1. education
2. school

SCRANTON PUBLIC SCHOOL
Superintendent’s Note
GO HAWKS!
APRIL, 2015
It’s officially spring! It doesn’t seem possible that there are only a couple months of school
left. We have enjoyed watching our students participate and succeed in many activities so far
this year and there are many more events yet to come. On Wednesday, April 8, at 4:00 p.m.,
we will be hosting the Southwest Academic Competition. Several of our surrounding schools
will join us for the academic competition. Everyone is welcome to watch and support these
students try to win gold!
We have begun administering our new online state assessment called “Smarter Balanced”.
This year is the first time our students in grades 3-6,7,8 and 11 will take a state test of this
kind. Our students are no strangers to state tests, but will need to get accustom to an online
test of this kind.
The Smarter Balanced test will measure a student’s knowledge in English/Language Arts and
Mathematics. The test is aligned with the Common Core Standards and will provide us a
unique opportunity to gauge student progress and grade level performance. Students will be
tested during several intervals so the seat time does not get too long.
I know there is a lot of misinformation, speculation and negative comments out there regarding the Smarter Balanced Assessment. With that in mind, I will give you my perspective
about how these tests are used.
At the school district level, as with any test, our purpose is to measure what students know and
what they do not know. This is invaluable information when your primary purpose is to
teach. Assessments for this purpose happen all the time in school. Whether it is an assignment, a quiz, teacher observation or a test, teachers use this data to evaluate the student.
When most people hear or read about a teacher evaluating a student they immediately think
about assigning grades. The master teacher however is far less concerned about grades and
much more concerned about what they learned about the student. They learned what concepts
the student really grasped as well as what areas need continued emphasis.
I think the bigger question about a state mandated test like the Smarter Balanced test is, what
does our state and federal government do with this information? Years ago state tests were
given to students to determine whether the student would advance to the next grade. Today, it
is schools that get the report card in the version of Adequate Yearly Progress (AYP). If students or subsections of students perform below grade level, the school is placed on an improvement plan. Failure to improve means more sanctions from the state.
The federal government is also a stakeholder in education. They want to compare the educational performance among the states. Scores from students across the state are compiled
to create a state performance report card. The Smarter Balanced Assessment is based on the
Common Core Standards. These standards have been adopted by the majority of the states including North Dakota. Many people are opposed to a “national” curriculum and feel that a
school’s curriculum is a local decision. Keep this in mind, the Common Core Standards can be
taught through a variety of curriculum choices that are determined by the school and its instructors. We also use the data from the state assessment as a means of assessing our students’ understanding of the unified standards.
So how is this state test different than state tests we have given in the past? Previously our
state assessments were only reliable to measure schools within North Dakota. Each state developed its own “cut scores” and numerical definition of “proficiency”. It would be unfair to
compare test scores from North Dakota to those of another state if our definition of proficiency
was much more demanding. Of course this detail did not stop many from creating national
school rankings based on this flawed premise. From this, many states demanded a more accurate and reliable measurement of success and the Common Core Standards were born.
Below I have included information provided to school administrators to share with parents
about the potential effects of “opting out” of the state assessment as well as other assessments
students take. I hope this helps with questions you may have about testing.
Potential Effects of Opting Out of/Refusing to Take
State and Local Academic Assessments
State and Federal law require students to be assessed for a multitude of reasons. Parents may elect to opt their
students out of the various assessments; however, there are ramifications and consequences for the student, school
and district when those decisions are made. Parents should be made aware of all possible ramifications when opting their child out of assessments. For your assistance when visiting with parents, listed below are just some of
these consequences.
General
●The most significant consequence of opting a student out of the various assessments is the negative effect it
will have on a teacher’s ability to gauge where their students are at and how instruction should be adapted
to meet student needs.
● Each assessment serves a unique role in supporting your student’s growth throughout their school years.
●In the majority of schools and districts statewide, there are eligibility requirements that must be met in order
to participate in supplemental programs. These supplemental programs can include afterschool programming, summer school programming, or preschool programming. In many cases, students are assessed
and the results of those assessments determine whether or not they are eligible to participate in these supplemental programs. Using assessment criteria is a way to ensure that these extra services are first made
available to those students who need them the most. If opting out of testing, parents should determine if
they may be limiting their child from participation in quality supplemental programs that will help the
child to succeed.
