Office of Finance & Management

South Dakota's Department of Education and Cultural Affairs
ESEA Consolidated State Application

PART III: ESEA KEY PROGRAMMATIC REQUIREMENTS AND FISCAL INFORMATION

1. Title I, Part A -- Improving Basic Programs Operated by LEAs [Goals 1, 2, 3, 5]
    
   1. Identify the amount of the reservation in section 1003(a) for school improvement that the State will use for State-level activities and describe those activities.

      The state will reserve 2% ($548,032) of its Title I allocation ($27,401,603) for school improvement. 5% ($27,401) of this amount will be used for state level activities. The SEA will use these limited funds to pay for meeting room and material costs for the school improvement meeting in October. These funds may also cover training expenses for School Support Team members. The drop in funding for state level activities will force the department to look for alternate funding sources to support the contracts for School Support Team members and other technical assistance the state has provided to schools in improvement in the past.
       

   2. For the 95 percent of the reservation in section 1003(a) that must be made available to LEAs, describe how the SEA will allocate funds to assist LEAs in complying with the school improvement, corrective action, and restructuring requirements of section 1116 and identify any SEA requirements for use of those funds.

      The SEA will allocate funds to all Title I schools placed in school improvement on a formula basis. Amounts will be based on poverty indicators (free and reduced school lunch) for each school, which are the most current data available to the SEA. A minimum allocation of five thousand dollars will be established for each eligible school. Use of funds must follow Title I regulations and purposes, which includes appropriate expenses incurred through the development of the school improvement plan.

      Schools must also amend their local consolidated plans to incorporate the elements described in section 1116 and develop a school improvement plan.
       

   3. Identify what part, if any, of State administrative funds the SEA will use for assessment development under section 1004 of the ESEA, and describe how those funds will be used.

      No state administrative funds will be used for assessment development.
       

   4. Describe how the State will inform LEAs of the procedures they must use to distribute funds for schools to use for supplemental services under section 1167(e)(7) and the procedures for determining the amount to be used for this purpose.

      Schools were informed of the regulations regarding supplemental services and related funds during the statewide Title I meeting in early April. This information will also be provided during the meeting for all schools in school improvement scheduled for early October. More specific details will be presented to these schools that will actually be affected by the provisions.
       

   5. Describe how the State will use the formula funds awarded under section 6113(b)(1) for the development and implementation of State assessments in accordance with section 6111.

      The State of South Dakota plans to utilize these funds to meet the new reporting requirements under the No Child Left Behind Act (NCLB). State plans on modifying current reporting requirements such as Dakota Assessment Contents Standards (DACS), Ed-Vision and DDN Campus Student Information Systems to fulfill these requirements.

      In addition, a portion of these funds will be earmarked for use under our Harcourt contractor to provide assessments of students that will also meet the new reporting requirements of NCLB.

      Funds under this provision will also be utilized to provide translators for students who need this service as an assessment accommodation.

      Funds allocated under this subpart will be utilized primarily through contractors to meet the new reporting requirements of NCLB. The scope of work for each of the contracts includes the development of alternate assessments for students with disabilities and for limited English proficient students, if needed. In addition, each includes the development of teacher and parent resources and teacher training programs. The resources and training programs are being developed to ensure that teachers and parents understand the assessments and the relationship between the assessments and South Dakota’s academic content standards, how the results will be used, how to interpret test score results, and curricular and instructional implications of the assessment results.
       

2. Title I, Part B, Subpart 3 -- Even Start Family Literacy [Goals 1,2,5] 

   In 2001, South Dakota established progress indicators for both the adults and children it serves in Even Start programs. We are now in an implementation year. A computer program was purchased by the Adult Education program for all its ABE and GED programs (EdVantage - Literacy Pro). Those programs also partnering with Even Start were furnished with the companion program – (Family Pro). This will enable collection of data and reporting necessary for both programs. Because Even Start Family Literacy programs are highly dependant on partnerships with Adult Education programs, The Adult Education Performance Measures, negotiated and approved by the US Department of Education will continue to be used to measure their core indicators. This effects Performance Goal #2& #5.

   1. Describe how the SEA will use its indicators of program quality to monitor, evaluate, and improve its projects, and to decide whether to continue operating them.
       
      1. The State will continue to conduct a compliance review of the 15 program elements.
      2. Annually the data collected on local program performance indicators will be reviewed to determine participant progress.
      3. Annually the local program evaluator will be expected to submit a report.
      4. The state will be developing a self-assessment process that programs can use to conduct their own program review.
      5. Combined with the annual local program evaluator’s report, the state compliance review and the participant progress data, the program self-assessment results should provide a total profile of a program and suggest areas of program improvement.
      6. The Family Literacy Training and Technical Assistance Center located in VOA-Dakotas – Sioux Falls will work with the state coordinator to design appropriate support and professional development strategies for improvements.
          
   2. Describe what constitutes sufficient program progress when the SEA makes continuation awards.

      Sufficient program progress for the overall performance goals for Even Start will depend on participant progress based on quality indicators. The following Even Start indicators pertain to performance goals 1, 2 and 5.

      Performance Goal 1

      SD Even Start Indicators: with respect to eligible participants in a program who are children. Accommodations will be made for children with special needs Sec. 1240(2)(A), (B), (C), and (D).

      SD Even Start Indicator: 1240(2)(a): Improvement in ability to read on grade level or reading readiness.

      Infant and Toddler (Birth – 3): 75% of children will demonstrate progress in at least one characteristic (skill) in each of the following developmental emergent literacy areas as measured by the Preschool Language Scale and observation.

      Preschool (Ages 3-5): 75% of children will demonstrate progress in at least one characteristic (skill) in each developmental emergent literacy skill area, as measured by the Preschool Language Scale and Observation.

      SD Even Start Indicator: 1240(2)(C): Grade retention & promotion (K-3). 75% of children will read on grade level by the end of 2^nd grade.

      SD Even Start Indicator 1240 (2) (B): 70% of children will meet or exceed the average daily attendance rate of the child’s school.

      Performance goal 2

      SD Even Start Indicator: 1240 (1)(A) Achievement in the areas of reading, writing, English language acquisition, problem solving, and numeracy.

      75% of non-English speaking adult participants who participate in at least 75% of English language acquisition activities offered, will advance toward proficiency in speaking and communicating in the English language after one year of participation as validated by the BEST.

      (Adult Education Core Indicator #1: 35% of beginning literacy ESL; 27% of beginning ESL enrollees; 30% of low intermediate ESL enrollees; 30% of high intermediate ESL enrollees; 35% of low advanced ESL enrollees; and 35% of high advanced ESL enrollees will acquire (validated by formal assessment) the level of English language skills needed to complete the educational functioning level.)

      Performance Goal 5:

      Even Start Sec. 1240 (1)(A), (B), (C), (D); Indicators with respect to eligible participants in a program who are adults. Accommodations will be made for adults with special needs.

      SD Even Start Indicator: 1240 (1)(A) Achievement in the areas of reading, writing, English language acquisition, problem solving, and numeracy.

