**[Table of Contents]{.underline}**

Background

Why an Equity Plan?
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Page
2

Identifying the Inequities in South Dakota
--\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- Pages
2-3

The Facts
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Pages
4-5

I. Reporting
Systems\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Pages
7-10

II\. Teacher
Preparation\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Pages
11-15

III\. Out-of-Field
Teaching\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Pages
16-18

IV\. Recruitment and Retention of Experienced
Teachers\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Pages
19-24

V. Professional Development
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Pages
25-27

VI\. Specialized Knowledge and Skills
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Pages
28-30

VII\. Working Conditions
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--
Pages 31-32

VIII\. Policy Coherence
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--Pages
33-34

**Why an Equity Plan?**

In a research article by Laura Goe (March, 2006) titled, *"Planning Tool
to Provide Evidence of Progress Toward Equitable Teacher Distribution"*
she states, "Many researchers have documented that the least qualified
teachers are most likely to be found teaching high-poverty,
low-achieving, minority students (Carroll, Reichardt, & Guarino, 2000;
Darling-Hammond, 2002; Goe, 2002; Hanushek, Kain, & Rivkin, 2004;
Ingersoll, 2002; Lankford, Loeb, & Wyckoff, 2001; Useem & Farley, 2004).
These underqualified teachers are typically located in hard-to-staff
schools where turnover is frequent and openings are often filled with
inexperienced and uncredentialed teachers. States, districts, and
schools have an obligation to work towards ensuring that all
students---regardless of race, poverty, or geography---have access to
highly qualified teachers. Moreover, states, districts, and schools have
a responsibility to make concerted efforts towards reducing the
concentration of underqualified teachers in high-poverty schools."

South Dakota is not unlike other states, but with some unique
differences that don't allow us to have a "one size fits all" plan. The
following is based on South Dakota's data and efforts to narrow the
inequity gap. Additionally, this will serve as a planning tool as we
continue to seek ways to bring highly qualified teachers to all students
across our state.

As a result of the equity plan and our revised state plan, it has been
determined that the South Dakota Department of Education will create as
website that will highlight the updates, issue the news releases on
improvements on teacher quality and equity issues, highlight the
progress on the Governor's 2010E initiative, etc. Additionally, as a
result of this analysis, it is important to note that the SD Department
of Education, under the advisement of the Secretary of Education, Dr.
Melmer, is creating a position that will devote half of its time to
analyzing and reporting our data and the other half to research funding
sources to support the analysis. We are data rich, analysis poor. The
research and analysis done thus far in the revised state plan and in the
equity plan have only scratched the surface of information that can be
of value for not only teacher quality issues, but for educational issues
in general. The SD Department of Education is currently is a study to
restructure school funding. Without in-depth analysis of our data, we
are making assumptions. The exercise in the creation of these two plans
has created a valuable precedent for the South Dakota Department of
Education.

**Identifying the Inequities in South Dakota**

South Dakota has a student population of approximately 121,000 students.
The enrollment numbers have decreased 4.3% since 2000. Nearly half the
state's public school districts had student population between 201 and
600. 26.1% of the districts have less than 200 students. The two largest
districts in the state, Sioux Falls and Rapid City, account for 26.8% of
public school students.

There are four factors that greatly influence the recruitment and
retention of highly qualified teachers across South Dakota: 1) Sparsity,
2) Low Income, 3) Minorities, and 4) The need to be HQT in multiple
subjects. These factors are often compounded together as many of the
sparse districts are in low income areas. Furthermore, our heavy Native
American populations are located on the reservations in sparse, low
income communities.

1\) Sparsity: There is a huge difference in the distribution of students
across the state. The size of districts ranges greatly across the state.
Forty of the districts have an area of over 500 square miles, with 19
exceeding 1000 squares miles (largest district spans 3100 sq. miles).
The western part of South Dakota has a significant number of these
sparsely populated districts which have unique challenges in
transportation as well as in providing services that help to attract
teachers. South Dakota passed a bill in the 2006 legislature that
addresses some of the issues in those sparse districts and compensates
them for their isolation where maintaining a small district is by
necessity rather than by choice. Many of these districts are isolated
and have limited services (no shopping malls or McDonalds for 150
miles!) as well as poor teaching salaries that contribute to the
difficulties in attracting and retaining high quality teachers. Often
teachers new to the profession will begin their teaching careers in
these districts with the intention of leaving within a few years for the
larger and better paying districts. Reality is that they often do not
receive proper support and mentoring and leave the teaching field
altogether as a result of a bad experience.

2\) Low Income: 36.9% of our public school population is considered to
be economically disadvantaged. This is based on the reporting for free
and reduced lunch, which often times does not accurately figure in high
school age students. South Dakota is currently ranked 50th in the nation
for teacher salaries with an average of \$34,039. However, in many of
the smaller districts average salaries may be as low as \$23,000 and
starting salaries even lower.

The poverty rate on the reservations is as much as four times the
state's average and unemployment may exceed 70%. Many of these districts
are forced to pay higher salaries, however, living conditions and
location do not attract teachers.

3\) Minorities: In comparison to many states, we have a relatively small
minority population totaling 15.5% of the total public school
enrollment. However, of that 15.5%, 10.8% are Native American who live
in the lower income school districts across the state. In addition to
the Native American population in the public school system, South Dakota
also has a number of BIA and Tribal schools which are not under the
Department of Education authority. However, efforts are being made to
collaborate with these schools recognizing that these are still "South
Dakota students"!

The Native America population performs significantly poorer on the
Dakota Step standardized test. 55% of this subgroup was below
proficiency on the 2004-05 assessment compared with 25% of the "all
group". To add to the issue is the high percentage of special needs
students within this subgroup.

4\) Multiple subject assignments: The small rural districts often
require teachers to have multi-subject certification along with the
extra requirements for highly qualified. These individuals are at even
more of a disadvantage due to the long distances from colleges and
universities where they can continue to advance themselves
professionally and to obtain additional professional development.

Student performance, poor living conditions on the reservations,
isolation, and low salaries all contribute to the difficulties in
attracting and retaining teachers in these school districts.

**The Facts**

(See Appendix 8 -- Equity Data)

**Please note:** The data provided below does an analysis primarily at
the district level. Although in some states, the "intradistrict"
inequities are equally as great as those between districts, this is not
the case in South Dakota. Of the 172 districts analyzed below, only 14
have more than one elementary, middle, or high school. These attendance
centers are often housed in one building, with only hallways to separate
the different grade levels. The exception would be those districts which
have small rural elementary attendance centers that are not located in
the actual community. As we delve further into our data analysis next
year, we will determine if there exist any further inequities within the
larger districts to better provide services and resources. For those
larger districts on the reservations, the poverty and living conditions
are no different from one school to the next and doing a district
comparison is appropriate.

**Size/Salary/Years of Experience**: There is a direct correlation to
the size of South Dakota school districts and the years of experience
and teacher salaries. The smaller the district, the smaller the salaries
and the less longevity of teaching staff.

  ----------- ------------ ------------- ------------ ---------- ----------
  ADM --      \# Districts Average       Average      Percent    Percent
  2004-05                  Salary        Years        Free &     Special
                                         experience   Reduced    Needs

  Less than   48           \$26,235.00   13.15        41.40%     12.25%
  200                                                            

  201-599     84           \$29,802.71   14.62        30.98%     14.01%

  More than   40           \$33,050.93   14.63        38.91%     14.82%
  600                                                            

  State       172          34,039.00     15.1         30.20%     14.20%
  ----------- ------------ ------------- ------------ ---------- ----------

**Native American Schools**: Nine public districts that reside on tribal
reservations have significant Native American populations. It is
interesting to note that although the average salary (\$31,606.11) is
higher than schools in areas with less than 600, the average years of
experience (11.03) are less. This supports the multitude of outside
factors that make it difficult to retain teachers in these high needs
areas:

  ------------ ------------ ------------- ------------- ---------- ----------
               \# Districts Average       Average Years %Free and  %Special
                            Salary        experience    Reduced    Needs

  Native       10           \$31,606.11   11.03         78.40%     26.89%
  American                                                         
  Public                                                           
  Schools                                                          

  State        172          34,039.00     15.1          30.20%     14.20%
  ------------ ------------ ------------- ------------- ---------- ----------

**Percent of Free and Reduced & Special Needs:**

It is obvious that the percentage of free and reduced lunch (indicating
poverty in South Dakota) is exceptionally high on our reservation
schools. While the state average is only 30.20% it is more than double
in the Native American schools at 78.40%. Additionally, the state's
percentage of special needs students is 14.20% while the reservation
districts average 26.89%.

