511 IAC 6.2 — ARTICLE 6.2. SCHOOL PERFORMANCE AND GROWTH; ACCOUNTABILITY

TITLE 511 INDIANA STATE BOARD OF EDUCATION

ARTICLE 6.2. SCHOOL PERFORMANCE AND GROWTH; ACCOUNTABILITY

Rule 1

511 IAC 6.2-1-1 511 IAC 6.2-1-1 Applicability to schools

Rule 1. Applicability

511 IAC 6.2-1-1 Applicability to schools

Authority: IC 20-31-10-1

Affected: IC 20-19-2-8; IC 20-31-9

Sec. 1. The provisions in this article concerning schools apply only to the following:

(1) Public schools.

(2) Except as provided in IC 20-31-7 [IC 20-31-7 repealed by P.L.214-2025, SECTION 176, effective July 1, 2025.] and IC 20-31-9, nonpublic schools that voluntarily become accredited under IC 20-1-1-6 [IC 20-1 was repealed by P.L.1-2005, SECTION 240, effective July 1, 2005. See IC 20-19-2-8.] .

(Indiana State Board of Education; 511 IAC 6.2-1-1; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

Rule 2

511 IAC 6.2-2-1 511 IAC 6.2-2-1 Applicability

Rule 2. Definitions

511 IAC 6.2-2-1 Applicability

Authority: IC 20-31-10-1

Affected: IC 20-31

Sec. 1. The definitions in this rule apply throughout this article.

(Indiana State Board of Education; 511 IAC 6.2-2-1; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-2 511 IAC 6.2-2-2 "Annual report" defined

511 IAC 6.2-2-2 "Annual report" defined

Authority: IC 20-31-10-1

Affected: IC 20-31

Sec. 2. "Annual report" refers to the school corporation annual performance report required by IC 20-20-8 [ IC 20-20-8 was repealed by P.L. 250- 2023, SECTION 8, effective July 1. 2023.] .

(Indiana State Board of Education; 511 IAC 6.2-2-2; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-3 511 IAC 6.2-2-3 "Board" defined

511 IAC 6.2-2-3 "Board" defined

Authority: IC 20-31-10-1

Affected: IC 20-18-2-9; IC 20-31

Sec. 3. "Board" has the meaning set forth in IC 20-10.1-1-17 [ IC 20-10.1 was repealed by P.L.1-2005, SECTION 240, effective July 1, 2005. See IC 20-18-2-9.] .

(Indiana State Board of Education; 511 IAC 6.2-2-3; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-4 511 IAC 6.2-2-4 "Department" defined

511 IAC 6.2-2-4 "Department" defined

Authority: IC 20-31-10-1

Affected: IC 20-18-2-3; IC 20-31

Sec. 4. "Department" has the meaning set forth in IC 20-18-2-3.

(Indiana State Board of Education; 511 IAC 6.2-2-4; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-5 511 IAC 6.2-2-5 "Governing body" defined

511 IAC 6.2-2-5 "Governing body" defined

Authority: IC 20-31-10-1

Affected: IC 20-18-2-5; IC 20-31

Sec. 5. "Governing body" has the meaning set forth in IC 20-18-2-5.

(Indiana State Board of Education; 511 IAC 6.2-2-5; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-6 511 IAC 6.2-2-6 "Nonpublic school" defined

511 IAC 6.2-2-6 "Nonpublic school" defined

Authority: IC 20-31-10-1

Affected: IC 20-18-2-12; IC 20-31

Sec. 6. "Nonpublic school" has the meaning set forth in IC 20-18-2-12.

(Indiana State Board of Education; 511 IAC 6.2-2-6; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-7 511 IAC 6.2-2-7 "Parent" defined

511 IAC 6.2-2-7 "Parent" defined

Authority: IC 20-31-10-1

Affected: IC 20-18-2-13; IC 20-31

Sec. 7. "Parent" has the meaning set forth in IC 20-18-2-13.

(Indiana State Board of Education; 511 IAC 6.2-2-7; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-8 511 IAC 6.2-2-8 "Plan" defined

511 IAC 6.2-2-8 "Plan" defined

Authority: IC 20-31-10-1

Affected: IC 20-31-5

Sec. 8. "Plan" refers to a strategic and continuous school improvement and achievement plan established under IC 20-31-5 [IC 20-31-5 repealed by P.L.214-2025, SECTION 170, effective July 1, 2025.] for a school or a school corporation.

(Indiana State Board of Education; 511 IAC 6.2-2-8; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-9 511 IAC 6.2-2-9 "Public school" defined

511 IAC 6.2-2-9 "Public school" defined

Authority: IC 20-31-10-1

Affected: IC 20-18-2-15; IC 20-31

Sec. 9. "Public school" has the meaning set forth in IC 20-18-2-15.

(Indiana State Board of Education; 511 IAC 6.2-2-9; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-10 511 IAC 6.2-2-10 "School" defined

511 IAC 6.2-2-10 "School" defined

Authority: IC 20-31-10-1

Affected: IC 20-31

Sec. 10. "School" refers to a public or an accredited nonpublic school.

(Indiana State Board of Education; 511 IAC 6.2-2-10; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-11 511 IAC 6.2-2-11 "School corporation" defined

511 IAC 6.2-2-11 "School corporation" defined

Authority: IC 20-31-10-1

Affected: IC 20-18-2-16; IC 20-31

Sec. 11. "School corporation" has the meaning set forth in IC 20-18-2-16.

(Indiana State Board of Education; 511 IAC 6.2-2-11; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-2-12 511 IAC 6.2-2-12 "Superintendent" defined

511 IAC 6.2-2-12 "Superintendent" defined

Authority: IC 20-31-10-1

Affected: IC 20-18-2-21; IC 20-31

Sec. 12. "Superintendent" has the meaning set forth in IC 20-18-2-21.

(Indiana State Board of Education; 511 IAC 6.2-2-12; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

Rule 2.5

511 IAC 6.2-2.5-1 511 IAC 6.2-2.5-1 "Cohort" defined (Expired)

Rule 2.5. Graduation Rate Determination

511 IAC 6.2-2.5-1 "Cohort" defined (Expired)

(Expired under IC 4-22-2.5, effective January 1, 2011.)

511 IAC 6.2-2.5-2 511 IAC 6.2-2.5-2 "Enrollment" defined (Expired)

511 IAC 6.2-2.5-2 "Enrollment" defined (Expired)

(Expired under IC 4-22-2.5, effective January 1, 2011.)

511 IAC 6.2-2.5-3 511 IAC 6.2-2.5-3 "Expected graduation year" defined (Expired)

511 IAC 6.2-2.5-3 "Expected graduation year" defined (Expired)

(Expired under IC 4-22-2.5, effective January 1, 2011.)

511 IAC 6.2-2.5-4 511 IAC 6.2-2.5-4 "Graduation" defined

511 IAC 6.2-2.5-4 "Graduation" defined

Authority: IC 20-31-10-1

Affected: IC 20-26-13; IC 20-31; IC 20-32-5

Sec. 4. As used in this rule, "graduation" means the successful completion by a student of:

(1) a sufficient number of academic credits, or the equivalent of academic credits; and

(2) the graduation examination or waiver process required under IC 20-32-5;

resulting in the awarding of a high school diploma or an academic honors diploma. The term does not include the granting of a general educational development diploma under IC 20-20-6 [ IC 20-20-6 was repealed by P.L.7-2011, SECTION 26, effective April 1, 2011.] .

(Indiana State Board of Education; 511 IAC 6.2-2.5-4; filed Jul 14, 2004, 9:30 a.m.: 27 IR 4008; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 28, 2011, 3:20 p.m.: 20111228-IR-511110558RFA; readopted filed Nov 16, 2017, 1:20 p.m.: 20171213-IR-511170398RFA; readopted filed Nov 28, 2023, 1:27 p.m.: 20231227-IR-511230447RFA)

511 IAC 6.2-2.5-5 511 IAC 6.2-2.5-5 "Graduation rate" defined (Expired)

511 IAC 6.2-2.5-5 "Graduation rate" defined (Expired)

(Expired under IC 4-22-2.5, effective January 1, 2011.)

511 IAC 6.2-2.5-6 511 IAC 6.2-2.5-6 "Reporting year" defined (Expired)

511 IAC 6.2-2.5-6 "Reporting year" defined (Expired)

(Expired under IC 4-22-2.5, effective January 1, 2011.)

511 IAC 6.2-2.5-7 511 IAC 6.2-2.5-7 "Retention" defined (Expired)

511 IAC 6.2-2.5-7 "Retention" defined (Expired)

(Expired under IC 4-22-2.5, effective January 1, 2011.)

511 IAC 6.2-2.5-8 511 IAC 6.2-2.5-8 Determination of graduation rate (Expired)

511 IAC 6.2-2.5-8 Determination of graduation rate (Expired)

(Expired under IC 4-22-2.5, effective January 1, 2011.)

511 IAC 6.2-2.5-9 511 IAC 6.2-2.5-9 Calculation of graduation rate

511 IAC 6.2-2.5-9 Calculation of graduation rate

Authority: IC 20-31-10-1

Affected: IC 20-26-13; IC 20-31; IC 20-33-2-28

Sec. 9. The graduation rate for a cohort in a high school is the percentage determined under STEP SEVEN of the following formula:

STEP ONE: Determine the grade 9 enrollment at the beginning of the reporting year three (3) years before the reporting year for which the graduation rate is being determined.

STEP TWO: Add:

(A) the number determined under STEP ONE; and

(B) the number of students who:

(i) have enrolled in the high school after the date on which the number determined under STEP ONE was determined; and

(ii) have the same expected graduation year as the cohort.

STEP THREE: Add:

(A) the sum determined under STEP TWO; and

(B) the number of retained students from earlier cohorts who became members of the cohort for whom the graduation rate is being determined.

