S 683 Session 110 (1993-1994)
S 0683 General Bill, By Giese
Similar(H 3958)
A Bill to amend the Code of Laws of South Carolina, 1976, by adding Section
59-30-5 so as to provide for the purposes of the State Assessment Educational
System; to amend Section 59-30-10, relating to the duties of the State Board
of Education concerning the basic skills assessment program, so as to provide
for a revised statewide assessment program; to amend Section 59-30-30,
relating to the duties of school boards in regard to the basic skills
assessment program, so as to revise these duties in conformity with the
statewide assessment program; and to amend Section 59-30-50, relating to
timetables in regard to basic skills assessment, so as to provide timetables
for the statewide assessment program above established.
04/13/93 Senate Introduced and read first time SJ-14
04/13/93 Senate Referred to Committee on Education SJ-14
04/14/94 Senate Committee report: Favorable with amendment
Education SJ-20
Indicates Matter Stricken
Indicates New Matter
COMMITTEE REPORT
April 14, 1994
S. 683
Introduced by SENATOR Giese
S. Printed 4/14/94--S.
Read the first time April 13, 1993.
THE COMMITTEE ON EDUCATION
To whom was referred a Bill (S. 683), to amend the Code of Laws of
South Carolina, 1976, by adding Section 59-30-5 so as to provide for the
purposes of the State Assessment Educational System, etc., respectfully
REPORT:
That they have duly and carefully considered the same, and
recommend that the same do pass with amendment:
Amend the bill, as and if amended, by striking all after the enacting
words and inserting the following:
/ SECTION 1. The 1976 Code of Laws is amended by adding:
"Section 59-30-05. The State Board of Education, through
the State Department of Education, shall develop and implement a state
assessment system with the purposes of:
(a) Improving classroom instruction and learning;
(b) Providing public accountability by exemplifying expected
achievement levels and reporting on student and school performance;
(c) Providing program evaluation data; and
(d) Assisting policy makers in decision making.
To these ends, the State Board shall:
(A) Establish academic content standards for kindergarten through
grade twelve and establish academic achievement standards for Grades
3, 6, and 8 in the areas of mathematics, reading/language arts, writing,
and science and for grade 11 in the areas of mathematics,
reading/language arts, and writing. The achievement standards shall be
designed to reflect the subject matter knowledge and analytical skills as
determined by the State Board of Education each student needs to
succeed at subsequent grade levels.
(B) Establish a state model of a continuous assessment of student
performance through each school year of kindergarten through grade
three and establish at grade one an assessment that will be designed to
measure a student's level of preparation for first grade;
(C) Establish an end of Grade 3 developmentally appropriate
assessment designed to measure skills required to perform at the fourth
grade level in the areas of mathematics, reading/language arts, writing,
and science.
(D) Establish a new exit examination which shall be a requirement
for a high school diploma;
(E) Establish a system for providing information on student
performance relative to students nationally;
(F) Establish, as a part of the assessment system, a non-secure item
bank of questions and tasks to augment the information available from
the assessment system which teachers, schools, and districts may use for
additional instruction and assessment as needed;
(G) Establish such regulations as are needed during the transition
period 1994-95 through 1998-99 to: establish the date of change from
the first grade readiness test to the assessment of preparation for first
grade; continue testing students at grades 6, 8, and exit exam on certain
Basic Skills Assessment Tests; undertake changes in the tests at grade
3; and continue to test students on norm-referenced tests.
(H) Work with this State's colleges of education to develop
pre-service education and professional development in the areas of
curriculum imbedded assessment and issues of improved classroom
assessment and instruction;
(I) Work with school officials and the School Improvement
Councils to develop reporting formats most useful to schools in
analyzing student performance relative to school improvement, to
include longitudinal data, and to work with parents to develop a model
format for reporting assessment information to parents that is easily
understood and helpful to parents.
(J) For purposes of this act, the following definitions apply:
(1) `content standards' means a compilation of specific statements
of what a student should know and be able to do in a particular academic
area;
(2) `achievement standards' means standards that describe how
well a student achieves relative to the content standards;
(3) `norm referenced test' means a test the results of which are
interpreted by comparing an individual's test score to sample, usually a
national sample, test scores of individuals taking the same test;
(4) `continuous assessment' means ongoing documentation of a
child's academic progress based on observation and measurements of
that child's development in areas such as reading and math, and
analyzing how well a child is progressing academically;
(5) `measurement' means the process of obtaining a numerical
description of the degree to which an individual possesses knowledge
and skills;
(6) `assessment' means an analysis and description of student
accomplishment relative to content/ achievement standards often using
a range of documentary techniques such as tests, performances,
questionnaires, and observations.
SECTION 2. Section 59-30-10 of the 1976 Code is amended to
read:
"Section 59-30-10. The State Board of Education, through
the State Department of Education, shall:
(a) Establish state educational objectives in the basic skills
academic content standards for kindergarten through grade
twelve and establish minimum academic achievement
standards of student achievement for readiness Grades
1, 2, 3, 6, 8, and 11. The term `basic skills' shall
include mathematics and the communication skills of reading and
writing. The minimum achievement standards for
readiness Grades 1, 2, 3, 6, 8, and 11 shall be
designed to reflect the level of skill mastery subject matter
knowledge and analytical skills as determined by the State Board
of Education, each student is expected to have attained at the
various grades needs to succeed at subsequent grade levels.
