ARSD Article 24:55 — PUBLIC SCHOOL ACCOUNTABILITY SYSTEM

EDUCATION EDUCATION

Chapter 24:55:01 Definitions

ARSD 24:55:01:01 Definitions

Terms used in this article mean:

(1) "Academic indicators," at the presecondary level, the student achievement, academic growth, and English language proficiency key indicators; at the secondary level, the student achievement, graduation rate, college and career readiness, and English language proficiency key indicators;

(2) "Alternative school," programs outside of the traditional setting whereby students receive instruction as an extension of the regular or traditional school environment;

(3) "Attendance," a day in which an enrolled person is present under the guidance and direction of a teacher for the minimum length of time that school is in session;

(4) "Attendance rate," the percentage of students meeting the ninety percent target attendance percentage as referenced in § 24:55:02:07;

(5) "Department," Department of Education;

(6) "Dropout," a student who:

(a) Was enrolled in school at some time during the school year and was expected to be enrolled the following year but was not enrolled;

(b) Has not graduated from high school or completed a state or district approved educational program; and

(i) The student transferred to another school district, private school, or state or district-approved educational program; or

(ii) The student has been granted a school-recognized temporary absence due to suspension or illness; or

(iii) Death;

(7) "Dually enrolled," the enrollment of a student in a kindergarten through twelfth grade program in two or more school systems at the same time;

(8) "Economically disadvantaged," students who qualify for free and reduced lunch status;

(9) "English learner," as defined in 20 U.S.C. § 7801(20) effective December 10, 2015;

(10) "Enrollment," for accountability purposes, the total number of students who are enrolled in a public school for greater than fifty percent of a school day;

(11) "Elementary and Secondary Education Act," (ESEA) codified at 20 U.S.C. 6301 et seq., effective December 10, 2015;

(12) "Grade," the portion of a school program that represents the work of one regular school term, identified by a designation;

(13) "Graduation rate," the four-year adjusted cohort graduation rate for students who attended at least 50 percent of the last year of enrollment at the same attendance center or who did not attend at least 50 percent of the last year of enrollment at the same attendance center but attended a given attendance center for the longest period in which they were enrolled in a secondary school in this state, as defined in 20 U.S.C. § 7801(25) (December 10, 2015);

(14) "High school completion rate," the number of students who attended at least 50 percent of the last year of enrollment at the same attendance center or who did not attend at least 50 percent of the last year of enrollment at the same attendance center but attended a given attendance center for the longest period in which they were enrolled in a secondary school in this state, who, in the most recently completed school year, have attained a regular high school diploma or a high school equivalency, divided by the total number of students who dropped out or attained a regular high school diploma or a high school equivalency;

(15) "Key indicators," the key indicators of public school performance in §§ 24:55:02:03 and 24:55:02:05;

(16) "Presecondary school," any elementary, middle, or junior high school;

(17) "Proficient level," scoring level three or four on the state academic assessment;

(18) "School district," as defined in SDCL 13-5-1;

(19) "School level," the postsecondary school level or the secondary school level used to determine public school performance under the school performance index;

(20) "Secondary school," a school consisting of any combination of three or more consecutive grades from ninth grade through twelfth grade;

(21) "School term," "school year," the school term as defined in SDCL 13-26-1 and 13-26-2;

(22) "Secretary," the secretary of the Department of Education;

(23) "School performance index," 100-point scale consisting of multiple indicators, each assigned a numeric value, utilized to measure school performance;

(24) "School performance index key indicator score," the score assigned to each key indicator at each school level;

(25) "State academic assessment," the academic achievement test in English language arts and mathematics annually administered to all students in grades three to eight, inclusive, and in grade eleven as provided in SDCL 13-3-55;

(26) "Student," an individual for whom instruction is provided in an educational program under the jurisdiction of a school district;

(27) "Student growth," a change in student achievement between two or more points in time;

(28) "Student growth percentile," a measure of student growth whereby the change in a student's performance on the state academic assessment over two or more years is compared with students across the state who have similar score histories on the state academic assessment;

(29) "Students with disabilities," as defined in § 24:05:24.01:01;

(30) "Tier one growth," performance that within three years is not projected to allow a student to reach the proficient level but achieves a student growth percentile of seventy or more;

(31) "Tier two growth," performance that is projected to maintain the proficient level on the state academic assessment over three years;

(32) "Tier three growth," performance that is projected to reach the proficient level on the state academic assessment within three years;

(33) "Title I school," "Title I district," a public school or school district that receives funds under Title I, Part A, 20 U.S.C. §§ 6301 to 6339, and 34 C.F.R. Part 200 (July 1, 2014); and

(34) "Total school performance index score," the sum of all school performance index key indicator scores, with a maximum of 100 points allowed at each school level per school year.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 41 SDR 37, effective September 4, 2014; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 42 SDR 182, effective June 27, 2016; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62, 13-3-69.

ARSD 24:55:01:02 Repealed

Flexibility request defined.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:01:03 Full academic year defined

For purposes of this article, the term, full academic year, means a student is continuously enrolled in a public school from October first to May first with an enrollment gap of no more than fifteen consecutive school days.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62, 13-3-69.

ARSD 24:55:01:04 Public school accountability system defined

For purposes of this article, the term, accountability system, means a system established by the state to ensure that all public schools make yearly progress in continuously and substantially improving the performance of their students and make yearly progress in increasing the quality of instruction and leadership. The accountability system shall:

(1) Be implemented and administered for all public schools through department policies and procedures consistent with SDCL 13-3-62 to 13-3-69, inclusive, and the requirements of this article;

(2) Be based upon the content standards in English language arts and mathematics approved by the Board of Education Standards;

(3) Include measurements of student achievement in English language arts and mathematics based on the state academic assessment;

(4) Include four levels of student achievement for English language arts and mathematics, as referenced in SDCL 13-3-66, that are based on mastery of the content standards as measured by academic achievement tests, with cut scores for each level established by the department;

(5) Include multiple indicators of public school performance;

(6) Include annual measurements and public reporting based on the data collected pursuant to SDCL 13-3-51; and

(7) Include a system of classification, sanctions, rewards, and recognition.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62, 13-3-69.

ARSD 24:55:01:05 Student groups defined

For purposes of this article, the term, student groups, means the following groups of students for purposes of aggregating and disaggregating data:

(1) All students enrolled in a specific public school;

(2) Economically disadvantaged students;

(3) Students from the following major racial and ethnic groups according to definitions established by the United States Census Report: Hispanic/Latino; American Indian or Alaska Native; Asian, Black or African American; Native Hawaiian or Other Pacific Islander; White; and two or more races;

(4) Students with disabilities;

(5) Students who are English learners;

(6) Students in foster care;

(7) Students who are homeless;

(8) Students with a parent who is a member of the armed forces on active duty or serves on full-time National Guard duty; and

(9) Migrant students.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62, 13-3-64, 13-3-65, 13-3-69.

