• Secretary's Column:
• Reading First - Early indicators show it's making a difference
• Deadlines related to School Lunch Program approaching
• Planning for South Dakota Virtual School progresses
• State-of-the-art career planning tool now available
• Dakota STEP: Field test for science, math
• Wanted: Teachers to help shape state's assessment system
• Funds assist National Board candidates with fee
• Hot Topic: What to do about the flu
• Upcoming Events

Secretary's Column
By Dr. Rick Melmer
Department of Education

Darrell, Dennis and Gordie

When our kids were young, we used to take them bowling at the local bowling alley. In order to enhance their scores, we would always ask for the bumpers to be put up along the sides of the alleys so that we could avoid gutter balls. Even though I always said it was for the kids, the truth is: My score was enhanced as a result of the bumpers as well! As I reflect on my professional life, I am thankful for those people who have been “bumpers” in my life. They have helped me stay out of the gutter and focus on the things that are really important in my work.

This column highlights three of those special individuals who have helped me throughout my professional career.

Darrell

I worked on my master’s degree at South Dakota State University. During that time, Dr. Darrell Jensen was the education dean and also taught a leadership class. I can remember very clearly that I entered the program unsure of my abilities as a teacher and potential administrator. Through Darrell’s encouragement and support, and the support of many other faculty members at SDSU, I left convinced that I could be a successful school administrator.

Many of Darrell’s lectures were revelations to me. He reminded all of us that “God didn’t make junk.” He consistently talked about the abilities of people and reminded us that an approach to leadership where you believe in people and their abilities would be much more successful than an approach where people needed to be watched and monitored constantly. Darrell also was an advocate of the Japanese style of management, which emphasized the importance of teamwork and delegation. Finally, Darrell encouraged us to pursue our strengths and compensate for our weaknesses. I honestly believe that I would not have pursued school administration without the encouragement and support of Dr. Darrell Jensen.

Dennis

My first elementary principal position was in Mitchell, S.D., and I worked for Dr. Dennis Peterson. Dennis had a tremendous influence in my life. As I worked for him for three years in Mitchell and an additional three years in Cheyenne, Wyo., I will always remember Dennis for his never-ending passion for education. He taught me to focus on students in all decisions. He also challenged me to hire and keep the very best teachers in my school. Finally, Dennis found a way to resist the political winds and always do what was fundamentally right within his school district. He had a vision for the future that was impressive and accurate. His determination and dedication to provide the best educational program for the students of his school district were something I will never forget.

Gordie

I earned my bachelor’s degree from Dakota Wesleyan University in Mitchell. I chose Dakota Wesleyan because I had hoped to play college basketball. Once I arrived on campus, the coach, Gordie Fosness, gently explained to me that I didn’t have what it took to play at that level. Even though we parted ways on the basketball court, I fell in love with his oldest daughter and he became my father-in-law in 1983. Since that time, Gordie has been a constant source of encouragement for me. In spite of my limitations, he continues to encourage me professionally, spiritually and personally. His unconditional love has been a tremendous blessing to me and has helped me gain confidence in my work.

My guess is that you have a few “bumpers” that have helped you stay on track during your professional career as well. My hope is that you take some time to thank them for their encouragement and support. Secondly, as I get older, I have realized it is time for me to begin investing in younger people as well. Darrell, Dennis and Gordie invested in younger people to make our world a better place. All of us are called to do the same.

Two years ago, a handful of South Dakota districts began to implement Reading First in some of their elementary schools. Today, initial data indicates that the program is having a powerful impact. At each of the participating grades, the number of students considered at high risk for reading failure has decreased steadily.

“We are very pleased with these results,” said Michelle Mehlberg, director of South Dakota’s Reading First program. “These schools are focused on systematic, explicit, data-driven instruction, and that focus appears to be paying off.”

Data demonstrates progress

According to Mehlberg, kindergarten classes have experienced the most dramatic results. Statewide data shows a baseline of 16 percent of kindergarten students considered at high risk for reading failure in 2004. In 2006, that number had dropped to 1 percent. At the same time, the number of kindergarten students considered at low risk for reading failure has climbed from 44 percent in 2004 to 90 percent in 2006.

Statewide data shows similar, although not as dramatic, patterns in grades 1-3, Mehlberg said. Progress was measured using the Dynamic Indicators of Basic Early Literacy Skills or DIBELS.

