TITLE I PROGRAM INFORMATION:

Successful Schools

There is often a belief in the public eye that once a school is identified as needing improvement (in school improvement), that they will always be needing improvement. That is not necessarily correct. This year 15 schools that were in school improvement have made annual yearly progress (AYP) for the second year in a row and have been removed from improvement status.

These schools are:
1. Belle Fourche Middle School
2. Brandon Valley Middle School
3. Brookings High School
4. Rosette Colony Elem, Ipswich
5. Lead-Deadwood Middle School
6. Madison Middle School
7. Grandview Elem, Rapid City
8. Horace Mann Elem, Rapid City
9. Valley View Elem, Rapid City
10. Rockyford Lower Elementary, Shannon County
11. Lowell Elem, Sioux Falls
12. Hawthorne Elem, Sioux Falls
13. Bridges at Horace Mann, Sioux Falls
14. Garfield Elem, Sioux Falls
15. Yankton Middle School


With dedication and hard work by committed school staff, parents, and community members these schools that traditionally have faced many challenges have become successful. Perseverance and the willingness to overcome challenging circumstances should make these schools very proud! Congratulations to you all.




SD Principal Making a Difference

In the August 2011 edition of the Harry and Rosemary Wong online newsletter, Karen Whitney, Sisseton MS Principal, is featured in an article titled “How a Principal Creates a Culture of Consistency.”

In the article she describes how the staff embraced the book “The First Days of School” and put into practice the strategies from the book. Karen has also created several documents including a ‘First Day Script or Plan’ and ‘Accompanying Classroom Procedures Observation Rubric’ to help her teachers implement the procedures. Implementing procedures has made a tremendous impact in student achievement on the student population in Sisseton, especially among the Native American population.

To read more about the procedures implemented at Sisseton MS and to get a copy of the ‘First Day Script and Observation Rubric’ go to http://teachers.net/wong/AUG11/.




Comprehensive Needs Assessment Process

The purpose of a comprehensive needs assessment is to examine multiple sources of data to identify the most important academic needs within a school. This data assists schools in monitoring and assessing the impact of programs and instruction on student achievement. The analysis of the data can guide in the improvement of the instructional practices within the school. These decisions should be based on data rather than assumptions.

The comprehensive needs assessment focuses on gathering data in four specific areas: student data, programs and structure, professional practices, and family and community. The committee should evaluate what data will provide the most information concerning the most pressing needs of the school. In order to compare the achievement between subgroups, data should be disaggregated based on gender, race and ethnicity, economically disadvantaged, and limited English proficiency. Data may be examined across multiple years, grade levels or schools to identify patterns and trends.

The state of South Dakota has been using Judy Sargent’s Model for Data Retreat workshops. Data Retreat® workshops are 2- or 3-day set-aside workshops for leadership teams to collaboratively study their school or district's data. Leadership teams work together through a guided structured process to discover their data patterns, pose hypotheses, and develop school plans.

The retreats follow a proven 8-step process:
• Step 1: Team Readiness
• Step 2: Data Collection
• Step 3: Data Analysis in 4 Data Lenses: Student Data, Professional Practices Data, Program & Structures Data, Family and Community Data
• Step 4: Pose Hypotheses
• Step 5: Develop Goals
• Step 6: Design Strategies
• Step 7: Design Evaluation
• Step 8: Develop Roll-Out and Sustainability
It is important that the Data Retreat® facilitator be trained and fully understands the process of leading educator teams.

Step 1: Team Readiness

The team should be a “leadership team” representing your school. There are several steps that will help your team be prepared.

