High school construction underway by agu19334


									                            The Custer School District's
 C S
Vol. III, No. 3
                                Bulletin Board
                                  csd.k12.sd.us                     Custer, South Dakota 57730                                May 2004

High school construction underway
                                    Following the formal ground breaking cer-        above that will be synthetic stucco over foam board.
      Inside                  emony, April 15, construction is now underway on a     The foam will provide additional wall insulation.
                              new high school for the Custer School District. Work         The school will have a geo-thermal heating/
Teachers honored .... 7
Exchange student de-          is scheduled for completion July 22, 2005, allowing    cooling system, using recirculating water from wells
 scribes her year ...13       the district to be moved in and ready to go for the    on the property. Geo-thermal systems provide both
Writing test results ...5     2005-06 school year.                                   heat and cooling. While geo-thermal systems are
History of the CHS/                 The Board of Education unanimously awarded       initially more expensive than traditional heating sys-
 CMS building .......14       the $6.95 million contract to the design/build team    tems, Supt. Tim Creal said installing such a system
Statistics on CHS             of TSP Three, Inc., and Scull Construction, both of    now would save money in the future.
 graduates.............17     Rapid City, after the board’s building committee             “Air conditioning later would cost more than
                              evaluated proposals. The Board did ask for a vari-     twice as much,” he said. “Who knows what will
        C S                   ety of design changes in the submitted plans, many     happen with school calendars in the future. Now
                              to cut costs.                                          we’re prepared.”
        D                           The new high school will have 73,500 square            The school will sit on the southern portion of
                              feet, more than 15 percent larger than the present     the campus, out of the flood zone, and will face south.
Bulletin Board                high school/middle school building. The lower eight    On the school’s front side will be a parking lot for
                              feet of the building will be of brick. The portion                              See Classrooms, Page 3
  of Policy
      • To explain the
 programs of the
 Custer School Dis-
 trict to its residents,
 who support them
 with their taxes
      • To highlight the
 accomplishments of
 students, staff, and
      • To provide
 readers with educa-
 tional information
 not readily available
 from other sources
Page 2                                                 Bulletin Board                                               May 2004

                               Superintendent's notes
                                                              by Dr. Tim Creal

                        Construction planning is hard work
                                Building a new high school or finishing a project where there is a significant addition, such as
                           Hermosa School, takes considerable work and focus to ensure these projects are planned and con-
                           structed to meet the needs of their communities. The Building Committee spent many long and
                           arduous hours trying to meet student and staff needs while striving to get the best value for the
                           money. I want everyone to know how committed these people — Mike Tennyson, Jon Dahlstrom,
                           Harvey Fitzgerald, Walker Witt, Larry Luitjens, and Joe Uhrich — were and how we devoted 4-5
hours almost every week for the past five to six months working on facility planning. I want to personally thank them for their
focus on the children of our school district.
      The Hermosa project is scheduled for bid opening on April 30, and if project costs come in at an acceptable level, the
construction will start right after school gets out and be completed in December so we can move in over the holiday break.
We used the traditional method of having an architect design the plans and then letting bids. We did so because much of
what we are doing is similar to a project that architect John Hey and I had worked on in another school district.
      The Custer High School project is much larger in scope, and we felt we could get better value by using the design/build
process. We brought in two architects to visit with us about the pros and cons of design/build. We held meetings to review
how the process would work and how it fit with both the district policy and state law. We felt it was very important to hire a
criteria writer, an architect who could help us put together the Request for Proposals (RFP). We interviewed and hired Larry
Jirsa, a Mitchell architect, and began the work of developing the RFP.
      Larry Luitjens and I worked diligently on putting together the programming (facility needs) for the high school so it could
be included in the RFP. We used information developed by the Sioux Falls School District and adapted it to fit our needs.
After Larry and I had developed the programming, we then spent time at the high school measuring current facilities to
determine room sizes. Staff were then involved in preliminary development of the programming. The full committee met to
review the programming, making slight adjustments in some areas. We then developed the design and technical specifica-
tions for such things as walls, ceilings, floors, heating, plumbing, cabinetry, etc. The RFP, a booklet about an inch thick, was
then made available to contractors and architects who created teams to develop proposals that met the requirements of the
RFP. The proposals required a cost estimate, project schedule, basic floor plan, site plan, design and technical specifica-
tions, their financial and bonding capacity, resumes of project personnel, list of past projects, references, and their current
project load. The committee received two proposals and scored both of the proposals on the above items using a scale of 1-
10 for each item. The scores were totaled and the proposal with the highest score was chosen as the team to negotiate with.
      The committee met with the team of TSP (architect) and Scull Construction to work out final details of the plan. We
spent several meetings over the last six weeks working to get the project at a level where we felt comfortable in developing
a contract. Part of the process was taking basic floor plans back to staff to get feedback on their specific areas. We also
provided an opportunity for staff to visit with the architects and provide input about items that would make areas more
functional. We received some great ideas from staff, and we appreciate their assistance. We “tweaked’” the inside of the
building several times before we finally felt we had things worked out to best meet our needs.
      The contract was officially signed by both parties the first week of April, and groundbreaking ceremonies were held April
15. Construction is now under way.
      Some may ask why the community was not more involved in the process. We all understand the concept of negotiating,
and until this was complete and a contract signed, we could not make the confidential information public without compromis-
ing our position. We worked to negotiate the best building for the best price and feel that at less than $100 per square foot
we got a very good deal.
      We are excited about the new high school and look forward to the Class of 2006 being the first to graduate from a
structure that was first talked about back in the mid ’60s. Thanks to all of you in the community who have expressed support
throughout this process. Your trust is appreciated.

      The Bulletin Board is published at least quarterly by the Custer Board of Education to keep parents and patrons of
   the district informed about student achievements and district progress. This document is available in alternate for-
   mats such as Braille, large print, or tape upon a five working-day request. Such requests may be made by calling
   673-3154. Comments may be addressed to Superintendent Tim Creal, 147 N. 5th St., Custer, SD 57730.
                                                                                                   Dorothea Edgington, editor
May 2004                                                      Bulletin Board                                                         Page 3

Classrooms will have southern exposure
From Page 1
approximately 250 cars. The                                                                                   trial technology. Science labs
back of the school, visible from                                                                              will also be clustered together,
Hwy. 16-A, will feature a                                                                                     and the biology room will have
mountain outline in its stucco                                                                                its own greenhouse adjoining
shading.                                                                                                      the classroom. The auditorium
      Dr. Creal said facing the                                                                               will seat over 700, and the mu-
building south would eliminate                                                                                sic room will house 80-100
problems from snow and ice                                                                                    band or chorus members.
buildup around the front en-                                                                                         The building will include
trance to the building. The                                                                                   a commons area which can
southern exposure in the win-                                                                                 later be converted to a lunch-
ter would also provide more                                                                                   room facility if one is desired.
sunshine in classrooms, many
of which run along the front           Members of the Building Committee study the plans sub-
side of the building.                  mitted by design/build teams for Custer's new high school.                     Correction
      One corner of the build-         They are (from left) school board members Harvey Fitgerald                  The last issue of the
ing will be a special education        and Jon Dahlstrom, Superintendent Tim Creal, board presi-                Bulletin Board reported the
area, and one full wing will be        dent Mike Tennyson, high school/middle school principal                  elementary annex has been
used for trades classes such as        Larry Luitjens, and board attorney Walker Witt. Missing is               in use since 1986 rather
wood shop, welding, and indus-         Joe Uhrich, head of buildings and grounds.                               than since December 1987.

6th graders send gift package to soldiers in Iraq
         Custer sixth graders helped send a       decided that was a problem that could be        side, they each created an original draw-
  little bit of South Dakota to soldiers fight-   remedied with a little help from Custer         ing and then wrote a personalized letter to
  ing in Iraq.                                    people. The sixth graders undertook the         a soldier. On the back they completed a
         CHS graduate Trent Bruce is a            challenge.                                      poem with the lines starting with F, R, E,
  member of the National Guard's 153rd                  Among the things the students do-         E, D, O, M. They all included their own
  Engineer Battalion in Huron which was           nated were baked goods, batteries, crack-       addresses with the hope of getting letters
  called for active duty in Iraq. They de-        ers, canned cheese, pretzels, granola bars,     back.
  ployed from Fort Carson, Colo, on Feb.          candy, and dried milk. With donated                   Teacher Kim Webster said the huge
  16.                                             money, they decided to buy South Dakota         box of gifts and letters cost $52 to send.
       In correspondence with his mother,         microwave popcorn to include.                   Some of the postage costs was paid by
Lawana Gramm of Custer, Bruce men-                      They then chose one of four cards         donations and Gramm paid the remainder.
tioned that many soldiers received no mail        designed by teacher Teresa Fiala and col-       The package was sent the end of March.
and had little contact with home. Gramm           ored the front page patriotic design. In-       Bruce himself was to distribute the gifts.