In addition, the Dakota STEP scores of 3^rd grade students participating in Reading First reflect progress. The percent of Reading First students scoring at the “proficient” level has increased from 54 percent in 2004 to 63 percent in 2006. At the same time, those scoring at the “basic” level has decreased from 24 percent in 2004 to 17 percent in 2006.

“Our teachers are better at meeting individual students’ needs,” said Angie Thunker, Reading First coach at the McLaughlin School District. “With Reading First, they have to look at data, they know how to interpret data, and it’s making a difference,” she said.

Thunker also noted that the district’s 3^rd grade math scores on the Dakota STEP experienced a notable increase this past year – something she thinks could be linked to Reading First. Thunker speculates that teachers have gotten better at focusing their math instruction since they have less time to teach it during the day. And, students’ increased ability to read and comprehend also could be playing a role.

National program takes heat

In recent weeks, Reading First has come under fire at the national level. Criticisms of the program are aimed at the management of the grant at the federal level and not its effectiveness at the local level.

In fact, a recent Education Week article notes that “many educators and observers said the blistering review of the implementation and management of Reading First, though justified, could damage a program that is showing initial signs of effectiveness.”

For now, South Dakota’s Reading First schools will remain focused on their goals and what their data is telling them. And, with two years of information now available, that data seems to be telling them good things!

Reading First is a system of teaching K-3 students to read. While schools pick the particular reading program that they want to use, the program’s major strategies must be scientifically based and feature a systematic, explicit, data-driven, homogenous approach to instruction. Monitoring or assessing student progress, and using that data to impact instruction, is another essential part of the process. 

All Reading First schools dedicate 90 minutes per day to uninterrupted reading instruction. This reading instruction time is “sacred” at many schools. Students considered at high risk get even more instruction.

The Reading First system features three tiers of instruction. Tier I features the core curriculum and basic 90 minutes of reading instruction per day for all students. All students are screened in Tier I to assess their risk for reading failure.

Tier II is supplemental instruction for those students who have been identified as needing further assistance. An additional 30 minutes of reading per day is recommended for students in Tier II; however, this process should be guided by student data. Students work in small groups, which are arranged according to instructional needs based on assessment data. As a student’s needs change based on data, students move in and out of small groups. Progress is monitored approximately every two weeks.

Tier III students receive an additional 30 minutes of instruction twice a day, and again, their progress is monitored closely. This frequent assessment allows teachers to target instruction for each individual student. 

Deadlines related to School Lunch Program approaching

Schools participating in the National School Lunch Program must submit the October Data Survey to South Dakota’s Child and Adult Nutrition Services by Nov. 15. The survey was mailed to all authorized school lunch representatives in September. The information from this survey is required by federal regulation. Returning the survey will assure your October claim for reimbursement will be processed. 

In addition, school food authorities are required to report their verification results to the state’s Office of Child and Adult Nutrition Services. States, in turn, report this information to the federal government. At the local level, your Verification Sample must be based on applications approved for the current school year as of Oct. 1 and must be completed by Nov. 15. Form 742SD must be completed and returned to South Dakota’s Child and Adult Nutrition Services before March 1, 2007.

For questions about either process, please contact South Dakota’s Child and Adult Nutrition Services at (605) 773-3413.

Planning for South Dakota Virtual School progresses

The South Dakota Board of Education approved administrative rules related to South Dakota Virtual High School at its September 2006 meeting. The rules outline the definition for the Virtual High School, calling it a “consortium of approved statewide distance education providers under the auspices of the South Dakota Department of Education.”

The VHS is designed to provide accessibility, flexibility, quality and equity in high school offerings for students across the state. The Virtual High School will not grant diplomas.

VHS courses will be offered both synchronously and asynchronously. All VHS providers and course offerings will be approved by the South Dakota Department of Education, in order to ensure consistency, quality and alignment with the state’s content standards.

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State-of-the-art career planning tool now available

For years, the South Dakota Department of Education has urged schools to provide their students with comprehensive guidance and counseling programs. The South Dakota Career Assessment, which all students are required to take, measures a student’s interest and aptitude for particular careers.

As a follow up to that assessment, the department is making available to all public school districts a complete suite of career planning tools known as Guidance Central. This suite includes Choices® Explorer, Choices® Planner and testGEAR™. It will be available online to school districts free of charge for the 2006-07 school year.

