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2007 - 2008 Consolidated Application
Lead-Deadwood School District 40-1
Contact Information Page
McKinney-Vento Homeless (REQUIRED CONTACT)
timothy.kosters@k12.sd.us
Tim Kosters Required Section Contact (605) 717-3884
Title I Contact (REQUIRED CONTACT)
timothy.kosters@k12.sd.us
Tim Kosters Required Section Contact (605) 717-3884
Title III (LEP and Immigrant) (REQUIRED CONTACT)
timothy.kosters@k12.sd.us
Tim Kosters Required Section Contact (605) 717-3884
General Narratives
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
Needs Assessment
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
Title I, Part A (Improving The Academic Achievement Of The Disadvantaged)
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
Title I, Part A (School Selection)
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
Title I, Part A (School Wide Programs) LEAD-DEADWOOD ELEM
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
Title II, Part A (Improving Teacher Quality)
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
Title II, Part D (Enhancing Education Through Technology)
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
Title IV, Part A (Safe and Drug Free)
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
Title V, Part A (Innovative Programs)
timothy.kosters@k12.sd.us
Tim Kosters Contact (605) 717-3884
dan.leikvold@k12.sd.us
Dan Leikvold Superintendent 6057173890
margie.rantapaa@k12.sd.u
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
s
Margie Rantapaa Business Manager (605) 717-3890
Local Education Agency (LEA)
Assurances and Certification Statement: The above named applicant assures the South Dakota Department
of
Education that these projects will be administered in compliance with the Statement of Assurances of this
application,
with state and federal laws and regulations applicable to the use of these funds, that the information contained
in this
application is accurate and complete, and that the board of the above named applicant has authorized me as its
representative to file this application as recorded in the minutes of the board meeting held on: July 11, 2006
Application was submitted electronically on June 4, 2007 10:21 am by Tim Kosters
Application was approved electronically on September 4, 2007 4:50 pm by Rob Huffman, South Dakota
Department of Education. Approval of this application is granted under the provisions of Public Law 107-110,
provided
the funds as allotted are expended only in accordance with the rules and regulations of the Department of
Education
and that should an audit disclose that such funds have not been so expended and restitution of such funds is
required by the Department of Education, such restitution shall be made by the local education agency.
STATEMENT OF ASSURANCES
GENERAL ASSURANCES:
The local education agency (LEA) hereby assures the South Dakota Department of Education that:
1. Each program will be administered in accordance with all applicable statutes, regulations, program plans, and applications.
2. The control of funds provided under each program and title to property acquired with program funds will be in a public agency or in a nonprofit private agency, institution,
organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities.
3. The public agency, nonprofit private agency, institution, or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing statutes.
4. The applicant will adopt and use proper methods of administering each such program, including —
• the enforcement of any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and
• the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.
5. The applicant will cooperate in carrying out any evaluation of each such program conducted by or for the State educational agency, the Secretary, or other Federal officials.
6. The applicant will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, Federal funds paid to the applicant under
each such program.
7. The applicant will —
• submit such reports to the State educational agency (which shall make the reports available to the Governor) and the Secretary as the State educational agency and Secretary may
require to enable the State educational agency and the Secretary to perform their duties under each such program; and
• maintain such records, provide such information, and afford such access to the records as the State educational agency (after consultation with the Governor) or the Secretary may
reasonably require to carry out the State educational agency's or the Secretary's duties.
8. Before the application was submitted, the applicant afforded a reasonable opportunity for public comment on the application and considered such comment.
9. Funds will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of federal funds, be made available, and in no case supplant such
State, local, and other non-Federal funds.
10. Equitable participation of non-public schools (if any) will be provided. The applicant will consult with officials of non-public schools in a meaningful and timely manner,
provide non-public participants genuine access to equitable services and equal expenditure of funds.
PRO-CHILDREN ACT OF 1994 ASSURANCE
I hereby acknowledge that the LEA of which I am the authorized representative, has adopted the provisions of the Pro-Children Act of 1994. (The Pro-Children Act requires that
smoking not be permitted in any indoor facility used routinely or regularly for the provision of ―children’s services‖ to persons under age 18, if the services are funded by specified
Federal programs either directly or through State or local governments.)
GUN FREE SCHOOLS ACT ASSURANCE
I hereby acknowledge that the LEA, of which I am the authorized representative, has adopted a Gun Free Policy that is in compliance with SDCL 13-32-4.
CONSTITUTIONALLY PROTECTED PRAYER IN PUBLIC SCHOOLS CERTIFICATION
I hereby certify that the LEA, of which I am the authorized representative, has no policy that prevents, or otherwise denies participation in, constitutionally protected prayer in its
public elementary and secondary schools. As a condition of receiving federal funds under terms of the Elementary and Secondary Education Act (―ESEA‖) of 1965, as amended by
Section 9524 of the No Child Left Behind Act of 2001, this certification is required by October 1st of each year. The South Dakota Department of Education in its role as the
official public education state agency in South Dakota will annually send to the U.S. Secretary of Education a list of those LEAs in South Dakota that have not submitted the
required certification or against which complaints have been made that the LEA is not in compliance with this provision.
TITLE I, PART A ASSURANCES
The local educational agency hereby assures the South Dakota Department of Education that the LEA will:
1. Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources;
2. Provide technical assistance and support to schoolwide programs;
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
3. Work in consultation with schools as they develop their schoolwide plans and assist schools as the schools implement schoolwide plans or undertake activities under targeted
assistance programs so that each school can make adequate yearly progress (AYP) toward meeting the State content and academic achievement standards;
4. Fulfill such agency's school improvement responsibilities under section 1116 including taking actions under paragraphs (7) and (8) of section 1116(b);
5. Provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1120, and timely and meaningful consultation with
private school officials regarding such services;
6. Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be
most effective if focused on students in the earliest grades at schools that receive Title I funds;
7. In the case of a local educational agency that chooses to use funds under this part to provide early childhood development services to low-income children below the age of
compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act;
8. Work in consultation with schools as the schools develop and implement their plans or activities under sections 1118 and 1119;
9. Comply with the requirements of section 1119 regarding the qualifications of teachers and paraprofessionals and professional development;
10. Coordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with the SEA and other agencies providing services to children, youth, and families
with respect to a school in school improvement, corrective action, or restructuring under section 1116 if such a school requests assistance from the local educational agency in
addressing major factors that have significantly affected student achievement at the school;
11. Inform eligible schools of the local educational agency's authority to obtain waivers on the school's behalf under title IX and, if the State is an Ed-Flex Partnership State, to
obtain waivers under the Education Flexibility Partnership Act of 1999;
12. Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low-income students and
minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers;
13. Use the results of the State academic assessments and other measures or indicators chosen to the agency to review annually the progress of each Title I school to determine
whether all of the schools are making the progress necessary to ensure that all students will meet the State's proficient level of achievement on the State academic assessments
within 12 years from the end of the 2001-2002 school year (2013-2014);
14. Ensure that the results from the State academic assessments will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an
understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand;
15. Assist each Title I school in developing or identifying examples of high-quality, effective curricula that is aligned with the State’s content and academic achievement standards;
16. Participate, if selected, in the State National Assessment of Educational Progress (NAEP) n 4th and 8th grade reading and mathematics.
TITLE I, PART C (Migrant) ASSURANCES
The local educational agency hereby assures the South Dakota Department of Education that:
1. funds received under this part will be used only—
a. for programs and projects, including the acquisition of equipment, in accordance with section 1306; and
b. to coordinate such programs and projects with similar programs and projects within the State as well as with other Federal programs that can benefit migratory children and
their families;
2. such programs and projects will be carried out in a manner consistent with the objectives of section 1114 (schoolwide programs), subsections (b) and (d) of section 1115 (target
assistance schools), subsections (b) and (c) of section 1120A (Supplement, Not Supplant and Comparability of Services), and part I;
3. in the planning and operation of programs and projects there is consultation with parent advisory councils for programs of 1 school year in duration, and that all such programs
and projects are carried out—
a. in a manner that provides for the same parental involvement as is required for programs and projects under section 1118 (Parental Involvement), unless extraordinary
circumstances make such provision impractical; and
b. in a format and language understandable to the parents;
4. in planning and carrying out such programs and projects, there has been, and will be, adequate provision for addressing the unmet education needs of preschool migratory
children;
5. the effectiveness of such programs and projects will be determined, where feasible, using the same approaches and standards that will be used to assess the performance of
students, schools, and local educational agencies under part A;
6. to the extent feasible, such programs and projects will provide for—
a. advocacy and outreach activities for migratory children and their families, including informing such children and families of, or helping such children and families gain access to,
other education, health, nutrition, and social services;
b. professional development programs, including mentoring, for teachers and other program personnel;
c. family literacy programs, including such programs that use models developed under Even Start;
d. the integration of information technology into educational and related programs; and
e. programs to facilitate the transition of secondary school students to postsecondary education or employment; and
7. PRIORITY FOR SERVICES- In providing services with funds received under this part, each recipient of such funds shall give priority to migratory children who are failing, or
most at risk of failing, to meet the State's challenging State academic content standards and challenging State student academic achievement standards, and whose education has
been interrupted during the regular school year.
TITLE II, PART A ASSURANCES
The local education agency hereby assures the South Dakota Department of Education that:
1. The local education agency will target funds to schools within the jurisdiction of the LEA that:
a. Have the lowest proportion of highly qualified teachers;
b. Have the largest average class size;
c. Are identified for school improvement under section 1116(b).
2. The local education agency will carry out high-quality professional development activities that reflect the principles expressed in the definition of the terms in Title IX, Part A,
Section 9101 (34).
3. The local education agency will carry out professional development activities that reflect scientifically-based research according to Title IX, Part A, Section 9101 (37).
4. The local education agency will comply with Title IX, Section 9501 of ESEA regarding participation by private school children and teachers.
TITLE II, PART D ASSURANCES
The local education agency certifies that it will comply with the Child Internet Protection Act.
TITLE IV, PART A ASSURANCES
The local education agency hereby assured the South Dakota Department of Education that:
1. The LEA has developed its application through timely and meaningful consultation with State and local government representatives, representatives of schools to be served
(including private schools), teachers and other staff, parents, students, community-based organizations, and others with relevant and demonstrated expertise in drug and violence
prevention activities (such as medical, mental health, and law enforcement professionals).
2. The activities or programs to be funded comply with the principles of effectiveness described in section 4115(a) and foster a safe and drug-free learning environment that supports
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
academic achievement.
3. Drug and violence prevention programs supported under this subpart convey a clear and consistent message that acts of violence and the illegal use of drugs are wrong and
harmful;
4. The applicant has, or the schools to be served have, a plan for keeping schools safe and drug-free that includes--
(A) appropriate and effective school discipline policies that prohibit disorderly conduct, the illegal possession of weapons, and the illegal use, possession, distribution, and sale of
tobacco, alcohol, and other drugs by students;
(B) security procedures at school and while students are on the way to and from school;
(C) prevention activities that are designed to create and maintain safe, disciplined, and drug-free environments;
(D) a crisis management plan for responding to violent or traumatic incidents on school grounds; and
(E) a code of conduct policy for all students that clearly states the responsibilities of students, teachers, and administrators in maintaining a classroom environment that--
(i) allows a teacher to communicate effectively with all students in the class;
(ii) allows all students in the class to learn;
(iii) has consequences that are fair, and developmentally appropriate;
(iv) considers the student and the circumstances of the situation; and
(v) is enforced accordingly;
5. The application and any waiver request under section 4115(a)(3) will be available for public review after submission of the application;
TITLE V, PART A ASSURANCES
The local education agency hereby assured the South Dakota Department of Education that:
1. The LEA will comply with the provisions of section 5142 concerning the participation of children enrolled in private, nonprofit schools.
2. The LEA will keep such records, and provide such information to the State educational agency, as may be reasonably required for fiscal audit and program evaluation (consistent
with the responsibilities of the State educational agency under this part).
3. The LEA agency will annually evaluate —
(A) programs carried out under this part;
(B) the evaluation will be used to make decisions about appropriate changes in programs for the subsequent year;
(C) the evaluation will describe how assistance under this part affected student academic achievement and will include, at a minimum, information and data on the use of funds, the
types of services furnished, and the students served under this part; and
(D) the evaluation will be submitted to the SEA at the time and in the manner requested by the SEA.
TITLE III, PART A ASSURANCES
The eligible entity hereby assured the South Dakota Department of Education that:
1. The eligible entity consulted with teachers, researchers, school administrators, and parents, and, if appropriate, with education-related community groups and nonprofit
organizations, and institutions of higher education, in developing its plan.
2. Each local educational agency that is included in the eligible entity is complying with section 3302 prior to, and throughout, each school year.
3. The eligible entity annually will assess the English proficiency of all children with limited English proficiency participating in programs funded under this part.
4. The eligible entity has based its proposed plan on scientifically based research on teaching limited English proficient children.
5. The eligible entity will ensure that the programs will enable children to speak, read, write, and comprehend the English language and meet challenging State academic content
and student academic achievement standards;
6. The eligible entity is not in violation of any State law, including State constitutional law, regarding the education of limited English proficient children, consistent with
sections 3126 and 3127.
7. The eligible entity certifies that all teachers in any language instruction educational program for limited English proficient children that is, or will be, funded under Title III part
are fluent in English and any other language used for instruction, including having written and oral communications skills.
ADDITIONAL ASSURANCES
LOBBYING
As required by Section 1352, Title 31 of the U.S. Code, and implemented at 34 CFR Part 82, for persons entering into a grant or cooperative agreement over $100,000, as defined
at 34 CFR Part 82, Sections 82.105 and 82.110, the applicant certifies that:
(a) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee
of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any Federal grant, the
entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement;
(b) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a
Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal grant or cooperative agreement, the undersigned
shall complete and submit Standard Form - LLL, "Disclosure Form to Report Lobbying," in accordance with its instructions;
(c) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subgrants, contracts under grants
and cooperative agreements, and subcontracts) and that all subrecipients shall certify and disclose accordingly.
DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS
As required by Executive Order 12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for prospective participants in primary covered transactions, as defined at
34 CFR Part 85, Sections 85.105 and 85.110--
A. The applicant certifies that it and its principals:
(a) Are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency;
(b) Have not within a three-year period preceding this application been convicted of or had a civil judgment rendered against them for commission of fraud or a criminal offense in
connection with obtaining, attempting to obtain, or performing a public (Federal, State, or local) transaction or contract under a public transaction; violation of Federal or State
antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property;
(c) Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity (Federal, State, or local) with commission of any of the offenses enumerated in
paragraph (2)(b) of this certification; and
(d) Have not within a three-year period preceding this application had one or more public transaction (Federal, State, or local) terminated for cause or default; and
B. Where the applicant is unable to certify to any of the statements in this certification, he or she shall attach an explanation to this application.
DRUG-FREE WORKPLACE
As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610 -
A. The applicant certifies that it will or will continue to provide a drug-free workplace by:
(a) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance is prohibited in the grantee's
workplace and specifying the actions that will be taken against employees for violation of such prohibition;
(b) Establishing an on-going drug-free awareness program to inform employees about:
(1) The dangers of drug abuse in the workplace;
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
(2) The grantee's policy of maintaining a drug-free workplace;
(3) Any available drug counseling, rehabilitation, and employee assistance programs; and
(4) The penalties that may be imposed upon employees for drug abuse violations occurring in the workplace;
(c) Making it a requirement that each employee to be engaged in the performance of the grant be given a copy of the statement required by paragraph (a);
(d) Notifying the employee in the statement required by paragraph (a) that, as a condition of employment under the grant, the employee will:
(1) Abide by the terms of the statement; and
(2) Notify the employer in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no later than five calendar days after such conviction;
(e) Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph (d)(2) from an employee or otherwise receiving actual notice of such
conviction. Employers of convicted employees must provide notice, including position title, to: Director, Grants Policy and Oversight Staff, U.S. Department of Education, 400
Maryland Avenue, S.W. (Room 3652, GSA Regional Office Building No. 3), Washington, DC 20202-4248. Notice shall include the identification number(s) of each affected
grant;
(f) Taking one of the following actions, within 30 calendar days of receiving notice under subparagraph (d)(2), with respect to any employee who is so convicted:
(1) Taking appropriate personnel action against such an employee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as
amended; or
(2) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law
enforcement, or other appropriate agency;
(g) Making a good faith effort to continue to maintain a drug-free workplace through implementation of paragraphs (a), (b), (c), (d), (e), and (f).
ASSURANCES - NON-CONSTRUCTION PROGRAMS
Note: Certain of these assurances may not be applicable to your project or program.
As the duly authorized representative of the applicant I certify that the applicant:
1. Has the legal authority to apply for Federal assistance, and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project
cost) to ensure proper planning, management, and completion of the project described in this application.
2. Will give the awarding agency, the Comptroller General of the United States, and if appropriate, the State, through any authorized representative, access to and the right to
examine all records, books, papers, or documents related to the award; and will establish a proper accounting system in accordance with generally accepted accounting standards or
agency directives.
3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of
interest, or personal gain.
4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency.
5. Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. '4728-4763) relating to prescribed standards for merit systems for programs funded under one of the
19 statutes or regulations specified in Appendix A of OPM's Standards for a Merit System of Personnel Administration (5 C.F.R. 900, Subpart F).
6. Will comply with all Federal statutes relating to nondiscrimination. These include but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which
prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. '1681- 1683, and 1685-1686),
which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. '794), which prohibits discrimination on the basis of
handicaps; (d) the Age Discrimination Act of 1975, as amended (42 U.S.C. '6101-6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and
Treatment Act of 1972 (P.L. 92-255), as amended, relating to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention,
Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) '523 and 527 of the Public
Health Service Act of 1912 (42 U.S.C. '290 dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights
Act of 1968 (42 U.S.C. '3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing; (i) any other nondiscrimination provisions in the
specific statute(s) under which application for Federal assistance is being made; and (j) the requirements of any other nondiscrimination statute(s) which may apply to the
application.
