• Secretary's Column
• Education funding: Report covers nine key issues
• Department to standardize certain rates
• Governor proposes teacher salary enhancement program  
• Blue Ribbon Schools recognized  
• Wanted: Comments on reading/language arts standards
• Grant to promote rigorous, relevant curriculum
• Birth to 3: Preparing children for success 
• Upcoming Events

Secretary's Column

We are not in Vegas anymore

 If you’re like me, you have found some humor in the TV commercials about Las Vegas.  They usually focus on people who have returned from a trip to Las Vegas and are reluctant to talk about their experiences in the city. The closing caption is always the same: “Las Vegas – what happens here stays here.”

As I think about how our schools have changed over the years, I realize that we have been accustomed to operating with the same Las Vegas mentality. It used to be that whatever happened in a school – stayed in school. If a student was disciplined, it was between the student and the teacher. If mom and dad got involved, it was often bad news for the student.

Parents received reports four times each year – at the end of each nine-week period – regarding their children’s grades. They also could plan on meeting with the teacher two times a year, during parent-teacher conferences. During these times, parents would receive information – either good or bad – that reflected their child’s efforts over the past nine weeks.

When the report cards arrived at home, parents also may have noticed that attendance issues were a problem. An interrogation of the child determined when the tardies and absences occurred.  In many cases, these problems were not easily solved because the issues were clearly in the past.

Our schools today are dramatically different than they were in the past. Today, we are transparent. Due to technological advances, parents have access to many key indicators of academic success. In most districts, parents can look online for their children’s attendance records, discipline referrals and grades in each course or subject. There are few secrets anymore. Furthermore, if a parent wants to visit with a teacher, one click of the mouse provides access to a teacher’s e-mail address for instant communication.

These changes have helped to change an educational system that was once a “don’t ask, don’t tell” environment to one of openness and communication. Ultimately, this creates an informed partnership between the school and parents.

A report released last month addresses nine key issues related to South Dakota’s education funding formula. The report represents the work of the State Aid Study Task Force, established in 2005 to assist the Department of Education in studying the nearly 10-year-old formula. (View full report here.)

“This group thoroughly reviewed nine key aspects of the funding formula, and we had some very candid discussions,” said Secretary of Education Rick Melmer. “The report presents a summary of those discussions, along with real-life examples that law makers can use as they consider education funding.”   

Melmer hopes the report will serve as a tool for legislators as they wrestle with funding issues during the 2007 session. Legislators who served on the task force, both Democrat and Republican, are working on legislation that takes into account most of the nine issues. This bill should serve as a starting point for discussion during the upcoming session.

“Any time you talk about making changes, people naturally want to know if they will benefit from the change. What we really need to do is step back and consider what is best for the majority of our students across the entire state,” Melmer said.   

Sparsity, 150 percent rule receive consensus

During the course of its meetings, task force members reached consensus on two of the nine issues it discussed: sparsity and property tax.

Task force members almost universally agreed that the new sparsity formula should be continued. In order to make the formula as efficient and fair as possible, however, the report encourages legislators to consider the following:

• Review the mileage requirement (currently 20 miles) to ensure that receiving districts are truly sparse

• Examine the maximum sparsity payment (currently $250,000 per district)

• Consider an equal fund balance cap for all districts

Regarding the issue of property tax, the 150 percent rule was discussed extensively. This rule excludes from the valuation process any sale of agricultural or non-ag property where the property is sold for more than 150 percent of its assessed valuation. The state’s revenue department estimates that approximately $4 billion of value currently is not being taxed because of this rule.

When asked, a clear majority of task force members (84.2 percent) felt that the 150 percent rule should be repealed.

Minimum district size

Even with the small school factor, the state’s smallest districts struggle to meet the financial demands of offering an educational program. Of the 39 smallest districts (200 or fewer students), 82.1 percent opt out of the funding formula.

Student achievement levels do not appear to suffer due to enrollment challenges. Students in the state’s smallest districts typically achieve at or above their peers on the Dakota STEP. However, high school students in large districts (more than 600 students) outperform their small-school peers on the ACT. The task force briefly studied the educational opportunities available to high school students based on district size.