      50% of adult participants who participate in at least 75 % of the high intensity reading, writing, numeracy, and problem solving activities offered, will advance at least one grade level as validated by a formal assessment tool such as the TABE after one year of participation.

      (Adult Education Core Indicator #1: 18% of beginning level enrollees; 30% of beginning ABE enrollees; 30% of low intermediate ABE enrollees; and 30% of high intermediate ABE enrollees will acquire (validated by formal assessment) the level of basic skills needed to complete the educational functioning level.)

      SD Even Start Indicator: 1240 (1)(B) Receipt of a high school diploma or a general equivalency diploma (GED).

      20% of adult participants who are seeking the GED or High School Diploma and who participate in 75% of tutoring or training sessions offered, will pass the GED or earn a High School Diploma after one year of participation.

      (Adult Education Core Indicator #3: 27% of adults with a high school completion goal will earn a high school diploma or recognized equivalent.)

      SD Even Start Indicator: 1240(1)(C) Entry into a post-secondary school, job retraining program, or employment or career advancement, including the military.

      Individuals will demonstrate progress in at least one of the following three outcomes (a, b, & c) and the last outcome (d).

      1. 10% of adult participants will enter appropriate training, military, post-secondary, or vocational education program after exiting the family literacy program.
      2. 30% of adult participants who have a work-related goal will obtain employment within one year of participation.
      3. 60% of adult participants who are employed upon enrollment shall retain or advance in employment within one year of participation.
      4. 50% of adult participants can identify and communicate their own strengths

      (Adult Education Core Indicator #2:

      27% of adult learners with a goal of advanced education or training will enroll in postsecondary education or training.

      27% of adult learners not employed at enrollment (and in the workforce) will obtain unsubsidized employment.

      27% of the relevant enrollment will retain unsubsidized employment in the third quarter after the program exit quarter.)
       

   3. Explain how the State’s Even Start projects will provide assistance to low-income families participating in the program to help children in those families to achieve to the applicable State content and student achievement standards.

      Even Start programs will assist parents to be supportive of their school age children’s goals for academic achievement, helping them become aware of specific state content and achievement standards through parent education classes or individual home visits. Specific transition activities to assist in cementing home-school relationships will be developed, when appropriate, particularly with the preschool age children and their parents.
       

   4. Identify the amount of the reservation under subsection 1233(a) that the State will use for each category of State-level activities listed in that section, and describe how the SEA will carry out those activities.

      Of the estimated Even Start allocation ($1,127,500), 94% will be designated for new and continuing Even Start programs. The state Even Start coordinator will facilitate this process. Local programs will be expected to set aside an amount for professional development activities to improve staff qualifications and performance.

      3% ($33,825) will be designated for administrative costs, salaries, benefits, travel, coordinator’s professional development and materials. Activities such as quarterly meetings, and annual reviews will also be supported with these funds. Fiscal management staffs, support staff, the coordinator and administrative staff are included in these funds.

      3% ($33,825) will be designated for training and technical assistance to local programs for professional development, self-assessment and program improvement design, technical support for data collection and reporting. Outside contracts will support these activities.
       

3. Title I, Part C -- Education of Migrant Children [Goals 1,2,5]
    
   1. Describe the process the State will use to develop, implement, and document a comprehensive needs assessment that identifies the special educational and related needs of migrant children.

      The SEA conducts a survey each Spring of the comprehensive needs of all school districts in South Dakota who are serving migratory students. Using a model established by Title I, Part A, a district is not considered to be a program in need of assistance if the program has fewer than 10 eligible students. As a result, every district in the state that has identified 10 or more migrant students is sent a copy of the South Dakota Migrant Needs Assessment. Those districts who had a funded Migrant Education Program in the previous school year are automatically sent a copy of the needs assessment instrument. Those districts with fewer than 10 students are sent a letter announcing the availability of Title I, Part C funds and the possibility of being awarded a subgrant if the school district can demonstrate the need for a Migrant Education Program. They are informed of how to obtain a needs assessment instrument.

      The South Dakota Migrant Needs Assessment documents the number of personnel who are required to meet the special educational and related needs of the migratory students in the school district, indicates the personnel who are in need of specialized staff development training activities designed to meet those special needs of migratory students, indicates the curricula that will need to be developed for the migrant students enrolled in the school district, indicates the grade level of the enrolled migrant students and the number of certified teachers and/or teacher aides that will be required to provide the needed services.

      The needs assessment also requests information on how student progress will be measured for the migrant students enrolled in the school district, lists the criteria the school district used to determine the unmet needs and eligibility of the migratory students enrolled in the district, explains the criteria that will be used to exit a migratory student from the supplemental services provided by the migrant education program and how the school district will collaborate with parents of migrant students in the design and implementation of the proposed migrant education program.

      Further, the needs assessment requests information on the number and type of migrant students who are anticipated to be enrolled in the district in the coming year. Documenting whether the students are involved in interstate or intrastate migratory patterns and whether the school district intends to provide a regular-term program, a summer only program or both.

      The school district is required to indicate the projected fiscal impact that a migrant education program will have on the personnel needs and support services needs of the district. All this information is used to determine the total impact on the State’s Title I, Part C allocation and the feasibility of funding each school district’s request for a subgrant.
       

   2. Describe the State’s priorities for the use of migrant education program funds in order to have migrant students meet the State’s performance targets for indictors 1.1 and 1.2 in Part I (as well as 5.1 and 5.2 that expressly include migrant students), and how they relate to the State’s assessment of needs for services.

      Migrant Education Programs in South Dakota will give first priority for services to those students whose educational programs have been interrupted within the most recent school year, second priority students will be students who are failing, or most at risk of failing, to meet state content standards and who are failing to perform at expected levels.

      In order to determine what constitutes an educational interruption, a funded MEP will use completed Certificates of Eligibility to locate those migrant students who have moved into the school district within the last twelve months. In determining which students are most at risk of failure a school district can use performance on teacher-made tests, performance on state-mandated achievement tests, parent recommendations, or teacher recommendations to locate those students who are failing to meet state performance or content standards.
       

   3. Describe how the State will determine the amount of any subgrants the State will award to local operating agencies, taking into account the numbers and needs of migrant children, the statutory priority for service in section 1304(d), and the availability of funds from other federal, State, and local programs. (Applicable only if not previously addressed in Part II, #2.)

      A local operating agency planning to use Title I, Part C program funds must submit to the State a comprehensive needs assessment that documents the following information: 1) the number of identified migrant students in the district who meet the priority for services requirements; 2) the number of migrant students who will be served by a migrant education program should funds be granted; 3) the type of services that will be provided to eligible migrant students should funds be awarded; 4) the type of program that will be supported by migrant funds; 5) the expected number of staff members who will be needed to provide the special educational needs of migrant students in the district; 6) the projected number of migrant students who are anticipated to enroll in the school district within the next school year; and 7) the projected amount of funds that will be needed to meet the special educational needs of migrant students in the district.

      The State will use a formula to determine amount of any subgrants to local operating agencies based on the following criteria: 1) the allocation will take into consideration the number of migratory students who are in need of special educational services; 2) the allocation will take into account the projected number of migratory students that will be served by a funded migrant education program; 3) the allocation will take into account the length of the migrant education program (regular school year and/or summer program) and; 4) the type of migrant education program that will be provided.

