S 667 Session 111 (1995-1996)
S 0667 General Bill, By Giese
Similar(S 595, H 3685)
A Bill to amend the Code of Laws of South Carolina, 1976, by adding Section
59-30-3 so as to provide objectives for the Academic Achievement Standards
hereinafter established; to add Section 59-30-5 so as to provide the State
Board of Education, working with the South Carolina Education Standards and
Assessment Commission, shall adopt certain academic achievement standards and
shall establish an assessment system to measure student progress in meeting
the academic achievement standards; to add Section 59-30-7 so as to provide
for definitions in regard to these standards and the assessment system; to
amend Section 59-30-10, as amended, relating to the duties of the State Board
of Education concerning the Basic Skills Assessment Program, so as to provide
for a revised assessment system and for academic achievement standards; to
amend Section 59-30-15, relating to testing arrangements for students with
learning disabilities, so as to provide that students with discalculia, and
with other documented learning disabilities in mathematics, may use a
calculator on the mathematics portion of the Exit Exam; to add Section
59-30-17 so as to provide for the duties and functions of the State Board of
Education in carrying out the above provisions; to amend Section 59-30-20, as
amended, relating to the Basic Skills Advisory Commission, so as to rename it
the Education Standards and Assessment Commission, reconstitute its membership
and duties, revise its termination date, and provide for a technical advisory
group; to amend Section 59-30-30, relating to the duties of local school
boards in regard to the Basic Skills Assessment Program, so as to revise these
duties in conformity with the assessment system and the academic achievement
standards; to amend Section 59-30-50, relating to timetables in regard to
basic skills assessment, so as to provide timetables for the assessment system
and academic achievement standards; to amend Section 59-30-80, relating to
notification to parents of a student's failure to meet certain standards, so
as to revise references; and to add Section 59-30-95 so as to provide that
teacher education institutions must work with the State Board of Education and
the Department of Education to incorporate the teaching of curriculum,
instruction, and assessment in pre-service education and professional
development; and to amend Section 59-65-40, relating to home schooling
programs, so as to require these students to participate in the assessment
system on a specified basis.
03/28/95 Senate Introduced and read first time SJ-9
03/28/95 Senate Referred to Committee on Education SJ-9
A BILL
TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA,
1976, BY ADDING SECTION 59-30-3 SO AS TO PROVIDE
OBJECTIVES FOR THE ACADEMIC ACHIEVEMENT
STANDARDS HEREINAFTER ESTABLISHED; TO ADD
SECTION 59-30-5 SO AS TO PROVIDE THE STATE BOARD
OF EDUCATION, WORKING WITH THE SOUTH CAROLINA
EDUCATION STANDARDS AND ASSESSMENT
COMMISSION, SHALL ADOPT CERTAIN ACADEMIC
ACHIEVEMENT STANDARDS AND SHALL ESTABLISH AN
ASSESSMENT SYSTEM TO MEASURE STUDENT PROGRESS
IN MEETING THE ACADEMIC ACHIEVEMENT STANDARDS;
TO ADD SECTION 59-30-7 SO AS TO PROVIDE FOR
DEFINITIONS IN REGARD TO THESE STANDARDS AND
THE ASSESSMENT SYSTEM; TO AMEND SECTION 59-30-10,
AS AMENDED, RELATING TO THE DUTIES OF THE STATE
BOARD OF EDUCATION CONCERNING THE BASIC SKILLS
ASSESSMENT PROGRAM, SO AS TO PROVIDE FOR A
REVISED ASSESSMENT SYSTEM AND FOR ACADEMIC
ACHIEVEMENT STANDARDS; TO AMEND SECTION
59-30-15, RELATING TO TESTING ARRANGEMENTS FOR
STUDENTS WITH LEARNING DISABILITIES, SO AS TO
PROVIDE THAT STUDENTS WITH DISCALCULIA, AND
WITH OTHER DOCUMENTED LEARNING DISABILITIES IN
MATHEMATICS, MAY USE A CALCULATOR ON THE
MATHEMATICS PORTION OF THE EXIT EXAM; TO ADD
SECTION 59-30-17 SO AS TO PROVIDE FOR THE DUTIES
AND FUNCTIONS OF THE STATE BOARD OF EDUCATION
IN CARRYING OUT THE ABOVE PROVISIONS; TO AMEND
SECTION 59-30-20, AS AMENDED, RELATING TO THE
BASIC SKILLS ADVISORY COMMISSION, SO AS TO
RENAME IT THE EDUCATION STANDARDS AND
ASSESSMENT COMMISSION, RECONSTITUTE ITS
MEMBERSHIP AND DUTIES, REVISE ITS TERMINATION
DATE, AND PROVIDE FOR A TECHNICAL ADVISORY
GROUP; TO AMEND SECTION 59-30-30, RELATING TO THE
DUTIES OF LOCAL SCHOOL BOARDS IN REGARD TO THE