                                                                         Tickets to be issued for seating
            Correction and apology                                              for CHS commencement
        Sincerest apologies to Joyce Hazeltine, former South                                 Custer High School's 96th Annual Commence-
  Dakota Secretary of State and a Custer resident, for                                 ment will be Sunday, May 23, at 2 p.m. in the ar-
  misidentifying her in the last edition of the Bulletin Board.                        mory.
  Mrs. Hazeltine was instrumental in bringing to Custer High                                 Tickets for floor seating will be issued to se-
  School the two public officials, State Treasurer Vernon                              niors for their family members. Those without
  Larson and State Auditor Richard Sattgast, who spoke to the                          tickets will be seated on the bleachers. Doors will
  students at a Presidents’ Day assembly. Mrs. Hazeltine was             open at 1 p.m.
  the longest serving Secretary of State in South Dakota’s                    Speakers will be Brittany Borg, Matthew Lloyd, Jerad
  history and certainly deserves to be remembered by her                 Tennyson, and Danya Woods. Motto of the 65-member Class of
  correct name.                                                          2004 is "All you touch and all you see is all your life will ever be"
                                  — Editor Dorothea Edgington            from Pink Floyd. Class flower is the daisy, class color is tie dye,
                                                                         and "So Far Away" by Staind is the class song.
Page 4                                                       Bulletin Board                                                    May 2004

Writing begins in kindergarten for Hermosa students
                                                 it is important for the children to see them-    then took individual pictures of each child
                                                 selves as writers. We try to help them learn     and affixed them to that student’s page.
                                                 to express their thoughts and ideas and to       The pages were then bound into a book.
                                                 make the connection between spoken                     “That book is practically worn out,”
                                                 words and writing.”                              said Neugebauer, “because it is one of
                                                        Neugebauer said to begin with the         everyone’s favorites.”
                                                 children do “kid writing” in journals. “Kid            The students also did a daily news
                                                 writing” includes such things as pictures,       report by first deciding together what to
                                                 scribbling, and writing letters they know.       write about the day. Then they helped each
                                                 The teacher must “model” writing on the          other write about the day on large charts
                                                 board so the youngsters understand that,         which were hung around the room. When
                                                 in English, writing goes from left to right.     they all decided it would be more fun to
                                                 Children must also be taught to associate        have individual copies of their “daily
                                                 written words with thoughts and letters          news,” Neugebauer put everything into
                                                 with sounds. They are also introduced to         print, took pictures to go with it, and made
                                                 punctuation and the mechanics of writing.        copies for everyone.
                                                        “We write for a variety of purposes             The most recent project was based
                                                 and people — ourselves, parents, class,          on a book about spring called One Bright
                                                 etc.,” said Neugebauer, “so if they are writ-    Monday Morning which the students read.
      Kindergarten has evolved greatly           ing in their journals, it is different than if   They decided to write their own book about
since the days of blocks, beads, and             we are making a book, a poster to hang in        spring following the pattern in the book.
wooden puzzles. Now, being in kinder-            the hall, or something like that.”                     “We have made a list of signs of
garten means learning to write ... and to               First major project for the students      spring we have seen, weather words, and
write much more than just your name.             was their Child of the Day Book. The kin-        days of the week to help us,” explained
      “Actually, we write in kindergarten        dergartners decided what to write about          Neugebauer. “Everyone is making a page
from the very first day,” explained              each of their classmates, and Neugebauer         for each day of the week and illustrating
Hermosa teacher Joy Neugebauer. “The             did the actual writing, first on the board       it. They are very proud of their work and
writing may not look like adult writing, but     and then on the computer. Neugebauer             love to read it to anyone who will listen.”
                                                                                                               -- Submitted by Joy Neugebauer

4th grader is state winner
in writing 'extravaganza'
                                           Julie Nelson, a Custer
                                     fourth grader, won a state                          Picture removed at the request
                                     award for her writing and with                     of parents who do not wish their
                                     it an opportunity to attend a                     children to be pictured on the Web
                                     state writing conference held
                                     this year in March in Spearfish.
                                           Students in grades 1-5
                                     have a chance each year to
                                     show their talents in the Young
                                     Authors Writing Extravaganza
                                     sponsored by the South Dakota
                                     Reading Association.                 Writings by these students were selected to go on to state
                                           Students are given either      competition: front (l-r): Alexis Heirmeier, Sydney Ogden, Cody
Fourth grader Julie Nelson           a picture prompt or an oral one      Herman, Ben Menard, Ashley Kothe, Ashley Eggars, and
poses with singer/song               to begin their writings. The stu-    Chandler Rice; back: Garret Wong, Katie Starr, Taylor Kuhn,
writer Gary Dulabaum at the          dents themselves decide which        Julie Nelson, Meggan Heggen, and Chase Glazier. Not pic-
state Young Authors Writing          writings deserve to go on to         tured are Brandon Dailey, Mataiya Bebbington, Allison Hass,
Extravaganza Conference.             state judging.                       Tarron Johnson, Jason Perry, and Rachel Turner.
May 2004                                                    Bulletin Board                                                         Page 5

District 5th, 9th graders score well in writing
      Custer district students
scored above the state aver-
                                                                        5th GRADE PROFICIENT
age on the Stanford Writing
Assessment test administered
to more than 21,000 South
Dakota students in grades
five and nine last fall. (These
                                     P   60
results are not part of the
NCLB ratings.)                       E
      A different scoring sys-       R   50
tem was used this year in re-        C
sponse to schools’ requests              40
                                     E                                                                                         District
for more specific information        N           66 64                  67
on students' strengths and               30                                                      61                            State
                                     T                      54                  55                         55
weaknesses. The new system                                                           48               47
graded the writing samples           A   20                      38                       41                    42
from a low of 1 to a high of 4       G
in six areas: (1) ideas and          E   10
development; (2) organiza-
tion, unity, and coherence;                0
                                                            Unity &                  Setences,              Mechanics
(3) word choice; (4) sen-                      Ideas, De-   Organiza-     Word       Para-       Gram-
tences and paragraphs; (5)                     velopment    tion         choice      graphs      mar
grammar and usage; and (6)
writing mechanics.
      Students whose writing      percent of South Dakota stu-          cent.                               percent earned a 4 rating,
merited a 3 or 4 in each trait    dents write well enough to                  Custer students ranked        meaning excellent control and
were deemed “proficient.” At      score proficient. In Custer, that     the strongest in the sentence/      formation of sentences, use of
the grade nine level, over 60     average rises to almost 67 per-       paragraph category, where 13        a variety of sentence structures,
                                                                                                            and few, if any, errors.
                                                                                                                   Another 57 percent
                                                                                                              scored a 3, showing adequate
                                  9th GRADE PROFICIENT
                                                                                                              control of sentence formation,
                                                                                                              a small number of errors, and
                                                                                                              some attempt at paragraphing.
      70                                                                                                           Custer ninth graders
                                                                                                             were the weakest in mechan-
  P   60                                                                                                     ics, with 37 percent of them
  E                                                                                                          exhibiting errors in punctua-
  R   50                                                                                                     tion/ capitalization and/or
  C                                                                                                          spelling that interfered to some
      40                                                                                                     degree with the communica-
  E                                                                                        District
  N          67 66 67 64          67 63 70 65            66 62 63 63
                                                                                                             tion of the message.
      30                                                                                   State                   For fifth graders, 58.5
  T                                                                                                          percent of Custer’s students
  A   20                                                                                                     scored as proficient compared
  G                                                                                                         to the state average of 48 per-
      10                                                                                                    cent. Greatest strengths for
                                                                                                            Custer students were word
       0                                                                                                    choice and ideas and develop-
                                      Sentences,                                                            ment. They scored lowest in
         Ideas, De-   Unity &   Word                                                                        sentences and paragraphs.
         velopment    Organiza- Choice Para-     Gram- Mechanics
                                      graphs     mar                                                              Tests were scored by out-
                                                                                                            of-state evaluators.
Page 6                                                    Bulletin Board                                                   May 2004