   Additional factors may be considered by the State, including the demonstrated needs of migratory students served by a local operating agency that require funds in excess of those generated by the application of the above allocation process.

   4. Describe how the State will promote continuity of education and the interstate and intrastate coordination of services for migrant children.

      In order to ensure the educational continuity of programs and services that are provided to migratory students who move from school to school, the State contracts with Management Services for Education Data to provide the MIS 2000 relational database management system. The system is used for the storage, retrieval, transmission, reporting and managing of migrant student information. The MIS 2000 data management system provides the State with the capacity to promote interstate and intrastate coordination of services, transmittal of requested data and, consistent with procedures the Secretary may require, the timely transfer of pertinent school records, including information on health, when migratory children move from one school to another, whether or not such move occurs during the regular school year.
       

   5. Describe the State’s plan to evaluate the effectiveness of its migrant education program and projects.

      At the close of each project year, the SEA conducts the first part of the Migrant Education Program Evaluation. Each subgrantee is required to provide information on the total number and ethnicity of the migratory students who participated in the program offered by the school district. Of those students provided supplemental services, a subgrantee will indicate the grade-level served and how many students participated in the regular-term program and/or the summer-term program. Additionally, the subgrantee will indicate how many of the students served are first priority students (those students who are at risk of failing or are failing to meet the state’s content and performance standards). The school district will indicate which instructional and related support services have been provided during the regular and/or summer-term programs and how many students participated in each service. The school district must indicate how many of their migrant education program sites are providing eligible migrant students with an extended time program during the regular school year. Finally, the school district must show the exact amount of time each category of district staff has dedicated to the education of migrant students during the regular and/or summer-term migrant education programs.

      All school districts in South Dakota have developed curriculum that is based on State approved academic content standards in Math, Language Arts, Health, Social Science, History and Science; pending content standards are being developed for Fine Arts and Physical Education. All school districts in South Dakota align their academic achievement programs with mandated State testing programs which are aligned to the State academic content standards. Currently, the State mandated testing program includes the Stanford Achievement Test, Version 9, the Stanford Writing Assessment, and the Dakota Assessment of Content Standards.

      All children, are required to participate in the school district’s academic content standards driven educational programs and State accountability system. This includes all children with special educational requirements, including migratory children. The second part of the evaluation program is generated by the Title I, Part A education accountability program. Identified migratory students are considered to be part of the State and district accountability system. All students, including migrant students, are expected to acquire proficiency in academic skills. Annually, every district in South Dakota must demonstrate that they are making adequate yearly progress toward helping all students acquire academic proficiency. Those schools who cannot demonstrate that progress has been made are placed on a school improvement program. The needs of migrant students, and all enrolled students, are addressed throughout this process
       

   6. Identify the amount of funds that the SEA will retain from its Migrant Education Program (MEP) allocation, under section 200.41 of the Title I regulations (34 CFR 200.41), to carry out administrative and program functions that are unique to the MEP, and describe how the SEA will use those funds.

      The SEA will utilize approximately 12.5% of the MEP allocation to carry out administrative duties and program functions. Included in these duties and functions will be staff salaries and benefits, travel expenses, technical assistance to LEAs, management and maintenance of a migrant records management, tracking and reporting system, and migrant identification and recruitment activities. Further, the SEA will conduct special projects to provide additional support to funded Migrant Education Programs throughout the State of South Dakota. Special projects will focus on support for migrant students who are most at risk of failing. The SEA will also conduct on-site compliance monitoring activities of MEP sites, fulfilling state and federal monitoring requirements.
        

4. Title I, Part D -- Children and Youth who are Neglected, Delinquent, or At-Risk [Goals 1,2,5]
    
   1. Describe the program goals, performance indicators, performance objectives, and data sources that the State has established for its use in assessing the effectiveness of the program in improving the academic and vocational and technical skills of students participating in the program.

      By October 1, 2002 the SEA will have the state accountability baseline data. After that point, performance indicators and performance objectives will be developed.
       

   2. Describe how the SEA is assisting projects funded under the program in facilitating the transition of youth from correctional facilities to locally operated programs.

      The SEA is available to provide technical assistance to any Neglected or Delinquent Institute requesting help with transitional services. The SEA conducted a Title I meeting and Regional Workshops in April to discuss the changes and new requirements to the LEA Consolidated Application under No Child Left Behind. Each LEA is required to describe in the consolidated application the formal agreements the LEA and correctional facility maintain. Those formal agreements detail what services each agency will provide for the neglected, delinquent, or at-risk children and youth. LEAs are also required to describe the types of services that such schools are providing to neglected, delinquent, or at-risk children and youth.
      

   3. Describe how the funds reserved under section 1418 will be used for transition services for students leaving institutions for schools served by LEAs, or postsecondary institutions or vocational and technical training programs.

      Each state agency will describe in the State Agency Application how they reserve not less than 15% and not more than 30% of their allocation to support transition services for students leaving institutions for schools served by LEAs, or postsecondary institutions or vocational and technical training programs.
       

5. Title I, Part F --Comprehensive School Reform [Goals 1, 2,5]
    
   1. Describe the process the State educational agency will use to ensure that programs funded include and integrate all eleven required components of a comprehensive school reform program.

      All eleven components of the CSRD Program will be included in the LEA RFPs and competing schools will be required to address all of these components satisfactorily, as determined by an Office of Technical Assistance review-selection committee. Those schools that submit applications that do not address all 11 components will not be funded. Occasional onsite visits by the Office of Technical Assistance staff will insure that these components are in the process of implementation. Also the end of the year CSRD assessments will require schools to provide evidence that progress has been made in each of the areas addressed by the 11 components of the program before further funding will occur for Years 2 and 3.
       

   2. Describe the process the State will use to determine the percentage of Comprehensive School Reform schools with increasing numbers of students meeting or exceeding the proficient level of performance on State assessments in reading/language arts and mathematics.

      At the present time cut-off scores for advanced, proficient, basic and below-basic levels have been determined for the SAT-9 in reading/language arts and mathematics. The SAT-9 is required by South Dakota law of all students in Grades 2, 4, 8, and 11. South Dakota also requires a criterion-referenced exam called the Dakota Assessment of Content Standards (DACS) which is to be administered to Grades 3, 6, and 10 . Cut-off scores have not been determined yet for the DACS but plans are in the process to set the cut-off scores sometime this summer. Students are also required by law to complete a writing component in Grades 5 and 9. Cut-off scores for the writing also will be completed this summer. Science scores will be dealt with at a later date.

      The South Dakota tests mentioned in the above paragraph will be aligned with the State Standards in reading/language arts and mathematics. LEAs will know the number (percentage) of students that are not in the proficiency or above level and can implement a professional development plan based on the scores of those student most in need of assistance. Since a major component of the 11 Components of the CSRD program deals with professional development, teachers can obtain the knowledge and skills necessary to address the needs of these students. Those students with limited English will need assistance to become proficient in English and to reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

      If highly qualified teachers address the particular (special) needs of students while meeting the South Dakota Content Standards the school and the learning process should be a more pleasant experience for both teachers and students. While being positively supported by their teachers, the students will, therefore, take an interest in their own learning activities and will value getting their high school diplomas.
       