7. Will comply, or has already complied, with the requirements of Titles II and III of the uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L.
91-646) which provide for fair and equitable treatment of persons displaced or whose property is acquired as a result of Federal or federally assisted programs. These requirements
apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases.
8. Will comply, as applicable, with the provisions of the Hatch Act (5 U.S.C. '1501-1508 and 7324-7328) which limit the political activities of employees whose principal
employment activities are funded in whole or in part with Federal funds.
9. Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. '276a to 276a-7), the Copeland Act (40 U.S.C. '276c and 18 U.S.C. '874) and the
Contract Work Hours and Safety Standards Act (40 U.S.C. '327-333), regarding labor standards for federally assisted construction sub-agreements.
10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients
in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more.
11. Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National
Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c) protection of wetlands pursuant
to EO 11990; (d) evaluation of flood hazards in floodplains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program
developed under the Coastal Zone Management Act of 1972 (16 U.S.C. '1451 et seq.); (f) conformity of Federal actions to State (Clear Air) Implementation Plans under Section
176(c) of the Clear Air Act of 1955, as amended (42 U.S.C. '7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as
amended, (P.L. 93-523); and (h) protection of endangered species under the Endangered Species Act of 1973, as amended, (P.L. 93-205).
12 Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. '1721 et seq.) related to protecting components or potential components of the national wild and scenic
rivers system.
13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. '470), EO11593
(identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. '469a-1 et seq.).
14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance.
15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. '2131 et seq.) pertaining to the care, handling, and treatment of warm
blooded animals held for research, teaching, or other activities supported by this award of assistance.
16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. '4801 et seq.) which prohibits the use of lead- based paint in construction or rehabilitation of
residence structures.
17. Will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act Amendments of 1996 and OMB Circular No. A-133, Audits
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
of States, Local Governments, and Non-Profit Organizations.
18. Will comply with all applicable requirements of all other Federal laws, executive orders, regulations and policies governing this program.
General Narratives
1. What are the District’s Mission, Vision and/or Beliefs?
(Information concerning how to develop a vision is located in our library section.)
M SS O N
MIISSIION
Al s udents wil become p oductive ii ellong earners who a e esponsible ci izens in ou
Alll sttudents willl become prroductive llffeong llearners who arre rresponsible cittizens in ourr
changing societty..
changing socie y
VIISIION
V S ON
The s udent, am ly, schoo and communty a e commtted o success hrough
The sttudent, ffamiily, schooll and communiity arre commiitted tto success tthrough
communcation, coope ation and mu ual suppo t.
communiication, cooperration and muttual supporrt.
BELIIEFS
BEL EFS
STUDENTS AND LEARN NG—We be ieve hat:
STUDENTS AND LEARNIING—We bellieve tthat:
Al s udents can lea n.
Alll sttudents can learrn.
Ha d wo k and pe siis ence a e keys o earniing and al uture successes
Harrd worrk and perrssttence arre keys tto llearnng and alll ffuture successes..
S udents need o sha e n he esponsiibiii y or heii own earniing and acheviing
Sttudents need tto sharre iin tthe rresponsbilltty ffor ttherr own llearnng and achiievng..
S udents mus be reated aii l y and espectfull y
Sttudents mustt be ttreated ffarrly and rrespectfully..
S udents need clea ly de iined discipiine ulles and gudance.
Sttudents need clearrly deffned discipllne,, rrues and guiidance.
W hen mo iiva ed, al s udents wan o earn.
W hen mottvatted, alll sttudents wantt tto llearn.
S udents o al abiii ies should be challenged o maximze heii po entiall
Sttudents off alll abilltties should be challenged tto maximiize ttherr pottentia..
S udents mus mee s andards o pe form ance o ealize uture success
Sttudents mustt meett sttandards off perrformance tto rrealize ffuture success..
Good decision make s a e esponsiible lea ners.
Good decision makerrs arre rresponsble learrners.
TEACHERS AND LEARN NG—We be ieve hat:
TEACHERS AND LEARNIING—We bellieve tthat:
Lea niing ak es place in a posi ive envi onm en .
Learrnng ttakes place in a posittive envirronmentt.
Posi iive ella iionships enhance eachiing
Posittve rreattonships enhance tteachng..
Quaii y ins ructiion c eates ncreased lea niing
Qualltty insttructon crreates iincreased learrnng
ndiviiduaized p ogram s and di ferentiia ed ins ructiion maxim ze lea niing
IIndivduallized prrograms and diffferentatted insttructon maximiize learrnng..
Teache s and adminis rators a e impo tant olle models or s udents,
Teacherrs and administtrators arre imporrtant rroe models ffor sttudents,
Teache s mus be commi ted o ongong g owth.
Teacherrs mustt be committted tto ongoiing grrowth.
Teache s a e mo iiva ed when hey a e involved in he decision making p ocess o
Teacherrs arre mottvatted when tthey arre involved in tthe decision making prrocess off
he schoo ds ct
tthe schooll diisttrriict..
SCHOOL AND D STRICT/COMM UN TY—We be ieve hat:
SCHOOL AND DIISTRICT/COMMUNIITY—We bellieve tthat:
A s rong am iy suppo t base whe her raditiiona o non raditiional is he oundatiion
A sttrong ffamilly supporrt base,, whetther ttraditonall orr nonttraditonal,, is tthe ffoundaton
upon which al lea niing is buit.
upon which alll learrnng is buillt.
Families mus be posi iive ac iive pa tners wth schoos in educa iing chidren.
Families mustt be posittve,, acttve parrtners wiith schoolls in educattng chilldren.
Ou communi y is a valuabe esource hat can enhance cu riiculum
Ourr communitty is a valuablle rresource tthat can enhance currrculum..
Open communica iions be ween he communi y and schools mus be an ongong
Open communicattons bettween tthe communitty and schools mustt be an ongoiing
commi m en .
committmentt.
Al schoo pe sonnel play a vi al olle in he eachiing learniing p ocess.
Alll schooll perrsonnel play a vittal rroe in tthe tteachng//learnng prrocess.
The knowledge exposiion and advances n echnollogy necessi ate con iinued
The knowledge explloson and advances iin ttechnoogy necessittate conttnued
imp ovem en and change hrough cu riicuum ins ructiion s aff developmen and
imprrovementt and change tthrough currrcullum,, insttructon,, sttaff developmentt and
undiing
ffundng..
Decisions mus be based on wha is bes or s udents.
Decisions mustt be based on whatt is bestt ffor sttudents.
A schoo envi onm en hat p om o es heal h and wellness is good or s udents.
A schooll envirronmentt tthat prromottes healtth and wellness is good ffor sttudents.
2. How will the district prepare and disseminate the annual District and school assessment report to
all stake holders in the district?
Your answer must include the following:
A statement that the report includes information about the district;
A statement that the report includes information about each school and list the schools;
A statement that the report will include information about all the students taking the test, including disaggregated information
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
for
all applicable subgroups: 1)all student, 2)ethnicity, 3)students with disabilities, 4)Limited English Proficiency, 5)economically
disadvantaged, 6)gender, 7) Migrant. Should a subgroup not need to be reported by your district, indicate so in your answer;
A statement about how this report will be disseminated such as mailed out to all stakeholders, presented at the board
meeting,
reported in the local paper, placed on the district website, placed in the community center, etc.;
(These reports will be provided by the Department of Education. The link can be found in the library under Assessment
information.)
Presentations will be made to the School Board regarding the status of the individual buildings according to
information obtained by the 2007 D-Step results. Share with committee and parents via newspaper, parent
letters,
school board meetings which are open to the public, on the website. Copies can also be review at the
administrative offices. In the parent letter the state report card website is listed as a resource for
parents. Parents
will be encouraged to visit the state website (http://doe.sd.gov/octa/assessment/scores/index.asp) to keep up to
date on the most current testing data. The assessment information for the school district as well as all of the
individual schools in the district (Lead-Deadwood High School, Career and Technical Education Campus,
Lead-Deadwood Middle School and Lead-Deadwood Elementary School) will be provided to all
stakeholders.
All individual school assessment results will be provided through the DOE website regarding the following
subgroups:
All students
Ethnicity
Students with disabilities
LEP
Economically disadvantaged
3. How will the district prepare and disseminate the annual district and school accountability report
to all stake holders in the district?
Your answer must include the following:
A statement that the report includes information about the district;
A statement that the report includes information about each school and list the schools;
A statement that the report will include information about all students, including disaggregated information for all applicable
subgroups: 1) all student, 2) ethnicity, 3) students with disabilities, 4) Limited English Proficiency, 5) economically
disadvantaged,
6) gender, 7) migrant. Should a subgroup not need to be reported by your district, indicate so in your answer;
The report must also include: 1) participation rate, 2) graduation rate, 3) attendance, 4) percentage of classes not taught by
Highly
Qualified Teachers, 5) AYP Status for the district, each school and all applicable student groups, 6) and District and school
improvement information. Address each item in your answer;
A statement about how this report will be disseminated such as mailed out to all stakeholders, presented at the board
meeting,
reported in the local paper, placed on the district website, placed in the community center, etc.;
(These reports are provided by the Department of Education as the NCLB Report Cards and should be disseminated early fall.
A
link to the information can be found in the Library under Accountability Information.)
In early fall, the elementary, middle/high school, and career and technology campus principals are responsible
for
informing parents through letters, School Board presentations, or the school district website. All areas of
information with regard to applicable subgroups, participation, attendance and graduation rates will be shared
with
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
all patrons of the district through the district and state websites. The District and state websites will also make
patrons aware of the District AYP status, school improvement status and percentage of classes not taught by
highly qualified teachers. Patrons are also encouraged to visit the school offices to obtain any and all
information
regarding No Child Left Behind legislation. As schools reach varying levels of school improvement, parent
notification regarding specific areas of concern will be made through the aforementioned means of
communication.
In the parent letter the state report card website is listed as a resource for parents. The accountability
information
for the school district as well as all of the individual schools in the district (Lead-Deadwood High School,
Career
and Technical Education Campus, Lead-Deadwood Middle School and Lead-Deadwood Elementary School)
will
be provided to all stakeholders. Parents will be encouraged to visit the state website
(http://sis.ddncampus.net:8081/nclb/index.ht5ml) to keep up to date on the most current testing data.
4. Describe the District’s process for providing the individual student assessment reports to
parents.
You must include in your answer information about:
DSTEP Report, Dakota STEP – A, & DELP (Dakota English Language Proficiency)
Achievement Levels
Achievement Descriptors
Scaled Score
Cut Score range
Parents/Guardians of students who have taken the D-Step the previous spring are informed of their child’s achievement level,
achievement descriptors, scaled score, cut score range through the SIMS reporting system. These reports are printed and mailed
to parents/guardians in early fall.
5. How is the district working to address No Child Left Behind Performance Goal 4: All students will
be educated in learning environments that are safe, drug free, and conducive to learning?
Your answer must include:
A list of the efforts that your district has taken to insure that the physical environment and school routines have been
structured in
such a way as to promote good behavior.
Efforts made to prevent drug and alcohol use and risk behaviors.
The district has written policies in the areas of Drug and Alcohol, Nondiscrimination, Harrasement, Violence
and
Taunting. The District also has written procedures to ensure student and staff safety. These would include
Busing
procedures, a K-12 Behavior expectations guideline, Student's Rights and Responsibilities and Student's Bill
of
Rights. The Elementary is also addressing behavior issues within the school by implementing Character
Counts.
Character Counts curriculum educates children about making appropriate choices everyday.
6. Describe the steps your district will take to ensure equitable access to, and participation in, your
federally assisted programs for students, teachers, and other program beneficiaries with special
needs.
Your answer must include the following:
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
A statement about how your district is ensuring that the federally identified six barriers (gender, race, national origin, color,
disability, or age) and any other barriers are addressed. List the six barriers in your answer;
The statement must address students, teachers and other program beneficiaries with special needs. (Refer to “Notice to All
Applicants”, GEPA 427 found in the Library at the top of the web page.)
The Lead-Deadwood School District adheres to all State Fire Marshall codes and the ADA and Procedures
and
Codes. The non-discrimination policy in the district states: Applicants for admission and employment,
students,
employees, all people and all unions of professional organizations holding collective bargaining or
professional
agreements with the Lead-Deadwood School District are hereby notified that this school does not discriminate
on
the basis of race, color, national origin, sex age, religion, creed marital status, sexual orientation, membership
in a
particular organization or disability in admission or access of, or inquiries, concerning the school's
compliance with
the regulations implemented in Title IX, the Americans with Disabilities Act..
7. Each district must have a policy allowing students, parents and stake holders to make complaints
about the implementation of federal programs. Briefly describe the district’s complaint policy and
specify how this policy is disseminated to parents, students, and stakeholders.
Your answer must include the following:
State that the policy addresses complaints about the implementation of federal programs;
A description of the policy; and
An explanation of how this policy and any accompanying form is disseminated to students, parents and stakeholders.
PUBL C AND STUDENT GR EVANCE PROCEDURE
PUBLIIC AND STUDENT GRIIEVANCE PROCEDURE
The Boa d o Educa iion ec ognzes he ights o individuals and g oups o p esent cons ructiive compaints and or ideas
The Boarrd off Educatton rrecogniizes tthe rrights off individuals and grroups tto prresent consttructve compllaints and//or ideas
conce niing schoo pe sonnell he cu riiculum nstructiiona ma eriials o conce niing schoo se viices and acilli iies
concerrnng schooll perrsonne,, tthe currrculum,, iinstructonall matterals,, orr concerrnng schooll serrvces and ffaciittes..
The Boa d o Educa iion has es abliished he olllowng gudeliines
The Boarrd off Educatton has esttablshed tthe ffolowiing guiidelnes::
·· Wheneve a compaiin o idea is o fered di ectly o he Boa d as a whoe o o an indivdual Boa d membe , he
Wheneverr a compllantt orr idea is offfered dirrectly tto tthe Boarrd as a wholle orr tto an indiviidual Boarrd memberr, tthe
individua o g oup involved wil be advised o ake heii conce n o he app opriate schoo s aff membe . This could be
individuall orr grroup involved willl be advised tto ttake ttherr concerrn tto tthe apprropriate schooll sttaff memberr. This could be
a
a
eacher, a coach an adviso , a p inciipa o he supe intendent. The supe iin endent should ry o be o al in ents and
tteacher, a coach,, an advisorr, a prrincpall orr tthe superrintendent. The superrnttendent should ttry tto be tto alll inttents and
pu poses, he ul iima e au horii y in he complain /iidea p ocedure.
purrposes, tthe ulttmatte autthortty in tthe complaintt/dea prrocedure.
·· The individua o g oup wil be advised he p oper channeling o complain s and ideas which is as ollows:
The individuall orr grroup willl be advised tthe prroper channeling off complaintts and ideas,, which is as ffollows:
Teacherr-Supervsorr – Prrincpall – Superrintendent – Schooll Boarrd
Teache -Superviiso – P inciipa – Supe intendent – Schoo Boa d
A complaintt should be rresoved witthn tten worrkng days off rreceptt iff itt mustt rreach tthe superrnttendent’s level..
A complain should be esollved wi hiin en wo kiing days o eceiip i i mus each he supe iin endent ’s level
A complain hat canno be esollved a he adminis rative leve may be placed on he agenda or he nex egulla schoo
A complaintt tthat cannott be rresoved att tthe administtrative levell may be placed on tthe agenda ffor tthe nextt rreguarr schooll
boa d mee iing To be paced on he agenda he supe iin endent mus eceiive a w ii ten appea desc iibng he compaint
boarrdmeettng.. To be pllacedon ttheagenda,,tthesuperrnttendentmusttrreceve a wrrttten appeall descrrbiingtthe compllaint
and emedy sough by he Thu sday p ior o he egularlly scheduled mee ing. This mee ing wll consis o he Boa d,
and rremedy soughtt by tthe Thurrsday prrior tto tthe rregulary scheduled meetting. This meetting wiill consistt off tthe Boarrd,
supe iin endent, p inciipal and he eacher/superviiso nvollved i hiis should be he case The mee iing shoud, n cases
superrnttendent, prrincpal,, and tthe tteacher/supervsorr iinvoved iff tths should be tthe case.. The meettng shoulld, iin cases
o pe sonnell be in closed session
orr perrsonne,, be in closed session..
This information is published in the Parent and Student Handbook that is given to every
student at
the beginning of the academic year. The handbook can also be accessed online at
http://tk028.k12.sd.us/Handbook.htm.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
8.10. If there are private accredited schools in your district, describe how timely and meaningful
consultation was provided with the appropriate private school officials.
Your answer must include the following:
What form of contact was made;
State the number of meetings that were held with private school officials;
Who was in attendance;
Were all involved parties represented;
The private school has chosen to participate in which Title Programs (Title I-Part A, Title I-Part C, Title II-Part A, Title II-Part D,
Title
III-Part A, Title IV-Part A, Title V), list;
Indicate that the non-public verification form is signed and on file. (The form can be found in the Library at the top of this web
page and in the How To in the left hand column.)
1) No private schools in our district
2) Other, describe how timely and meaningful consultation was provided.
8.20. The signed verification of consultation & participation in services form for EACH private
school has been completed and submitted.
1) Yes.
2) Other, explain.
Needs Assessment
1. List the members and positions of the consolidated application planning committee.
Your answer must include the following:
A list of the names of the members of the committee. The committee must include administrators, special education staff,
Title I
staff, other Title program directors, K-12 teachers, parents, and community or board members;
The position within the district that each person is representing;
At least one teacher per grade span must be included.