Some Hermosa students attend Friday classes
      Students willing to give                                                                          for tutoring students on Fri-
up weekend time to attend ex-                                                                           days. She would have to find
tra half days of school? It hap-                                                                        the qualified teachers to do the
pened earlier this spring in                                                                            tutoring and the students will-
Hermosa.                                                                                                ing to attend an extra half day
      For two consecutive                                                                               of school.
years, Hermosa School re-                                                                                     "The teachers were will-
ceived Distinguished School                                                                             ing,” said Ostenson, “but we
Awards based on the math and                                                                            didn’t know if the parents and
reading test scores of its stu-                                                                         students would be. To our sur-
dents. But principal Susan                                                                              prise, we had about 30 differ-
Ostenson felt the school could                                                                          ent students for reading and
not rest on its laurels.                                                                                math. We also had a number
      Last spring, when the test                                                                        of students that wanted to come
                                    Teacher tutors Rhonda Weathers (above) and Larry Vickers
and the method of scoring it                                                                            in to get extra help even if they
                                    (below) work with some of the 30 Hermosa students who
were changed, Ostenson was                                                                              were not on the Basic level.”
                                    voluntarily came to school on Fridays for extra help.
not entirely satisfied                                                                                                   The special
when she evaluated                                                                                                 classes met half days
the results.                                                                                                       for nine Fridays.
      "I noticed that                                                                                              Rhonda Weathers
we had a number of                                                                                                 and Kay Vickers tu-
students close to                                                                                                  tored second through
Proficient, but who                                                                                                eighth grade students
were in the Basic                                                                                                  in reading and sec-
level,” she ex-                                                                                                    ond through fifth
plained. “With No                                                                                                  grade in math. Larry
Child Left Behind,                                                                                                 Vickers tutored the
students are to test in                                                                                            sixth, seventh, and
Proficient or Ad-                                                                                                  eighth grade math
vanced or your                                                                                                     students. The teach-
school could be put                                                                                                ers were assisted
on Alert.”                                                          some days by volunteer Josephine Thompson.
      Hermosa lost a math aide this year, and even though it gained       Ostenson said the program went very well. “We will be ex-
a full-time reading teacher, there were no funds available for an-  cited to see how the students test out.”
other aide to assist students. However, Supt. Tim Creal told                        – Contributed by Susie Ostenson/ photos by Pat Carda
Ostenson he could probably find funds under the Title I program

                                                                      Recreational biking new interest
                                                                      class for some 7th, 8th graders
                                                                            For seventh and eighth graders, the last period of each day
                                                                      is designated as "interest" period.
                                                                            Classes are offered which go beyond the basics to teach
                                                                      students things they can use to enhance their general enjoyment
                                                                      of life. This year, bicycle riding was added.
                                                                            Eight bicycles were purchased with funds earned through
                                                                      the annual middle school fund raiser. The students ride on the
                                                                      track at the football field and on the Mickelson Trail.
                                                                            Teacher Eric Pingrey said the purpose of the class is to in-
                                                                      troduce students to recreational biking which can be pursued into
                                                                      adulthood. He tries to emphasize safety, as well as teaching main-
                                                                      tenance of the bicycles.
May 2004                                                       Bulletin Board                                                         Page 7

                              "We cannot always build the future for our youth,
                                but we can build our youth for the future."
                                – Franklin Delano Roosevelt, 32nd President

Awards go to those helping district's youth
      The Custer School District has recognized those who efforts        read the nomination. "John and Cindy make a difference ... by
made a significant difference in the lives and education of stu-         being immersed in many aspects of the school's educational pro-
dents this year. The awards were given May 6 during a staff rec-         gram. They not only have donated time, equipment, and money
ognition dinner at Heritage Village. This is the third year the awards   to the school, they have worked to bring others together to do the
have been given. Nominations for the awards come from staff              same."
members                                                                         The Espostis have helped promote the arts by building and
      Receiving the Little Red School House Award was a team             storing props and sets for school programs, helping with costumes,
from Hermosa Grade School that designed and implemented a                chaperoning field trips, and donating auditorium speakers. They
supplemental, small group tutoring program to enhance reading            have also donated books and bookcases. Cynthia volunteers one
and math skills for their students. (See story, Page 6) On the           day a week in the classroom, and John works closely with the
team were principal Susan Ostenson and teachers Larry Vickers,           school environmental education program.
Kay Vickers and Rhonda Weathers.                                                Cynthia has also worked to promote quality education by
      First, after meeting with classroom teachers, the team iden-       lobbying legislators and assembling concerned citizens to gener-
tified students who could benefit from additional help. Then par-        ate support for education.
ents were contacted, and a program was then designed specifi-                   "The consistent concerned efforts of both John and Cindy to
cally to meet the needs of the students. Participants in the Friday      understand, support, and act as advocates for the school have ex-
morning class were greeted with treats made by team members.             ponentially increased student educational benefits," read the nomi-
      In the nominating form, the team was commended for build-          nation.
ing a relationship with the students to understand their strengths              Receiving the Community Circle for Education Award were
and weaknesses and taking time with parents to assure their sup-         Joe and Ginny Jackl, occupational therapists who work under
port and understanding.                                                  special contract with the district's special needs students, and school
      "Through their efforts to mesh the tutoring program with the       district special education personnel. This award recognizes a
classroom, a network was built allowing the crossover of new skills      school staff member or members and their non-school community
and a positive attitude."                                                partner(s) for their collaboration in implementing a successful pro-
      The Little Red School House Award is designated as an award        gram, project, or activity that has positively impacted the educa-
for staff members who have inaugurated a significant innovative          tion of children.
program not used within the regular classroom. The program                      For the past 12 years, the Jackls' Bavarian Inn has provided
should also have potential for implementation by other staff mem-        its swimming pool for Custer special education students. The water
bers.                                                                    therapy has helped the children to use and stretch muscles. It has
      Receiving the Golden Apple Award was Custer Elementary             also given those in wheelchairs an opportunity to feel a sense of
art teacher Kristi Scott. The purpose of this award is to provide        spatial freedom. In some cases, the Jackls have raised the tem-
recognition of an instructional project that has significantly and       perature of the water to accommodate the needs of some of the
positively contributed to student achievement.                           children, all without cost to the school district.
      Scott has developed an art curriculum that incorporates the               "For 12 years, Custer School District has received this beau-
National Standards for Art and integrates technology. Because of         tiful gift from the heart from Joe and Ginny," read the nomination.
this curriculum and the use of Internet research, students are ex-              The occupational therapists work with the children at the
posed to elements of design, explore various art media, learn art        pool.
history, and gain an appreciation of cultural diversity.                        Because this pool has been available locally, parents have
          "The students in Mrs. Scott's classes demonstrate an en-       not had to take their children to Rapid City for water therapy, and
thusiasm for learning about other cultures," said the nomination.        therefore the school district has not had to pay transportation costs.
"They are allowed to use emerging technology to further their                   Last year Jessie Sundstrom, Ted Bryant, and Neal Sieger re-
understanding of the subject matter and their final projects are of      ceived the Community Circle for Education Award for their coop-
a higher caliber due to the enrichment."                                 erative work on the West Dam Project. Lorry Heiser won the
      The Helping Hands Award, given to an outside agency,               Golden Apple Award for designing a spelling curriculum for fifth
groups, business, or individual(s) who have made a significant           grade students. The Little Red School House Award went to Linda
contribution to the school district, went to Cynthia and John            Fennell for initiating a pen-pal program between students in Custer
Esposti of Rushmore Cave between Keystone and Hermosa.                   and Hermosa. Custer State Park naturalist Brad Block was given
      "John and Cindy have worked closely with the Hermosa               the Helping Hands Award for implementing and coordinating en-
School to promote positive, quality education in many realms,"           vironmental educations programs.
Page 8                                                       Bulletin Board                                                      May 2004

Famous artists visit elementary classroom
       By Kristi Scott                ship to his brother, Theo. Stu-     she is famous, the lovely Mary      often entertained his young
      Four famous artists re-         dents were shocked to hear          Cassat, portrayed on different      children.
cently visited the Custer El-         about his emotional outbursts       days by April Bland and Brit-             Georgia O’Keefe shared
ementary art room and sparked         such as the “ear episode” and       tany Borg, told students of her     her story
interest in an art history unit by    his untimely death by suicide       devotion to children, though        through the
telling fifth grade students all      at such a young age. In spite       she had none of her own, and        talents of
about their lives and their           of this, his unmatched creative     to her Pekinese, Batty.             Lindsey
works.                                output has                                “I the King, “I the King,     C o o k .
      Vincent VanGogh, also           made him                            “I the King!” announced the         O'Keefe
                       known as       one of the                          self-assured                        was a viva-
                       Nathan         giants of                           P a b l o                           cious artist
                       Leonard,       modern art.                         Picaso, also                        who lived in
                       had the              After                         known as                            both New York and New
                       g r o u p ’s   viewing                             John Fisher.                        Mexico and is best known for
                       attention      some of                             Many events                         her bold paintings of flowers
                       as he de-      her works                           in this man’s                       and bleached bones.
                       scribed        of little                           eccentric life                            The students will now
                       his turbu-     children                            amused the                          research an artist and create
lent life and his close relation-     for which                           students, especially the ways he    their own artwork.

At Spring Creek ...