6. Title II, Part A -- Teacher and Principal Training and Recruiting Fund [Goals 1,2,3,5]
    
   1. If not fully addressed in the State’s response to the information on performance goals, indicators and targets in Part I describe the remainder of the State’s annual measurable objectives under section 1119(a)(2).

      The State’s response to the information on performance goals, indicators, and targets in Part I describe the State’s position adequately at this time. Title II primarily addresses Performance Goals 1,2,3 and 5. Goal 1 sets the priority for reading/language arts and mathematics. Goal 2 impacts limited English proficient students to become proficient in English and reach high academic standards. The essence of the Title II program is reflected in Goal 3 which insures that all teachers will be highly qualified to teach the subject areas that they are assigned. Consequently if the individual/special needs of the students are addressed in the classroom/school by highly qualified teachers the students will be less likely to become frustrated and drop out of school before graduating from high school (Goal 5.)
       

   2. Describe how the SEA will hold LEAs accountable both for (1) meeting the annual measurable objectives described in section 1119(a)(2) of the ESEA, and (2) ensuring that the professional development the LEAs offer their teachers and other instructional staff is consistent with the definition of "professional development" in section 9101(34).

   1. The South Dakota Department of Education and Cultural Affairs will design and develop a State Plan as required by section 1119(a)(2) to ensure that all teachers teaching in core academic subjects are highly qualified no later than the end of 2005-2006. This plan will establish measurable objectives for each local education agency. Districts are required to complete a comprehensive need assessment as an integral part of their Consolidated Applications. Title II requires that all teachers by the end of year 2005-2006 are highly qualified in the subject areas in which they teach. Onsite reviews by the Office of Technical Assistance will insure that LEA Consolidated programs meet the federal and state requirements and that progress is being made toward the Goals of the South Dakota Department of Education and Cultural Affairs. Desk audits are also conducted by the Grants Management and Accountability to see that funds are used according to the requirements of the law. Finally, state-reporting systems, which include statewide testing, will indicate the progress that schools/students are making in reaching the State’s goals.
   2. Any activities implemented at the LEA level with Title II, Part A, funds must be indicated as a need by the local comprehensive need assessment and must be data-driven. The comprehensive needs assessment must be aligned with the overall reform effort that is occurring within the school system; consequently any professional development that occurs must be a part of a larger reform effort and not piece-meal, disconnected activities. All local school activities will be required to fit the description of Title IX, Part A---Definitions, section 9101 (34) for professional development. Schools were made aware of this information during the Consolidated-Grant initiating Regional Conferences, which were scheduled in April 2002 with LEAs statewide.

7. Title II, Part D -- Enhanced Education Through Technology [Goals 1,2,3]

   Through the vision of William J. Janklow, South Dakota’s Governor, the entire state of South Dakota has been densely wired for the internet and for two-way, interactive videoconferencing. His purpose in doing so was to provide more opportunities to South Dakota students and communities, which access to robust technologies could allow.

   In 1996 Governor Janklow started a new initiative called Wiring the Schools (WTS). This initiative put Category V wiring throughout every public school building in the state allowing for 101,000 "drops" or connections to the internet. To lower costs, teams of low-security Department of Corrections inmates under the direction of Master Electricians were used to do the wiring. The electrical wiring was upgraded so that the classrooms could support the use of many computers and other technologies. Cable television wiring was also placed in the schools realizing the resources that this technology might also bring to the classroom. This $100 million project was completed for $13 million using the approach developed by Janklow.

   A second initiative in 1999, also launched by the Governor, built upon the WTS project. The Connecting the Schools (CTS) initiative organized South Dakota’s wired schools into one network, the Digital Dakota Network (DDN).

   CTS put a frame relay T1 connection into every public elementary school building and a Asynchronous Transfer Mode (ATM) T1 connection into every public middle and high school building. The combination of these two initiatives has allowed T1 speeds to be available in virtually every classroom. Costs for this statewide network were underwritten by the State through legislative support that provided schools with free internet and video conferencing.

   High-end servers and routers were also placed in every school building, and video-conferencing equipment was placed in every middle school and high school. This new statewide network, the DDN, became fully functional August 2000. The goal of the Digital Dakota Network is to provide a highly stable and reliable statewide network for K-12 public schools so that South Dakota students have equal opportunities to a high quality and diverse education. This network provides the means for many schools to obtain courses for students that would not otherwise be available.

   The Digital Dakota Network, DDN, provides a sound technical infrastructure for all K-12 public schools. With the technology infrastructure in place, the current emphasis is on educators’ ability to capitalize on the capacity of the DDN. The dollars from NCLB and other federal and state resources are brought together under one consolidated plan to ensure the vigorous use of this network, primarily through professional development activities.

   Eighty of the high schools in the state have enrollments of 100 students or less. The rural nature of the state and small student populations, makes providing a diverse and rich curriculum in every school very difficult. Additionally, the limited number of teachers in a discipline in the many small schools of South Dakota, isolates these professionals. The DDN video and data communication capabilities among all public school districts in the state makes it possible for unlimited collaboration among South Dakota students and teachers. School districts not only share basic core classes in situations where schools are unable to secure certified teachers, but they are also able to share advanced coursework such as Advanced Placement classes and foreign languages. The DDN’s connectivity allows for collaboration and community building among students and educators. Elementary students benefit from enrichment activities from across the state or the nation and high school students have many opportunities to collaborate and share results on projects such as those utilizing Global Information Systems (GIS). Teachers have the opportunity to receive professional development via the DDN, as well as, have opportunities to network with educators in other districts.
    

   1. Describe the program goals, performance indicators, performance objectives, and data sources that the State has established for its use in assessing the effectiveness of the program in improving access to and use of educational technology by students and teachers in support of academic achievement.

      It is only through well-designed and high quality professional development that we can expect the appropriate integration of technology into the curriculum that results in improved student academic performance. Therefore, the following goal, performance indicators, performance objectives, and data sources are all descriptive of month-long professional development technology Academies, TTLs. They are described in further detail in section b. of this same question.

      Goal: The TTL Academies will enhance participant technology skills in the context of individual professional practice and to provide a strong foundation in best practices for the meaningful integration of technology into teaching and learning.

      Performance Indicator: TTL participants will develop a wide range of technical skills that are appropriate for classroom and instructional use.

      Performance Objectives:

      • The TTL participant will use computer-based technologies, including telecommunications, to access information and enhance personal and professional productivity.
      • The TTL participant will acquire and improve technical skill in a broad range of computer applications, including word processing/desktop publishing, spreadsheet, database, web authoring, hypermedia and presentation programs, and will use these applications to develop materials that support contemporary instruction.
      • The TTL participant will implement basic troubleshooting techniques related to using a multimedia system with related peripheral devices and will operate a multimedia computer system with related peripheral devices to install and use a variety of software packages.

