• Secretary's Column
• From Poe to poker: Schools raise expectations through Senior Projects
• State Aid Study Task Force discussions continue  
• Watch for preliminary AYP determinations
• Consolidated Application available online
• Council to advise education department on Virtual High School
• Governor unveils anti-meth campaign
• Schools eligible for free training
• State Library Web site has new look
• Hot Topic: Mumps and our schools
• Upcoming Events

Secretary's Column:

No Child Left Behind - Part II

In mid-April, I had an opportunity to attend a Legislative Conference in Washington, D.C. The centerpiece of the conference was the reauthorization of the Elementary and Secondary Education Act, which we currently know as the No Child Left Behind law. There has been much discussion across the country about the renewal of the No Child Left Behind Act, and a great deal of discussion during our conference was centered on that reauthorization. 

Two key parts of the law have drawn the most attention. The first part is the assessment portion, which deals with academic testing in grades 3-8 and one high school grade. While South Dakota has been involved in testing at all grade levels, there are some states testing all grade levels for the first time this spring. The key for future assessments will be approval at the federal level for regular and alternative assessments, along with continuing to approve the accountability workbooks dealing with adequate yearly progress on an annual basis.

Based on congressional input, there appears to be no interest in backing off the accountability of the No Child Left Behind Act.  However, the timing of the reauthorization could make a significant difference. If NCLB is not reauthorized until after the 2008 presidential election, significant changes could be on the horizon.  If the reauthorization occurs prior to the election, then it may be likely that the act will take on much of its current appearance. 

Another part of the act that has received a great deal of scrutiny is the highly qualified teacher portion. Once again, there appears to be strong support for continuing this portion of the act. The U.S. Department of Education has emphasized the need for accurate reporting data on which teachers are and are not deemed highly qualified. Secondly, we are seeing a real emphasis on a movement towards 100 percent of teachers being highly qualified.  It appears that as long as the data is accurate and states are making a good faith effort towards the 100 percent goal, no sanctions will be implemented. 

As you can tell, there are still many questions relating to the reauthorization of No Child Left Behind. After the legislative conference, it does appear that there remains strong support for the basic principles of No Child Left Behind, but it is very possible that certain parts of the law will be modified based on existing and new leadership at the federal level. 

From Poe to poker

Schools raise expectations through senior projects

High school reform has taken center stage in the national spotlight, where people such as Bill Gates are advocating for change. In South Dakota, one small-town high school is leading the way in making the senior year more relevant for its students, and others are following suit.

“Part of the Governor’s 2010 Education Initiative focuses on making sure that our young people finish high school on a strong note,” said Rick Melmer, secretary of the South Dakota Department of Education. “Emery is an example of a school district that has committed to providing rigor and relevance in the senior year.”

Emery High School has required senior projects for three years. “I always felt like seniors attempt to take their final year off,” explained Chris Schultz, principal of Emery High School. “We wanted to give them something to keep them focused during that critical year – something where they had to demonstrate their ability and skill level.”

Enter: the senior project. A senior project serves as a practical application of four years of learning. Not only does the project keep students engaged in their senior year, it also gives them an opportunity to integrate their skills, learning and knowledge.

Typically, a senior project consists of four major components: a research paper, product, portfolio and presentation. The student can work on the project the entire year or for a single semester, depending on the model a school adopts. Topics run the gamut from Edgar Allan Poe to Texas Hold’em and everything in between.

After students select a topic, they embark on the research phase of the project. The finished product and presentation come at the end of the process. In between, students develop and meet timelines, communicate with mentors, keep journals of their work, assemble whatever tools they need to create their product, and work on developing the actual product. All of these items can become part of the portfolio.

“It’s a process that gives students experience with real-world skills such as doing research, making decisions, perfecting their writing, and presentation and organizational skills,” said Marsha Kucker, a consultant who leads senior project training sessions for the Department of Education.

Students become filmmakers, craftsmen, experts

In South Dakota, 67 schools have participated in senior project training offered by the Department of Education. Emery High School took the plunge into senior projects in November 2003, before training was offered at the state level. The school received approval from its Board of Education, trained staff and sent a letter to parents in short order.

It was the students who proved to be the hardest sell. With a little bit of coaxing, however, the students became excited about the process. In the end, “the pride of those students – and their parents – was one of the neatest experiences I have witnessed,” Schultz said.