Establish Team Members (example)
  District Team Members   Middle School Team
  District Administrator   Middle School Principal
  Curriculum Director   Middle School Guidance Counselor
  Special Education Director   Middle School Special Ed Teacher (s)
  School Board Member   Middle Level Math Teacher


  Elementary Team   Middle Level Reading/ L. Arts Teacher
  Elementary Principal   Middle Level Science Teacher
  Early Childhood Special Ed Teacher   School Psychologist
  Elementary Guidance Counselor   Parent
  Kindergarten Teacher   ELL Teacher
  Primary Level Teacher (s)   High School Team
  Primary Level Special Ed Teacher   High School Principal
  Intermediate Level Teacher (s)   Special Ed Teacher (s)
  Intermediate Level Special Ed Teacher   High School Guidance Counselor
  School Psychologist   High School Reading/L. Arts Teacher
  Parent   High School Math Teacher
  ELL Teacher   High School Science Teacher
    Transitional/Career & Tech Ed Teacher
    School Psychologist
    ELL Teacher
    Parent


Prepare the Team: Plan an initial meeting with the team to review the purpose; dates, times, and expectations for attendance; team roles; data assignments.

Characteristics of Effective Teams: works interdependently, understands empowerment, documents work, understands roles and responsibilities, establishes ground rules, self-evaluates, and effective decision-making skills.




Roles & Responsibilities of Federal Programs Administrators

Federal Programs Director
• District and school assessment and accountability reports are accurate, complete, and disseminated to the public in a timely manner per the Consolidated Application and SD DOE guidance.

• Responsible for the design, submission, and implementation of the consolidated application.

• Updating the district’s written professional development plan.

• Identification of students with Limited English Proficiency, services, and testing.

• Implementation of all programs, including Title I part A, Title II A (Class Size Reduction or professional development), Title II D (technology), Title IV, or REAP, ensuring appropriate use of funds and compliance with all regulations

• Time distribution records are maintained and clearly indicate staff time paid with federal funds.

• Complaint policy encompasses right for all stakeholders to file a complaint about the use of federal funds and is widely distributed to all parents, students, teacher, and stakeholders and is available.

• School and district improvement plans are developed with staff, parent, and community input and implemented as written.

• Consult with officials of private schools for provisions of equitable services in all required NCLB federal programs.


Title I Director
• Complete consolidated application Title I sections. Rank order schools by poverty and select schools that will receive Title I funds.

• Evaluate district level parent involvement policy with parent input. Solicit parent input in determining how district set aside for parental involvement will be spent. Conduct annual meeting for parents of children served Title I during the school year with all parents of Title I students invited.

• Arrange for an annual meeting for parents of Title I students. Additional meetings and educational events are held to meet parental needs.

• Student needs assessment forms and procedures are consistent across the district.

• Annual attestations as required by section 1119 are completed by each principal of a Title I school at the beginning of the school year. Copies are available at each school site as well as in the district office. These statements are accurate in terms of core content teachers and paraprofessionals meeting requirements.

• Publish the Parents Right to Know to ensure that each parent of a child attending a Title I school knows they have the right to ask for the professional qualifications of each staff member working with their child.

• Conduct staff meetings for all Title I staff to provide pertinent information, review regulations, address compliance issues, and review the approved programs from the consolidated application.

• Complete Title I LEA Annual Report each spring.

• Time distribution records are maintained and clearly indicate staff time paid with Title I funds.

• Provide Title I services to eligible students in private schools.

• The district coordinates with all early childhood agencies in the district, implementing the coordination and transition plan developed and evaluated by a team of representative agencies and parents.

• All school improvement and schoolwide plans are annually evaluated by the school team, including parents, and implemented as written.


Principal of a Title I School

• Ensure that the school level parental involvement policy is implemented as written, evaluated with parental input on an annual basis, and is distributed to all parents of Title I students (all parents in a schoolwide school). Provide the school parent compact to all Title I students and their families.

• The 1119 assurance statement is written to reflect the actual status of core content teachers and paraprofessionals in Title I programs. The verification form is signed at the beginning of school, original kept at the school site with a copy on file at the district office.

• The Parent’s Right to Know is distributed to all parents. Requests for information are promptly provided. A letter to parents of students in classes taught for four or more weeks by a teacher that is not highly qualified is promptly sent.

• All staff paid with NCLB federal funds complete time distribution records on a regular basis as required.

• Classroom teachers complete assessments and information needed to complete the student needs assessment forms required for targeted assistance programs to determine eligible students.

• Schoolwide and school improvement plans, as applicable, are evaluated on an annual basis with team input, including parents, revised as necessary, and implemented as written.


