Sioux Falls board hears class-size report, affirms focus on keeping elementary classes small
December 09, 2025 | Sioux Falls School District 49-5, School Districts, South Dakota
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The Sioux Falls School Board on Dec. 8 reviewed a class-size report showing that the district’s funded elementary staffing standard is 24.3 students per teacher, while current classroom averages compute to about 23.35-to-1 after additional FTE from Title funds and targeted class-size reductions.
Mr. Conrad, who presented the report, said the district’s K–5 enrollment of roughly 11,000 students and 4,650 classroom teachers produces the 23.35:1 figure once added FTE are included. He identified program-level differences: kindergarten averages about 20.8:1, two-way Spanish immersion sections run about 24.1:1, and the largest individual class reported was 31 students. Conrad also said 13 elementary classrooms were at 30 or more students (12 at 30, one at 31) and described thresholds for educational support professionals (ESPs) that increase support hours when class sizes rise.
The report called out special-education RISE programming (five sites, about 143 students) where the operational allocation is 10-to-1 but current staffing works out to about 7.9-to-1, and outlined the district’s behavior-support model that pairs board-certified behavior analysts (BCBAs) with specialists and facilitators to support tiered interventions in elementary schools.
Board members asked how to prioritize smaller classes versus adding ESPs, instructional coaches or behavior specialists as the district prepares its budget. Mr. Conrad said teachers generally prefer smaller classes over additional ESP support and the district is collecting teacher feedback through listening sessions to guide budget tradeoffs. Superintendent Doctor Nold said teacher listening sessions and budget groups are being used to inform decisions, and noted the board has consistently prioritized class size in previous budget cycles.
After discussion, President Kelly called for a motion to acknowledge the report; the board voted aye and acknowledged the class-size report. The board signaled that the data and the listening-session feedback will be used during the upcoming budget process.
Mr. Conrad, who presented the report, said the district’s K–5 enrollment of roughly 11,000 students and 4,650 classroom teachers produces the 23.35:1 figure once added FTE are included. He identified program-level differences: kindergarten averages about 20.8:1, two-way Spanish immersion sections run about 24.1:1, and the largest individual class reported was 31 students. Conrad also said 13 elementary classrooms were at 30 or more students (12 at 30, one at 31) and described thresholds for educational support professionals (ESPs) that increase support hours when class sizes rise.
The report called out special-education RISE programming (five sites, about 143 students) where the operational allocation is 10-to-1 but current staffing works out to about 7.9-to-1, and outlined the district’s behavior-support model that pairs board-certified behavior analysts (BCBAs) with specialists and facilitators to support tiered interventions in elementary schools.
Board members asked how to prioritize smaller classes versus adding ESPs, instructional coaches or behavior specialists as the district prepares its budget. Mr. Conrad said teachers generally prefer smaller classes over additional ESP support and the district is collecting teacher feedback through listening sessions to guide budget tradeoffs. Superintendent Doctor Nold said teacher listening sessions and budget groups are being used to inform decisions, and noted the board has consistently prioritized class size in previous budget cycles.
After discussion, President Kelly called for a motion to acknowledge the report; the board voted aye and acknowledged the class-size report. The board signaled that the data and the listening-session feedback will be used during the upcoming budget process.
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