4.6

4.6 The most recent annual financial audit report of the school district, as conducted under the guidelines of the Office of the State Auditor, verifies the accuracy and timely compilation and reporting of all financial data, including the year-end data provided through the Financial Exchange Transfer System (FETS), required for submission to the MS Department of Education by the fifteenth day of October, each year, in accordance with state law and/or the State Board of Education. Miss. Code Ann. § 37-37- 7(2)(e), § 37-61-21(2), and § 37-37-13. 4.7 The most recent annual financial data of the school district, as submitted to the MS Department of Education, verifies a 7% fund balance of the district maintenance fund. Miss. Code Ann. § 37-61-8. 5. The most recent annual financial audit report of the school district, as conducted under the guidelines of the Office of the State Auditor, verifies the following: 5.1 The local school board submits the annual budget to the levying authority and the prescribed budgetary information to the MS Department of Education by the fifteenth day of August, each year, in accordance with state law and/or the State Board of Education. Miss. Code Ann. § 37-61- 9(1) through (3). 5.2 The local school board budgets and expends funds under the Public School Health Insurance Plan as required by state law and State Board policy. Failure to remit premiums, interest penalties, and/or late charges in a timely manner may result in withholding a school district’s adequate education program funds Miss. Code Ann. § 37-151-95, Miss. Admin. Code 7-3: 48.4, State Board Policy Chapter 48, Rule 48.4. SCHOOL OPERATIONS 6. The school district complies with state law and State Board of Education policy on enrollment requirements. 6.1 Residency requirements. Miss. Code Ann. § 37-15-29, Miss. Admin. Code 7-3: 68.1, State Board Policy Chapter 68, Rule 68.1 6.2 Immunization requirements. Miss. Code Ann. § 37-7-301(i), § 37-15-1, and § 41-23-37 6.3 Age of entry requirements. Miss. Code Ann. §37-15-9 7. Any transfer student from a school or program (correspondence, tutorial, or home study) not accredited regionally or by a state board of education [or its designee(s)] is given either a standardized achievement test(s) or teacher-made special subject test(s) to determine the appropriate classification of the student within thirty (30) days after filing for transfer. Notice of the administering of such test(s) shall be given to the applicant not less than five (5) days prior to the date of the administration of such test. Miss. Code Ann. § 37-15-33, Miss. Admin. Code 7-3: 36.2, 36.4, State Board Policy Chapter 36, Rules 36.2-36.4. 8. Permanent records and cumulative folders for individual students contain all required data and are collected, maintained, and disseminated in compliance with state law, the Family Educational Rights and Privacy Act of 1974, and the Confidentiality Section of the Individuals with Disabilities Act, 1997 Amendments. See Appendix E and the current edition of the Mississippi Cumulative Folders and Permanent Records Manual of Directions. Miss. Code Ann. §§ 37-15-1 through 3; § 37-15-6; § 37-15-10. 9. The school district engages in planning to review the educational status of each school in the district and to address specific actions relative to accreditation and performance separately. Miss. Code Ann. § 37-3- 49(2)(e). 10. The school district implements procedures for monitoring and reporting student absences as specified in the Mississippi Compulsory Attendance Law. Miss. Code Ann. § 37-13-91, Miss. Admin. Code 7-3: 30.1 and 30.2, State Board Policy Chapter 30, Rules 30.1 and 30.2. 10.1 The most recent annual audit report of the school district, as conducted under the guidelines of the State Auditor’s Office, verifies the accuracy, validity, and timely reporting of all student data submitted to the MDE, including, but not limited to, the electronic transmission of student enrollment, attendance, transportation, absenteeism, graduation, dropouts, and any other student data and administrative functions as deemed necessary. Miss. Code Ann. § 37-37- 7(2)(b)(c)(d) and § 37-37-13. 11. The school district shall develop and implement a program designed to keep students in school and to lower student dropout rates. Miss. Code Ann. § 37-13-80, Miss. Admin. Code 7-3: 30.5, State Board Policy Chapter 30, Rule 30.5. 12. There is an organized system to encourage community involvement, parental communication, and business partnerships in school district decision-making. Miss. Code Ann. § 37-7-337 (Districts Meeting the Highest Levels of Performance are exempted.) 12.1 A school district that has been designated as Failing (F) as defined by the State Board of Education shall establish a community-based pre-kindergarten through higher education (P-16) council. Miss. Code Ann. § 37-18-5(4) 12.2 A district and/or a school designated as a D or F shall establish a community-based pre- kindergarten through higher education (P-16) council. 13. The academic year provides a minimum of 180 teaching days in which both teachers and pupils are in regular attendance for scheduled classroom instruction. Any request for an exception to this standard must be submitted in writing to the Commission on School Accreditation for review and action. If the Governor has declared a disaster emergency or the President of the United States has declared an emergency or major disaster to exist in this state, the local school board may request approval from the State Board of Education to operate the schools in its district for less than one hundred eighty (180) days. Miss. Code Ann. § 37-151- 7(3)(c), Miss. Code Ann. § 37-3-49, §§ 37-13-61 through 69, § 37-151-5(j), and § 37-151-7(3)(c). 13.1 The teaching day must provide at least 330 minutes of instruction per day. Miss. Code Ann. 37-13- 67. 