the state level, you have more students for which you are held accountable.”

Another area that does not show improvement over last year is the state’s graduation rate. It went from 92 percent in 2004 to 89 percent in 2005. The Department of Education is changing the way it calculates the graduation rate, in order to make it more accurate. Previously, the rate was calculated based on dropouts in 12 th grade only. The 2005 graduation rate includes 12 th, 11 th and 10 th grade students. Next year, 9 th grade students will be added to the mix.

“As we approach the year 2013, the goals for proficiency get tougher,” Melmer said. “But South Dakota is up to the challenge, and the Department of Education will continue to support our schools with the tools, resources and expertise we have available.”

The full 2005 Report Card, including reports for individual schools and districts, is available on the Department of Education’s Web site at: https://sis.ddncampus.net:8081/nclb/index.html.

Board approves final rules relating to certification

New rules relating to teacher certification have begun to be implemented. The final rules were approved by the South Dakota Board of Education at its July meeting. Highlights are below.

New testing options

As of July 1, 2005, certified teachers may use the Praxis II content-area tests to add endorsements to their certificates.

Under the new rules, an elementary or middle school teacher may add a secondary content area by passing the specific Praxis II content test.

In addition, teachers with a content major in science or social science (or a passing Praxis score in one of those areas) may take the General Science or Social Science test. Passing the general test would allow them to add all the other endorsement content areas. For example, a teacher with a physics major who passed the General Science test could add biology, chemistry, earth and physical science endorsements to his or her certificate.

Finally, no individual may test out of a preparation program, including elementary education, special education, and birth to preschool education.

Certificate renewal

The rules for certificate renewal change as of Oct. 1, 2005. The new rules require that three of the six hours necessary for renewal must be college-transcripted credit hours. However, those who have advanced degrees may still use any combination of renewal credits, college-transcripted credits or CEUs to meet the six-hour renewal requirement. Advanced degrees include a master’s, doctorate, specialist or National Board Certification.

Flexibility – in the form of a one-year certificate – will be granted to individuals who miss the Oct. 1 deadline. This will allow them time to pursue the necessary college-transcripted credit hours. Individuals from out-of-state who have not taken the Praxis test necessary for certification also may be granted a one-year certificate, allowing them time to take the required test(s).

Questions can be directed to the department’s Office of Accreditation and Teacher Quality at (605) 773-3134.

Updates from Special Education Programs

From a new director to a new alternate assessment, this article provides an update of current happenings in the department’s Special Education Programs. Read on to learn more.

New director named

Ann Larsen is the new director of Special Education Programs. Ann has been with the Department of Education since 2002, most recently serving as the Title III-Language Instruction for Limited English Proficiency coordinator. Prior to that, she has served as an elementary principal and CEO at a school district, and as a special education director and teacher. Ann replaces Michelle Powers.

Special Education Programs also welcomes another new staff member, Melissa Flor. Melissa is a Special Education Programs representative. Most recently, she served as a special education teacher at Andes Central School District.

Online resource now available

Special Education Programs has purchased a three-year subscription to an online reference site, called the Special Ed Connection. The resource is a comprehensive tool that provides practical suggestions and legal resources for administrators and teachers. The subscription will be provided, free of charge, to each public school and agency in the state that provides special education services.

To access the Special Ed Connection, visit the following link www.doe.sd.gov/oess/index.asp and click on the Special Ed Connection logo on the right-hand side of the page. Enter your user ID and password. Each public school district was sent two user IDs and passwords – one for administrators and one for teachers.

Special Ed Connectionhas been operational since October 2001. It is currently used by entities such as the U.S. Department of Education Office of Civil Rights, U.S. Department of Education Office of General Counsel, state education departments, school districts, and educational service agencies.

Alternate assessment changes

The alternate assessment for students with disabilities has undergone an extensive transformation in phase 2 of development. The most noticeable change is its new name.

Formerly called S.T.A.R.R.S., the alternate assessment will now be known as the Dakota STEP-A.