BASIC SKILLS ASSESSMENT PROGRAM, SO AS TO REVISE
THESE DUTIES IN CONFORMITY WITH THE ASSESSMENT
SYSTEM AND THE ACADEMIC ACHIEVEMENT
STANDARDS; TO AMEND SECTION 59-30-50, RELATING TO
TIMETABLES IN REGARD TO BASIC SKILLS ASSESSMENT,
SO AS TO PROVIDE TIMETABLES FOR THE ASSESSMENT
SYSTEM AND ACADEMIC ACHIEVEMENT STANDARDS; TO
AMEND SECTION 59-30-80, RELATING TO NOTIFICATION
TO PARENTS OF A STUDENT'S FAILURE TO MEET
CERTAIN STANDARDS, SO AS TO REVISE REFERENCES;
AND TO ADD SECTION 59-30-95 SO AS TO PROVIDE THAT
TEACHER EDUCATION INSTITUTIONS MUST WORK WITH
THE STATE BOARD OF EDUCATION AND THE
DEPARTMENT OF EDUCATION TO INCORPORATE THE
TEACHING OF CURRICULUM, INSTRUCTION, AND
ASSESSMENT IN PRE-SERVICE EDUCATION AND
PROFESSIONAL DEVELOPMENT; AND TO AMEND SECTION
59-65-40, RELATING TO HOME SCHOOLING PROGRAMS, SO
AS TO REQUIRE THESE STUDENTS TO PARTICIPATE IN
THE ASSESSMENT SYSTEM ON A SPECIFIED BASIS.
Be it enacted by the General Assembly of the State of South
Carolina:
SECTION 1. The 1976 Code is amended by adding:
"Section 59-30-3. The South Carolina Education Standards
and Assessment Commission shall develop clearly defined academic
achievement standards in language arts, mathematics, science, and
social studies which outline what high school graduates must know
and be able to do if they are to be successful as they enter into the
workforce or higher education. After the Commission has defined
the academic achievement standards, it shall hold a series of at least
eight public hearings across the State to seek comments and
recommendations on the standards from parents, school district
staff, teachers, business people, and other members of the
community. Based on the information received, the commission
shall refine the standards and then recommend to the State Board of
Education for adoption state academic achievement standards
expected of a high school graduate.
Upon adoption of the state academic achievement standards
expected of high school graduates by the State Board of Education,
the Commission shall establish academic achievement standards
throughout grades one through twelve to inform students, their
parents, and the schools how well the students are progressing
toward the state's graduation standards.
The Standards and Assessment Commission shall work with the
State Board of Education and the Department of Education to
develop a state assessment system to measure how well students are
progressing toward meeting the state's academic achievement
standards and to measure whether students have met these standards
as a part of the requirements for a South Carolina high school
diploma."
SECTION 2. The 1976 Code is amended by adding:
"Section 59-30-5. The State Board of Education, working
with the South Carolina Education Standards and Assessment
Commission, shall adopt state academic achievement standards in
language arts, mathematics, science, and social studies expected of a
high school graduate, provide content and achievement standards for
kindergarten through grade twelve, and establish an assessment
system to measure student progress in meeting the state's academic
achievement standards.
Information derived from the assessment system shall provide:
(a) information for improving classroom instruction and
learning;
(b) public accountability by setting expected achievement levels
and reporting on student and school performance;
(c) program evaluation data; and
(d) information for assisting policy makers in decision
making."
SECTION 3. The 1976 Code is amended by adding:
"Section 59-30-7. For purposes of this chapter, the
following definitions apply:
(1) `academic achievement standards' means specific statements
on `content standards' which define what a student should know
and be able to do in a particular academic area and on `achievement
standards,' which define desired or expected levels of performance
on the content standards;
(2) `assessment' means an analysis and description of student
accomplishment relative to academic achievement standards;
(3) `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;
(4) `standardized assessment' means an assessment administered
under a common set of conditions for all those taking the test; and
(5) `language arts' means reading, writing, speaking, listening,
spelling and grammar.