Chapter 24:55:02 Public school performance index

ARSD 24:55:02:01 Key indicators of public school performance. The accountability system must include multiple indicators of public school performance in advancing student learning and in improving instruction and school leadership. The department shall calculate school performance index (SPI) key indicator scores for each public school for each school year, with each key indicator assigned a maximum value according to this chapter. The department shall calculate a total SPI score for each public school, with one-hundred points being the maximum value. Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69. Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69

Key indicators of public school performance. The accountability system must include multiple indicators of public school performance in advancing student learning and in improving instruction and school leadership. The department shall calculate school performance index (SPI) key indicator scores for each public school for each school year, with each key indicator assigned a maximum value according to this chapter. The department shall calculate a total SPI score for each public school, with one-hundred points being the maximum value.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:02:02 Repealed

Presecondary school level key indicators implemented in the 2012-2013 school year.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:02:03 Presecondary school level key indicators

The student achievement, academic growth, English language proficiency, and student attendance key indicators shall be used to assess the performance of each public school at the presecondary school level. The student achievement and academic growth key indicators shall each be worth a maximum of forty points, English language proficiency shall be worth a maximum of ten points, and the student attendance key indicator shall be worth a maximum of ten points.

The implementation of key indicators at the presecondary school level is illustrated in Appendix A at the end of this chapter.

History

Source: 39 SDR 51, effective October 3, 2012: 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62 to 13-3-65, 13-3-69, inclusive.

ARSD 24:55:02:04 Repealed

Secondary school level key indicators implemented in the 2012-2013 school year.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:02:05 Secondary school level key indicators

The student achievement, graduation rate, high school completion rate, English language proficiency, and college and career readiness key indicators shall be used to assess the performance of each public school at the secondary school level. The student achievement key indicator shall be worth a maximum of forty points, the high school completion indicator shall be worth a maximum of twelve and a half points, the graduation rate indicator shall be worth a maximum of twelve and a half points, English language proficiency shall be worth a maximum of ten points, and the college and career readiness key indicator shall be worth a maximum of twenty-five points.

The implementation of key indicators at the secondary school level is illustrated in Appendix B at the end of this chapter.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62 to 13-3-65, 13-3-69, inclusive.

ARSD 24:55:02:06 Calculation of student achievement school performance index key indicator score. The department shall base the student achievement school performance index (SPI) key indicator score for all public presecondary and secondary schools on the percentage of students at each of the four levels on the state academic assessment for the three most recent school years. The department shall calculate this score separately for the presecondary school level and the secondary school level. To calculate the student achievement SPI key indicator score for a public school, the department shall first divide the maximum points for this indicator in half, in order to count English language arts and mathematics scores equally. The department shall then calculate the percentage of students scoring at each performance level. If a school did not assess at least ninety-five percent of the tested population, the number of students needed to reach a ninety-five percent participation rate is added to this calculation. Students not testing shall be assigned a value of zero percent. Full academic year students scoring at level 1 shall be assigned a value of .25 percent, full academic year students scoring at level 2 a value of .50 percent, full academic year students scoring at level 3 a value of one percent, and full academic year students scoring at level 4 a value of 1.25 percent. The department shall complete this process separately for math and English language arts. The department then shall multiply these weighted points by the maximum points for this indicator to calculate separate scores for English language arts and math. The sum of these two scores is the final score for the student achievement SPI key indicator for that school. This calculation is illustrated in Appendix C at the end of this chapter. Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69(2)(5). Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-64, 13-3-69

Calculation of student achievement school performance index key indicator score. The department shall base the student achievement school performance index (SPI) key indicator score for all public presecondary and secondary schools on the percentage of students at each of the four levels on the state academic assessment for the three most recent school years. The department shall calculate this score separately for the presecondary school level and the secondary school level.

To calculate the student achievement SPI key indicator score for a public school, the department shall first divide the maximum points for this indicator in half, in order to count English language arts and mathematics scores equally.

The department shall then calculate the percentage of students scoring at each performance level. If a school did not assess at least ninety-five percent of the tested population, the number of students needed to reach a ninety-five percent participation rate is added to this calculation. Students not testing shall be assigned a value of zero percent. Full academic year students scoring at level 1 shall be assigned a value of .25 percent, full academic year students scoring at level 2 a value of .50 percent, full academic year students scoring at level 3 a value of one percent, and full academic year students scoring at level 4 a value of 1.25 percent. The department shall complete this process separately for math and English language arts.

The department then shall multiply these weighted points by the maximum points for this indicator to calculate separate scores for English language arts and math. The sum of these two scores is the final score for the student achievement SPI key indicator for that school.

This calculation is illustrated in Appendix C at the end of this chapter.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(2)(5).
Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-64, 13-3-69.

ARSD 24:55:02:07 Calculation of student attendance school performance index key indicator score. The department shall calculate the student attendance school performance index key indicator score for all public presecondary schools as follows: (1) For each full academic year student, divide the number of days the student was in attendance by the number of days the student was enrolled to obtain the attendance percentage; (2) Count the number of students who have attained at least a ninety percent target attendance percentage; (3) Divide the number obtained in subdivision (2) by the total number of full academic year students; and (4) Multiply the number obtained in subdivision (3) by the maximum points for this indicator. This calculation is illustrated in Appendix E at the end of this chapter. Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69(9). Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69

Calculation of student attendance school performance index key indicator score. The department shall calculate the student attendance school performance index key indicator score for all public presecondary schools as follows:

(1) For each full academic year student, divide the number of days the student was in attendance by the number of days the student was enrolled to obtain the attendance percentage;

(2) Count the number of students who have attained at least a ninety percent target attendance percentage;

(3) Divide the number obtained in subdivision (2) by the total number of full academic year students; and

(4) Multiply the number obtained in subdivision (3) by the maximum points for this indicator.

This calculation is illustrated in Appendix E at the end of this chapter.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(9).
Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69.

ARSD 24:55:02:08 Calculation of high school completion school performance index key indicator score. To calculate the high school completion school performance index key indicator score for a public secondary school, the department shall multiply the high school completion rate by the maximum points available for this indicator. This calculation is illustrated in Appendix F at the end of this chapter. Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69(5)(8). Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69

Calculation of high school completion school performance index key indicator score. To calculate the high school completion school performance index key indicator score for a public secondary school, the department shall multiply the high school completion rate by the maximum points available for this indicator.

This calculation is illustrated in Appendix F at the end of this chapter.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(5)(8).
Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69.

ARSD 24:55:02:09 Calculation of college and career readiness school performance index key indicator score. The department shall base the college and career readiness school performance index (SPI) key indicator score for public secondary schools on postsecondary preparedness for college and career through two pathways: assessment of readiness and progress towards post high school credentials. Assessment of readiness must be evidenced by participation in and performance on the: (1) South Dakota Math and English Language Arts Assessments; (2) American College Test (ACT) for high school achievement; (3) College Board Accuplacer test; or (4) National Career Readiness Certificate/ACT Work Keys (NCRC). Progress towards post-high school credentials must be evidenced by performance on an Advanced Placement Exam, completion of a dual credit course sponsored by the state, or earning Career and Technical Education Concentrator status. The department shall calculate the college and career readiness SPI key indicator score for a public secondary school by adding the numbers obtained via the calculations in §§ 24:55:02:09.04 and 24:55:02:09.05. This calculation is illustrated in Appendix G at the end of this chapter. Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69(5)(8). Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69

Calculation of college and career readiness school performance index key indicator score. The department shall base the college and career readiness school performance index (SPI) key indicator score for public secondary schools on postsecondary preparedness for college and career through two pathways: assessment of readiness and progress towards post high school credentials.