●We believe that it is in the best interest of all students to participate in each assessment, since they carry
academic and sometimes financial benefits.
North Dakota State Assessment
●Within the Elementary and Secondary Education Act (ESEA), one of the requirements is that there will be a
state assessment for all students grades 3-8 and 11. School districts are held accountable to assess all
students and report out on the achievement and participation results. The State Education Agency creates
an Adequate Yearly Progress (AYP) report for every school and district that highlights the results of the
state assessment. In addition to reporting the results in reading/language arts and mathematics, the report
also indicates whether the school or district had at least 95% of their students participate in the state assessment at the composite and subgroup levels. This regulation was put into place to ensure that all students, even those with a disability, those who have limited English proficiency, or those living in poverty
are assessed to hold schools accountable for their education of all children. Schools and districts who are
not able to demonstrate that 95% of their students participated in the state assessment will consequently
not make AYP as a school or district. Schools and districts that do not make AYP are identified for program improvement and must meet a number of sanctions as identified on the chart which can be accessed
at www.dpi.state.nd.us/title1/progress/schoolconsqnce.pdf
●On February 27, 2015, the USDE provided states with flexibility to freeze AYP calculations for one
year due to the fact that states will be administering a new State Assessment in the spring of 2015. However, in order to hold schools and districts accountable for ensuring that all students participate in the
state assessment, the freeze in AYP calculations does not apply to any school or district that cannot
demonstrate that 95% of their students were assessed.
●Non-participation in the NDSA reduces the ability of your student’s teachers and schools to accurately
measure his/her achievement of key learning goals and growth against commonly understood benchmarks of success. Without the measures provided by the NDSA, schools lose an important tool in monitoring your student’s progress in terms of these benchmarks of success and in providing additional education supports, as required.
●The loss of your student’s results will also diminish your school’s ability to improve the quality of instruction for all students within your school and school district.
●Your schools may be required to redirect the use of certain federal funding if a school’s participation
rate drops below 95%. A state, district or school does not lose funding for not having 95% of their students tested, but the funding they receive must be used for certain actions leaving less local discretion.
●This restricted use of funding would affect certain support programs within schools. Every student’s
participation matters greatly.
Local Interim Assessments
●Non-participation in interim assessments removes an important measurement tool of actual student classroom performance.
●Without the objective, reliable information that the interim assessment provides, teachers cannot adequately
determine the full extent of a student’s growth.
●This loss of information produces a blind spot for schools in adequately understanding whether a student is accessing or understanding the grade-level material.
●Teachers lose an important means of measuring true student growth, for both advanced and struggling
learners.
●Teachers use this information to plan lessons and individualized instruction for each student.
ACT and WorkKeys Assessments
● ACT or WorkKeys scores are required for college admission. Non-participation in the State ACT or the
WorkKeys assessments would require a student to assume the full cost of either of these assessments if
the student were to later pursue college or career training admission.
● Non-participation would remove that student’s eligibility from receiving state-funded college or career special scholarships, which require participation in these assessments for grant consideration.
College and Scholarships
●North Dakota Century Code requires certain benchmarks be reached on certain state required tests in order
to be eligible for scholarships. Legislators have stood firm in their requirement that a student receive a
desired score on the assessments before they receive scholarship money.
●The North Dakota University System (NDUS) has certain requirements for admission and placement in our
state colleges and universities. Those requirements are based in large part on the assessment results of
students. Other state’s college systems have these same admission and placement requirements based on
assessment scores.
●In order for students to participate in the State Scholarship program (NDCC 15.1-21), the students must
participate in certain assessments and obtain an eligible score. Students who are not assessed are not
eligible to apply for a scholarship.
●For any student that intends to go to college after high school, they must participate in certain assessments that will be used to determine acceptance and/or placement into certain remedial courses.
Title and Special Education Programs
●The Title I program is built to assist students who need extra help. It is determined that they need extra help
by securing hard, undisputable data verified through assessments. Schools must continue assessing them
to determine if the program is helping and is raising achievement. Parents who elect to opt their child out
of these assessments need to understand that their child is then not eligible for Title I services because
evidence won’t be available to either prove eligibility or demonstrate improvement as required by law.