STEP FOUR: Add:

(A) the sum determined under STEP THREE; and

(B) the number of students who:

(i) began the reporting year in a cohort that expects to graduate during a future reporting year; and

(ii) graduate during the current reporting year.

STEP FIVE: Subtract from the sum determined under STEP FOUR the number of students who have left the cohort for any of the following reasons:

(A) Transfer to another public or nonpublic school.

(B) Removal by the student's parents under IC 20-33-2-28 to provide instruction equivalent to that given in the public schools.

(D) Detention by a law enforcement agency or the department of correction.

(E) Placement by a court order or the division of family and children.

(F) Enrollment in a virtual school.

(G) Graduation before the beginning of the reporting year.

(H) Students who have attended school in Indiana for less than one (1) year and whose location cannot be determined.

(I) Students who cannot be located within the boundaries of the school corporation and have been reported to the Indiana clearinghouse for missing and exploited children.

STEP SIX: Determine the total number of students who have graduated during the current reporting year.

STEP SEVEN: Divide:

(A) the number determined under STEP SIX; by

(B) the remainder determined under STEP FIVE.

(Indiana State Board of Education; 511 IAC 6.2-2.5-9; filed Jul 14, 2004, 9:30 a.m.: 27 IR 4009; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 28, 2011, 3:20 p.m.: 20111228-IR-511110558RFA; readopted filed Nov 16, 2017, 1:20 p.m.: 20171213-IR-511170398RFA; readopted filed Nov 28, 2023, 1:27 p.m.: 20231227-IR-511230447RFA)

Rule 3

511 IAC 6.2-3-1 511 IAC 6.2-3-1 Plan objectives

Rule 3. Strategic and Continuous School Improvement and Achievement Plan

511 IAC 6.2-3-1 Plan objectives

Authority: IC 20-31-10-1

Affected: IC 20-31; IC 20-32-5

Sec. 1. (a) A plan:

(1) shall lay out objectives for a three (3) year period; and

(2) must be annually reviewed and revised to accomplish the achievement objectives of the school.

(b) A plan must establish objectives for the school to achieve. These achievement objectives must be consistent with academic standards and include improvement in at least the following areas:

(1) Attendance rate.

(2) The percentage of students meeting academic standards under the Indiana statewide testing for educational progress (ISTEP) program (IC 20-32-5).

(3) For a secondary school, graduation rate.

(c) A plan must specify how and to what extent the school expects to make continuous improvement in all areas of the education system where results are measured by setting benchmarks for progress on an individual school basis.

(d) A plan must note specific areas where improvement is needed immediately.

(Indiana State Board of Education; 511 IAC 6.2-3-1; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3648; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-3-2 511 IAC 6.2-3-2 Waivers

511 IAC 6.2-3-2 Waivers

Authority: IC 20-31-10-1

Affected: IC 20-31

Sec. 2. (a) A plan may include a request for a waiver of applicability of a rule or statute to a school.

(b) The governing body may waive any rule adopted by the board for which a waiver is requested in a plan, except for a rule that is characterized as follows:

(1) The rule relates to the health or safety of students or school personnel.

(2) The rule is a special education rule under 511 IAC 7.

(3) Suspension of the rule brings the school into noncompliance with federal statutes or regulations.

(4) The rule concerns curriculum or textbooks.

(c) Upon request of the governing body and pursuant to a plan, the board may waive for a school or a school corporation any statute or rule relating to the following:

(1) Curriculum.

(2) Textbook selection.

(Indiana State Board of Education; 511 IAC 6.2-3-2; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3649; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-3-3 511 IAC 6.2-3-3 Plan components

511 IAC 6.2-3-3 Plan components

Authority: IC 20-31-10-1

Affected: IC 20-19-2; IC 20-31

Sec. 3. (a) A plan must contain the following components for the school:

(1) A list of the statutes and rules that the school wishes to have suspended from operation for the school.

(2) A description of the curriculum and information concerning the location of a copy of the curriculum that is available for inspection by members of the public.

(3) A description and name of the assessments that will be used in the school in addition to Indiana statewide testing for educational progress (ISTEP) assessments.

(4) A plan to be submitted to the governing body and made available to all interested members of the public in an easily understood format.

(5) A provision to maximize parental participation in the school.

(6) For a secondary school, a provision to do the following:

(A) Offer courses that allow all students to become eligible to receive an academic honors diploma.

(B) Encourage all students to earn an academic honors diploma or complete the Core 40 curriculum.

(7) A provision to maintain a safe and disciplined learning environment for students and teachers.

(8) A provision for the coordination of technology initiatives.

(9) A professional development program pursuant to IC 20-19-2-11 [ IC 20-19-2-11 was repealed by P.L.92-2020, SECTION 16, effective March 18, 2020.] and IC 20-20-31 [ IC 20-20-31 was repealed by P.L.233-2015, SECTION 44, effective July 1, 2015.] . The professional development program should include the following:

(A) A narrative that includes the following:

(i) A summary of analysis of data regarding student learning.

(ii) Strategies, programs, and services to address student learning needs.

(iii) Activities to implement the strategies, programs, and services.

(iv) Evaluation that will be conducted of the impact of the activities.

(B) An assurance that the program complies with the board's core principles for professional development.

(10) The professional development program must be signed by the exclusive representative as indication of support only for the professional development program component of the plan.

(b) If, for a purpose other than a plan under this rule, a school has developed materials that are substantially similar to a component listed in subsection (a), the school may substitute those materials for the component listed in subsection (a).

(Indiana State Board of Education; 511 IAC 6.2-3-3; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3649; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-3-4 511 IAC 6.2-3-4 Additional information

511 IAC 6.2-3-4 Additional information

Authority: IC 20-31-10-1

Affected: IC 20-31

Sec. 4. In order to have a more complete strategic planning process and a written plan that is free from gaps, a school may include, but is not required to include, additional information, including, without limitation, the following:

(1) A narrative description of the school, the community, and the educational programs.

(2) A statement of mission, vision, and beliefs.

(3) Data, including graphs, from the annual performance report.

(4) Data related to performance indicators other than those included in the annual performance report.

(5) Other information about educational programming and the learning environment.

(6) Information about how the school's curriculum and instructional strategies support the achievement of Indiana academic standards.

(7) Analysis of student achievement based on Indiana statewide testing for educational progress plus (ISTEP+) and other assessment strategies.

(8) Proposed interventions based on school improvement goals.

(Indiana State Board of Education; 511 IAC 6.2-3-4; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3649; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-3-5 511 IAC 6.2-3-5 Plan development

511 IAC 6.2-3-5 Plan development

Authority: IC 20-31-10-1

Affected: IC 20-31

Sec. 5. (a) A plan must be submitted to the department by June 30 of the school year before the year of implementation.

(b) The department shall act as a clearinghouse for plans and make effective plans available to school corporations as models to use in developing and carrying out plans.

(Indiana State Board of Education; 511 IAC 6.2-3-5; filed Jun 28, 2001, 4:15 p.m.: 24 IR 3650; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

Rule 3.1

511 IAC 6.2-3.1-1 511 IAC 6.2-3.1-1 Definitions

Rule 3.1. Reading Plan

511 IAC 6.2-3.1-1 Definitions

Authority: IC 20-19-2-8; IC 20-32-8.5-4

Affected: IC 20-31; IC 20-32-8.5

Sec. 1. The following definitions apply throughout this rule:

(1) "Core reading program" means a scientifically-based program that provides a scope and sequence that scaffolds instruction in accordance with state academic standards.

(2) "Dedicated time" means that scientifically-based reading research is the primary basis for the instruction provided during that time period.

(3) "Differentiated instruction" means the process of matching instruction to meet the different needs of students.

(4) "English learner" means a student whose native language is not English and who is classified as a Level 1-4 limited English proficient or Level 5 fluent English proficient based on the LAS Links English proficiency assessment.

(5) "Individual learning plan" means the record keeping document developed for each English learner, outlining the student's level of English proficiency and instructional and assessment adaptations.

(6) "IREAD-3" is the reading test approved by the board to test reading proficiency.

(7) "Job-embedded time" means professional development that occurs during the course of the work day.

(8) "Parent-guided home reading program" means a guidebook on how to promote reading at home.

(9) "Principles of response to instruction" means the systemic process of meeting the educational needs of all students through the following:

(A) Professional accountability to ensure delivery of scientific research-based core curriculum and instruction.

(B) Ongoing monitoring of student data to assess instruction effectiveness.

Response to instruction guidance is available at the department's website.

(10) "Reading deficiency" means reading at a level not equivalent to grade-level reading proficiency.

(11) "Reading instruction" means instruction on the five (5) components of scientifically-based reading, which includes the following:

(A) Phonics.

(B) Phonemic awareness.

(D) Vocabulary.

(E) Comprehension.

(12) "Scaffolding" means instruction that builds on a student's prior knowledge and internalizes new information.

(13) "Scientifically-based reading research" means research that includes the following:

(A) Scientific methods with an emphasis on experimental control or comparison groups.

(B) Replication of results, using multiple studies by different investigators.

(D) Fulfillment of rigorous standards with an emphasis on peer review.

(E) Consistency of results between studies.

(Indiana State Board of Education; 511 IAC 6.2-3.1-1; filed Mar 25, 2011, 10:26 a.m.: 20110420-IR-511100635FRA; readopted filed Nov 16, 2017, 1:20 p.m.: 20171213-IR-511170398RFA; readopted filed Nov 28, 2023, 1:27 p.m.: 20231227-IR-511230447RFA)

511 IAC 6.2-3.1-2 511 IAC 6.2-3.1-2 Applicability

511 IAC 6.2-3.1-2 Applicability

Authority: IC 20-19-2-8; IC 20-32-8.5-4

Affected: IC 20-24-8-5; IC 20-26-15; IC 20-31; IC 20-32-8; IC 20-32-8.5; IC 20-35-5; IC 36-1-7

Sec. 2. (a) This rule applies to:

(1) elementary schools, including charter schools as set forth under IC 20-24-8-5(18), with exemptions for charter schools noted;

(2) elementary schools organized by an interlocal agreement under IC 36-1-7;

(3) special education cooperative organized under IC 20-35-5; and

(4) accredited nonpublic school under IC 20-26-15 or 511 IAC 6.1-1-1.