13.2 The school district must ensure that during the academic school year a minimum of 140 hours of instruction is provided for each Carnegie unit of credit offered and 70 hours for each one-half (½) unit offered, except for remedial instructional programs, dual enrollment/dual credit, correspondence courses, and innovative programs authorized by the State Board of Education. 13.3 No more than two (2) of the 180 days may be 60% days. Both teachers and pupils must be in attendance for not less than 60% of the normal school day. Miss. Code Ann. § 37-151-5(j). 13.4 The school district schedules preparation for graduation ceremonies in such manner that graduating seniors are absent from classes for no more than three (3) days prior to the end of the school year. (Districts Meeting the Highest Levels of Performance are exempted.) 13.5 The summer school/extended year program [not Extended School Year (ESY) provided through special education programs] meets all applicable requirements of the general school program. Miss. Code Ann. § 37-3-49. 13.5.1 Students from other schools enrolled in summer programs provide written approval from the principal of their home schools. 13.5.2 Students enrolled in an extended year program complete all remaining course/subject requirements/objectives before credit for the course/subject is issued. Miss. Code Ann. § 37-3-49. 13.5.3 Students enrolled in a summer program are limited to earning one (1) Carnegie unit of credit during a traditional summer school session, which does not apply to extended year programs and approved virtual courses. (Districts Meeting the Highest Levels of Performance may be exempted under Miss. Code Ann. § 37-17-11.) 14. The school district requires each student, in order to receive a high school diploma, to have met the requirements established by its local board of education and by the State Board of Education. Miss. Code Ann. § 37-16-7, Miss. Admin. Code 7-3: 36.2-36.4, State Board Policy Chapter 36, Rules 36.2 through 36.4. 14.1 Each student receiving a standard high school diploma has earned the minimum number of Carnegie units as specified in Appendix A. (See Appendix A) (Miss. Admin. Code 7- 3: 28.2 and 28.3, State Board Policy Chapter 28, Rules 28.2 and 28.3.) Students receiving a standard diploma shall select from graduation pathways as specified by the local school district’s graduation requirements, which must include the diploma endorsement options outlined in Process Standards 14.1.4, 14.1.5, and 14.1.6. Diploma endorsement options shall be required of all school districts effective with the incoming ninth graders of 2019-2020. Prior cohorts of students shall be eligible to earn endorsement(s) if all applicable requirements are met. 14.1.1 Beginning in school year 2018-2019, all seventh-grade students are required to have an Individual Success Plan (ISP) prior to exiting the seventh grade. Beginning in school year 2026-2027, ISPs must be reviewed and updated annually through the senior year. 14.1.2 Innovative Programs 14.1.3 Entering ninth graders in 2018-2019 and thereafter, are required to have a minimum of 24 Carnegie units as specified in Appendix A-6. 14.1.4 Entering ninth graders in 2018-2019 and thereafter, are required to have a minimum of 26 Carnegie units and meet additional requirements as specified in Appendix A-7 to earn a Traditional Diploma with a Career and Technical Endorsement. 14.1.5 Entering ninth graders in 2018-2019 and thereafter, are required to have a minimum of 26 Carnegie units and meet additional requirements as specified in Appendix A-8 to earn a Traditional Diploma with an Academic Endorsement. 14.1.6 Entering ninth graders in 2018-2019 and thereafter, are required to have a minimum of 28 Carnegie units and meet additional requirements as specified in Appendix A-9 to earn a Traditional Diploma with a Distinguished Academic Endorsement. 14.1.7 Entering ninth graders with a significant cognitive disability in 2018-2019 and thereafter, are required to have a minimum of 24 Credits as described in Appendix A-10 to earn an Alternate Diploma. 14.2 Each student receiving a standard diploma has met assessment requirements on each of the required high school end-of-course subject area tests or assessments or met one (1) of the options in lieu of passing the test (or assessment) as outlined in Appendix A-5. Miss. Code Ann. § 37-16-7, Miss. Admin. Code 7-3: 36.3, and 36.4, State Board Policy Chapter 36, Rules 36.3, and 36.4. See Appendix A- 5. 14.3 Beginning with incoming ninth graders of 2018-2019, each student who has met the criteria for the certification of completion, may be issued a certificate of completion. Students receiving a certificate of completion may participate in high school graduation exercises. Miss. Code Ann. § 37-16-11(1). See Appendix A-11. 14.4 Ending with the incoming ninth grade class of 2016-2017, each student with disabilities receiving a Mississippi Occupational Diploma has successfully completed all minimum requirements established by the State Board of Education. Miss. Code Ann. § 37-16-11(2). See Appendix G. 14.5 The student who fails to meet the graduation requirements is not permitted to participate in the graduation exercises. Note: Students enrolled in grades 7 – 12 may be awarded a Carnegie unit credit provided the course content is a Carnegie unit bearing course in the current edition of the Approved Courses for the Secondary Schools of Mississippi Manual. 15. The school district implements a professional development program aligned with the Learning Forward Standards for Professional Learning. (Districts Meeting the Highest Levels of Performance are exempted.) Miss. Code Ann. § 37-17-8, Miss. Admin. Code 7-3: 44.1, State Board Policy Chapter 44, Rule 44.1. 