      Students learn shearing, spinning, weaving
              by Carol Walker
      The students at Spring Creek School        gia and Olivia Edoff, to visit the school and    paper weaving project. The children took
enjoyed two days of learning about wool.         share with the children her hobbies of spin-     great pleasure in watching the design take
Marvin Maude, a neighbor and the uncle           ning and weaving wool. It was a step back        shape as they used the paper strips to weave.
of student Wanda Maude, brought a sheep          in history for the children to see how wool            Mrs. Kammerer is a part of a spin-
to the school and showed the children how        was spun into yarn and then woven or knit-       ning and weaving club in Rapid City, meet-
to shear it.                                     ted into articles of clothing like scarves and   ing every two weeks to encourage each
      As a bonus, he also brought two baby       mittens.                                         other with their craft. We were honored to
goats and two baby lambs, just a few days              Mrs. Kammerer brought along her            have her come to our school and demon-
old. The children were delighted to hold         spinning wheel, as well as a small loom she      strate an activity and piece of our history
and pet the animals and listen to their plain-   uses for weaving. To better explain the          that she is attempting to keep alive.
tive “baas.”                                     process of weaving, she and her daughter,
          It just so happened that the next      Vonna Edoff, helped the children tackle a
day, arrangements had been made for Joy
Kammerer, grandmother of students Geor-
May 2004                                                    Bulletin Board                                                       Page 9

Nine facts explain basics of NCLB
      Fact Number One: No Child Left Behind supports learning          children can transfer to higher-performing schools in the area or
in the early years, thereby preventing many learning difficulties      receive supplemental educational services in the community, such
that arise later.                                                      as tutoring, after-school programs or remedial classes.
      Research shows that most reading problems faced by ado-                 FACT NUMBER 6: No Child Left Behind ensures that
lescents and adults are the result of problems that could have been    teacher quality is a high priority.
prevented through good instruction in their early childhood years.             Because of the proven correlation between teacher quality
It is never too early to start building language skills by talking     and student academic achievement, No Child Left Behind includes
with and reading to children. No Child Left Behind targets re-         provisions stating that all teachers of core academic areas must by
sources for early childhood education so that all youngsters get       “highly qualified” by the end of the 2005-2006 school year. Each
the right start.                                                       state is responsible for developing its own definition of “highly
      Parents interested in the U.S. Department of Education’s pub-    qualified” and each state has the flexibility to develop its own
lication, “Helping Your Child Become a Reader,” which includes         system to measure teacher qualifications. States are also encour     -
activities for children from infancy through age 6, can order a free   aged to be innovative in finding ways to improve teacher quality.
copy by                                                                      FACT NUMBER 7: No Child Left Behind focuses on what
      * calling the U.S. Department of Education’s Publications Cen-   works.
ter (ED Pubs) toll-free at 1-877-4-ED-PUBS (1-877-433-7827); TTY/             No Child Left Behind puts a special emphasis on imple-
TDD: 1-877-576-7734; FAX: 1-301-470-1244;                              menting educational programs and practices that have been clearly
      * ordering online at: www.edpubs.org; or                         demonstrated to be effective through scientific research. Federal
      * writing to request a copy: ED Pubs, P.O. Box 1398, Jessup,
                                                                                       funding is now targeted to support such programs.
MD 20794-1398.
                                                                                                For example, the Reading First program
       Fact Number Two: No Child Left Behind
                                                                                       makes federal funds available to help reading teach-
provides more information for parents about their
                                                                                       ers in the early grades strengthen old skills and gain
child’s achievement.
                                                                                       new ones in instructional techniques that scientifi-
       Under No Child Left Behind, each state must
                                                                                       cally based research has shown to be effective.
measure every public school student’s achievement
                                                                                              FACT NUMBER 8: No Child Left Behind
in reading and math in each of grades 3-8 and at
                                                                                       provides state and local leaders with unprecedented
least once during grades 10-12. By school year
                                                                                       flexibility as they implement the law.
2007-2008, state assessments in science will also
                                                                                                The foundation of No Child Left Behind is a
be underway.
                                                                                       system of state standards and state assessments to
       It is important to note that these assessments
                                                                                       ensure accountability. Each state sets its own stan-
are based on state academic content and achievement standards.
                                                                       dards and each state determines what assessment it will use to
Each state defines its own standards and each state determines
                                                                       measure student achievement.
what test it will use to measure student achievement.
                                                                               States and local school districts also have the opportunity to
       Parents interested in learning more about No Child Left Be-
                                                                       apply for demonstration projects providing even more flexibility
hind can order a free copy of the “No Child Left Behind Parents
                                                                       in how federal resources are used. Additionally, recent policies
Guide” from the above addresses.
                                                                       announced by the U.S. Department of Education are providing
       Fact Number Three: No Child Left Behind provides par-
                                                                       states and local school districts with even more flexibility as they
ents and taxpayers with important information about the perfor-
                                                                       meet the academic needs of English language learners and stu-
mance of local schools.
                                                                       dents with disabilities.
       No Child Left Behind requires states and school districts to
                                                                              FACT NUMBER 9: No Child Left Behind provides more
give parents easy-to-read, detailed report cards on schools and dis-
                                                                       resources to schools.
tricts, telling them which ones are succeeding and why. Included
                                                                              Because of the reforms implemented by No Child Left Be-
in the report cards are student achievement data broken out by
                                                                       hind, Congress is now investing more in education than at any
race, ethnicity, gender, English language proficiency, migrant sta-
                                                                       point in history.
tus, disability status and low-income status; as well as important
                                                                                         Year 2001, the federal government provided $17.4
                                                                               • In Fiscal
information about the professional qualifications of teachers.
                                                                       billion for the programs that now constitute No Child Left Be-
       Fact Number Four: No Child Left Behind gives children
and parents a lifeline.
                                                                             • Funding for No Child Left Behind programs in Fiscal
       In this new era of education, children are no longer trapped
                                                                       Year 2002 was $22 billion.
in the dead end of low-performing schools. Under No Child Left
                                                                             • In Fiscal Year 2003, funding rose to $23.6 billion.
Behind, such schools must use their federal funds to make needed
                                                                             • In Fiscal Year 2004, funding increased to $24.3 billion.
                                                                             (• For Fiscal Year 2005, President Bush has proposed an-
       In the event of a school’s continued poor performance, par-
                                                                       other increase to $24.8 billion, but Congress has approved only
ents have options to ensure that their children receive the high-
                                                                       $20.5 billion and appropriated only $11.9 billion.)
quality education to which they are entitled. That might mean that
Page 10                                                  Bulletin Board                                                     May 2004

                          A touch of ... Custer Class
                               Strong work ethic takes Emery
                                “If a man does not keep pace with his compan-      with Champlin Petroleum, a subsidiary of Union Pa-
                          ions, perhaps it is because he hears a different drum-   cific Railroad. After a few months in Denver, he
                          mer. Let him step to the music he hears, however         was transferred to Rock Springs, Wyo., a wild oil
                          measured or far away.”       – Henry David Thoreau       boom town with a notorious reputation. Soon after,
                                                                                   the bottom fell out of the oil industry, and workers
                          The music for David Emery has varied from                by the thousands began losing their jobs.
                    the clank of oil well pumping units and the raucous                  The company decided to try to hang onto its
                    atmosphere of boom towns to the roar of drilling rig           engineers through the downturn, which was good for
                    motors in the Gulf of Mexico. It has included the              me,” David explained. “However, they worked us
                    click of computer keys, the hum of offices, and the            to death. We supervised field operations all day from
                    voices of the board room. And it has also meant the            daylight to dark, and then did our engineering work
                    rhythmic beat of drums and the jingling of powwow              at night. I worked an awful lot of 100-hour weeks.
                    dancers.                                                       Although it was very demanding and stressful at the
                          David, who was named CEO and president of                time, in hindsight it was a wonderful opportunity to
                    Black Hills Power in January at the age of 41, was             get some great experience.”
                    interested in engineering, but otherwise had few defi-               Next, David was transferred to Houston. He
                    nite plans for his future when he graduated from CHS           worked both onshore and offshore in the Gulf of
                    in 1981. But with interests in many things and a               Mexico. His onshore engineering duties included
                    family background that encouraged a strong work                the application of a technique which was relatively
                    ethic, he was ready to take on the challenges that             new at the time, horizontal drilling.
                    would eventually lead him to this executive posi-                    "We drilled 8,000 feet down, turned a 90-de-
                    tion.                                                          gree corner in about 300 vertical feet, and then drilled
                          Now he is responsible, under the direction of            up to 2,000 feet horizontally,” he explained. “At the
                                                  the corporate board of           time, this was a pretty big feat. With today’s tech-
                                                  directors, for the activi-       nology, it is very commonplace.”
                                                  ties and financial perfor-             Again the company had to consolidate and lay
                                                  mance of this energy             off employees. David was sent back to Rock Springs
  "I worked an awful lot of 100-                  and telecommunica-               to help close out the engineering department there,
                                                  tions business which             and then he moved to the company’s headquarters
 hour weeks. Although it was                      operates in 12 states            office in Fort Worth. At that point he began looking
 very demanding and stressful at                  plus Canada and con-             for another job, knowing he did not want to stay in
                                                  sists of $2.1 billion in         Texas.
 the time, in hindsight it was a                  assets. Last year, the                 In the meantime in the Black Hills, Black Hills
 wonderful opportunity to get                     corporation, which in-           Corporation had purchased a small oil company.
                                                  cludes Black Hills En-           When David returned to the area in 1989 to marry
 some great experience.”                          ergy, Black Hills Power,         Deanna O’Connor, a 1982 CHS graduate, he was
                                                  and      Black      Hills        interviewed by BHC. When he and his new bride
                                                  FiberCom, had rev-               returned to Texas, they knew it would be a short stay.
                                                  enues of $1.25 billion           He began his new job with BHC in August, 1989.
                    and 830 full-time employees. Traded on the New                       When David accepted his job with BHC, he
                    York Stock Exchange, the corporation has increased             became the third generation to work for the com-
                    its quarterly dividend to shareholders for 34 consecu-         pany. His father, Jim, worked 34 years for BHP, the
                    tive years.                                                    majority as Southern Hills area manager based in
                          "I honestly don’t know what possessed me to              the Custer office. David’s grandfather, James Em-
                    go into petroleum,” said David about his decision to           ery, had also worked for Black Hills Power. In high
                    study petroleum engineering at the University of               school, David owned shares in the company, but he
                    Wyoming after his graduation from CHS. “A de-                  sold them to help pay for college. David also was
                    gree in petroleum offered a lot of diversity, from             awarded a company sponsored college scholarship.
                    working outside on rigs to working almost exclu-               He admits, however, that while he thought highly of
                    sively on computers ... and everything in between.             Black Hills Power, he never dreamed that his life
                    It sounded pretty adventurous!”                                would include working for it.
                          It was adventurous all right. His first job was                I was jack of all trades,” he said about the new
May 2004                                                   Bulletin Board                                            Page 11