(b) A school is an elementary school under this rule if any students in the school attend kindergarten, first, second, or third grade.

(c) Each school shall submit the details of a reading plan that includes components set forth in section 3 of this rule to the department on the June 30 before the school year of implementation.

(d) If an entity under subsection (a) receives funding under IC 20-32-8, the entity shall prioritize that funding on resources for students who have a reading deficiency in grades 1 through 3.

(Indiana State Board of Education; 511 IAC 6.2-3.1-2; filed Mar 25, 2011, 10:26 a.m.: 20110420-IR-511100635FRA; filed Mar 21, 2012, 11:28 a.m.: 20120418-IR-511110561FRA; readopted filed Oct 23, 2018, 2:37 p.m.: 20181121-IR-511180327RFA; readopted filed Nov 18, 2024, 2:55 p.m.: 20241218-IR-511230838RFA)

511 IAC 6.2-3.1-3 511 IAC 6.2-3.1-3 Reading plan; components

511 IAC 6.2-3.1-3 Reading plan; components

Authority: IC 20-19-2-8; IC 20-32-8.5-4

Affected: IC 20-31; IC 20-32-8.5

Sec. 3. (a) A reading plan includes the following:

(1) Membership of the reading leadership team.

(2) Measurable student achievement goals for each grade level.

(3) Reading instruction in accordance with section 4 of this rule.

(4) Details of the manner in which the school plans to use formative and summative assessments for the following:

(A) Students in kindergarten through grade 2 that measure the following:

(i) Phonemic awareness.

(ii) Phonics.

(iii) Fluency.

(iv) Vocabulary.

(v) Comprehension.

(B) Students in grade 3 and higher that measure vocabulary and comprehension in relation to content knowledge.

(5) Intervention in accordance with section 5 of this rule.

(6) A requirement that all students taking ISTEP and IMAST assessments take the IREAD-3 assessment.

(7) Beginning with the 2012-2013 school year, retention of a student in grade 3 if the student does not achieve a passing score on the IREAD-3 assessment during the previous school year or during a subsequent attempt at passing IREAD-3. The student shall not be retained if one (1) of the following applies to the student:

(A) The student has been retained two (2) times prior to promotion to grade 4.

(B) The student has a disability and a case conference committee has determined that promotion is appropriate.

(i) the student's parent;

(ii) a building level administrator or designee;

(iii) a classroom teacher of service;

(iv) an English learner teacher, if one exists; and

(v) an English learner district administrator, if one exists;

determines that promotion is appropriate based on the implementation of researched-based instructional practices outlined in the student's individual learning plan.

(8) Promotion of students retained under subdivision (6) when the student achieves grade-level reading proficiency as demonstrated by passing IREAD-3.

(9) Professional development for teachers that includes the following:

(A) Utilizing assessment data to target the measurable student achievement goals for each grade level.

(B) Development differentiated for teachers based on classroom data.

(D) When possible, job-embedded time for professional development and collaboration.

(10) A monitoring plan that evaluates the implementation of the reading plan.

(b) A reading plan for a charter school will be collected by a charter school's sponsor, and must include the general information required in this section, but does not need to meet the form prescribed by the department.

(Indiana State Board of Education; 511 IAC 6.2-3.1-3; filed Mar 25, 2011, 10:26 a.m.: 20110420-IR-511100635FRA; filed Mar 21, 2012, 11:28 a.m.: 20120418-IR-511110561FRA; readopted filed Oct 23, 2018, 2:37 p.m.: 20181121-IR-511180327RFA; readopted filed Nov 18, 2024, 2:55 p.m.: 20241218-IR-511230838RFA)

511 IAC 6.2-3.1-4 511 IAC 6.2-3.1-4 Reading plan; instruction

511 IAC 6.2-3.1-4 Reading plan; instruction

Authority: IC 20-19-2-8; IC 20-32-8.5-4

Affected: IC 20-31; IC 20-32-8.5

Sec. 4. (a) Reading instruction for all students in kindergarten through third grade must include the following:

(1) A research-based core reading program that provides a scope and sequence in order to scaffold the instruction of scientifically-based reading, including the following:

(A) Phonemic awareness.

(B) Phonics.

(D) Vocabulary

(E) Comprehension.

(2) A dedicated, uninterrupted minimum ninety (90) minute block of time daily to all students. The time must include whole group instruction using a core reading program and small-group differentiated instruction. Half-day kindergarten programs must provide ninety (90) minutes of instruction but do not have to provide the instruction during an uninterrupted block of time. The following exemptions apply:

(A) charter schools are exempt from this subdivision; and

(B) public schools and accredited nonpublic schools in which ninety percent (90%) of students pass IREAD-3 are exempt from this subdivision.

(b) A school is not required to offer a research-based core reading program under subsection (a)(1) if:

(1) the state board determines that the school falls within one (1) of the top two (2) performance categories under 511 IAC 6.2-6-5; and

(2) ninety percent (90%) of students pass IREAD-3 during the school year immediately preceding the submission of the plan.

(c) A sponsor of a charter school whose students do not pass IREAD-3 at ninety percent (90%) or higher shall require that charter school to implement scientifically-based reading instruction.

(Indiana State Board of Education; 511 IAC 6.2-3.1-4; filed Mar 25, 2011, 10:26 a.m.: 20110420-IR-511100635FRA; filed Mar 21, 2012, 11:28 a.m.: 20120418-IR-511110561FRA; readopted filed Oct 23, 2018, 2:37 p.m.: 20181121-IR-511180327RFA; readopted filed Nov 18, 2024, 2:55 p.m.: 20241218-IR-511230838RFA)

511 IAC 6.2-3.1-5 511 IAC 6.2-3.1-5 Reading plan; intervention

511 IAC 6.2-3.1-5 Reading plan; intervention

Authority: IC 20-19-2-8; IC 20-32-8.5-4

Affected: IC 20-31; IC 20-32-8.5

Sec. 5. (a) A school shall intervene with students who have reading deficiency as determined by assessment results.

(b) Intervention for students prior to the retention determination under section 3(a)(6) [section 3(6)] of this rule must include, but is not limited to, the following types of remediation:

(1) Research-based materials that address reading deficiencies as determined by the assessment results.

(2) Principles of response to instruction.

(c) If a school intervenes, the school shall notify and involve the student's parent or guardian. The notice must include the following:

(1) A description and explanation of the deficiency.

(2) Proposed supplemental instruction services.

(3) Strategies for parents to use to assist the student.

(4) Notice that the student will be retained if the student does not achieve a passing score on the IREAD-3 assessment.

(d) Intervention for students retained under section 3(a)(6) [section 3(6)] of this rule must include, but is not limited to, the following types of remediation:

(1) Scientifically-based reading strategies that meet the student's needs.

(2) Instruction by an effective teacher as measured by student performance results.

(3) At least ninety (90) minutes of reading instruction each school day.

(4) At least one (1) of the following instructional options:

(A) Tutoring before or after school.

(B) Parent workshops and a parent-guided home reading program.

(D) Extended-day programs.

(E) Supplemental instruction services.

(Indiana State Board of Education; 511 IAC 6.2-3.1-5; filed Mar 25, 2011, 10:26 a.m.: 20110420-IR-511100635FRA; readopted filed Nov 16, 2017, 1:20 p.m.: 20171213-IR-511170398RFA; readopted filed Nov 28, 2023, 1:27 p.m.: 20231227-IR-511230447RFA)

Rule 4

511 IAC 6.2-4-1 511 IAC 6.2-4-1 "Program" defined

Rule 4. Professional Development Program

511 IAC 6.2-4-1 "Program" defined

Authority: IC 20-19-2

Affected: IC 20-31-5

Note: IC 20-31-5 repealed by P.L.214-2025, SECTION 170, effective July 1, 2025.

Sec. 1. As used in this rule, "program" refers to a professional development program developed pursuant to IC 20-19-2-11 [IC 20-19-2-11 was repealed by P.L.92-2020, SECTION 16, effective March 18, 2020.] and IC 20-20-31-1 [IC 20-20-31 was repealed by P.L.233-2015, SECTION 44, effective July 1, 2015.] .

(Indiana State Board of Education; 511 IAC 6.2-4-1; filed Aug 28, 2001, 11:20 a.m.: 25 IR 82; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-4-2 511 IAC 6.2-4-2 Program approval

511 IAC 6.2-4-2 Program approval

Authority: IC 20-19-2

Affected: IC 20-31-5-1

Note: IC 20-31-5 repealed by P.L.214-2025, SECTION 170, effective July 1, 2025.

Sec. 2. (a) In approving a program, the board shall consider whether the governing body has done the following:

(1) Approved a school's plan.

(2) Demonstrated the support of the exclusive representative only for the professional development program component of the plan.

(b) The following apply to a program developed under this section:

(1) The program must emphasize improvement of student learning and performance.

(2) The program must be developed by the committee that develops the school's strategic and continuous improvement and achievement plan under IC 20-31-5-1 and 511 IAC 6.2-3.

(3) The program must be integrated with the school's strategic and continuous improvement and achievement plan developed under IC 20-31-5 [IC 20-31-5 repealed by P.L.214-2025, SECTION 170, effective July 1, 2025.] and 511 IAC 6.2-3.