It is also obvious that the smaller districts (less than 200 ADM) have a
higher percentage of poverty than the larger districts (more than 200).
See above.

**HQT & Native American Schools:**

There is a significant number of classes taught by non-HQT staff on
these nine identified Native American Schools on the reservations. While
one of the districts had 0% of non-HQT, the percentages ranged from
6.45% all the way to 34.15% of classes not taught by HQT. These
districts had some of the largest percentages across the state averaging
13.88%.

  ------------- ----------- ------------- ----------- ---------- ----------
  District Name Teaching    Teaching      \% Free and \% Special \% HQT
                Staff       Staff Data -  Reduced     Needs      
                Data -      Avg Years of                         
                Average     Experience                           
                Teacher                                          
                Salary                                           

  McIntosh 15-1 \$31,266    13.7          75.80%      22.90%     0%

  Timber Lake   \$30,923    13.9          53.40%      14.60%     6.45%
  20-3                                                           

  Shannon       \$33,898    10.1          87.80%      27.60%     7.58%
  County 65-1                                                    

  Eagle Butte   \$33,782    11            100%        73.80%     8.66%
  20-1                                                           

  Todd County   \$33,956    11.1          100.00%     15.30%     11.70%
  66-1                                                           

  Dupree 64-2   \$32,090    10.1          67.60%      14.80%     11.86%

  McLaughlin    \$32,307    13.2          85.40%      20.30%     15.28%
  15-2                                                           

  Isabel 20-2   \$27,068    9.1           53.80%      24.20%     29.27%

  Smee 15-3     \$29,165    7.1           81.80%      28.50%     34.15%
  ------------- ----------- ------------- ----------- ---------- ----------

**The Equity Plan**

The following plan is based on eight different elements that the South
Dakota Department of Education feel address the equitable distribution
of teachers across the state. Each element will be analyzed with: 1)
Inventory of what is in place, 2) Strategies and implementation to
support the plan, and 3) Methods for measuring success.

**[South Dakota's Supporting Elements and Strategies]{.underline}**

**I. Data and Reporting Systems**

**A. [Inventory of current data reporting systems]{.underline}**

> 1\. **Teacher Vacancy Report & No Longer Employed Report**

a.  These data collections are required statutorily:\
    *SDCL 13-3-60.   Department to analyze demographics of public
    education workforce. The Department of Education shall research and
    analyze the demographics of South Dakota\'s public education
    workforce, with an emphasis on the geographic distribution of K-12
    teachers, their years of experience, years until retirement, and
    their areas of educational expertise. The department shall also
    research and analyze [teacher vacancies]{.underline} by geographic
    location, areas of expertise, and compensation level.*

b.  **Teacher Vacancy Report:** Public districts are required to
    complete a teacher vacancy report on a yearly basis that tracks 1)
    Number of positions that were vacated between school years, 2)
    Number of vacant teaching positions at the beginning of the school
    year, 3) Specific position left vacant, and 4) Decisions made
    regarding the empty position.

> i\. This report helps the district to document their hiring decisions
> and helps SDDOE to monitor individual district progress and projected
> teacher shortages

c.  **No Longer Employed Report**: Data for this report is collected
    yearly with the submission of Personnel Records Report collects
    information regarding reasons for leaving employment at each
    district

> **i.** Data is collated and gives the SDDOE a picture of teacher
> turnover and projected teacher shortages in the state
>
> **ii.** Appendix 9 -- report for 2003-2006
>
> 2\. **Statistical Digest <http://doe.sd.gov/ofm/statdigest/>**
>
> a\. SDDOE has an online searchable statistical database online that
> allows for disaggregation of data by individual school districts or
> for the entire state that allows for comparisons of critical
> components regarding salaries, teacher/student ratio, years of
> experience, advanced degrees, etc. between high and low poverty and
> minority schools across the state.
>
> 3\. **Electronic Teacher Data System (Personnel Record Form- PRF &
> Certification System)**
>
> a\. Annually school districts submit data online which links teacher
> qualifications to class assignments.
>
> b\. Districts submit teacher data on the PRF yearly
>
> c\. Certification system is updated as teachers renew teaching
> certificates, add additional preparations, and/or pass content
> specific Praxis II tests

i.  New online system allows teachers to apply for initial or renewal
    certification

ii. Linked to Board of Regents for automatic transfer of transcripts and
    university certification officers

iii. Hard copy data is scanned into each teacher's online file

**4. Student Information System**

d.  South Dakota supports a statewide supported student information
    system

e.  Each student is assigned a unique student identifier. This
    identifier is consistent throughout their educational experience
    regardless of which school they attend

f.  Demographic information is stored that allows data to be
    disaggregated for purposes of NCLB reporting

g.  Student performance data from standardized tests is uploaded into
    the system to generate South Dakota's online report card
    <https://sis.ddncampus.net:8081/nclb/index.html>

> **5. Highly Qualified Teacher Report**

h.  The SDDOE has created an online "Highly Qualified Teacher" report
    which is linked directly to the state certification system and the
    personnel record form (PRF) system. The PRF reflects teacher
    assignments for all classes that teachers are assigned to and state
    certified to teach . This information is then connected to the
    online database report for Highly Qualified Status to reflect all
    teachers teaching in core content areas. The report gives a live and
    accurate database on the highly qualified status of teachers based
    on their certification and their assignments. Logic is designed
    within the system to determine their competency using federal
    guidelines for HQT status and South Dakota HOUSSE rules. (Sample of
    online database of HQT status -- Document \_\_\_)

i.  The SDDOE uses the information from the online database to populate
    the online Annual State Report Card on the percentage of classes
    taught by teachers who are not highly qualified and the percentage
    of teachers with emergency or provisional credentials, as required
    by §1111(h)(1)(C)(viii). The SDDOE reports this data for each
    individual attendance center, the district, and then aggregates the
    information to the state. This can be viewed at
    <https://sis.ddncampus.net:8081/nclb/portal/portal.xsl?&extractID=5>
    under the tab "Teacher Qualification" (See sample report in Document
    H)

j.  The Annual State Report Card shows the data for the current year as
    well as previous years (data for 2005-06 will be populated in August
    2006)

**[B. How data and reporting systems support SDDOE in achieving 100% of
HQT teachers and identifying and correcting inequities in
high-poverty/high-minority schools vs. low-poverty/low-minority
schools.]{.underline}**

> **1. Achieving 100% of HQT teachers**
>
> **a. LEAs**
>
> Each spring LEAs are required to submit a Consolidated Grant
> Application to the Department of Education for approval for the coming
> year's implementation of the following programs:  Title I, II, III,
> IV, V & VI.  An integral part of that application is a data-driven
> comprehensive needs assessment required of all districts throughout
> the state. (Document Q---what are you going to submit?). As a part of
> the comprehensive needs assessment, a district may review its Teacher
> Quality status. If there is a need, the district may address the meed
> in its goals and objectives, describing activities that the district
> determines necessary to improve the quality of education and to meet
> federal and state regulations. 

i.  Principals of each school operating a Title I program must attest
    annually in writing as to whether such school is in compliance with
    the requirements of section 1119 (Qualifications for Teachers and
    Paraprofessionals.)  

ii. Districts must inform all parents of children attending a Title I
    school that they have the right to know the qualifications of their
    child's teacher as outlined in section 1111(h)(6) Parents Right to
    Know.

iii. Specific strategies & steps to implementation

> Onsite monitoring visits are scheduled in each district once in a five
> year cycle, conducted by staff from the Office of Educational Services
> and Support.  The event is a review of the district's implementation
> of consolidated federal programs. During the on-site visit, a copy of
> the district's PRF is reviewed with the district, noting any
> indications of teaching assignments for which teachers are not highly
> qualified to teach. Districts inform reviewers of their plans to help
> teachers gain the content knowledge needed to become highly qualified.
> New Title I teachers must be highly qualifed before hire and existing
> Title I teachers must be highly qualified by the end of the 2005-06
> school year.

a.  **SEA**

    i.  SDDOE is continuing to build and improve current data collection
        systems that help to further give the state a better picture of
        how statewide efforts are affecting student performance through
        the assurance of having highly qualified teachers in every
        classroom.

    ii. Data from these systems has helped SDDOE to determine local and
        statewide needs for professional development (referenced later
        in this report) that will support teachers in continuing to meet
        not only the federal definition of "highly qualified" but to
        continue to grow professionally in content and professionalism

    iii. Specific strategies & steps to implementation

         a.  SDDOE is in the beginning stages of creating an online
             teacher portfolio that will help teachers to track their
             own professional development and career path, including all
             certifications and highly qualified status.

         b.  SDDOE collaborates with SD Board of Regents to create a
             system that will allow for automatic transfer of
             transcripts from PreK-12 to higher education for a seamless
             PreK-20 education.

         c.  The SDDOE will be convening the Test Advisory Council the
             summer with the input of a psychometrician to reset the
             current cut scores based on candidate performance since the
             implementation of testing in the state. Currently South
             Dakota has a range, based on the validation studies from
             ETS, and this fall, SDDOE will recommend a single cut-score
             to the South Dakota Board of Education. SDDOE will continue
             to monitor and evaluate performance.