“Career planning should be an integral part of every student’s educational experience,” said Wade Pogany, director of curriculum and instruction for the Department of Education. “This comprehensive tool has the potential to assist thousands of high school students as they begin to think about, and plan for, life after high school.” 

Guidance Central consists of three major components. The Explorer program lets students explore a variety of career paths. They can take quizzes to assess their interests. They can watch videos about particular careers. When a student begins to take an interest in a specific path, the Planner program identifies courses and educational paths that they can take to properly prepare for a career. The third component, called testGEAR, offers students the tools to help them perform well on college entrance exams.

The Guidance Central bundle offers versatility for users. Because it’s online, as opposed to on a disk, students will have access to the programs at home or school, according to Pogany. “This will make it easier for parents to get involved in the process, too,” he said. 

Governor Rounds’ 2010 Education Initiative calls for South Dakota to be first in the nation for the percentage of students going on to college, technical school or advanced training. One strategy for reaching this goal is to implement personal learning plans. A personal learning plan requires students to take time early in their high school careers to identify long-term academic and career goals, and to identify courses and activities that would help them accomplish these goals.

Guidance Central is one tool to help students, their families, teachers and counselors make those important decisions. 

Science and math items for the 2007 Dakota STEP will be field tested this fall. The field test will take place the week of Oct. 30. Approximately 275 schools have been notified by the South Dakota Department of Education that their students will need to participate.

“We appreciate these schools’ willingness to participate in this process and lay the groundwork for the 2007 Dakota STEP,” said Gay Pickner, the department’s assessment director. “As a state, we need to complete this important work in order to meet federal requirements.”

Spring 2007 marks the first time that science items on the Dakota STEP will be aligned to the state’s content standards. Under No Child Left Behind, states are required to test students on the state’s science standards by 2008. Testing is required in one elementary grade, one middle school grade and one high school grade. The field test also is required by federal regulation.

New math items will be field tested the week of Oct. 30, too. During a recent review of South Dakota’s standards and assessment system, federal reviewers recommended that the Dakota STEP be altered to offer a more equal distribution of test items across all proficiency levels (basic, proficient and advanced). These new math items are a direct response to that recommendation.

New reading items will be field tested next spring within the actual Dakota STEP, but those items will not be scored in 2007.

Wanted: Teachers to help shape state's assessment system

Throughout the year, the South Dakota Department of Education hosts work groups responsible for addressing issues related to the state’s standards and assessment system. The U.S. Department of Education has directed South Dakota to develop more diversity among its work groups. Superintendents are asked to please consider nominating teachers from their districts to participate in this important process.

Teachers from all grade levels, as well as special education teachers and teachers of English language learners, are needed. Participants will have the opportunity to share their expertise and to shape the future of the state’s standards and assessment system.

The department will reimburse work group participants for mileage, meals and lodging and will pay a stipend of $125 per day (8 hours of work). The department also reimburses school districts for substitute pay.

Below is a list of work groups that will meet this fall. For specific information, including dates, contact Gay Pickner at (605) 773-3247 or (605) 280-3613.

• DSTEP-Alt Reading and Math. HIRO (Harcourt Item Review Online). This work will be conducted online, so teachers must have Internet access. These teachers will need to be experts in special education or content experts in reading and math grades K-12 to help review reading and science math items for the upcoming spring 2007 DSTEP-Alt assessment.  Teachers will review items for bias and sensitivity issues as well as content appropriateness, ensuring that items align with the content standards.

• Science Alignment for DakotaSTEP. Sioux Falls. These teachers will need to be experts in science at the appropriate grade levels (5, 8, and 11 only). They will judge the extent that the assessment items or tasks align with a set of content standards in both content and cognitive level. Items will be classified into performance-level categories to provide an examination of the degree to which the assessment has sufficient breadth to cover performance-level expectations. Needed: Teachers at grades 5, 8 and 11, teachers of English language learners, and special education teachers.

• Science/Reading Alignment for DSTEP-Alt. Sioux Falls. These teachers will need to be experts in special education or content experts in science at grades 5, 8 and 11, and/or reading K-11 and familiar with students with disabilities. They will judge the extent that the assessment items or tasks align with a set of content standards in both content and cognitive level. Items will be classified into performance-level categories to provide an examination of the degree to which the assessment has sufficient breadth to cover performance-level expectations.