Seniors choose their own project topics. Under the model promoted by the Department of Education, students are encouraged to choose a topic based on a particular career cluster. For example, in the Information Technology cluster, a student might do his research paper on the World Wide Web, and for his project, design a Web site for the school or a community organization.

In Emery, one student researched domestic violence and raised money to purchase supplies to decorate a room at a safe house in Mitchell. The student also oversaw the decorating process, enlisting the help of elementary school children to create artwork for the walls.

In the Kimball School District, which is in its first year of requiring senior projects, one student has produced a 15-minute film that will be shown at this year’s graduation ceremony. The film recounts the senior class’s final year. Another student’s product was to develop and implement activities for the residents of a local assisted living facility. Another student has spent more than 100 hours making a 16-foot canoe, by hand, out of 1-inch planks.

“What we would really like, when we interview these seniors next year, is for them to say ‘This was the best thing about senior year,’” said Kamden Miller, a social studies teacher in Kimball, who has helped to coordinate senior project implementation in that district.

Model addresses national crisis

Recently, a national study, “The Silent Epidemic: Perspectives of High School Dropouts,” found that nearly half (47 percent) of those surveyed said a major reason for dropping out was that classes were not interesting. The study also noted that dropping out was “not a sudden act, but a gradual process of disengagement.”

To address these issues, the study recommended that schools implement “supports” that can improve a student’s chances of staying in school. Among these recommendations: 1) Improve curriculum and instruction to enhance the connection between school and work, and 2) Ensure that students have a strong relationship with at least one adult in school.

South Dakota’s senior project model does both of those things. By focusing on a particular career cluster, students are forced to think about their future and a potential career. The student also is required to have a community mentor – a professional person or an expert in the field of study – who provides that tie to the world of work. Sometimes the community mentor is located in the town where the school building sits. Other times, the expert might be located several states away, and communication between mentor and student takes place mainly through e-mail and telephone conversations.

Each senior also is assigned a faculty advisor, who might be a teacher, counselor or administrator. The faculty advisor provides assistance with topic selection, serves as a liaison between the student and community mentor, and makes sure that the student is meeting project guidelines and deadlines.

Beyond the faculty advisor and community mentor, the school’s English teacher typically plays an important role in the process. The English teacher is responsible for monitoring the research paper. Kimball has taken an added step with its research papers. Students’ papers are run through a college professor for a final grade, Miller said.

When it comes to the final presentation, both schools assemble a committee of judges to review the seniors’ work. The presentations become a community event, involving parents, teachers and local professional people. “We try to make it a big deal,” Schultz said. They decorate the multipurpose room with balloons and flowers and invite the community to an open house to view the projects.

For its first year, Kimball is using two panels of judges to review all of the senior projects. The panels consist of a local business person, an outside professional person, a 4-H leader, and possibly a school administrator or school board member. Students receive a pass/fail grade.

Emery has moved on to letter grades, at the suggestion of its students. This year, they have hired a panel of three judges to review all of the seniors’ presentations. This panel’s score will account for 40 percent of the grade. A second team – consisting of the student’s parents, a sophomore or junior student, the teacher mentor and a community member – also assesses the presentation. This team’s score accounts for 10 percent of the grade. The research paper and portfolio, which are assessed by a team of teachers, account for the final part of the grade.

Making it happen in your district

Communication is key to implementing senior projects, according to Kucker. The school board, staff, parents and students need to be informed every step of the way. She also recommends phasing the program in over a period of time.

“We spent the last two years planning and talking about it,” Miller said. Kimball alerted its first group of students at the end of their junior year, so that they could think about project topics over the summer.

In addition to communication, Schultz reminds educators that the topic has to be a stretch for the student, and it has to be something the student is passionate about. “You have to be very open-minded about the topics selected by students,” she said.

In line with the goals of the 2010 Education Initiative, South Dakota’s senior project model provides schools with an opportunity to raise expectations for students. And, as schools like Emery and Kimball demonstrate, it can be done with a little bit of passion and perseverance.

As Schultz explained it: “Any time you do a new project, it’s work. You do it because you realize it’s a great educational opportunity for the students.”

State Aid Study Task Force discussions continue

The task force charged with reviewing South Dakota’s education funding formula held its first meeting of 2006 in April.