16. The school district adheres to all requirements of the Mississippi Statewide Assessment System. See Appendix F. Miss. Code Ann. §§ 37-16-1 through 4 and § 37-16-9, and Miss. Admin. Code 7-3: 78.1 and 78.7, State Board Policy Chapter 78, Rules 78.1 and 78.7. INSTRUCTIONAL PRACTICES The school district is in compliance with state and/or federal requirements for the following programs: 17.1 Early Childhood Programs (kindergarten and teacher assistant). Miss. Code Ann. § 37-21-1, et seq., Miss. Admin. Code 7-3: 42.1, State Board Policy Chapter 42, Rule 42.1, and Miss. Admin. Code 7-3: 62.6, State Board Policy Chapter 62, Rule 62.6, Refer to the Mississippi Kindergarten Guidelines. (Districts Meeting the Highest Levels of Performance are exempted from Miss. Code Ann. § 37-21- 7(4).) 17.2 Pre-Kindergarten. Miss. Code Ann. § 37-7-301(ss), Miss. Admin. Code 7-3: 28.4, State Board Policy Chapter 28, Rule 28.4. Refer to the Mississippi Early Learning Guidelines. Miss. Code Ann. § 37-7- 301 (zz). 17.3 Career-Technical Education. Miss. Code Ann. § 37-31-1, et seq., Miss. Admin. Code 7-3: 83-96, State Board Policy Chapters 83 through 96, and Federal Code. 17.4 Special Education. Miss. Code Ann. §37-11-57, § 37-23-1 through § 37-23-9, Miss. Admin. Code 7- 3: 74.1, 74.3 through 74.6, 74.8, 74.10 through 74.14, and 74.19, State Board Policy Chapter 74, Rules 74.1, 74.3 through 74.6, 74.8, 74.10 through 74.14, and 74.19, and Federal Code. See State Policies Regarding Children with Disabilities under the Individuals with Disabilities Education Act of 2004 (IDEA 2004). 17.5 Child Nutrition. Miss. Code Ann. § 37-11-7, Miss. Admin. Code 7-3: 17.1, 17.2, 17.4, 17.7, and 17.9, State Board Policy Chapter 17, Rules 17.1, 17.2, 17.4, 17.7, and 17.9 and Federal Code. 17.5.1 School Wellness Policy. 17.6 Elementary and Secondary Education Act: Titles I, II, III, IV, V, VI, X, and any other federally funded programs and grants. Miss. Admin. Code 7-3: 80.1-80.3, State Board Policy Chapter 80, Rules 80.1 through 80.3, and Federal Code. 17.7 Driver Education. Miss. Code Ann. § 37-25-1, et seq., Miss. Admin. Code 7-3: 29.1, State Board Policy Chapter 29, Rule 29.1. 17.8 Gifted Education. Miss. Code Ann. §§ 37-23-171 through 181, Miss. Admin. Code 7-3: 35.1, State Board Policy Chapter 35, Rule 35.1. Refer to the current edition of the Regulations for Gifted Education Programs in Mississippi and the Gifted Education Program Standards. 17.9 Mental Health and Suicide Prevention Training. Miss. Code Ann. §§ 37-3-83(9), 37-3-101, and 37- 3-103. 18. Each school has a library media center. Refer to the current edition of the Mississippi School Library Media Guide. Miss. Code Ann. §§ 37-17-6(3) (a-e). 18.1 Each school has a library media center with an organized collection of materials and equipment that represents a broad range of current learning media, including instructional technology (Accreditation Policy 4.2.1 - Exemptions for Schools Meeting the Highest Levels of Performance). 18.2 The library staff offers a systematic program of service to students and staff by providing access to the materials and equipment, by providing instruction in the use of the materials and equipment, and by working with teachers and other staff members to provide learning activities for the students (Accreditation Policy 4.2.1 - Exemptions for Schools Meeting the Highest Levels of Performance). 19. The school district is in compliance with state law and State Board of Education policies for state adopted textbooks. Miss. Code Ann. §§ 37-43-1, 37-43-24, 37-43-31(2), 37-43-51, 37-9-14(2)(b), and 37-7-301(ff) Miss. Admin. Code 7-3: 79.1 and 79.2, State Board Policy Chapter 79, Rules 79.1 and 79.2. Refer to the current edition of the Textbook Administration Handbook Rules and Regulations. 19.1 Each school district provides students in each school with access to current or otherwise appropriate textbooks that are in good condition. See glossary for definition of textbook. Miss. Code Ann. § 37-43-1, § 37-9-14(2)(b), and § 37-7-301(ff). 19.2 Each school district shall keep an active and surplus inventory for each school in the district to be completed by June 15 of each year. The district shall report the inventory in the Textbook Inventory Management System. Miss. Code Ann. § 37-43-51. Refer to the current edition of the Textbook Administration Handbook Rules and Regulations. 20. The school district meets the following instructional management requirements Miss. Code Ann. §§ 37-3- 49(2) (a-c) and 37-3-49(5), Miss. Admin. Code 7-3: 41.1, State Board Policy Chapter 41, Rule 41.1. 20.1 The school district implements an instructional management system that has been adopted by the school board and includes, at a minimum, the competencies and objectives required in the curriculum frameworks approved by the State Board of Education that are available to all teachers in each school. (Districts Meeting the Highest Levels of Performance are exempted.) 20.2 The instructional management system includes a tiered instructional model in accordance with Miss. Admin. Code 7-3: 41.1, State Board Policy Chapter 41, Rule 41.1, including academic interventions, behavioral interventions, and Literacy-Based Promotion Act requirements. 21. The district follows an established board policy that defines criteria for the academic promotion/progression/retention of students. Such criteria prohibit the retention of students for extracurricular purposes. 21.1 The school district implements a uniform grading policy. Miss. Admin. Code 7-3: Chapter 2, Rule 2.3, State Board Policy Chapter 2, Rule 2.3, Miss. Code Ann. § 37-11-64 and 37-11-66. 21.2 A student who is enrolled in any grade higher than Grade 6 in a school district must be suspended from participation in any extracurricular or athletic activity sponsored or sanctioned by the school district after a semester in which the student’s cumulative grade point average is below 2.0 on a 4.0 scale in accordance with the Mississippi High School Activities Association (MHSAA). This portion of the standard will be jointly monitored and enforced by the State Board of Education and the MHSAA. Miss. Code Ann. § 37-11-65. 