from oil fields to corporate CEO
position with BHC’s oil company. “I did everything        help come up with ways to do that job better.”
from economic evaluations, drilling recommenda-                  The life of a corporate executive is a busy one,
tions, acquisitions of producing properties, and field    making David even more appreciative of life out-
supervision of both drilling and well work-over op-       side the office walls. When he was in high school,
eration. I supervised operations on drilling rigs all     he had a wide variety of interests, participating in
over Wyoming, Montana, North Dakota, and Colo-            chorus, yearbook, school newspaper, National
rado.”                                                    Honor Society, and varsity football. Outside of
      Two years later he advanced to drilling and         school, he skied, hiked, was a rock climber, did pho-
engineering manager of the oil and gas subsidiary,        tography, and was an Eagle Scout. Many of these
and in 1993 he was promoted to general manager.           activities are still popular with David and his fam-
But he was also doing something else ... going back       ily.
to school. He earned his master’s of business ad-                An       enrolled
ministration (MBA) in May, 1997.                          member of the Chey-
      "I drove back and forth to Rapid City (from         enne River Sioux
Newcastle) and earned my MBA from the Univer-             Tribe, David was en-                    " The thing that I love so
sity of South Dakota,” he explained. “It was a long       couraged in his Native               much about Lakota culture is
process. Prior to starting my graduate work, I had        American heritage by
to take most of the undergraduate accounting, man-        his father and grandfa-
                                                                                               the emphasis the culture
agement, and finance classes. I decided to get the        ther, as well as other               places on generosity and
MBA as a ‘backup’ degree. The petroleum industry          relatives.                           extended family. I like to
lost nearly 700,000 jobs during the late 1980s. Hav-             "The thing that I
ing a backup degree seemed like the wise thing to         love so much about                   expose my children to the
do.”                                                      Lakota culture is the                culture as much as possible."
      In January 1997, David was promoted to vice         emphasis the culture
president of fuel resources for the corporation, a po-    places on generosity
sition which made him responsible for both the oil        and the extended fam-
and gas subsidiary and the coal mining subsidiary.        ily,” said David. “I like
Then in early 2003, the corporation reorganized into      to expose my children to the culture as much as pos-
two business units, the retail unit consisting of Black   sible. It is good for them and helps them gain a
Hills Power and Black Hills FiberCom, and the             much better appreciation for others.”
wholesale unit, Black Hills Energy, composed of the              It was through Boy Scouts that David himself
non-regulated power generation, coal mining, oil/         first crafted a fancy dance outfit and began dancing.
gas, and energy marketing businesses. At this point,      He no longer dances, but since his return to the Black
David was promoted to president and chief operat-         Hills, he is singing with a group of friends and rela-
ing officer (COO) of the retail business unit, a posi-    tives, In addition, his sons, Brandon, 7, and Ryan,
tion he held for only nine months before becoming         4, have started dancing in powwows.
President and CEO of the entire corporation.                     "We have taken them to powwows since they
      David believes the rough years he survived          were very little,” said David, “but I have never
during the oil industry downturn helped him to be-        pushed them to dance. This year, they both decided
come a better manager. He said the company he             they really wanted to dance (at October’s big event
worked for then had never been through significant        in Rapid City), so we made them traditional outfits
difficulty and did not deal properly with the tough       and got them started.”
decisions which had to be made.                                  While he thinks growing up in a small town
      They did a poor job communicating with em-          like Custer has been an advantage for him, more
ployees during those tough times,” said David about       importantly than where he grew up was how he grew
the leadership of that company. “During tough             up.
times, employees need more communication and at-                 "My parents instilled in me a strong work ethic,
tention from management, not less. To the extent          encouraging me to work hard for what I wanted. I
possible, I also involve employees and other man-         started working as a busboy at age 10 because I
agers in business planning and decision making pro-       wanted to buy a 10-speed bike. My parents were
cesses. After all, the employees know their jobs          also very active politically and civically. This helped
better than anyone. They are the most qualified to        broaden my sense of the world.”
Page 12                                                    Bulletin Board                                                   May 2004

What every parent should know about testing
               by Craig Black, Guidance Counselor                        event, hobby or recreational activity. Your attitude about tests
      Earlier this spring, students in grades 3-8 and grade 11           and the results of these tests is very important. Your child will
took tests as required by the No Child Left Behind act. Some             be more comfortable taking tests and will possibly do even
elements of these tests are standardized by the State of South           better on them if you help him or her to see tests not as barriers
Dakota, and other portions are nationally standardized. State law        or problems, but as opportunities. It’s important to think about
mandates that the tests be administered to all public school             the testing process as an ongoing part of your child’s education.
students.                                                                      Teach your child that although test scores are important,
      Through the testing, South Dakota classifies the students          they are only a snapshot of what he or she knows. Don’t,
into four different levels of achievement: below basic, basic,           however, accept excuses for not making an effort to do well.
proficient, and advanced. Every public school in the nation              You need to impress on your child that finishing tests and trying
must continue to have its students improve so that they all reach        hard on each item will pay off. Even having just one more
the proficient and advanced status by the year 2014. Failure to          correct answer can raise a percentage by two to three percent.
make adequate yearly progress (AYP) results in schools being             Research shows that getting a good night’s sleep before taking a
placed into school “alert” or “improvement” status. (The                 test and eating a nutritious breakfast will help a child perform
October Bulletin Board will report on the results achieved by            better.
Custer district students.)                                                     If you are curious about what your child was tested over,
      Taking tests is, and will continue to be, an important part        you may visit with the child’s teacher or go to the state Web site
of your child’s life. Tests are used not only in school but also in      <www.state.sd.us/deca/index.htm> and look at content standards
the workplace. They can also be required for getting jobs,               and results. Hopefully, together we can make testing a positive
obtaining a driver’s license or qualifying for a competitive             experience.

 New students need                              Bitz, Nelson will retire after
 immunization, birth                            47 combined years in district
 records to register                                  With the retirement this year of Mary     happening in the world today, having more
      Parents and guardians                     Kay Bitz and Melissa Nelson, the school         time to spend with my own kids and grand-
 planning to register students for              district will lose two veteran teachers.        children will be a wonderful gift.”
 the 2004-05 school year are re-                      Bitz has taught physical education at           However, she knows she will miss
 quired by state law to provide                 the elementary level in Custer for 26 years.    her students and co-workers. “I have
 certain documents. These in-                   She had taught in Spearfish and was teach-      forged some great friendships with all my
 clude a birth certificate and im-              ing in Rapid City when her husband,             fellow educators,” she said. “We have
 munization records, and the law                Bruce, was offered a teaching position in       shared so many experiences and we have,
 applies to students in pre-school              Custer.                                         in many cases, grown older together. I will,
                                                      “We moved here thinking that we           of course, miss the many children. They
 as well as kindergarten through
                                                would only be here a few years, and that        have been so much fun to work with. They
 twelfth grade.                                 was in 1970,” Bitz said. “I guess we found      have kept me young, on my toes, and I have
      The law states, in part, that             a home here in Custer, and it was a great       never been bored.”
 "certification be presented from               place to raise our three children. We have            Nelson came to Custer in 1983 after
 a licensed physician that the                  loved it here.”                                 teaching five and one-half years in Inde-
 child has received a test for tu-                    During her tenure in Custer, Bitz saw     pendence, Mo. After graduating from high
 berculosis, and is free from a                 the district change to the four-day school      school in Shawnee Mission, Kan., she at-
 contagious form of tuberculosis,               week, something she approached with             tended college at the University of Mis-
 and the child has received, or is              skepticism in the beginning.                    souri in Kansas City. She has a bachelor’s
 in the process of receiving, ad-                     “It has turned out to be a very posi-     degree in English and a master’s degree in
                                                tive direction for this school district,” she   secondary education.
 equate immunization against
                                                said. “It has brought some very positive              In her 21 years in the Custer system,
 poliomyelitis, diphtheria, pertus-             changes to this school district and the com-    she taught seventh and eighth grade lan-
 sis, rubeola (measles), rubella,               munity.”                                        guage arts, supervised the CMS yearbook,
 mumps, tetanus, and varicella                        Now Bitz hopes to travel and spend        and directed the middle school fund raiser.
 (chickenpox) ...."                             more time with family. “With all that is        (Nelson declined comment for this story.)
May 2004                                                    Bulletin Board                                                 Page 13