Assessment of readiness must be evidenced by participation in and performance on the:

(1) South Dakota Math and English Language Arts Assessments;

(2) American College Test (ACT) for high school achievement;

(3) College Board Accuplacer test; or

(4) National Career Readiness Certificate/ACT Work Keys (NCRC).

Progress towards post-high school credentials must be evidenced by performance on an Advanced Placement Exam, completion of a dual credit course sponsored by the state, or earning Career and Technical Education Concentrator status.

The department shall calculate the college and career readiness SPI key indicator score for a public secondary school by adding the numbers obtained via the calculations in §§ 24:55:02:09.04 and 24:55:02:09.05. This calculation is illustrated in Appendix G at the end of this chapter.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(5)(8).
Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69.

ARSD 24:55:02:09.01 Repealed

Calculation of college readiness in math.** Repealed.

History

Source: 42 SDR 98, effective January 7, 2016; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:02:09.02 Repealed

Calculation of college readiness in English.** Repealed.

History

Source: 42 SDR 98, effective January 7, 2016; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:02:09.03 Repealed

Calculation of career readiness.** Repealed.

History

Source: 42 SDR 98, effective January 7, 2016; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:02:09.04 Calculation of assessment readiness. To determine the percent of students successfully completing the assessment of readiness pathway, the department shall: (1) Determine the number of students in the cohort of students included in the school's prior year high school completion school performance index (SPI) key indicator score calculation who demonstrated college readiness in English by achieving one of the following scores: (a) A South Dakota English Language Arts Assessment score of level 3 or 4; (b) An American College Test (ACT) English subscore of at least eighteen; or (c) An Accuplacer-NextGen Writing score of at least two hundred sixty-three; (2) Determine the number of students in the cohort of students included in the school's prior year high school completion SPI key indicator score calculation who demonstrated college readiness in math by achieving one of the following scores: (a) A South Dakota Math Assessment score of level 3 or 4; (b) An ACT math subscore of at least twenty; or (c) An Accuplacer-NextGen-Quantitative Reasoning, Algebra & Statistics score of at least two hundred fifty-five; (3) Determine the number of students in the cohort of students included in the school's prior year high school completion SPI key indicator score calculation who earned either a National Career Readiness Certificate of silver or above, or who achieved combined subscores to equate to a silver-level certificate; (4) Divide the number of students meeting either the criteria in both subdivisions (1) and (2), or in subdivision (3), by the cohort of students included in the school's prior year high school completion SPI key indicator score calculation to determine the percent of students meeting the assessment of readiness pathway; and (5) Multiply the number achieved in subdivision (4) by half of the points available for the indicator. Source: 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69(5)(8). Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69

Calculation of assessment readiness. To determine the percent of students successfully completing the assessment of readiness pathway, the department shall:

(1) Determine the number of students in the cohort of students included in the school's prior year high school completion school performance index (SPI) key indicator score calculation who demonstrated college readiness in English by achieving one of the following scores:

(a) A South Dakota English Language Arts Assessment score of level 3 or 4;

(b) An American College Test (ACT) English subscore of at least eighteen; or

(2) Determine the number of students in the cohort of students included in the school's prior year high school completion SPI key indicator score calculation who demonstrated college readiness in math by achieving one of the following scores:

(a) A South Dakota Math Assessment score of level 3 or 4;

(b) An ACT math subscore of at least twenty; or

(3) Determine the number of students in the cohort of students included in the school's prior year high school completion SPI key indicator score calculation who earned either a National Career Readiness Certificate of silver or above, or who achieved combined subscores to equate to a silver-level certificate;

(4) Divide the number of students meeting either the criteria in both subdivisions (1) and (2), or in subdivision (3), by the cohort of students included in the school's prior year high school completion SPI key indicator score calculation to determine the percent of students meeting the assessment of readiness pathway; and

(5) Multiply the number achieved in subdivision (4) by half of the points available for the indicator.

History

Source: 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(5)(8).
Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69.

ARSD 24:55:02:09.05 Calculation of progress towards post high school credentials. To determine the percent of students successfully completing the progress towards post high school credentials pathway, the department shall: (1) Determine the number of students in the cohort of students included in the school's prior year high school completion school performance index (SPI) key indicator score calculation who earned one or more high school graduation advanced endorsements; (2) Divide the unduplicated number of students meeting the criteria in subdivision (1) by the cohort of students included in the school's prior year high school completion SPI key indicator score calculation to arrive at the percent of students meeting the progress towards post high school credentials pathway; and (3) Multiply the number achieved in subdivision (2) by half of the points available for the indicator. Source: 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69(5)(8). Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69

Calculation of progress towards post high school credentials. To determine the percent of students successfully completing the progress towards post high school credentials pathway, the department shall:

(1) Determine the number of students in the cohort of students included in the school's prior year high school completion school performance index (SPI) key indicator score calculation who earned one or more high school graduation advanced endorsements;

(2) Divide the unduplicated number of students meeting the criteria in subdivision (1) by the cohort of students included in the school's prior year high school completion SPI key indicator score calculation to arrive at the percent of students meeting the progress towards post high school credentials pathway; and

(3) Multiply the number achieved in subdivision (2) by half of the points available for the indicator.

History

Source: 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(5)(8).
Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69.

ARSD 24:55:02:10 Calculation of total school performance index score for a public school. The department shall calculate the total school performance index (SPI) score for each public school by adding together all of the school's SPI key indicator scores. Source: 39 SDR 51, effective October 3, 2012; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69. Law Implemented: SDCL 13-3-62, 13-3-69

Calculation of total school performance index score for a public school. The department shall calculate the total school performance index (SPI) score for each public school by adding together all of the school's SPI key indicator scores.

History

Source: 39 SDR 51, effective October 3, 2012; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62, 13-3-69.

ARSD 24:55:02:11 Repealed

Calculation of SPI score for the state level.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:02:12 Academic growth key indicator. The department shall calculate the academic growth school performance index (SPI) key indicator score of each public school using student growth percentiles to calculate growth in English language arts and in mathematics, based on the percentage of students achieving tier one, tier two, or tier three growth. The department shall calculate the academic growth key indicator as follows: (1) Multiply ten points by the percentage of all full academic year students in the school who reached tier one, tier two, or tier three growth in English language arts; (2) Multiply ten points by the percentage of all full academic year students in the school who reached tier one, tier two, or tier three growth in mathematics; (3) Multiply ten points by the percentage of full academic year students in the lowest one fourth of students in the school based on prior year assessment scores for whom growth is calculated in English language arts who reached tier one, tier two, or tier three growth in English language arts; (4) Multiply ten points by the percentage of full academic year students in the lowest one fourth of students in the school based on prior year assessment scores for whom growth is calculated in mathematics who reached tier one, tier two, or tier three growth in mathematics; and (5) Add the numbers obtained subdivisions (1) through (4), inclusive. This calculation is illustrated in Appendix M at the end of this chapter. Source: 39 SDR 51, effective October 3, 2012; 42 SDR 98, effective January 7, 2016; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69(2)(5). Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69

Academic growth key indicator. The department shall calculate the academic growth school performance index (SPI) key indicator score of each public school using student growth percentiles to calculate growth in English language arts and in mathematics, based on the percentage of students achieving tier one, tier two, or tier three growth. The department shall calculate the academic growth key indicator as follows:

(1) Multiply ten points by the percentage of all full academic year students in the school who reached tier one, tier two, or tier three growth in English language arts;

(2) Multiply ten points by the percentage of all full academic year students in the school who reached tier one, tier two, or tier three growth in mathematics;

(3) Multiply ten points by the percentage of full academic year students in the lowest one fourth of students in the school based on prior year assessment scores for whom growth is calculated in English language arts who reached tier one, tier two, or tier three growth in English language arts;

(4) Multiply ten points by the percentage of full academic year students in the lowest one fourth of students in the school based on prior year assessment scores for whom growth is calculated in mathematics who reached tier one, tier two, or tier three growth in mathematics; and

(5) Add the numbers obtained subdivisions (1) through (4), inclusive.