22. The school district provides access to an alternative education program that meets the program guidelines outlined in Miss. Code Ann. § 37-13-92 and the guidelines established by the State Board of Education. Miss. Admin. Code 7-3:7.1, State Board Policy, Chapter 7, Rule 7.1. See guidelines for Alternative/GED School Programs. 23. The school district, in its discretion, may provide access to a GED Option program that meets the program guidelines outlined in Miss. Code Ann. § 37-13-92(4) and Miss. Admin Code 7-3: 7.2, State Board Policy Chapter 7, Rule 7. See guidelines for Alternative/GED Programs. 24. Each full-time classroom teacher has an unencumbered period during the teaching day/week to be used for individual or departmental planning. 24.1 If the school utilizes a traditional six-period or seven-period day schedule, the instructional planning time provided for secondary teachers is a minimum of 225 minutes per week, exclusive of lunch period. If the school utilizes any form of a modular/block schedule, the instructional planning time provided is a minimum of either 225 minutes per week or an average of 225 minutes per week per instructional cycle, exclusive of lunch period. 24.2 Instructional planning time for the elementary school teacher is no less than 150 minutes per week, exclusive of lunch period. 25. Individual teachers (grades 9-12) are limited to three (3) course preparations per scheduling cycle or five (5) in the same subject/content area. Any request for an exception must be submitted in writing to the Commission on School Accreditation for review and action. 26. The curriculum of each high school at a minimum consists of required and approved courses that generate at least 33½ Carnegie units annually. Any request for an exemption from teaching the courses listed in Appendix B must be submitted in writing to the Commission on School Accreditation for review and action. (See Appendix B), Miss. Code Ann. § 37-1-3(2), and Miss. Admin. Code 7-3: 28.2 and 28.3, State Board Policy Chapter 28, Rules 28.2 and 28.3. 27. The curriculum of each elementary or middle school (any configuration of grades K-8) at a minimum consists of reading/language arts, mathematics, science, social studies, the arts, health education, elementary computer science and physical education (which may be taught by the classroom teacher). Miss. Code Ann. §§ 37-1-3(2), 37-13-134, and 37-13-201. 27.1 In any configuration of grades K-8, the curriculum must include 150 minutes of activity-based instruction per week and 45 minutes of instruction in health education per week. 27.2 Implementation of the activity-based instruction must meet or exceed the standards as approved by the State Board of Education. 27.3 A general education classroom teacher may provide instruction in the arts, health education, and physical education in a self-contained classroom setting. 27.4 In any elementary configuration of grades K-6, the curriculum must include 60 minutes of computer science instruction per week. Miss. Code Ann. §37-13-201. 28. Student teacher ratios do not exceed the following: 28.1 Student teacher ratios do not exceed 22 to 1 in kindergarten, except in instances in which a full- time assistant teacher is in the classroom. If a full-time assistant teacher is employed, 27 may be enrolled. See Mississippi Kindergarten Guidelines. 28.2 Student teacher ratios do not exceed 27 to 1 in classrooms serving grades 1 through 4 unless approved by the State Board of Education. A one-year waiver may be requested for classes that do not exceed more than two (2) students beyond the allowable student teacher ratio. Schools meeting the highest levels of performance may include a 29 to 1 ratio without requesting a waiver. No waivers will be allowed for student teacher ratios exceeding 29 to 1. 28.3 Student teacher ratios do not exceed 30 to 1 in self-contained classes serving grades 5-8 (excluding special education self-contained classrooms). A one-year waiver may be requested for classes that do not exceed more than two (2) students beyond the allowable student teacher ratio. Schools meeting the highest levels of performance may include a 32 to 1 ratio without requesting a waiver. No waivers will be allowed for student teacher ratios exceeding 32 to 1. 28.4 Student teacher ratios do not exceed 33 to 1 in departmentalized academic core classes serving grades 5-12. A one-year waiver may be requested for classes that do not exceed more than two (2) students beyond the allowable student teacher ratio. Schools meeting the highest levels of performance may include a 35 to 1 ratio without requesting a waiver. No waivers will be allowed for student teacher ratios exceeding 35 to 1. 28.5 The total number of students taught by an individual teacher in academic core subjects at any time during the school year shall not exceed 150. A teacher who provides instruction through intra- district or inter-district distance learning or supervises students taking virtual courses will be exempt from the 150-student limitation. A lab facilitator or principal designee will be responsible for the assignment of grades and related activities at the receiving school. Schools meeting the highest levels of performance are exempted. 28.6 Teachers of rotational courses in any school with a grade configuration that includes grades K-6 that traditionally include more students than outlined in Process Standards 28.1, 28.2, 28.3, 28.4, and 28.5 (i.e., elementary physical education, music, arts, speech-language therapist, etc.,) may exceed the ratios outlined in those standards. However, schools shall ensure adequate supervision by certified staff of those students at all times. 