Dr. Dan Leikvold –Superintendent
Nick Gottlob- Middle/High School Principal
Tim Kosters-Elementary Principal/Parent
Wade Mackey – Technology Director
Mike Sanders - Special Education Director
Dawn Laskowski – Board Member/Parent
Suzanne Rogers - Board Member/Parent
Shirlene Joseph – High School English
Peggy Moreno– Spanish teacher/Parent
Deb Thorp – Middle School Science
Wendy Larson - Middle School Instructor
Laura Shuck - Middle School Instructor
Larry Woodle – 4th Grade Teacher
Carol Greco – 2nd Grade Teacher
Julie Stagner – Kindergarten/Parent
Brian Johnson– Career & Tech Campus Principal
Bonnie Fuller – Career & Tech Campus Instructor
Pam Lange - ESA 7 Representative
Garrett Aman - Student
Shannon Mollman - Reading Recovery Teacher
Pam Smith - Math Recovery Teacher
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Cheryl Wilder - Literacy Leader
Lora Hawkins – community member
Stacey Baker - 7th grade parent
Leslie Bowman - 1st grade parent
Amber Chipman - 1st grade parent
Renee Cornell - Kindergarten parent
Judy Davis - 5th grade parent
Ron and Andrea Everett - 4th grade parent
Tina Fierro - 5th grade parent
Tricia Frederickson - 1st and 8th grade parent
Alex or Joni Hamann - 3rd grade parent
Ester Santo - 7th grade parent
Jamie Hopkins - 1st grade parent
Leah Hopkins - 1st grade parent
Nick Krebs and Dinah Paris - 6th grade and preschool parent
Diana Martin - 6th grade and preschool parent
Tera Mau - kindergarten parent
Lori Messner - 6th, 7th and 8th grade parent
Susan Mollman - 6th and 10th grade parent
Heather Nash - Kindergarten parent
Maura Odin - Kindergarten parent
Jaci Pearson - Kindergarten parent
Desiree Phinney - 1st grade parent
Cindy Rische - 3rd grade parent
Nicki Ryan - 1st grade parent
Sandy Shirley - Kindergarten and 1st grade parent
John and Donna Heil - 5th grade parent
Larry Soller - 5th grade parent
Bob Phillips – community member
2. Describe the process the LEA used to annually review and revise its consolidated application.
Your answer must include the following:
A detailed description of how your 2006-2007 application was evaluated;
Whether or not you reached the goals and objectives identified for 2006-2007;
A detailed description of how the comprehensive needs assessment was used;
Describe what adjustments or changes to the 2006-2007 goals, objectives or strategies, if any, were made for the 2007-2008
application;
Describe how the consolidated application committee was involved in this process during 2006-2007;
At least one formal meeting of the committee is required. State the date of that meeting.
(Your answer should describe what has happened and should be written in past tense.)
The LEA Consolidated Application is reviewed by the following:
The Curriculum School Improvement Council is responsible for providing ongoing leadership in goal setting.
They meet
to review and revise the application in the fall so they are able to provide the necessary curriculum support
and
professional development opportunities that will ensure success of the goals. The team meets monthly to
ensure that
goals are met.
Meeting Dates:
September 20, 2006
October 18, 2006
November 16, 2006
December 19, 2006
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
January 23, 2007
February 20, 2007
March 20, 2007
April 18, 2007
May 16, 2007
The Consolidated Application is posted on the school website where the public will be able to provide input
regarding
the application.
Success of the goals are met by using data collected throughout the year. Data will include test scores,
surveys,
teacher input. The SchoolWide planning committee met throughout the year to evaluate the schools current
testing
data and determine the effectiveness of our goals and objectives.
Meeting Dates:
November 15, 2006
January 30,2007
February 21, 2007
March 6, 2007
April 23, 2007
The district Community Involvement group met quarterly to evaluate the needs of the District. The process for
reviewing
the effective federally funded programs was examined at each meeting. The Community Involvement group
supported
the efforts of the District’s Title programs. A schedule of the meeting dates, times and places are as follows:
October 3, 2006 4:00 Elementary Library
December 5, 2006 4:00 High School Lunchroom
February 8, 2007 4:00 Elementary Library
May 15, 2007 4:00 High School Lunchroom
We did not meet our goal of 100% proficient and advanced in reading and math. While we
understand the at the goal of 100% proficient and advanced is a difficult goal to achieve we
feel it is
necessary to strive for this goal from year to year. We are striving to meet last year’s goal and raise
the bar to
set higher expectations for Lead-Deadwood School District students. Professional development days and
topics were
planned to accommodate the needs of the district according to the 05-06 and 06-07 academic data.
3. Describe how staff, parents, and community members were involved in the design of this
consolidated application.
Your answer must include the following:
A description of how broad based input beyond the consolidated application committee was gathered. Write about formal and
informal meetings, surveys, email, and telephone calls;
Describe how the district documents this involvement.
This year the district utilized the Curriculum School Improvement Committee, the SchoolWide planning committee and the
Community Involvement Committee to receive input and review the consolidated application. The purpose of these committees
is to help in the development of the consolidated application for each program. This committee is made up of teachers,
administrators and parents/community people and met several times throughout the year to ensure that the programs affected by
the grant were meeting the District’s needs. These committees also developed and analyzed surveys for students, parents, and
staff. These committees are responsible for ensuring the seamless development of curriculum and professional opportunities
focused on the goals.
4. Check which specific data sources were analyzed as part of the LEA (district) comprehensive
needs assessment:
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
1) Student Achievement Data
2) DakotaSTEP Standards Based Reports
3) LEA (District) Assessments
4) Classroom assessment results
5) Other (check the other box at the bottom to specify additional information)
6) Other Student Data (Indicate type: perceptions, discipline, etc.)
7) Surveys (Please check which survey(s) was/were completed)
8) Search ―Attitudes and Behaviors‖ Survey
9) American Drug Standard Survey
10) SD Youth Risk Behavior Survey (general data)
11) Staff
12) Parents
13) Community/Business
14) Other (check the other box at the bottom to specify additional information)
15) Review of annual district and school report cards
16) Assessment Reports
17) Accountability Reports
18) Migrant Program Data
19) Migrant Certificate of Eligibility
20) Priority for Services Documentation
21) Migrant Education Program Evaluation Report
22) Migrant Education Program Allocation worksheet
23) Migrant Summer Program Evaluation Report
24) LEP test of identification (LAS or IPT)
25) Annual test of Progress for English Acquisition (DELP)
26) North Central Review
27) Technology Audit
28) Safe and Drug Free Schools Data
29) Alcohol, Tobacco, and other Drug Policy Violations
30) Weapons/Violence Policy Violations
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
31) Staff Data
32) Qualifications of District's Core Content Teachers
33) HQT Plan
34) PRF
35) Staff Attendance
36) Staff PD (Professional Development)
37) Program Data (evaluation results of individual program: Title I, after school program, etc.)
38) Family and Community Data (participation and involvement, support, etc.)
39) Special Education Reports and Information
40) Child Count
41) NCLB Report Card for Graduation
42) Suspension and Expulsion Data
43) Parental Involvement Survey
44) Post-school Outcomes Survey (2007-2008 school year)
45) Preschool Outcomes (2007-2008 school year)
46) Other (check the box to enable typing capability)
5. Describe the process used to complete the district's comprehensive needs assessment (CNA)
and the results of that review.
Your answer must include the following:
WHEN the comprehensive needs assessment was conducted, give date (must be completed well in advance of application
submission);
WHO was involved with the analysis of the data;
HOW the comprehensive needs assessment was accomplished.
Summarize the RESULTS of the CNA.
In looking at data about the drug and violence problems in schools and communities, does the data collected adequately
assess
"protective" and "risk" factors?
Risk factors include any data collected in regards to alcohol, tobacco, and other drug use, as well as, teen pregnancy rates,
abusive relationships and any other violence data.
Protective factors include data such as students coming from two parent homes, parental involvement, student involvement
in
extra-curricular activities, school attendance records, etc...
This process has been ongoing since the district began its implementation of a school wide Title I plan. The district has taken
every opportunity to analyze available data sources.
Our comprehensive needs assessment is the centerpiece of the planning process—the Curriculum School
Improvement
Council shares the vision and mission of the district. Through the needs assessment process we are
identifying our
strengths and weaknesses and designing goal toward improving student achievement and meeting
challenging
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
academic standards. The following are included in our comprehensive needs assessment:
ESA 7 representative Pam Lange came to the school to conduct a training for the teachers and administrators
regarding the 05-06 DSTEP results. The data retreat was conducted on August 28, 2006. During this
training the teachers were given the opportunity to analyze the data represented in the results from the DSTEP
assessment given in the spring of 2006.
ESA 7 representative Sandy Gaspar facilitated professional development workshops with the staff during the
05-06
school year to determine how to best address the district’s writing needs. A survey was given to the
elementary staff
regarding how to best address the needs in the area of Writing. The survey was a critical component to
development of
a writing plan to incorporate writing into all subject area throughout the 2006-2007 school year.
Student Achievement Information: DATA teams were trained to interpret student achievement data on
September 22 &
23, 2004 at a Data Retreat in Spearfish, SD. The DATA Team was made up of administrators, teachers and
counselors.
Curriculum and Instruction: With leadership from the Curriculum School Improvement Council, all staff
members
analyzed the DSTEP data and agreed upon the needs of the Lead-Deadwood School District. This was done at
all
grade levels K-12. The essential core standards reflect the standards to be used on the Dakota Step. The
district
curriculum addresses ongoing need for standards and curriculum connection.
Professional Development: The District has focused its professional development opportunities on the area of
instructional improvement. During the 2006-2007 school year Dr. Ed Porthan facilitated professional
development days
that focused on Brain-Based Classroom Practices. Faculty members were given the option to register for
credit
through the University of Sioux Falls for participation in the workshop. Opportunities for teachers are also
available
through on-site training. All teachers set professional goals at the start of a school year and work toward
meeting that
goal. This allows teachers to select professional development opportunities within the guidelines of the goals.
Professional development is also available through out-of-district trainings, workshops, conferences and
visitations to
other schools. Follow-up is expected when collaborating team members meet for Learning Team meetings
and school
wide resource bank.
Lead-Deadwood Elementary completed a data retreat with the assistance of ESA representative Pam Lange in
August
of 2007. The Elementary SchoolWide Title Team met on March 6, 2007 to identify areas of strengths and
weakness
according to the 2006 D-Step data.
Identified areas of weakness:
In the following information: I represents indicator and S represents standard. This information relates
directly to South
Dakota state content standards. For example, Reading I2, S2 would represent that indicator 2 of Reading
standard 2,
Identifying various story elements has been identified as and area of concern for the grade level Reading
curriculum.
Reading
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
3rd Grade
3.R.1.3 (Knowledge) Identify organizational features and their purpose in fiction and informational text.
3.R.2.2 (Analysis) Distinguish differences among various literary elements and devices in grade level text.
4th Grade
Students scored proficient or advanced in all areas of Reading standards tested during the 2005 and 2006
school
years.
5th Grade
5.R.4.2 (Application) Use information from a variety of formats to make inferences and report conclusions.
Math
3rd Grade
Measurement
Indicator 1: Apply measurement concepts in practical applications.
4th Grade
Algebra
Indicator 2: Use a variety of algebraic concepts and methods to solve equations
and inequalities.
Indicator 3: Interpret and develop mathematical models.
Geometry
Indicator 1: Use deductive and inductive reasoning to recognize and apply properties of geometric figures.
Number Sense
Indicator 1: Use the structural characteristics of a set of real numbers and its various subsets.
Indicator 3: Develop conjectures, predictions, or estimations in the process of problem solving and verify or
justify the
results.
5th Grade
Algebra
Indicator 1: Use procedures to transform algebraic expressions.
Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
Geometry
Indicator 1: Use deductive and inductive reasoning to recognize and apply properties of geometric figures.
6. List the district's strengths and weaknesses based on the results of the comprehensive needs
assessment.
These should be brief statements or phrases.
Type (Strength or Number the
Description Weakness) Prioritized Need
89% of the Lead-Deadwood Elementary School 3rd through 5th grade Weakness 1
students are proficient or advanced in Reading.
72% of the Lead-Deadwood Elementary School 3rd through 5th grade Weakness 1
students are proficient or advanced in Math.
Safe schoolAccording to the Lawrence County Sheriff’s website Weakness 1
http://www.lawrence.sd.us/Sheriff/so_sex_offenders.htm, 43% of
Lawrence county’s registered sex offenders reside in the Lead-Deadwood
School District. Of the 43% of Lawrence County sex offenders living within
the District, 31% are at home only blocks from the Elementary School.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
3rd Grade Reading: Identify organizational features and their purpose in Weakness
fiction and informational text. Distinguish differences among various
literary elements and devices in grade level text. Distinguish differences
among various literary elements and devices in grade level text.
4th Grade Reading: Students scored proficient or advanced in all areas of Strength
Reading on standards tested during the 2005 and 2006 school years.
5th Grade Reading: Use information from a variety of formats to make Weakness
inferences and report conclusions.
3rd Grade Math: Apply measurement concepts in practical applications. Weakness
4th Grade Math: Use a variety of algebraic concepts and methods to solve Weakness
equations
and inequalities. Interpret and develop mathematical models. Use
deductive and inductive reasoning to recognize and apply properties of
geometric figures. Use the structural characteristics of a set of real
numbers and its various subsets. Develop conjectures, predictions, or
estimations in the process of problem solving and verify or justify the
results.
5th Grade Math: Use procedures to transform algebraic expressions. Weakness
Use a variety of algebraic concepts and methods to solve equations and
inequalities. Use deductive and inductive reasoning to recognize and
apply properties of geometric figures.
90% attendance rate for Fall and Spring Parent-Teacher Conferences Strength
during the 2006-2007 school year.
Total of 976 recorded of behavior (discipline) events recorded in DDN Weakness 1
Campus for the Lead-Deadwood School District during the 2006-2007
school year.
3rd grade females, in the year 2006, scored in the advanced reading Strength
category at 28% compared to only 5% in 2005.
3rd grade females, in the year 2006, scored in the advanced math Strength
category at 28% compared to only 5% in 2005.
4th grade males, in the year 2006, improved their advance reading scores Strength
by 4% from 2005.
All students in grades 3 and 4 scored at least 10% higher than the state Strength
reading scores at the proficient level.
All students in grades 3 and 4 scored at least 7% higher than the state Strength
math scores at the proficient level.
All students in grade 5 scored 18% higher than the state reading scores Strength
at the proficient level.
7. Describe the district’s action plan for raising student achievement. Include in your answer how
professional development, parent and community involvement, and technology are imbedded in the
action steps of the goals. Use the worksheet provided through egrant system.
Your answer must include the following:
The NCLB goal(s) that correlate with the need(s). The goals are broad statements at the district
level.
Objectives that reflect the needs of the district as a whole; each grade span; specific schools, if
warranted (school improvement, colony school); and individual student groups. Objectives must be
measurable in terms of student outcomes (except NCLB goal 3). Objectives must be listed for the
period of the application, 2007-2008.
Multiple strategies should be listed for each objective.
Appropriate indicators must be identified for each strategy.
Funding sources must be noted.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Title IV – please be sure to list all programs/curricula/strategies that have an impact on Title IV, even
if they are not funded by Title IV, to give the reviewers a more complete picture of what services
you are providing.
Goal # 1 Performance Goal: By 2013-2014, all students will reach high standards, at a
minimum attaining proficiency or better in reading/language arts.
Prioritized Needs:
89% of the Lead-Deadwood Elementary School 3rd through 5th grade students are proficient or advanced in
Reading.
Programs, Strategies, Funding Sources That
Measurable Objective(s) Activities To Achieve Performance Indicator(s) Will Support
To Meet Goal Objective(s) Objective(s)
100% of Third, Fourth and *Reading Plus *Dakota STEPGeneral Ed.
funds
Fifth Grade students will be *Accelerated Reading *STAR Reading TestTitle I,
IIA, IID and V
at a proficient or advanced *Summer School for
student funds
level in reading as is grades 1 - 3
designated by cut scores *South Dakota READS
on the state assessment *Guided Reading groups
system. *Teacher Read Aloud daily.
*DEAR (Drop Everything
And Read)
*Maintain and expand a level
book library
*Daily Oral Language
*Students given opportunity
to read to other grade levels
(buddy day).
*Headsprouts
*Class size reduction
*InterWrite (Smart Board)
training
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Students in Third, Fourth and *Reading Plus *Dakota STEPSpecial Ed.
funds
Fifth Grade special *Accelerated Reading *STAR Reading Test General ed. funds
education programs will *Summer School for students Title IID funds
increase reading is grades 1 - 3
performance from 64% *South Dakota READS
proficient and advanced to *Guided Reading groups
100% proficiency. *Teacher Read Aloud daily.
*DEAR (Drop Everything
And Read)
*Maintain and expand a level
book library
*Daily Oral Language
*Students given opportunity
to read to other grade levels
(buddy day).
*Headsprouts
100% of Fifth Grade 1. Develop a scope and *State writing assessment General ed. funds
students will be at sequence for Language Arts Title I
a proficient or advanced grades K-5.
level in writing as 2. Incorporate a Grammar
designated by cut scores onprogram for grades K-5.
the state assessment 3. Continue to incorporate
system. 6+1 writing traits in grades
K-5.
4. Drop Everything and
Write time used in grades
K-5.
5. Utilize the same
vocabulary terms associated
to writing in grades K-5
100% first grade students Training teacher in ReadingReading Recovery Title I
will be reading at grade level RecoveryObservation Survey
by the end of first grade Running Records
Goal # 2 Performance Goal: By 2013-2014, all students will reach high standards, at a
minimum attaining proficiency or better in mathematics.
Prioritized Needs:
72% of the Lead-Deadwood Elementary School 3rd through 5th grade students are proficient or advanced in
Math.
Programs, Strategies, Funding Sources That
Measurable Objective(s) Activities To Achieve Performance Indicator(s) Will Support
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
To Meet Goal Objective(s) Objective(s)
100% of Third, Fourth and *Accelerated Math Dakota STEPTitle I
Fifth Grade students will be *Use of Houghton/Mifflin STAR Math TestTitle V
at a proficient or advanced Math SeriesTitle IID
level in math as designated*Math problem daily to
by cut scores on the state address both reading
assessment system. comprehension and problem
solving.