> **2. Identifying and correcting inequities in
> high-poverty/high-minority schools vs. low-poverty/low-minority
> schools**
>
> **a. LEAs and SEA**

i.  The data collection systems were critical in making the analysis
    used in the revised state plan as well as in determining the
    specific needs in our high-poverty/high-minority schools.

ii. The data collection and reporting systems have directed many of the
    activities and initiatives that are referenced below to support
    schools with high-poverty and minorities.

**[C. Measures South Dakota will use to evaluate and publicly report
progress]{.underline}**

**1. State Online Report Card** --
<https://sis.ddncampus.net:8081/nclb/index.html>

> a\. Monitors student progress
>
> b\. Monitors highly qualified teacher data
>
> **2. Statistical digest**
>
> **a.** The searchable online tool allows us to USE the data analyze by
> combining and disaggregation information that has been collected
>
> **b.** The searchable database is accessible to the public
>
> **3. As referenced in the introduction, a website is being created**
> that will highlight the updates, issue the news releases on
> improvements on teacher quality and equity issues, highlight the
> progress on the Governor's 2010E initiative, etc.

**II. Teacher Preparation**

**- How is South Dakota planning to build a pipeline of prospective
teachers for high-poverty, low-performing schools?**

> There is a need in South Dakota to staff our Native American schools
> with highly qualified teachers. Even more critical, is the lack of
> Native American teachers to teach in those schools. As indicated
> earlier, it is extremely hard to

A.  **[Inventory of current policies and programs --]{.underline}**

> Some of the following programs & initiatives address these issues:

1.  Scholarships and tuition reduction:

    a.  South Dakota has in place the **Dakota Corps Scholarship**
        program to encourage teachers of hard-to-fill subjects and
        others in "critical need" occupations to work in specified
        high-need geographic areas of the state. Recipients must agree
        in writing to work in an area of critical need in South Dakota
        for five years. The scholarship pays full tuition and
        generally-applicable fees.
        <http://www.state.sd.us/dakotacorps/default.html>

    b.  **Hagen-Harvey memorial scholarship** -- specific to Native
        American students who remain in South Dakota to complete their
        education. Scholarship pays \$5500 for four years of education.
        <http://legis.state.sd.us/statutes/DisplayStatute.aspx?Type=Statute&Statute=13-55-37>

    c.  **Reduced tuition** for teachers at public universities -- For
        certified teachers who must complete coursework for continued
        employment (renewal in South Dakota) they are eligible for a 50%
        reduction in fees for up to six credits per year.
        <http://legis.state.sd.us/statutes/DisplayStatute.aspx?Type=Statute&Statute=13-55-24>

2.  New rules were approved and effective July 1, 2005 require passing
    Praxis II content and pedagogy testing for certification. These
    tests have provided us with the assurance of content knowledge for
    ALL teachers that we certify.

3.  Rewrite of all teacher preparation standards to align with national
    standards (NCATE Partnership State).

    a.  The SDDOE, in collaboration with the South Dakota Board of
        Regents and the private and tribal universities has worked for
        two years to rewrite the teacher preparation rules. Training
        will occur along with the arts and sciences to implement the new
        standards within two years.

        i.  Universities realigned curriculum to match new standards
            through use of an online tool

        ii. University faculty participated in Praxis II standard
            setting and implementation of testing

4.  Realignment of university curriculum -- STEP Alignment Tool. As a
    result of the efforts in rewriting the preparation standards it was
    necessary to realign curriculum for teacher preparation. An
    electronic database was used to conduct an in-depth curricula
    analysis. Course objectives were aligned to applicable local, state,
    and national standards and to the test specifications of various
    assessments. The teacher education curricula will be the avenue to
    investigate the alignment of the
    NBPTS[2](http://www.sdbor.edu/grants/everyteacher/step/index.htm#nbpts%23nbpts)
    and the Praxis exams to what South Dakota\'s prospective teachers
    are currently expected to know and be able to do.
    <http://www.sdbor.edu/grants/everyteacher/step/index.htm>

5.  Indian Education Grants -.
    <http://wdcrobcolp01.ed.gov/CFAPPS/grantaward/detail.cfm?detail_id=2367455>

    a.  Oglala Lakota College will assist 20 Indian individuals to
        complete a bachelor's degree in elementary education.

        i.  After participants graduate, OLS will provide one-year of
            induction services which includes visits from the
            coordinator, mentors and a mid-year networking conference
            for the participants, mentors and faculty.

        ii. The graduates will be placed in schools with significant
            Indian student populations on the Pine Ridge Indian
            Reservation and in Rapid City, SD.

    b.  Oglala Lakota College is the only tribal college with a Master
        of Arts program.

        i.  The college will train 25 Indian individuals as school
            principals in the Lakota Leadership/Management: Educational
            Administration project.

        ii. A consortium has been formed with Sitting Bull College, Si
            Tanka University and three reservation schools to tie best
            practices to theory and Wolakota values to increase the
            quality of school principals for schools serving Indian
            children.

6.  Alternative Certification Programs -- SDDOE has worked hard to
    expand opportunities to welcome second career individuals into the
    teaching force through alternative routes:
    <http://doe.sd.gov/oatq/teachercert/alternativecert.asp> The options
    are well defined in a state created matrix:
    <http://doe.sd.gov/oatq/docs/AlternativeCert0305.pdf> (Document
    \_\_)

    a.  **Teach for America** -- SDDOE welcomed TFA into the state
        in 2004. They have committed to serving low-performing,
        high-poverty schools on the reservations. These schools
        typically begin the school year with over two dozen unfilled
        positions. The first two cohorts brought about 20 teachers each
        and this year have expanded those numbers to close to 30. These
        teachers are required to meet the standards of Praxis II testing
        before teaching, are assigned a mentor and meet state
        requirements for courses under the current alternative
        certification rules. These new teachers are taking coursework at
        the local tribal university. Rules were specifically created for
        Teach for America and approved by the Board of Education.
        <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:15:05>
        District administration have been extremely pleased with the
        quality and dedication of these individuals and are seeking more
        each year.

    b.  **Transition to Teaching** -- SDDOE is working in collaboration
        with Montana State University in a Transition to Teaching grant.
        The grant focused on placing second career individuals seeking
        teacher certification in high needs schools. Individuals are
        screened and tested in content before placement in a district.
        They are assigned a mentor. Coursework is completed online
        throughout a three year period. The certification program
        consists of 24 credits (18 credits of course work, six credits
        of internship). Qualified students have the option to earn a
        Master of Education (M.Ed.) degree by successfully completing an
        additional six credits. By committing to three years in a **high
        needs district,** they are reimbursed \$5000 to cover the cost
        of the education coursework.
        <http://www.montana.edu/nptt/applicationinfo.html>

    c.  **The Troops to Teachers** **(TTT) and Spouse to Teachers
        (STT)** offices assist military personnel who want to transition
        to second careers as teachers in the K-12 public school system.
        In addition, there are several financial assistance
        opportunities available if military personnel commit to working
        in a high needs school. TTT has South Dakota representation to
        recruit and identify individuals that may be interested in
        participate. Additionally, SDDOE staff have taken an active role
        in speaking at the military base in the effort to recruit and
        interest troops in teaching.
        <http://www.pathway2teach.org/Default.aspx?tabid=1611>