(c) The board may approve a school's program only if the program meets the board's core principles for professional development and the following additional criteria:

(1) To ensure high quality professional development, the program:

(A) is school based and collaboratively designed, and encourages participants to work collaboratively;

(B) has a primary focus on state and local academic standards, including a focus on Core 40 subject areas;

(C) enables teachers to improve expertise in subject knowledge and teaching strategies, uses of technologies, and other essential elements in teaching to high standards;

(D) furthers the alignment of standards, curriculum, and assessments; and

(E) includes measurement activities to ensure the transfer of new knowledge and skills to classroom instruction.

(2) A variety of resources, including needs assessments, an analysis of data regarding student learning needs, professional literature, research, and school improvement programs, are used in developing the program.

(3) The program supports professional development for all stakeholders.

(4) The program includes ongoing professional growth experiences that provide adequate time and job embedded opportunities to support school improvement and student learning, including flexible time for professional development that provides professional development opportunities before, during, and after the regular school day and school year.

(5) Under the program, teacher time for professional development sustains instructional coherence, participant involvement, and continuity for students.

(6) The program includes effective, research-based strategies to support ongoing developmental activities.

(7) The program supports experiences to increase the effective use of technology to improve teaching and learning.

(8) The program encourages diverse techniques, including inquiry, reflection, action research, networking, study groups, coaching, and evaluation.

(9) The program includes a means for evaluating the effectiveness of the program and activities under the program.

(Indiana State Board of Education; 511 IAC 6.2-4-2; filed Aug 28, 2001, 11:20 a.m.: 25 IR 82; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-4-3 511 IAC 6.2-4-3 Core principles of professional development

511 IAC 6.2-4-3 Core principles of professional development

Authority: IC 20-19-2

Affected: IC 20-31-5

Note: IC 20-31-5 repealed by P.L.214-2025, SECTION 170, effective July 1, 2025.

Sec. 3. The following are core principles of professional development:

(1) Professional development programs will address issues that are relevant to the priorities of education improvement and reflect the knowledge base of the profession by doing the following:

(A) Reflecting research-based approaches to effective adult learning, student learning, and organizational change to support ongoing developmental activities. While tapping educators' life experiences and drawing on the knowledge base from effective research, a variety of modes of learning are used to foster self-directed professional development opportunities.

(B) Integrating education improvement priorities. Consistent and continuous links are made with the school improvement plan, the Indiana professional standards board, and the Indiana state board of education policy.

(C) Incorporating both discipline-specific and interdisciplinary approaches to teaching, assessment, and preparation for the world of work. Professional growth experiences enhance educators' knowledge within and across subject areas and their ability to foster and assess students' problem solving and critical thinking skills.

(D) Including explicit strategies for setting high expectations and meeting the diverse learning needs of all students. Training activities increase educators' capacity to implement developmentally-appropriate practices to establish challenging learning goals and respond to the uniqueness of each student.

(E) Receiving adequate resources. Every public school in Indiana must receive the financial resources and support services needed to provide the most effective professional development program, as described within these principles.

(2) Professional development program will engage educators in an effective learning process that impacts practice by doing the following:

(A) Actively involving participants in program design, delivery, and implementation. Professional growth opportunities reflect educators' needs as determined from multiple data sources grounded in and linked with the school improvement plan. All stakeholders shall be engaged in meaningful job-embedded opportunities to effectively support practice that lead to improved student learning.

(B) Promoting multiple strategies that model recommended strategies. Opportunities for professional development incorporate varied approaches, such as theory, demonstration, reflection, practice, mentoring, technology applications, and peer dialogue and coaching.

(C) Incorporating follow-up activities that are sustained over time and provide educators with ongoing feedback. The professional development program provides a range of opportunities for staff to integrate the new strategies into their work with children through practice, feedback, and reflection.

(D) Continuously evaluating impact on educators' practice and student learning. The effectiveness of professional development is determined by its impact on staff performance and student learning.

(3) Professional development programs will contribute to developing an environment that support educators' professional growth by doing the following:

(A) Fostering collegiality and collaboration. Professional growth opportunities encourage staff to build a community of educators, parents, business, and community partners who exchange ideas for innovation, cooperate in developing curricula, and discuss approaches to strengthening student learning by focusing on the school community as a culture of inquiry.

(B) Building capacity through a continuum of ongoing improvement activities. Professional development activities maintain a focus on the improvement of practices that increase student learning and link to the school improvement plan and the standards developed by the Indiana professional standards board and the Indiana state board of education policy.

(C) Integrating staff development into educators' practice. The professional development program incorporates supports for staff to implement newly acquired strategies and assess them for their impact on student learning.

(D) Encouraging innovation and risk-taking. As a result of staff development activities, the school community recognizes the need for action research which assists educators, leading toward innovations improving student learning.

(Indiana State Board of Education; 511 IAC 6.2-4-3; filed Aug 28, 2001, 11:20 a.m.: 25 IR 83; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-4-4 511 IAC 6.2-4-4 Grant requirements

511 IAC 6.2-4-4 Grant requirements

Authority: IC 20-19-2

Affected: IC 20-31-5

Note: IC 20-31-5 repealed by P.L.214-2025, SECTION 170, effective July 1, 2025.

Sec. 4. A grant received under IC 20-20-31 [IC 20-20-31 was repealed by P.L.233-2015, SECTION 44, effective July 1, 2015.] and this rule:

(1) shall be expended only for the conduct of activities specified in the program; and

(2) shall be coordinated with other professional development programs and expenditures of the school and school corporation.

(Indiana State Board of Education; 511 IAC 6.2-4-4; filed Aug 28, 2001, 11:20 a.m.: 25 IR 84; errata filed Jul 11, 2005, 10:00 a.m.: 28 IR 3307; readopted filed Nov 20, 2007, 11:36 a.m.: 20071219-IR-511070386RFA; readopted filed Dec 2, 2013, 3:26 p.m.: 20140101-IR-511130419RFA; readopted filed Dec 1, 2020, 1:48 p.m.: 20201230-IR-511200548RFA)

511 IAC 6.2-5 Rule 5. (Reserved)

Rule 5. (Reserved)

511 IAC 6.2-6 Rule 6. Assessing School Improvement and Performance (Voided)

Rule 6. Assessing School Improvement and Performance (Voided)

NOTE: Voided by IC 20-31-8-5.4, effective March 1, 2016.

511 IAC 6.2-7 Rule 7. Adequate Yearly Progress (Expired)

Rule 7. Adequate Yearly Progress (Expired)

(Expired under IC 4-22-2.5, effective January 1, 2022.)

511 IAC 6.2-8 Rule 8. Consequences; Quality Review (Expired)

Rule 8. Consequences; Quality Review (Expired)

(Expired under IC 4-22-2.6, effective January 1, 2024)

511 IAC 6.2-9 Rule 9. Consequences; State Board Action (Expired)

Rule 9. Consequences; State Board Action (Expired)

(Expired under IC 4-22-2.6, effective January 1, 2024)

511 IAC 6.2-10 Rule 10. Assessing School and School Corporation Growth and Performance (Repealed)

Rule 10. Assessing School and School Corporation Growth and Performance (Repealed)

Repealed by Indiana State Board of Education; filed Nov 21, 2025, 11:47 a.m.: 20251210-IR-511240639RFA

Rule 11

511 IAC 6.2-11-1 511 IAC 6.2-11-1 Definitions

Rule 11. Dropout Recovery

511 IAC 6.2-11-1 Definitions

Authority: IC 20-19-2-8; IC 20-31-8-4.6; IC 20-31-10-1

Affected: IC 20-18-2-15; IC 20-18-2-16; IC 20-24-1-4; IC 20-24-7-13; IC 20-31-8; IC 20-32-4; IC 20-43-1-7.5; IC 20-43-1-11.5; IC 20-51-1-4.7

Sec. 1. The following definitions apply throughout this rule:

(1) "At-risk" refers to, but is not limited to, an individual who:

(A) is at-risk of academic failure;

(B) has a history of a drug or alcohol problem;

(D) has previously come into contact with the juvenile justice system;

(E) is at least one (1) year behind the expected grade level for the age of the individual;

(F) has limited English proficiency;

(G) is a gang member;

(H) has dropped out of school (as defined in 511 IAC 6.1-1-2(h)); or

(I) satisfies the definition of chronic absenteeism as defined in IC 20-20-8-8 [ IC 20-20-8 was repealed by P.L. 250-2023, SECTION 8, effective July 1. 2023.] .

(2) "Attend" means the physical presence of a student at an eligible school, which has entered into a contract with a school corporation or charter school under IC 20-31-8-4.6(a), with the expectation of receiving dropout recovery education services from the eligible school. Alternatively, if an eligible school enters into a contract with a virtual charter school, as defined by IC 20-24-7-13, a student is considered to "attend" the eligible school if the student satisfies all statutory and regulatory requirements that govern student attendance for virtual charter schools.

(3) "Charter school" has the meaning set forth in IC 20-24-1-4.

(4) "Contract" refers to a written agreement between a school corporation or charter school and an eligible school to provide dropout recovery education services to at-risk students; such contracts must contain, at a minimum, the following:

(A) A list of services that the eligible school will provide students that attend the dropout recovery educational services while maintaining enrollment at the school corporation or charter school.

(B) The school corporation or individual school, or both, responsibilities.

(D) Joint school corporation, individual school, and eligible school responsibilities.

(E) The registration rate, fee, or payment process, or all, that an eligible school will charge a school corporation or charter school to provide dropout recovery education services to at-risk students.

(F) Any other provisions that a school corporation, charter school, or an eligible school believes are necessary and proper.

(5) "Dropout recovery educational services" refers to any services provided by an eligible school, as defined in IC 20-51-1-4.7, which are directly related to ensuring a student satisfies the graduation requirements contained in IC 20-32-4.

(6) "Eligible school" has the meaning set forth in IC 20-51-1-4.7.