Title I Teacher
• Distribute district and school level parental involvement policies and the school parent compact to parents of each child participating in a Title I program.

• Complete time distribution records.

• Coordinate with classroom and special education teachers.

• Using information generated by classroom teachers, complete the student needs assessment and assign points. Rank order all students and determine which students are most at risk of failing the state’s content standards. Identify students eligible for services. Ask parents to accept or deny services for their child. Set up schedule for services.

• Provide Title I services as outlined in the school’s approved plan in the consolidated application.

• Provide progress reports to parents on a regular basis, at least quarterly.

• Arrange for parent teacher conferences with parents of students served.





4th Annual Conference for Parents

4th Annual Conference for Parents was held in Sioux Falls over the weekend. Parents attending were excited to have the opportunity to attend and learn more about how to help their children with school. A variety of topics were presented to parents including bullying, Common Sense Parenting and how to use games to enhance family time and learning in the home.

Plans are in the works for next year’s parent conference to be held in Pierre.




EDUCATOR RESOURCES:

Parents Play An Important Role in Building Children’s Character

If parents are committed to developing their child’s good character, they’ll get results. It takes dedication and constant watchfulness to raise a child with good morals. But it’s worth it. Your child will grow up with a strong moral compass that will serve him well in school and in life.

To build your child’s character:
• Keep a strong focus on good morals in daily activities. Incorporate the ideals of honesty and respect into dinner and car conversations with your child.

• Explain to your child why you make certain decisions. Talk about the values—such as tolerance and generosity—that guide your decisions.

• Watch TV with your child. When a character does something wrong, ask why it’s wrong. When the character makes a good moral decision—such as returning something lost—discuss why that’s the right thing to do.

• Catch your child showing good character. Tell him you-re proud of him for telling the truth or working hard to finish a task.

• Evaluate how your efforts are working. If you need help, turn to friends, family, and books about character and morals.
Source: M. Berkowitz, “Character Must Matter to Parents First,” Topeka: City of Character, The Topeka Capital-Journal, http://find-articles.com/p/articles/mi_qn417/is_20010812/ai_n11768486/.




RULES & REGULATIONS:

Program Monitoring Information

The South Dakota Department of Education’s monitoring process for ESEA federal programs will consist of a desk review, regional review, or an on-site visit. A three-year cycle has been developed, spanning 2009-2012. Districts with regular Title I allocations of $70,000 or less will participate in a desk review or regional review once during the three-year cycle. Each year, three random selections will be made from the list of districts scheduled for a desk review. These districts will be reviewed on-site instead of doing a desk review. On-site monitoring visits will be conducted in a cyclical fashion with districts receiving over $70,000 in Title I Part A funds being monitored on-site once every three years. If there are significant findings during either an on-site, desk review, or regional review that district will be added to the list for an on-site review the next year.

The following ESEA programs are included in this monitoring process:
• Title I Part A
• Title I Part C, Migrant
• Title I Part D, Neglected or Delinquent
• Title III, Limited English Proficient
• *Title IVB, 21st Century After School (*reviews coordinated, if possible)
• Title VI, Reap; Rural & Low Income
• Title X, Part C, Homeless

v The areas to be reviewed include: General Narrative, Needs Assessment, Fiscal, Qualified Staff, Professional Development, Parent Involvement, Limited English Proficiency, and Homeless.

Timeframe

Beginning in the 2010-11 school year, districts will be advised one year in advance via the DOE website, if they are scheduled for either an on-site visit, desk review, or a regional review. Those scheduled for the Desk Review, Regional Review, and On-Site Monitoring will be notified of the specifics of the review in August of each year. Required documentation for the Desk Review and On-Site Review will be due to the DOE no later than October 1st of each year. On-site monitoring visits will be conducted from October through April. Regional Reviews will be conducted from October through December.

Technical Assistance
ESEA Program Monitoring technical assistance sessions, focusing on weaknesses being identified during reviews, will be provided throughout the year via either Live Meeting or DDN sessions. Schedules of the sessions will be posted on the DOE website. Schools slated for review are highly encouraged to participate in these sessions.

