TITLE I PROGRAM INFORMATION:
Title I LEA End of the Year Reporting Reminders
The end of the school year is fast approaching. As part of that process, it is time to collect the Title I data for the 2012-13 school year. The Title I department will be extracting as much information from Infinite Campus (IC) as possible for federal reporting again this year. To ensure accuracy, the Title I teacher/coordinator must work with the district IC data staff member to ensure all of the Title I participation information is accurate. Please double check with them as soon as possible, as this information will be used to generate reports to the US Department of Education.
Please note that while most of the data will be extracted from IC, some will still need to be submitted via a separate report. This information will include staffing information, private school information, homeless student information, and N&D information. Betsy Chapman will be emailing the Title I Annual Report to Superintendents and Title I contacts the week of May 6th. If you normally help complete this report and did not get it, please contact your Superintendent or let Betsy know through email that you need it: Betsy.email@example.com or by phone: (605) 773-4712. The reports will need to be completed no later than May 30, 2013.
Nominations Needed Committee of Practitioners
The SD Department of Education’s Committee of Practitioners is currently seeking additional members. The Committee meets twice a year. The meetings are held in the fall and in June with phone meetings as required. This advisory committee provides input for the Department by reviewing proposed or final state rules, regulations, and providing comments to the Department. Recent items of discussion were: ESEA Waiver and Waiver Amendments, Academy of Pace Setting Districts, Focus and Priority School Guidance, and updates on all Title I program area.
The committee is composed of twelve to fifteen members as necessary. As this is an advisory committee, members are not compensated for their time, however, all expenses are paid. The committee must be composed of administrators, teachers, vocational educators, parents, school board members, private school representatives, and pupil services personnel (i.e. counselors). The Committee seeks membership from across the state and from large and small districts.
Additional persons are needed to fill various positions on the committee. A current list of the members may be found at http://doe.sd.gov/oess/cop.aspx The Committee wishes to have additional appointees in place as soon as possible. Self-nominations are appropriate or districts may wish to nominate someone to the position. The Department Secretary has final authority on nominations.
To find an application and committee guidelines go to doe.sd.gov/oess/cop.aspx
The Committee is defined in ESEA Section 1903(b) and Title I Section 1111(c)(11).
2nd Annual South Dakota ELL/Migrant Education Conference
The SDDOE is hosting an ELL/Migrant Education Conference on June 12th -13th, 2013 at Cedar Shores, Oacoma, SD. Dr. Catherine Collier will be our Keynote Presenter with additional presentations from Mary Diaz, Imagine Learning, MMERC, and Pearson. Registration is free to attend and some meals will be provided. A College Credit will be offered at the participants’ expense.
This conference is aimed at providing strategies to assist teachers that have ELL and Migrant students in their classrooms.
For more information please contact Jenifer Palmer or Shannon Malone at (605) 773-6400.
To register go to: https://docs.google.com/spreadsheet/viewform?formkey=dEExX01tRjhxLV85U1JpRmhrVXl0cWc6MA#gid=0
ENL Certification Summer 2013 Course
The Division of Educational Services and Support, through the federally-funded Title III English Language Acquisition Program, will reimburse undergraduate and graduate tuition up to $1100/teacher for up to 10 teachers who successfully complete the coursework. For the spring/summer 2013 semester, courses are provided by Augustana College. At this time, the SDDOE will only be able to reimburse each of the 10 teachers that are selected for one, three - credit course per semester. Priority will be given to teacher’s geographic location of the district and needs of district with ELL students. Any remaining openings after the two priorities will be drawn by lottery. Cost to participants will be Internet access, tuition over the amount allowed by DESS, books and incidentals.
If you would like to register, please contact your district business manager or superintendent to receive approval and provide them with information regarding these classes that are listed on the Course Registration Authorization form.
If you would like to learn more about these classes, please contact Sharon Andrews at Augustana College.
Applications for tuition reimbursement will only be accepted until May 3, 2013.
Title I School Family Compacts
No longer Title I School Parent Compacts for the sake of meeting regulations. It’s time to develop meaningful compacts that develop partnerships between home and school. Partnerships with student’s families are an important part of student success. School family compacts should be a key part of building partnerships with families.
It’s time to develop meaningful compacts that develop partnerships between home and school. Partnerships with student’s families are an important part of student success. School family compacts should be a key part of building partnerships with families.