(7) "Enrolled" refers to a student who remains registered with a school corporation or charter school while attending a dropout recovery education service program at an eligible school offered by way of a contract between a school corporation or charter school and an eligible school under IC 20-31-8-4.6(a).

(8) "Public school" has the meaning set forth in IC 20-18-2-15.

(9) "School corporation" has the meaning set forth in IC 20-18-2-16.

(Indiana State Board of Education; 511 IAC 6.2-11-1; filed Apr 12, 2019, 3:11 p.m.: 20190508-IR-511180421FRA; readopted filed Nov 21, 2025, 11:47 a.m.: 20251210-IR-511240639RFA)

511 IAC 6.2-11-2 511 IAC 6.2-11-2 Certain at-risk students not included in the calculation of school performance

511 IAC 6.2-11-2 Certain at-risk students not included in the calculation of school performance

Authority: IC 20-19-2-8; IC 20-31-8-4.6; IC 20-31-10-1

Affected: IC 20-19-2; IC 20-31-8

Sec. 2. For purposes of calculating the state category or designation of school performance under IC 20-31-8, a public school or charter school in which an at-risk student is enrolled shall exclude the accountability indicators of the at-risk student if:

(1) a school corporation or charter school, in which the at-risk student is enrolled, has entered into a contract with an eligible school to provide dropout recovery educational services to at-risk students; and

(2) the at-risk student attends an eligible school and receives dropout recovery educational services from that school for more than one-half (1/2) of the school year.

(Indiana State Board of Education; 511 IAC 6.2-11-2; filed Apr 12, 2019, 3:11 p.m.: 20190508-IR-511180421FRA; readopted filed Nov 21, 2025, 11:47 a.m.: 20251210-IR-511240639RFA)

511 IAC 6.2-11-3 511 IAC 6.2-11-3 Graduation rate calculation

511 IAC 6.2-11-3 Graduation rate calculation

Authority: IC 20-19-2-8; IC 20-31-8-4.6; IC 20-31-10-1

Affected: IC 20-19-2; IC 20-26-13; IC 20-31-8

Sec. 3. For purposes of calculating a school's category or designation of school performance under IC 20-31-8, a public school or charter school in which an at-risk student is enrolled shall exclude at-risk students from the school's cohort, as defined in IC 20-26-13-2, and graduation rate, calculated pursuant to IC 20-26-13, if:

(2) the at-risk student attends an eligible school and receives dropout recovery educational services from that school for more than one-half (1/2) of the school year.

(Indiana State Board of Education; 511 IAC 6.2-11-3; filed Apr 12, 2019, 3:11 p.m.: 20190508-IR-511180421FRA; readopted filed Nov 21, 2025, 11:47 a.m.: 20251210-IR-511240639RFA)

511 IAC 6.2-11-4 511 IAC 6.2-11-4 Reporting of at-risk student data

511 IAC 6.2-11-4 Reporting of at-risk student data

Authority: IC 20-19-2-8; IC 20-31-8-4.6; IC 20-31-10-1

Affected: IC 20-19-2

Sec. 4. An eligible school providing dropout recovery educational services to at-risk students shall report at-risk student performance indicators, including graduation rate data for at-risk students, to the department of education and the school corporation or charter school in which the students are enrolled. The student performance indicators and graduation rate data shall be included in the data that the department of education issues in the state and local educational agency report cards pursuant to 20 U.S.C. 6311(h).

(Indiana State Board of Education; 511 IAC 6.2-11-4; filed Apr 12, 2019, 3:11 p.m.: 20190508-IR-511180421FRA; readopted filed Nov 21, 2025, 11:47 a.m.: 20251210-IR-511240639RFA)

Rule 12

511 IAC 6.2-12-1 511 IAC 6.2-12-1 Applicability

Rule 12. Assessing School and School Corporation Academic Performance and Skill Development

511 IAC 6.2-12-1 Applicability

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 1. The definitions in this rule apply throughout this article.

(Indiana State Board of Education; 511 IAC 6.2-12-1; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-2 511 IAC 6.2-12-2 "9th grade on track" defined

511 IAC 6.2-12-2 "9th grade on track" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 2. "9th grade on track" means the determination made for the grade 10 cohort as set forth in section 42(a)(3) of this rule.

(Indiana State Board of Education; 511 IAC 6.2-12-2; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-3 511 IAC 6.2-12-3 "Accountability category" defined

511 IAC 6.2-12-3 "Accountability category" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 3. "Accountability category" means the summative category, A through F, corresponding to an entity's final numeric rating used to demonstrate an assessed grade span, a school, or a school corporation's overall performance, as calculated under this framework.

(Indiana State Board of Education; 511 IAC 6.2-12-3; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-4 511 IAC 6.2-12-4 "Accountable year" defined

511 IAC 6.2-12-4 "Accountable year" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 4. "Accountable year" means the school year being assessed.

(Indiana State Board of Education; 511 IAC 6.2-12-4; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-5 511 IAC 6.2-12-5 "Advanced coursework" defined

511 IAC 6.2-12-5 "Advanced coursework" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 5. "Advanced coursework" means high school credit earned in courses designated as approved Indiana diploma courses prior to a student entering high school.

(Indiana State Board of Education; 511 IAC 6.2-12-5; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-6 511 IAC 6.2-12-6 "Alternate assessment" defined

511 IAC 6.2-12-6 "Alternate assessment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-5.1-11; IC 20-36-3-2

Sec. 6. "Alternate assessment" means the assessment instrument adopted under IC 20-32-5.1-11.

(Indiana State Board of Education; 511 IAC 6.2-12-6; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-7 511 IAC 6.2-12-7 "Assessed grade span" defined

511 IAC 6.2-12-7 "Assessed grade span" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 7. "Assessed grade span" means the following grades receiving a final numeric rating under the academic performance and skill development framework outlined in this rule:

(1) Grade 3.

(2) Grades 4 through 8.

(3) Grade 10.

(4) Grade 12.

(Indiana State Board of Education; 511 IAC 6.2-12-7; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-8 511 IAC 6.2-12-8 "Attendance target" defined

511 IAC 6.2-12-8 "Attendance target" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 8. "Attendance target" means a student was counted as in attendance for ninety-four percent (94%) of the instructional days while the student was enrolled in a school during the accountable year.

(Indiana State Board of Education; 511 IAC 6.2-12-8; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-9 511 IAC 6.2-12-9 "Atypical school" defined

511 IAC 6.2-12-9 "Atypical school" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 9. "Atypical school" means a school that lacks enough data points to calculate a final accountability category under this rule.

(Indiana State Board of Education; 511 IAC 6.2-12-9; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-10 511 IAC 6.2-12-10 "Biology end of course assessment" defined

511 IAC 6.2-12-10 "Biology end of course assessment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-5.1-7; IC 20-36-3-2

Sec. 10. "Biology end of course assessment" means the statewide assessment adopted for grades 10 through 12 under IC 20-32-5.1-7(c)(1)(B).

(Indiana State Board of Education; 511 IAC 6.2-12-10; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-11 511 IAC 6.2-12-11 "College and career coursework" defined

511 IAC 6.2-12-11 "College and career coursework" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 11. "College and career coursework" means the credits listed in 511 IAC 6-7.2-21(b)(1)(G).

(Indiana State Board of Education; 511 IAC 6.2-12-11; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-12 511 IAC 6.2-12-12 "Credential of value" defined

511 IAC 6.2-12-12 "Credential of value" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 12. "Credential of value" has the meaning set forth in 511 IAC 6-7.2-21(b)(2)(B)(i) and 511 IAC 6-7.2-21(b)(3)(A)(i).

(Indiana State Board of Education; 511 IAC 6.2-12-12; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-13 511 IAC 6.2-12-13 "Cumulative aggregate" defined

511 IAC 6.2-12-13 "Cumulative aggregate" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 13. "Cumulative aggregate" means adding the number of eligible students enrolled in a school or school corporation in the accountable year and in each school year immediately preceding the accountable year until the minimum eligible student count necessary for a school or school corporation to be placed in an accountability category is reached.

(Indiana State Board of Education; 511 IAC 6.2-12-13; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-14 511 IAC 6.2-12-14 "Eligible performance only student" defined

511 IAC 6.2-12-14 "Eligible performance only student" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 14. "Eligible performance only student" means a student who:

(1) was enrolled in grades 4 through 8 at the school, when determining the final numeric rating for a school and the assessed grade spans within a school, or the school corporation, when determining the final numeric rating for a school corporation and the assessed grade spans within a school corporation, for at least one hundred sixty-two (162) days in the accountable year or ninety percent (90%) of the instructional days in the school calendar, whichever is least; (2) received a valid score on the applicable mandatory statewide annual assessments for English/language arts or mathematics, or both, during the accountable year; (3) did not receive a valid student growth percentile based on their performance on the mandatory statewide annual assessments for English/language arts or mathematics, or both, during the accountable year; and (4) was not an English learner who had been enrolled in schools in the United States for less than twelve (12) months. (Indiana State Board of Education; 511 IAC 6.2-12-14; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-15 511 IAC 6.2-12-15 "Eligible student" defined

511 IAC 6.2-12-15 "Eligible student" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 15. "Eligible student" means a student who:

(1) was enrolled in kindergarten through grade 12 at the school, when determining the final numeric rating for a school and the assessed grade spans within a school, or the school corporation, when determining the final numeric rating for a school corporation and the assessed grade spans within a school corporation, for at least one hundred sixty-two (162) days in the accountable year or ninety percent (90%) of the instructional days in the school calendar, whichever is least;

(2) in grades 3 through 8, received a valid score on the applicable mandatory statewide annual assessments for English/language arts or mathematics, or both, during the accountable year;

(3) in grades 4 through 8, received a valid student growth percentile based on their performance on the mandatory statewide annual assessments for English/language arts or mathematics, or both, during the accountable year;

(4) in grade 11, received a valid score on the applicable mandatory statewide annual assessments for English/language arts or mathematics, or both, during the accountable year; and

(5) was not an English learner who had been enrolled in schools in the United States for less than twelve (12) months.