Maria finds experience 'cool'
       Maria Alejandra de los Rios Rueda admits
she was a bit stunned when she first arrived in
Custer and was told only about 2,000 people lived
in the community. She thought maybe someone
had dropped a zero from that number, but, some-
what to her dismay, she learned that was the
correct figure.
       Her home city of Bogota, Colombia, has a
population of six million, but she was reared in the
“little tiny town” of Ipiales . . . with a population
of only 92,000. Any way you look at it, she wasn’t
prepared for Custer.
       Now, as she completes her year as a Rotary
International Exchange Program student, Maria
looks forward to coming back for visits, calling the
people of this area “awesome” and the places                                                                     "Here the school
around here “cool.” However, the experiences in
Custer were not exactly the kind Maria had hoped
                                                                                                                   is easier be-
for. She wanted to come to the U.S. to learn                                                                      cause the stu-
English, which she was able to do in Custer. But                                                                  dents choose
she also wanted to experience the many cultures of                                                                 whether they
a larger community.                                                                                               want to take a
       “I think that here in Custer I have learned
about a different culture even if it is not so big,”
                                                                                                                 subject or if they
said Maria. And there were memorable experi-                                                                      don't want to."
ences that were unique to the area.
       “I learn how to ski and I love it,” said Maria.
“I saw the snow for the first time in my life . . . . I   they don’t have to take chemistry, but they take
love (to) do snow angels. I like Crazy Horse and          biology. They don’t take pre-calc if they take
Mt. Rushmore. I meet new people.”                         algebra,” she explained.
       And she played soccer on a team for the first             “In Colombia I took three years of physics,
time. It is her favorite sport, and in Colombia she       three years of chemistry, and all the years I took
played with her friends but never on a real team.         algebra and then trigonometry and then calculus.
       Maria has already graduated from her               In Colombia, you have to take one foreign
Colombian high school and will now continue her           language at least in high school. Also in the
schooling at Pontificia Universidad Javeriana in          (Custer) classes there is not a lot of debate, and I
Bogota. She plans to study general law, a five-           don’t see a lot of competition between students.”
year program, and then specialize in international              Maria particularly loves her humanities class
law, which will require another three years of            because “we talk a lot about different countries
study.                                                    and also we read a lot and we have the opportu-
       “For that, I hope I can go to Harvard, but that    nity to express our ideas.”
is kind of expensive,” explained Maria, “so if I                In Custer, Maria has lived with three
can’t I will go to Spain or France (to attend             families. First was with the Dallas and Lesley
graduate school).”                                        Wilkinsons, then the Jon and Wanda Dahlstroms,
       Maria likes the open campus at CHS and the         and now with the Dave and Arlene VanKleys.
fact that students do not have to wear uniforms as        July 15 she will leave to return to her family in
they did in the private school she attended. And          Colombia: her father, who is a zoo technician, her
she likes that some classes are definitely consid-        mother, who is a business and tourism administra-
ered college prep classes. But she noticed strong         tor, and her 7-year-old brother.
differences between her school in Colombia and                  “I consider that I am a person that loves so
CHS.                                                      much her country, so being away from it is hard.
       “Here the school is easier because the             I miss the food, the customs, the people,” said
students choose whether they want to take a               Maria. “But I just love being an exchange
subject or if they don’t want to. If they don’t want,     student. Everything is cool.”
Page 14                                                    Bulletin Board                                                 May 2004

From its nine original classrooms . . .

        High school building has grown,
      The first settlers — gold miners — arriving in Custer in       what the room a half-level above the second floor was, but both
early 1875 did not bring families with them, but when the            are now used as counseling offices.
prospectors decided to stay, businesses sprang up to serve them.           Also part of that first high school building was a gymna-
And with the businesses came the families to operate them, and       sium. The floor measured 57'11" x 74'10". However, part of
that meant children to educate. The first new school in Custer       that width was reduced by bleachers on the west side. Blue-
was built on a hill east of where the present high school sits.      prints show future bleachers were also planned for the east side.
Even though it was a brick building, within 25 years it was          (Original plans do not show the balcony which was later added
declared unsafe. It was condemned in 1915.                           along the east side.) The stage at the north end was 18’ deep
      While a new school was being constructed, students             and had dressing rooms on each side. There was a storage area
attended class in private homes and in what is now the LeRoy         under the stage.
Hotel, the older students upstairs and the younger ones on the             Cost of this 16,972 square foot, 10-classroom building
main floor. In 1916, a new brick school opened for all classes at    with gymnasium was approximately $83,000. With an inflation
the corner of 4th and Crook Streets, where the grade school now      rate of over 1,200 percent since then, the cost to build the same
sits. Just eight years later, a white school house building was      building today would be approximately $1.1 million.
constructed at 3rd and Crook, where the swimming pool is now,                             In late 1954 plans were on the drawing
to house the overflow of students. The original portion of the                      board for a 19,238 square foot addition to the
                current elementary school was constructed about        1            school. Cost of construction was shared by the
                1935.                                                               City of Custer, the school district, and the federal
   1                   Plans for Custer High School were drawn in       9           government. In addition to the National Guard
    9           1933, but construction did not began until January        5         Armory/ gymnasium, there were two classrooms,
                1936 with the surveying of the land. Horse teams                    three offices, a kitchen, a large enlisted men’s
      3         and tractors were used to level the Piety Hill             6        locker room and restroom, a smaller officer’s
       6        building site. The completed building was                           restroom, and storage, ordnance, and mechanical
                dedicated on Oct. 8, with the main address given                    areas, all of them designated for Guard usage.
                by local newspaper owner Francis Case, who           Over the years, almost all these areas have been taken over by
                would go on to serve South Dakota as a U.S.          the school.
Senator for 25 years. The first graduates of the new high school           Two classrooms along the corridor on the lower level were
— 14 boys and 19 girls — were the Class of 1937.                     available for school use. There was also a locker room on the
      Five classrooms were located on the first floor: manual        west end of the lower floor reached through a stairway and
training; domestic science; bookkeeping, with an adjoining           outside door.
typing room; and a general classroom. There were also a small              Because the armory was constructed farther up the hill
office, a girls’ restroom and locker room, and a boys restroom       than the original high school, the buildings were connected by
and locker room. Upstairs were a combined study hall/library,        ramp hallways on both floors. On the main floor, the boys
three classrooms, and what was designated as a laboratory/           dressing room had to be removed to make space for the new
lecture room for science classes.                                    corridor. The restroom portion of the dressing room remained,
      Two small 8’x10’ rooms were also located in the front bell     but some space was remodeled to put in a janitors’ closet and a
tower. The one between the first and second floor was desig-         separate restroom for school office staff.
nated as a restroom, possibly for faculty. There is no indication          In 1961, just five years after the construction of the armory
May 2004                                                     Bulletin Board                                                       Page 15

addition, the high school undertook another construction project        ever, in the 1990s a new boiler room was added where the girls’
involving three additions as well as some mechanical updating           dressing room was planned, and a coal hopper was installed
in the original building. The additions would add another                               nearby.
11,924 square feet to the high school complex.                                                Also in the mid-’80s, offices of the district
                   The first was a four-room addition on the west                       superintendent, which had been housed in the
  1          end of the original building. This included rooms            1             high school, were moved into the old library
    9        designated for home economics, business, and a                9            building on Third Street. The space once
             library, as well as one general classroom.                                 occupied by the administrative offices has since
    6              The second was an addition to the south side of
                                                                            8           been remodeled several times and now houses
   1         the armory. This included two classrooms, three                 0          four small rooms for individual instruction and
             storage closets, a conference room, and a girls’                  's       an Arete classroom.
             restroom on the second floor. On the lower floor                                 New laws were regulating what and where
were two classrooms, including a new science lab, and a coach’s                         the school could and could not build. The state