(b) (1)Establish a state basic skills an early childhood
assessment system that shall include the administration to all public
school students at the beginning of grade one a readiness test
an assessment that will be designed to measure a student's
readiness to begin the formal school curriculum level
of preparation for first grade and a state model of a continuous
assessment of student performance through each school year grades K-3
with criteria for districts who choose to develop their own model of
continuous assessment. The results of the readiness test
first grade preparedness measure shall be used to provide
appropriate developmental activities in the first grade and may not
be used to restrict school entry nor to restrict academic opportunities for
individual students.
(2) Provide for the administration of the readiness
test first grade preparedness measure at the beginning of the
school year in grade one. Based on the results of the test
measure, the school district shall advise suggest
to the parents of any student not indicating readiness
preparation for first grade work to secure a complete physical
examination for that child. Such advice by the school district shall
contain information about local governmental health services that are
available.
(c) (1) As a part of the basic skills state
assessment program, develop or select criterion-referenced
standards based tests that can measure student achievement in
reading/language arts, and mathematics, writing, and
science in grades one, two, and three six and eight against
the standards established for each of those respective grades.
Pursuant to Section 59-139-60, develop or select a standards based
assessment to be administered at the end of grade 3 designed to measure
skill levels required to perform academic work considered to be at the
fourth grade level in the areas of reading/language arts, mathematics,
writing, and science. Information on individual student progress and
aggregated information on students' progress must be given to parents
and schools as required by Section 59-139-60.
(2) Cause to be administered the tests assessment
system provided for herein to all public school students at the end
of grades one, two and three and six and eight in
mathematics, reading/language arts, writing and science. The
purpose of the tests assessment system shall be that of
diagnosis of student deficiencies academic difficulties
and that of an aid in determining instruction needed by the student in
achieving the minimum statewide academic
achievement standards established for each respective
grade.
(d) (1) As a part of the basic skills assessment program, develop
or select criterion-referenced tests that can measure student achievement
in reading, writing and mathematics in grades six and eight against the
standard established for each of those respective grades.
(2) Cause to be administered the test provided for grade six to all
public school students at the end of grade six and shall cause to be
administered the test provided for grade eight to all public school
students at the end of grade eight. The purpose of the tests shall be that
of diagnosis of student deficiencies and that of an aid in determining
instruction needed by the student in achieving the minimum statewide
standard established for each respective grade.
(e d) Develop or select, and field test,
tests an assessment system that will measure student
achievement levels as determined by the State Board of
Education, in the basic skills areas of reading/language
arts, writing, and mathematics at the end of grade 11 which shall
include items requiring the application of school skills to life situations.
The field test shall be conducted for the purpose of establishing the
reliability and validity of the test.
(f e) Beginning in the school year 1981-82
1996-97 and continuing through the school year
1984-85, administer the test specified in item (d) of this section to
all students in grade eleven for the purpose of collecting baseline data.
The Department of Education shall use the baseline data for the purpose
of program assessment and shall provide technical assistance to those
schools or districts in which the data indicate that program adjustment
or modification is most needed due to inordinate numbers of children
not passing the test not meeting standards. The State
Board of Education shall use the baseline data for the purpose of
determining the high school credentials to be awarded students not
meeting the minimum achievement scores. Beginning with the school
year 1985-86 1998-1999, the eleventh grade
examination may no longer by administered and the Board shall
cause to be administered an new exit examination to all
tenth grade students. Local school districts shall establish
remedial academic assistance programs
plans and shall to assist those students who do
not pass the examination. Passage of this new exit examination
is a condition for the receipt of a state high school diploma for those
students who otherwise meet the requirements for the diploma during the
school year 1989-90 1999-2000 and thereafter.
Additionally, during the that school year
1989-90 and thereafter individuals participating in adult
education programs must pass the exit examination as an additional
requirement for the receipt of a state high school diploma. Failure to
pass the examination obligates the student to enroll
participate in a remedial an academic assistance
program until such time as the student, parents/guardians, and
school officials determine that the assistance is no longer needed.
Students who do not pass the examination in the tenth grade must retake
the test at least once in the eleventh grade and may retake the
test at least twice in the twelfth grade, thereby providing
students with at least four opportunities to pass the exit
examination. If an individual exits the school system at the end of the
twelfth grade without having passed the exit examination, he shall be
awarded an appropriate State certificate indicating the number of credits
earned and grades completed. Until school year 1999-2000 when
the new exit exam is implemented as a condition for receipt of a state
high school diploma, the current exit exam shall continue to be used as
a condition for a state high school diploma.
(g f) Administer a test of student academic
performance which builds upon prescribed academic standards and
provides nationally normative information in at least three grades.
(g) Use utmost care to insure that to the maximum extent
feasible, within existing knowledge and technology cultural bias is
eliminated in the tests administered as a part of the basic skills
assessment program.
(h) Purchase and distribute necessary materials for the assessment
program and train state and local staff and teachers to administer the
tests in the assessment program and to interpret the results of those tests.