• DSTEP Reading Bias and Content Review Grades 3-8. Sioux Falls. These teachers will need to be experts in reading at grades 3 through 8. Teachers will review items for bias and sensitivity issues as well as content appropriateness, ensuring that items align with the content standards.

• DSTEP Grade 11 Reading Bias and Content Review. HIRO (Harcourt Item Review Online) Teachers will need to be experts in reading at grade 11. They will judge the extent that the assessment items align with a set of content standards. This entire work will take place online (through HIRO), so teachers must have access to the Internet.

• DSTEP Reading Alignment (Grades 3-8 and 11). Sioux Falls. These teachers will need to be experts in reading at the appropriate grade levels (3-8 and 11). They will judge the extent that the assessment items or tasks align with a set of content standards in both content and cognitive level. Items will be classified into performance-level categories to provide an examination of the degree to which the assessment has sufficient breadth to cover performance-level expectations. Needed: Teachers at grades 3-8 and 11, teachers of English language learners, and special education teachers.

• DSTEP Math Alignment (Grades 3-8 and 11). Sioux Falls. These teachers will need to be experts in math at the appropriate grade levels (3-8 and 11). They will judge the extent that the assessment items or tasks align with a set of content standards in both content and cognitive level. Items will be classified into performance-level categories to provide an examination of the degree to which the assessment has sufficient breadth to cover performance-level expectations. Needed: Teachers at grades 3-8 and 11, teachers of English language learners, and special education teachers.

• Math Alignment for DSTEP-Alt. Sioux Falls. These teachers will need to be experts in special education or content experts in math at grades K-11 and familiar with students with disabilities. They will judge the extent that the assessment items or tasks align with a set of content standards in both content and cognitive level. Items will be classified into performance-level categories to provide an examination of the degree to which the assessment has sufficient breadth to cover performance-level expectations.

Funds assist National Board candidates with fee

Teachers pursuing National Board Certification may apply for subsidies of $500 to $1,000 while funds last. The subsidies help to cover the NBC application fee.

The U.S. Department of Education’s Candidate Subsidy Program helps financially offset a portion of the application fee for teachers who are pursuing National Board Certification. Subsidies will be awarded to eligible NBC candidates while funds last. Funds are provided by the U.S. Congress and allocated to states.

An application may be downloaded from the South Dakota Department of Education’s Web site at http://doe.sd.gov/secretary/NationalBoard/index.asp. Completed applications must be postmarked by Oct. 31, 2006.

Further details are included on the application. Questions regarding this process can be directed to Roxie Thielen in the South Dakota Department of Education at (605) 773-4669 or roxie.thielen@state.sd.us.

Hot Topic: What to do about the flu

With flu season approaching, now is a good time to think about preparations for a possible pandemic. A flu pandemic is a worldwide outbreak that happens when a new flu virus develops. Because people have little or no immunity to the new virus, it spreads easily and quickly.

Currently, there is no pandemic flu anywhere in the world. The H5N1 avian influenza, or “bird flu,” noted in news accounts has not qualified as pandemic. Furthermore, scientists cannot predict if or when this might happen.

One of the major questions related to pandemic flu that school leaders often ask is “When should we close our doors?” At this point, there is no concrete formula to determine when a school should close. The South Dakota Department of Health simply encourages schools to monitor absenteeism and numbers of sick children. As in a normal flu season, those numbers should help guide local decisions. In the event of a pandemic, it is possible that the state may close schools as well as other public facilities and events to limit spread.

The U.S. Department of Health and Human Services has created a School District (K-12) Pandemic Influenza Planning Checklist. This checklist may prove helpful to you as you plan for a possible pandemic. The checklist can be found at http://www.pandemicflu.gov/plan/schoolchecklist.html.

The state Department of Health recommends that efforts to control pandemic influenza should focus on:

• Promoting hand washing and respiratory hygiene/cough etiquette (i.e., covering the mouth and nose when coughing and sneezing)

• Keeping sick students, staff and workers away from school while they are infectious

• Ensuring that supplies for hand washing and respiratory hygiene/cough etiquette (i.e., tissues and receptacles for their disposal) are available

A number of resources, including hand washing posters and basic influenza fact sheets, are available on the South Dakota Department of Health’s flu Web site at http://flu.sd.gov. Please feel free to download and print these items for use at your school.