      Data Sources:

      • Create a word document that includes all components of the Unit Cover Page
      • Create a PowerPoint document that relates to an individual Unit of Study and/or ASCD On-line Professional Development Course
      • Create a spreadsheet document that is appropriate for a classroom/professional situation
      • Create and publish a web page that is appropriate for a classroom/professional situation
      • Use of TTL communication system/network during Academy year (June – June)
      • Participation in ASCD (Association for Supervision and Curriculum Development) online course
      • Participation in WebCT (online courseware) discussion group

      Performance Indicator: TTL participants will build their knowledge and extend their use of professional practices.

      Performance Objectives:

      • The TTL participant will practice responsible, ethical and legal use of technology, information, and software resources and will design student learning activities that foster equitable, ethical use of technology by students.
      • The TTL participant will model the use of research, collaboration, and self-reflection in the process of personal and professional growth as an effective educator.
      • The TTL participant will model life-long learning in technology to improve both skill levels and integration practices related to instructional technology.

      Data Sources:

      • Completion of at least one ASCD Online Course Lesson each week of the Academy
      • Participation in group discussions
      • Active participation in online (WebCT) and videoconference (DDN) sessions and discussions

      Performance Indicator: TTL participants will design instructional activities that incorporate the appropriate and effective use of technology.

      Performance Objectives:

      • The TTL participant will develop technology-supported instructional units/activities that promote engaged, worthwhile learning and will post these units/activities for statewide dissemination.
      • The TTL participant will locate, access, evaluate for accuracy, and use on-line (Internet/WWW) resources/materials to support, enhance, and extend K-12 curriculum and instructional strategies.
      • The TTL participant will work with colleagues, applying a design team approach, to analyze and design technology-rich learning experiences that reflect current pedagogy and best teaching practices.
      • The TTL participant will develop a computer-based staff development activity that models the effective use of technology in support of learning, and will implement this activity in their home school/district during the school year.

      Data Source:

      • Development of an original unit of study that includes all South Dakota - DDN Unit of Study components
      • Submission of Unit of Study to the SD-DDN Unit Bank

      Professional web site that is related to classroom/professional practice and Unit of Study
       

   2. Provide a brief summary of the SEA’s long-term strategies for improving student academic achievement, including technology literacy, through the effective use of technology in the classroom, and the capacity of teachers to integrate technology effectively into curricula and instruction.

      South Dakota’s long-term strategy for improving student academic achievement includes continuation of the existing Technology for Teaching and Learning Academies which have occurred over the last 5 years. South Dakota will use the competitive funds under EETT to fund regional Technology for Teaching and Learning (TTL) Academies. These Academies are designed to enhance participants’ technology skills in the context of professional practice and to provide a strong foundation in best practices for the meaningful integration of technology into teaching and learning.

      In addition to basic computing skills, participants will enhance their understanding of instructional design through the research and publications of Grant Wiggins and Jay McTighe (Association of Supervision and Curriculum Development [ASCD]). Their work, Understanding By Design, will be the model used by all participants to design instructional materials for their classroom. This model includes utilization of state content standards to drive the design of these units. Each month-long Academy has a year long follow-up to encourage and enhance the implementation of Academy skills. This follow-up is accomplished via synchronous video-conferencing meetings via the DDN and asynchronous discussions via the internet utilizing WebCT.

      South Dakota’s TTL Academy design does not assume that once skill is developed that it will automatically be used in the classroom, or in other words that there will be transfer of training. The design of the TTLs mirror the findings of Bruce Showers (1988) regarding training components of successful staff development. Although building knowledge and skill during the academies is important, transfer of this training to the classroom so that it can impact student achievement is paramount. Showers (pp.70-72) specifies the following necessary training components to improve transfer of training: presentation of information and theory, demonstration, practice and feedback, and follow-up (such as coaching in the workplace). The instructional design of the TTL curriculum reflects these same effective training components. It is only through a high rate of transfer of training that the State expects this professional development to impact the learning and achievement of students.

      References
      Joyce, B. (1988). Student achievement through staff development. White Plains, NY: Longman, Inc.
       

   3. Describe key activities that the SEA will conduct or sponsor with the funds it retains at the State level. These may include such activities as provision of distance learning in rigorous academic technology or curricula; the establishment or support of public-private initiatives for the acquisition of technology by high-need LEAs; and the development of performance measurement systems to determine the effectiveness of educational technology programs.

      Funds retained at the state level are used for the administration of the professional development activities described. In addition, project staff located within the Office of Technology at Department of Education and Cultural Affairs (DOE), provides free technical assistance upon request to all public South Dakota school districts. Each of the five staff within the Office has assigned districts and responds to their specific needs. Assistance includes but is not limited to:

      • providing in-services on specific software applications – WebCT, video editing
      • providing training on new technologies – e.g. personal digital assistants (PDAs), GPS
      • researching and acquiring enrichment programming delivered via distance for K-12 students*
      • researching and acquiring Advanced Placement programming delivered via distance for high school students
      • researching and acquiring professional development delivered via distance
      • training educators on the use of distance learning equipment
      • training educators in best practices in distance learning design, instruction, and delivery
      • assisting LEAs with the application process and after the award with DOE sponsored initiatives

      *Enrichment programming will be acquired from various groups in and out of state. Instate examples include working with the national and state parks in the state (Mt. Rushmore, Crazy Horse Monument, Black Hills National Forest and Buffalo Gap National Grasslands [both divisions of the USDA Forest Service], Washington Pavilion of Arts & Science) and the Earth Resources Observation Systems (EROS) Data Center (a data management, systems development, and research field center for the U.S. Geological Survey’s National Mapping Division). Out of state examples include: the National Science Center (Atlanta, GA), NASA, StepStar Network (Seattle, WA), the Atlanta Zoo, and the Aquatic Research Institute (East Chicago, IN).

      In addition to the various products or data sources that each TTL participant is required to produce as a part of the TTL, the SEA will also conduct research looking for connections between teachers that have attended TTL Academies and the performance of their students. This research will look at student performance in classrooms with TTL teachers as compared to those that have not attended TTL. The SAT9 standardized test scores will be utilized for this comparison. This approach is based on the study conducted by Missouri and their eMints program.
       

   4. Provide a brief description of how –

   1. The SEA will ensure that students and teachers, particularly those in the schools of high-need LEAs, have increased access to technology, and

   As described in the introduction of this question (#7), South Dakota has provided the wiring and high-speed connectivity to all public LEAs, including those that are high-need. Additionally, the State has provided video conferencing equipment and the necessary connectivity to all districts at no cost. During the summer of 2001, 16,000 computers were given equitably to all public school districts based upon their student enrollment numbers. The state average for student to computer ratio is 3:1.

   2. The SEA will coordinate the application and award process for State discretionary grant and formula grant funds under this program.

   Formula Grants – The application process for the formula awarded funds under EETT will be conducted under a consolidated application process with the other Title programs administered by the SEA. Applicants are required to submit a plan utilizing a minimum of 25% of their EETT funds for professional development. The remaining funds must target a portion of their long-range technology plan that has been approved by the State and includes setting their own goals related to this plan. These dollars are sent proportionately to low-income/high-poverty schools, and these populations therefore determine what are their greatest or highest technology needs. This may include but is not limited to: hardware, software, and/or additional professional development. The EETT section of the consolidated application will be reviewed by Office of Technology for compliance to the requirements stated in the application. Recipients will be required to report on their activities and progress in meeting their stated goals. Schools have been encouraged to REAP their EETT dollars and those other eligible NCLB funds so that they can have greater impact.