(i) Provide for the security and integrity of the tests that are
administered under the assessment program.
(j) Revise and update the tests administered under the assessment
program as deemed appropriate by the department but not to exceed
five years before revisions are made.
(k) Render advice and aid to school districts concerning their
curricula and the assessment program.
(l) Report the results of the program annually to the Governor, the
General Assembly, the school districts and to the general public,
together with any recommendations of the South Carolina Assessment
Advisory Committee and the Technical Advisory Group created
pursuant to Section 59-30-20.
(m) Consult with such commission the Assessment
Advisory Committee and the Technical Group concerning the
implementation of, or major changes to, the provisions of this chapter.
(n) Provide school districts with information concerning
basic instructional programs which have been demonstrated to
be effective in developing readiness skills or in the teaching of
reading/language arts, writing, and mathematics,
and science. The Department of Education shall provide
information and encouragement encourage to school
districts to adopt programs that are determined to be appropriate to the
needs of their students. Student assessment data must be provided
to schools and districts as required by Section 59-139-60 so that program
deficiencies can be addressed.
(o) Provide appropriate office space, staff, equipment and
supplies support to the Basic Skills Advisory
Commission Assessment Advisory Committee and Technical
Advisory Group as appropriate."
Establish statewide educational objectives in science for grades
one through eight and establish minimum standards of student
achievement for grades three, six, and eight. The State Board of
Education, through the DOE, also shall develop and field-test, as part of
the Basic Skills Assessment Program, criterion-referenced tests that will
measure student achievement in science in grades three, six, and eight
against the standards established for each of these respective grades and
cause to be administered the tests provided for herein to all public school
students at the ends of grades three, six, and eight. The purpose of the
test is that of diagnosis of student deficiencies and that of an aid in
determining instruction needed by he student in achieving he minimum
statewide standard established for each respective grade.
SECTION 3. Section 59-30-20 is amended to read:
"Section 59-30-20. (a) There is hereby created the South
Carolina Basic Skills Advisory Commission Assessment
Advisory Committee composed of twenty-five
seventeen members which shall provide recommendations and
advice to the Governor, General Assembly and State Board of Education
on the implementation of this chapter. The State Superintendent of
Education shall appoint six members, one from each congressional
district, with the advice and consent of the State Board of Education.
His The State Superintendent's appointments shall be
persons employed professionally in public education in this State other
than employees of the State Department of Education and shall include
at least two classroom teachers. The Governor shall appoint
seven six lay persons at large from the State
known to be actively involved in public education issues, one from
each congressional district and one at large. The speaker of the
house of the, the chairman of the house education and public works
Committee and the Chairman of the Senate Education committee
shall each appoint six members from the general public also
designate a person to serve on the committee who may not be a member
of the General Assembly and who shall serve at the pleasure of the
appointing official. The State Board of Education chairman or
his designee shall also serve on the committee. Except for their
initial terms, t The terms of the members shall be for three
years and until their successors are appointed and qualify. Any vacancy
shall be filled in the manner of the original appointment for the
unexpired portion of the term only. Every consideration shall be given
to insure appropriate racial balance in appointments.
(b) Of the initial six members appointed by the State Superintendent
of Education, members from the first and fourth districts shall be
appointed to serve for terms of one year; members from the third and
sixth districts shall be appointed to serve for terms of two years and
members from the second and fifth districts shall be appointed to serve
for terms of three years. Of the initial six members appointed by the
Governor representing congressional districts, members from the
second and fifth districts shall be appointed to serve for terms of one
year; members from the third and sixth districts shall be appointed to
serve for terms of two years and members from the first and fourth
districts shall be appointed to serve for terms of three years ,
terms shall be staggered for one, two and three years to be determined
by drawing lots at the first meeting of the committee. The members
shall elect from among the lay members a chairman and such other
officers who shall serve for a terms of one
two years and until his their
successors is are elected and qualifies
y. The members of the commission committee
shall receive such per diem, mileage and subsistence as is provided by
law for members of state boards, committees and commissions to be paid
from funds appropriated for the operation of the State Department of
Education.
(c) The committee shall be convened no later than August 1,
1994. Issues to be reviewed by the committee should include, but not
be limited to: changes needed in the mandated assessment system in
order to better meet the intent of the legislation; whether social studies
shall be included in the assessment system established by this Act and,
if included, the timeline to be followed in establishing the assessments;
whether science shall be included in the exit examination and, if
included, the timeline to be followed; consideration of different types of
response formats, including extended multiple choice and gridded
response; review of the continuous assessment established in grades
K-3; the type and medium for the item bank to be established for schools
and districts; and review of data formats for assessment information sent
to districts and schools.
(c d) The commission
committee established by this section shall terminate June 30,
1991 2001.
(e) Upon the effective date of this Act, the State Board of
Education, through the Department of Education, shall contract with
three or more acknowledged authorities in the field of state-wide
assessment for the development of the assessment system. This group
shall be known as the Technical Advisory Group. The Advisory Group
shall be a consultant to the State Department of Education and assist in
the development of bid specifications for the assessment system and
serve as consultant to the Assessment Advisory Committee. The
members of the Technical Advisory Group, and members of their
immediate family, shall not be employed by or have ownership or
ownership interest in any testing company, except they may be hired on
a consulting basis.