Desk Review
Districts receiving $70,000 or less for a Title I allocation will submit written documentation for the desk review once in a three year cycle. The documentation will be reviewed over a time span from October through March. Approximately 20 - 30 districts will receive a desk review each year. Once the Desk Review is completed, a letter indicating the results of the review will be sent to the district. If there are significant findings, the district(s) will be notified that they will have an on-site review during the next school year.

Regional Review
Districts receiving $70,000 or less for a Title I allocation will submit written documentation for the regional review once in a three year cycle. The documentation will be reviewed at a regional review meeting spanning from October through December. Approximately 20 - 30 districts will receive a regional review this year. Once the Regional Review is completed, a letter indicating the results of the review will be sent to the district. If there are significant findings, the district(s) will be notified that they will have an on-site review during the next school year.

On-site monitoring
Risk analysis factors are used to determine the frequency and timing of on-site monitoring visits to public districts receiving ESEA federal funds. The first risk factor is the amount of federal funds received by the district. While this amount fluctuates from year to year, the Title I Part A preliminary allocations for the 2009-10 school year were used to make the determinations for the 2009-2012 review cycle. Districts receiving over $70,000 in Title I Part A funds will be monitored on-site once in each three-year cycle. This will result in approximately 30 districts that will receive an on-site monitoring visit each year during the three-year cycle. DOE staff will conduct a total of approximately 25-30 on-site monitoring visits each year. Once the on-site review has been completed, a letter indicating the results of the visit will be sent to the district within 30 business days. If there are significant findings, the district(s) will be notified that they may be scheduled for another on-site review during the next school year.

Risk Analysis
Additional factors beyond funding levels may be considered as part of the risk analysis. Districts with significant findings during either an on-site, desk review, or regional review may be monitored on-site to assure implementation of the corrective action plan. Concerns raised or issues found at any time during the year may prompt further investigation which may take the form of phone calls, requests for documentation, email and mail correspondence, and on-site visits.

Corrective Action
Findings of the Desk Review and On-Site Monitoring Visits will be documented in a letter sent to the district. Districts must respond to any findings within 30 business days of the review. The response will be in the form of a corrective action plan for each finding.

DOE will monitor the implementation of the corrective action plan through submission of evidence, monitoring the consolidated application, phone calls, and/or on-site visits.




Top 5 Pitfalls To Avoid

The areas that most often lead to “findings” during Title I reviews of school districts 2010-11

Join us for our “Title Time” Monthly Phone call on October 11th at 2:00 for more details and a chance to get your questions answered! (log-in information will come via email Monday)

Assessment & Accountability
See link for requirements and additional information: http://www.doe.sd.gov/oess/documents/NCLB_ReportingRequirements.pdf

District Level Parent Involvement Policy
See link for requirements and additional information:

http://www.doe.sd.gov/oess/documents/TitleI_ParentalInvolvement_DistrictPolicy.pdf

School Level Parent Involvement Policy
See link for requirements and additional information:
http://www.doe.sd.gov/oess/documents/TitleI_SchoolLevelParentInvolvementPolicy%20.pdf

Complaint Policy
See link for requirements and additional information:
http://www.doe.sd.gov/oess/TitleXpartC.asp#complaint

Coordination and Transition Plan
See link for requirements and additional information:
http://www.doe.sd.gov/oess/TitleI.asp#sec1120b




Title Program Timelines

All Public Districts
July 1 LEA Consolidated Application due to DOE
July/August Receive preliminary assessment and accountability reports from SD DOE. Conduct review of the AYP determination.
August Disseminate Dakota STEP assessment and accountability information to all stakeholders (District and each School) as soon as possible but no later than 30 days of the start of school.
August Print individual student assessment results from SIMS. Disseminate individual student Dakota STEP, Dakota STEP-A, and ACCESS results to parents and teachers within 30 days of the start of school.
Fall Use the WAP-T to screen students for English Language Proficiency as appropriate. Code students identified as LEP in SIMS
September 30 Deadline for submitting LEA Consolidated application to DOE
October Suggested Coordination and Transition team meeting to evaluate last year’s plan.
February Administer Dakota STEP-A to eligible students with disabilities and ACCESS test to all identified LEP students.
March - April Administer Dakota STEP test to all students enrolled in grades 3-8 and 11.
Spring Design LEA Consolidated Application and use of federal funds in conjunction with the Consolidated Application Committee. Consult with private school officials, parents, community, staff, and all stakeholders to complete consolidated application. Conduct Comprehensive Needs Assessment (student, teacher, program and family/community data) and use results of the CNA to inform decisions regarding use of federal funds.