This calculation is illustrated in Appendix M at the end of this chapter.

History

Source: 39 SDR 51, effective October 3, 2012; 42 SDR 98, effective January 7, 2016; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(2)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:02:13 Repealed

Effective teachers and principals key indicator.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:02:14 Repealed

School climate key indicator.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:02:15 Calculation of English language proficiency key indicator score. The department shall calculate an English language proficiency key indicator score for each public school based on the performance of full academic year English learner students in grades kindergarten through twelfth grade on the English language proficiency assessment who are either identified for the first time in the current school year and who met exit criteria or who are in the second or subsequent year of identification as an English learner. The department shall consider separately a student in the first year of identification who met exit criteria in year one of identification as an English learner, and a student in the second or subsequent year of identification as an English learner. The department shall calculate an English language proficiency key indicator score for each public school as follows: (1) For students in their first year of identification, calculate the percent of English learners included in the calculation who took the English language proficiency assessment and achieved a score of proficiency and assign a value of one percent. An English learner who did not take the English language proficiency assessment shall be assigned a value of zero; (2) For students in their second and subsequent year of identification, calculate the percent of students scoring at each of the following benchmarks: (a) An English learner who did not take the English language proficiency assessment shall be assigned a value of zero; (b) An English learner whose composite score on the English language proficiency assessment is the same or lower than the prior year's score, who took the assessment but failed to receive a composite score, or who did not take the assessment when first identified but took the assessment for the first time in the current school year, shall be assigned a value of .25 percent; (c) An English learner whose composite score on the English language proficiency assessment is above the English learner's previous year's score but which does not meet the target calculated as per § 24:55:05:07, or who took the assessment in the current school year but does not yet have a target to meet as calculated per § 24:55:05:07, or who exited later than the target calculated per § 24:55:05:07, shall be assigned a value of .50 percent; (d) An English learner whose composite score on the English language proficiency assessment meets or exceeds the target calculated as per § 24:55:05:07, or who achieved a score of proficiency on the English language proficiency assessment, or who achieved a composite score of 4.0 - 4.9 on the English language proficiency assessment and scored a level 3 or 4 on the South Dakota English Language Arts assessment while in the fifth and final year of the targeted year to exit, shall be assigned a value of one percent; (e) An English learner who achieved a score of proficiency on the English language proficiency assessment ahead of the target calculated as per § 24:55:05:07, or who achieved a composite score of 4.0 - 4.9 on the English language proficiency assessment and scored a level 3 or 4 on the South Dakota English Language Arts assessment and took fewer than five years to exit, shall be assigned a value of 1.25 percent; (3) Add the values achieved in subdivisions (1) and (2) and multiply by the possible points for the indicator to arrive at the English language proficiency key indicator points earned; and (4) Hold accountable for the English language proficiency key indicator all schools with a student group size of ten or more students of English language proficiency assessment scores. If a school has at least one English learner but fewer than ten, and the school district has ten or more English learners, the following applies: (a) The department shall combine the results from every English learner in the district according to the methodology set out in 24:55:02:15(2) to determine a district-level point total; and (b) Every school in the district with at least one English learner but fewer than ten English learners shall receive the same English learner proficiency key indicator point total derived from subsection (a). If a district has fewer than ten English learners, the points allotted for the English learner proficiency key indicator at the school level must be distributed evenly among the remaining academic indicators. This calculation is illustrated in Appendix N at the end of this chapter. Source: 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69. Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69

Calculation of English language proficiency key indicator score. The department shall calculate an English language proficiency key indicator score for each public school based on the performance of full academic year English learner students in grades kindergarten through twelfth grade on the English language proficiency assessment who are either identified for the first time in the current school year and who met exit criteria or who are in the second or subsequent year of identification as an English learner.

The department shall consider separately a student in the first year of identification who met exit criteria in year one of identification as an English learner, and a student in the second or subsequent year of identification as an English learner. The department shall calculate an English language proficiency key indicator score for each public school as follows:

(1) For students in their first year of identification, calculate the percent of English learners included in the calculation who took the English language proficiency assessment and achieved a score of proficiency and assign a value of one percent. An English learner who did not take the English language proficiency assessment shall be assigned a value of zero;

(2) For students in their second and subsequent year of identification, calculate the percent of students scoring at each of the following benchmarks:

(a) An English learner who did not take the English language proficiency assessment shall be assigned a value of zero;

(b) An English learner whose composite score on the English language proficiency assessment is the same or lower than the prior year's score, who took the assessment but failed to receive a composite score, or who did not take the assessment when first identified but took the assessment for the first time in the current school year, shall be assigned a value of .25 percent;

(c) An English learner whose composite score on the English language proficiency assessment is above the English learner's previous year's score but which does not meet the target calculated as per § 24:55:05:07, or who took the assessment in the current school year but does not yet have a target to meet as calculated per § 24:55:05:07, or who exited later than the target calculated per § 24:55:05:07, shall be assigned a value of .50 percent;

(d) An English learner whose composite score on the English language proficiency assessment meets or exceeds the target calculated as per § 24:55:05:07, or who achieved a score of proficiency on the English language proficiency assessment, or who achieved a composite score of 4.0 - 4.9 on the English language proficiency assessment and scored a level 3 or 4 on the South Dakota English Language Arts assessment while in the fifth and final year of the targeted year to exit, shall be assigned a value of one percent;

(e) An English learner who achieved a score of proficiency on the English language proficiency assessment ahead of the target calculated as per § 24:55:05:07, or who achieved a composite score of 4.0 - 4.9 on the English language proficiency assessment and scored a level 3 or 4 on the South Dakota English Language Arts assessment and took fewer than five years to exit, shall be assigned a value of 1.25 percent;

(3) Add the values achieved in subdivisions (1) and (2) and multiply by the possible points for the indicator to arrive at the English language proficiency key indicator points earned; and

(4) Hold accountable for the English language proficiency key indicator all schools with a student group size of ten or more students of English language proficiency assessment scores. If a school has at least one English learner but fewer than ten, and the school district has ten or more English learners, the following applies:

(a) The department shall combine the results from every English learner in the district according to the methodology set out in 24:55:02:15(2) to determine a district-level point total; and

(b) Every school in the district with at least one English learner but fewer than ten English learners shall receive the same English learner proficiency key indicator point total derived from subsection (a).

If a district has fewer than ten English learners, the points allotted for the English learner proficiency key indicator at the school level must be distributed evenly among the remaining academic indicators.

This calculation is illustrated in Appendix N at the end of this chapter.