SECTION 4. Amend Section 59-30-30 of the 1976 Code to read:
"Section 59-30-30. All public school boards, through their
local school districts, shall:
(a) Participate in the basic skills statewide
assessment program established by this chapter.
(b) Adopt appropriate policies to ensure that a continuous
an assessment is made of an individual student's progress in
relation to the statewide minimum achievement
standards of student achievement performance for
kindergarten through grades 1, 2, 3, 6, 8, and 11; and adopt
the state model for K - 3 continuous assessment or submit a district
model for approval to the State Board of Education through the State
Department of Education.
(c) Prior to the beginning of the 1979-80
1996-97 school year provide appropriate in-service
training staff development for all certified personnel
implementing the basic skills statewide assessment
program to ensure efficient and effective use of assessment results
and methods of instruction.
(d) Use the results of the tests administered under the basic
skills statewide assessment program
system to help in the diagnosis of student deficiencies and
review of school performance.
(e) Provide basic instruction academic assistance
to aid the student in bringing his performance up to the statewide
minimum achievement standards for a particular grade
when a deficiency is indicated by the results of the tests administered
under the Basic skills assessment system program or the
assessment procedures.
(f) (1) Provide in writing test result information to any
a parent or guardian of a dependent child when the parent
or guardian requests such information.
(2) Provide test information and explanations of deficiencies to
a parent or guardian of a dependent child found to have deficiencies and
make suggestions for appropriate assistance to be given to the dependent
child by the dependent child's parent or guardian."
SECTION 5. Section 59-30-50 of the 1976 Code is amended to
read:
"Section 59-30-50. The following timetable applying to the
State Department of Education activities shall must be
completed not later than the year indicated but nothing herein is
intended to prohibit an earlier development or field testing of the tests
or use of the test results by school districts to meet their responsibilities
under this chapter when test results are made available.
1978-79 (a) Identification of basic skills objectives.
(b) Selection of readiness test for grade one.
1979-80 (a) Test development, field testing and test revision
(grades 1 through 3, 6 and 8).
(b) Administration of readiness test--all students, grade one.
1980-81 (a) Administration of tests, (first grade readiness and
grades 1 through 3, 6 and 8).
(b) Development or selection and field testing of eleventh grade test.
1981-82 (a) Administration of tests (first grade readiness and
grades 1 through 3, 6 and 8).
(b) Administration of eleventh grade test, collection of baseline data.
1982-83 (a) Administration of all tests.
1983-84 and subsequent years. Administration of all tests.
1994-95 (a) Adopt content and achievement standards for
reading/language arts, writing, mathematics, and science in Grades 3, 6,
and 8 and for reading/language arts, writing, and mathematics in grade
11.
(b) Pilot and field test the K - 3 continuous assessment model.
(c) Adopt or adapt and pilot a new assessment of students'
preparation level for first grade; continue first grade readiness test.
(d) Administer a test of academic performance which builds upon
basic skills and provides nationally normative information in at least
three grades.
1995-96 (a) Pilot items based on achievement standards in Grades
3, 6, 8, and 11.
(b) Begin phase in of K - 3 continuous assessment model.
(c) Field test new assessment of students' preparation level for
first grade. Continue first grade readiness test.
(d) Administer a test of academic performance which builds upon
basic skills and provides nationally normative information in at least
three grades.
1996-97 (a) Field test items based on achievement standards
Grades 3, 6, 8 and 11.
(b) Continue phase in of K - 3 continuous assessment model.
(c) Implement assessment of students' preparation for grade 1
work.
(d) Continue to administer a test of academic performance which
builds upon academic standards and provides nationally normative
information in at least three grades.
1997-98 (a) Continue field test items based on achievement
standards Grades 3, 6, and 8.
(b) Implement the K-3 continuous assessment.
1998-99 (a) Implement assessments in Grades 3 and 6, and 8.
(b) Administer new exit exam in grade 10.
1999-2000 Implement new exit exam."
SECTION 6. Section 59-30-80 of the 1976 Code is amended to
read:
"Section 59-30-80. The parents or guardian of any student
who does not meet the minimum academic achievement
standards set for any test prescribed in this chapter shall be notified in
writing by the school and such notice shall be filed in the scholastic
records of the student concerned.
SECTION 7. The 1976 Code of Laws is amended by adding:
"Section 59-30-120. Four year institutions having teacher
education programs must work with the State Board of Education and
the Department of Education to develop pre-service education and
professional development in the areas of curriculum imbedded
assessment and issues of improved classroom assessment and
instruction. Changes in course offerings and course curriculum shall be
reported to the Assessment Advisory Committee by October 1,
1996."
SECTION 8. Section 59-65-40(A)(6) is amended to read:
"Section 59-65-40(A)(6). students must participate in the
annual statewide testing program and the Basic Skills
Assessment Program assessment program approved by the
State Board of Education for their appropriate grade level. The
tests standardized achievement tests must be
administered by a certified school district employee either with the
public school students or by special arrangement at the student's place
of instruction, at the parent's option. All assessment other than
standardized achievement tests, including the continuous assessment of
student performance in grades kindergarten through grade 3, shall be
administered by the student's instructor as specified in item (4).