All Title I Part A Schools
Beginning of School Year Provide copy of the district and school Parent Involvement Policy and School Parent Compact to all parents of Title I students. This includes all parents / students in a schoolwide program, and parents of children receiving Title I services in a targeted assistance school.
September 1 Notification to all parents of children attending a Title I school of their right to know the qualifications of their child’s teacher and any paraprofessional working with their child: “Parent’s Right to Know”
September 1 Each principal of a Title I school will attest annually in writing that the school is in compliance with staff qualification requirements under Section 1119. The assurance document must be filed at the school and at the district office.
Fall or Spring Annual Meeting Each Title I school must conduct an annual meeting. Evaluate and revise as necessary, with input from parents, the district and school Parent Involvement Policies and School Parent Compact. Ensure that each document contains the required elements.
Spring Evaluate the effectiveness of the Title I program. Consult with parents to advise the design of the Title I program for the upcoming year as it will be reflected in the consolidated application.
May Complete LEA Title I Annual Report. Due May 1st.
Spring Complete applicable consolidated application sections.


   
Targeted Assistance
Spring / Fall Identify students eligible for Title I services (student needs assessment, ranking process).
Beginning of School year Send notification letter to parents advising them that their child has been identified for Title I services (notification letter, permission to serve form, including denial of services).
Throughout school year Title I teacher provides parents with regular progress reports (at least quarterly) and parent teacher conferences with the Title I teacher
Fall and ongoing Code students receiving Title I services as Title I students in SIMS. This includes students receiving summer school in July, August, and June for the school year.
Spring Complete applicable consolidated application sections.
Fall If poverty (FRL) is 40% or higher, the school may attend the schoolwide conference to consider changing Title I services from a targeted to a schoolwide program.


Schoolwide
August 15 If poverty of school is 40% or higher, LEA will inform the school of eligibility to plan a schoolwide program. School will send team to Schoolwide Conference to begin planning process.
Sept. / Oct. Schoolwide Conference
October If school intends to pursue a schoolwide program, notify parents of eligibility and conduct public meeting to gather input. Notify SEA of commitment to schoolwide planning.
November - April Schoolwide planning team develops schoolwide plan in consultation with School Support Team (SST) member
Fall/Spring Current schoolwide programs review and revise SW plan
Spring Complete applicable consolidated application sections.;


Title I School Improvement

District Responsibility
July/August Receive AYP Status and conduct review of the determination
July/August If warranted, submit letter of challenge of Improvement Status to SEA as per Appeals Process
August Inform stakeholders of School Improvement Status. Send notification to parents at least 14 calendar days prior to start of school.
August Attend state School Improvement Meeting (if held)
August-September Schools in Levels 2 or higher: Notify parents with eligible student about the Supplemental Educational Program (SES) and begin registration for the program.
August—September Provide for transportation needs of parents exercising Choice provision. Develop contracts with SES providers as per parent choice.
August—September If applicable, implement Corrective Action or Restructuring provisions
September - October If providing SES, develop student learning plans in conjunction with SES providers and parents.
Fall Schools in Level 4 receive school audit.
October 1 Deadline for submission of revisions to Consolidated Application, applicable school and district improvement sections
May - June Complete annual report for Public School Choice.
May - June Complete annual report for SES.


School Level Improvement
August Inform parents of school improvement status at least 14 calendar days prior to the start of school.
August Notification to Parents of Choice at least 14 calendar days prior to the start of school. Notify parents of Supplemental Services provisions soon after school starts.
August Inform parents of Corrective Action, Restructuring, as applicable
September Conduct comprehensive data analysis
September - November Develop or revise existing SI plan with consultation with parents, community, staff, SST, and SEA.
November Participate in Peer Review of SI plans
December 15 Submit SI plan to LEA for approval after SST recommendation for approval. SEA approval to follow.