As with previous meetings, the group’s discussions represented a variety of opinions. However, consensus does appear to be building in several key areas.

• 150 percent rule – Task force members appear to agree that there are flaws in the current tax collection structure. In particular, the group focused on the 150 percent rule, which provides that land sold for 150 percent more than its assessed valuation cannot be taxed.

• Sparsity – Overall, the group is supportive of the sparsity provision that was hammered out during the 2006 legislative session. 

• Impact Aid – After studying the issue and reviewing federal regulations, the Department of Education recommended to the group that South Dakota not pursue equalization at this time.

• Capital Outlay – Task force members seemed to agree that the state has an obligation to address districts that have low land values, and therefore, cannot generate appropriate Capital Outlay dollars. A number of potential options regarding this issue were discussed.

While the small school factor was not on the April agenda, it is an issue that the group is seriously reviewing. Senate Bill 157, which is the 2005 legislation directing the Department of Education to study school funding, specifically identifies the small school factor as one of seven items to review.

The task force also spent part of its time reviewing the adequacy study prepared for the Alliance for Education by Augenblick, Palaich and Associates Inc. Following the presentation by APA, Michael Griffith from the Education Commission of the States talked about the various types of adequacy studies that exist today, and he outlined the advantages and disadvantages of each.

The State Aid Study Task Force was formed in 2005 to advise the Department of Education as it studies the current funding formula. The group’s next meeting is June 21-22 in Pierre.

Watch for preliminary AYP determinations

Preliminary determinations on adequate yearly progress (AYP) for 2006 should be distributed at the Superintendents Conference, July 17-19, in Pierre. For those superintendents unable to attend the conference, the early determinations will be mailed out.

“We instituted the preliminary determinations last year in an effort to give schools more time to review their data,” said Melody Schopp, director of the department’s Office of Accreditation and Teacher Quality. “This is a district’s opportunity to really comb through the data to make sure everything is in order.”

Assuming that the data collection and programming process runs smoothly, the preliminary determinations should be available mid-July, Schopp said.  Final AYP determinations will be released to superintendents sometime in early August. Shortly after, the information will be released to the public via a media release. Last year, the media release was timed so that school districts had a chance to inform their school boards at their regular Monday night meetings. The department plans to follow a similar schedule this year.

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Consolidated Application available online

School districts now can fill out their Consolidated Application online at www.doe.sd.gov/ofm/grants. Click on “FY07 LEA Consolidated Application eGrant system.”

In March, a small group of school districts tested the eGrant system. The new system is expected to result in a number of benefits to schools, including quicker turnaround time for application approval.

The deadline to complete the FY07 Consolidated Application is July 1, 2006.   

Council to advise education department on Virtual High School

The South Dakota Department of Education has announced the members of its Virtual High School Advisory Council. The members include:

• Rick Bates, Rapid City School District

• Dan Guericke, Mid-Central Educational Cooperative

• Suzanne Hegg, Sioux Valley School District

• Rep. Ryan Olson, Onida

• Ann Smith, Sioux Falls School District

• Erika Tallman, Northern State University Distance Education Program 

• Curt Voight, Technology & Innovation in Education

The council was created as a result of legislation promoted by Gov. Mike Rounds during the 2006 Legislature.

“Virtual High School is an important part of the 2010 Education Initiative,” said Rick Melmer, secretary of the South Dakota Department of Education.  “It is one of several key elements that we have identified to equip our high school students with important 21^st century skills.”

The South Dakota Virtual High School is expected to benefit a variety of students, including those who need to pursue credits due to failing a course; those who do not have access to certain courses in their home district; home school students; and students who want to pursue additional upper-level courses.

The council held its first meeting May 2 in Pierre. The council’s role is to discuss and make recommendations for the development of policies that will direct the delivery of distance education in South Dakota. 

Governors unveils anti-meth campaign

Gov. Mike Rounds kicked off “Face Facts: Meth Makes You Ugly,” a campaign to curb the growing methamphetamine problem, earlier this week. The Governor visited five South Dakota high schools to introduce the campaign.

During the events, Gov. Rounds and Jeremy Bucholz, a former meth user, producer and member of the Statewide Methamphetamine Task Force, spent time with high school students, discussing how meth destroys their bodies and minds.  