Small school factor

Approximately $16.7 million is distributed to school districts through the small school factor. Of that amount, districts with fewer than 200 students receive a total of $4.4 million. Districts with 200 to 400 students receive a total of $10.9 million, and districts with 400 to 600 students receive $1.4 million. The report states that, when looking for efficiencies in the existing formula, this is one area that could be examined.

Consolidation incentives

Task force members agreed that consolidation incentives have merit. The report notes that future discussion should include an evaluation of the current practice of extending the small school factor for eight years after consolidation. Discussion also focused on the possibility of increasing the consolidation incentives to determine if they truly encourage reorganization.

Enrollment calculations

More task force members supported the concept of providing relief to districts with increasing enrollment than to districts with decreasing enrollment. Relief could be in the form of a one-time payment. The task force also explored the possibility of a fall enrollment count as a requirement for the current ADM system.

Capital outlay

A small number of districts need to build new facilities but do not have the capability to bond for enough money to cover their costs. The task force identified a possible solution: Establish a Facility Equity Fund to assist districts with demonstrated need for capital outlay dollars.

Fund balance

Many task force members agreed with the concept of a consistent fund balance cap across the state. The report calls this move “a step in the right direction.”

Other revenue

If the “other revenue” category was to be equalized, a small number of districts would be significantly negatively impacted. Many districts would not see a significant change one way or the other. Task force members were almost evenly split on this issue.

The Department of Education frequently asks practicing teachers to participate in state-level work groups related to assessments, content standards and similar topics. In order to ensure consistency, the department will pay a standard stipend of $125 per day to these teachers. In cases where the department also reimburses the school district for a substitute teacher, the department will pay $70 per day.

Governor proposes teacher salary enhancement program

Gov. Mike Rounds plans to address teacher salaries during the 2007 legislative session. The Teacher Compensation Assistance Program, or TCAP, would provide school districts with an incentive to increase salary policy. The governor made the announcement during his budget address on Dec. 5. He proposed the same program last year.

The plan offers state matching funds ($2 for every $1 at the local level) to supplement local salaries. The governor has identified $4 million at the state level for this program. Under the plan, districts wishing to apply for TCAP funds would submit a plan that illustrates how they will use the funds. Plans would be based on one of three criteria:

• District instructional goals: Teachers compensated based on specific goals established by the district (eg., raise reading scores, move most high school students to “Distinguished” graduation pathway).
• Market compensation: Teachers compensated based on the district’s unique market-driven needs (eg., hiring bonus to attract a teacher in a particular discipline, salary enhancement to keep an existing teacher in hard-to-attract discipline). 
• Performance compensation: Teachers compensated based on performance. Evaluations of performance may include existing professional evaluation instruments, student achievement indicators, and/or other work performance indicators established by the district.

Blue Ribbon Schools recognized

An official from the U.S. Department of Education visited the Ethan and White Lake school districts on Dec. 1 to help them celebrate their “Blue Ribbon” status under No Child Left Behind.

Wendy Evans of the U.S. Department of Education noted that Ethan and White Lake are among 292 schools nationwide to be selected as 2006 No Child Left Behind Blue Ribbon Schools.

Wanted: Comments on reading/language arts standards

A committee of approximately 80 practitioners has developed revised content standards for reading and language arts. The proposed revised standards are online and open for public comment until Jan. 20, 2007.

Currently, the standards are in draft form. The format and content of the standards are subject to change due to public comment. After Jan. 20, the revision committee will reconvene and address any comments.

To review the standards and make a comment, go to the following locations:

• Reading Standards Public Comment
• Language Arts Standards Public Comment

Pending approval by the South Dakota Board of Education, a final version of the content standards should be available this spring.

Questions can be addressed to Shannon Schweitzer in the department’s Office of Curriculum, Technology and Assessment. She can be reached at (605) 773-8193 or shannon.schweitzer@state.sd.us.

Regents diploma offered in 2006-07

Regents Scholar Diplomas will be offered again in 2006-07. The program, which is a partnership between the Department of Education and Board of Regents, recognizes graduating high school seniors who have demonstrated academic excellence.