    d.  **Western States Certification Consortium** -- South Dakota has
        joined forces with 11 other states in joining the Western States
        Certification Consortium -WSCC, supports collaborative
        alternative certification pathways for service members
        transitioning to the teaching profession. The mission of WSSC is
        two-fold: (1) to identify distance delivered alternative
        certification programs that enable service members to earn
        licensure that is approved and portable to the states in the
        consortium, and (2) to combine current best practices to promote
        alternative certification programs which are distance delivered,
        integrate advising, academic credit for education related
        service training, resident intern / mentoring career induction
        and retention services, maintaining compliance with P.L. 107-110
        Sec.2306. The WSCC has engaged the key constituents from the
        start of the initiative in order to promote buy-in and advocacy.
        Pushing forward the similarities of state certification
        processes, accommodating state distinctive elements and
        differences, and benchmarking excellence (not creating new) are
        the essential components to WSCC's success. The value of WSCC is
        to create synergy with current operations, between the states
        and programs, provide deeper talent pools of *highly qualified*
        teachers and to positively impact children and the community.
        <http://www.pathway2teach.org/Default.aspx?tabid=1614>

    e.  **Project Select** -- Black Hills State University in
        collaboration with the second largest school district in the
        state, Rapid City School District, has instituted a fast-track
        yet intensive program to train second career individuals in the
        teaching field. The program is highly selective to include up to
        20 individuals who commit to a year of coursework and on the job
        training in a high needs high school in Rapid City. Individuals
        are paired with a veteran teacher to serve as their mentor. They
        are also immersed in a two-week experience in inner-city schools
        in Denver, CO and two weeks on the reservations of South Dakota
        where the Teach for America program is being supported. Two
        cohorts have completed the program (40 teachers) and are
        powerful additions to the South Dakota teaching force!

    f.  A teacher preparation program specific to placing Native
        American teachers in Native American schools is in the planning
        stages. SDDOE is working in collaboration with the department's
        Indian Education Coordinator and with the Native American
        Universities to create the roll-out of this plan.

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B.  **[Specific strategies and implementation for ongoing success in
    teacher preparation]{.underline}**

1\. Ongoing support for all of the above programs

> a\. SDDOE is continuing support for all alternative certification
> programs through ongoing collaboration with other states and other
> opportunities
>
> 2\. Sustainability through rule promulgation:
>
> a\. SDDOE has written administrative rules which were approved by the
> Board of Education and Legislative Rules Review over the past three
> years including:

i.  Certification Only Program

ii. Teach for America

iii. Alternative certification

iv. Teacher certification testing

v.  Teacher preparation standards rewrite (pending)

> 3\. South Dakota's Governor Rounds has formally announced the **2010
> Education Initiative** that specifically promotes goals to support
> methods of certification that will place highly qualified teachers in
> hard to fill areas with high needs.
>
> **"Goal 4: By 2010, South Dakota will build its educator base through
> targeted recruitment, retention and training."**
>
> <http://www.2010education.com/GoalsAndObjectives.htm>
>
> Objective 4A: Increase the number of certified teachers teaching in
> high-need areas by 25 percent.
>
> Initiatives:

-   Promote alternative routes to certification for high need areas
    (targeting professionals in other careers)

-   Promote teaching through high school internships

-   Promote more Native American teachers teaching in Native American
    schools through alternative certification programs

C.  **[Measures South Dakota will use to evaluate and publicly report
    progress]{.underline}**

> 1\. The above initiatives are relatively new. Thus, SDDOE is putting
> in place both a tracking system and evaluation component to determine
> long-term the success of the initiatives in improving teacher
> preparation in the state. Quite specifically data will be collected on
> each initiative to show:

i.  Number of individuals enrolled in program

ii. Number of individuals completing program

iii. Number of individuals remaining in SD

iv. Number of individuals teaching in high-needs areas as a result of
    the incentive

> 2\. **2010 Education Initiative**
>
> SD DOE has set baseline data for all initiatives within the plan.
> Benchmarks and outcomes are documented with weekly planning meetings
> as we continue to roll out the entire plan. This is one of the most
> encompassing education initiatives in the history of the South Dakota
> Department of Education.
>
> 3\. **As referenced in the introduction, a website is being created**
> that will highlight the updates, issue the news releases on
> improvements on teacher quality and equity issues, highlight the
> progress on the Governor's 2010E initiative, etc.

**III. Out-of-Field Teaching**

-   **How is South Dakota planning to reduce the incidence of
    out-of-field teaching (particularly in mathematics, science, special
    education, and English as a Second Language) in high-poverty,
    high-minority, and low-performing schools?**

A.  **[Inventory of current policies and programs]{.underline}**

> 1\. South Dakota discourages the hiring of non-authorized
> (out-of-field) teachers in all schools. When data is entered on the
> PRF system, courses taught are mapped to specific teacher
> preparations. If the individual listed as the instructors is NOT
> properly prepared, the system requires the district to request an
> "Authority to Act" that outlines the plan of intent for properly
> preparing this teacher for that content area.
>
> 2\. South Dakota has in place the **Dakota Corps Scholarship** program
> to encourage teachers of hard-to-fill subjects and others in "critical
> need" occupations to work in specified high-need geographic areas of
> the state. Recipients must agree in writing to work in an area of
> critical need in South Dakota for five years. The scholarship pays
> full tuition and generally-applicable fees.
> <http://www.state.sd.us/dakotacorps/default.html>
>
> 3\. One of South Dakota's tribal universities (Ogalala Lakota College)
> has been awarded two grants to train 20 Native American teachers and
> 25 Native American administrators. After participants graduate, OLS
> will provide one-year of induction services, which includes visits
> from the coordinator, mentors and a mid-year networking conference for
> the participants, mentors and faculty.

a.  The graduates will be placed in schools with significant Indian
    student populations on the Pine Ridge Indian Reservation and in
    Rapid City, SD.

b.  The college will train 25 Indian individuals as school principals in
    the Lakota Leadership/Management: Educational Administration
    project.

c.  A consortium has been formed with Sitting Bull College, Si Tanka
    University and three reservation schools to tie best practices to
    theory and Wolakota values to increase the quality of school
    principals for schools serving Indian children.

> 4\. SDDOE has partnered with the Western States Certification
> consortium to collaborate resources for alternative certification. In
> addition to focusing on Troops to Teachers, the consortium the
> anticipated outcomes of the WSCC endeavor are to: (1) become an added
> *value* to the region, (2) increase *portability* of licensure within
> the consortium, (3) identify distance delivered alternative
> certification training programs suitable for *career switchers* (4)
> implement a model process that is *replicable* and *self-sustaining*,
> and (5) increase the flow of service members in to teaching as *highly
> qualified*. Specifically, the consortium has conducted an extensive
> overview of issues related to Special Education across the 11 states
> and how best to serve individual needs of individuals wishing to enter
> this area
>
> 5\. Utilization of **Digital Dakota Network** (DDN) --
> <http://legis.state.sd.us/statutes/DisplayStatute.aspx?Statute=1-33-26&Type=Statute>
> South Dakota has an expansive digital network that connects all
> districts in the state with T1 services to include state email, web
> services, student information system, state license for WebCT
> asynchronous courses, and two-way audio/video conferencing
> capabilities in every district across the state. This technology
> allows classes to be offered synchronously in hard to staff areas with
> highly qualified teachers. <http://ddnnet.net/> Northern State
> University offers state supports and funded classes that are targeted
> at **sparse** districts which may be unable to find staff for core
> content classes. Teachers were trained in the use of technology in a
> statewide initiative to integrate technology into the classroom from
> 2000-2004. Over 5000 teachers spent a month in intensive technology
> training for classroom integration at the Governor's Technology for
> Teaching and Learning Academies.
>
> 6\. Creation of **South Dakota Virtual High School** -- A component of
> the Governor's 2010 E imitative (Goal 2)
> <http://www.2010education.com/GoalsAndObjectives.htm> , SDDOE was
> given statutory authority (2006)
> <http://legis.state.sd.us/sessions/2006/bills/HB1236enr.htm> to create
> the South Dakota Virtual High School. The Virtual High School will
> take advantage of the current infrastructure in South Dakota and
> expand opportunities for students in many situations to include those
> that are unable to access coursework that is equitable in content and
> teacher quality with those students in more populous or higher income
> areas. The Virtual High School levels the playing field for equal
> access and quality. Rules have been promulgated that outline the
> provider approval process including the need for qualified staff for
> online courses.
> <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:43:12> .
> Additional rules are being written that will specify course approval,
> with tentative Board of Education approval in September.