(6) `social studies' means history, government, economics, and
geography."
SECTION 4. Section 59-30-10 of the 1976 Code, as last
amended by Act 3 of 1995, bearing Ratification Number 622 of
1994, is further amended to read:
"Section 59-30-10. The State Board of Education
working with the Commission shall:
(a) Establish state educational objectives in the basic
skills academic achievement standards for kindergarten
through grade twelve and establish minimum
benchmarks of performance in language arts, mathematics,
science, and social studies standards of student
achievement for readiness and Grades 1, 2, 3, 6,
8, and 11 12. 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 12 shall be designed to reflect the level
of skill mastery basic, proficient, and advanced levels of
performance, as determined by the State Board of Education
with the Education Standards and Assessment Commission,
each student is expected to have attained at the various
grades needs to succeed at subsequent grade levels and
progress toward the state's graduation standards.
(b) (1)Establish a state basic skills an early
childhood assessment program system (kindergarten
through grade three) that shall include an assessment of
preparedness for formal schooling and a model of on-going
assessment of student achievement through each school year,
kindergarten through grade three. Local districts may use a state
model or choose their own model using criteria established by the
State Board of Education. The state board shall cause to be
administered 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 level of preparation for
formal school curriculum. The results of the readiness test
first grade assessment shall be used to provide appropriate
developmental activities in the first grade and may not be used
to restrict school entry or academic opportunities for individual
students.
(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 assessment, 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
tests standardized assessments that can measure student
achievement in reading and language arts,
mathematics, science, and social studies in grades one,
two and three, six, and eight against the
standard basis, proficient, and advanced standards
established for each of those respective grades.
(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, six, and eight in
language arts, mathematics, science, and social studies. 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 that will measure student
achievement at basic, proficient, and advanced levels as
determined by the State Board of Education, in the basic
skills areas of reading, writing language arts,
and mathematics, science, and social studies at the
end of grade 11 12 which shall include items
requiring the application of school skills to life situations
acquired knowledge to problem solving as found in work life
and post-secondary training and education. The field test
and the subsequent administration of the assessment at grade
twelve shall be conducted for the purpose of establishing the
reliability and validity of the test and collection baseline data
for determining the standards to be obtained as a part of the
requirements for a high school diploma.
(f)(e) Beginning in the school year
1981-82 1996-97 and continuing through the school
year 1984-85 1999-2000, administer the test
assessment specified in item (e) of this section
(d) to all students in grade eleven twelve
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 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 2000-2001, the eleventh
grade examination may be twelfth grade assessment
will no longer be administered and the board shall
cause to be administered an a new exit examination
to all tenth grade students. Local school districts shall establish
remedial programs to academic assistance plans and
shall 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
2002-2003 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 a requirement for the
receipt of a state high school diploma. Failure to pass the
examination obligates the student to enroll
participate in a remedial program an academic
assistance program until such time as the student, parent or
guardian, 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 no fewer than 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 or may be offered the opportunity to:
(1) accept a certificate indicating the number of credits earned
and grades completed instead of a diploma;
(2) return in the fall as a senior if he is under the maximum
age for attending high school, fully enroll in school, and retake the
exit examination twice if necessary in the same manner it is offered
to other seniors;
(3) enroll in the summer school exit exam program
established below; or
(4) enroll in adult education.
For a student who has failed to pass the exit examination after
four chances and who certifies that his military, educational, or
other career goals must be placed on hold as a result of his failure
to pass the exit exam, a summer testing of the exit exam following
a remediation program in summer school after the student's twelfth
grade year may be offered to allow these students to move forward
with their career in a timely manner. If the student fails the exit
exam following this summer program, he must then be offered the
options (1), (2), or (4) referred to above. All costs related to the
summer school program and summer testing of the exit exam must
be paid by the student.
Students who pass any portion of the exit assessment at the
basic or proficient level may retake that portion during the eleventh
and twelfth grade to advance their score. If a student retakes a
portion of the exit assessment, the highest scores earned on that
portion shall be the student's final score. Until school year
2002-2003 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.
(f) Administer a test of student academic performance which
builds upon the established academic achievement standards and
provides nationally normative information in at least grades five,
nine, and eleven.
(g) Use utmost care to insure 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.
(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."