The test has been developed and aligned to the grade-level reading and math extended standards. Dakota STEP-A is intended for students with the most significant disabilities. Guidance will be available this fall to assist Individual Education Plan (IEP) teams in determining the most appropriate assessment and any implications that may result from that determination.

Later this year, the department will host a series of professional development opportunities to assist teachers in using the new extended standards to write IEPs and in providing instruction that will promote students’ access to grade-level content. Additionally, there will be training on how to assess students based on these standards and on the alternate assessment.

HOUSSE rules related to highly qualified special education teachers

The department’s Special Education Programs is writing HOUSSE rules for highly qualified special education teachers. HOUSSE stands for Highly Objective Uniform State Standards of Evaluation. The proposed rules will be presented to the Board of Education at its Sept. 19-20, 2005, meeting. The rules will be posted on our Web site after that meeting. Teachers will have until the end of the 2005-06 year to obtain highly qualified status.

Publications, forms getting updated

A new Procedural Rights brochure should be printed and available online in September. Special Education Programs also is revising the Individual Education Plan (IEP) forms, due to changes caused by the reauthorization of the Individuals with Disabilities Education Act. The revised forms should be available via our Web site in September.

Stay in touch

Looking for an easy way to stay current on special education news and events? Subscribe to our Special Education Listserv. The listserv is managed by the K-12 Data Center and the Department of Education’s Special Education Programs. It’s a great tool for getting pertinent information in a timely manner. Subscription information can be found at www.k12.sd.us/Listserv/DECASpecialEd.htm 

For more information regarding any of these Special Education topics, call Special Education Programs at (605) 773-3678.

DACS diagnostic tool available free

For the sixth consecutive year, the South Dakota Department of Education will make Scantron’s Performance Series SM – also known as the Dakota Assessment of Content Standards (DACS) – available to South Dakota schools.

The assessments provide an effective diagnostic tool for teachers and administrators. They offer immediate feedback to impact classroom instruction and enhance student performance, as it relates to the South Dakota content standards. Performance Series assessments will be available in math, reading, science and language arts. A Learning Styles Inventory also will be available.

In addition, Skills Connection On-Line, an integrated teacher resource that provides immediate individualized resources for each student based on their assessment results, will be a part of the package.

Regional training sessions will take place Oct. 11-14, 2005. Training will be offered for any district personnel who want to use student assessment data from the Performance Series to impact classroom instruction immediately. An agenda and registration information will be e-mailed to schools in early September.

Scantron also will host a Performance Series 2005 Update via Web seminars. Session dates are below. For reservation and sign-on information, contact Nafisa Braimah at 1-800-722-6876 ext. 7501.

• Aug. 24 3:45 p.m. Central Time
• Aug. 31 3:45 p.m. Central Time
• Sept. 7 3:45 p.m. Mountain Time
• Sept. 14 3:45 p.m. Central Time

Questions about the DACS can be directed to Stephanie Weideman at the Department of Education, (605) 773-3783.

DOE develops model wellness policy

By the start of the 2006-07 school year, local education agencies are required to develop wellness policies that address nutrition and physical activity. The Department of Education recently convened a group to develop a model wellness policy that meets the new federal requirement. The model policy will be available for schools to use and modify to fit their own needs.

The model policy can be viewed at the School Health website. Comments can be submitted before the final copy is presented to the Board of Education in September.

The four basic components of a wellness policy are:

1. nutrition education goals
2. physical activity goals
3. nutrition standards
4. other school-based activities

As the law indicates, students, parents, school board members, school administrators and representatives from the school food authority should be involved in developing a school wellness policy. The law requires schools to measure how effectively the wellness policy is implemented. It also indicates that schools should designate at least one person – at the school district level or in each school – with operational responsibility for adhering to the policy.

Many schools already have an existing school health council under the Coordinated School Health Program. Others may have a similar council with Team Nutrition. The task of establishing a local wellness policy can involve either a new set of tasks for an existing team, or building a new team if there is no existing structure.