**B.** **[Specific strategies and implementation for ongoing success in
reducing the number of out-of-field teaching in high-poverty,
high-minority, and low-performing schools.]{.underline}**

> 1\. Continued support and expansion of the above programs focusing on
> ways to bring quality educators to all students in high needs schools
>
> a\. Dakota Corps Scholarship -- DOE is doing a campaign to further
> advertise this program over the upcoming year
>
> b\. OLC Teacher and Administrator training programs -- DOE has
> partnered with OLC to offer support and resources with the 2010E
> initiative
>
> c\. Alternative certification expansion -- DOE has focused personnel
> and time into expanding our alternative certification programs to
> include rule changes and partnerships in and out of South Dakota.
> <http://doe.sd.gov/oatq/docs/AlternativeCert0305.pdf>
>
> d\. Use and expansion of Digital Dakota Network -- with the creation
> of the Virtual High School, use of the DDN will expand. There are
> currently a number of courses and teachers being shared when districts
> are unable to fill teaching positions. This is a viable option for ALL
> public schools to have highly qualified teachers virtually.
>
> 2\. Virtual High School rollout will provide another source of quality
> courses for those districts unable to find qualified staff. DOE will
> be responsible for approving all classes and teachers to assure they
> are properly certified and highly qualified. The goal is to have a
> full high school curriculum in place by the fall of 2007. Next steps:
>
> a\. Promulgation of Virtual High School rules

i.  1^st^ reading in July, 2006

ii. Public Hearing in September, 2006

> b\. Creation of storefront for Virtual High School by September 2006
>
> c\. Ongoing creation of coursework that is needed to complete
> graduation requirements

**[C. Measures South Dakota will use to evaluate and publicly report
progress]{.underline}**

1\. Data collections regarding numbers of completers in the scholarship
programs will be tracked as well as employment opportunities as a result
of the Dakota Corp Scholarship.

2\. WSCC is collecting data on individuals who are contacting the office
inquiring about teaching, placement of teaching candidates, programs
entered, and will long term follow their success.

3\. SD DOE is tracking all alternative certification individuals and
working with them individually to best counsel them how to complete
alternative certification. Inquiries, placements, programs entered and
long-term success is being documented.

3\. State-wide focus groups were held prior to the implementation of the
Virtual High School to determine where the needs were focused. Much of
the work has been based on those initial discussions. Outside evaluators
will be hired to follow the implementation and roll-out.

**4. As referenced in the introduction, a website is being created**
that will highlight the updates, issue the news releases on improvements
on teacher quality and equity issues, highlight the progress on the
Governor's 2010E initiative, etc.

**IV. Recruitment and Retention of Experienced Teachers**

-   **How is South Dakota planning to build a critical mass of
    qualified, experienced teachers willing to work in hard-to-staff
    schools?**

    -   The data is clear -- our high needs schools have a much lower
        retention rate and it is evident in the average years of
        teaching experience in these districts. We have some initiatives
        currently in place that we feel support these needs. Due to the
        great distances between South Dakota districts and schools, it
        is sometimes unrealistic to redistribute teachers and thus we
        are focusing more on attempting to build a core of experienced
        teachers in its highest-need schools by focusing on mentoring
        and professional development programs to accelerate the skills
        of new teachers so that (a) they can become highly effective
        more quickly, and (b) they will be more likely to remain in
        these schools and in the profession so that the proportion of
        inexperienced teachers in the schools will decline.

    -   We fully recognize that the Teach for America and the Troops to
        Teachers are often criticized and scrutinized for placing
        persons with no teaching experience in high-need schools While
        these programs are NOT the answer to building a mass of
        experienced teachers in hard-to-staff schools, they have
        provided a much better option than what was previously
        occurring. The Todd County School district was traditionally
        beginning its year with anywhere from 30-40 unfilled teaching
        positions. As a result, short and long term unqualified
        substitute teachers would move in and out of classrooms, leaving
        no continuity for students who need it more than most. These
        individuals come to the classroom with "content" knowledge. The
        strong mentoring and professional development has taken these
        Teach for America and Troops to Teachers candidates and helped
        them to complete the teacher preparation component for full
        certification. We are exploring some NEW options this next year
        that are explained in the section below "**[Specific strategies
        and implementation for ongoing success in recruitment and
        retention of experienced teachers".]{.underline}**

A.  **[Inventory of current policies and programs]{.underline}**

**1. Recruitment**

a.  **Teach for America** - TFA is committed to serving low-performing,
    high-poverty schools on the reservations. These schools typically
    would begin the school year with over two dozen unfilled positions.
    The first two cohorts brought about 20 teachers each and this year
    have expanded those numbers close to 30. These teachers are required
    to meet the standards of Praxis II testing before teaching, are
    assigned to a mentor, and meet state requirements for courses under
    the current alternative certification rules. These new teachers are
    taking coursework at the local tribal university. Rules were
    specifically created for Teach for America and approved by the Board
    of Education.
    <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:15:05>
    District administration have been extremely pleased with the quality
    and dedication of these individuals and are seeking more each year.

b.  **The Troops to Teachers (TTT) and Spouse to Teachers**
    (STT) offices assist military personnel who want to transition to
    second careers as teachers in the K-12 public school system. In
    addition, there are several financial assistance opportunities
    available if Troops commit to working in a high needs school. TTT
    has hired a representative specific to South Dakota to recruit and
    identify individuals that may be interested in participate.
    Additionally, SDDOE staff have taken an active role in speaking at
    the military base in the effort to recruit and interest troops in
    teaching. <http://www.pathway2teach.org/Default.aspx?tabid=1611>

c.  South Dakota has in place the **Dakota Corps Scholarship** program
    to encourage teachers of hard-to-fill subjects and others in
    "critical need" occupations to work in specified high-need
    geographic areas of the state. Recipients must agree in writing to
    work in an area of critical need in South Dakota for five years. The
    scholarship pays full tuition and generally-applicable fees.
    <http://www.state.sd.us/dakotacorps/default.html>

> **2. Retention**
>
> **a. Mentoring program** -- Statute required SDDOE to create rules for
> a mentoring program in South Dakota in 2003.
> <http://legis.state.sd.us/statutes/DisplayStatute.aspx?Statute=13-43-55.1&Type=Statute>
> Rules were promulgated in the fall of 2003 outlining the mentoring
> program.
> <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:41:02:01&Type=Rule>
> A mentoring program was created in 2003-04 funded by the Teacher
> Quality Enhancement Grant. **Initially the program focused
> specifically on districts that were identified as being in school
> improvement**. In the following two years, the program was expanded
> and opened to all interested districts statewide. The mentor program
> grew from 21 mentor teams in 2003-04 to 45 teams in 2004-05 and 110
> teams in 2005-06.
>
> **b. Governor's New Teacher Academy** -- Through support of the
> Teacher Quality Enhancement grant and Title II funds, a New Teacher
> Academy was created in the summer of 2005. Participants are teachers
> who have completed their first year of teaching. The purposes of the
> academy are to

1.  Celebrate the accomplishments of the first year of teaching

2.  Reflect on the progress as a teacher and resulting influence on
    student achievement

3.  Examine the National Board for Professional Teaching Standards Five
    Core Propositions and understand what accomplished teachers should
    know and be able to do

4.  Develop professional relationships to achieve common educational
    goals

5.  Participate in activities that demonstrate commitment to the
    teaching profession.

> The academy is a three day opportunity that is held on university
> campuses. Academy planning and facilitation is done by the state's
> identified teacher leaders including National Board Certified
> Teachers, Teachers of the Year, Milken Award winners, and trained
> teacher mentors. These individuals provide a model of successful
> leadership and support for new teachers. The academy was expanded in
> the summer of 2006 to include not only first year teachers, but those
> that had also completed their second year of teaching.
>
> c\. **National Board Certification** support -- Statutory authority
> was given to the Department of Education to establish a program to
> reimburse public school teachers for the application and processing
> fee for the National Board for Professional Teaching Standards
> certification process. The reimbursement includes any federal funds
> which may be available through a candidate subsidy program. The
> reimbursements are paid upon receipt of documentation that the teacher
> successfully completed all certification requirements and was awarded
> the credential.
>
> In addition to the reimbursement of fees, a teacher who teaches in a
> public school and who has obtained certification by the National Board
> for Professional Teaching Standards receives a payment of two thousand
> dollars per year for five years. The DOE pays \$1,000 and the
> teacher's employing district pays the remaining \$1000.
> <http://legis.state.sd.us/statutes/DisplayStatute.aspx?Statute=13-42-26&Type=Statute>
>
> Legislation was passed this year that allows districts to pay up to an
> additional \$1000 for an additional five years, if the district
> chooses to do so, SDDOE matches the amount for the additional five
> years. <http://legis.state.sd.us/sessions/2006/bills/SB83enr.htm>
>
> Additionally, the Teacher Quality Enhancement grant, activities were
> targeted to support individuals who go through candidacy for NBC
> certification.

i.  Mentoring -- each candidate is paired with a current NBC certified
    teacher to support them through the process

ii. NBC retreats -- NBC candidates gather three times a year to support
    and build on their capacity as a group and also with those in
    candidacy

iii. NBC teachers are one of the groups of exemplary teachers who help
     to plan, facilitate and lead the Governor's New Teacher Academy in
     the summer.