*Summer School
* InterWrite (Smart Board)
training
100% of first grade students Training teacher in Math Math Recovery Obervation
Title I
will be performing math Recovery Survey
skills at grade level by the
end of first grade.
Goal # 3 Performance Goal: All students will be educated in learning environments that are
safe, drug free, and conducive to learning.
Prioritized Needs:
Total of 976 recorded of behavior (discipline) events recorded in DDN
Safe schoolAccording to the Lawrence County Sheriff’s website
http://www.lawrence.sd.us/Sheriff/so_sex_offenders.htm, 43% of Lawrence county’s registered sex offenders
reside in the Lead-Deadwood School District. Of the 43% of Lawrence County sex offenders living within the
District, 31% are at home only blocks from the Elementary School.
Programs, Strategies, Funding Sources That
Measurable Objective(s) Activities To Achieve Performance Indicator(s) Will Support
To Meet Goal Objective(s) Objective(s)
To reduce the risk of sexual Continue to utilize V-Soft This software will allow us
to Title IV
offenders coming into security system at the instantly reduce the risk of
contact with students at the Elementary School. Thisunsupervised sex offenders
Elementary School. 0% of system instantly checks a coming into contact with
sex offenders will be scanned photo ID against 48students in the Elementary
allowed unsupervised states sexual offender School.
contact with students. databases.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Reduce the number of Red Ribbon Activities: Solicit Behavior reports
generated No additional funding
juvenile involvement in the Elk's Club for a from DDN Campus in May ofneeded.
alcohol and drug violations contribution of Red Ribbons.2008 will reflect a
reduced
by 5% before June 30, 2008 Provide news release ofnumber of drug and alcohol
event. Hold mayoral violations.
proclamation endorsing
campaigm and encouraging
city offices for support.
Elementary participation in
Red Ribbon parade. Press
releases will include Red
Ribbon drug free philosophy.
Participation in Red Ribbon
week Poster Contest.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
The after-school program
will present character
building strategies and deal
with risky behaviors as well
as promote positive social
skills.
All 5th grade students will be
provided DARE classes.
School Resourse Officer will
provide cyber bullying
classes to elementary
students.
Continue relationship with
the Lawerence County Teen
Court Juvinelle Justice
Coalition
The Lead-Deadwood Middle
and High School are adopting
the DARE Program 6-12. In
addition, working with our
district’s Safe and Drug Free
School Committee and
Youthwise implementing
monthly intervention and
motivational speakers. Our
partnership with Youthwise
has also placed drug and
alcohol counselors in both
the middle and high school
that are qualified and trained
for both prevention and
intervention programs
beginning in the 2007-2008
school year. Initial
intervention programs include
tobacco cessation (TATU).
Provide 100% of Middle Provide students with Behavior reports generated Title IV
School students with healthy Premier Discover Worksfrom DDN Campus in May of
suggestions for activities. curriculum to serve as a tool2008 will reflect a 5%
that will assist them in reduction in the number of
planning healthy activities. drug and alcohol related
Providing this tool will assistincidents in the Middle
students in avoiding School
unhealthy choices in their
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
lives. The curriculum serves
as a structuring tool for the
student’s daily activities,
encourages them to set
goals and will include
monthly focus topics
promoting character
education. These topics will
include responsibility,
consequences of choices,
peer relations, fitness, and
time management. Two
studies were conducted
regarding students who have
used this program and the
data demonstrated that
there was "student
improvement in the areas of
self control, self-esteem,
character development, and
goal setting". (Infosoft
Solutions Pilot Study
2003-2004 Findings)
The LDSD promotes
extracurricular participation
for all grades and genders.
Beginning in 2006, we added
MS Cheer. Beginning in
2007, we are adding
competitive dance for student
involvement. Facilitation of
team and individual camps
through the summer
promotes student
participation.
Addressing the planner use,
the planner selected by the
LDMS features healthy
lifestyle recommendations
and implements the 6 pillars
of character. To ensure use,
home room teachers ensure
that students are using them
for academic planning and
organization management.
Students use the planners to
record daily tasks, duties,
and schedules. Doing so
promotes academic
responsibility which directly
leads to academic success,
a prerequisite for school
involvement in activities.
To reduce over all behavior Assign Saturday School to Behavior reports
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
generated Title IV
incident reports by 10% by Milddle School students thatfrom DDN Campus in May
of
May of 2008 violate District policy. 2008 will reflect a reduced
number of incidents in the
Conduct professional District.
student assemblies that
directly address school
safety concern. These
assemblies will focus on the
students learning to be
productive members of
society. Professional
assemblies are focused on
living a safe and drug free
lifestyle are provided for our
K-12 students. YouthWise
coordinator Angie King
surveys the students to find
out the effectiveness of the
presentations.
Conduct Love and Logic
training with untrained staff
members.
To provide materials and Character Counts materials Behavior reports generated Title IV
training to 100% of the will assist in the promotion offrom DDN Campus in May of
elementary teachers in appropriate behaviors. The 2008 will reflect a reduced
order to support Character appropriate behaviorsnumber of behavior
Counts. exemplified by Character incidents in the District for
Counts instruction will assistthe 2007-2008 school year
in the student’s ability to when compared to
become productive 2006-2007 incident reports.
members of society.
Title I, Part A (Improving The Academic Achievement Of The Disadvantaged)
1. How are funds used to pay for the administration of the Title I program? (If applicable.)
Your answer must include:
Percent of FTE(Full Time Equivalent) per person;
Administrative duties of each person.
No Title funds are used to pay for administration.
2. How is the district using Title I set aside funds for professional development? (If applicable.)
Your answer must include:
What activities are supported with the set aside funds;
How funds are used to support only the Title I program.
If the LEA is in District Improvement, briefly describe that the 10% set-aside will be used to support the district's improvement
plan.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
3.01. If the district is using Title I set aside funds to support a District level Title I summer school
program, describe those services.
Your answer must include the following:
Describe the program,
Services the program will provide;
Grade(s) level services will be provided.
We do not have a District level summer school program.
3.02. If providing District Title I summer program, please check the appropriate dates:
1) July 2007
2) August 2007
3) June 2008
4.01. Do you operate a District Title I preschool?
(If operating a school-level Title I preschool, answer preschool questions in the School Level document.)
1) Yes
2) No
4.02. Will all district children be considered as potential participants or only those from certain
school attendance areas?
Explain.
No Title 1 preschool
4.03. Check the criteria used to select at-risk preschool children
(Check all that apply)
1) No Title I preschool program
2) Teacher Judgment
3) Parent Interview
4) Assessment
5) Child Development Measures
6) Family Income
4.04. Where are preschool services provided
Your answer must include:
Name of the place.
No Title I preschool
4.05. Indicate the programs the pre-school is in partnership with.
Check all that apply.
1) No Title Pre-school program
2) Not in partnership with other programs
3) Head Start
4) Even Start
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
5) Early Reading First
6) Early Childhood Special Education
7) Private Pre-school program
8) Other (specify)
4.06. Intensity of services (Hours per day)
Check number of hours per day.
1) no program
2) 2 hours per day
3) 3 hours per day
4) 4 hours per day
5) 5 hours per day
6) more than 5 hours per day
4.07. Intensity of services (Days per week)
Check number of days per week.
1) no program
2) 2 days a week
3) 3 days a week
4) 4 days a week
5) 5 days a week
4.08. Intensity of services (Weeks per year)
Check the number of weeks per year.
1) no program
2) 9 weeks or less
3) 10-18 weeks
4) 19-24 weeks
5) 25-36 weeks
6) more than 36 weeks
4.09. Describe the scientifically based curriculum used and its contents. (Pre-school)
Your answer must include the following:
Describe the curriculum;
Early learning guidelines must be incorporated into the preschool curriculum;
If no program, indicate in answer.
no program
4.10. Describe the assessment tools and process used to plan and monitor individual programs for
pre-school children.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Your answer must include:
Assessments used and for what purpose;
If no program, indicate such in answer.
no program
5. Describe how principals of each school operating a Title I program attest annually in writing to
whether such school is in compliance with the requirements of section 1119 (Qualifications for
Teachers and Paraprofessionals).
Your answer must include the following:
A statement that the principals of each Title I program attest annually in writing.
A statement that the form includes both teachers and paraprofessionals.
A statement that the form is on file in both the school and district business office. (A link to a sample form may be found in the
library).
The district will provide appropriate professional development opportunities that are consistent with our needs. At the present
time all teachers and paraprofessionals are highly qualified. We will continue to provide professional development opportunities
that ensure the maintenance of our 100% highly qualified status. The teachers will be trained in the areas of math and reading in
order to attain the goals of the district. The building principal will sign verification of compliance with Title I part A, section 1119.
A copy of the verification of compliance will be kept in both the building office and the District office.
6. How are parents informed about their right to know the qualification of their student's teacher?
Your answer must include the following:
Describe what is listed in the “parents right to know” notice.
Describe how all parents in a Title I school are given the notice. (An LEA that accepts Title I, Part A funding must notify
parents of
students in Title I schools that they can request information regarding their child’s teacher, including, at a minimum:
(1) whether the teacher has met the State requirements for licensure and certification for the grade levels and subject-matters
in
which the teacher provides instruction;
(2) whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing
criteria have been waived;
(3) the college major and any other graduate certification or degree held by the teacher, and the field of discipline of the
certification or degree; and
(4) whether the child is provided services by paraprofessionals, and if so, their qualifications.
In addition, each Title I school must provide each parent “timely notice that the parent’s child has been assigned, or has been
taught for 4 or more consecutive weeks by, a teacher who is not highly qualified” [Section 1111(h)(6)].
Only the notice is published not the specific teacher’s qualification.
Highly qualified teacher status is made available to parents through the report card website that is included in
the
parent letter. The Highly Qualified Teacher status is available on the District website. Information regarding
the
District’s Highly Qualified Teacher status can also be obtained at the business office. Newsletters are sent to
all
elementary students. In the fall a portion will be dedicated to informing parents of their right to know about
their
child’s highly qualified teacher status.
On our school website we provide a direct link for Parent Right to Know. This link will direct the parents regarding how to make a
request for additional information on their child’s teachers’ Highly Qualified Teacher status. Parents can also obtain information
regarding the District’s Highly Qualified Teacher status via the state website http://doe.sd.gov/oess/title/1Abasic/PRK.asp
An informational sheet will be made available to any parent on request, in a timely manner, informing them of the professional
qualifications of their child’s teachers.
7. How is the District Parent Involvement Policy annually reviewed and revised with parent input?
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Your answer must include the following:
When the policy is reviewed;
How parents are involved in the review
The Schoolwide Title and Consolidated Application committees review the Parental Involvement Policy
annually.
Parental input is taken from the Curriculum Council’s Community Involvement committee. Suggestions for
changes to the policy are then recommended to the council and the document is revised accordingly. On
March 6,
2007, the SchoolWide Title planning committee reviewed our parental involvement policy.
8. How and when is the District Parent Involvement Policy distributed to parents of all participating
children?
Your answer must include the following:
How the policy is disseminated;
When the dissemination occurs.
The Parent Involvement Policy is printed in the Lead-Deadwood Elementary Handbook. This handbook is
given
to each child on the first day of school. The policy is also sent home to participating students' parents via mail.
It is
presented to parents at the Fall open house and available on the school website.
9. How is the District’s 1% Title I set aside for parent involvement used? (Only applicable for
districts required to set aside 1% for Parent Involvement.)
Your answer must include:
Describe the activities (may include family literacy, parenting skills, or other activities chosen by parents);
How parents shall be involved in the decisions regarding the use of these funds;
Describe the process the district uses to ensure that not less than 95% of the set aside is allocated to the Title I schools for
Parent
Involvement;
If not applicable, indicate such in answer.
The Parent: School compact is written, presented and explained to children and parents. It is then signed by
the
child, parent, teacher and building principal. Activities that support the parent-school connection are available
at
each grade level. Parent/School compacts are printed in the school handbook.
10. How is District level parent information presented in a manner that parents can understand?
Your answer must include:
Steps taken to reduce the use of educational jargon;
translation into different languages (if needed),
other.
The format of the information is presented in easy-to-read form with little educational jargon. The information
is
presented to the parents in small, yet consistent intervals so that feedback and follow-up can be used.
Reference is
always made to contact the school office or teacher if there are any questions.
11.01. Briefly describe the district's written coordination and transition plan that accommodates all 4
year olds in the district.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Your answer should include:
A summary of the district's plans;
Sample activities;
Timeline;
Procedure for transferring records.
n o der o p ovide a p ogressiive ransii iion or he chlld en that occu s ove a hree-month pe iod), and o acquant he
IIn orrder tto prrovide a prrogressve ttranstton ffor tthe chiidrren ((that occurrs overr a tthree-month perriod), and tto acquaiint tthe
child and heii pa ent wth he p ocess o en olliing heii chidren in o he schoo envi onment, le ters a e sen o pa ents
child and ttherr parrent wiith tthe prrocess off enrrollng ttherr chilldren intto tthe schooll envirronment, lettters arre sentt tto parrents
o chlld en who quaii y by age or Kndergarten wi h in ormatiion egardiing ecommended developmen al benchma ks.
off chiidrren who quallffy by age ffor Kiindergarten witth infformaton rregardng rrecommended developmenttal benchmarrks.
The ransii iion rom p e-school o Kinde garten s arts n Ma ch wi h egiis ration. Chidren a e nvii ed o schoo wi h heii
The ttranstton ffrom prre-school tto Kinderrgarten sttarts iin Marrch witth rregsttration. Chilldren arre iinvtted tto schooll witth ttherr
pa ents. Al chidren in he Dis riic a e invted o pa tiicpate in an ea lly childhood sc eeniing and eceiive mmunizatiions
parrents. Alll chilldren in tthe Disttrctt arre inviited tto parrtciipate in an earry childhood scrreenng and rreceve iimmunizatons
in Ap ill Resul s o he Dabe on estiing a e sha ed wi h pa ents a a ater da e. f a pa ent eells hat heii chld is eady
in Aprri.. Resultts off tthe Daberron ttestng arre sharred witth parrents att a llater datte. IIf a parrent ffees tthat ttherr chiild is rready
or Kinde garten, a T ansii ion Day is held in he sp iing whe e p e-school chlld en come o schoo and visi wi h heii
ffor Kinderrgarten, a Trransttion Day is held in tthe sprrng wherre prre-school chiidrren come tto schooll and visitt witth ttherr
new Kinde garten eacher and our he bullding
new Kinderrgarten tteacher and ttour tthe buiiding..
Specal invi atiion le ters and or home visi atiions wi h he chlld's eacher wil be done du iing he mon h o Augus . A
Speciial invittaton lettters and//or home visittatons witth tthe chiid's tteacher willl be done durrng tthe montth off Augustt. A
ranstii iion in o Kinde garten wil be accompiished du iing he mon h o Sep ember by a g adual ncrease in iime ove a
ttransttton intto Kinderrgarten willl be accompllshed durrng tthe montth off Septtember by a grradual iincrease in ttme overr a
ttwo – ffour week iintroducton perriod.
wo – our week ntroductiion pe iod.
Parenting classes are available for incoming Kindergarten. The District also has pre-school
for
targeted developmentally delayed students. Lead-Deadwood School District has no Head
Start or
any early childhood classes. The communities do have several private daycare
facilities. Although
transition information is given to the the private facitilities, no community members are
involved in
the transition plan at this time. There is also some coordination with Parents as Teachers
program.
We are currently transferring records between agencies at the time when the students are
old
enough to enter the programs available at Lead-Deadwood Elementary School.
11.02. Which agencies are the district coordinating with and how?
List agencies and programs such as:
Even Start,
Head Start,
Reading First,
Early Reading First,
other preschool/childcare programs
A transition plan for preschool-age children moving to a kindergarten setting has been in place for the past few
years. Elementary school personnel plan and coordinate with community preschools and healthcare
providers to
optimize the transition plan. The following steps are taken:
Kindergarten Screening (held in the spring prior to enrollment in the fall)
*Daberon -2 given to each child (A screening device for school readiness); staff score the
Daberon-2 and conference with the parents on the same day-for immediate feedback
*community healthcare providers and school nurse offer a
vision check, a review of immunization records, and
the
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
administering of required shots
*Close communication takes place with the district’s Early Intervention classroom teacher
on the
transition of the students
in this program to Kindergarten
*Parent packs are given - which include: brochure on the characteristics
of a five
year old; booklet Off to a Good Start! - Ways Parents Can Help Children Get Ready to Begin
School by the Parent Institute; and handouts in regard to responsibilities of a kindergartner
(what
they should be able to do)
*Kid packs are given - small stuffed animal or book, activity pages,
crayons, and blown up balloon
Parent Meeting and Children’s Open House (held in the fall, right before school starts)
*Teachers review the Kindergarten Handbook with parents and answer any questions
*Children visit their classroom, find their cubbies (mailboxes) and locker. They also may
tour the
school.
Transition Schedule is followed for beginning and ending the school year.
1st week - students go half-days from 8:15-11:30 a.m.
2nd week - students attend from 8:15-1:30 p.m. (lunch at school)
3rd week - students attend all day from 8:15-3:00 p.m.
School dismisses one week earlier than other students at the end of the year.
Agency: Youth and Family Services
* Their screening team of 3 people conduct 3 portions of the DIAL 2 screening tool that is used at our early
intervention
screening each year;
* Their out reach program with a home based visitor often serves some of the children who are part of my
program;
Agency: Parents as Teachers
* Is an evaluator at our screenings for the Birth to three children
* I give this service provider's name and number to parents of children in my program
Agency: SD Birth to Three Connection of the Northern Hills
* This person is the service coordinator/contact person for any child under the age of three and has or there
are
suspected developmental concerns;
* She also participates in each of our developmental screenings
Agency: SD Family Support
* This person is the coordinator for the Black Hills Area Family Support; I would call her if I am working with a
family
whose child has multiple needs that is not covered by the school district;
Agency: All area preschools and daycare programs:
* I send each flyers of our upcoming early intervention screenings
Agency: Lawrence County Public Nurse
* She gives out information about our program and my phone number
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
11.03. How is the coordination / transition plan reviewed annually? Who is involved with this
evaluation?