The parent is responsible for paying the test administrator if the test is
administered at the student's home; and"
SECTION 9. The act takes effect upon approval by the Governor./
Renumber SECTIONS to conform.
Amend title to conform.
NIKKI G. SETZLER, for Committee.
STATEMENT OF ESTIMATED FISCAL
IMPACT
1. Estimated Cost to State-First Year$ See Below
2. Estimated Cost to State-
Annually Thereafter$ See Below
Senate Bill 683 amends Section 59-30-10 of the South Carolina Code
of Laws, 1976, to require that the State Board of Education, through the
State Department of Education, to develop and implement a state
assessment system which shall have a dual purpose of improving student
learning and providing public accountability. The system shall provide
information regarding:
(1) Student attainment of state educational achievement standards;
(2) Performance of South Carolina's students relative to that of
students nationally.
By school year 1998-99, the state board shall implement the following
changes:
(A) Establish academic content standards for kindergarten through
grade 12 and establish academic achievement standards for grades 3, 6,
8, and 11.
(B) Establish an early childhood assessment system and provide for
the administration of the first grade preparedness measure at the
beginning of the school year in grade 1.
(C) Develop or select standards based tests to measure achievement
in reading, mathematics, science, and social studies in grades 3 and 6.
(D) Develop or select and field test an assessment system that will
measure student achievement at basic, proficient and advanced levels in
the area of reading, writing, and mathematics at the end of grades 8 and
11.
(E) Beginning in school year 1996-97, administer the test specified
in item (D) to all students in grades 8 and 11 for the purpose of
collecting baseline data for program assessment. The department shall
provide assistance to the schools in which the data indicate that program
adjustment is needed.
(F) Administer a test of student academic performance which
provides nationally normative information in at least four grades until a
standards based assessment system is implemented.
Section 59-30-30 of the Code of Laws, 1976, amended to require all
public school boards, through the local school districts, to participate in
the statewide assessment program. This amendment further requires the
local school boards to ensure an assessment is made in relation to the
statewide achievement standards of student performance for
kindergarten through grades 3, 6, 8, and 11; and adopt the state model
for K-3 continuous assessment or submit a district model for approval
to the state board. The local school districts are to provide staff
development for all certified personnel implementing the statewide
assessment.
Section 59-30-50 is amended to provide a timetable to be completed
no later than the year indicated.
Section 59-30-80 is amended to provide for notification of failures or
deficiencies to the parents or guardian of any student who does not meet
the academic achievement standards set for any test prescribed in this
chapter.
Prepared By: Approved By:
JoAnne L. Payton George N. Dorn, Jr.
State Budget Analyst State Budget Division
A BILL
TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976,
BY ADDING SECTION 59-30-5 SO AS TO PROVIDE FOR THE
PURPOSES OF THE STATE ASSESSMENT EDUCATIONAL
SYSTEM; TO AMEND SECTION 59-30-10, RELATING TO THE
DUTIES OF THE STATE BOARD OF EDUCATION CONCERNING
THE BASIC SKILLS ASSESSMENT PROGRAM, SO AS TO
PROVIDE FOR A REVISED STATEWIDE ASSESSMENT
PROGRAM; TO AMEND SECTION 59-30-30, RELATING TO THE
DUTIES OF SCHOOL BOARDS IN REGARD TO THE BASIC
SKILLS ASSESSMENT PROGRAM, SO AS TO REVISE THESE
DUTIES IN CONFORMITY WITH THE STATEWIDE
ASSESSMENT PROGRAM; AND TO AMEND SECTION 59-30-50,
RELATING TO TIMETABLES IN REGARD TO BASIC SKILLS
ASSESSMENT, SO AS TO PROVIDE TIMETABLES FOR THE
STATEWIDE ASSESSMENT PROGRAM ABOVE ESTABLISHED.
Be it enacted by the General Assembly of the State of South Carolina:
SECTION 1. The 1976 Code is amended by adding:
"Section 59-30-5. The state assessment system shall have a
dual purpose of improving student learning and providing public
accountability. The system shall promote the improvement of teaching
and learning by providing information regarding:
(1) student attainment of state educational standards; and
(2) the performance of South Carolina's students relative to that of
students nationally.
By school year 1998-99, there must be a continuous assessment
program for all students grades K-3; a standards based assessment
system for all students in grades 4, 8, and 12 (Exit Exam) which contains
nationally comparative data; and state sampling across students,
subjects, and content areas in grades 5, 6, 7, 9, or 11."
SECTION 2. Section 59-30-10 of the 1976 Code is amended to read:
"Section 59-30-10. The State Board of Education, through
the State Department of Education, shall:
(a) Establish statewide educational objectives in the basic skills
for kindergarten through grade twelve and establish minimum standards
of student achievement for readiness and Grades 1, 2, 3, 6, 8 and 11. The
term 'basic skills' shall include mathematics and the communication
skills of reading and writing. The minimum standards for readiness and
Grades 1, 2, 3, 6, 8 and 11 shall be designed to reflect the level of skill
mastery, as determined by the State Board of Education, each student is
expected to have attained at the various grades.