> **As a result of the support and efforts of the described activities,
> NBC numbers have increased from only 13 in 2002 to 40 in 2006. Another
> 32 teachers are in candidacy, which could potentially bring our total
> to 72. Focused efforts have been made in high needs schools to recruit
> and support teachers to obtain NBC certification.**
>
> c\. **Ten-year teaching certificate** for those with **advanced
> degrees** -- Teachers are required to renew their teaching
> certificates every five years with six hours of coursework that is
> matched to their content. As an incentive to encourage teachers to
> pursue an advanced degree, SDDOE created a 10-year certificate in 2006
> honoring the additional work and financial commitment needed to obtain
> an advanced degree (Master's, Doctorate, Specialist, or National Board
> Certification). They are only allowed to obtain one 10-year
> certificate in their teaching career.
> <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:15:03:12>
>
> **d. Creation of a statewide Master's degree program --**The purpose
> is to increase the number of teachers in South Dakota with a Master's
> Degree. Funding from the state's Teacher Quality Enhancement grant
> helped to match universities with a small group of school districts to
> form a cohort of teachers who will complete a Master's Degree in
> Curriculum and Instruction. The degrees focus on a practical
> application of improving the teaching and learning process. Research
> clearly shows that highly qualified teachers are one of the greatest
> indicators of increased student achievement.**\
> \
> **The program is innovative because it creates a partnership between
> the teacher, the school district and the state, to improve instruction
> in the classroom, with each partner paying 1/3 of the cost of the
> degree. This greatly reduces the cost barrier that keeps many teachers
> in our state from pursuing a Master's Degree. **\
> \
> **The second benefit of this model is that it provides school
> districts the opportunity to focus their professional development
> dollars in a program that improves instruction in the district.
> Research is clear that ongoing professional development provides the
> greatest improvement in schools. The program enables school districts
> to maximize their professional development dollars. **\
> \
> **There are six cohorts across the state working with each of the
> public universities. To date, 116 teachers are taking advantage of the
> program with the earliest cohort to complete their degrees the fall of
> 2006. A new cohort will begin the summer of 2006. Two of the cohorts
> are in high-minority, high-need school districts and the other four
> have teachers who teach in isolation in high-needs schools.
>
> **e. Creation of a teacher compensation program** -- SDDOE, under the
> direction and support of the Governor, sponsored legislation that
> outlined a teacher compensation program which allowed districts to
> focus on district goals to compensate teachers. The SDDOE would have
> provided at least 2/3 of the funding with a matching 1/3 from district
> funds. District applications were to be based on district
> instructional goals, market compensation, and performance pay.
> Unfortunately, the bill was defeated but will be brought forth again
> in the 2007 legislative session.
> <http://legis.state.sd.us/sessions/2006/bills/SB199p.htm>

B.  **[Specific strategies and implementation for ongoing success in
    recruitment and retention of experienced teachers]{.underline}**

> 1\. Ongoing support for the above initiatives was announced in the
> Governor's 2010E plan. Having the Governor's ongoing endorsement and
> support through 2010 will help us to stay focused. One of the goals is
> specific to recruitment and retention efforts in South Dakota.
> <http://www.2010education.com/GoalsAndObjectives.htm>
>
> **2. Goal 4: By 2010, South Dakota will build its educator base
> through targeted recruitment, retention and training.**\
> \
> *Objective 4A: Increase the number of certified teachers teaching in
> high-need areas by 25 percent.\
> *Initiatives:

-   Promote alternative routes to certification for high need areas
    (targeting professionals in other careers)

-   Promote teaching through high school internships

-   Promote more Native American teachers teaching in Native American
    schools through alternative certification programs

> *Objective 4B: Increase the retention of teachers across the state by
> 20 percent.*
>
> Initiatives:

-   Create mentoring model for first- and second-year teachers and
    administrators

-   Create academy for teachers completing first year of teaching

> *Objective 4C: Increase the number of teachers that obtain advanced
> degrees or advanced certification from 20 to 40 percent.*
>
> Initiatives:

-   Continue support activities for National Board Certification

-   Create a statewide master\'s degree program\
    *Objective 4D: Establish a teacher compensation assistance program*.

> Initiatives:

-   Create the framework for a teacher compensation assistance program

> As a result of the above 2010E initiative, the SEA is considering:

a.  Exploring the feasibility of offering additional stipends to NBCs
    who agree to teach in high-needs schools;

b.  Recommending to the legislature to consider legislation that would
    allow districts to rehire retired teachers without loss of pensions
    if they work in high-need schools; and

c.  Exploring the feasibility of creating a pilot program in three high
    need schools in our larger districts (Rapid City and Sioux Falls) to
    attract experienced teachers in exchange for additional compensation
    or professional development opportunities (tuition) for an advanced
    degree.

d.  Due to the great distances between South Dakota districts and
    schools, it is sometimes unrealistic to redistribute teachers and
    thus we are focusing more on attempting to build a core of
    experienced teachers in its highest-need schools by focusing on
    mentoring and professional development programs to accelerate the
    skills of new teachers so that (a) they can become highly effective
    more quickly, and (b) they will be more likely to remain in these
    schools and in the profession so that the proportion of
    inexperienced teachers in the schools will decline.

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C.  **[Measures South Dakota will use to evaluate and publicly report
    progress]{.underline}**

> 1\. Baseline data has been established and aligned with the above
> programs. Progress will be closely monitored and evaluated throughout
> the next four years: (See website)
> http://www.2010education.com/GoalsAndObjectives.htm
>
> 2 **As referenced in the introduction, a website is being created**
> that will highlight the updates, issue the news releases on
> improvements on teacher quality and equity issues, highlight the
> progress on the Governor's 2010E initiative, etc.

**V. Professional Development**

-   **How is South Dakota planning to strengthen skills, knowledge, and
    qualifications of teachers already working in high-poverty,
    low-performing schools?**

A.  **[Inventory of current policies and programs]{.underline}**

    1.  **Model of the Accomplished Teacher**. - This model was
        developed by a cohort that has focused on statewide professional
        development activities.
        <http://everyteacher.tie.net/content/tdpt.htm> The purpose of
        the model is to serve as a guide to help all teachers move along
        the pathway in their careers to become a professional leader.
        <http://everyteacher.tie.net/content/docs/EveryTeacherModelVersion5-0.pdf>
        The model serves as a guide for focused professional development
        and for teachers to evaluate their own path towards becoming an
        accomplished teacher.

    2.  **Mentoring program** -- The mentoring program (referenced
        above) focused resources specifically on school districts
        identified in school improvement. Expansion of program gives
        first consideration to low-performing schools.