History

Source: 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:02:16 Calculation of graduation rate key indicator score. To calculate the graduation rate school performance index key indicator score for a public secondary school, the department shall multiply the graduation rate by the maximum points available for this indicator. This calculation is illustrated in Appendix O at the end of this chapter. Source: 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022. General Authority: SDCL 13-3-69(5)(8). Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69

Calculation of graduation rate key indicator score. To calculate the graduation rate school performance index key indicator score for a public secondary school, the department shall multiply the graduation rate by the maximum points available for this indicator.

This calculation is illustrated in Appendix O at the end of this chapter.

History

Source: 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(5)(8).
Law Implemented: SDCL 13-3-62, 13-3-63, 13-3-65, 13-3-69.

Chapter 24:55:03 Public school rankings and classifications

ARSD 24:55:03:01 School performance index ranking

The department shall rank all public schools according to each school's total school performance index score. This ranking is the basis for the classification of public schools referenced in this chapter. The department shall rank the presecondary school level and the secondary school level separately.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:03:02 Classifications of public schools

The department shall classify public schools meeting the designation criteria set out in §§ 24:55:03:07 and 24:55:03:08 as:

(1) Comprehensive support and improvement schools; or

(2) Targeted support and improvement schools.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:03:03 Repealed

Classification of exemplary schools.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:03:04 Repealed

Classification of status schools.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:03:05 Repealed

Classification of progressing schools.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:03:06 Repealed

Classification of non-Title I schools as priority schools.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:03:07 Classification of comprehensive support and improvement schools

The department shall classify a school as a comprehensive support and improvement school if it meets any of the following criteria:

(1) The school is a Title I school whose total school performance index (SPI) score is at or below the bottom five percent of the total SPI scores for all Title I schools in that school level;

(2) The school has a graduation rate below sixty-seven percent, regardless of whether the school accepts Title I funds; or

(3) The school is a Title I school that was designated as an additional targeted support and improvement school under subdivision 24:55:03:08(2) for four years and did not exit that status after four years.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:03:07.01 Repealed

Classification of priority districts.** Repealed.

History

Source: 40 SDR 40, effective September 11, 2013; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:03:08 Classification of targeted support and improvement schools

The department shall classify any public school, not already classified as a comprehensive support and improvement school, as a targeted support and improvement school, or as an additional targeted support and improvement school, if it meets either of the following criteria:

(1) Targeted support schools are schools with one or more subgroups that performed in the bottom twenty-five percent over a period of three years compared to like subgroups across the state. Only schools with subgroups that performed below the state's average for each indicator may be identified for targeted support and improvement. This designation shall first take place for the 2017-2018 school year; or

(2) Additional targeted support schools are identified under subdivision (1) if the subgroup triggering the identification performs no better on any indicator than the performance of schools designated for comprehensive support and improvement under § 24:55:03:07 for the school year under consideration. The department shall consider the performance over a period of three years. This designation shall first take place for the 2017-2018 school year.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:03:09 Repealed

Transition year classification of Title I priority and focus schools.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:03:10 Repealed

Transition year classification of Title I priority schools at the presecondary school level.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:03:11 Repealed

Transition year classification of Title I priority schools at the secondary school level.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:03:12 Repealed

Transition year classification of focus schools at the presecondary school level.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:03:13 Repealed

Transition year classification of focus schools at the secondary school level.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:03:14 Repealed

SIG priority schools.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 41 SDR 218, effective July 1, 2015.

ARSD 24:55:03:15 Ranking and classification suspended for 2016-2017

Notwithstanding any other provision in this article, the department may not rank public schools for the 2016-2017 school year. For the 2016-2017 school year, the department shall retain the classification assigned to each school pursuant to this chapter for the 2014-2015 school year, except that the department shall remove the priority or focus school classification if the school meets the criteria established in 24:55:04:06 and 24:55:04:08.

History

Source: 42 SDR 182, effective June 27, 2016; 43 SDR 176, effective July 3, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

Chapter 24:55:04 Sanctions, rewards, and recognition

ARSD 24:55:04:01 Interventions and rewards

The system of interventions for public schools includes sanctions, rewards, and recognition. The interventions and rewards component of the state's accountability system serves primarily to promote enhanced learning and teaching.

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:04:02 Interventions for comprehensive support and improvement schools

Each school classified as a comprehensive support and improvement school shall:

(1) Conduct a state-approved comprehensive needs assessment;

(2) Work with a state-assigned school support team professional;

(3) Implement evidence-based interventions to address the needs determined by the comprehensive needs assessment; and

(4) Submit a district-approved annual school improvement plan to the department based upon the results of the comprehensive needs assessment.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:04:03 Repealed

Interventions for priority districts.** Repealed

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:04:04 Interventions for targeted support and improvement schools

Each public school district with one or more schools classified as a targeted support and improvement school shall ensure that the following interventions are implemented for targeted support and improvement schools in the district:

(1) Include in its annual review of the district improvement plan pursuant to § 24:43:01:03, a needs analysis that includes the reason for designation as a targeted support and improvement school;

(2) Include in the district improvement plan pursuant to § 24:43:01:03, evidence-based interventions to address the needs determined by the needs analysis; and

(3) Submit a district-approved school improvement plan annually to the department based upon the results of the comprehensive needs analysis.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:04:05 Repealed

Additional interventions for school districts with fifty percent or more of schools classified as focus schools.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 40 SDR 40, effective September 11, 2013.

ARSD 24:55:04:06 Exiting comprehensive support and improvement school classification

After a school has been classified a comprehensive support and improvement school for four years, the department shall examine whether the school meets the exit criteria in this section. The department shall remove the comprehensive support and improvement school classification if the school meets the following criteria:

(1) The school does not meet any of the criteria in § 24:55:03:07;

(2) The school's performance on key indicators overall is better than the performance demonstrated the year that triggered the school's designation; and

(3) The school has demonstrated improvement on the indicators of highest need, as determined by the school's comprehensive needs assessment conducted in the first year of designation and agreed upon between the school support team professional and the school.

A school meeting the above criteria and meeting its annual targets towards long-term goals may petition the department to exit the designation early.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 41 SDR 218, effective July 1, 2015; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:04:07 Failure of comprehensive support and improvement school to progress

For comprehensive support and improvement schools failing to meet the exit criteria referenced in § 24:55:04:06 after four years of interventions, the department shall require the school to re-evaluate and revise its school improvement plan in collaboration with the school support team professional following the results of another comprehensive needs assessment to be conducted during the fifth year of designation. The school improvement plan that results from this process shall include the use of evidence-based interventions.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 42 SDR 98, effective January 7, 2016; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:04:08 Exiting targeted support and improvement school classification

After a school has been classified a targeted support and improvement school for two years, the department shall examine whether the school meets the exit criteria based on the data from the years of designation. The department shall remove the targeted support and improvement school classification if the school no longer meets the definition under which it was designated for targeted support.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:04:08.01 Repealed

Exit criteria for a school classified as a focus school pursuant to § 24:55:03:08(1) or (2).** Repealed.

History

Source: 40 SDR 40, effective September 11, 2013; 41 SDR 218, effective July 1, 2015; 43 SDR 176, effective July 3, 2017; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:04:08.02 Repealed

Exit criteria for schools classified as focus schools pursuant to § 24:55:03:08(3).** Repealed.