Students must meet minimum academic requirements to be eligible for the Regents Scholar Diploma. High school administrators – usually a counselor or principal – are responsible for requesting the special certificates for those students who qualify. School districts often chose to present the certificates during graduation ceremonies.

Requirements for the Regents Scholar Diploma can be found online at www.doe.sd.gov/secretary/regents.asp. You also will find instructions on how to submit names for this designation. Please note that the deadline to submit names for certificates to be presented in May 2007 is April 1, 2007.

The Regents Scholar Diploma should not be confused with the South Dakota Opportunity Scholarship, which awards scholarship dollars to qualifying high school graduates.

For more information, contact Carol Uecker, Department of Education, at (605) 773-4771 or carol.uecker@state.sd.us.

Grant to promote rigorous, relevant curriculum

South Dakota has been awarded a $300,000 grant to implement a State Scholars Initiative. A national business-education partnership, the State Scholars Initiative is designed to increase the number of students who take a rigorous high school curriculum. SSI core classes closely resemble those required under South Dakota’s new graduation requirements.

“This initiative makes that important connection between academics and careers,” said Gov. Mike Rounds. “It helps young people understand the importance of planning for their future, and it encourages them to take the rigorous courses they need to be successful as they continue their education and enter the workforce.” Implementation of a business-education partnership is part of the governor’s 2010 Education Initiative.

The South Dakota State Chamber of Commerce and Industry in association with the South Dakota Department of Education received the grant from the Western Interstate Commission for Higher Education. Over the next two years, the partners will collaborate to implement the initiative in four pilot schools. Each will have a special area of focus.

• Sisseton will concentrate on health careers.
• Sturgis will emphasize information technology careers.
• Vermillion will focus on careers in hospitality and tourism.
• Wagner will focus on careers in agriculture, food and natural resources.

SSI provides special incentives and support to help students succeed while pursuing rigorous core course requirements. It brings business leaders into the classroom to talk about the real-world value of a challenging curriculum. Through the program, students develop personal learning plans based on individual academic and career goals. The initiative complements the state’s Career Clusters program, aimed at preparing students for postsecondary education.

“Our schools simply must prepare students for the workplace of the future. Our students need to be able to compete with the rest of the world,” said David Owen, president of the State Chamber of Commerce and Industry. “The more stringent requirements of the State Scholars program, and those adopted by the state of South Dakota, are a good step in this direction.”

South Dakota, Missouri, New Hampshire and Wyoming were selected to join 20 other states that have implemented the SSI over the last two years.

The first three years of a child’s life build a foundation for later success. If a child is born with a developmental delay, those three years become even more critical. South Dakota’s Birth to 3 Connections program provides early intervention for infants and toddlers with developmental delays or disabilities. 

In 2005, Birth to 3 Connections served nearly 1,700 children across the state, and the need for services is growing. The program has experienced an average increase of 8 percent over the past five years.

“This program is an investment in the future,” said Sherrie Fines, director of Birth to 3 Connections. “Research shows that children with developmental delays are healthier overall and better learners when they receive intervention services as early in their lives as possible.” It also may have a fiscal impact in that, in some cases, the early intervention leads to less remediation once a child enters a formal school setting.

Through Birth to 3 Connections, children have access to a variety of services depending on the child’s needs. Services such as occupational, physical and speech therapy are provided free of charge to help children acquire the skills they need. The program provides services in the child’s natural environment; for example, in the child’s home or daycare setting.

“This program is very focused on family involvement,” Fines explained. “No one knows their child better than a parent or guardian. The Birth to 3 Connections program really works in conjunction with families to develop an Individualized Family Service Plan that incorporates their unique home and family life.”

Developmental delays may come in a variety of areas, from cognitive skills and language skills to physical growth, adaptive skills, and emotional-social growth. Families that think their child may have a delay undergo a screening to determine what the child’s needs might be. Initial screenings are set up by a regional Birth to 3 Connections service coordinator. Local school districts partner with Birth to 3 Connections by providing an initial evaluation to determine a child’s eligibility status.