(b) (1) Establish a state basic skills assessment program that shall
include the administration to all public school students at the beginning
of grade one a readiness test that will be designed to measure a student's
readiness to begin the formal school curriculum. The results of the
readiness test shall be used to provide appropriate developmental
activities in the first grade.
(2) Provide for the administration of the readiness test at the
beginning of the school year in grade one. Based on the results of the
test, the school district shall advise the parents of any student not
indicating readiness for first grade work to secure a complete physical
examination for that child. Such advice by the school district shall
contain information about local governmental health services that are
available.
(c) (1) As a part of the basic skills assessment program, develop
or select criterion-referenced tests that can measure student achievement
in reading and mathematics in grades one, two and three against the
standard established for each of those respective grades.
(2) Cause to be administered the tests provided for herein to all
public school students at the end of grades one, two and three. The
purpose of the tests shall be that of diagnosis of student deficiencies and
that of an aid in determining instruction needed by the student in
achieving the minimum statewide standard established for each
respective grade.
(d) (1) As a part of the basic skills assessment program, develop
or select criterion-referenced tests that can measure student achievement
in reading, writing and mathematics in grades six and eight against the
standard established for each of those respective grades.
(2) Cause to be administered the test provided for grade six to all
public school students at the end of grade six and shall cause to be
administered the test provided for grade eight to all public school
students at the end of grade eight. The purpose of the tests shall be that
of diagnosis of student deficiencies and that of an aid in determining
instruction needed by the student in achieving the minimum statewide
standard established for each respective grade.
(e) Develop or select, and field test, tests that will measure student
achievement in the basic skills areas of reading, writing, and
mathematics at the end of grade 11 which shall include items requiring
the application of school skills to life situations. The field test shall be
conducted for the purpose of establishing the reliability and validity of
the test.
(f) Beginning in the school year 1981-82 and continuing through the
school year 1984-85, administer the test specified in item (e) of this
section to all students in grade eleven for the purpose of collecting
baseline data. The Department of Education shall use the baseline data
for the purpose of program assessment and shall provide assistance to
those schools or districts in which the data indicate that program
adjustment or modification is most needed due to inordinate numbers of
children not passing the test. The State Board of Education shall use the
baseline data for the purpose of determining the high school credentials
to be awarded students not meeting the minimum achievement scores.
Beginning with the school year 1985-86, the eleventh grade examination
may be no longer administered and the Board shall cause to be
administered an exit examination to all tenth grade students. Local
school districts shall establish remedial programs to assist those students
who do not pass the examination. Passage of this exit examination is a
condition for the receipt of a state high school diploma for those students
who otherwise meet the requirements for the diploma during the school
year 1989-90 and thereafter. Additionally, during the school year
1989-90 and thereafter individuals participating in adult education
programs must pass the exit examination as an additional requirement
for the receipt of a state high school diploma. Failure to pass the
examination obligates the student to enroll in a remedial program.
Students who do not pass the examination in the tenth grade must retake
the test in the eleventh grade and may retake the test twice in the twelfth
grade, thereby providing students with four opportunities to pass the exit
examination. If an individual exits the school system at the end of the
twelfth grade without having passed the exit examination, he shall be
awarded an appropriate State certificate indicating the number of credits
earned and grades completed.
(g) Use utmost care to insure that to the maximum extent feasible,
within existing knowledge and technology cultural bias is eliminated in
the tests administered as a part of the basic skills assessment program.
(h) Purchase and distribute necessary materials for the assessment
program and train state and local staff and teachers to administer the
tests in the assessment program and to interpret the results of those tests.
(i) Provide for the security and integrity of the tests that are
administered under the assessment program.
(j) Revise and update the tests administered under the assessment
program as deemed appropriate by the department.
(k) Render advice and aid to school districts concerning their
curricula and the assessment program.
(l) Report the results of the program annually to the Governor, the
General Assembly, the school districts and to the general public,
together with any recommendations of the South Carolina Basic Skills
Advisory Commission created pursuant to Section 59-30-20.
(m) Consult with such commission concerning the implementation
of, or major changes to, the provisions of this chapter.
(n) Provide school districts with information concerning basic
instructional programs which have been demonstrated to be effective in
developing readiness skills or in the teaching of reading, writing and
mathematics. The Department of Education shall encourage school
districts to adopt programs that are determined to be appropriate to the
needs of their students.
(o) Provide appropriate office space, staff, equipment and supplies
to the Basic Skills Advisory Commission.
Establish statewide educational objectives in science for grades one
through eight and establish minimum standards of student achievement
for grades three, six, and eight. The State Board of Education, through
the Department of Education, also shall develop and field-test, as part of
the Basic Skills Assessment Program, criterion-referenced tests that will
measure student achievement in science in grades three, six, and eight
against the standards established for each of these respective grades and
cause to be administered the tests provided for herein to all public school
students at the end of grades three, six, and eight. The purpose of the test
is that of diagnosis of student deficiencies and that of an aid in
determining instruction needed by the student in achieving the minimum
statewide standard established for each respective grade.
(A) Establish state educational standards for student performance
for kindergarten through grade twelve no later than school year 1994-95.
Standards must be designed to reflect the level of performance, as
determined by the State Board of Education through the Department of
Education for the various grade level ranges.
