Office of Finance & Management

ESEA Consolidated State Application

PART I: ESEA Goals, ESEA Indicators, State Performance Targets

Ray Christensen, Secretary, and the South Dakota Department of Education (Doe) hereby submit South Dakota’s consolidated state application under the provisions of the ESEA as reauthorized by the No Child Left Behind Act of 2001. South Dakota state law empowers the Secretary and the department to commit the state to carry out the functions and responsibilities of the Act as follows:

• SDCL 1-45-2. Secretary as head of department. The head of the Department of Education is the secretary of education.

• SDCL 1-45-4. Divisions and agencies constituting department -- Independent functions -- Budgetary powers of secretary…

(3) The secretary of Education shall perform any functions assigned to the secretary under federal law; and…

• SDCL 13-14-1. Contracts with federal agencies -- Receipt and expenditure of federal grants. The secretary of education is hereby authorized to enter into contracts with any agency of the United States government for the purposes of education, to receive grants of federal funds for those purposes, and to expend such funds under such rules and regulations as the South Dakota Board of Education may establish.

The State of South Dakota embraces the key No Child Left Behind Act of 2001 goal of improved achievement for all students. The State’s application for and implementation of ESEA will be driven by its adoption of the five ESEA performance goals and the corresponding indicators as set forth below:

1. Performance goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

1.1 Performance indicator: The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading/language arts on the State’s assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).)

1.2 Performance indicator: The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State’s assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).)

1.3 Performance indicator: The percentage of Title I schools that make adequate yearly progress.
 

2. Performance goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2.1. Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.

2.2. Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

2.3. Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.
 

3. Performance goal 3: By 2005-2006, all students will be taught by highly qualified teachers.

3.1. Performance indicator: The percentage of classes being taught by "highly qualified" teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in "high-poverty" schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).

3.2. Performance indicator: The percentage of teachers receiving high-quality professional development. (as the term, "professional development," is defined in section 9101 (34).)

3.3. Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and parental involvement assistants) who are qualified. (See criteria in section 1119(c) and (d).)
 

4. Performance goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

4.1 Performance indicator: The number of persistently dangerous schools, as defined by the State.
 

5. Performance Goal 5: All students will graduate from high school.

5.1 Performance indicator: The percentage of students who graduate from high school each year with a regular diploma,

--disaggregated by race, ethnicity, gender, disability status, migrant status, English

proficiency, and status as economically disadvantaged;

--calculated in the same manner as used in National Center for Education Statistics

reports on Common Core of Data.

5.2 Performance indicator: The percentage of students who drop out of school,

--disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;

--calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.

The State of South Dakota agrees to submit state-established performance targets that represent the progress the State expects to make with respect to each ESEA goal and indicator stated above. The State of South Dakota also agrees to submit baseline data related to the goals and indicators.

The State of South Dakota does not intend to submit any additional State goals and indicators.