(Indiana State Board of Education; 511 IAC 6.2-12-15; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-16 511 IAC 6.2-12-16 "English learner" defined

511 IAC 6.2-12-16 "English learner" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 16. "English learner" has the meaning set forth in the definition provided in the Every Student Succeeds Act, 20 U.S.C. 6301 et seq. (2015).

(Indiana State Board of Education; 511 IAC 6.2-12-16; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-17 511 IAC 6.2-12-17 "English/language arts" defined

511 IAC 6.2-12-17 "English/language arts" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-5.1-7; IC 20-36-3-2

Sec. 17. "English/language arts" means the subject area required to be tested under IC 20-32-5.1-7 on the mandatory statewide annual assessment.

(Indiana State Board of Education; 511 IAC 6.2-12-17; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-18 511 IAC 6.2-12-18 "Feeder school" defined

511 IAC 6.2-12-18 "Feeder school" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 18. "Feeder school" means an elementary school having any combination of kindergarten, grade 1, or grade 2 only.

(Indiana State Board of Education; 511 IAC 6.2-12-18; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-19 511 IAC 6.2-12-19 "Final numeric rating" defined

511 IAC 6.2-12-19 "Final numeric rating" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 19. "Final numeric rating" means the score calculated for each assessed grade span, school, and school corporation, as set forth in this framework, which serves as the basis for the corresponding accountability category.

(Indiana State Board of Education; 511 IAC 6.2-12-19; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-20 511 IAC 6.2-12-20 "Framework" defined

511 IAC 6.2-12-20 "Framework" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 20. "Framework" means the calculations and overall structure to calculate an accountability category set forth in this rule.

(Indiana State Board of Education; 511 IAC 6.2-12-20; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-21 511 IAC 6.2-12-21 "Grade" defined

511 IAC 6.2-12-21 "Grade" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 21. "Grade" means data for a cohort of students who are at the same class level in the same school year.

(Indiana State Board of Education; 511 IAC 6.2-12-21; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-22 511 IAC 6.2-12-22 "Grade 10 cohort" defined

511 IAC 6.2-12-22 "Grade 10 cohort" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 22. "Grade 10 cohort" means the class of students expected to graduate within two (2) years of the accountable year.

(Indiana State Board of Education; 511 IAC 6.2-12-22; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-23 511 IAC 6.2-12-23 "Grade 12 cohort" defined

511 IAC 6.2-12-23 "Grade 12 cohort" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 23. "Grade 12 cohort" means the class of students assigned to a school who were expected to graduate in the school year immediately preceding the accountable year as determined using the methodology outlined in Section 8101 of the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act.

(Indiana State Board of Education; 511 IAC 6.2-12-23; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-24 511 IAC 6.2-12-24 "Indiana diploma" defined

511 IAC 6.2-12-24 "Indiana diploma" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 24. "Indiana diploma" refers to the requirements outlined in 511 IAC 6-7.2-20.

(Indiana State Board of Education; 511 IAC 6.2-12-24; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-25 511 IAC 6.2-12-25 "Indiana diploma seal" defined

511 IAC 6.2-12-25 "Indiana diploma seal" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 25. "Indiana diploma seal" refers to the requirements outlined in 511 IAC 6-7.2-21.

(Indiana State Board of Education; 511 IAC 6.2-12-25; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-26 511 IAC 6.2-12-26 "Individual student growth target" defined

511 IAC 6.2-12-26 "Individual student growth target" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 26. "Individual student growth target" refers to the student growth percentile target calculated under the academic progress indicator in Indiana's approved ESEA Plan as authorized by Section 1111(c)(4)(B)(i)(II) of the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act.

(Indiana State Board of Education; 511 IAC 6.2-12-26; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-27 511 IAC 6.2-12-27 "Mandatory statewide annual assessment" or "mandatory assessment" defined

511 IAC 6.2-12-27 "Mandatory statewide annual assessment" or "mandatory assessment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-5.1; IC 20-36-3-2

Sec. 27. "Mandatory statewide annual assessment" or "mandatory assessment" means the assessments required under IC 20-32-5.1-7(c)(1)(A), and the alternate assessment adopted under IC 20-32-5.1-11.

(Indiana State Board of Education; 511 IAC 6.2-12-27; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-28 511 IAC 6.2-12-28 "Newcomer English learner" defined

511 IAC 6.2-12-28 "Newcomer English learner" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 28. "Newcomer English learner" means an English learner who has received services for fewer than two (2) years.

(Indiana State Board of Education; 511 IAC 6.2-12-28; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-29 511 IAC 6.2-12-29 "Participation rate" defined

511 IAC 6.2-12-29 "Participation rate" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 29. "Participation rate" means the percentage of students enrolled in the tested grades at the time of test administrations who completed the mandatory statewide annual assessments and obtained a valid test result.

(Indiana State Board of Education; 511 IAC 6.2-12-29; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-30 511 IAC 6.2-12-30 "PSAT assessment" defined

511 IAC 6.2-12-30 "PSAT assessment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 30. "PSAT assessment" means the preliminary SAT/national merit scholarship qualifying test (PSAT/NMSQT), which is a standardized assessment administered by College Board and co-sponsored by the national merit scholarship corporation (NMSC) in the United States.

(Indiana State Board of Education; 511 IAC 6.2-12-30; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-31 511 IAC 6.2-12-31 "Pupil enrollment" defined

511 IAC 6.2-12-31 "Pupil enrollment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 31. "Pupil enrollment" has the same meaning as "enrollment" as defined in IC 20-26-13-3.

(Indiana State Board of Education; 511 IAC 6.2-12-31; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-32 511 IAC 6.2-12-32 "Receiving school" defined

511 IAC 6.2-12-32 "Receiving school" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 32. "Receiving school" means an elementary school that has at least thirty (30) students who:

(1) were enrolled in that receiving school for at least one hundred sixty-two (162) days in the accountable year or ninety percent (90%) of the instructional days in the receiving school's calendar, whichever is least; and

(2) came from a feeder school where they were enrolled for at least one hundred sixty-two (162) days in the year immediately preceding the accountable year or ninety percent (90%) of the instructional days in the feeder school's calendar, whichever is least.

(Indiana State Board of Education; 511 IAC 6.2-12-32; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-33 511 IAC 6.2-12-33 "Science statewide assessment" defined

511 IAC 6.2-12-33 "Science statewide assessment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-5.1-7; IC 20-36-3-2

Sec. 33. "Science statewide assessment" means the statewide assessment adopted for grades 3 through 5 and grades 6 through 9 under IC 20-32-5.1-7(c)(1)(B).

(Indiana State Board of Education; 511 IAC 6.2-12-33; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-34 511 IAC 6.2-12-34 "Social studies statewide assessment" defined

511 IAC 6.2-12-34 "Social studies statewide assessment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-5.1-7; IC 20-36-3-2

Sec. 34. "Social studies statewide assessment" means the statewide assessment adopted under IC 20-32-5.1-7(c)(2).

(Indiana State Board of Education; 511 IAC 6.2-12-34; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-35 511 IAC 6.2-12-35 "Statewide literacy assessment" defined

511 IAC 6.2-12-35 "Statewide literacy assessment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-8.5-2; IC 20-36-3-2

Sec. 35. "Statewide literacy assessment" means the determinant evaluation of reading skills approved by the state board under IC 20-32-8.5-2.

(Indiana State Board of Education; 511 IAC 6.2-12-35; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-36 511 IAC 6.2-12-36 "Student growth percentile" defined

511 IAC 6.2-12-36 "Student growth percentile" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 36. "Student growth percentile" has the meaning set forth in the standard adopted by the National Center for the Improvement of Educational Assessment, Norm- and Criterion-Referenced Student Growth, Educational Measurement: Issues and Practice, Winter 2009, Vol. 28, No. 4, pp. 42-51.

(Indiana State Board of Education; 511 IAC 6.2-12-36; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-37 511 IAC 6.2-12-37 "Student success indicator" defined

511 IAC 6.2-12-37 "Student success indicator" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 37. "Student success indicator" has the meaning set forth in section 43 of this rule.

(Indiana State Board of Education; 511 IAC 6.2-12-37; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-38 511 IAC 6.2-12-38 "WIDA Consortium ACCESS assessment" defined

511 IAC 6.2-12-38 "WIDA Consortium ACCESS assessment" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 38. "WIDA Consortium ACCESS assessment" means the tests administered to students in kindergarten through grade 12 who are identified as English learners to measure students' English language skills in Listening, Reading, Speaking, and Writing.

(Indiana State Board of Education; 511 IAC 6.2-12-38; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-39 511 IAC 6.2-12-39 "Work-based learning" defined

511 IAC 6.2-12-39 "Work-based learning" defined

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 39. "Work-based learning" has the meaning set forth in 511 IAC 6-7.2-17.

(Indiana State Board of Education; 511 IAC 6.2-12-39; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-40 511 IAC 6.2-12-40 Placement of assessed grade spans, schools, and school corporations in accountability categories: overall framework

511 IAC 6.2-12-40 Placement of assessed grade spans, schools, and school corporations in accountability categories: overall framework

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 40. (a) According to the framework set forth in this rule, the board shall annually place each school corporation, school, and assessed grade span in a school and school corporation in an accountability category using letter grades A, B, C, D, and F, which correspond to the final numeric rating point ranges as set forth in subsection (b).