Your answer must include:
Meeting date(s) - must include at least one annual meeting;
Process used to review plan;
Names and positions of team members (must include at a minimum district staff, Head Start, representation of early
childhood
agencies in district and parents)
The Kindergarten transition plan is annually review by the kindergarten staff members, the SchoolWide Title committee, the
community involvement committee and the building principal.
Tim Kosters – Elementary principal
Deb Jensen – Kindergarten instructor
Julie Stagner – Kindergarten instructor
Edith Steger – Kindergarten instructor
Shannon Mollman - Reading Recovery instructor
Pam Smith - Math Recovery instructor
Cheryl Wilder - Literacy Leader
Carol Greco – 2nd grade instructor
Cathy Skvicalo – parent
The SchoolWide planning committee met throughout the year to evaluate the progress and implementation of
the
school improvement plan.
Meeting Dates:
November 15, 2006
January 30,2007
February 21, 2007
March 6, 2007
April 23, 2007
We plan to review the effectiveness of the transition plans on an annual basis. Involving the community
involvement
committee, and the SchoolWide Title committee members in the discussion will insure that the current plans
positively
impacting all stakeholders.
12.01. Describe how the district homeless liaison and the Title I Coordinator communicate and
collaborate.
District homeless liaison and district Title I coordinators are required to communicate and collaborate on an ongoing basis
even if
there are currently no students who are experiencing homelessness in the district.
As homeless children are brought to the attention of the District, school officials will contact the Department
of
Social Services. Appropriate accommodations will be made for homeless children in the District.
Tim Kosters is currently the District homeless and Title 1 coordinator. With Mr. Kosters serving in both
capacities the
need for coordination between the two offices is eliminated.
12.02. List the number of identified homeless students in Title I Part A schools for the past school
year.
How many of the identified students were provided Title I Part A services?
For districts receiving McKinney-Vento Education of Homeless Children and Youth funding – Title X, Part C, how many
students
received MV services?
12.03. List the number of identified homeless students in non-Title I Part A schools for the last
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
school year.
How many of these students received Title I Part A services?
For districts receiving McKinney-Vento Education of Homeless Children and Youth funding – Title X, Part C, how many
students
received MV services?
12.04. List the amount of Title I Part A funds set-aside for services to students not attending a
school in a Title I school attendance area.
Explain how this dollar amount was determined.
List the Title I comparable services provided.
Your answer must include the following:
A district shall reserve funds as are necessary under Title I to provide services comparable to those provided to children in
schools funded under Title I to serve homeless children who do not attend participating schools;
include how educationally related support services are provided to children in shelters and other locations where homeless
children may live.
There is not a minimum requirement for the set-aside; however, if a need were to arise the district will have to be prepared to
cover any costs.
In the event that homeless students enter the Lead-Deadwood School District all appropriate resources will be
utilized to meet the needs of the students.
12.05. Explain what efforts the district makes to identify homeless children
Your answer may include the following:
LEA Liaisons can coordinate with community service agencies, such as
shelters,
soup kitchens,
food banks,
transitional living programs,
street outreach teams,
drop-in centers,
community action agencies (especially in rural areas, where there may be no shelters),
welfare departments,
housing departments,
public health departments, and
faith-based organizations
to develop a relationship on issues such as
the identification of children and teenagers,
the school enrollment process,
transportation, and
other student services.
The District works with Annamae Blume, the director of the Department of Social Services in Deadwood, to
establish areas of need associated with homeless children in the District. Appropriate accommodations will
be
made for homeless children in the District.
13.01. If there are children living in any of the District's Title I school attendance areas and
attending any private school (located within or outside district boundries), describe how timely and
meaningful consultation was provided with appropriate private school officials.
Yes, within district boundaries
Yes, outside district boundaries
No students attending a private school
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
13.02. The signed verification of consultation & participation in services form for EACH private
school (within and outside district boundaries) has been completed and submitted.
1) Yes
2) No students attending private school
3) Other, explain
Title I, Part A (Improving The Academic Achievement Of The Disadvantaged) Name of Local
Agency
Lead-Deadwood School District 40-1
2007 - 2008 Consolidated Application
100 200 300 400
Salaries Employee Purchased Supplies Totals
Function Benefits Services Materials
1270 Programs for Eligible Childre 145,232 41,297 0 4,200 190,729
2210 Professional Development 0 0 3,500 0 3,500
Total 145,232 41,297 3,500 4,200 194,229
% Indirect Cost Rate (see instructions) Indirect Costs $0
Grand Total $ 194,229
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Lead-Deadwood School District 40-1 2007 - 2008
Title I, Part A (Improving The Academic Achievement Of The Disadvantaged) - Budget Justification Page
Provide written descriptions of the activities budgeted under this program
100 - Salaries Estimated Cost
Salary $-
Salaries $ 145,232
Total Salaries Cost $ 145,232
200 - Employee Benefits Estimated Cost
Benefits $ 41,297
Total Employee Benefits Cost $ 41,297
300 - Purchased Services Estimated Cost
Reading Recovery Training $ 3,000
Math Recovery Training $ 500
Total Purchased Services Cost $ 3,500
400 - Supplies Materials Estimated Cost
Supplies $ 4,200
Total Supplies Materials Cost $ 4,200
Cost Totals $ 194,229
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Title I, Part A (School Selection)
1. Does your district enroll 1000 or more students and have more than one school per grade span?
All districts must continue and complete questions 2,3,4,& 5.
1) Yes
2) No
2. Check the appropriate box indicating the source of poverty data used to select eligible school
attendance areas.
All districts must continue and complete questions 3,4,& 5.
1) Free & Reduced Lunch Eligibility
2) Other
3. Selection of Eligible School Attendance Areas
RANK ORDER OF SCHOOL ATTENDANCE AREAS
Program Attendance
Type Non- Area
Targeted Public Public Percent
Name of School Grade Span Schoolwide Public # Low Non-Public # Low Low
Eligible Attendance Area Not Served Enrollment Income Enrollment Income Income
Eligible CAREER & TECH Secondary Not Served 73 73 0 0 100%
ED CAMPUS
Eligible LEAD-DEADWOOD Middle Not Served 190 85 0 0 45%
MIDDLE SCH School
Eligible LEAD-DEADWOOD Elementary Schoolwide 336 139 41%
ELEM
Eligible LEAD-DEADWOOD Secondary Not Served 272 87 0 0 32%
HI SCH
Column Totals 871 384 0 0 55%
3. PRIVATE SCHOOLS RECEIVING SERVICES
Participating Name of School Attendance Area Grade Span
4. Distribution of Title I Funds to School Attendance Areas
DISTRIBUTION OF TITLE I FUNDS TO SCHOOL ATTENDANCE AREAS
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Section I - Calculations of District-wide Poverty Acerage and Minimum Per Pupil Amount
1. Total Number of K-12 Public and Non-Public school students. 871
2. Total Number of K-12 students in Line 1 from Low-Income Families 384
3. DISTRICT-WIDE POVERTY AVERAGE (Line 2 divided by Line 1) 44
4. Enter Amount of Title I Part A Allocation $145,540
5. Enter Amount of Funds transferred (if any) into Title I from other programs $46,009
6. Total Funds Available for the Title I Part A Program (Sum of lines 4 & 5) $191,549
7. Basic Per Pupil Amount (PPA) - Divide Line #6 by Line #2 $498
8. Will your district serve any elgible schools with less than 35% low-income? NO
Section II - Determination of Title 1 Funds For School Distribution
9. Funding amount (from line #6 of Section I above) 191,549
10a. Enter available Carryover funds (only if known) 0
10b. Reallocated Funds
11. Total Funds Available to Distribute (Sum Lines 9 and 10) 194,497
12. Enter the amounts to be set aside for the following purposes:
a. Administrative Costs 0
b. District Level Professional Development 0
c. Homeless Set-Aside 0
d. Indirect Costs 0
e. Neglected or Delinquent Set-Aside 0
f. Non-Instructional Services for Non-Public Students 0
g. Parent Involvement Set-Aside (1% for LEAs with allocations over $500,000) 0
h. District Level Preschool 0
i. District Level Summer School 0
j. School Improvement Choice Related Transportation 0
k. School Improvement Supplemental Educational Services 0
l. Other 0
13. Total Set-Aside Amount 0
14. Total Title I Funds for Distribution to Schools (Subtract Line 13 from Line 11) also $194,497
enter this amount in Section III on Line 15
5. LEA Distribution of Title I Funds to Public and Non-Public Schools
Section III - LEA Distribution of Title I Funds to Public and Non-Public Schools
15. Enter amount to be Distributed to Public and Non-Public Schools
Poverty Average
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Minimum Per Pupil Amount
Low-Income
Student Amount to be
Private Schools with Students in Attendance- Distributed to
Attendance Area Total (Declining Balance)
Private Each School
Title I, Part A (School Wide Programs) LEAD-DEADWOOD ELEM
1. Provide a general description of the nature of the schoolwide program to be conducted.
Your answer must include the following:
A brief overview of your schoolwide program.
What is the focus of your program?
What grades are included in the school?
How are Title I funds used to support the basic education program?
Explain any pull out services that may be provided.
The focus of the Lead-Deadwood Elementary Schoolwide programs is to meet the needs of all students in
Kindergarten through Fifth Grade. Title I funds are needed to enhance our Reading Recovery program into
two
positions and to sustain our Math Recovery program for students in Grade 1, as well as for support of a
Literacy
Leader and Math Coach for Grades K through 5. These educators will be able to adequately meet the
ever-changing needs of all students at the Lead-Deadwood Elementary School.
2. How is the schoolwide plan reviewed with the input of parents, community, and staff; evaluated
annually, and revised as needed?
Your answer must include the following:
How input is solicited;
When the plan is evaluated;
How was the plan revised
Our Schoolwide planning committee was originally made up of the elementary principal, an elementary and middle school
guidance counselor, a middle school literacy teacher, an elementary classroom teacher, a Title I teacher, and a parent/Board
member. The committee in charge of annually reviewing the plan is currently made up of the elementary principal, a parent, a
kindergarten teacher, a 2nd grade teacher, the literacy leader, the math recovery instructor, and the elementary guidance
counselor. Lead-Deadwood School District is currently working with Pam Lange. Pam works for the South Dakota Education
Service Agency, Region 7, she provides the district, as well as individual school buildings, with support in areas concerning
professional development planning, consolidated grant applications, and curriculum mapping and alignment. We worked with
Dr. John Usera and Dr. Helen Jenkins from the South Dakota Department of Education School Support Team to develop our
SchoolWide plan. Dr. Usera and Dr Jenkins offered school support while working on the implementation of our Schoolwide Title
program. This plan will be reviewed annually with the assistance of the SchoolWide planning committee and the Community
Involvement group, which will include parents.
3. When was an up-to-date, comprehensive needs assessment of the school completed to generate
a school profile, noting both strengths and weaknesses?
Your answer must include the following:
WHEN the comprehensive needs assessment was conducted, give date;
WHO was involved with the analysis of the data;
HOW the comprehensive needs assessment was conducted;
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Summarizes the RESULTS of the CNA.
This process has been ongoing since the district began its implementation of a school wide Title I plan. The district has taken
every opportunity to analyze available data sources.
Our comprehensive needs assessment is the centerpiece of the planning process—the Curriculum School
Improvement
Council shares the vision and mission of the district. Through the needs assessment process we are
identifying our
strengths and weaknesses and designing goal toward improving student achievement and meeting
challenging
academic standards. The following are included in our comprehensive needs assessment:
ESA 7 representative Pam Lange came to the school to conduct a training for the teachers and administrators
regarding the 05-06 DSTEP results. During this training the teachers were given the opportunity to analyze the
data
represented in the results from the DSTEP assessment given in the spring of 2006.
ESA 7 representative Sandy Gaspar facilitated professional development workshops with the staff during the
05-06
school year to determine how to best address the district’s writing needs. A survey was given to the
elementary staff
regarding how to best address the needs in the area of Writing. The survey was a critical component to
development of
a writing plan to incorporate writing into all subject area throughout the 2006-2007 school year.
Student Achievement Information: DATA teams were trained to interpret student achievement data on
September 22 &
23, 2004 at a Data Retreat in Spearfish, SD. The DATA Team was made up of administrators, teachers and
counselors.
Curriculum and Instruction: With leadership from the Curriculum School Improvement Council, all staff
members
analyzed the DSTEP data and agreed upon the needs of the Lead-Deadwood School District. This was done at
all
grade levels K-12. The essential core standards reflect the standards to be used on the Dakota Step. The
district
curriculum addresses ongoing need for standards and curriculum connection.
Professional Development: The District has focused its professional development opportunities on the area of
instructional improvement. During the 2006-2007 school year Dr. Ed Porthan facilitated professional
development days
that focused on Brain-Based Classroom Practices. Faculty members were given the option to register for
credit
through the University of Sioux Falls for participation in the workshop. Opportunities for teachers are also
available
through on-site training. All teachers set professional goals at the start of a school year and work toward
meeting that
goal. This allows teachers to select professional development opportunities within the guidelines of the goals.
Professional development is also available through out-of-district trainings, workshops, conferences and
visitations to
other schools. Follow-up is expected when collaborating team members meet for Learning Team meetings
and school
wide resource bank.
4. What measurable academic goals and objectives are designed to address identified needs
specific to this school? What assessment process is used to measure these goals?
Your answer must include the following:
A list of the measurable goals and objective identified in the school's schoolwide/school improvement plan;
Must include at least a Reading and a Math goal;
Indicators used to measure the success of each goal/objective must be specified
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Because of the information contained in the Comprehensive Needs Assessment we have established the following goals.
Goal 1: Improve the standardized test scores in Writing by 4% annually for the next 5 years.
Goal 2: Improve the standardized test scores in Reading by 4% annually for the next 5 years.
Goal 3: Improve the standardized test scores in Math by 4% annually for the next 5 years.
Writing, Reading, and Math Strategies/Interventions
1. Involve community involvement committee in all appropriate activities
2. Include a parent education component in all appropriate activities.
3. Involve Parent Resource Network in all appropriate activities.
Writing Strategies/Interventions
1. Develop a scope and sequence for Language Arts grades K-5.
2. Incorporate a Grammar program for grades K-5.
3. Continue to incorporate 6+1 writing traits in grades K-5.
4. Implement Accelerated Writer in grades 3-5.
5. Drop Everything and Write time used in grades K-5.
6. Utilize the same vocabulary terms associated to writing in grades K-5
Reading Strategies/Interventions
1. Continue Reading Recovery program for struggling 1st Grade students.
2. Continued implementation of South Dakota READS strategies.
3. Guided Reading groups will be used in all classrooms grades K-5. (Markham, R. (1995). Effective planning
for
individualized instruction and encouraging individualized instruction.)
4. Teacher Read Aloud daily.
5. Accelerated Reader Software will be used at grades 3-5 with a rewards program for completion of
designated
levels. (Facemire, N.E. (2000). The effect of the Accelerated Reader on the reading comprehension of third
graders.
Masters of Arts Thesis, Salem-Teikyo University, West Virginia.)
6. DEAR (Drop Everything And Read) time used in grades 1-5. (Robertson, C. & others (1996). Uninterrupted,
sustained, silent reading: The rhetoric and the practice. Journal of Research in Reading.) (Lee-Daniels, S.L.; &
Murray, B.A. (2000). DEAR me: What does it take to get children reading? Reading Teacher, v54, n2.)
7. Maintain and expand a level book library in each building.
8. Daily Oral Language
9. Students given opportunity to read to other grade levels (buddy day).
10. Implement Headsprout early reading program in Kindergarten.
Professional Development sessions that address the goals listed above. ―Deepens educators' content
knowledge,
provides them with research-based instructional strategies to assist students in meeting rigorous academic
standards,
and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)‖
(http://www.nsdc.org/standards/index.cfm )
Math Strategies/Interventions
1. Each Math class will do a math problem daily to address both reading comprehension and problem
solving.
(Marzano, Robert J. (1989) Evaluations of the ―Tactics for Thinking‖ Program: Summary Report. Office of
Educational
Research and Improvement (ED), Washington, D.C.)
2. Implement a Math Recovery program for struggling 1st Grade students. (Steffe, Leslie & Wiegel, Heide
(1992).
On Reforming Practice in Mathematics Education. Educational Studies in Mathematics.)
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
3. Accelerated Math Software will be used at grades 3-5.
Teacher and paraprofessional training and in-service. ―Deepens educators' content knowledge, provides
them with
research-based instructional strategies to assist students in meeting rigorous academic standards, and
prepares them
to use various types of classroom assessments appropriately. (Quality Teaching)‖
(http://www.nsdc.org/standards/index.cfm )
The District will utilize data gathered during the 2006-2007 school year from the D-Step,
DACS,
NAEP, DRA and e-assessments to determine whether or not we have achieved our
measurable
goals.
5.01. If the school is providing summer school, describe the services.
Your answer must include the following:
Describe the type of program.
What services will the program provide?
At what grade level will services be provided to students.
If not providing summer school indicate such in answer.
Summer School 2008 will be dedicated to the students in Grades one, two, and three, who, based on their end- of- year
assessments, have not met the proficient level in reading. The assessment used to determine qualified students are the STAR,
E-Assessments, DIBELS and the leveled books the child is using in Guided Reading. There will be one teacher for each class of
fourteen students or less. The program will run five days per week for four weeks. This is twenty days of additional services, for
two hours per day, Monday through Friday. Transient students will be targeted and recommended to attend Summer School. A
letter will be sent to parents recommending the Summer School Program for their child.
5.02. If the school is providing a summer school program, check the appropriate dates.
1) July 2007
2) August 2007
3) June 2008
4) No Summer school offered
6.01. Does the school operate a School Level preschool?
1) Yes
2) No
6.02. Check the criteria used to select at-risk preschool children
Check all that apply.