    3.  **Educational Service Agencies (ESAs)** - The Education Service
        Agencies (ESA) began as a vehicle to better deliver services to
        schools. In the spring of 2004, seven regional agencies were
        selected from proposals submitted to the Department of
        Education. Each agency is responsible for providing services to
        regional school districts, and serve as a resource for schools.
        An ESA establishes regional partnerships that provide leadership
        and services for enhancing the capacity of schools and
        communities to meet the needs of all learners. Some of the
        activities sponsored by the ESAs include but are not limited to:

> **a. Data retreats** -- analysis of test data to determine possible
> weak links in the curriculum by item analysis of student achievement
> on standardized tests.
>
> **b. Project Enrich** -- Increased achievement for children and youth
> with disabilities is the primary focus of Project ENRICH.  This
> special education Improvement Grant will create new systems for
> teaching and learning. Project ENRICH accepts the challenge of
> recreating learning environments for teachers and children so that all
> children and youth can achieve high standards or reach appropriate
> developmental milestones. Project ENRICH will develop an
> infrastructure to provide professional development activities to
> teachers and early intervention providers.  This effort is consistent
> with the No Child Left Behind Act of 2001 and preexisting Title I
> efforts for comprehensive school reform and increased academic
> achievement for all students.
> <http://doe.sd.gov/oess/specialed/SIG/index.asp>
>
> **c. Curriculum Mapping** - Curriculum mapping is a monthly process
> for collecting and maintaining an on-going data base of the
> operational curriculum in a school and/or a district. In the spring of
> 2004 South Dakota DOE awarded grants to 53 South Dakota schools and
> school districts for curriculum mapping activities. In the spring of
> 2005, an additional 43 schools and school districts received a
> curriculum mapping grant. Grants were awarded to districts who had not
> yet participated in the spring of 2006.
> <http://doe.sd.gov/octa/mapping/index.asp>

4.  **Math Counts** -- New statewide math initiative. The primary goal
    of the South Dakota MSP is focused statewide professional
    development program designed to build broad-based expertise and
    leadership for improving student achievement in elementary
    mathematics instruction. This program will develop a statewide
    educational community with a cadre of skilled professionals to serve
    as resources and trainers in the ongoing effort to improve
    elementary mathematics instruction. The K-5 mathematics professional
    development project for the RFP under this program utilizes research
    based strategies which have been evidenced to be effective with
    students of diverse backgrounds. It is the intent of this grant that
    participating teachers complete all components of the training to
    effectively impact mathematics instruction. Common assessment tools
    will be utilized across all projects to assist the state in
    evaluating and providing feedback on the overall state level project
    as well as ensure a means to conduct research around all awarded
    projects. 
    <http://doe.sd.gov/octa/title/IIpartb/RFP/index.asp#South_Dakota_MSP_Description__>

5.  **PRIME: Promoting Reflective Inquiry in Mathematics Education --**
    Funded by the National Science Foundation, PRIME includes Black
    Hills State University, Technology and Innovations in Education
    (TIE) of the Black Hills Special Services Cooperative, and the Rapid
    City School District. The project aim is to improve achievement in
    mathematics for all students in Rapid City Schools with a particular
    goal of reducing the achievement gap between Native American and
    non-Native American students. Objectives include reducing the number
    of high school students taking non-college preparatory mathematics,
    increasing the number of students taking upper level mathematics,
    and increasing student performance on college entrance exams. The
    project provides 100 hours of professional development in a
    combination of content-based workshops at the district level and
    building-based activities such as modeling of effective lessons,
    peer mentoring, and coaching, and lesson study. Mathematics
    education and discipline faculty from Black Hills State University
    are involved with district-wide professional development activities.
    <http://prime.mspnet.org/>

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B.  **Specific strategies and implementation to support ongoing efforts
    for professional development in South Dakota**

    1.  South Dakota has learned valuable lessons in providing in-depth
        professional development activities that have sustainable and
        measurable effects on student performance. The above activities
        reflect statewide efforts to improve student learning through
        long-term professional development. Each of the above activities
        is supported through grant and/or federal funding resources.

    2.  Additional professional development activities occur in the ESAs
        which focus on individual school district needs in both high and
        low-performing schools. Specific efforts and funds are targeted
        to those schools that have been identified in need of school
        improvement.

C.  **Measures South Dakota will use to evaluate and publicly report
    progress**

    1.  Each of the above projects has an evaluation component that is
        in place at the outset of the project to determine its effect on
        closing the achievement gap.

> **2. As referenced in the introduction, a website is being created**
> that will highlight the updates, issue the news releases on
> improvements on teacher quality and equity issues, highlight the
> progress on the Governor's 2010E initiative, etc.

**VI. Specialized Knowledge and Skills**

-   **How is South Dakota planning to ensure that teachers have the
    specialized knowledge and skills they need to be effective with the
    populations of students typically served in high-poverty,
    low-performing schools?**

A.  **[Inventory of current policies and programs]{.underline}**

    1.  **Math/Science Specialist** -- Rules were promulgated in March
        2006 giving authority to create a math/science specialist
        program. South Dakota has focused its energies in the area of
        reading for years with a reading initiative and has in place a
        reading specialist. However, it was obvious that our students
        were not performing at levels in math that were equitable to the
        reading performance. Thus both the math initiative and the need
        for math/science specialist came from that data analysis. K-12
        math and science specialists are envisioned to be practicing or
        former classroom teachers with a deep understanding of the
        concepts they teach, an awareness of how concepts build from
        kindergarten through high school and beyond, and a broad vision
        of what it means for K-12 students to know and be able to do
        mathematics and/or science. The specialist is expected to be
        accomplished at evaluating student understanding and diagnosing
        misconceptions. The specialist should be able to draw upon a
        wide array of pedagogical strategies and educational research,
        and to be skilled at facilitating learning among
        [all]{.underline} students. The specialist is also expected to
        be an instructional leader with expertise in supporting the
        professional growth of other teachers and in providing guidance
        for parents, administrators, and the broader community about
        issues related to the improvement math and science education.
        <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:15:06:39>
        &
        <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:15:06:40>

    2.  **K-12 Lakota languages education endorsement --** It is
        important to retain the culture and language of the Lakota
        tribes. Thus we have created an endorsement that may be a
        stand-alone preparation or may be added as an additional
        authorization on an existing certificate. This had helped many
        reservations to retain their language.
        <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:15:06:29>

    3.  ** K-12 South Dakota Indian studies education program --** This
        program infuses South Dakota Indian studies into the school
        districts to maintain the Lakota culture.
        <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:16:08:43>

    4.  **Human Relations and South Dakota Indian Studies** are required
        by all teachers for certification. Both classes are required for
        existing teachers, teachers from out-of-state, and individuals
        in teacher preparation programs. Both of these courses assure
        program completers to have the knowledge, skills, and
        dispositions to work with diverse groups of students. The South
        Dakota Indian Studies class cannot be substituted with another
        Native American Indian Studies class.
        <http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:15:03:06>

    5.  **Indian Education** - The South Dakota Department of Education
        is committed to improving the educational opportunities for
        Native American students in our state.  A relationship with
        Native American educators from South Dakota has begun to develop
        with the support of Governor Mike Rounds.  The first Indian
        Education Summit was held in Chamberlain in April of 2004.  From
        that summit, an Indian Education Advisory Council was formed
        that represents all nine tribes in South Dakota along with
        Native American educators from all parts of the state. In
        addition, the Governor secured an Indian Education position in
        the Department of
        Education. <http://doe.sd.gov/secretary/indianed/index.asp>

    6.  **Paraprofessional support** -- Many of the paraprofessionals in
        SD's high --need schools are an important source of information
        to teachers because they are members of the community and share
        students' tribal language, cultures, and customs. SD is building
        the skills of paraprofessionals to ensure that they are also HQ
        and remain in the schools to ensure that instruction is
        effective for diverse groups of learners. As a result, efforts
        were made statewide to support para-professionals to meet the
        requirements for being highly-qualified. The intention of the
        following activities supported by the Teacher Quality
        Enhancement Grant was to increase the capacity of
        Paraprofessionals in their districts:

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a.  **Study Sessions for the ParaPro Test** -- Free study sessions were
    offered through the state's two-way video conferencing network
    (DDN). These sessions were held on Saturdays and focused on both
    content and test taking strategies.

b.  **Subsidized coursework** -- coursework was offered through the
    Board of Regents at a reduced rate. This coursework was specific to
    supporting paraprofessionals in obtaining an associate's degree that
    would apply towards a bachelor's degree in education should they
    want to continue their education.

c.  **Paraprofessional Academy -- STEP --** A summer academy was first
    offered in 2004 on the campus of one of the public universities. It
    was a week-long experience that focused on math and reading
    strategies as well as working with high-need students. Additionally,
    the academies focused on building paraprofessional capacity and
    professionalism. College credit was offered at a reduced rate.
    Individuals were provided room and board in college dorms and were
    paid a daily stipend to encourage them to participate. Over 200
    paraprofessionals have attended each summer, with the same
    registration numbers in place for 2006.