SECTION 5. Section 59-30-15 of 1976 Code is amended by
adding:
"(G) Students with discalculia, and with other documented
learning disabilities in mathematics as stipulated by regulation of
the State Board of Education, and as included in the student's IEP,
may use a calculator on the mathematics portion of the exit
exam."
SECTION 6. The 1976 Code is amended by adding:
"Section 59-30-17. In carrying out the duties outlined in
this chapter, the State Board of Education shall:
(a) Use utmost care to insure 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
assessment program.
(b) 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.
(c) Provide information on individual student progress and
aggregated information on students' progress to parents and schools
as required by Section 59-139-60. The purpose of providing such
information is to diagnose student academic difficulties and to aid
in determining instruction needed by the student to achieve in
subsequent grades and to progress in meeting state graduation
standards.
(d) Provide for the security and integrity of the tests that are
administered under the assessment program.
(e) Revise and update the assessments administered under the
assessment program as deemed appropriate by the Department of
Education in cooperation with the Education Standards and
Assessment Commission but not to exceed five years before
revisions are made.
(f) Render advice and aid to school districts concerning their
curricula and the assessment program.
(g) Establish a nonsecure bank of sample questions and tasks at
every benchmark grade level to augment the information available
from the assessment system and to provide examples to teachers
and schools for teacher-made tests.
(h) 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 Education
Standards and Assessment Commission and the Technical Advisory
Group established pursuant to Section 59-30-20.
(i) Consult with the commission and the technical group
concerning the implementation of, or major changes to, the
provisions of this chapter.
(j) Provide school districts with information concerning
instructional programs which have been demonstrated to be
effective in the teaching of language arts, mathematics, science, and
social studies. The Department of Education shall provide
information and encouragement 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.
(k) Provide support to the Education Standards and Assessment
Commission and Technical Advisory Group as appropriate.
(l) 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."
SECTION 7. Section 59-30-20 of the 1976 Code is amended to
read:
"Section 59-30-20. (a) There is hereby created the
South Carolina Basic Skills Advisory Commission
Education Standards and Assessment Commission
composed of twenty-five twenty-one members
which shall establish academic standards and benchmarks in
language arts, mathematics, science, and social studies and
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 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 from the public schools, two parents of public school
students, and two public school administrators. The Governor
shall appoint seven nine members, to include one teacher
education professor, one education professor in testing and
measurement, two classroom teachers from the public schools, two
parents of public school students, one person who is a member of a
local school board of trustees who shall serve ex officio, and two
members of the business community. The chairman of the Senate
Education Committee shall appoint three members, one of whom,
notwithstanding the provisions of Section 8-13-770, must be a
member of the Senate Education Committee to serve ex officio.
The chairman of the House Education and Public Works Committee
shall appoint three members, one of whom, notwithstanding the
provisions of Section 8-13-770, must be a member of the House
Education and Public Works Committee to serve ex officio.
lay persons known to be actively involved in public education
issues, one from each congressional district and one at large. The
Speaker of the House of Representatives and the President of the
Senate shall each appoint six members from the general public.
The terms of the members shall be for three years and until their
successors are appointed and qualify. The members shall be
appointed for terms of three years, except that the initial terms of
the members must be staggered for two and three years to be
determined by drawing lots at the first meeting of the commission.
The members shall elect a chairman and such other officers who
shall serve for terms of two years and until their successors are
appointed. Any member who, without cause, fails to attend three
consecutive meetings must be replaced by the appointing
authority. 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 ensure
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. The members shall elect from among
the lay members a chairman who shall serve for a term of one years
and until his successor is elected and qualifies. The members of
the commission 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.
(b) The commission shall be convened no later than
August 1, 1995, to:
(1) develop clearly defined academic achievement standards
expected of high school graduates in language arts, mathematics,
science, and social studies;
(2) hold public hearings across the State to receive public
comment on the developed academic achievement standards and
after refinement recommend standards to the Sate Board of
Education standards;
(3) establish academic achievement standards in language
arts, mathematics, science, and social studies throughout grades one
through twelve;
(4) serve as an advisory body on the development and
implementation of the state assessment system based on the
academic achievement standards.
(c) After the development of the assessment system, the
commission must review and recommend to the State Board of
Education procedures for the development of a system of
accountability for school improvement and the public school system
to include performance standards, methods for measuring progress,
and means of public reporting; and review and recommend
procedures for a system of incentives for schools performing above
expected levels.