1) No Title I Preschool
2) Available to all preschool age children within the school's attendance area
3) Teacher Judgment
4) Parent Interview
5) Assessment
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
6) Child Development Measures
7) Family Income
6.03. Check the structure of the School Level preschool program.
Check all that apply.
1) No School Level Title I Preschool
2) School Level Title I Preschool offered in coordination with other programs
3) Classroom in the school
4) Classroom at another site.
6.04. Indicate the programs the School Level preschool is in partnership with.
Check all that apply.
1) No School Level Title I preschool
2) Not in partnership with other programs
3) Head Start
4) Even Start
5) Early Reading First
6) Early Childhood Special Education
7) Private Preschool program
8) Other (specify)
6.05. Intensity of services (Hours per day).
Check number of hours per day.
1) No Program
2) 2 hours per day
3) 3 hours per day
4) 4 hours per day
5) 5 hours per day
6) more than 5 hours per day
6.06. Intensity of services (Days per week).
Check the number of days per week.
1) No Program
2) 2 days per week
3) 3 days per week
4) 4 days per week
5) 5 days per week
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
6.07. Intensity of services (Week per year).
Check the number of weeks per year.
1) No Program
2) 9 weeks or less
3) 10-18 weeks
4) 19-24 weeks
5) 25-36 weeks
6) more than 36 weeks
6.08. Describe the scientifically based curriculum used for the School Level preschool and its
contents.
Your answer must include the following:
Describe the curriculum;
How South Dakota Early Learning Guidelines are incorporated into the curriculum;
If no program is provided, indicate such in the answer.
We currently do not have a school level preschool program.
6.09. Describe the assessment tools and process used to plan and monitor individual programs for
School Level preschool children.
Your answer must include the following:
Describe assessments used and for what purpose;
If no preschool program is provided, please indicate such in the answer.
We currently do not have a school level preschool program.
7. How does the school insure that instruction is provided by Highly Qualified Teachers?
Your answer must include the following:
Address whether all core content teachers are Highly Qualified
Address how the district hires only Highly Qualified Teachers;
Address how teachers are assigned their teaching duties based on their qualifications.
A his ime 100% o he Lead Deadwood Eementary Schoo eachers and pa aprofessionals a e hghly quaified.
Att tthis ttime 100% off tthe Lead--Deadwood Ellementary Schooll tteachers and parraprofessionals arre hiighly quallified.
1..
1 A his ime he Lead Deadwood Schoo Dstric mantains a commtment o empoy ng Hghly Quaified S aff
Att tthis ttime tthe Lead--Deadwood Schooll Diistrictt maiintains a commiitment tto emplloyiing Hiighly Quallified Sttaff
membe s. Shoud he need p esent tself; he Dstrict wll eview urther op ions or ecruiting Hghly Quaified
memberrs. Shoulld tthe need prresent iitself; tthe Diistrict wiill rreview ffurther opttions ffor rrecruiting Hiighly Quallified
Educa ors.
Educattors.
2. Title I funds will be used to help paraprofessionals and teachers meet the
requirements of
being highly qualified
8. Describe how paraprofessionals support instruction by highly qualified teachers.
Your answer must include the following:
How many paraprofessionals are employed in the school;
How the paraprofessionals are under the direct supervision of a highly qualified teacher,
What duties paraprofessionals perform;
How are all paraprofessionals qualified?
We have 10 paraprofessionals employed in the school. All paraprofessionals are under the direct supervision of a highly
qualified teacher at all times. Paraprofessionals support instruction in all curricular areas under the direct supervision of the
classroom teachers. Paraprofessionals are qualified under South Dakota rules for qualification of a paraprofessional.
9. What strategies have been developed to attract highly qualified staff?
Self-explanatory.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
At this time the Lead-Deadwood School District maintains a commitment to employing Highly Qualified
Staff
members. Should the need present itself; the District will review further options for recruiting Highly
Qualified
Educators.
10. What Professional Development opportunities are provided for staff, community, and parents
relative to the determined needs of the school?
Your answer must contain the following:
Specific information on the Professional Development activities scheduled for the school for the grant application period;
A statement on how professional development needs of the school are identified.
SD Reads peer literacy coaches will meet monthly. Trained district teachers will provide the training. Grade level teachers will
participate in the training. The professional development will be evaluated by teacher observations and student achievement.
Currently all teachers have been trained using E-Assessment strategies. The district administrator will conduct future training for
K-1-2 level teachers on an as needed basis. The evaluation of the program will be reflected in student achievement. The
on-going Reading Recovery training will take place once monthly throughout the 2006-2007 school year. The Rapid City School
District will provide the training for the Reading Recovery teacher. The evaluation of the program will be reflected in student
achievement.
Trained district teachers will provide Accelerated Math training. Training dates will be determined on an as
needed
basis for grade level teachers. The professional development will be evaluated by teacher observations and
student
achievement. The on-going Math Recovery training will take place throughout the 2006-2007 school year.
Mountain
States Mathematics will provide the training for the Math Recovery teacher. The evaluation of the program will
be
reflected in student achievement.
All professional development days are open to parents and community members. Staff
development
in communication skills and parent-teacher conference information regarding how to
successfully
communicate with parents are incorporated into scheduled staff meetings. The
Lead-Deadwood
Elementary School also utilizes the Parent Resource Network, which provides support for
communicating with parents.
11.01. How is the school level Parent Involvement Policy annually reviewed and revised with parent
input?
Your answer must include the following:
When the policy is reviewed;
How parents are involved in the review.
At the beginning of the school year parents are sent a letter asking them to sit on the District Community
Involvement Committee. District policies, procedures and general updates are discussed at these
meetings. The
meetings are held quarterly.
11.02. How and when is the school level Parent Involvement Policy distributed to parents?
Your answer must include the following:
How the policy is disseminated;
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
When dissemination occurs.
The Parent Involvement Policy is printed in the Lead-Deadwood Elementary Handbook. This handbook is
given
to each child on the first day of school. The policy is also sent home to participating students parents via mail.
It is
presented to parents at the fall open house and is available on the school website.
11.03. How and when is the Parent/School Compact distributed?
Your answer must include the following:
How the compact is disseminated;
When dissemination occurs.
The Parent/School compact is written, presented and explained to children and parents. It is then signed by the
child, parent, teacher and building principal. Activities that support the parent-school connection are available
at
each grade level. The instructors send Parent/School compacts to parents.
11.04. What forms of communication are there between parents and schools?
Your answer may include but not limited to the following:
Newsletters,
Website,
Open house night,
Parent resource room or displays/centers,
Brochures,
Formal and informal meetings,
Parent workshops,
Other
Parent/Teacher conferences are held twice each year. Parents are assigned a time to come in and visit with the teacher about their
child’s academic progress. This is a time when parents and teachers are expected to be open and honest about the expectations
they have for the child’s academic success. Individual teacher/parent conferencing is used to discuss specific strategies
identified to help the child improve in the area of need. At the elementary there was an overall parent attendance rate of 93% for
the November 1st conferences. Information from the school is presented in easy to read form with little educational jargon. The
information is presented to the parents in small yet consistent intervals so that feedback and follow-up can be used. Parents are
always encouraged to make contact with the school office or classroom teacher if there are any questions. Parents are provided
information at parent meetings and in the student handbook. All district curriculum and content standards can be found on the
District website. Grade-level standards are also presented to parents through a grade-level handbook. This handbook is
presented in the spring in order to information parents and children of the expectations for their children during the upcoming
year. The school provides newsletters that are sent home on a monthly basis, "take home packets" containing ideas and
suggestions for parents, and reading books at the child's level for at-home reading experience. Parenting courses are held each
spring, using the Parenting with Love and Logic curriculum. Parent counseling sessions are available to help parents work with
their children. There is also ongoing changing information on school's website, including Love and Logic topics and links to
educational sites for games and learning. The parent handbook has information regarding how parents can obtain and use
strategies when assisting their child in acquiring early literacy. Ongoing information in weekly Friday folders goes to all parents
in the district. The district website has additional information that informs and assists parents in developing literacy skills with
their child. This website has various educational sites that will reinforce techniques taught at school.
11.05. How is parent information presented in a manner that parents can understand?
Your answer may include but not limited to the following:
Reduce the use of educational jargon
Translate into different languages
Other
Information from the school is presented in easy to read form with little educational jargon. The information is presented to the
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
parents in small yet consistent intervals so that feedback and follow-up can be used. Parents are always encouraged to make
contact with the school office or classroom teacher if there are any questions.
11.06. How do you assist parents in understanding the content standards, achievement standards,
and the assessments?
Your answer may inclucde but not limited to the following:
Parent meetings,
Letters,
Brochures,
Parent-Teacher Conferences,
Other
Parents are provided information at parent meetings and in the student handbook. All district curriculum and content standards
can be found on the District website. Grade-level standards are also presented to parents through a grade-level handbook. This
handbook is presented in the fall in order to information parents and children of the expectations for their children during the
upcoming year.
South Dakota State University Parent Connection letters are sent home on a regular basis. Parent Connection letters focus
on the opportunities for continual academic growth through parental involvement. We take advantage of every
opportunity to work with Karen Massee at the Parent Resource Network, including them in parent night activities and
parent/teacher conferences. The Parent Resource Network focuses on disseminating information regarding state standards and
assessment information through brochures and updated letters.
11.07. What assistance do you offer to help parents work with their child to raise student
achievement?
Your answer may include but not limited to the following:
Newsletters,
Letters,
Packets,
Other
Regular newsletters, letters to parents, and weekly Friday Folders are provided by classroom teachers. South
Dakota State University Parent Connection letters are sent home on a regular basis. We take advantage of
every
opportunity to work with Karen Massee at the Parent Resource Network, including them in parent night
activities
and parent/teacher conferences.
11.08. What trainings are offered to staff in working and communicating with parents?
Professional development opportunities are offered to staff members through staff meetings, professional
videos,
book studies, and individual professional development growth options through TIE and ESA 7. These
opportunities focus on parent communication and involvement.
11.09. What activities/strategies are provided to increase parental involvement?
Your answer must include the following:
Information about how family activities and conferences are planned and conducted.
Information on trainings conducted for parents.
Information on how parents are assisted in interpreting test results.
Building level Principal’s are responsible for notifying parents of our involvement in school
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
improvement. Upon
reciept of our identification level from the state of South Dakota, letters are sent home informing parents of
our No
Child Left Behind status. Parents are provided specific reasons for our school being identified for school
improvement and are provided contact numbers in case they have any questions regarding the testing data.
The Parent Involvement Policy is printed in the Lead-Deadwood Elementary Handbook.
This
handbook is given to each child on the first day of school. The policy is also sent home to
participating students parents via mail. It is presented to parents at the fall open house and
is
available on the school website. A copy of this policy is attached.
The Parent/School compact is written, presented and explained to children and parents. It
is then
signed by the child, parent, Title I teacher and building principal. Activities that support the
parent-school connection are available at each grade level. Parent/School compacts are
sent to
Title I parents by the Title I instructors.
Parent/Teacher conferences are held twice each year. Parents are assigned a time to come
in and
visit with the teacher about their child’s academic progress. This is a time when parents
and
teachers are expected to be open and honest about the expectations they have for the
child’s
academic success. Individual teacher/parent conferencing is used to discuss specific
stragtegies
identified to help the child improve in the area of need. At the elementary there was an
overall
parent attendance rate of 93% for the November 1st conferences.
Information from the school is presented in easy to read form with little educational jargon.
The
information is presented to the parents in small yet consistent intervals so that feedback
and
follow-up can be used. Parents are always encouraged to make contact with the school
office or
classroom teacher if there are any questions.
Parents are provided information at parent meetings and in the student handbook. All
district
curriculum and content standards can be found on the District website. Grade-level
standards are
also presented to parents through a grade-level handbook. This handbook is presented in
the spring
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
in order to information parents and children of the expectations for their children during the
upcoming
year.
The school provides newletters that are sent home on a monthly basis, "take home packets"
containing ideas and suggestions for parents, and reading books at the child's level for
at-home
reading experience. Parenting courses are held each spring, using the Parenting with Love
and
Logic curriculum. Parent counseling sessions are availabe to help parents work with their
children.
There is also ongoing changing information on school's website, including Love and Logic
topics
and links to educational sites for games and learning.
The parent handbook has information regarding how parents can obtain and use strategies
when
assisting their child in acquiring early literacy. Ongoing information in weekly Friday
folders goes to
all parents in the district. The district website has additional information that informs and
assists
parents in developing literacy skills with their child. This website has various educational
sites that
will reinforce techniques taught at school.
The elementary school also provides several opportunities for parental involvement
through our
Physical Education program. At the 3rd, 4th, and 5th grade level the program offers
students a
biking, swimming, and skiing education to promote a lifelong interest in physical education.
At the
beginning of each activity parents are provided the opportunity to share their expertise in
any of the
specified areas. These Physical Education programs provide an opportunity for parents to
be
actively involved in their child’s education.
The elementary school provides parents an opportunity to become involved in their child’s
school by
creating gingerbread houses. In Kindergarten, First and Second Grades parents are invited
into the
school to work creatively with their child to produce the most extravagant gingerbread
house
imaginable. As a result of this non-threatening environment we enjoy nearly 100% parent
attendance at this event. Building gingerbread houses is simply a fun activity for parents
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
and
students. This activity virtually eliminates the anxiety parents often feel when visiting the
school.
Parent, students, and teachers look forward to this event every year.
As schools are placed at various levels of alert, building principals are responsible for
informing
parents through letters, School Board presentations, or the school district website. As
schools
reach varying levels of school improvement, parent notification regarding specific areas of
concern
will be made through the aforementioned means of communication.
The Paha Sapa Reading Council provides book fairs in September, October and March. The council
also holds a young authors and illustrator awards ceremony in March.
Lead--Deadwood Schooll Diisttrriictt #40--1
Lead Deadwood Schoo D s c #40 1
Tiittlle 1 Schooll Wiide Parrenttall IInvollvementt Polliicy
T e 1 Schoo W de Pa en a nvo vemen Po cy
It is the intent of the Lead/Deadwood School District School Wide Title 1 program to
encourage
parental involvement. The following parental involvement provisions ensure that:
All parents will be informed of their child/children progress throughout the year.
Report cards will be sent home quarterly to notify parents of progress.
Parent teacher conferences will be held twice a year; once in the Fall and again in the
Spring.
These meetings will be used to share goals, and activities used with the students.
Parents will be encouraged to become involved in their child’s learning through volunteer
work,
parent conferences, and parent training to work with their child/children at home.
Parent volunteers will be encouraged.
Parent surveys will be sent home annually to help evaluate the Title 1 School Wide program
and to
obtain input from parents about future program planning.
Overall, the Lead-Deadwood School District will work to promote a positive relationship
between
parents and the school.
Date: ___________
PARENT/STUDENT/SCHOOL COMPACT
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Lead-Deadwood Elementary School meets the qualification criteria as a Schoolwide Title I
Program. In
order to increase the academic gains of each student, the work done at Lead-Deadwood Elementary
will
require a team effort. This team is made up of the principal, teachers, parents, and students who
have
their own separate responsibilities.
Vison: The s udent, am iy, schoo and communi y-commii ted o success hrough lea niing
Visiion: The sttudent, ffamilly, schooll and communitty-commttted tto success tthrough learrnng..
PARENT/GAURDIAN AGREEMENT
I want my child to achieve. Therefore, I will encourage him/her by doing the following:
See that my child is punctual and attends school regularly.
Support the school in its efforts to maintain proper discipline.
Read daily with my child and let my child see me read.
Provide a quiet, well-lighted place for study.
Communicate regularly with my child’s teachers.
Review my child’s schoolwork and support his/her homework efforts.
Signature ___________________________________________
STUDENT AGREEMENT
t is impo tant hat wo k o he bes o m y abiii y The efore, shal s rive o do he olllowing
IIt is imporrtant tthat II worrk tto tthe bestt off m y abilltty.. Therrefore, II shalll sttrive tto do tthe ffolowing::
A tend schoo egulla ly.
1.. Atttend schooll rreguarrly.
1
Come o schoo each day wi h pens penclls pape , and o her necessa y oolls or lea niing
2.. Come tto schooll each day witth pens,, penciis,, paperr, and otther necessarry ttoos ffor learrnng..
2
W o k as ha d as can on al assignmen s.
3.. W orrk as harrd as II can on alll assignmentts.
3
Be espons ibe or my behavio .
4.. Be rresponsiblle ffor my behaviorr.
4
Signa ure ____________________________________________
Signatture ____________________________________________
TEACHER AGREEMENT
TEACHER AGREEMENT
t is impo tant hat s udents achieve The efore, shal s riive o do he ollowiing
IIt is imporrtant tthat sttudents achieve.. Therrefore, II shalll sttrve tto do tthe ffollowng::
wll in orm pa ents o p ogress and p ovide necessa y assis ance.
1.. II wiill infform parrents off prrogress and prrovide necessarry assisttance.
1
wll va y echniiques and ma eriials o mee indvidual s udents needs
2.. II wiill varry ttechnques and matterals tto meett indiividual sttudents needs..
2
wll p ovide a sa e and mo iiva iiona earniing envi onm en .
3.. II wiill prrovide a saffe and mottvattonall llearnng envirronmentt.
3
wll espect m y s udents and equii e m y s udents o espect o hers.
4.. II wiill rrespect m y sttudents and rrequrre m y sttudents tto rrespect otthers.
4
wll expec m y s udents o be esponsiible or heii behavor a school
5.. II wiill expectt m y sttudents tto be rresponsble ffor ttherr behaviior att school..
5
P ovide homewo k assignmen s or s udents when app opriate.
6.. Prrovide homeworrk assignmentts ffor sttudents when apprropriate.
6
Signa ure ________________________________________________
Signatture ________________________________________________
PR NCIPAL AGREEMENT
PRIINCIPAL AGREEMENT
encou age pa ent/comm uni y nvolvem en . The efore, will
II encourrage parrent/communitty iinvolvementt. Therrefore, II will::
Main aiin a posi iive and sa e lea niing envi onm en .