History

Source: 40 SDR 40, effective September 11, 2013; 44 SDR 95, effective December 6, 2017.

ARSD 24:55:04:09 Failure of targeted support and improvement school to progress

If a Title I targeted support and improvement school designated under subdivision 24:55:03:08(2) does not meet the exit criteria referenced in § 24:55:04:08 after four years, the department shall classify the school as a comprehensive support and improvement school.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:04:10 Rewards and recognition

The department shall develop and implement a recognition program for public schools exemplifying either the greatest progress or the greatest overall performance on indicators within the school performance index. The recognition program shall emphasize the results of specific public school efforts to continuously and substantially improve the performance of their students and increase the quality of instruction and leadership.

Public school districts with schools that are recognized in this program may also be rewarded for their efforts with a high level of autonomy in maintaining and continuously improving student achievement and the quality of instruction and leadership.

This public recognition provides an opportunity for these public schools and school districts to serve as a model in the statewide effort to establish an effective education system resulting in students who are college, career, and life ready.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(6).
Law Implemented: SDCL 13-3-67, 13-3-69.

ARSD 24:55:04:11 Classification and exit criteria suspended for 2015-2016, Repealed

Classification and exit criteria suspended for 2015-2016. Repealed.

History

Source: 42 SDR 182, effective June 27, 2016; 49 SDR 35, effective October 10, 2022.

Chapter 24:55:05 Academic progress

ARSD 24:55:05:01 Academic progress defined

For purposes of this chapter, the term, academic progress, means a public school's attainment of yearly targets that the department has established to ensure attainment of a six-year goal for continuous improvement in the areas of student achievement, graduation rate, and English language proficiency. Progress is to be measured based upon proficiency rates on the state academic assessment, the percent of students meeting the graduation rate, and English learners' attainment of proficiency.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(1).
Law Implemented: SDCL 13-3-62 to 13-3-65, 13-3-69, inclusive.

ARSD 24:55:05:02 Student achievement progress goals and targets

For each public school and school district, the department shall calculate a unique student achievement progress goal that results in all students demonstrating proficiency by the 2032-2033 school year. To achieve that long-term goal, the department shall set interim goals at the five-year mark and ten-year mark. The interim goals must be set so that by the 2024-2025 school year, each school and each subgroup of students are performing at the level of the fiftieth percentile school from the 2017-2018 English language arts and mathematics state summative assessments, respectively. The department shall set unique student achievement progress goals for each school and each subgroup to attain the 2017-2018 English language arts and math proficiency levels, respectively, of the seventy-fifth percentile school by the 2029-2030 school year. Following the 2024-2025 school year, the department shall set annual targets using the same methodology referenced in § 24:55:05:03 to reach the proficiency level of the school at the seventy-fifth percentile in English language arts and math from the 2017-2018 school year. Following the 2029-2030 school year, the department shall again set annual targets to reach one hundred percent proficiency.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(1)(2)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:05:03 Calculation of student achievement progress goals and yearly targets

The department shall calculate student achievement progress goals and yearly targets separately for English language arts and mathematics and for each student group in each public school as follows:

(1) Based on state academic assessment scores from the 2017-2018 school year, the department shall determine the fiftieth percentile school;

(2) Determine the gain in percent of students achieving proficiency the school must have to achieve the same proficiency level as the fiftieth percentile school within five years. This is the school's student achievement progress goal; and

(3) Divide the school's student achievement progress goal calculated in subdivision (2) by five, rounding to the nearest hundredth. This is the school's annual target for increasing the percentage of students at the proficient level at the necessary rate to reach the same level as the fiftieth percentile school within five years.

For schools performing above the fiftieth percentile in the 2017-2018 school year, the department shall set annual targets to reach the level of the seventy-fifth percentile school by the 2024-2025 school year using the above methodology. For schools performing above the seventy-fifth percentile school in the 2017-2018 school year, the department shall set annual targets to reach one hundred percent proficiency by the 2032-2033 school year.

The department shall repeat these calculations for each public school for all of its student groups in § 24:55:01:05, and shall make separate calculations for English language arts and mathematics. The minimum student group size of ten, referenced in § 24:55:07:05 applies for reporting purposes.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(1)(2)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:05:04 Graduation rate progress goals and targets

For each public school and school district, the department shall calculate a unique graduation rate progress goal that results in all students meeting the graduation rate by the 2032-2033 school year. To achieve that long-term goal the department shall set interim goals at the five-year mark and ten-year mark. The interim goals must be set so that, by the 2024-2025 school year, each school and each subgroup of students attains the same graduation rate as the fiftieth percentile school from the 2017-2018 school year. The department shall set unique graduation rate progress goals for each school and each subgroup to attain the 2017-2018 school year graduation rates of the seventy-fifth percentile school by the 2029-2030 school year. Following the 2024-2025 school year, the department shall reset goals and targets to reach the performance level of the seventy-fifth percentile school from the 2017-2018 school year. Following the 2029-2030 school year, the department shall again set annual targets to reach one hundred percent of students meeting the graduation rate.

History

Source: 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(1)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:05:05 Calculation of graduation rate progress goals and targets

Calculation of graduation rate progress goals and yearly targets. The department shall calculate graduation rate goals and yearly targets for each student group in each public school as follows:

(1) Based on the graduation rates from the 2017-2018 school year, the department shall determine the fiftieth percentile school;

(2) Determine the gain in graduation rate the school must achieve to reach the same graduation rate as the fiftieth percentile school within five years. This is the school's graduation rate progress goal; and

(3) Divide the school's graduation rate progress goal determined in subdivision (2) by five, rounding to the nearest hundreth. This is the school's annual target for increasing the percentage of students meeting the graduation rate at the necessary rate to reach the same level as the fiftieth

percentile school within five years.

The department shall repeat these calculations for each public school and for all of its student groups referenced in § 24:55:01:05. The minimum student group size of ten as referenced in § 24:55:07:05 applies for reporting purposes.

For schools performing above the fiftieth percentile in the 2017-2018 school year, the department shall set annual targets to reach the level of the seventy-fifth percentile school by the 2024-2025 school year using the above methodology. For schools performing above the seventy-fifth percentile school in the 2017-2018 school year, the department shall set annual targets to reach a one hundred percent graduation rate by the 2032-2033 school year.

History

Source: 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(1)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:05:06 English language proficiency rate progress goals and targets

For each public school and school district, the department shall calculate a unique English language proficiency goal that results in all students meeting English language proficiency rates by the 2032-2033 school year. To achieve that long-term goal, the department shall set interim goals at the five-year mark and ten-year mark. The interim goals must be set so that by the 2024-2025 school year, each school attains the same English language proficiency rate as the fiftieth percentile school from the 2017-2018 school year. The department shall set unique English language proficiency goals for each school to attain the English language proficiency rate of the seventy-fifth percentile school from the 2017-2018 school year by the 2029-2030 school year. Following the 2024-2025 school year, the department shall reset goals and targets to reach the performance level of the seventy-fifth percentile school from the 2017-2018 school year. Following the 2029-2030 school year, the department shall again set annual targets that result in all schools meeting the English language proficiency rate.