28.7 Teachers of courses in any school with a grade configuration that includes grades 6-12 that traditionally include more students than outlined in Process Standards 28.3, 28.4, and 28.5 (i.e., team sports, band, musical performance, speech-language therapist, etc.,) may exceed the ratios outlined in those standards. However, schools shall ensure adequate supervision by certified staff of those students at all times.  SAFE AND HEALTHY SCHOOLS 29. The school district complies with the applicable policies of the State Board of Education and state and federal laws in the operation of its transportation program. The school district implements Nathan’s Law as a priority for promoting school bus safety. Miss. Code Ann. §§ 37-41-53, 63-3-615, 63-1-73, 97-3-7, and 63- 1-33, Miss. Admin. Code 7-3: 81.3, 81.4, 81.6, 81.7, 81.9, State Board Policy Chapter 81, Rules 81.3, 81.4, 81.6, 81.7, and 81.9. 29.1 All buses are inspected on a quarterly basis and are well-maintained and clean. Miss. Admin. Code 7- 3: 81.9, State Board Policy Chapter 81, Rule 81.9. 29.2 Each bus driver has a valid bus driver certificate and a commercial driver's license and operates the bus according to all specified safety procedures. The school district has on file a yearly motor vehicle report on each driver and evidence that each driver has received two (2) hours of in-service training per semester. Miss. Code Ann. § 63-3-615, Miss. Admin. Code 7-3: 81.3 and 81.6, State Board Policy Chapter 81, Rules 81.3 and 81.6. 29.3 Bus schedules ensure arrival of all buses at their designated school sites prior to the start of the instructional day. 29.4 Emergency bus evacuation drills are conducted at least two (2) times each year. Miss. Admin. Code 7-3: 81.4, State Board Policy Chapter 81, Rule 81.4. 30. The school district provides clean and sanitary facilities in a safe and secure environment. All classrooms in each school will be air conditioned. Miss. Code Ann. §§ 37-7-301(c) (d) and (j), 37-11-5, 37-11-49; and 45- 11- 101. 31. The school district complies with State Board Policies and State and Federal laws to provide Safe Schools. Each school has a comprehensive School Safety Plan on file that has been approved annually by the local school board. Miss. Code Ann. §§ 37-3-81, 37-3-82, 37-3-83, 37-7-321, 37-11-5, 37-11-29, 37-11-53, 37-11- 67, and 37-11-69, and the Mississippi School Safety Manual. 32. The school district complies with state statute and State Board of Education policy for education of juveniles in youth detention centers. 32.1 Educational requirements. Miss. Code Ann. § 42-21-321, Miss. Admin. Code 7-3: 30.6, State Board Policy Chapter 30, Rule 30.6. 32.2 Financial reimbursement requirement. Miss. Admin. Code 7-3: 30.6, State Board Policy Chapter 30, Rule 30.6. See the current edition of the Guidebook for Educating Juveniles in Detention Centers. PERFORMANCE STANDARDS INTRODUCTION The Mississippi Statewide Accountability System is designed to improve student achievement and increase the level of accountability for both school districts and individual schools. The accountability system focuses on student performance at each school and at the district level. Performance standards have been established, and student data from established performance metrics are used to determine individual school performance classifications and district level performance classifications. The following specifications for establishing school and district performance standards and accountability requirements are addressed in Miss. Code Ann. §37-17-6(5), §§ 37-18-1 through 37-18-7. The SBE shall establish, design, and implement a program for identifying and rewarding public schools that improve. The SBE shall apply an "A," "B," "C," "D," and "F" designation to the school and school district statewide accountability performance classifications outlined in Miss. Code Ann. §37-17-6(5). A school shall be identified as a School At-Risk and in need of assistance if the school is designated as an “F,” as identified by the SBE. See Accreditation Policy 3.4 INCLUSION OF STUDENTS WITH DISABILITIES AND ENGLISH LEARNERS (EL) The Mississippi Statewide Assessment System provides procedures to ensure the inclusion of all students in the assessment programs, including a wide range of testing accommodations, instructional level testing on statewide assessments and alternate assessments. The data for students using testing accommodations are treated no differently from any other test data. The scores for students with disabilities taking alternate assessments are included in the achievement and growth components. The weighting procedures in the achievement component ensure that those students count equally within the achievement level assigned to the school. School districts are allowed to exclude the academic achievement results only for first-year English Learners (EL) students (on a case-by-case basis) from determinations of Mississippi Statewide Accountability System results, consistent with the requirements of the Elementary and Secondary Education Act (ESEA), as reauthorized by the Every Student Succeeds Act (ESSA). MISSISSIPPI STATEWIDE ACCOUNTABILITY SYSTEM, EFFECTIVE 2025-2026 Performance classifications will be assigned based on the following school grading assignments: Schools (and Districts) with no 12th grade will have seven (7) components, each worth 100 points, totaling 700 possible points: 1. Reading Proficiency 2. Reading Growth – All Students 3. Reading Growth – Lowest Performing Twenty-Five Percent Student Subgroup 4. Math Proficiency 5. Math Growth – All Students 6. Math Growth – Lowest Performing Twenty-Five Percent Student Subgroup 7. Science Proficiency Schools (and districts) with 12th grade will have nine (9) components, totaling 1,000 possible points: 1. Reading Proficiency (100 points) 2. Reading Growth – All Students (100 points) 3. Reading Growth – Lowest Performing Twenty-Five Percent Student Subgroup (100 points) 4. Math Proficiency (100 points) 5. Math Growth – All Students (100 points) 6. Math Growth – Lowest Performing Twenty-Five Percent Student Subgroup (100 points) 7. Science Proficiency (50 points) 8. Graduation Rate – All Students (200 points) 9. Readiness (150 points) a. Acceleration (50 points) b. Achievement (50 points) c. Assessment (50 points) Mississippi Statewide Accountability System: Business Rules 1. Assignment of Performance Classifications 1.1 Standards for student, school, and school district performance will be increased when student proficiency is at a 75% and/or when 65% of schools and/or districts are earning a grade of “B” or higher, in order to raise the standard on performance after targets are met. See Miss. Code Ann. § 37-17-6. 