   Discretionary Grants – The Technology for Teaching and Learning Academies will the priority of the Discretionary EETT funds. There will be two application processes available to LEAs interested in the Technology for Teaching and Learning Academies. The first application will be made available to districts in December of each year. Districts will be awarded an Academy in late January. This application will be a request to serve as a host site of a TTL Academy. Priorities for this application will include those districts that have not hosted a regional TTL academy, those districts with the highest number of educators that have not attended a TTL, those districts that can demonstrate a high need for training, those districts that have low performing schools, those schools with current technology plans, and those districts that can demonstrate a strong commitment to technology and technology integration in their curriculum. Award of the regional academies have and will continue to be awarded equitably among urban and rural districts in the state.

   The second application will be made available in early February of each year. This application will be a request to be a participant at a regional TTL Academy. A specified number of seats at each academy are "reserved" for district participants but the remaining seats are for any South Dakota educator submitting a TTL application. In other words, participants can request to attend any regional TTL site in the state. Districts are required to prioritize the applications that come from their district, identifying those teachers with the highest need and those that will have the greatest impact on the largest number of students. Priorities for this application include selecting a few participants from every district represented and selecting a significant number of those applicants that come from high poverty schools. During past award processes, the Department has been able to offer an academy spot to almost every educator coming from low-income districts. Selection for academy participation has and will continue to be awarded equitably among urban and rural districts in the state.

   All awards will be made based upon the responses of the applicants on the Request for Proposals and will be made by SEA staff and/or their designees. The selection of the instructors who are used for these academies, the curriculum design, training for the instructors, and overall supervision of these academies is handled entirely by DOE. 

8. Title III, Part A -- English Language Acquisition and Language Enhancement [Goals 1,2,3,5]
    
   1. Describe how the SEA will ensure that LEAs use program funds only to carry out activities that reflect scientifically based research on the education of limited English proficient children while allowing LEAs flexibility (to the extent permitted under State law) to select and implement such activities in a manner that the grantees determine best reflects local needs and circumstances.
       
      The SEA will ensure that subgrantees use Title III program funds to carry out only those activities that reflect scientifically-based research. Each subgrantee will complete an application for Title III funds that is part of their Consolidated Plan. Within this plan a subgrantee will need to explain the types of programs and services that will be implemented with Title III funds. The LEA’s Consolidated Plans will be reviewed by SEA staff for compliance with all federal requirements of the No Child Left Behind Act of 2000. SEA staff will conduct on-site reviews of all funded programs on a four year rotation.
       
   2. Describe how the SEA will hold LEAs accountable for meeting all annual measurable achievement objectives for limited English proficient children, and making adequate yearly progress that raises the achievement of limited English proficient children.
       
      Students who have been identified as limited English proficient will be held accountable for the same measurable achievement objectives as are all students who receive services in programs for Title I students. The students who are identified as limited English proficient will be required to raise their academic achievement, as determined by the adequate yearly progress (AYP) of all students, commensurate with students whose achievement is measured by the Title I accountability system. Adequate yearly progress will be determined on an annual basis, using multiple measures of academic achievement. The State of South Dakota currently has three mandated assessments (the Stanford Achievement Test, Version Nine, the Stanford Writing Assessment and the Dakota Assessment of Content Standards). The cut scores that define proficiency levels (Advanced, Proficient, Basic, and Below Basic) will be established by a group of school district practitioners in Spring of 2003. The results of this workgroup meeting will be used to determine the AYP for all public schools. AYP for limited English proficient students will be calculated along with the AYP of all students who attend public school in South Dakota.
       
   3. Specify the percentage of the State’s allotment that the State will reserve and the percentage of the reserved funds that the State will use for each of the following categories of State-level activities: professional development; planning, evaluation, administration, and interagency coordination; technical assistance; and providing recognition to subgrantees that have exceeded their annual measurable achievement objectives. A total amount not to exceed 5 percent of the State’s allotment may be reserved by the State under section 3111(b)(2) to carry out one or more of these categories of State-level activities.

      The State of South Dakota will receive the minimum Title III allocation of $500,000.00 for school year 2002-2003. Of that amount, the State will reserve the maximum amount allowed, $175,000.00, for state-level activities.

      The state-level activities that will be carried out will be professional development, planning, evaluation, administration, and technical assistance. The funds will be allocated as follows:

      Category: Budgeted Amount:
      Administration	$50,000
      Evaluation	$20,000
      Professional Development	$50,000
      Technical Assistance	$35,994
      Planning	$ 5,000
      Indirect Costs	$14,006
      Total Amount:	$175,000

      
       

   4. Specify the percentage of the State’s allotment that the State will reserve for subgrants to eligible entities that have experienced a significant increase in the percentage or number of immigrant children and youth. A total amount not to exceed 15 percent of the State’s allotment must be reserved by the State under section 3114(d)(1) to award this type of subgrant. 
       
      At the present time the most current data not suggest that the SEA will need to reserve funds for subgrants.  The SEA has not experienced significant increases in the percentage of immigrant children and youth that have been placed in districts, moved into the districts, or immigrated into the districts
   5. Describe the process that the State will use in making subgrants under section 3114(d) to LEAs that have experienced a significant increase in the percentage or number of immigrant children and youth.
       
      In reference to section d above the SEA will therefore not establish a procedure for subgranting to LEA's at this time for immigrant children and youth.
       
   6. Specify the number of limited English proficient children in the State. (See definitions of "child" in section 3301(1), and "limited English proficient" in section 9101(25).)
       
      South Dakota reports LEP data for students in public schools on October 1 of the current school year through the use of a Student Information Management System. The current enrollment for Kindergarten through Grade 12 (excluding PreK and including ungraded) is 5,762 students.
       
   7. Provide the most recent data available on the number of immigrant children and youth in the State. (See definition of "immigrant children and youth" in section 3301(6).)
       
      One South Dakota school district (Sioux Falls) reports immigrant students. For the 2001-2002 school year the Sioux Falls School District reported enrolling 484 immigrant students.

   (Note: Section 3111 of the ESEA requires that State allocations for the Language Acquisition State grants be calculated on the basis of the number of limited English proficient children in the State compared to the number of such children in all States (80 percent) and the number of immigrant children and youth in the State compared to the number of such children and youth in all States (20 percent). The Department plans to use data from the 2000 Census to calculate State shares of limited English proficient students. However, these data on limited English proficient students will not be available for all States until September 2002. To ensure that States have access to funds as soon as they are available, the Department proposes, for FY 2002 only, to provide an initial distribution of 50 percent of the funds under the limited English proficient portion of the formula based on State-reported data. As soon as Census data become available, the Department will recalculate and make final State allocations using 2000 Census data. For the 20 percent of formula funds distributed to States based on State shares of immigrant children and youth, the Department will use the most recent State-reported data year in allocating these funds. Census does not collect data that can be used to calculate State allocations for this part of the formula.)