History

Source: 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(1)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:05:07 Calculation of English language proficiency rate progress goals and targets

Calculation of English language proficiency rate progress goals and yearly targets. The department shall calculate English language proficiency rate goals and yearly targets for each public school as follows:

(1) Based on the English language proficiency rate from the 2017-2018 school year, the department shall determine the fiftieth percentile school;

(2) Determine the gain in the English language proficiency rate the school must achieve to reach the same English language proficiency rate as the fiftieth percentile school within five years. This is the school's English language proficiency rate progress goal; and

(3) Divide the school's English language proficiency rate progress goal by five, rounding to the nearest hundredth. This is the school's annual target for increasing the percentage of students meeting the English language proficiency rate at the necessary rate to reach the same level as the fiftieth percentile school within five years.

The department shall repeat these calculations for each public school. The minimum student group size of ten as referenced in § 24:55:07:05 applies for reporting purposes.

For schools performing above the fiftieth percentile in the 2017-2018 school year, the department shall set annual targets to reach the level of the seventy-fifth percentile school by the 2024-2025 school year using the above methodology. For schools performing above the seventy-fifth percentile school in the 2017-2018 school year, the department shall set annual targets to result in one hundred percent of schools meeting the English language proficiency by the 2032-2033 school year.

An example of this calculation is illustrated in Appendix C at the end of this chapter.

History

Source: 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(1)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, inclusive, 13-3-69.

ARSD 24:55:05:08 Student-level English language proficiency progress goal and targets

24 : 55 : 05 : 08 . Student-level English language proficiency progress goal and targets. For each English learner, the department shall calculate a unique student-level English language proficiency progress target leading to reaching the state's proficiency score on the English language proficiency assessment for English learners. Targets shall be set based upon the English learner's first score on the English language proficiency assessment, so that a student scoring at level one or two shall have five years to exit, a student scoring at level three shall have four years to exit, and a student scoring at level four shall have three years to exit.

History

Source: 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(1)(2)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, 13-3-69, inclusive.

ARSD 24:55:05:09 Calculation of student-level English language proficiency progress goal and targets

24 : 55 : 05 : 09 . Calculation of student-level English language proficiency progress goal and targets. The department shall calculate student-level English language proficiency yearly targets for each English learner as follows:

(1) Based on the student's first score on the English language proficiency assessment, the department shall determine after how many additional years the student should meet the goal of proficiency on the assessment;

(2) Subtract the student's first score from the proficiency goal to determine the progress the student must make to achieve the goal in the prescribed time frame; and

(3) Divide the amount calculated in (2) by the years the student is allotted, based on the goal set out in § 24:55:05:08, rounding to the nearest tenth. This is the student's annual target for increasing proficiency at the necessary rate to reach the proficiency level within the prescribed time frame.

An example of this calculation is illustrated in Appendix D at the end of this chapter.

History

Source: 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(1)(5).
Law Implemented: SDCL 13-3-62 to 13-3-65, 13-3-69, inclusive.

Chapter 24:55:06 Review and reporting requirements

ARSD 24:55:06:01 Department review and reporting

The department shall annually review and report accountability system results consistent with the requirements of 20 U.S.C. 6311(h) in effect on December 10, 2015.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-62, 13-3-65, 13-3-67, 13-3-69, inclusive.

ARSD 24:55:06:02 School districts must publish accountability results

Each school district shall publish and disseminate the accountability system results of each public school in the district, including the final classifications of public schools in the district pursuant to chapter 24:55:03, to parents, teachers, principals, schools, and the community consistent with the requirements of 20 U.S.C. 6311(h) effective December 10, 2015.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-62, 13-3-65, 13-3-67, 13-3-69.

ARSD 24:55:06:03 Student privacy rights not affected

Nothing in this chapter is intended to waive the requirements of 20 U.S.C. § 1232g (2010) or SDCL 1-27-1.5(1).

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-69.

ARSD 24:55:06:04 Periodic evaluation of the gap group composition, Repealed

Periodic evaluation of the gap group composition. Repealed.

History

Source: 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.

Chapter 24:55:07 All public schools and public school students included

ARSD 24:55:07:01 All public school students assessed

All students enrolled in public school shall take the state academic assessment.

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-55, 13-3-69.
Law Implemented: SDCL 13-3-55, 13-3-69.

ARSD 24:55:07:02 At least 95 percent assessed

At least 95** percent assessed. A school shall administer the state academic assessment to at least 95 percent of the students and 95 percent of students within a student group who are enrolled in the tested grades for the state academic assessment on May first. If a school fails to administer the state assessments to 95 percent of students or of the members of a student group, those students necessary to be counted to reach 95 percent shall receive a value of zero in calculating the student achievement key indicator.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018.
General Authority: SDCL 13-3-55, 13-3-69.
Law Implemented: SDCL 13-3-55, 13-3-69.

ARSD 24:55:07:03 Dually enrolled students

For purposes of the student achievement, academic growth, high school completion, graduation rate, English language proficiency, and college and career readiness key indicators, a student who is dually enrolled is counted at the public school where the student spends greater than 50 percent of the school day. For purposes of the student attendance key indicator, a student is counted based on the student's attendance percentage, as referenced in § 24:55:02:07, in each attendance center.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-69.

ARSD 24:55:07:04 Student transfers during the academic year

Student transfers during** the academic year . Results of students who transfer from one public school to another public school within the same public school district between October first and May first are counted at the district level for student achievement, academic growth, English language proficiency, and attendance SPI key indicator scores. Results of students who transfer from one public school district to another public school district between October first and May first are counted at the state level for student achievement, academic growth, English language proficiency, and attendance SPI key indicator scores.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-69.

ARSD 24:55:07:05 Student group size

To comply with the requirements of the Family Educational Rights and Privacy Act, 20 U.S.C. § 1232g, 34 C.F.R. Part 99 (March 8, 2012), the department shall use a minimum group size of ten students for each student group of § 24:55:01:05 when publicly reporting accountability results. If a student group has fewer than ten students, that group's accountability results may not be publicly reported. The department may not report student group results if all of the students in a group have the same student achievement level as defined in subdivision § 24:55:01:04(4).

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-69.

ARSD 24:55:07:06 Insufficient group size

24:55:07:06 Insufficient group size. Accountability determinations for public schools may not be required if the number of students in a group is insufficient to yield statistically reliable information, or the results would reveal personally identifiable information about an individual student. Schools with fewer than ten students tested over the three years considered for student achievement must undergo a small school audit process to determine progress towards academic goals.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-69.

ARSD 24:55:07:07 Public schools with no grades assessed

For accountability purposes, the department shall link public schools that have no grades assessed with public schools into which their students feed.

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-69.

ARSD 24:55:07:08 Requirements for all public schools

All public schools, including Title I schools, must participate in the state academic assessment.

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-55, 13-3-69.
Law Implemented: SDCL 13-3-55, 13-3-69.

ARSD 24:55:07:09 Repealed

Students with disabilities.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 40 SDR 40, effective September 11, 2013.

ARSD 24:55:07:10 Repealed

Students with disabilities identified after December first.** Repealed.