1.2 Grades for schools (and districts) with no 12th grade (elementary/middle schools) shall be determined based on the following cut-points effective with the 2016 - 2017 school year: A ≥ ≤ B < ≤ C < ≤ D < F < 1.3 Grades for schools with a 12th grade will be determined based on the following cut-points effective with the 2017 - 2018 school year: A ≥ ≤ B < ≤ C < ≤ D < F < 1.4 Grades for districts shall be determined based on the following cut-points effective with the 2016-2017 school year: A ≥ ≤ B < ≤ C < ≤ D < F < 1.5 Assignment of district performance classifications shall be calculated by treating the district as one (1) large school based on the same performance classifications used for schools. 1.6 Cut-points for schools/districts shall be reviewed following the implementation of a new assessment. 1.7 Schools with grade configurations that include both 12th grade and grades below 9th grade shall have a performance classification assigned consistent with Section 1.3, but the composite score shall be adjusted to account for the inclusion of performance measures for students below 9th grade. The following process shall apply: 1. Compute a composite score separately for students in grades below 9th grade and for students in 9th through 12th grades. 2. Transform the composite score for students in grades below 9th grade to the scale consistent with Section 1.3. 3. Weight each composite score by the percentage of students represented in the calculation and add the two (2) weighted scores together to obtain the adjusted composite score. 1.7.1 The adjustment provided for in this section shall not be applied in the calculation of cut- points for districts and schools. 1.7.2 The adjustment provided for in this section shall only apply in the assignment of the performance classification and shall not apply to federally required school identification measures. 2. Full Academic Year (FAY) 2.1 In order for a student to meet Full Academic Year (FAY) and be included in the proficiency and growth calculations, he/she must have been enrolled (regardless of attendance) for at least 75% (≥75%) of the days from September 1 (of school year) to the first day of testing. This date will be published yearly by the MDE and will be the same for all schools, students, and assessments. For schools on a traditional school calendar, the date will be in the spring. Note: 74.5% will not be rounded up to 75%. 2.1.1 Enrollment is defined as enrollment at the school/district level except for students in 4x4 block scheduled courses. 2.2 For students in 4x4 block scheduled courses, FAY for the Fall semester will be calculated from September 1 of the school year to the first day of Fall primary test administration. The specific date will be published yearly by MDE. FAY for the Spring semester will be calculated from February 1 to the first day of Spring testing, the same day as schools using a traditional school calendar. These dates will be published yearly by MDE. 2.3 The beginning and ending dates will be included in the calculation of FAY. Calculations will be based on calendar days, not instructional days. Weekends and holidays will be included in the calculations. 2.4 If a student meets FAY at a school other than the school where he/she is enrolled at the time of testing, his/her scores will count at the school where he/she met FAY. 2.5 This definition of FAY will not be applied to students for previous years where a previous definition of FAY was applied. If no FAY was calculated for a student in a previous year, this method will be applied. 2.6 FAY will be calculated at the school level as well as at the district level. Therefore, it is possible for a student who transfers within a district to meet FAY for a district and be included in the calculations for the performance classification for the district but not be included in the calculations for a school. Scores of all students will be included in the state level calculations regardless of FAY status. 2.7 If a student enrolls and withdraws in the same or different school on the same day, the student will be considered as having been enrolled for one (1) day in the receiving school. 2.8 (Deleted) Rule 2.9 supersedes. 2.9 If FAY cannot be calculated or discerned because of incorrect MSIS coding, the student will be forced to meet FAY at the school/district if the movement of the student appears to be within the same school/district. 2.10 If a student drops out of school and re-enrolls within the same school year, the re-entry date of the student will be included as the next enrollment date for the student. 2.11 If a student has concurrent enrollment in more than one (1) school/district, the period of concurrent enrollment will be included in FAY calculations at both locations. 