 evolved extensively in 68 years
office. Some remodeling also was done in the dressing room              told the district that there was no space for new construction of
area.                                                                   additional classroom buildings on the one square block high
      The third addition was the construction of a free standing        school grounds. The school district was also undertaking more
industrial arts shop to the east of the main school building. This      of its own planning, building, and remodeling. In 1988, the
building included a large main room, a small office, and a small        wooden garage next to the shop was torn down. Because a
finishing/paint room.                                                   building had been located there, the state allowed the district to
      With the addition of these seven additional classrooms,           replace it with a 2,500 square foot aluminum building to be used
junior high school students could now be accommodated in the            as an art classroom.
north wing of the school. Moving the seventh and eighth grades                 The Americans with Disabilities Act (ADA) was passed in
out of the elementary building helped alleviate the overcrowd-          1990, and the school needed to comply by remodeling restrooms
ing which was occurring there.                                          to make them wheelchair accessible. A small elevator had
      By late 1975, plans were underway for a one-level addition        already been installed in 1987 with funds obtained in a grant.
to the north side of the armory. This addition added another                   At approximtely the same time, the princpal’s office was
                 6,262 square feet. It included a music room with       moved upstairs into the armory wing of the school. That office
                 a teachers’ office, four small practice rooms for      was later expanded into an adjoining classroom to provide space
  1              music students, a general classroom, and a large       for the attendance office and offices for the deans and the
                 multipurpose room. This room is used as a study        activities director, as well as an area for students to research
    9            hall, noon lunch room, and a concessions area for      post-secondary opportunities.
     7           sports events in the armory. At one time it also              In 1998 and 1999, several remodeling projects changed the
                 served as a wrestling practice room, but the           high school facilities considerably. The locker room portion of
      8          wrestlers now practice in a locker room located                              the original girls restroom/ locker room was
                 under the bleachers at the athletic field. In recent                         remodeled into a special education class-
years, additional music practice rooms also have been built               1                   room. On the second floor, the boys’
along one side of the room.                                                                   restroom was converted into a girls’ restroom
      In the ‘70s and ‘80s, the high school began seeing a variety         9                  and small locker room, leaving the boys with
of facilities problems. The heating system was antiquated and                9                no second floor restroom in the senior high
some rooms were extremely cold. With all the additions, the                                   section of the school. Restrooms and the
roof leaked and needed almost constant repairs. Passage of Title
                                                                                8             locker room in the armory were also
IX legislation in 1972 required schools to provide equal                  1                   remodeled to provide more bathroom space
opportunities and facilities for girls’ sports. Public Law 94-142          9                  for women.
in 1975, which said all handicapped children were entitled to                                       The first elevator, a small one which
free public education, meant schools had to come up with                     9                had been put into a closet area in the original
additional facilities, in addition to additional faculty.                     9               administrative suite was removed. An
      In 1985, plans were drawn for a girls’ dressing room to be                              elevator “tower” was constructed adjoining
attached to the north side of the original gym, now being                                     the corridor between the two wings of the
referred to as the “small gym.” The same plans also called for a        building and a new, larger elevator was installed.
separate boiler room to be built to the northwest of the shop                  The small gym, which had already seen the removal of its
building. These additions were never built as designed. How-                                             See New room, Page 16
Page 16                                                          Bulletin Board                                                         May 2004

Hermosa 4th designs dioramas
to study various ecosystems
      Hermosa students in Ardys Pulse's fourth grade class recently
created three dimensional ecosystems. They could choose to do
forest, prairie, ocean, or mountain. After studying the land form,

                                                                              vegetation, and creatures, they designed, colored, and cut out items
                                                                              to place in their dioramas. Spencer Smith (left) cuts while partner
                                                                              Brittany McGee places items in their diorama. Lizza Jensen Teller
                                                                              and Chantel O'Brien (above) show their completed ocean.

New room created, blackboards become white
From Page 9
balcony and bleachers, now underwent other changes. The                             Of course, in any school, changes are ongoing. During
stage was converted to a wellness/weight training classroom.                  the energy crisis, glass block windows in the school were
The space beneath the stage, which had also been used briefly as              covered by insulation and plaster board to create warmer
a weight training area, was converted back to storage for use by              classrooms. Lighting has changed. In some areas, tile floors
the library, physical education, and drama. A floor was put in                have been carpeted to reduce maintenance. Some electrical
above the stage and another classroom constructed in the upper                updating has occurred, and computer connections have been
area. A very small second room was also carved out of this new                installed.
room to house the central control system for the school’s                           And, in a small but real sign of changing school design,
computer system. Access to both rooms is from the second                      blackboards have been converted to “white” boards for use with
floor corridor.                                                               erasable colored markers. The white boards also serve as
      In 2002, a 1,300 square foot addition was added to the                  projector screens and can be utilized, in conjunction with other
west side of the shop building.                                               equipment, for projection directly from computers.

Kids call experiences with elderly enriching, awesome
       Sixth grade teacher Kim Webster thought      tinuing the program. "It will make them real-           "I've learned to respect more," said one
that this year's outreach program between stu-      ize what 'respect your elders means.' "           boy. "I'm not as much scared .... It means so
dents and residents at Colonial Manor and                 Webster spearheaded the program this        much to them and makes you feel good inside."
Wedgwood was a valuable learning experience.        year with the cooperation of the other two              Another learned gentleness. "I have
But before she decided whether to continue it       Custer sixth grade teachers, Bob Dorton and       learned that life is fragile, and you can't pres-
for another year, she wanted input from the stu-    Teresa Fiala. By rearranging the schedule and     sure them like we do to each other," said an-
dents. They responded enthusiastically.             giving up their planning periods one day a        other boy. "It's done me a lot of good and helped
       When she asked if they would recom-          week, they were able to create a block of time    me understand how older people act."
mend the program continue for next year's sixth     for each of the three classes to visit Colonial         One girl noted the elderly have much to
grade, the students were unanimous.                 Manor or Wedgwood one period each month.          say and "If you listen, you learn. It made me a
       "Yes," said one, "because it is an enrich-   The students play games, read to, talk, or sing   better person."
ing experience and you learn a lot."                with the residents. (The complete story was in          "I think it has improved my attitude and
       "Yes," agreed another, "because then the     the November Bulletin Board <csd.k12.sd.us>.)     feelings toward other people," said another girl.
elders will still have the joy of young people            Several students mentioned that to begin          Colonial Manor will host the students at
around."                                            with they felt uncomfortable around older or      "thank you" lunches in May, at which the sixth
       Another had a different reason for con-      disabled people, but they have changed.           graders will eat with their new senior friends.
May 2004                                                  Bulletin Board                                                        Page 17

                      Custer High School Graduates 1974-2003
                                           (with projections through 2007)

        N                                                      Midpoint
        m 85
        e 80
         o 70
         G                                                                                                              (Projections
           60                                                                                                           are based
                                                                                                                        on current
         a 55                                                                               This line denotes           enrollments
         d                                                                                  the average number          but do not
         u 50                                                                               of graduates over           include ACE
                                                                                            the 30-year period          students.)
         e 40
         s    '74       '76   '78    '80   '82    '84    '86     '88      '90   '92   '94     '96   '98   '00    '02   '04   '06 '07

                                                        Year of Graduation

30-year statistics show graduate numbers go up and
down, but clear trend is to larger high school classes
       Enrollment figures are slippery things. Enrollment on the    30-year average of 68 graduates per class.
first day of the school year will certainly change before the last       During the first half of this 30-year period (through 1988),
day. And between August and May, as students transfer in and        only six of the 15 years had classes above this 68-graduate av-
out, the figure will change several times.                          erage. However, from 1989 through 2003, 11 of the 15 classes
       But graduation figures are concrete.                                              had numbers greater than the average. In
A certain number of students graduate,                                                   fact, no class has fallen below the 68 aver-
and that number can be compared to the                                                   age since 1994.
number of graduates in other years.
                                                       ... the Class of 2006                   While the district enrollment has seemed
While Custer High School graduation                  could possibly set a                to level off at just over 1,000 students, pro-
numbers tend to go up and down, the                  record for number of                jections show the trend toward larger gradu-
overall trend is upwards.                                                                ating classes will continue for several years.
       In the 30-year period from 1974                                                   This year's Senior Class has 65 students, but
through 2003, the number of graduates ran                                                that does not include alternative school (ACE)
from a low of 44 in 1976 to a high of 89 in                                              students. Four ACE students have already
1998. Those numbers are somewhat in keeping with general en-        completed graduation requirements this year, and four more could
rollment figures. The lowest enrollment in the Custer School Dis-   do so. The Class of 2005 currently has 70 students, and the Class
trict occurred in the fall of 1976 when 958 students were recorded. of 2006 could possibly set a record for number of graduates. It
The highest enrollment in the district was in 1993 (1,263). How-    currently has 90 students not counting ACE students. The Class of
ever, the Class of '93 had only 70 members, just slightly above the 2007 is also large, with a current enrollment of 78 students.
Page 18                                                      Bulletin Board                                                     May 2004