●In order for students to receive Title I and Special Education services, they must first be assessed. The results of the multiple assessments will determine whether students meet the criteria and are eligible for
supplemental services within one or both of these federal programs.
● Each local school district must determine which multiple assessments they will use in their Title I program to determine eligibility and to continue to monitor the progress of Title I students in order to ensure
all students are learning regardless of their challenges. Once those assessments are selected, the district
and school must use the same, uniform assessment for all students. Uniform assessments must be used
within the program to ensure equality and consistency. (Public Law 107-110)
●In 1975, Congress passed Public Law 94-142 (Education of All Handicapped Children Act), now codified as IDEA (Individuals with Disabilities Education Act). States must develop and implement policies
that assure a free appropriate public education (FAPE) to all children with disabilities. The state plans
must be consistent with the federal statute, Title 20 United States Code Section 1400 et.seq. (20 USC
1400) http://www.gpo.gov/fdsys/pkg/STATUTE-89/pdf/STATUTE-89-Pg773.pdf.
Finally
● The information received may impact your student’s academic course of study or career choices for years to
come. We encourage you to allow and, indeed, support your student’s full and meaningful participation
in each assessment, to ensure a well-rounded educational experience.
Kaitlyn Baartholmy Riley Clap
pper Quentin SSchumacher Damon Brrackel Emily Ericckson Jaxon Mellmer Zayn John
ns Nathaniell Pierce Mackenzie Haman Mr. Dietchman Mr. Pierce
e Bradee Clapper 4‐4 4‐6 4‐7 4‐8 4‐13 4‐14 4‐19 4‐19 4‐21 4‐22 4‐25 4‐28 Choiir Swing C
Conce
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This year we aare goingg back e 80s for a celebrration! to the
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or this party!! Hope tto see yo
ou all the
ere! AHOY is once again
sponsoring the AfterProm Party for all
Scranton students in
grades 9-12. Out-oftown prom dates are
welcome to attend.
Our theme this year is “Casino Night”! Students
should arrive at the Scranton Community Center
between 12:00 and 12:30 a.m. Doors lock at 12:30.
The Bowman County Sheriff ’s Office will be administering a breathalyzer test to every student that enters. Students will be entertained with Vegas style
horse races and playing casino games. Prizes will be
awarded throughout the event.
We are still looking for donations of cash and
prizes as well as workers to help with the casino
games!
Please call Carmen at 275-8266 or Nikki at 2756355 to donate or help.
We appreciate your continued support!
April 2015
SUN
5
MON
TUE
6No
School—
Storm Day
3:00 Hazen
Baseball @
Hettinger
7Region
10
Choral
Festival @
Richardton
WED
THU
FRI
1
2
3No
84:00
96:00
109:30 V
SW
Academic
Competition @
Scranton
FFA
Banquet
SAT
School
Track @
4
11Prom
Spearfish
2:00 JH Track @
Beach
3:00 Baseball @
Washburn
Gr. 5-8 Music
Festival @
Scranton
Pre-School DIAL 4
Screening
12
132:00
JH
Track @
Bowman
142:00
V
Track @
Bowman
3:30 Baseball
@ Beulah
19
26
20
277:30
p.m.
Jr. Class
Play
212:00
V
15School
162:00 V
17Mid-term of
18State
Speech
Contest 8:30
a.m.
Beach
4th Nine Weeks
3:00 Kidder Co.
Baseball @
Hettinger
Dismiss @ 1:30
For Inservice
Science
Olympiad
Track @
22
HOME OF THE NIGHT HAWKS!
232:30
Track @
Bowman
JH
Track @
Dickinson
3:30 Baseball
@ Shiloh
3:30 Baseball
@ Hazen
281:00
p.m.
V Track @
Hazen
3:00 Washburn
Baseball @
Hettinger
29
SCRANTON PUBLIC SCHOOL
JH Track @ Lemmon
School Board
Meeting 8:00
p.m.
303:30
Beulah
Baseball @
Hettinger
241:00
Gr.
4-8 Math Meet
@ New England
2510:00
V
Track @
Lemmon
7:30 p.m.