3. N-Count Minimums 3.1 School Totals 3.1.1 In order for a school to earn a performance classification, the school must have a minimum often (10) valid test scores in each of the required components. Schools that do not have the minimum of ten (10) valid test scores for each of the components will have data from prior years combined with the current year [up to three (3) years of data] in order to achieve the minimum N-count. See Sections 15, 22, and 24 for exceptions to this rule. 3.2 N-Count Minimums for the Lowest Performing Twenty-Five Percent Student Subgroup 3.2.1 This subgroup must have a minimum of ten (10) valid test scores. If there are less than ten (<10) students in the Lowest Performing Twenty-Five Percent Student subgroup, the subgroup will consist of all students except for the students scoring at the highest achievement level. If this calculation still results in a number less than ten (<10), then all students will be included in the calculation of the Lowest Performing Twenty-Five Percent Student subgroup. 3.2.2 At the grade-level, a minimum of four (4) students with valid scale scores are required to identify the Lowest Performing Twenty-Five Percent Students subgroup. If a grade has less than four (<4) students with valid scale scores for the subject, there will be no students identified as being in the subgroup for that grade level for that subject. 3.2.3 In order to ensure the inclusion of students with disabilities in the Lowest Performing Twenty-Five Percent Student subgroup, no N-Count minimum will apply in the identification of the Lowest Performing Twenty-Five Percent Student subgroup for students taking the alternate assessment. Note: See Section 7 for more information on the Lowest Performing Twenty-Five Percent Student subgroup. 4. Participation Rates 4.1 If a school/district does not meet an overall 95% participation rate, the school/district will automatically be dropped one (1) performance classification and will have 95% of its enrollment included in proficiency calculations, as required by federal regulation. Participation rates are not rounded. 4.2 Elementary schools with no assessments (K, 1, and 2) will not be assigned a participation rate. Therefore, these schools will not be impacted by the participation rate minimum requirements. 4.3 Students may be removed from the denominator of testing participation calculations if he/she meets the criteria set forth by the Office of Student Assessment as having a Significant Medical Emergency which made participation in the state testing impossible. For details regarding the definition of Significant Medical Emergency and the process of requesting a student be removed from the calculations, please contact the Office of Student Assessment. 4.4 High School participation rates will be calculated based on the Senior Snapshot. Data from all statewide end-of-course, subject area assessments, and the ACT will be used in the participation calculations. Students enrolled in grades 3-8 with any month 8 enrollment will be included in participation calculation for each required assessment in the school/district of final enrollment in month 8. 4.5 Deleted 4.6 Deleted 4.7 If a student is expelled but is still enrolled in MSIS for the school/district during the testing window, he/she will be included in the denominator. If the student does not test, the student will count as “not tested.” 5. Proficiency 5.1 Proficiency will be determined by the percentage of students who achieve a performance/proficiency of Proficient and above. No additional credit will be given for students scoring in a performance/proficiency level above proficient (e.g., “Advanced”). No partial credit will be given for students scoring in any performance level below proficient. 5.1.1 For proficiency components worth 50 points, the weighted percentage of students proficient will be multiplied times 0.5 to determine the points applied to the component. 5.1.2 The science proficiency component for schools with a 12th grade will be based on all science assessments administered at that school. Therefore, for schools with a 12th grade that also have a 5th and/or 8th grade, the science component for that school will still be worth 50 points. 5.2 Assessments included in the proficiency calculations will consist of all federally required statewide assessments in Reading/Language Arts/English, Mathematics and Science, and any additional end- of-course, subject area assessments. This includes all Alternate Assessments based on Alternate Achievement Standards (AA-AAS) for SCD students. Note: This rule will need to be reviewed with the implementation of any new statewide assessments. 6. Growth 6.1 Growth is determined by whether or not a student increases in performance/proficiency levels from one (1) year to the next based on the following criteria: • An increase of ANY performance/proficiency level • Staying at Proficient from one (1) year to the next • An increase within the lowest three (3) performance/proficiency levels that crosses over the midpoint of the level. Example: Bottom half of Basic to top half of Basic. Following the implementation of new assessments, a linking/equating process will be used to establish comparable scales across the new and old assessments and to determine the criteria for meeting growth as defined above. 6.2 Additional weight in the numerator is given for the following increases: • Staying at Advanced from one (1) year to the next will be given a weight = 1.25. • Any increase of two (2) or more performance/proficiency levels will be given a weight = 1.25. • Any increase to the highest performance/proficiency level will be given a weight = 1.25. Note: Although this section allows for additional weight in the student growth calculation, no accountability component may exceed the maximum allocated points for the component. 6.3 Any decrease in performance/proficiency levels = 0. 