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Upcoming Events

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

• Reading First Conference planned
• HIV prevention training offered
• Web-based training available for graduate credit
• Learn more about Title IX and sexual harassment
• Conference to address alternative education
• Trainings to tackle bullying, sexual harassment issues

Reading First Conference planned

The 2^nd annual South Dakota Reading First Conference will be held Oct. 17-18 at the Watertown Events Center – Ramkota Inn, Watertown.

The conference focuses on early literacy practices grounded in research. There are three strands to the conference: assessment, leadership, and systematic and explicit instruction – ensuring that there will be sessions to interest everyone. Breakout sessions will address a range of topics, including vocabulary strategies, articulation, comprehension strategies, DIBELS, and more.

Any educator working with K-3 literacy may attend. You do not have to be part of a Reading First school.

For more information about this event, please contact Michelle Mehlberg at (605) 280-3614. michelle.mehlberg@state.sd.us.

HIV prevention training offered

Circle of Life curriculum training will be held Oct. 26-27 in Lower Brule at the Golden Buffalo Motel. Circle of Life is an HIV prevention curriculum for elementary and middle school grades. Graduate, undergraduate and Department of Education renewal credit will be offered. For more information, please contact April Hodges, South Dakota Department of Education, at (605) 773-6898 or april.hodges@state.sd.us.

Web-based training available for graduate credit

Coordinated School Health will host a South Dakota Health Education Standards and Assessment Web-based training Nov. 1-30. The training is designed to provide participants with information and skill-building opportunities related to the implementation of the state’s health education standards.

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. And, they will learn to differentiate between assessment for the purpose of accountability and assessment for the purpose of instructional improvement.

The training is appropriate for elementary teachers, curriculum directors, health education teachers, administrators, school counselors, school nurses, extension educators, family and consumer science teachers, and special education teachers. 

One hour of graduate or undergraduate credit is available through Augustana College for $59 or Black Hills State University for $50. One hour of teacher renewal credit is available through the South Dakota Department of Education at no cost. 

For more information about the course objectives or to access a registration form, go to http://www.doe.sd.gov/oess/schoolhealth/training/index.asp.

Questions regarding the training design and content can be directed to Karen Keyser, Coordinated School Health, at (605) 773-6808 or karen.keyser@state.sd.us. 

Learn more about Title IX and sexual harassment

School leaders are invited to attend a Title IX and Sexual Harassment Investigative Training, hosted by the department’s Office of Career and Technical Education. The training will be held Nov. 16-17 at the State Library in Pierre. It is provided by Colorado State University – Interwest Equity Assistance Center.

Pre-registration is required and due by Nov. 2. Cost of the training is $35, which includes materials, supplies and lunch. Registration is available online at www.southdakotapd.com.

For information, contact Jerry Sauer at (605) 773-4740. jerry.sauer@state.sd.us.

Conference to address alternative education
Alternative education will be the topic of a conference Nov. 21-22 at Cedar Shore Resort in Chamberlain. The conference is designed for school leaders at the high school level. The agenda will include:

• Discussion of alternative education models

• Examination of new directions for delivery

• Developing plans for research-based delivery systems

This free event is hosted by ESA Region 3 and the South Dakota Department of Education. Lodging is at your own expense.

To register and find hotel information, visit www.sddial.org/esa/index.htm.

Trainings to tackle bullying, sexual harassment issues

Bullying, sexual harassment prevention and Title IX are the topics of a two-day training being held across the state. Hosted by the department’s Office of Career and Technical Education, the sessions will take place:

• Dec. 18-19, Western Dakota Technical Institute, Rapid City

• Jan. 23-24, 2007, Lake Area Technical Institute, Watertown

• Feb. 13-14, 2007, Southeast Technical Institute, Sioux Falls

The training is provided by Colorado State University – Interwest Equity Assistance Center. It is appropriate for superintendents, principals, special education directors, school nurses, school counselors and others interested in these topics.

Pre-registration for the events is required. Cost is $35 per person, which includes materials, supplies and lunch. CEU credits are being arranged. Registration is available online at www.southdakotapd.com.

For more information, contact Jerry Sauer at (605) 773-4740. jerry.sauer@state.sd.us.