For more information, visit the U.S. Department of Agriculture’s Web site. Or contact Sandra Kangas in the department’s Child and Adult Nutrition Services office at (605) 773-4746.

Title I schools required to notify parents of teacher status

Title I Part A of the No Child Left Behind Act (NCLB) requires that districts publicly report professional qualifications of their teachers and the percentage of classes not taught by highly qualified teachers. The Department of Education provides this information for districts and schools through the state’s Report Card, available on the department’s Web site. The percentages reflect the number of core academic classes that were not taught by highly qualified teachers the previous school year. 

The online Personnel Record Form (PRF) is set to record highly qualified status at the end of each school year. Teachers of core academic subjects who will attain highly qualified status by the end of the 2005-06 school year – due to completion of their third year of teaching – will be noted in the fall 2005 PRF Report as being highly qualified. However, the reality is that these teachers are not highly qualified until the end of the 2005-06 school year.

“Parents Right to Know” (NCLB Title I Part A 1111(h)(6)) requires Title I schools to notify parents if their child is being taught for four or more consecutive weeks by a teacher that does not meet the requirements of highly qualified. This applies only to those teachers teaching core academic subjects. Notification should be in the form of a letter sent directly to the parents/guardians of children taught by that particular teacher. There is no requirement to report this information specific to a particular teacher in the newspaper or other form of public reporting.  For more information about this requirement, see the Title I Basic Web page. Look under “Reports.”

Based on the requirements above, districts are reminded of their responsibility to notify parents/guardians of the non-highly qualified status for teachers in a Title I school that are teaching core academic subjects. This requirement includes teachers who are starting the 2005-06 school year as non-highly qualified but will be considered highly qualified by the end of the school year.

Timelines for paraprofessionals extended

The South Dakota Department of Education recently received correspondence from the U.S. Department of Education regarding changes in the timeline for paraprofessionals working in Title I schools to meet certain qualifications.

Previous guidance required that all Title I paraprofessionals hired before the enactment of No Child Left Behind in 2001 must demonstrate competency by no later than four years after the law’s enactment, which is Jan. 8, 2006.

All teachers of core academic subjects have until the end of the 2005-06 school year to meet the highly qualified teacher requirements. U.S. Department of Education officials determined that the paraprofessional and highly qualified teacher provisions should be consistent.

This change means that paraprofessionals also have until the end of the 2005-06 school year to meet the requirement in one of three ways:

1. Earning an associate’s degree or higher;
2. Earning a minimum of 48 college credits; or
3. Passing the designated Parapro state test.

Ground-breaking agreement allows for cross-border enrollment

The State of South Dakota recently entered into an agreement with the State of North Dakota to allow cross-border enrollment for kindergarten through 12th-grade students.

“ South Dakota families will be able to send their children to the school that makes the most sense for them regardless of what state they reside in,” said Gov. Mike Rounds. “It allows families to make choices based on their proximity to schools, their work situations and other important factors.”

The agreement allows a student who resides in a South Dakota school district contiguous to the North Dakota border to attend school in a North Dakota school district. It provides the same opportunity to North Dakota students. The agreement could impact students in the following South Dakota districts: Britton-Hecla, Eureka, Frederick Area, Harding County, Herreid, Lemmon, Leola, McIntosh, McLaughlin, Northwest, Pollock, Rosholt and Sisseton.

To be eligible for enrollment in a receiving district, a student must be under 21 years of age, as of July 1, for enrollment the following school year, and the student’s resident district must border North Dakota. Students who require special education also may participate in cross-border enrollment. For this to happen, the receiving district must meet certain provisions, including offering appropriate instructional programs and facilities.

A parent or guardian whose child meets eligibility guidelines should submit an application to the resident school district.

Individual school districts will no longer need to negotiate out-of-state tuition agreements with districts across the border. South Dakota school districts will count North Dakota students as if they are state residents, and the district will receive state aid for those students. The same will apply to South Dakota students who attend a North Dakota district. Any differences in state aid will be reconciled at the state level and will not impact local districts.

Click here to access a copy of the agreement and application form.