6.4 The lowest three (3) performance/proficiency levels will be split into half at the mid-point of the range. If the range is an odd number and cannot be split into two (2) equal halves, the lower half of the performance/proficiency level will be one (1) point larger than the upper half. (Example: If the range of the performance/proficiency level is thirteen (13) scale score points, the bottom half of the range will be seven (7) scale score points and the upper half of the range will be six (6) scale score points.) The splitting of the lowest three (3) performance/proficiency levels into half at the mid-point range is not intended to create three (3) new separate performance/proficiency levels. Therefore, students who move from the bottom half of the lowest performance/proficiency level to the bottom half of the second lowest performance/proficiency level will not be given additional weight for increasing two (2) performance/proficiency levels. That student will be considered to have increased one (1) performance/proficiency level. Note: Rules regarding the splitting of the lowest three (3) performance/proficiency levels are subject to review and change with the implementation of any new assessments. 6.5 Assessments used for calculation of growth will include: • Grade-level (3-8) assessments in English Language Arts; • Grade-level (3-8) assessments in Mathematics; • High School level assessments in English Language Arts; • High School level assessments in Mathematics; • Alternate Assessments (3-8 and High School) in English Language Arts; and • Alternate Assessments (3-8 and High School) in Mathematics. 6.6 Students taking Algebra I, in 7th or 8th grade, are required by federal regulation to also take the grade-level assessment in mathematics. Therefore, these students will have two (2) growth calculations: grade-level to grade-level and grade-level to Algebra I. The grade-level to grade- level growth calculation will be applied to the current school. The grade-level to Algebra I growth calculation will be banked until the student’s 10th grade year. 6.7 To calculate growth for the high schools for Math-All Students, Math-Lowest Performing Students, Reading-All Students and Reading-Lowest Performing Students, the 8th grade grade- level assessments will be used as the baseline. The exceptions to this are as follows: • If a student takes Algebra I during his/her 8th grade year, his/her 7th grade grade-level assessments will be used as the baseline and banked until the student is in the 10th grade. • If a student takes Algebra I in the 7th grade, his/her 6th grade grade-level math assessment will be used as the baseline and banked until the student is in the 10th grade. 6.8 If a student does not have a previous year’s assessment, the student will be excluded from the growth calculation(s) except in the cases of the end-of-course, subject area assessments. 6.9 For students taking end-of-course, subject area assessments in grades lower than 10th grade, growth will be banked until the student’s 10th grade year and then applied. 6.10 If a student does not take the end-of-course, subject area assessments until 11th or 12th grade year, growth will be calculated and applied in the first year he/she has a valid score. The exception to this will be for students taking the alternate assessment. For students taking the alternate assessment, a cap of two (2) years will be applied to the growth calculations. Therefore, if a student takes the alternate assessment in 8th grade and does not take the high school level alternate assessment until 11th or 12th grade, he/she will not be included in the growth calculations. 6.11 Students who are retained in 3rd through 8th grades will have a growth calculation based on the retained grade from the previous year. (Example: A 4th grade student who was retained will have growth calculated based on his/her previous year’s 4th grade assessment scores.) 6.12 For K-3 schools, growth of 4th grade students in the district will be used for the growth calculations of the K-3 school in which they met FAY. Growth of the 3rd grade students who are retained will be included with the 4th grade student growth calculations. 6.13 The student must meet FAY for the current year in order to be included in the growth calculations but is not required to meet FAY for the previous year. 6.14 Growth will not be calculated for students who take the Alternate Assessment in the current year but took the grade-level general education assessment the previous year or vice versa. 6.15 The denominator for the growth calculation includes any FAY student with two (2) valid assessment scores (as defined above). The numerator will include any student included in the denominator who has demonstrated growth as defined above and weighted accordingly. 7. Lowest Performing Students 7.1 Calculation methodology for students whose baseline assessment score is 3rd through 7th grade: 7.1.1 The Lowest Performing Twenty-Five Percent Student subgroup in reading and the Lowest Performing Twenty-Five Percent Student subgroup in mathematics are determined using the same method but applied separately to reading data and to mathematics data. The procedure used to identify the lowest performing students in a school is applied separately by grade, and the identified students are combined across all grades to comprise the Lowest Performing Twenty-Five Percent Student subgroup and to determine learning gains. Note: The Lowest Performing Twenty-Five Percent Student subgroup will be determined by identifying the percentage of students, as defined by Miss. Code Ann. § 37-17-6, who are the lowest performing students in a given subject area. The process: 1. Beginning with the 2014-2015 school year, the scores of all students participating in the general education and alternate assessments will be standardized by subject area, grade level, assessment type, and school year. 2. Sort the standardized scores of all FAY students in a grade from highest to lowest based on their prior year standardized scores. Students without an eligible score from the previous year are not included. See Section 6 and