(d) Issues to be reviewed by the commission shall include,
but not be limited to, consideration of changes needed in the
mandated assessment system in order to better meet the intent of the
legislation; consideration of the grades to be tested with
norm-referenced assessments; consideration of different types of
response formats; review of the assessment system established in
grades K-3; consideration of 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)(e) The commission established by this section
shall terminate June 30, 1991 2003.
(f) On the effective date of the establishment of the
commission, in consultation with the State Board of Education, it
shall select no more than three acknowledged authorities in the field
of statewide assessment who shall be placed under contract through
the Department of Education. This group, to be known as the
Technical Advisory Group, shall be a consultant to the commission
in its duties as established in this chapter and shall assist the
Department of Education in the development of bid specifications
for the assessment system and serve as consultant to the State Board
of Education. The members of the Technical Advisory Group, and
members of their immediate family, shall not be employed by or
have an ownership interest in any testing company."
SECTION 8. 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 statewide
assessment program established by this chapter.
(b) Adopt appropriate policies to ensure that a
continuous assessment is assessments are made
of an individual student's progress in relation to the statewide
minimum academic achievement standards of
student achievement performance for kindergarten
through grades 1, 2, 3, 6, 8 and 11 grade twelve; and
adopt a state model for early childhood assessment or select a
district model which meets State Board of Education criteria.
Models must be approved by the State Board of Education.
(c) Prior to the beginning of Beginning with 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. These
professional developments shall be incorporated into the district and
school plans as required by Section 59-139-10.
(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 strengths and for a review of school performance.
(e) Provide basic instruction Plan, provide, and
implement 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) Whenever any standardized tests or
assessments are administered, provide in writing test
result assessment information to any a
parent or guardian of a dependent child when the parent or
guardian requests such information.
(2) Provide test information and With
explanations of strengths and 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 9. 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 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.
1995-96 (a) Adopt academic achievement standards for
graduation from high school in language
arts, mathematics, science, and social
studies at basic, proficient, and advanced
levels;
(b) adopt academic achievement standards in all
grades;
(c) field test the kindergarten through grade
three assessment model statewide and pilot
test other kindergarten through grade three
assessment models, if appropriate.
1996-97 (a) Pilot test grades three, six, eight, and twelve
assessments in language arts, mathematics,
science, and social studies; and
(b) administer standardized tests for national
comparisons in at least three grades.
1997-98 (a) Phase in a kindergarten through grade three
assessment model and field test other
kindergarten through grade three assessment
models, if appropriate;
(b) field test the grades three, six, eight, and
twelve assessments in language arts and
mathematics, science, and social studies
statewide;
(c) administer standardized tests for national
comparisons in at least three grades.
1998-99 (a) Continue phase-in of kindergarten through
grade three assessment models;
(b) implement grades three, six, and eight
assessments in language arts, mathematics,
science, and social studies;
(c) administer new exit assessment in language
arts, mathematics, science, and social
studies to grade twelve students to obtain
baseline data;
(d) administer standardized tests for national
comparisons in at least three grades.
1999-2000 (a) Complete phase-in of kindergarten through
grade three assessment models;
(b) administer new exit assessments in language
arts, mathematics, science, and social
studies for students in grade twelve to
obtain baseline data;
(c) administer standardized tests for national
comparisons in at least three grades; and
(d) select new standardized assessments for
national comparisons in mathematics and
language arts in at least three grades.
2000-2001 (a) Implement the new exit assessments in
language arts and mathematics for students
in grade ten; and
(b) administer new standardized assessments for
national comparisons in at least three
grades.
2001-2002 (a) Continue implementation of new exit
assessment in language arts, mathematics,
science, and social studies for students in
grades ten and eleven.
(b) Continue administration of new standardized
assessments for national comparisons in at
least three grades.
2002-2003 (a) Complete implementation of new exit
assessment in language arts, mathematics,
science, and social studies for students in
grades ten, eleven, and twelve."
SECTION 10. 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 11. The 1976 Code is amended by adding:
"Section 59-30-95. Teacher education institutions must
work with the State Board of Education and the Department of
Education to incorporate the teaching of curriculum, instruction, and
assessment and issues of improved classroom assessment and
instruction in pre-service education and professional
development."
SECTION 12. Section 59-65-40(A)(6) is amended to read:
"(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 assessments 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, except that the assessment in
grades kindergarten through grade 3, shall be administered by the
student's instructor. The parent is responsible for paying the
test administrator if the test is administered at the student's home;
and"
SECTION 13. This act takes effect upon approval by the
Governor.
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