History

Source: 39 SDR 51, effective October 3, 2012; repealed, 40 SDR 40, effective September 11, 2013

ARSD 24:55:07:11 Participation of students who are English learners

A student who is an English learner and in the first year of enrollment in a school in the United States is not required to take the state academic assessment in English language arts, if the student has participated in the annual test of English language proficiency as referenced in 20 U.S.C. 6311 (2015). Participation in the annual test of English language proficiency meets the requirement of 95 percent participation referenced in § 24:55:07:02. A student is exempt from only one iteration of the state academic assessment in English language arts.

If a student who is an English learner enrolls for the first time after the testing window for the English language proficiency test has ended, the student counts toward the requirement of 95 percent participation in English language arts referenced in § 24:55:07:02 by completing the English learner eligibility assessment.

A student who is an English learner and in the student's first year enrolled in a school in the United States is required to take the state academic assessments in mathematics and science. The results are not included in the calculation of the student achievement school performance index key indicator. However, the student counts toward the requirement of ninety-five percent participation as referenced in § 24:55:07:02.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017; 44 SDR 192, effective July 2, 2018; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-51, 13-3-55, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-55, 13-3-69.

ARSD 24:55:07:12 Student moves

All students are required to take the state academic assessment at their current public school during the testing timeline established by the department. However, if a student moves during the testing timeline and has not previously been tested, the receiving public school must test the student. Students who have been tested at their previous public school and have moved to a new public school are not required to test again.

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-55, 13-3-69.
Law Implemented: SDCL 13-3-55, 13-3-69.

ARSD 24:55:07:13 Student moves, full academic year not met

A student who moves and enrolls in a public school district for less than a full academic year shall be tested, and the student's results for student achievement, attendance, English language proficiency, and academic growth count at the state level when the department calculates total SPI and academic progress.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective Decvember 6, 2017.
General Authority: SDCL 13-3-51, 13-3-55, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-55, 13-3-69.

ARSD 24:55:07:14 Student drops out completing less than half the academic year

A student who drops out from a public high school, having attended fewer than fifty percent of the school's scheduled days at the student's last school of attendance, shall count for the graduation rate and the completion rate at the public school in which the student was enrolled for the majority of the student's time in grades nine through twelve. A student who drops out, having attended fifty percent or more of the public high school's scheduled days, shall count at the school in which the student was last enrolled.

History

Source: 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-69.

ARSD 24:55:07:15 Attributing credit for college and career readiness key indicator

24 : 55 : 07 : 15 . Attributing credit for college and career readiness key indicator. A student shall count for the college and career readiness key indicator at the school for which the student counted for the purposes of the graduation rate.

History

Source: 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-69.

ARSD 24:55:07:16 Special considerations

24 : 55 : 07 : 16 . Special considerations . For accountability purposes, students are assigned as follows:

(1) If a student is placed at any of the following, with tuition paid by an entity other than the resident district, the student is counted only at the state level:

(a) An attendance center or program other than an attendance center in the district;

(b) A private, nonprofit facility;

(c) A state or privately-operated school, and the placement was made by the Unified Judicial System, Department of Corrections, Department of Social Services, or another state agency authorized to place students; or

(d) Out-of-state students placed in a South Dakota facility to serve the special needs of the student;

(2) If a student is placed at an alternative school as an academic extension of the public school, the student is counted at the resident school; or

(3) If a student attends the South Dakota School for the Blind and Visually Impaired or the South Dakota School for the Deaf, the student is counted at the resident district and the state level, but not at the school level.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; transferred from § 24:55:07:14, 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-69.

Chapter 24:55:08 Public school or public school district changes

ARSD 24:55:08:01 Public school or district changing grade span or physical status

A public school or public school district that proposes to change its grade span or physical building capacity must submit a request to the department to explain the reasons for the proposed change. The department shall review the request and either approve or deny. Regardless of changes made in student population, a school identified as a comprehensive support and improvement or targeted support and improvement school is not eligible for a new accountability status while in the identified classification.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-69.

ARSD 24:55:08:02 Students attending public school or district in first year of operation -- Included in accountability classification

Students attending a public school district in its first year of operation are included in the accountability classification at the public school level.

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-51, 13-3-69.
Law Implemented: SDCL 13-3-51, 13-3-69.

ARSD 24:55:08:03 Accountability classification determination starts with first year of operation

Accountability classifications for new public schools are made by the department within their first year of operation.

History

Source: 39 SDR 51, effective October 3, 2012; 40 SDR 40, effective September 11, 2013.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-69.

ARSD 24:55:08:04 Public school boundaries altered -- Prior academic progress goals and targets recalculated

If a school district that has two or more attendance centers per grade span changes boundaries so that at least fifty percent of the student population of the attendance center, or students in the grade spans assessed in that attendance center, moved and have been replaced with students from another attendance center within the district:

(1) The academic progress goals and targets of the affected public schools must be recalculated using the methodology in § 24:55:05:03 and must be applied for the remaining years of the current cycle; and

(2) If one or more of the affected schools has been classified as a comprehensive support and improvement school, the department shall remove the classification, notwithstanding the provisions of § 24:55:04:06.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective December 6, 2017; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-69.

ARSD 24:55:08:05 School district consolidation -- Prior academic progress goals and targets recalculated

If two or more public school districts consolidate under the provisions of SDCL chapter 13-6:

(1) The academic progress goals and targets of the affected public schools shall be recalculated using the methodology in § 24:55:05:03 and shall be applied for the remaining years of the current cycle; and

(2) If one or more of the affected schools has been classified as a comprehensive support and improvement school, the classification shall be removed by the department, notwithstanding the provisions of § 24:55:04:06.

History

Source: 39 SDR 51, effective October 3, 2012; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69.
Law Implemented: SDCL 13-3-69.

Chapter 24:55:09 Appeals

ARSD 24:55:09:01 Public schools may review data

A public school district on behalf of a public school may review the results and classification of the school under the accountability system. If the public school district believes the results or classification to be incorrect for statistical or other reasons, it may appeal the accuracy of the data to the department.

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-69(10)
Law Implemented: SDCL 13-3-69(10)

ARSD 24:55:09:02 School district to appeal not later than ten days after notification

A school district on behalf of a public school must submit an appeal form provided by the department and supporting documentation not later than ten business days after the initial public release of the accountability system report card.

History

Source: 39 SDR 51, effective October 3, 2012; 49 SDR 35, effective October 10, 2022.
General Authority: SDCL 13-3-69(10).
Law Implemented: SDCL 13-3-69(10).

ARSD 24:55:09:03 Final determination by department

Following review of the materials submitted pursuant to § 24:55:09:02, the department shall make a final determination regarding the accuracy of the data. The public school district must be notified in writing by the department of the final decision within thirty calendar days after receipt of the appeal.

History

Source: 39 SDR 51, effective October 3, 2012.
General Authority: SDCL 13-3-69(10).
Law Implemented: SDCL 13-3-69(10).

Chapter 24:55:10 Accountability system review

ARSD 24:55:10:01 Accountability system review

The department shall periodically review the accountability system to ensure that it is fair and appropriate for the state's public schools and to determine whether the system contributes to the state's effective education system.

The department shall review the accountability system following the 2018-2019 school year.

History

Source: 39 SDR 51, effective October 3, 2012; 41 SDR 218, effective July 1, 2015; 44 SDR 95, effective December 6, 2017.
General Authority: SDCL 13-3-69(11).
Law Implemented: SDCL 13-3-69(11).