“We must face the facts,” said Gov. Rounds. “Meth use is increasing in South Dakota, especially in high school age students. Nine percent of our female 10th graders have tried meth; 12 percent of our 11th grade girls have used it. Our youth must be educated about the harmful and addictive effects of this terrible drug.”

The Face Facts project targets high school and junior high students. As part of the campaign, posters have been sent to high school and junior high principals to distribute to their students. The posters focus on the truths about meth and draw attention to the mental and physical destruction that occurs when using the drug. 

The anti-meth advertising will continue into the 2006-07 school year with new posters and enhanced awareness activities. 

This campaign is another project of the state’s Methamphetamine Task Force. The task force, comprised of community leaders, prevention and treatment specialists, and health care professionals, has been at work for two years.    

For more information about the campaign, visit www.mappsd.org. If you are interested in receiving additional materials or would like a meth prevention speaker to visit your school, call South Dakota’s METH Awareness and Prevention Project at 1-800-343-9272.

Schools eligible for free DDN Campus training

All South Dakota school districts using DDN Campus can take advantage of training sessions offered through Infinite Campus University.

Infinite Campus, which provides the state’s student information software, has agreed to offer these courses to South Dakota schools at no cost. All training sessions are online WebEx classes that will improve users’ knowledge of DDN Campus’s many functions. WebEx classes cover a range of topics, including:

• Using Query Wizard to create filters, export data, and design and build reports on everything from attendance patterns to student behavior;  

• Setting up score groups, courses and using the Auto Grade feature to post composite term grades for students; and

• Learning about options for using the Personal Learning Plan to track information on individual students.

To view a complete list of Infinite Campus University for spring 2006, click here. School districts may register for an unlimited number of courses. Please follow the registration instructions below.

Registration Procedures

To register for a course, click on or type the following link into a Web browser’s address bar: http://cpu.infinitecampus.com:8080/icu/. Once at this URL, follow these steps:

1. Click on My Account.

2. Click on Create Account.

3. Complete the requested information.

4. Click on All Events.

5. From the Audience drop-down list, select “Customers.”

6. From the Type drop-down list, select “Course.”

7. From the Status drop-down list, select “Open.”

8. From the Delivery drop-down list, select “WebEx” or “In Person.”

9. Click on the name of the course to register for it.

10. Click on the “Register Now” button.

11. Enter a Purchase Order Number.

12. If your district has a subscription to ICU, click on the “Other” radio button and enter Pre-Paid in the text box.

13. Repeat steps 4–12 to register for additional courses.

State Library Web site has new look

The South Dakota State Library recently redesigned its Web site, located at www.sdstatelibrary.com.

According to State Librarian Dorothy Liegl, the site demonstrates a renewed focus on services to state government and libraries throughout the state.  A new “State Government” section in the banner directs users to a recently developed State Employee Information Center and Government Depository Library information. In addition, the “For Librarians” section was changed to make navigation easier for users.

These enhancements will facilitate information access for state employees and librarians as well as the citizens of South Dakota.

Online Consolidation Application available in April

South Dakota is moving into the electronic age with its Consolidated Application process. In March, a small group of school districts across the state will test the new e-grant system. Following the test period, the department expects to open up the online Consolidated Application to all school districts sometime in April.  

“Because this is a brand-new system, we know that we will have some challenges,” said Dr. Rick Melmer, secretary of the South Dakota Department of Education. “This test-period will give us a chance to work out some of those kinks.”

An electronic grant system should result in a number of benefits to schools, including the following:

• The e-grant system is expected to improve the turnaround time for approval of applications. The electronic system will help to ensure that information being provided via the application is complete. It also allows for interaction between schools and state-level program representatives as schools fill out the application. Both of these features should reduce the amount of follow-up required once an application has been submitted.

• The e-grant system also should make it easier for schools to budget. With the e-grant process, the district’s fund balances will be preprogrammed into the system. The system will not allow an application to be sent if the budget has exceeded the preprogrammed amount.

• Finally, the e-grant system will eliminate paperwork.

Hot Topic: Mumps and our schools   

A large outbreak of mumps is occurring in some Midwestern states. As of May 2, South Dakota had six confirmed cases of mumps, 20 probable cases and 6 suspect cases.