Board candidates tell why they seek positions
       Voters will chose two people from among five individuals        daughters, Hermosa kindergartners, have lived in the district three
seeking seats on the Custer Board of Education. The election will      years, but Sherrod has lived in the Black Hills for more than 20
be held Tuesday, June 1.                                               years.
       Seeking the positions to be vacated by Patricia Murner and             “We must plan for the potential growth of our community,”
Ron Walker are Wade Lampert, Lila Burleson Lytle, Roni Petik,          said Sherrod. “Recognizing that schools must change along with
Lisa Sherrodd, Jerome “Joe” Speckels, and Tim Wicks.                   the community will help us provide opportunities for all students
       Wade Lampert is a businessman who has resided in Custer         in Custer County. I have the vision and foresight to plan for those
State Park eight years. He has one daughter who is a high school       imminent changes.
freshman and another daughter who will begin kindergarten next                “We must help all children develop their abilities in order to
year.                                                                  become productive, contributing members of our community by
       “I just want to give back to the community,” Lampert said.      providing the highest quality education, including personnel and
“I believe strongly in a good education, and I would like to be in     facilities,” she continued. “We have a fiscal responsibility to all
on the ground floor for Custer in this area to help ensure we have     citizens of Custer County to ensure that our tax money is spent
a strong curriculum to help prepare our children for the future. I     wisely and with forethought to achieve our educational goals.”
have two beautiful girls that are in the Custer school system. I              Jerome "Joe" Speckels, whose educational experience
want to be able to look them in the eye, along with the rest of our    started in a one-room schoolhouse and extended through B.S. and
youths, and tell them I did everything I could to provide them         M.S. degrees, is an engineer and businessman. He and his family
with a world class education.                                          first lived in Custer in the late ‘70s and then returned here in 1989.
       “I would also like to explore the possibility of moving the     His two children are '90 and '92 CHS graduates.
start of the school year to after Labor Day                                                             “I am running for the school board
in the Custer School District,” continued                                                         because there will be some great educa-
Lampert. “Tourism is extremely important                  Picture ID required                     tional and fiscal challenges facing the
to our economy, and if we can help our lo-               Voters are reminded that un-             board,” Speckels explained. “While we
cal businesses get an extra week out of the        der a new South Dakota law, pic-               must adhere to the No Child Left Behind
season and help extend their work force that                                                      act, I believe in fiscal responsibility, no
                                                   ture identification, such as a
extra week, we should do everything we                                                            opting out, and no tax increases. I will fo-
                                                   driver's license, must be shown
can to do it.”                                                                                    cus on instruction, not construction. I be-
       Lila Burleson Lytle, a rancher and          before voting.                                 lieve we can enhance the learning experi-
former business woman, grew up in Custer                                                          ence with internet based education.”
County and graduated from CHS in 1945.                                                                  Tim Wicks, an engineer with the De-
She has three stepsons, 12 grandchildren, 18 great grandchildren,      partment of Transportation, has lived in Custer since the early ‘80s.
and four great-great grandchildren, many of whom have attended,        Both he and his wife are CHS graduates, and Wicks has a daugh-
or are attending, Custer schools.                                      ter who will graduate from CHS this year. His other children are
       "I want to put something back into the county that gave me      a first grader, a 1-year-old, and a newborn.
my education," said Lytle. I love children, and children are our              "Is there anything more important than the education of our
future. They’re going to be running this country when we’re long       children? It is a responsibility that does not rest on teachers alone,
gone. I believe in progress and I love Custer. Even if I’m not         but on an entire team consisting of the children, the parents, the
going to be here, I want to prepare for the next generation.           school employees, the taxpayers, and the school board," said Wicks.
       "Some people may think I’m too old, but I have experience              “I attended Custer High School .... During those four years
and I want to use that experience on the school board. I've had to     I not only received an education that helped prepare me for col-
make some tough decisions in my life, and I’ve had to budget           lege, but I was also involved in many extracurricular activities,”
severely ... that should make me good on the school board.""           said Wicks. “During my time in the classroom, I grew to appreci-
       Roni Petik, an occupational therapist, has lived just east of   ate the impact that a teacher, good or bad, has on the learning
Custer since moving here with her husband in 1997. She has a           environment. I believe that teachers are our most valuable asset.
daughter in second grade and another pre-school aged daughter.                “My activities after school ... taught me about teamwork,
       “I would like to be a school board member to further support    trust, and leadership (and) ... skills that I will keep with me for the
our excellent and ever-changing school system, students and teach-     rest of my life. The formal education was very valuable, but I
ers alike,” said Petik. “I am very interested in putting our children  believe the education I received in sports and music was valuable
first, and the Custer community seems united in this endeavor. I       also.
believe my background in child development and experience on                  “I will not tell you that I am running for school board to save
various committees will help me in being a valuable team mem-          the taxpayers money. I also won’t tell you that I am running to
ber."                                                                  spend money. I will be honest, I will make decisions based on the
       Lisa Sherrod operates a home-based Web site development         facts placed in front of me, and I will not take the responsibility
and graphic design business. She, her husband, and 6-year-old twin     lightly.”
May 2004                                                    Bulletin Board                                                   Page 19

Do you know how many lots in a city block?
These students                                                                                           Holding a measuring wheel,
                                                                                                         (left) Alan Webster gives
do ... and more                                                                                          measuring instructions to a
                                                                                                         class and (below) helps
      Geography is more than                                                                             Tabitha Smith with calcula-
the study of far away countries                                                                          tions while Louis Good
and maps of the world. In Alan                                                                           Shield holds the wheel.
Webster's classes, students
have recently been learning
about things closer to home.
      And they have been mea-
suring their way to visual un-
derstandings of size. They can
tell you that a normal city lot is
50 x 150 feet, and that there are
12 lots or six acres in a stan-
dard block. They know an acre             Webster also teaches his     more commonly in determin-
is 43,160 square feet, about the     classes about how South Da-       ing rural dimensions.
size of a football field.            kota is laid out in ranges and          "I wish I had learned
       "They'll buy property         townships. Students are intro-    some of these things when I
some day and will need infor-        duced to units of measurement     was in school," summarized
mation like this," said Webster.     such as chains and rods, used     Webster.

                     Picture removed at the request
                    of parents who do not wish their
                   children to be pictured on the Web.

                                                                                      Earning the Spirit of DI award were XXXX,
Wearing their third place medals (left) are (l-r) Alisha Schultz, Syndey              Whitney Coates (manager) XXXXX, Kari Tucker
Mohr, Ashley Schultz, Tess Wentworth, Taylor Foster, and Kelsey                       (manager), and Trevor Ostenson.

6 DI teams compete at state; two teams win awards
      Six Custer teams qualified for the             Receiving a state Spirit of DI award     Karley Konkol. It was managed by Anne
state Destination Imagination meet in           was the elementary Guess DImate team,         Sandvig and Erin Konkol.
Pierre, April 3, by placing first or second     which had placed first in the regional meet         A Custer elementary team also won
in the regional meet.                           and also won a Renaissance award.             a regional first place in the Guess DImate
      Placing third at state was the elemen-         In the Pit and Pendulum challenge,       challenge. On the team were Byron
tary Plot and Pendulum team managed by          another Custer team placed first in the re-   Dahlstrom, Catie Delaney, Alex Kopp,
Diana Foster and Lesley Wilkinson. The          gion and won a DaVinci award. On the          Miles McKee, Emily Stanton, and Garrett
team placed second and won a DaVinci and        team were Desiree Bland, Teresa Boggs,        Wong. The team was managed by Dave
a Spirit of DI award at the regional meet.      Megan Heggen, Allison Hosman, and             McKee and Bette Wilkinson.
Page 20                                              Bulletin Board                                                May 2004

                                                                                  Ask the Board President
                                                                                                        by Mike Tennyson

Design/build process is cost
efficient for several reasons
     1. The Board has repeatedly           sand dollars in design fees only to dis-   construction was approved by our leg-
said that the design/build process         cover when the project is formally bid     islature several years ago as a cost effi-
saves money. Could you explain why         that the cost far exceeds the district’s   cient alternative to the typical design/
and how?                                   budget, hence wasting the design fee       bid/build approach. Nationally, over 60
                                           cost.                                      percent of all commercial and institu-
     The design/build process saves              Third, generally speaking, a         tional construction projects utilize the
money in a couple of respects. First,      contractor will have a much better         design/build approach. Our state laws
the fact that the builder, architect and   idea of what building systems are          are very specific regarding how a pub-
school district work as a team to focus    most cost effective and can direct the     lic entity may use the design/build ap-
on addressing the district’s facility      architect to incorporate such systems      proach. The Request for Proposals
needs insures that the design satisfies    in the design to produce a more cost-      (RFP) details program requirements,
our needs, that the building compo-        efficient building.                        size requirements, building material
nents and materials fit our budget and                                                specifications, finishes and the target
requirements, and finally that the de-          2. Why can the school district        budget. The design/builder teams must
sign is cost effective to build, operate   bypass the bidding process, or is the      incorporate these requirements in their
and maintain.                              submission of a RFP substantially          proposals. Each individual proposal is
     Second, by utilizing the design/      the same?                                  then scored on multiple criteria. The
build approach, the district isn’t re-                                                team achieving the highest score is
quired to invest several hundred thou-          The design/build approach to          awarded the contract.

 Bulletin Board                                                                                               Non-Profit
                                                                                                             U.S. Postage
         Custer School District 16-1                                                                             Paid
         147 North Fifth Street                                                                             Permit No. 618
         Custer, South Dakota 57730                                                                         Rapid City, SD

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