Once a child has been determined to be eligible for the program, a team of interested parties develops the Individualized Family Service Plan that addresses any physical, cognitive, social or emotional challenges. That team consists, first and foremost, of parents, the service coordinator, any potential service providers, and the school district.

Schools also evaluate children as they transition out of the program at age 3 to determine if the child is eligible for preschool services.

Across South Dakota, there are nine regional Birth to 3 Connections programs and 23 regional service coordinators. Families can call a toll-free number, 1-800-305-3064, to connect with the Birth to 3 service coordinator in their area.

For more information about this program or to locate the service coordinator in your area, visit www.doe.sd.gov/oess/Birthto3/index.asp. Or contact the Department of Education, Birth to 3 Connections, at (605) 773-3678 or sherrie.fines@state.sd.us.

Upcoming Events

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

• Trainings to tackle bullying, sexual harassment issues
• GESA works!

• High Schools That Work/ Middle Grades That Work Orientation workshop to be offered

• State Conference for Early Childhood

Trainings to tackle bullying, sexual harassment issues

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

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

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

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

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

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

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

GESA works!

Generating Expectations for Student Achievement, or GESA, is a successful research-based program, and it’s coming to South Dakota.

GESA examines five areas of disparity in the classroom and encourages teachers to use proactive instructional strategies to eliminate the disparities and support high expectations. GESA identifies equity issues related to instructional materials and curriculum, differential treatment, and specific behaviors used by teachers.

Research findings from classrooms using the GESA system show consistently that all students gain, and students with the greatest need gain the most. Teachers learn to coach each other on equitable teaching strategies.

GESA workshops will be held in two locations: 

• Jan. 25, 2007 -- Mitchell Technical Institute, Technology Center, Mitchell
• Jan. 26, 2007 -- Ramkota RiverCentre, Lake Sharpe Room, Pierre

Both sessions run from 9 a.m. to 4 p.m. Cost is $40, which covers materials, lunch and breaks. Download a registration form at www.doe.sd.gov/octe/training/docs/GESA.pdf.

Sponsors of this event include the South Dakota Department of Education, Mitchell Technical Institute, and South Dakota Women Work.

High Schools That Work/ Middle Grades That Work Orientation workshop to be offered

Schools interested in joining the High Schools That Work/Making Middle Grades That Work network are invited to a two-day orientation tentatively set for Jan. 29-30, 2007. 

Both initiatives focus on key practices designed to prepare students for further education and careers by improving curriculum and instruction at the middle- and high-school levels. A number of South Dakota schools already participate in this national reform effort.

Expected results include: increases in the number of students taking higher-level courses; improved attendance and graduation rates, and postsecondary enrollment; decreases in dropout rates and discipline referrals; and more students with a focused plan of study in a career cluster.

The workshop will be held at Mitchell Technical Institute. Please contact Marsha Kucker at (605) 280-0650 or mkucker@edec.org for information.

State Conference for Early Childhood

“Soaring Over the Rainbow to Early Success” is the theme of the 2007 State Conference for Early Childhood. The conference will take place March 1-3, 2007, in Aberdeen. 

Highlights include:

• Keynote speaker Sharon MacDonald, M.Ed., will demonstrate how to use music and movement to teach children of different abilities, needs and temperaments. Participants will learn how to use inexpensive materials to deal with the often chaotic and confusing classroom, while building confidence, interest and preserving the child’s self-esteem.
• Keynote speaker Jean Feldman has been actively involved in education for more than 35 years. Dr. Feldman is the author of “A Survival Guide for Preschool Teachers,” “Transition Tips and Tricks,” and “Wonderful Rooms Where Children Can Bloom.” Some of her recordings include: “Dr. Jean Sings Silly Songs,” “Dr. Jean and Friends,” and “Kiss Your Brain!”

For an agenda and registration information, go to http://www.sdaeyc.org/ and click on “Conferences.” You can also contact Betsy Pollock, Department of Education, at (605) 773-4640 or betsy.pollock@state.sd.us.