Currently, the South Dakota Department of Health is not asking school districts to take any extraordinary measures related to mumps prevention. Rather, the department encourages school districts to follow common sense measures. Questions regarding the mumps should be directed to the South Dakota Department of Health at 1-800-592-1861.

The resources below are designed to provide basic information about the mumps virus and mumps control, should an outbreak occur in your area.

Just the facts   

• Mumps is an acute viral disease characterized by fever, swelling and tenderness of one or more of the salivary glands. Although older people may contract the disease, mumps usually occurs in children between the ages of five and 15.

• The incubation period for mumps is usually 16 to 18 days, although it may vary from 14 to 25 days.

• Mumps virus is present in the saliva from seven days prior to and nine days after the onset of symptoms. A person is most contagious from two days before swelling until four days after swelling starts. About 20 percent of infected people may have mild or no symptoms and still be contagious. 

• Two doses of MMR (measles-mumps-rubella) vaccine are mandatory for school entry in South Dakota and also are required for students entering state colleges and universities. The vaccine is 80 percent effective with one dose and 90 percent effective with two doses. Because the vaccine is not 100 percent effective, some cases can occur in vaccinated persons.

• As with any infectious disease, practice good hygiene. Wash your hands often. Cover your mouth when you cough or sneeze, and stay home when you’re sick.

Mumps Control  

Should an outbreak occur in your area, the American College Health Association and Centers for Disease Control and Prevention offer the following recommendations. IMPORTANT NOTE: These recommendations are targeted to postsecondary institutions but may prove as helpful guidelines in the K-12 setting as well.

The main strategy for controlling a mumps outbreak is to define the at-risk population and transmission setting, to prevent further transmission of cases through isolation, and to protect susceptible populations with vaccination. Specific recommendations for colleges and other post-high school educational institutions are to:

1. Rapidly identify susceptible persons and vaccinate with up to two doses of MMR. Susceptible persons may include undergraduate and graduate students, faculty, and health care and other workers in colleges and other post-high school educational institutions without evidence of mumps immunity (physician diagnosis or laboratory evidence). Although birth before 1957 is usually considered proof of immunity, during an outbreak, one dose of vaccine can be considered for this age group if the epidemiology of the outbreak suggests that they are at increased risk of disease. Once vaccinated, persons, including health care workers, can be readmitted to school or work.

2. Exclude susceptible persons from school or work to prevent exposure and transmission if a contraindication to MMR vaccine exists. Exclusion of those that remain susceptible should be from the 12^th day after the first exposure through the 26^th day after the last exposure (onset of parotitis) in the affected institution.

3. Identify and test suspected cases for mumps and report cases to the local public health agency. Click here for information on collection and testing of clinical specimens for mumps. 

4. Isolation of persons having mumps for 9 days after symptom onset is very important to prevent transmission on a college campus. Efforts should be made to assure ill persons stay confined to their residence hall room and/or home. In health care settings, the use of respiratory precautions is recommended.

In addition to the above, the South Dakota Department of Health adds the following: Any person who has had exposure to mumps who is not vaccinated, able to show evidence of physician-diagnosed mumps infection or serologic evidence of exposure should be excluded from school. There is no religious exemption for the exclusion from school.

For more information:

• http://www.state.sd.us/doh/mumps.htm

• http://www.cdc.gov/nip/diseases/mumps

• http://www.acha.org/Mumps_statement_4-06.rtf

Upcoming Events

For a more complete list of professional development opportunities, visit www.southdakotapd.com.

• Bus driver training schedule set

• Training addresses health education standards and assessment

• Writing to Win© workshops set for June

• Plan to attend Certification Institute 2006

• Conference to target after-school programs

• School wellness videos available online

Bus driver training schedule set

A schedule of bus driver training sessions is available at www.doe.sd.gov/oatq/transportation/trainings.asp. Click on “2006 Schedule.” These trainings meet the state’s annual requirements for bus driver training.

Training addresses health education standards and assessment

The Coordinated School Health Program will host a series of South Dakota Health Education Standards and Assessment Trainings this summer. 

• Onsite training:  

  • Aberdeen, SD – June 13-14

  • Rapid City, SD – July 26-27

  • Martin, SD – Aug. 2-3

• Web-based training: June 2-30, 2006

The training is designed to provide participants with information and skill-building opportunities related to South Dakota’s health education standards and assessment.