(B) Establish a K-3 continuous assessment system which shall focus
on individual student development in the cognitive, physical, and
behavioral areas and shall contain components to measure progress
toward meeting state standards. The system shall include a state model
for K-3 continuous assessment and State Board of Education criteria for
district developed models. Each district must be given the option to use
the state model or to develop its own model based upon State Board of
Education criteria. The primary component of each model must be an
ongoing record of student performance over the course of a school year.
Multiple indicators of student performance to be determined by the State
Board of Education, must be included. The assessment of student
performance may not rely solely on paper and pencil testing nor on
information collected on every student throughout the K-3 schooling
years and the results of the continuous assessment may not be used to
restrict school entry nor to track individual students.
(1) The ongoing record of student performance referenced above
shall include, but not be limited to:
(a) A profile of a student's level of preparation at the beginning
of each school year.
(b) A record of student performance collected throughout the
year based on performance on various measures such as individually
administered tasks as measured against developmentally appropriate
levels of performance in the cognitive, physical, and behavioral areas;
samples of student work; teacher observations, information from
parents; and individual performance within a group on developmentally
appropriate activities.
(c) A summative record at the end of the school year that
documents the child's level of achievement, progress made during the
year, and instructional recommendations for the subsequent year.
(2) Districts shall be required to report student level of
preparation for grade one to the Department of Education based upon
criteria as established by the State Board of Education through the
Department of Education.
(3) For purposes of accountability, elements from the K-3
continuous assessment record must be aggregated and reported at the
state, district, and school level.
(C) Establish a grades 4-12 assessment system which measures
student performance in relation to standards as established by the State
Board of Education through the Department of Education. Specific
content shall include mathematics, language arts (reading, writing,
listening, and speaking), science, and social studies. For the purpose of
instructional improvement, the assessment of each student's achievement
shall include the standards based test results and other measures of
student performance such as teacher observations, samples of classroom
work, and interviews.
(1) Standards based tests must be administered to all students in
grades 4, 8, and 12. The standards based tests shall include the
assessment of process and thinking skills such as organizing and
analyzing information, evaluating information, and problem solving. In
addition, the assessment of workplace readiness skills must be included
where appropriate. The tests shall include a variety of assessment
formats such as constructed response, modified free response, essay, and
performance tasks.
(2) State sampling must be conducted periodically across
students, subjects, and content areas in grades 5, 6, 7, 9 and 11. The
purpose of the tests is to identify student strengths and aid in
determining instruction needed by students to achieve the statewide
standards established for each grade.
(3) Students shall have their first opportunity to take the grade
twelve standards based examination, referred to as the exit examination,
in the tenth grade. Students who do not pass the exit examination in the
tenth grade may retake the test in the eleventh and twelfth grades. If an
individual exits the school system at the end of the twelfth grade without
having passed the exit examination, he must be awarded an appropriate
state certificate indicating the number of credits earned and grades
completed.
(D) Use utmost care to ensure that to the maximum extent feasible,
within existing knowledge and technology, cultural bias is eliminated in
the tests administered as a part of the basic skills assessment program.
(E) Purchase and distribute necessary materials for the assessment
program and train state and local staff and teachers to administer the
tests in the assessment program and to interpret the results of those tests.
(F) Provide for the security and integrity of the tests that are
administered under the assessment program.
(G) Review the state assessment system on a five-year cycle and
report the results to the General Assembly.
(H) Render advice and aid to school districts concerning their
curricula and the assessment program.
(I) Report the results of the program annually to the Governor, the
General Assembly, the school districts and to the general public.
(J) Provide school districts with information concerning current
research and strategies demonstrated to be effective in curriculum,
instruction and assessment. The Department of Education shall
encourage school districts to adopt strategies that are determined to be
appropriate to the needs of their students."
SECTION 3. Section 59-30-30 of the 1976 Code is amended to read:
"Section 59-30-30. All public school boards, through their
local school districts, shall:
(a) Participate in the basic skills assessment program established
by this chapter.
(b) Adopt appropriate policies to ensure that a continuous
assessment is made of an individual student's progress in relation to the
statewide minimum standards of student achievement for kindergarten
through grades 1, 2, 3, 6, 8 and 11.
(c) Prior to the beginning of the 1979-80 school year provide
appropriate in-service training for all certified personnel implementing
the basic skills assessment program to insure efficient and effective
methods of instruction.
(d) Use the results of the tests administered under the basic skills
assessment program to help in the diagnosis of student deficiencies.
(e) Provide basic instruction to aid the student in bringing his
performance up to the statewide minimum standards for a particular
grade when a deficiency is indicated by the results of the tests
administered under the basic skills assessment program or other
assessment procedures.
(f) (1) Provide in writing test result information to any parent or
guardian of a dependent child when the parent or guardian requests such
information.
(2) Provide test information and explanations of deficiencies to
a parent or guardian of a dependent child found to have deficiencies and
make suggestions for appropriate assistance to be given to the dependent
child by the dependent child's parent or guardian.
(a) Participate in the statewide student assessment
program established by this chapter.
(b) Adopt the state model for K-3 continuous assessment model
or submit a district model for approval to the State Board of Education,
through the State Department of Education.