9. Title IV, Part A -- Safe and Drug-Free Schools and Communities [Goal 4]
    
   1. Describe the key strategies in the State’s comprehensive plan for the use of funds by the SEA and the Governor to provide safe, orderly, and drug-free schools and communities through programs and activities that –
      1. Complement and support activities of LEAs under section 4115(b) of the ESEA;
      2. Comply with the principles of effectiveness under section 4115(a); and
      3. Otherwise are in accordance with the purpose of Title IV, Part A.
         

      The Department of Human Services, Division of Alcohol and Drug Abuse, is the oversight designee receiving funding from the federal government for the prevention of alcohol, tobacco, and other drug use in South Dakota. These funds are made available through the Substance Abuse Prevention and Treatment Block Grant and the Governor's discretionary portion of the Safe and Drug Free Schools and Communities Act.

      The Division of Alcohol and Drug Abuse has implemented the following programs to assure safe, orderly and drug free schools and communities:

      1. Prevention Resource Centers, three statewide, to provide substance abuse training opportunities, develop prevention activities and disseminate information statewide through their respective resource libraries. The Division and the Department of Education and Cultural Affairs jointly fund these centers. They are to disseminate information through their libraries; assist schools in developing Alcohol and Drug policies, programming and curricula; train teachers and prevention advocates in the Principles of Effectiveness and other programming compliant with Title IV; and assist community and parent groups in developing prevention activities.
      2. Community Mobilization Projects with parallel expansion of Community Prevention Networkers. (CPNs). This project is designed to blend the resources of federal, state and local government together with those of community leadership, volunteers, private and other public service providers, families, schools and all citizen to focus on reducing the incidence of violence, alcohol and other drug abuse in South Dakota.
      3. Primary and Intensive Diversion Prevention Programming within the juvenile detention facilities and in each of the seven judicial circuits in the state. These programs are designed for youth entering the juvenile justice system due to alcohol or drug related offenses. An initial screening is used to determine whether the young person has a substance abuse problem. The Division's purpose is to divert youth into appropriate levels of programming; provide referrals; provide diversion options for all circuit courts and those arrested for an alcohol/drug offense; and provide diversion programming in the state's three Juvenile Detention Centers.
          
   2. Describe the State’s performance measures for drug and violence prevention programs and activities to be funded under Title IV, Part A, Subpart 1. These performance measures must focus on student behaviors and attitudes. They must consist of performance indicators for drug and violence prevention programs and activities and levels of performance for each performance indicator. The description must also include timelines for achieving the performance goals stated, details about what mechanism the State will use to collect data concerning the indicators, and provide baseline data for indicators (if available).

      The State of South Dakota utilizes The Youth Risk Behavior Survey (YRBS) and The National Kids Count Survey (NKCS) to establish goals and objectives as they relate to prevention programming and activities. The survey was developed in cooperation with the Centers for Disease Control and Prevention and state and local education departments to identify and measure attitudes and behaviors related to Alcohol and Drug issues.

      In an effort to delineate its position with respect to the prevention of alcohol, other drug use and violence in South Dakota, the Department of Human Services has identified the following critical outcomes to be achieved:

      1. The PRC's will assist schools with the acquisition, implementation and evaluation of scientific research based material throughout their system.
      2. The PRC's will continue to train and support schools in developing ATOD policies, programming and curricula.
      3. The Community Mobilization initiative will work to establish a network of Community Mobilization Projects throughout South Dakota and help each council identify specific short and long-term goals.
      4. The various CPN communities will demonstrate a measurable decrease in the indicator of alcohol and other drug abuse in target communities of 2% by 2004.
      5. Utilizing the Diversion Prevention Program, the Division will work to divert youth into the appropriate level of programming and maintain an 80% successful completion rate.
      6. There will be less than 9% of participants receiving Primary Prevention Programming or Intensive Prevention Programming referred for structured treatment services.

      The State will employ the aforementioned YRBS mechanism to collect data and eventually establish baselines to measure the success of the prevention programming.
       

   3. Describe the steps the State will use to implement the Uniform Management Information and Reporting System (UMIRS) required by section 4112(c)(3). The description should include information about which agency(ies) will be responsible for implementing the UMIRS, a tentative schedule for implementing the UMIRS requirements, as well as preliminary plans for collecting required information.

      The SEA will utilizing a student information system, DDN Campus.net, to implement the

      Uniform Management Information and Reporting System (UMIRS). This system is schedule to be implemented in the summer of 2002 with all schools utilizing the system beginning the Fall of 2002. This system will be designed to meet all data reporting requirements for the Safe and Drug-Free Schools and Community program.

      The State currently operates a student information management system (SIMS) that was used to collect, store and report required data for school years prior to 2002-2003. The data from this system will be retained for historical reference and reporting purposes.
       

   1. Title IV, Part A, Subpart I, section 4112(a) -- Safe and Drug-Free Schools and Communities Reservation of State Funds for the Governor [Goal 4]
       
      The Governor has reserved 20 percent of the State's allocation and designated the Department of Human Services Division of Alcohol and Drug Abuse to receive these funds. Contact is Mr. Gib Sudbeck, Director, Hillsview Plaza, East Highway 34, c/o 500 East Capitol, Pierre, South Dakota 57501-5070, (605) 773-3123.
       
   2. Title IV, Part A, Subpart 2, section 4126 -- Safe and drug-Free Schools and Communities: Community Service Grants [Goal 4]
       
      Describe how the SEA, after it has consulted with the Governor, will use program funds to develop and implement a community service program for suspended and expelled students.

      The Department of Education and Cultural Affairs (DOE) after consultation with the Governor or his designee will work in conjunction with the Department of Human Services to develop and implement a community service program for suspended and expelled students. The Department of Human Services will provide sub-grants to Prevention Resource Centers to provide research, professional development, carry out programs for the suspended, expelled and other high risk students, who are required to perform community service. Also, it is proposed that the Department of Human Services through the Prevention Resource Centers in conjunction with the seven Judicial Circuits will adapt a youth juvenile justice system to prevent school suspension and expulsions.
       

   3. Title IV, Part B -- 21st Century Community Learning Centers [Goals 1,2,5]

      Identify the percentage of students participating in 21^st Century Community Learning Centers who meet or exceed the proficient level of performance on State assessments in reading and mathematics. The State must collect baseline data for the 2002-2003 school year, and submit all of these data to the Department no later than early September of 2003 by a date the Department will announce.

      In August 2002 the State Education Agency will set cut scores and determine scaled scores for the Dakota Assessment of Content Standards (DACS) and SAT 9 which assess students’ proficiency in math and reading, as well as other content areas. Student baseline data will be encoded on the State Education Agency’s DDN Campus, that is the Student Identification System (SIS) by October 1, 2002.

      As students enroll in 21^st Century Community Learning Center programs their local district student identification numbers will identify them. Their ID numbers are encoded in DDN Campus so that the data relating to individual student proficiency levels in math and reading are accessible. The data can be disaggregated by participation in 21^st Century Community Learning Center programs.