District Level Improvement
September Disseminate letter from DOE indicating district improvement status
September Conduct comprehensive data analysis.
Fall Districts in corrective action receive audit.
September - December Develop or revise existing DI plan with consultation with parents, community, staff, SST, and SEA.
November Participate in Peer Review of DI plans. Send DI plan to SST for input and recommendation for approval.
December Board of Education approval of DI plan.
December 15 Submit DI plan to DOE for approval
Spring Districts in corrective action notified of results of audit and selection of corrective action to be employed.
July 1 Corrective Action implemented


Title I Part C - Migrant
February Conduct and submit Comprehensive Needs Assessment
May-July Complete LEA Consolidated Application-Title I, Part C
Sept-Oct Complete migrant education program evaluation
March If applying, complete and submit summer school application


Title I Part D – Neglected or Delinquent
Data Collection Title I Part D - Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk
  The Annual Survey for Children in Local Institutions for Neglected or Delinquent Children is conducted each year. The purpose of this survey is to provide the U.S. Department of Education with current information on the location and number of children living in institutions for neglected or delinquent children. The information collected will be used to compute next year’s Title I allocations to local educational agencies.

Due Date is December.

Person Responsible: Superintendent or designee in LEAs and contact person from DOC
Data Collection Title I Part D - Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk
  Data due to US DOE is now part of Consolidated Data

Data is due December 1

The numbers of neglected students should agree with the Title I Report submitted in May.

Person Responsible - Superintendent or designee in LEAs and contact person from DOC


Title III Programs
Upon Enrollment Home Language Survey
Within 30 days of the beginning of school or for enrollment during the school year within 2 weeks of placement Parent notification of English Language Development Program Placement
• Reasons for identification
• Child’s level of English proficiency
• The method of instruction
• How the program will meet educational strengths and needs of the child
• Specific exit requirements
• Parental rights including
   • Right to have their child immediately removed from program upon their request; and
   • Options to decline to enroll their child in such program or to choose another program or method of instruction, if available; and
   • Assisting parents in selecting among various programs and methods of instruction, if more than one is offered
30 days after failure occurs Parent notification of failure to make progress on the Annual Measurable Achievement Objectives
• Annual increases in the number or percentage of children making progress in learning English
• Annual increases in the number or percentage of children attaining English proficiency by the end of each school year
• Making AYP for LEP students
Upon entering program Provide information in an understandable and uniform format and, to the extent practicable, in a language that the parent can understand
Upon entering program Parent Participation effective means of outreach to parents of LEP students. How they can:
• be involved in their child’s education
• be active participants in assisting their children
   • to learn English
   • to achieve at high levels in core academic subjects; and
   • to meet the same challenging State academic content and student academic achievement standards as all children are expected to meet
• Outreach shall include:
   • Holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents Notice of Progress, Title III Annual Program Achievement Objectives
  Notice of Progress, Title III Annual Program Achievement Objectives


Title X Part C -- Homeless
McKinney-Vento Homeless Children and Youth Program Grant
  This competitive application must be submitted and approved for districts to receive federal funds under the Homeless Education Program to provide supplemental services to homeless children and youth.
Due July 1st , 2-year grant.
Primary person responsible: Superintendent/Director of Federal Funds
Education for Homeless Children and Youth Program Data Collection (applies to all districts whether or not a sub-grantee)
  USDOE collects data on Homeless Children and Youth in the early fall. This data is collected from all districts including those not receiving McKinney-Vento funds as all districts are to identify and serve homeless children and youth. All districts are required to provide the number of students in each grade served and the status of their living situation. This data should be entered into SIMS and will be downloaded by the SD DOE in June. Sub-grantees are required to provide additional information.

This data should agree with the data submitted on the Title I Report sent to DOE in May.