Café Concert
BOX 126
SCRANTON ND 58653
PHONE: 701-275-8266
scrantonpublicschool.homestead
.com
DIA
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Who N
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Augu
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5. ™And aany 3 yearr‐olds withh developmentall conceerns. Please ccontact Miss Ash
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Home: 701
1‐275‐6984
4 C
Cell: 701‐206‐0427 W
Work: 701‐‐275‐7032 MONTH of APRIL
Sunday
5
Monday
19
26
Wednesday
Thursday
Friday
Saturday
1
TatorTot
Hotdish
Cauliflower
Honeydew
2
Goulash
Corn
Apple
Bread
3
7
Chicken
Nuggets
Fries
Peaches
8
Taco Salad
9
Chicken
Fajitas
11
Chocolate
Pudding
Lettuce/Cheese
10
Canadian
Bacon Pizza
Lettuce
Pineapple
13
Meatball Subs
Hashbrowns
Green Beans
Apricots
14
Biscuits/Gravy
Cucumbers
Strawberry/Ba
nana/Yogurt
15
Chicken
Alfredo
Corn
Grapes
17 Senior
18
20
Shipwrecks
Carrots
Watermelon
21
Baked Eggs
Hashbrowns
Cantalope
22
Lasanga
Broccoli
Kiwi
16
Chicken
Drumsticks
Mashed
Potatoes
Cranberries
23
27
Popcorn
Chicken
Potato
Wedges
Applesauce
28
Corn Dogs
Sweet Potato
Fries
Pears
29
Subs
Macaroni
Salad
Peach Cups
6
No School
12
Tuesday
Lettuce/Cheese
Oranges
Polish Sausage
Mashed
Potatoes
Celery
Mandarin
Oranges
4
No School
Lunch:
French Dip
Cheesy Veggies
Fruit Cups
Reese’s Candy
24
Chicken
Patties
Bun
Corn
Fruit Mix
25
30
Beef
Stroganoff
Lettuce
Peaches
© 2004 by Education World®. Education World grants users permission to reproduce this work sheet for educational purposes only.
A HONOR ROLL (3.5)
Seniors:
Damon Mellmer (4.0)
Brinley Norton
Kaylee Pierce
McKenna Wegner
B HONOR ROLL (3.0)
Seniors:
Dimitri Clapper
Jarett Hestekin
Zayn Johns
Vance Valloff
Juniors:
Tara Dillon
Emily Erickson (4.0)
Thomas Maychrzak
Calli Miller
Brandon Pierce
Tanner Sanford
Juniors:
Colbey Steeke
Alexis Wedwick
Sophomores:
Jordan Dilse
Taylor Hestekin
Hudson Pierce
Sophomores:
Morgan Hutzenbiler
Kaitlyn Reimer
Freshman:
Callie Anderson (4.0)
Elizabeth Bartholmy
Molly Holt (4.0)
Freshman:
Braden Kline
8th Grade:
Gabriel Eaton
Jaxon Mellmer
Briana Sanford (4.0)
8th Grade:
Bailey Clapper
Ebony Musonda
Abbi Steeke
Max Titus
7th Grade:
Kaitlyn Bartholmy
Brady Dillon
Connor Dilse
Warrick Dilse (4.0)
Quinn Mellmer
7th Grade:
Abi Sulzman
Andrew Valloff
Night Hawks
Counselor
April
If you would like participate in the
PSAT-NMSQT assessment to compete for the National Merit Scholarship, let Mrs. Oase know this April.
The student will take the test in
October of his/her junior year. This
scholarship weighs heavily on academic performance.
N D State Assessments
Smarter Balance
Seniors
Steps for requesting your college
transcripts (dual credit) to be
sent to the college you will be attending.
1.
2.
3.
4.
5.
6.
7.
Go to the DSU website
Quick Links (drop box) at top
Campus Connection
Login
Menu
Self Service
Academic Records
Official Transcript Request
You will need:
a credit card,
email address,
college ID# or social security#
Purchase a bouquet from
the National Honor Society
$1 for a daffodil / April 1st and 2nd
Proceeds go to member of our community
Experiencing hardship
Scranton 3rd-8th and 11th grades will
be participating in the NDSA as soon
as the testing window opens. There
has been a delay due to perfecting the
test interface (computer site).
NWEA Testing
will be scheduled after we
complete the Smarter Balance NDSA
National Honor Society
Induction
Wednesday, May 6 2:45
If I had one wish for our
children, it would be that each one
of them would reach for goals that
have meaning for them as
individuals.
Lillian Carter