      After sub-grants are awarded in January the data will be compiled and analyzed in regard to students enrolled in 21^st Century Community Learning Center programs to determine baseline data on student proficiency levels of performance in math and reading. Percentages of students meeting or exceeding the proficiency level of performance will be identified and the data will be submitted to the Department of Education by September 2003.

      ESEA Goals

      • 21^st Century Community Learning Centers will provide support for Performance Goal 1, by providing opportunities for academic enrichment, tutorial services, and other youth enrichment activities and services to help students reach high standards attaining proficiency or better in reading/language arts and mathematics.
      • Within 21^st Century Community Learning Centers, academic enrichment activities, tutorial services, and other youth services provide the opportunity for limited English proficient students to become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics; thus, addressing Performance Goal 2.

      21^st CCLC programs have the opportunity to engage students in manipulating ideas and information in ways that transform their meaning and implications; hence, becoming more relevant to learning and societal responsibility. Involving students in their learning will contribute to the desire to be lifelong learners, motivating them to graduate from high school; therefore, addressing Performance
       

   4. Title V, Part A -- Innovation Programs [Any Goal(s) selected by State]
        
      1. In accordance with section 5112(a)(1) of the ESEA, provide the SEA’s formula for distributing program funds to LEAs. Include information on how the SEA will adjust its formula to provide higher per-pupil allocations to LEAs that have the greatest numbers or percentages of children whose education imposes a higher-than-average cost per child, such as –
      1. Children living in areas with concentrations of economically disadvantaged families;
      2. Children from economically disadvantaged families; and
      3. Children living in sparsely populated areas.
      4. Identify the amount or percentage the State will reserve for each State-level activity under section 5121, and describe the activity.

      The South Dakota Department of Education and Cultural Affair will distribute 85 percent of the funds it receives to LEAs. Of this 85 percent, 95 percent is allocated to LEAs based on the relative enrollments in public and private nonprofit schools within the jurisdiction of each LEA. The remaining 5 percent of the funds are allocated to eligible LEAs using poverty and sparsity factors. LEAs receiving the additional per student allocation must meet the following criteria:

      1. The LEA has less than 600 students enrolled in K-12.
      2. The LEA averages one and one-half or fewer students enrolled per square mile of district area.
      3. The LEA is below the median in taxable wealth per student
      4. The SEA will reserve 15% for State level activities under section 5121 of the No Child Left Behind (NCLB) Act. Of the 15% the SEA will reserve 25% for administration that includes: a) monitoring and evaluating programs under this part; b) planning, supervising, and processing State educational agency funds; and, c) allocating funds to LEA's.  The remaining 75% of the 15% will be used for State level activities which include the following: a) Statewide educational reform, school improvement programs and technical assistance; and, b) support for implementation of challenging State and local academic achievement standards.
          
   5. Title VI, Part A, Subpart 1, section 6111 -- State Assessments Formula Grants [Goals 1,2,3,5]

      Describe how the State plans to use formula funds awarded under section 6113(b)(1) for the development and implementation of State assessments in accordance with section 6111(1) and (2).

      The State of South Dakota plans to utilize these funds to meet the new reporting requirements under the No Child Left Behind Act (NCLB). State plans on modifying current reporting requirements such as Dakota Assessment Contents Standards (DACS), Ed-Vision and DDN Campus Student Information Systems to fulfill these requirements.

      In addition, a portion of these funds will be earmarked for use under our Harcourt contractor to provide assessments of students that will also meet the new reporting requirements of NCLB.

      Funds under this provision will also be utilized to provide translators for students who need this service as an assessment accommodation.

      Funds allocated under this subpart will be utilized primarily through contractors to meet the new reporting requirements of NCLB. The scope of work for each of the contracts includes the development of alternate assessments for students with disabilities and for limited English proficient students, if needed. In addition, each includes the development of teacher and parent resources and teacher training programs. The resources and training programs are being developed to ensure that teachers and parents understand the assessments and the relationship between the assessments and South Dakota’s academic content standards, how the results will be used, how to interpret test score results, and curricular and instructional implications of the assessment results.
       

   6. Title VI, Part B, Subpart 2 -- Rural and Low-Income School Program [Goals 1,2,3,5]
       
      1. Identify the SEA’s specific measurable goals and objectives related to increasing student academic achievement; decreasing student dropout rates; or improvement in other educational factors the SEA may elect to measure, and describe how Rural and Low-Income School program funds will help the SEA meet the goals and objectives identified.

         The South Dakota Department of Education and Cultural Affair will develop measurable goals and objectives for the Rural and Low-Income program consistent with the overall goals and objectives identified by the SEA in the Consolidated State Application related to increasing student academic achievement; decreasing student dropout rates; and the improvement in other educational factors. The SEA will use Rural and Low-Income School program funds to provide technical assistance to eligible LEAs to support the achievement of these goals and objectives. The SEA will encourage eligible LEAs to concentrate Rural and Low-Income program funds to areas where the LEA is most endangered of not meeting the measurable goals and objectives established by the SEA.
          

      2. Describe how the State elects to make awards under the Rural and Low-Income School Program:

         The South Dakota Department of Education and Cultural Affair will distribute the Rural and Low-Income School Program funds by formula proportionate to the numbers of students in Average Daily Attendance served by the eligible LEAs.

   • GEPA (General Education Provisions Act), Section 427 Equitable Access and Participation
      
     • In carrying out its mission, the South Dakota Department of Education and Cultural Affairs will ensure the equitable participation of and appropriate educational opportunities for all learners to the fullest extent possible. State level activities and services funded by programs will be accessible to all teachers, students, schools, and other participants with special needs. In addition to activities and services provided by the department, state level commissions, advisory committees, task forces and/or other groups will be representative of diverse groups and populations within the state.

       A major activity to promote equity in education was the development of "South Dakota Equity Standards in Education." These standards address seven areas of the educational process and "promote equal opportunities for learning…by removing inequities based on gender, race, socio-economic status, ethnicity, disabilities, rural isolation, and other factors that may affect students' learning and self-esteem."
        

   • Consolidated Administrative Funds
      
     1. Does the SEA plan to consolidate State-level administrative funds?
        If yes, please provide information and analysis concerning Federal and other funding that demonstrates that Federal funds constitute less than half of the funds used to support the SEA. If yes, are there any programs whose funds are available for administration that the SEA will not consolidate?
     2. Please describe your plans for any additional uses of funds.

        1. The SEA plans to consolidate State-level administrative funds. Below lists expenditures from fiscal year 2000-2001 that demonstrates that Federal funds constitutes less than half of the funds used to support the SEA. All administrative program funds that are eligible for consolidation will be utilized into one fund.
      

     General Funds	$ 7,552,002
     Federal Funds	$ 6,796,335
     Other Funds (non-Federal)	$ 968,623
     Total	$15,316,960

   Fifty six percent of the SEA’s administrative funds are from non-federal sources. This figure excludes the "grants" budget categories that are considered non-administrative.

   2. No additional uses of funds are planned. 

   • Transferability

     No. South Dakota will not exercise this provision of the law at this time.