(b) The following scale is used to determine the accountability category placement:

(1) For an accountability year beginning with 2025-2026:

(A) 85.0. to 100.0 points = A

(B) 75.0 to 84.99 = B

(D) 55.0 to 64.99 = D

(E) 0.0 to 54.99 = F

(2) Notwithstanding section 40(b)(1) of this rule, if more than twenty-five percent (25%) of schools are placed in the highest accountability category, then the scale for each accountability category outlined in section 40(b)(1) of this rule shall be raised by 2.5 points for the following accountability year, and each year after, until the minimum score to receive an A is 90.00.

(1) The grade 3, grade 4 through 8, and grade 10 assessed grade spans, must have at least ten (10) eligible students enrolled during the accountable year to be placed in an accountability category.

(2) For the grade 12 assessed grade span:

(A) the grade 12 cohort must have at least ten (10) students during the accountable year to be placed in an accountability category.

(B) to determine a final mandatory statewide annual assessment score, the assessed grade span must include at least 10 eligible students in both English/language arts and mathematics, separately, during the accountable year.

(3) As set forth in section 44 of this rule, placement in an accountability category is determined by the final numeric rating for the assessed grade span.

(d) The accountability category placement for a school or school corporation is subject to the following:

(1) A school or school corporation must have at least thirty (30) eligible students during an accountable year to be placed in an accountability category.

(2) If a school or school corporation has at least ten (10) but less than thirty (30) eligible students during an accountable year, its accountability category placement will be based on a cumulative aggregate.

(e) If a school or school corporation has:

(1) fewer than ten (10) eligible students for an accountability year; or

(2) fewer than thirty (30) students for an accountability year and no preceding accountable years with data to calculate a cumulative aggregate;

its accountability category is "null".

(Indiana State Board of Education; 511 IAC 6.2-12-40; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-41 511 IAC 6.2-12-41 Feeder schools

511 IAC 6.2-12-41 Feeder schools

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 41. (a) A feeder school's accountability category is based on the weighted average of the grade 3 final numeric rating determined under section 44(b) of this rule for eligible students who were enrolled in the highest grade level served by the feeder school in the year immediately preceding the accountable year for each receiving school.

(b) If more than five (5) receiving schools are identified for the feeder school, only the five (5) schools with the highest census of feeder school eligible students will be counted in calculating the feeder school's final numeric rating and, accordingly, its accountability category.

(c) If no eligible receiving schools exist for a feeder school during the accountable year, the accountability category for the feeder school is "null".

(d) Accountability categories for feeder schools are assigned based on the scale outlined in section 40 of this rule.

(Indiana State Board of Education; 511 IAC 6.2-12-41; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-42 511 IAC 6.2-12-42 Academic mastery metric

511 IAC 6.2-12-42 Academic mastery metric

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 42. (a) The academic mastery metric will be calculated for each assessed grade span as follows:

(1) For grade 3, the mandatory assessment in math and English/language arts using the following performance categories:

(A) "Above expectations" means an eligible student who achieves a score required to be designated above proficiency using cut scores determined by the board.

(B) "At expectations" means an eligible student who achieves a score required to be designated at proficiency using cut scores determined by the board.

(C) "Approaching expectations" means an eligible student who achieves a score required to be designated approaching proficiency using cut scores determined by the board.

(D) "Below expectations" means an eligible student who achieves a score required to be designated below proficiency using cut scores determined by the board.

(2) For grades 4 through 8, the mandatory assessment in math and English/language arts using the following performance categories:

(A) "Above expectations" means an eligible student who achieves a score required to be designated above proficiency using cut scores determined by the board;

(B) "At expectations" means an eligible student who achieves a score required to be designated at proficiency using cut scores determined by the board.

(C) "Approaching expectations" means an eligible student who achieves a score required to be designated approaching proficiency using cut scores determined by the board.

(D) "Below expectations" means an eligible student who achieves a score required to be designated below proficiency using cut scores determined by the board.

(3) For the grade 10 cohort, a measure of 9^th grade on track using the following performance categories:

(A) "Above expectations" means an eligible student who has completed at least fourteen (14) high school credits at any point by the completion of grade 9, including summer school before the beginning of the eligible student's grade 10, which must include at least:

(i) two (2) credits in English/language arts;

(ii) two (2) credits in mathematics; and

(iii) two (2) credits in any combination of science, social studies, or foreign language.

(B) "At expectation" means an eligible student who has completed at least one of the following:

(i) completed at least ten (10) but less than fourteen (14) high school credits at any point by the completion of grade 9, including summer school before the beginning of the eligible student's grade 10, which must include:

(AA) two (2) credits in English/language arts;

(BB) two (2) credits in mathematics; and

(CC) two (2) credits in any combination of science, social studies, or foreign language.

(ii) completed at least twenty (20) high school credits before the end of grade 10, including summer school, which must include:

(AA) four (4) credits in English/language arts;

(BB) four (4) credits in mathematics; and

(CC) four (4) credits in any combination of science, social studies, or foreign language.

(C) "Approaching expectations" means an eligible student who has completed at least eight (8) high school credits at any point by the completion of grade 9, including summer school before the beginning of the eligible student's grade 10.

(D) "Below expectations" means an eligible student who has completed less than eight (8) high school credits at any point by the completion of grade 9, including summer school before the beginning of the eligible student's grade 10.

(4) For the grade 12 cohort, the level of Indiana diploma seal earned by each student using the following performance categories:

(A) "Above expectations" means a graduate in the grade 12 cohort who earns at least one (1) of the Indiana diploma seals outlined in 511 IAC 6-7.2-21(a)(2), 511 IAC 6-7.2-21(a)(4), or 511 IAC 6-7.2-21(a)(6).

(B) "At expectations" means a graduate in the grade 12 cohort who earns at least one (1) of the Indiana diploma seals outlined in 511 IAC 6-7.2-21(a)(1), 511 IAC 6-7.2-21(a)(3), or 511 IAC 6-7.2-21(a)(5).

(C) "Approaching expectations" means a graduate in the grade 12 cohort who does not earn any of the Indiana diploma seals outlined in 511 IAC 6-7.2-21(a).

(Indiana State Board of Education; 511 IAC 6.2-12-42; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-43 511 IAC 6.2-12-43 Student success indicators

511 IAC 6.2-12-43 Student success indicators

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-30-4; IC 20-30-5-14; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-5.1-9; IC 20-36-3-2

Sec. 43. (a) Each assessed grade span has a set of student success indicators used to calculate a final rating using the academic performance and skill development framework. A student may only earn each student success indicator once during an accountable year.

(b) Student success indicators at each assessed grade span consist of the following:

(1) For grade 3, the following:

(A) Achieve a passing score by scoring at or above the proficiency threshold on the statewide literacy assessment by the completion of grade 3, including the summer retest window.

(B) For a student who received an "off-track" designation on the statewide literacy assessment in grade 2, achieve a passing score by scoring at or above the proficiency threshold on the statewide literacy assessment by the completion of grade 3, including the summer retest window.

(D) For a student identified as an English learner, meet the expected growth or reach language proficiency on a WIDA consortium ACCESS assessment.

(2) For grades 4 through 8, the following:

(A) Typical academic growth by achieving a student growth percentile of forty-five (45) or greater, calculated for English/language arts and math separately.

(B) Accelerated academic growth by achieving a student growth percentile of sixty-five (65) or greater, calculated for English/language arts and math separately.

(C) For students included in STEP THREE and STEP FIVE of section 44(d) of this rule during the accountable year, excellent academic growth by achieving the individual student growth target set for the student.

(D) Meet the attendance target.

(E) Achieve a passing score by scoring at or above the proficiency threshold on the mandatory assessment in social studies.

(F) Achieve a passing score by scoring at or above the proficiency threshold on the mandatory assessment in science.

(G) Achieve a passing score by scoring at or above the proficiency threshold on an assessment approved by the board pursuant to the employability skills standards adopted under IC 20-30-5-14 if the board determines that a valid and reliable assessment exists to measure employability skills.

(H) For a student that has previously taken the statewide literacy assessment and has not achieved a passing score, achieve a passing score by scoring at or above the proficiency threshold on the statewide literacy assessment.

(I) For students in grade 7 during the accountable year, complete the graduation plan described in IC 20-30-4 by the end of the school year. The parent or guardian of the student must certify the graduation plan by providing written approval, which may be obtained in an electronic format, that the parent or guardian has been consulted and approves of the activities included in the plan.

(J) For students in grade 8 during the accountable year, complete two (2) credits of advanced coursework with a grade of C or higher across grade 7 and/or grade 8, including the summer immediately following grade 8.

(K) For a student identified as an English learner, meet the expected growth or reach language proficiency on a WIDA Consortium ACCESS assessment.

(L) Achieve a passing score by scoring at or above the proficiency threshold on the reading, grammar/writing, or quantitative reasoning portion of the grade 3 through 8 Classical Learning Test if the Classical Learning Test meets the requirements of a valid and reliable assessment pursuant to 20 U.S.C. § 6311(b)(2)(B)(iii) and 20 U.S.C. § 6311(b)(2)(B)(iv).

(3) For grade 10, the following:

(A) Meet the attendance target in grade 9 or grade 10.

(B) Achieve the aggregate national college ready benchmark established for the PSAT/NMSQT assessment.

(D) Complete:

(i) Two (2) credits of dual credit, Advanced Placement, International Baccalaureate, or Cambridge International; or

(ii) Two (2) credits of career and technical education coursework designated as a principles course or above in the annual CTE course titles and descriptions;

with a grade of C or higher by the end of grade 10, including summer school prior to the beginning of the student's grade 11 school year.

(E) Complete at least three (3) nonduplicative Career and Technical Education (CTE) courses with a C average or higher, excluding introductory-level courses and any courses used to fulfill the requirements outlined in 511 IAC 6-7.2-20(b)(1) through (12), including at least one advanced CTE course (such as a concentrator, capstone, or equivalent advanced course) by the end of grade 10, including summer school prior to the beginning of the student's grade 11 school year.