Due Date is October 1 for the additional data required of sub-grantees for the previous school year

Person Responsible: Homeless Liaison/Director of Federal Funds/Superintendent





UPCOMING EVENTS

National OME Conference
Aug. 10, 2011 - Ramada Inn, Sioux Falls

Nov. 14-16, 2011 - Nashville, TN
http://results.ed.gov/conference







SDABBE Conference

Oct. 6-8, 2011, Rapid City, SD
(SD Assoc. of Bilingual & Bicultural Education)
http://www.shannon.ws/index.aspx?NID=94




Title Time

Oct. 11 - 2 p.m. (CST)
October 11, “Top 5 Pitfalls to Avoid”
November 8, “Title III- ELL Programming”
December 13, “Info About the New Flexibility Waivers Issued by US DOE”




Schoolwide Conference

Oct. 13, 2011 - Chamberlain

The South Dakota Department of Education will be hosting a Schoolwide Conference for eligible Targeted Assistance Title I schools planning to operate a schoolwide program. This conference is mandatory if a targeted assistance school will be planning and operating a new schoolwide program next year.

Three required steps to develop a schoolwide program

The first step is to participate in the schoolwide webinar that will explain the schoolwide process. Webinar-September 21 at 3:00 pm CST

The building principal, or designee, must participate in the webinar. Following the webinar he or she will share with school staff, parents, and community what is involved in developing a schoolwide program.

The second step is for the school to commit to spending the school year developing a plan. The schoolwide planning team will lead the school in the planning process.

The third step is to bring a team to the schoolwide conference. Title I staff are offering the schoolwide conference at the Americ Inn in Chamberlain October 13 from 9 a.m.-4:30 p.m. Each school planning to develop a schoolwide program must bring a team of at least four persons, consisting of an administrator, teachers(s) Title I staff, parent(s), and/ or community or board members.

Certain requirements must be met for a school to be eligible to operate a schoolwide program. A Title I school may operate a schoolwide program only if a minimum of 40 percent of the students in the school, or residing in the attendance area served by the school, are from low-income families. Schoolwide program planning begins with the formation of a planning team, which explores the benefits of establishing a schoolwide program, identifies strategies and goals, and presents a proposal to teachers, administrators, and others in the school community.

The schoolwide conference will be a working day for schoolwide teams to work with school support team and department staff to begin the process of developing their schoolwide plan.

The schoolwide guidance is available at: http://doe.sd.gov/oess/TitleI.asp#sec1114

Any questions contact Dawn Smith at (605) 773-2535 or dawnl.smith@state.sd.us.




Systems Change Conference
Oct. 19-21, 2011 - Spearfish

The 12th Annual Systems Change Conference will be held on October 19-21, 2011 at the Spearfish Holiday Inn and Convention Center.

Go to http://systemschange.midwestmaple.org/default.htm for more information.




National Conference for Education of Homeless Children and Youth
November 5-8, 2011 - Pittsburgh, PA

The 12th Annual Systems Change Conference will be held on October 19-21, 2011 at the Spearfish Holiday Inn and Convention Center.

Go to: http://naehcy.org/conf/conf_2011.html for more information.




National Title I Conference
Jan. 21-24, 2012 Seattle, WA

An annual project of the National Title I Association, the National Title I Conference is the premiere event for individuals working within the Title I program.

With hundreds of nationally recognized speakers and thousands of colleagues with whom to compare notes, this is the ideal place to further your knowledge about Title I programs, policies, and great ideas.

Sessions
Attendees have the opportunity to choose from more than 150 sessions featuring major names in education, newcomers who are rising stars in their field, key staff from the U.S. Department of Education, as well as other experts in a wide array of subject areas. Specific sessions and speakers will be identified in the "Schedule" section above as they are confirmed.

Cost
Full Conference Registration: $525 no price increase over last year One Day Registration: $299 no price increase over last year For more information: http://nationaltitlei.site-ym.com/page/T12OverviewA/?




South Dakota Math & Science Conference
Feb. 2-4, 2012

Go to the SDCTM website (http://www.sdctm.org/conference/annualconference.htm") for more information.




Title I ListServ:
To be added to the listserv please go to http://www.k12.sd.us/Listserv/TitleI.htm and go to the bottom of the page. There is a place to join the listserv.