What do successful parent-school compacts look like? When developed properly compacts build partnerships and focus on building student achievement. The components of a compact clarify what schools and families will do to help children reach high academic achievement. In a compact, families and school staff agree how to work together.
Use the resource on the DOE website to assist in developing school compacts that meet the requirements of ESEA section 1118 and build meaningful relationships to boost academic achievement
Each Title I school must develop and disseminate Title I School Family compacts. Once the compact has been developed it is the schools responsibility to distribute the compact to families of children participating in Title I programs.
If you have questions regarding Title I Parent Involvement Compacts contact firstname.lastname@example.org
NAEP in a Nutshell
What is NAEP?
The National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment of what America’s students know and can do. NAEP was developed in 1969 to measure student achievement nationally. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in America.
What subjects does NAEP cover?
NAEP has two types of assessments, main NAEP and long-term trend NAEP. Main NAEP assessments are conducted in a range of subjects with fourth-, eighth-, and twelfth-graders across the country. Each state participates and is provided state-level data. Assessments are given most frequently in mathematics, reading, science, and writing. Other subjects, such as the arts, civics, economics, geography, and U.S. history, are assessed periodically at a national level.
Long-term trend NAEP occurs every four years and assesses nine-, thirteen-, and seventeen-year old students. Long-term trend is the foundation of the NAEP assessment and has been assessing a national sample of students since 1969.
There isn’t a South Dakota public school that has not been touched by NAEP since we began participating in state NAEP in 2003. State level NAEP occurs every other year and we have just finished the 2013 NAEP administration for grades 4, 8 and 12 in reading and mathematics. Results will be available fall of 2013.
How is NAEP different from other assessments?
NAEP serves a different role than state assessments. While each state has its own unique assessment designed to reflect its state content standards, NAEP administers the same assessment in every state. This allows each state and participating urban district to be compared to national results and to evaluate its progress over time. Samples of students in all states take NAEP and are measured in the same way, providing a common measure of achievement across states. For each subject and grade, there are approximately 3000 students in the sample. When three subjects are assessed, all schools for the given grade will be part of the South Dakota sample.
NAEP reports information on student performance for the nation, states, and selected large urban districts in a variety of subject areas. NAEP also presents results for different student groups including data by gender, socioeconomic status, and race/ethnicity. There are no results for individual students, classrooms, or schools.
Why is student participation valuable?
The participation of all selected students enables NAEP to provide the most accurate picture of student performance. NAEP uses a carefully designed sampling procedure to ensure that the results of the assessment are representative of students in the United States and the states. Each participating student represents hundreds of other similar students. These students characterize the geographic, racial, ethnic, and socioeconomic diversity that is America’s student body.
What happens when students take NAEP?
• NAEP is administered to students during regular school hours.
• Students are provided with all materials at the time the assessment is taken.
• Each student only takes a portion of the entire assessment.
• Students spend about 90 minutes taking the assessment, including answering a section on contextual information such as the amount of reading they do and what types of classes they take.
• Test accommodations are provided for students with disabilities and/or English language learners.
NAEP Items and NAEP Question Tool
The assessments include multiple-choice and constructed- response items balanced between the two types. When results are released, a portion of the items are released on the internet, NAEP Question Tool
To access the NAEP Questions Tool (NQT), visit: nces/ed.gov/nationsreportcard/itmrls
How are the results of NAEP reported?
The results of NAEP are released as The Nation’s Report Card. The report cards provide national, state, and selected urban district results. Also included are trends for different student groups, results as scale scores and achievement levels, and sample questions. Full copies of all NAEP reports are available at http://nationsreportcard.gov.
NAEP, Common Core Standards, and Assessment Consortiums
NAEP is not designed to assess the Common Core standards but the NAEP Assessment Frameworks for Reading and Mathematics were part of the research used to develop the standards. Since not all states have adopted Common Core standards or are participating in one of the two assessment consortiums, there is still a need for the independent measure common across all states.
Student, Teacher and School Questionnaires
NAEP gathers data about schools, teaching practices, and student perceptions as part of the overall assessment. Below are percentages and scale scores for fourth graders regarding what they are doing in reading.
If you would like more information about NAEP and how NAEP data can be used to improve instruction, please feel free to contact Jan Martin, email@example.com, (605) 773-3246.