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B.  **Specific strategies and implementation steps to support ongoing
    specialized knowledge and skills to be effective with diverse
    populations of students.**

    1.  The statewide math initiative is supporting the need for math
        specialists. The master's initiative is allowing individuals to
        add the math specialist on their master's degree, thus having
        two initiatives support each other.

    2.  The math/science specialist program has been approved for one of
        the public universities and will begin this fall.

    3.  The Indian Education office is working in collaboration with
        teacher preparation to create a program to increase the number
        of Native American teachers in Native American schools. This is
        in alignment with one of the goals of the 2010E Initiative:\
        *Objective 4A: Increase the number of certified teachers
        teaching in high-need areas by 25 percent.*

        i.  *Promote more Native American teachers teaching in Native
            American schools through alternative certification
            programs.*\
            Initial meetings have been held with the tribal university.

    4.  Ongoing cultural awareness and sensitivity to Native American
        issues will continue to be supported with the efforts of the DOE
        Indian Education Office. The DOE collaborates with the Bureau of
        Indian Affairs by supplying information and data regarding their
        test results and teacher qualifications.

C.  **[Measure South Dakota will use to evaluate and publicly report
    progress]{.underline}**

    1.  Mentoring data is being collected to determine long-term effect
        on teacher retention**[.]{.underline}**

    2.  SDDOE will track through the certification system the number of
        individuals completing the math/science specialist program.

    3.  Administrative rules requiring human relations and South Dakota
        Indian Studies are tracked in the current certification system
        and required for ongoing renewal to be certified in the state.

    4.  Paraprofessional activities have been monitored and evaluated
        through the Teacher Quality Enhancement grant and findings will
        be part of the final report.

    5.  **As referenced in the introduction, a website is being
        created** that will highlight the updates, issue the news
        releases on improvements on teacher quality and equity issues,
        highlight the progress on the Governor's 2010E initiative, etc.

**VII. Working Conditions**

-   **How is South Dakota planning to improve the conditions of
    hard-to-staff schools that contribute to excessively high rates of
    teacher turnover?**

> The data is clear that hard to staff schools are often those that are
> found in the sparse, rural areas of the state that have little to
> offer in the way of living conditions and services to attract
> teachers. Teachers use these schools as a "jumping ground" as they
> begin their careers. As a result, there is less continuity of staff.
> One of the factors that is difficult to measure in the mix, is the
> quality of leadership in districts across the state. There are some
> extremely small, isolated districts that maintain solid staff and
> continue to have strong achievement scores. Some of these have
> well-known and strong leadership that isn't a measurable data element.

A.  **[Inventory of current policies and programs]{.underline}**

    1.  Districts are required to complete the "**No Longer Employed"**
        report which gives reasons for teachers leaving the districts.

    2.  **District Accreditation -** On March 22, 2005, the South Dakota
        Board of Education approved new administrative rules for
        district accreditation and school improvement.   Administrative
        Rules of South Dakota
        [24:43](http://legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:43)
        have outlined the process for required school improvement plans
        for all public and private school districts that wish to seek
        school state accreditation. The biggest difference in what is
        currently in place for accreditation and what will now be
        required is the implementation of district/system school
        improvement plans and cyclical on site visits which will assure
        that districts are meeting minimum standards.
        <http://doe.sd.gov/oatq/accreditation/schoolimprovement.asp#q1>

    3.  **Certified administration** -- In 1995, over 500 rules were
        repealed that left districts with a lot of autonomy for local
        control. One of those repealed rules was specific to allowing
        non-certified personnel to be school administrators. Attention
        was brought to the lack of leadership in some districts and new
        legislation was passed in 2004, requiring that ALL principals
        and superintendents need to be properly certified by the
        year 2008. It seemed appropriate that with the push to have all
        teachers properly certified and highly qualified, the effort
        needed to be led by properly certified building leadership.
        Superintendents and principals were required to submit plans of
        intent by July 1, 2005 to SDDOE outlining their course of
        action. As a result, a large number of administrators are now in
        university programs working on certifications for principalship
        and superintendency. Strong leadership leads to better working
        conditions in all schools.
        <http://doe.sd.gov/oatq/noncertified/Noncertadmins.asp>

    4.  We currently have one tribal college, Oglala Lakota College,
        that offers a Master of Art program. This provides cultural
        preparation for teachers on the reservation.

        i.  The college intends to train 25 Indian individuals as school
            principals in the Lakota Leadership/Management: Educational
            Administration project.

B.  **[What specific strategies and implementation steps will be used to
    support efforts to improve working conditions in South
    Dakota?]{.underline}**

    1.  The SDDOE is leading a State Aid Task Force which is examining
        funding issues and inequities across school districts.
        Specifically the task force is looking at:

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a.  Current state-aid formula

b.  Sparse districts (needs for additional funding)

c.  Elimination of the small school factor (in place currently based on
    ADM with no consideration of sparseness)

d.  Other fund sources\
    This study will lead to potential legislation that could impact the
    consolidation of school districts and resources.

    1.  SDDOE is closely monitoring the progress of the non-certified
        administrators. All plans have been submitted and prior to the
        2008 deadline, districts will need to assure they have a
        certified administrator.

    2.  SDDOE is rolling out the district accreditation model with
        implementation set for fall 2007. Statewide meetings and
        trainings are occurring.

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C.  **[Measures South Dakota will use to evaluate and publicly report
    progress]{.underline}**

    1.  The State Aid Task Force will recommend legislation for the 2007
        session.

    2.  The SDDOE will monitor and enforce lack of proper certification
        by non-certified administrators by 2008 by notifying districts
        of their responsibilities to hire properly certified staff.

    3.  The SDDOE will be posting district accreditation status on their
        website.

    4.  **As referenced in the introduction, a website is being
        created** that will highlight the updates, issue the news
        releases on improvements on teacher quality and equity issues,
        highlight the progress on the Governor's 2010E initiative, etc.

**VIII. Policy Coherence**

**-How is South Dakota planning to improve internal processes or revise
state policies that may inadvertently contribute to local staffing
inequities?**

A.  **[Inventory of current policies and programs]{.underline}**

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1.  **Online teacher certification system** -- The new online
    certification system was implemented in January of 2006. The
    intention is to reduce time to process teacher certification as well
    as to have data stored electronically for easy future access and
    reporting.

2.  **Alignment of teacher certification with Highly Qualified Teacher
    requirements** -- In moving forward to meet the requirements of HQT,
    South Dakota felt it was important to align requirements for
    certification to being highly qualified. Our current rules for
    testing meet the requirements for teachers being highly qualified in
    core content and thus there are not two standards that are confusing
    for administration and for teachers.

3.  **Rollout of the Governor's 2010E initiative --** The 2010E
    initiative supports efforts specific to recruiting, retention, and
    training of new and existing teachers. These efforts align and
    support the SDDOE to ensure that poor and minority children are not
    taught at higher rates that other children by inexperienced,
    unqualified, and out-of-field teachers.

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B.  **[What specific strategies and steps to implementation will South
    Dakota adopt to assure there are coherent internal processes and
    policies?]{.underline}**

    a.  The online certification system is running and being tweaked on
        a regular basis to improve performance and ease in system use.
        Plans are underway to add an online portfolio component to the
        system that would allow teachers to view their certificate,
        highly qualified status, and professional development
        activities.

    b.  With the roll-out of Praxis testing and highly qualified teacher
        status, SDDOE is reviewing rules and policies that are
        cumbersome and will be making recommendations to the South
        Dakota Board of Education. These recommendations will include
        how South Dakota intends to phase out the HOUSSE rules over the
        2006-07 school year to be in compliance with the new
        regulations.

    c.  The Governor's 2010E initiative gives clear focus for moving
        forward to continue to support programs that will help to level
        the inequities in staffing across the state.

C.  **[What measures will South Dakota use to evaluate and publicly
    report progress?]{.underline}**

    a.  South Dakota will tweak its online teacher quality data system
        to include the phase out of the HOUSSE rules in the 2006-07
        school year. Data reported in the online report card will be
        reflective of the elimination of the HOUSSE rules.

    b.  The Governor's 2010E plan is being updated and revised on a
        monthly basis with SDDOE staff monitoring the specific goals and
        objectives for progress. The initiative is under intense
        scrutiny and will be published on the SDDOE website.