(c) Provide appropriate in-service training for all certified
personnel implementing the student assessment system to ensure
efficient and effective methods of instruction.
(d) Use the results of the tests administered under the student
assessment program to help in the diagnosis of student deficiencies.
(e) Provide basic instruction to aid the student in bringing his
performance up to the statewide standards for a particular grade when
a deficiency is indicated by the results of the tests administered under
the student assessment program or other assessment
procedures."
SECTION 4. Section 59-30-50 of the 1976 Code is amended to read:
"Section 59-30-50. The following timetable applying to the
State Department of Education activities shall must be
completed not later than the year indicated but nothing herein is
intended to prohibit an earlier development or field testing of the tests
or use of the test results by school districts to meet their responsibilities
under this chapter when test results are made available.
1978-79 (a) Identification of basic skills objectives.
(b) Selection of readiness test for grade one.
1979-80 (a) Test development, field testing and test revision (grades
1 through 3, 6 and 8).
(b) Administration of readiness test--all students, grade one.
1980-81 (a) Administration of tests, (first grade readiness and grades
1 through 3, 6 and 8).
(b) Development or selection and field testing of eleventh grade test.
1981-82 (a) Administration of tests (first grade readiness and
grades 1 through 3, 6 and 8).
(b) Administration of eleventh grade test, collection of baseline data.
1982-83 (a) Administration of all tests.
1983-84 and subsequent years. Administration of all tests.
Before the assessment system described in Section 59-30-10 is
fully implemented an interim system must be in place. Therefore,
effective for school years 1993-98 the following assessment system
stipulated by year must be used for purposes of accountability.
1993-94 School Year
(1) CSAB shall continue to be used to assess readiness for first
grade.
(2) BSAP testing in grades 1 and 2 must be discontinued. BSAP
testing in grade 3 must be continued. The K-3 continuous assessment
system must be developed and pilot tested.
(3) Norm-referenced testing, reading, language, and mathematics
must be continued in grade 4. New items which incorporate assessment
of process and thinking skills and broader content must be pilot tested.
(4) Norm-referenced testing in grades 5, 7, and 11 must be
discontinued.
(5) Continue BSAP testing in grade 6, writing and science only.
(6) Continue BSAP testing in grade 8, reading, writing,
mathematics, and science. Items for use in the new standards based
assessment, which incorporate assessment of process and thinking skills
and broader content, must be pilot tested.
(7) Norm-referenced testing, reading, English, and mathematics
must be continued in grade 9.
(8) Continue exit exam. Items for use in the new standards based
assessment, which incorporate assessment of process and thinking skills
and broader content, must be pilot tested.
1994-95 School Year
(1) CSAB at the beginning of grade 1 and BSAP testing in grade 3
must be discontinued. A continuous assessment system must be
implemented in kindergarten and grades 1, 2, and 3.
(2) A test providing nationally comparative data must be conducted
in grades 4 and 9. Items for possible use in the new grade 4 standards
based assessment, which incorporate assessment of process and thinking
skills and broader content, must be pilot tested.
(3) Items for possible use on a sampling basis, which incorporate
assessment of process and thinking skills and broader content, may be
piloted at grades 5, 7, 9, and 11.
(4) Continue BSAP testing in grade 6, writing and science only.
(5) Continue BSAP testing in grade 8. Items for possible use in the
new standards based assessment, which incorporate assessment of
process and thinking skills and broader content, must be pilot tested.
(6) Continue exit exam. Items for possible use in the new standards
based assessment, which incorporate assessment of process and thinking
skills and broader content, must be pilot tested.
1995-98 School Years
(1) A continuous assessment system shall continue in K-3.
(2) A test providing nationally comparative data must be conducted
in grades 4 and 9 until the 1997-98 school year. Items for use in the
grade 4 standards based assessment must be piloted and field tested in
school years 1995-97 with full implementation in school year 1997-98.
(3) Items for use on a sampling basis, which incorporate assessment
of process and thinking skills and broader content, must be piloted or
field tested at grades 5, 6, 7, 9, and 11.
(4) Continue BSAP testing in grade 6, writing and science only.
(5) Continue BSAP testing in grade 8 until 1997-98 school year.
Items for use in the grade 8 standards based assessment must be piloted
and field tested in school years 1995-97 with full implementation in
school year 1997-98.
(6) Continue exit exam.
(7) Items for use in the grade 12 standards based assessment must
be piloted and field tested until the 1997-98 school year. Items for use
in the grade 4 standards based assessment must be piloted and field
tested in school years 1995-98 with full implementation in school year
1998-99 until the new standards based assessment is developed and
implemented.
1998-99 School Years
(1) A continuous assessment system for kindergarten through grade
3.
(2) Standards based assessments which incorporate assessment of
process and thinking skills and broader content for all students in grades
4 and 8.
(3) Grade 12 standards based exit exam which incorporates
assessment of process and thinking skills and broader content fully
implemented.
(4) Standards based assessments which incorporate assessment of
process and thinking skills and broader content conducted on a sampling
basis across students, grades, and subject areas in grades 5, 6, 7, 9, and
11."
SECTION 5. This act takes effect upon approval by the Governor.
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