1.. Mainttan a posittve and saffe learrnng envirronmentt.
1
Fos er app opriia e inse viices and raiining or eachers and pa ents.
2.. Fostter apprropratte inserrvces and ttraning ffor tteachers and parrents.
2
Ac ivel y and consis entl y wo k oward he goa o achieving academic g owth.
3.. Acttively and consisttently worrk ttoward tthe goall off achieving academic grrowth.
3
Signature __________________________________________________
12.01. Describe the school's transition plan to provide assistance for the transition of 4 year old
preschool students to Kindergarten.
Your answer must the following:
Coordination with local and community child education and care agencies;
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Describe the written Plan;
Parents involved in design and evaluation of plan;
If not applicable (JH, MS, or HS), indicate such in answer.
A transition plan for preschool-age children moving to a kindergarten setting has been in place for the past few
years.
Elementary school personnel plan and coordinate with community preschools and healthcare providers to
optimize the
transition plan. The following steps are taken: § Kindergarten Screening (held in the spring prior to enrollment
in the fall)
*Daberon -2 given to each child (A screening device for school readiness); staff score the Daberon-2 and
conference
with the parents on the same day-for immediate feedback *community healthcare providers and school nurse
offer a
vision check, a review of immunization records, and the administering of required shots *Close
communication takes
place with the district’s Early Intervention classroom teacher on the transition of the students in this program
to
Kindergarten *Parent packs are given - which include: brochure on the characteristics of a five year old;
booklet Off to a
Good Start! - Ways Parents Can Help Children Get Ready to Begin School by the Parent Institute; and
handouts in
regard to responsibilities of a kindergartner (what they should be able to do) *Kid packs are given - small
stuffed animal
or book, activity pages, crayons, and blown up balloon § Parent Meeting and Children’s Open House (held in
the fall,
right before school starts) *Teachers review the Kindergarten Handbook with parents and answer any
questions
*Children visit their classroom, find their cubbies (mailboxes) and locker. They also may tour the school. §
Transition
Schedule is followed for beginning and ending the school year. 1st week - students go half-days from
8:15-11:30 a.m.
2nd week - students attend from 8:15-1:30 p.m. (lunch at school) 3rd week - students attend all day from
8:15-3:00
p.m. School dismisses one week earlier than other students at the end of the year.
12.02. Describe the school's transition plan.
Your answer may include transition information from:
Elementary to Middle School/Junior High
Middle School/Junior High to High School
High Shcool to Post Secondary/work force
A transition plan for preschool-age children moving to a kindergarten setting has been in place for the past few
years. Elementary school personnel plan and coordinate with community preschools and healthcare
providers to
optimize the transition plan. The following steps are taken:
Kindergarten Screening (held in the spring prior to enrollment in the fall)
*Daberon -2 given to each child (A screening device for school readiness); staff score the
Daberon-2 and conference with the parents on the same day-for immediate feedback
*community healthcare providers and school nurse offer a
vision check, a review of immunization records, and
the
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
administering of required shots
*Close communication takes place with the district’s Early Intervention classroom teacher
on the
transition of the students
in this program to Kindergarten
*Parent packs are given - which include: brochure on the characteristics
of a five
year old; booklet Off to a Good Start! - Ways Parents Can Help Children Get Ready to Begin
School by the Parent Institute; and handouts in regard to responsibilities of a kindergartner
(what
they should be able to do)
*Kid packs are given - small stuffed animal or book, activity pages,
crayons, and blown up balloon
Parent Meeting and Children’s Open House (held in the fall, right before school starts)
*Teachers review the Kindergarten Handbook with parents and answer any questions
*Children visit their classroom, find their cubbies (mailboxes) and locker. They also may
tour the
school.
Transition Schedule is followed for beginning and ending the school year.
1st week - students go half-days from 8:15-11:30 a.m.
2nd week - students attend from 8:15-1:30 p.m. (lunch at school)
3rd week - students attend all day from 8:15-3:00 p.m.
School dismisses one week earlier than other students at the end of the year.
All grade level elementary teachers transition students from one grade level to another by
organizing
classes in the best interest of students’ abilities and personalities.
Students that are struggling and have not met the goals for the year will be considered for
retention.
Parents are informed of their child’s progress throughout the school year and are involved
in
interventions and/or referrals necessary to meet their child’s needs. Meetings including the
parents
are held throughout the year to track the child’s progress. Summer school is another
option.
Fifth Grade Transition
Entering sixth grade can be daunting for students and parents. It is our belief that every
effort is
made to ensure that all outgoing fifth graders (and their parents) know what is to be
expected as the
students enter middle school. The following routines have been established so that all
Lead-Deadwood fifth grade students can adapt to a new school climate with little
apprehension.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
All fifth grade teachers:
Develop schedules that allow our students to attend separate instructional classes.
Currently, our
students move to another teacher and classroom for Science or Social Studies. In doing
this, the
children develop and use organizational skills that are needed when transitioning among a
variety of
classes in sixth grade.
Introduce the MS/HS grading system to parents and students. This is necessary because
our
grade scale is very different from the scale currently used at higher levels. After explaining
this to
parents, we record percentages, the ―number‖ grade, and the ―letter‖ grade on all 4th
quarter
assignments.
Work as a team to separate the students into classrooms based upon peer relationships and
academic ability. After spending considerable time with these students, we feel that we
know them
well. And in doing this, we can possibly prevent situational problems that may arise.
(Special and
general educators attend this meeting.)
Schedule/attend orientation meetings in which the students are introduced to the middle
school
staff, students, and buildings. During the first meeting, there is a Q and A period (hosted by
current
sixth grade students) followed by tour of the facilities. The second orientation meeting is
scheduled
for parents and students as the school year approaches. Attending these meetings greatly
reduces
anxiety for the students.
Would like to implement a Middle School Transition Team Meeting. We feel it’s important to
share specific information about social and academic modifications that have been
implemented for
several of our students. (Specifically those students who struggle socially or academically,
but do not
qualify for special education services.) Rather than spend several weeks attempting to ―see
where
the child is‖, it would be ideal to inform the teachers of the modifications that were
implemented.
(This would also work for students who are ―gifted‖.) We hope that this communication will
eliminate
any guesswork for the teacher and prevent unwanted surprises from parents.
6th Grade Transition Plan
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
The Sixth Grade Teaching Team believes that the sixth grade school year can be successful
for
every student if the fears of the students are somewhat alleviated. The teaching team has
put into
place many strategies and activities designed to help the student make an easier transition
from the
elementary school setting of fifth grade to the middle school setting of sixth grade. Listed
below are
the various activities the team does.
Letter home to parents of 5th graders at end of year outlining grading scale, Back to School
Night,
Outlaw Ranch, and agenda use.
Back to School Night—Parents and students gather to tour the school, find lockers, and
hear
information regarding discipline, lunch, and Outlaw Ranch, as well as other items.
Additional
arrangements are made for tours of the school for any students with special needs.
Outlaw Ranch—an environment camp near Custer that the 6th graders attend in teams of
two
classes. Students spend three days and 2 nights there. Students spend time getting to
know their
teachers, and their classmates. Team-building activities take place throughout the days and
in the
evenings.
Handbook—Students and their parents read the handbook together and return a signed
paper
stating this has happened.
Students are given leeway at the beginning of the year on tardies to get them used to getting
around
to all their classes. Timeliness is encouraged.
Students travel as a homeroom class to all their classes during the day.
Students use agendas in every class as an organizational tool.
Students may participate in wrestling and dance team.
Students have a homeroom teacher who is a person they can count on as a mentor and a
connection to an adult.
8th Grade Transition
The measures taken by the 8th grade team to transition our students into high school are:
Career Unit with emphasis on which classes will be needed for specific career choices.
We take all of the 8th grade students to visit the Job Corps center.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
The class schedule for the first freshman semester is completed in the spring by all 8th
graders.
All 8th graders take a tour of the high school.
Special Education’s Transition Steps for 8th Grade
Student Interview discussing interests and goals for post-graduation
Parent interview to see if the parent expectations are the same as the student’s
Send home the following forms:
Student Transition Assessment (covers education, career, community, medical, legal, and
social
areas)
Student Learning Style (covers the way the student learns best)
Student Transition Questionnaire (covers education, career, things they would like to learn
to do)
Parent Transition Planning form (goals and expectations they have for the student)
After the paperwork is returned, I do a summary and then interview both parent and student
to make
sure I have understood correctly the information they have given me
Using the summary and state guidelines, I set up a tentative schedule for high school that is
reviewed yearly
Transition Plan 9-12 students
All registration for the high school is done based on career clusters, so students
start to plan
as 9th graders selecting courses that are relevant to their career choices.
9th grade SDCAP Aptitude and Interest Testing and interpretation
10th grade Career Unit in Speech Class, ACT Plan Test
11th grade Guidance Presentations, ACT testing, PSAT, Student Interviews
12th Grade Guidance Presentations, ACT testing, ASVAB Aptitude and Interest Testing,
Student
Interviews, advise and assist students with campus visits, career and college fairs,
scholarships,
military enlistment, work, financial aid, and college/vocations application process. Parent
meetings
about financial aid and scholarships. Refer students to community resources. Practical
Composition class provides on-site experience and Business Tech provides job shadowing.
13. What plan is in place for helping students experiencing difficulty?
Your answer must include the following:
How a student is identified for additional assistance.
How the school determines what assistance will be implemented.
A statement about how assistance is provided in a timely manner.
The progress of participating children is reviewed on an on-going basis through Parent-Teacher conferences
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
that
are held twice a year. In addition, quarterly progress reports are sent to the parents. All students are given the
Developmental Reading Assessment twice a year. The STAR Math and STAR Reading assessments are
given
quarterly and growth is recorded. Running records are used to assess children in guided reading on an
on-going
basis. The Math and Reading Recovery Programs will address students experiencing difficulties in the
primary
grades. The children in these programs will be assessed through daily observations and achievement levels.
14. Explain how resources available to the building are considered in structuring the plan.
Your answer must include the following:
How has the district made resources available to the school?
What funding sources support the schoolwide program?
The Lead-Deadwood Elementary School provides the following opportunities to our students:
Community Involvement committee
Junior Achievement
Math and Reading Recovery offered to 1st grade students along with a Reading Specialist and Math paraprofessional
ESA assistance on Writing
Professional development opportunities focusing on Brain Based learning environments
Professional development opportunities for Curriculum Development and Technology
After school program for Elementary Students funded by a grant
Reading Plus program with Visagraph for Reading
Interwrite boards with pads K-5
Community and Parent volunteers are encouraged to assist classroom teachers
Students who are not making the required progress are given additional one-on-one help and may be referred
to
Special Education in order to provide additional services.
Title II, Part A (Improving Teacher Quality)
1. If applicable, describe how funds will be used to reduce class sizes.
Your answer must include the following:
How many certified teacher(s) will be hired?
For what grade(s)?
List the class size(s) before and after the hiring of the class size reduction teacher(s).
These funds must be used for the reduction of class sizes.
They cannot be used for a reduction in the size of a class during times when a portion of the class is removed for special
group
instruction.
These funds cannot be used to extend half-day to full day Kindergarten programs.
Pull-out programs such as Reading Recovery ARE NOT considered class size reduction activities.
Class sizes will be reduced in grade 1. We currently have 3 sections of each grade level K through 5. For the
2007-2008 school year we plan to use Title IIA dollars to add an additional 1st grade classroom. We will then
have four 1st grade classrooms. Grade one class size ratio before class size reduction was 20:1. With the
additional classroom it will be 14:1.
2. Describe how the professional development activities indicated on the Goals and Measurable
Objectives worksheet are based on a review of scientifically-based research and explain why the
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
activities are expected to improve student academic achievement.
Please include:
LI>Is there evaluation-based evidence provided showing improvement in student achievement?
Is there evidence of effective implementation of the program cited for other schools with similar demographics?
How reliable is the strategy/activity/program for producing effective achievement results with students?
The District's focus will be on the goals indicated on the Goals and Measurable Objectives worksheet. The
Lead-Deadwood School District is involved in the following programs and strategies: Math Counts Training,
Accelerated Math Training, and Assessment Training, Language Arts implementation. The staff will be
provided
staff development in the areas of math and reading. Success of the programs will be reflected in the
proficiency
levels on the Dakota Step, The Standard Writing Assessment, and STAR Reading and STAR Math
Assessments.
3. Describe how the district will integrate funds under Title II, Part A, with funds received under Title
II, Part D, that are used for professional development to train teachers to integrate technology into
curricula and instruction to improve teaching, learning and technology literacy.
Refer to the completed Goals and Measurable Objectives worksheets in the Needs Assessment section to assist you with
completing this question.
The Technology training described on the Title II Part D goals and objectives worksheet will ensure that
technology will be used as a seamless tool to address student achievement in the areas of math, reading, and
writing.
4. If applicable, describe the system that your district will develop to measure the impact of specific
professional development programs that you conduct on your student academic achievement.
At this time 100% of the Lead-Deadwood Elementary School teachers and paraprofessionals are highly qualified.
1. At this time the Lead-Deadwood School District maintains a commitment to employing Highly
Qualified Staff members. Should the need present itself; the District will review further options for recruiting
Highly Qualified Educators.
2. Use Title I funds will be used to help paraprofessionals and teachers meet the
requirements of being highly qualified
5. If either option, or both, are applicable to your grant request, describe the activities of each and
explain how your district will develop and implement mechanisms and initiatives to:
recruit highly qualified individuals to enter the teaching profession
retain highly qualified individuals
The district is currently developing a plan in accordance with the state’s TCAP program. The plan currently includes
extra
pay for extra work, growth plans, professional development opportunities, curriculum work and school improvement
activities.
6. Districts are responsible for providing equitable services and benefits to eligible private school
students, teachers and other educational staff.
Please indicate the private schools’ level of involvement and participation in Title II A activities.
1) No private schools within the district,
2) Private school was consulted and chose not to participate, or
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
3) Other. Provide name of private school(s), and list of activities.
Title II, Part A (Improving Teacher Quality) Name of Local Agency
Lead-Deadwood School District 40-1
2007 - 2008 Consolidated Application
100 200
Salaries Employee Totals
Function Benefits
1150 Class Size Reduction 35,055 10,954 46,009
Total 35,055 10,954 46,009
% Indirect Cost Rate (see instructions) Indirect Costs $0
Grand Total $ 46,009
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Lead-Deadwood School District 40-1 2007 - 2008
Title II, Part A (Improving Teacher Quality) - Budget Justification Page
Provide written descriptions of the activities budgeted under this program
100 - Salaries Estimated Cost
Salaries $ 35,055
Total Salaries Cost $ 35,055
200 - Employee Benefits Estimated Cost
Benefits $ 10,954
Total Employee Benefits Cost $ 10,954
Cost Totals $ 46,009
Title II, Part D (Enhancing Education Through Technology)
1. What professional development activities, as stated in the district technology plan, will be
addressed as a part of this funding source?
Your answer must include the following:
Describe how the proposed activities are tied specifically to professional development and technology integration.
For each activity include
description of the activity
Technology Plan Goal addressed by the activity
and page # of the District’s Technology Plan where the activity is cited or referenced in your answer.
This question may be answered with the action plan table from your district technology plan or in narrative form.
Note:
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Use of funds under Title II, Part D, should be supportive of the requirements of Title II, Part A – Preparing, Training, and
Recruiting
High Quality Teachers and Principals, specifically section 2123.
A minimum of 25% of the funds under Title II, Part D must be spent on professional development and this must be reflected in
your budget.
The use of technology to be incorporated into all curriculum areas. Therefore, staff will be provided with training in new skills and
software implementation. This year the District has purchased InterWrite technology (similar to Smart Board) for
all
of the elementary and middle school classrooms and three high school classrooms. Professional development
will
be offered with Title IID funds to further the teaching staffs understanding of the InterWrite technology. This
will
address the areas of staff training relating to current and new technology and continued technology support to the staff that are
a part of the Lead-Deadwood state-approved technology plan. The grant will also provide registration funds for the spring TIE
conference for interested district employees. The contact person for technology development in the district is Wade Mackey.
These activities will be ongoing throughout the year.
In conjunction with the Professional Development Committee, the CSIC, and building administrators, the
technology
committee will work to provide professional development opportunities for teachers and administrators which
address
technology standards, ongoing technology needs of our district, and emphasize the support and integration
of
technology into the curriculum. To enhance the ongoing professional development of teachers, principals,
and
administrators there should be a constant stream and access to training and updated research in teaching and
learning
through electronic means.
The staff in the Lead-Deadwood School District has done an outstanding job over the course of the past
decade
integrating technology into the curriculum. To achieve curriculum integration the staff has had access to a
variety of
training and support opportunities. 95% of the Lead-Deadwood staff has attended a TTL academy, three of our
teachers were instructors at TTL, staff members have conducted courses for their colleagues, and the majority
has
attended one or more TIE and/or other national conferences. The Lead-Deadwood School District also has
several
MOUS certified teachers. These opportunities were initially centered on providing staff members a basic set of
technology skills and to use those skills as a vehicle for facilitating student learning. These skills include basic
computer skills, Internet searching skills, and the knowledge of where to ask for assistance. More recently
district
teachers have also expressed a desire to learn about new ideas and develop new skills. Some new ideas
recently
approached by district staff include the use of interactive whiteboards into teaching methods at the
elementary and
middle school buildings, composing of digital movies, edugaming in the middle school PE department,
accelerated
math and reading programs through Renaissance Place, and the utilization of the Internet to find new ideas to
integrate
into the classroom. Although there still must be attention to basic technology skills, the main focus of future
professional development must be on the integration of technology into the curriculum.