Participants will explore the state’s health education standards, including the core concepts and skill categories. They will learn to align standards, assessment and instructional activities, as well as obtain practice in scoring student’s work. Participants will learn to differentiate between assessment for the purpose of accountability and assessment for the purpose of instructional improvement.

This training is appropriate for elementary teachers, curriculum directors, health education teachers, administrators, school counselors, school nurses, parents, and other interested individuals.

Approval has been granted for one hour of graduate or undergraduate credit or for one Department of Education certificate renewal credit. The course also may be taken for no credit.  

For more information about the course objectives or to access a registration form, go to www.doe.sd.gov/oess/schoolhealth/training/. Questions regarding the training design and content can be directed to Karen Keyser, Coordinated School Health Program, at (605) 773-6808 or karen.keyser@state.sd.us.

Writing to Win© workshops set for June

Writing to Win© workshops will be held this summer in Mitchell. Phase One: Journal Writing for Critical Thinking Across the Cur­riculum will be held June 13-15 at the Holiday Inn Convention Center. Phase Two: Process Writing for Informing and Creating will be held June 11-13 at the same location. Those who already have taken Phase One are invited to attend the Phase Two workshop. Both sessions will be led by Dr. Warren Combs.

Writing to Win is designed for teams of teachers from each participating school. These participants will be trained to serve as writing coaches in their local schools. In two and a half days, participants will learn the keys to teaching effective writing.

Phase I presents the tools needed for energizing instruction in writing across the curriculum. The objective is writing fluency. Researchers agree that young writers must write fluently before teachers can help them become refined creators of reports, essays and extended fiction. Through Phase One, you will learn to train students to be fluent thinkers in a dozen critical thinking strategies.

Phase II presents the tools needed for giving students the power to make good choices about writing at each step of the writing process. Research shows that clearly defined teacher expectations for each step of the process assure authentic and articulate writing from students. Through Phase Two, you will learn to train students to be confident users of tools, such as advance organizers and rubrics, in their writing.

The cost of each workshop is $65. Travel, lodging and meal costs are the responsibility of participating schools. Register online at www.southdakotapd.com. Registration is limited to 25 schools. Registration deadline is May 26, 2006.

For more information, contact Marsha Kucker at (605) 367-7680, mkucker@edec.org, or Faith Ellis at (605) 773-7030, faith.ellis@state.sd.us.

Plan to attend Certification Institute 2006

“Feeding the Future for a Healthy Tomorrow” is the theme of the 2006 Certification Institute. The event is slated for June 18-23 at Augustana College in Sioux Falls. Food-service directors and staff should plan to attend this exciting event!

Once again, one of the institute’s tracks will be devoted to Healthy Schools. It will feature topics related to school wellness, including strategies to address the childhood obesity epidemic. 

At the institute, participants will learn about incorporating whole grains, dried beans and fresh fruits and vegetables into their meals. Participants also will learn about discretionary calories, nutrient dense foods and energy balance. 

To learn more, visit www.doe.sd.gov/oess/cans/training/certinstitute/. Questions can be directed to the Department of Education’s Child and Adult Nutrition Services Program at (605) 773-3413.

Conference to target after-school programs

The After-School Programs Conference will be held Aug. 15-16 at the Ramkota Convention Center in Pierre. The event is hosted by the South Dakota Department of Education and made possible through the 21^st Century Community Learning Centers Program.

Keynote speakers include Bertie Kingore, a national consultant who has worked with educators, students and parents for over 30 years, and Duane Hodgin. Hodgin coordinates his school district’s character education program, which received the National School District of Character Award in 2002. Keith Moore, Indian education coordinator for the South Dakota Department of Education, also will address the group.

Cost is $50. The deadline to register is June 30.

For more information, contact Sue Burgard with the Department of Education at (605) 773-5238.

School wellness videos available online

Visit the Department of Education’s Web site to watch a video made specifically with South Dakota schools in mind. Dayle Hayes, a nationally known presenter on wellness issues, presents the basics of developing a wellness policy in three 25-minute sessions. Also included is a 45-minute session on available resources. This session is led by Kari Senger and Amy Richards of the South Dakota Department of Education.  Click here to view the videos.

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