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
To maintain a staff development program that prepares all staff with the technology skills required to perform
their
duties, the Lead-Deadwood School District staff will be assessed annually to see what will be required in
additional
training (see Appendix B). The district will promote the following options to facilitate the educator’s learning:
conferences, workshops, in-services, tutoring, staff to staff/student to staff training, multi-media
presentations, formal
classroom training, online opportunities and distance learning. The district will continue to encourage
attendance at
state and national technology conferences and to provide resources to that end. Workshops taught by the
Technology
Coordinator and other staff will be made available to all. Technology skills and the integration of technology
into the
curriculum will also be the topic of in-service staff training days. The district will also provide ongoing, high
quality
professional development at the school site for administrators, teachers and other instructional staff to focus
on
changing instructional practices that result in improved student performance. The district will create a
Curriculum Links
Website that will be available to all staff. The district will upgrade and maintain current technology hardware
and
software on a regular cycle as well as to integrate appropriate technology and technology related courses into
the
curriculum. Opportunities will be provided for expanded and advanced training for those teachers who already
lead the
district in technology integration. Training will also be provided for administrators and support staff in
management
software and programming. The development and implementation of a Technology Integration Team at each
building
whose purpose is to help teachers with the implementation of technology in the classrooms will also be
established.
The Team will consider the use of hardware and software as well as address certain issues with which
teachers need
assistance.
Professional Development
Content
Person Responsible
Projected Dates
Follow-up
Renaissance Place
AR, AM, Star Reading, Star Math, Early Literacy training
Wade Mackey
Winter
2006
Spring 2007
InterWrite Boards
Training on use of interactive white boards
Tim Kosters Tech Team
Spring
2007
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Fall
2007
Outlook Training
Training on use and functions of MS Outlook via Citrix and Web
Wade Mackey
Winter
2006
Spring 2007
Network Training
Training on use of the District network
Wade Mackey
Winter
2007
Spring 2008
PC and Printing Troubleshooting
Training on Desktop, Wireless Tablets and Printing
Wade Mackey
Tech Team
Summer
2007
Fall
2007
Bi-Monthly Mini Sessions
Trainings after school on topics chosen to be needed by staff
Wade Mackey
Tech Team
2007-
2008
2008-
2009
Laptops (if approved)
Implement the use of Laptops at the high school
Nick Gottlob, Wade Mackey, HS Teachers
2007-2008
2008-2009
Page 5 and 6 of the District tech plan.
2. What other (non-professional development) educational technology activities, as stated in your
District’s Technology Plan, will be addressed as a part of this funding source?
Your answer must include the following:
For each activity include
description of activity
Technology Plan Goal addressed by the activity and
page # of the District’s Technology Plan where the activity is cited or referenced in your answer.
This question may be answered with the action plan table from your district technology plan or in narrative form.
No non-professional development activities are planned.
3. Districts are responsible for providing equitable services and benefits to eligible private school
students, teachers and other educational staff.
Your answer must include the following:
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Please indicate the private schools’ level of involvement and participation in Tile II D activities.
1) No private schools within the district;
2) Private school was consulted and chose not to participate; or
3) Other. Provide name of school, their technology plan expiration date and a list of activities they will be
participating in for this funding source.
Title II, Part D (Enhancing Education Through Technology) Name of Local Agency
Lead-Deadwood School District 40-1
2007 - 2008 Consolidated Application
300 400
Purchased Supplies Totals
Function Services Materials
2227 Educational Technology Activi 1,500 1,229 2,729
Total 1,500 1,229 2,729
% Indirect Cost Rate (see instructions) Indirect Costs $0
Grand Total $ 2,729
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Lead-Deadwood School District 40-1 2007 - 2008
Title II, Part D (Enhancing Education Through Technology) - Budget Justification Page
Provide written descriptions of the activities budgeted under this program
300 - Purchased Services Estimated Cost
Tech Training $ 1,500
Total Purchased Services Cost $ 1,500
400 - Supplies Materials Estimated Cost
Supplies $ 1,229
Total Supplies Materials Cost $ 1,229
Cost Totals $ 2,729
Title IV, Part A (Safe and Drug Free)
1.01. Principle I - Needs Assessment
The needs assessment for Safe and Drug Free schools is addressed in the district's "Needs Assessment" section of this
consolidated application (Questions 1-3).
Please go to next question.
1.02. As a result of the data collected through the sources listed earlier in the needs assessment,
what were the identified needs?
Please include actual numbers of:
violations,
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
incidents,
survey results,
etc.
Elementary
Middle School
High School
Total by Event
Total of all Events
48
324
604
976
Abuse of Passes
Abusing a Student
Alcohol Use
Assault
Assaulting Staff
Cheating
Class Disruption
28
12
40
Dishonesty
Excessive Tardies
54
78
132
Fighting
17
Hall Misconduct
10
Harassment
Inappropriate Behavior
34
82
42
158
Inciting a Fight
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Insubordination
78
90
169
Other
64
73
Profanity
24
20
46
Skipping Detention
15
16
Skipping Saturday School
27
27
Substance Abuse
Theft
Truancy
220
226
Use of Tobacco
13
13
Vandalism
1.03. How do you plan to share the results of your needs assessment with the public?
Self-explanatory.
This information is presented to the school board in a public forum. The information is also published in the
local
paper and on the District website.
2. Principle II - Measurable Goals/Objectives
The measurable goals and objectives are address in the districts "Needs Assessment" section of this consolidated
application
(Question 7).
Please go to next question.
3. Principle III - Effective Programs
The programs, strategies and activities that will impact your listed goals and objective can be found in the district's "Needs
Assessment" section of this consolidated application (Question 7).
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Please go to next question.
4. Principle IV - Evaluation & Feedback
Please answer questions 4.01-4.05
4.01. How will you evaluate your progress towards achieving your district's goals and objectives for
Safe and Drug Free Schools, and how frequently will this evaluation occur?
Self-explanatory.
The committee will evaluate the results and plan goals accordingly. The teachers were all trained in Jim Fay’s Love and Logic.
The training took place in September of 2003. New teachers in the district are trained on an individual, as needed, basis. The
District also provides Love and Logic parenting classes once a year. The District provided training in Character Counts for the
Elementary teachers during the 2006-2007 school year. The training was provided, free of charge, through the South Dakota State
Extension office. Malcom Chapman conducted the Character Counts training sessions on August 30th and December 2nd 2005.
The District will continue training and support for Character Counts in the Elementary as needed.
4.02. Please list successful components of your 2005-2006 plan.
This should include
goals/objectives that were met;
programs that were implemented;
training that occurred,
Other.
Character Counts materials and training implementation
Saturday School
Premier Discover Works curriculum
Red Ribbon Week activities
Professional student assemblies
Support of V-Soft security system
We held one student assembly for grades K-8. CAMFEL productions conducted a presentation on the advantages of
maintaining a drug free lifestyle.
4.03. Has there been a measurable change in your student's attitudes or reported behaviors as
indicated in your evaluation regarding drugs and violence as a result of any prevention/drug
education program in your school?
Please explain using comparisons of:
survey data,
incident reports,
office referrals,
other.
On April 24, 2006 the District reported 1182 behavior events during the 2005-2006 school year. As of May 18, 2007 the District
has reported 976 behavior events for the 2006-2007 school year. The district has seen a 17% drop in the number of behavior
events during the 2006-2007 school year.
4.04. Please list components of your plan that you were not able to accomplish this year. Indicate
whether you plan to pursue those components next year.
This should include
goals/objectives that were not met;
programs/strategies that you were unable to implement;
other.
The District was able to meet all of the Title IV goals and objectives during the 2006-2007 school year. We
plan
to include a majority of the components from this years plan in the 2007-2008 school year because of the
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
current
program successes.
4.05. Did you make use of your entire SDFSC allotment during the 2005-2006 year?
1) Yes
2) Other - If not, why not.
5. States and local recipients must have meaningful and ongoing consultation with, and input from,
parents in the development of applications and administration of programs or activities. Provide a
list of parents on the parent advisory board.
The Advisory Council for Title IV Safe and Drug-Free Schools meets at least four times yearly, with the following individuals
currently serving on the Council:
Superintendent Dan Leikvold
Steve Agan, Minister
Wendy Pilck, Parent and media representative
Kathy Kirby, Teen Court representative
Tim Kosters, Principal
Nick Golbot, Principal
Ron Prey, Counselor
Lori Enright, Counselor
Lance Collins, Student
Andrea Aberle, Student
6. Districts are responsible for providing equitable services and benefits to eligible private school
students, teachers and other educational staff.
Please indicate the private schools’ level of involvement and
participation in Title IV activities.
1) No private schools within the district,
2) Private school was consulted and chose not to participate, or
3) Other. Provide name of private school(s) and list of activities.
Title IV, Part A (Safe and Drug Free) Name of Local Agency
Lead-Deadwood School District 40-1
2007 - 2008 Consolidated Application
100 200 300 400
Salaries Employee Purchased Supplies Totals
Function Benefits Services Materials
2115 Safe and Drug Free Activities 2,600 355 1,239 2,650 6,844
Total 2,600 355 1,239 2,650 6,844
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
% Indirect Cost Rate (see instructions) Indirect Costs $0
Grand Total $ 6,844
Lead-Deadwood School District 40-1 2007 - 2008
Title IV, Part A (Safe and Drug Free) - Budget Justification Page
Provide written descriptions of the activities budgeted under this program
100 - Salaries Estimated Cost
Salaries $ 2,600
Total Salaries Cost $ 2,600
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
200 - Employee Benefits Estimated Cost
Benefits $ 355
Total Employee Benefits Cost $ 355
300 - Purchased Services Estimated Cost
V-Soft Security System $ 450
Professional Assemblies $ 789
Total Purchased Services Cost $ 1,239
400 - Supplies Materials Estimated Cost
Premier Entries $ 1,800
V-Soft Security System $ 350
Character Counts $ 500
Total Supplies Materials Cost $ 2,650
Cost Totals $ 6,844
Title V, Part A (Innovative Programs)
1. Describe which of the 27 authorized activities the school will implement based on the goals and
measurable objectives identified through the district's comprehensive needs assessment. The
innovative assistance programs shall be: (A) tied to promoting challenging academic achievement
standards; (B) used to improve student academic achievement; and (C) part of an overall education
reform strategy.
Programs to recruit, train, and hire highly qualified teachers to reduce class size, especially in the early
grades,
and professional development activities carried out in accordance with Title II, that give teachers,
principals, and
administrators the knowledge and skills to provide students with the opportunity to meet challenging State
or local
academic content standards and student academic achievement standards.
Technology activities related to the implementation of school-based reform efforts, including professional
development to assist teachers and other school personnel (including school library media personnel)
regarding
how to use technology effectively in the classrooms and the school library media centers involved.
Programs for the development or acquisition and use of instructional and educational materials, including
library
services and materials (including media materials), academic assessments, reference materials, computer
software and hardware for instructional use, and other curricular materials that are tied to high academic
standards,
that will be used to improve student academic achievement, and that are part of an overall education
reform
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
program.
Promising education reform projects, including magnet schools.
Programs to improve the academic achievement of educationally disadvantaged elementary school and
secondary
school students, including activities to prevent students from dropping out of school.
The District plans to offer a summer school option to 1st thru 3rd grade students who are performing basic or below in
reading or math according to standardized assessments. Transient students will also be targeted for summer school.
Programs to improve the literacy skills of adults, especially the parents of children served by the local
educational
agency, including adult education and family literacy programs.
Programs to provide for the educational needs of gifted and talented children.
The planning, design, and initial implementation of charter schools as described in part B.
School improvement programs or activities under sections 1116 and 1117.
Community service programs that use qualified school personnel to train and mobilize young people to
measurably
strengthen their communities through nonviolence, responsibility, compassion, respect and moral
courage.
Activities to promote consumer, economic, and personal finance education, such as disseminating
information on
and encouraging use of the best practices for teaching the basic principles of economics and promoting
the
concept of achieving financial literacy through the teaching of personal financial management skills
(including the
basic principles involved with earning.
Activities to promote, implement or expand public school choice.
Programs to hire and support school nurses.
Expansion and improvement of school-based mental health services, including early identification of drug
use and
violence, assessment, and direct individual or group counseling services provided to students, parents,
and school
personnel by qualified school-based mental health services personnel.
Alternative educational programs for those students who have been expelled or suspended from their
regular
educational setting, including programs to assist students to reenter the regular educational setting upon
return
from treatment or alternative educational programs.
Programs to establish or enhance pre-kindergarten programs for children.
Academic intervention programs that are operated jointly with community-based organizations and that
support
academic enrichment, and counseling programs conducted during the school day (including during
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
extended
school day or extended school year programs), for students most at risk of not meeting challenging state
academic achievement standards or not completing secondary school.
Programs for cardiopulmonary resuscitation (CPR) training in schools.
Programs to establish smaller learning communities.
Activities that encourage and expand improvements throughout the area served by the local educational
agency
that are designed to advance student academic achievement.
Initiatives to generate, maintain, and strengthen parental and community involvement.
Programs and activities that expand learning opportunities through best-practice models designed to
improve
classroom learning and teaching.
Programs to provide same-gender schools and classrooms (consistent with applicable law).
Service learning activities.
School safety programs, including programs to implement the policy described in section 9507 and which
may
include payment of reasonable transportation costs and tuition costs for such students.
Programs that employ research-based cognitive and perceptual development approaches and rely on a
diagnostic-prescriptive model to improve students' learning of academic content at the preschool,
elementary, and
secondary levels.
Supplemental educational services, as defined in section 1116(e).
2. If applicable, describe the authorized activity(ies) that will be provided by the LEA for the private
accredited school(s)' students and teachers.
Programs to recruit, train, and hire highly qualified teachers to reduce class size, especially in the early
grades,
and professional development activities carried out in accordance with Title II, that give teachers,
principals, and
administrators the knowledge and skills to provide students with the opportunity to meet challenging State
or local
academic content standards and student academic achievement standards.
Technology activities related to the implementation of school-based reform efforts, including professional
development to assist teachers and other school personnel (including school library media personnel)
regarding
how to use technology effectively in the classrooms and the school library media centers involved.
Programs for the development or acquisition and use of instructional and educational materials, including
library
services and materials (including media materials), academic assessments, reference materials, computer
software and hardware for instructional use, and other curricular materials that are tied to high academic
standards,
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
that will be used to improve student academic achievement, and that are part of an overall education
reform
program.
Promising education reform projects, including magnet schools.
Programs to improve the academic achievement of educationally disadvantaged elementary school and
secondary
school students, including activities to prevent students from dropping out of school.
Programs to improve the literacy skills of adults, especially the parents of children served by the local
educational
agency, including adult education and family literacy programs.
Programs to provide for the educational needs of gifted and talented children.
The planning, design, and initial implementation of charter schools as described in part B.
Community service programs that use qualified school personnel to train and mobilize young people to
measurably
strengthen their communities through nonviolence, responsibility, compassion, respect and moral
courage.
Activities to promote consumer, economic, and personal finance education, such as disseminating
information on
and encouraging use of the best practices for teaching the basic principles of economics and promoting
the
concept of achieving financial literacy through the teaching of personal financial management skills
(including the
basic principles involved with earning.
Activities to promote, implement or expand public school choice.
Programs to hire and support school nurses.
Expansion and improvement of school-based mental health services, including early identification of drug
use and
violence, assessment, and direct individual or group counseling services provided to students, parents,
and school
personnel by qualified school-based mental health services personnel.
Alternative educational programs for those students who have been expelled or suspended from their
regular
educational setting, including programs to assist students to reenter the regular educational setting upon
return
from treatment or alternative educational programs.
Programs to establish or enhance pre-kindergarten programs for children.
Academic intervention programs that are operated jointly with community-based organizations and that
support
academic enrichment, and counseling programs conducted during the school day (including during
extended
school day or extended school year programs), for students most at risk of not meeting challenging state
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
academic achievement standards or not completing secondary school.
Programs for cardiopulmonary resuscitation (CPR) training in schools.
Programs to establish smaller learning communities.
Activities that encourage and expand improvements throughout the area served by the local educational
agency
that are designed to advance student academic achievement.
Initiatives to generate, maintain, and strengthen parental and community involvement.
Programs and activities that expand learning opportunities through best-practice models designed to
improve
classroom learning and teaching.
Programs to provide same-gender schools and classrooms (consistent with applicable law).
Service learning activities.
School safety programs, including programs to implement the policy described in section 9507 and which
may
include payment of reasonable transportation costs and tuition costs for such students.
Programs that employ research-based cognitive and perceptual development approaches and rely on a
diagnostic-prescriptive model to improve students' learning of academic content at the preschool,
elementary, and
secondary levels.
3. For those districts only which are initiating same-gender schools and classrooms, describe how
the LEA will comply with the guidelines issued regarding same-gender schools and classrooms
under section 5131 (c).
Section 5131 (c) states that the USDOE Secretary shall issue guidelines for local educational agencies seeking funding for
same-gender schools and classrooms. For more information check the appendix of the guidelines for Title V-A or request
assistance for the SD Department of Education at 605-773-4712.
N/A
Title V, Part A (Innovative Programs) Name of Local Agency
Lead-Deadwood School District 40-1
2007 - 2008 Consolidated Application
100 200
Salaries Employee Totals
Function Benefits
3000 Innovative Activities 2,325 307 2,632
Total 2,325 307 2,632
% Indirect Cost Rate (see instructions) Indirect Costs $0
Grand Total $ 2,632
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Lead-Deadwood School District 40-1 2007 - 2008
Title V, Part A (Innovative Programs) - Budget Justification Page
Provide written descriptions of the activities budgeted under this program
100 - Salaries Estimated Cost
Summer School Salaries $ 2,325
Total Salaries Cost $ 2,325
200 - Employee Benefits Estimated Cost
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
Benefits $ 307
Total Employee Benefits Cost $ 307
Cost Totals $ 2,632
Transferability
From To Date Amount
Title II, Part A (Improving Teacher Title I, Part A (Improving The 05/24/2007 $46,009
Quality) Academic Achievement Of The
Disadvantaged)
2007 - 2008 Consolidated Application Page 1 of 68 Lead-Deadwood School District 40-1