(F) For a student identified as an English learner, meet expected growth or reach language proficiency on a WIDA Consortium ACCESS assessment in grade 9 or grade 10.

(4) For grade 12, the following:

(A) Achieve the college-ready benchmark established by the board for the mathematics section of the ACT, the college-ready benchmark established by the board for the quantitative reasoning section of the Classical Learning Test, or the college-ready benchmark established by the board for any other college entrance exam recognized by the board other than the mandatory assessment for high school.

(B) Achieve the college-ready benchmark established by the board for the English section of the ACT, the college-ready benchmark established by the board for the verbal reasoning section of the Classical Learning Test, or the college-ready benchmark established by the board for any other college entrance exam recognized by the board other than the mandatory assessment for high school.

(D) Achieve a passing score by scoring at or above the proficiency threshold on the United States government course final exam established pursuant to IC 20-32-5.1-9 at any point prior to graduation.

(E) Meet the attendance target in grade 11 or grade 12.

(F) Complete at least one of the college and career course requirements outlined in 511 IAC 6-7.2-21(b)(1)(G), excluding 511 IAC 6-7.2-21(b)(1)(G)(v) and (vi).

(G) Complete one hundred fifty (150) hours of work-based learning.

(H) Earn a credential of value.

(I) For a student identified as an English learner, meet expected growth or reach language proficiency on a WIDA Consortium ACCESS assessment in grade 11 or grade 12.

(Indiana State Board of Education; 511 IAC 6.2-12-43; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-44 511 IAC 6.2-12-44 Academic performance and skill development framework calculation of point totals

511 IAC 6.2-12-44 Academic performance and skill development framework calculation of point totals

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-19-2-21; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-32-5.1-7; IC 20-36-3-2

Sec. 44. (a) The academic performance and skill development framework is determined in accordance with the following:

(1) Points are awarded for each assessed grade span separately.

(2) Points are awarded based on the formulas outlined in subsections (b) through (h).

(3) The final numeric rating for a school or school corporation is based on the weighted average of points earned across all assessed grade spans, using the following to weight each assessed grade span with a final numeric rating:

(A) for the grade 3, grade 4-8, and grade 10 assessed grade spans, the count of eligible students for each assessed grade span;

(B) for the grade 12 assessed grade span, the count of students included in the grade 12 cohort.

(b) For the accountable year, for eligible students enrolled in grade 3, the final numeric rating for the assessed grade span is the number determined under STEP TEN of the following formula:

STEP ONE: Identify all grade 3 eligible students who scored "at expectations" or "above expectations" on the academic mastery metric determined under section 42(a) of this rule for English/language arts or mathematics, separately.

STEP TWO: Calculate the sum for English/language arts and mathematics, separately, using the success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP ONE who took the alternate assessment multiplied by one hundred (100).

(B) The number of eligible students from STEP ONE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A), excluding newcomer English learners that met the requirement of Section 43(b)(1)(D) of this rule, that did not pass the statewide literacy assessment by the end of grade 3, including the summer retest window, multiplied by seventy-five (75).

(C) The number of eligible students from STEP ONE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) and were identified as newcomer English learners that did not pass the statewide literacy assessment by the end of grade 3, including the summer retest window, but met the requirement of Section 43(b)(1)(D) of this rule, multiplied by eighty-five (85).

(D) The number of eligible students from STEP ONE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that passed the statewide literacy assessment by the end of grade 3, including the summer retest window, but did not earn any additional student success indicators, multiplied by ninety-five (95).

(E) The number of eligible students from STEP ONE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that passed the statewide literacy assessment by the end of grade 3, including the summer retest window, and met at least one (1) additional student success indicator, multiplied by one hundred (100).

STEP THREE: Identify all grade 3 eligible students who scored "approaching expectations" on the academic mastery metric determined under section 42(a) of this rule for English/language arts and mathematics, separately, during the accountable year.

STEP FOUR: Calculate the sum for English/language arts and mathematics, separately, using the success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP THREE who took the alternate assessment multiplied by seventy-five (75).

(B) The number of eligible students from STEP THREE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A), excluding newcomer English learners that met the requirement of Section 42(b)(1)(D) of this rule, that did not pass the statewide literacy assessment by the end of grade 3, including the summer retest window, and, if applicable, did not meet the requirement of Section 42(b)(1)(D) of this rule multiplied by sixty-five (65).

(C) The number of eligible students from STEP THREE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) and were identified as newcomer English learners that did not pass the statewide literacy assessment by the end of grade 3, including the summer retest window, but met the requirement of Section 43(b)(1)(D) of this rule multiplied by seventy-five (75).

(D) The number of eligible students from STEP THREE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A), that passed the statewide literacy assessment by the end of grade 3, including the summer retest window, but did not earn any additional student success indicators, multiplied by eighty-five (85).

(E) The number of eligible students from STEP THREE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that passed the statewide literacy assessment by the end of grade 3, including the summer retest window, and earned at least one (1) additional student success indicator, multiplied by ninety-five (95).

STEP FIVE: Identify all eligible students enrolled in grade 3 that scored "below expectations" on the academic mastery metric determined under section 42(a) of this rule for English/language arts and mathematics, separately, during the accountable year.

STEP SIX: Calculate the sum for English/language arts and mathematics, separately, using the success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP FIVE identified as newcomer English learners that did not pass the statewide literacy assessment by the end of grade 3, including the summer retest window, but met the requirement of Section 43(b)(1)(D) of this rule multiplied by forty-five (45).

(B) The number of eligible students from STEP FIVE that passed the statewide literacy assessment by the end of grade 3, including the summer retest window, but did not earn any additional student success indicators, multiplied by sixty-five (65).

(C) The number of eligible students from STEP FIVE that passed the statewide literacy assessment by the end of grade 3, including the summer retest window, and earned at least one (1) additional student success indicator, multiplied by seventy-five (75).

STEP SEVEN: For English/language arts and mathematics, separately, add:

(A) the sum determined under STEP TWO;

(B) the sum determined under STEP FOUR; and

STEP EIGHT: For English/language arts and mathematics, separately, add:

(A) the total number of eligible students identified under STEP ONE;

(B) the total number of eligible students identified under STEP THREE; and

STEP NINE: For English/language arts and mathematics, separately, divide:

(A) the number determined under STEP SEVEN by;

(B) the number determined under STEP EIGHT; and

(C) if the participation rate for the mandatory assessments in English/language arts or mathematics for students in grade 3 is below ninety-five percent (95%), multiply the quotient by the participation rate for each subject, respectively.

STEP TEN: Calculate the final numeric rating for grade 3 by adding the total score for English/language arts and mathematics from STEP NINE and divide by two (2).

(c) For the accountable year, for grades 4 through 8, the final numeric rating for the assessed grade span is the weighted average of the numeric rating determined in Section 44(d) and 44(e) of this rule, using the total number of students included in each subsection to calculate the weighted average.

(d) For the accountable year, for eligible students enrolled in grades 4 through 8, the numeric rating is the number determined under STEP TEN of the following formula:

STEP ONE: Identify all eligible students enrolled in grades 4 through 8 that scored "at expectations" or "above expectations" on the academic mastery metric determined under section 42(a) of this rule for English/ language arts and mathematics, separately, during the accountable year.

STEP TWO: Calculate the sum for English/language arts and mathematics, separately, using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP ONE that completed zero (0) student success indicators, multiplied by ninety (90).

(B) The number of eligible students from STEP ONE that completed one (1) student success indicator, multiplied by ninety-five (95).

(C) The number of eligible students from STEP ONE that completed two (2) student success indicators, multiplied by ninety-five (95).

(D) The number of eligible students from STEP ONE that completed at least three (3) student success indicators, multiplied by one hundred (100).

STEP THREE: Identify all eligible students enrolled in grades 4 through 8 that scored "approaching expectations" on the academic mastery metric determined under section 42(a) of this rule for English/ language arts and mathematics, separately, during the accountable year.

STEP FOUR: Calculate the sum for English/language arts and mathematics, separately, using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP THREE that completed zero (0) student success indicators, multiplied by forty-five (45).

(B) The number of eligible students from STEP THREE that completed one (1) student success indicator, multiplied by sixty-five (65).

(C) The number of eligible students from STEP THREE that completed two (2) student success indicators, multiplied by eighty (80).

(D) The number of eligible students from STEP THREE that completed at least three (3) student success indicators multiplied by ninety (90).

STEP FIVE: Identify all eligible students enrolled in grades 4 through 8 that scored "below expectations" on the academic mastery metric determined under section 42(a) of this rule for English/language arts and mathematics, separately, during the accountable year.

STEP SIX: Calculate the sum for English/language arts and mathematics, separately, using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP FIVE that completed one (1) student success indicator, multiplied by forty-five (45).

(B) The number of eligible students from STEP FIVE that completed two (2) student success indicators, multiplied by sixty-five (65).

(C) The number of eligible students from STEP FIVE that completed at least three (3) student success indicators, multiplied by seventy-five (75).

STEP SEVEN: For English/language arts and mathematics, separately, add:

(A) the sum determined under STEP TWO;

(B) the sum determined under STEP FOUR; and

STEP EIGHT: For English/language arts and mathematics, separately, add:

(A) the total number of eligible students identified under STEP ONE;

(B) the total number of eligible students identified under STEP THREE; and

STEP NINE: For English/language arts and mathematics, separately, divide:

(A) the number determined under STEP SEVEN; by

(B) the number determined under STEP EIGHT; and

(C) if the participation rate for either English/language arts or mathematics for students in grades 4 through 8 is below ninety-five percent (95%), multiply the quotient by the participation rate as a decimal for each subject, respectively.

STEP TEN: Calculate the numeric rating for this section by combining the total score for English/language arts and mathematics from STEP NINE and divide by two (2).

(e) For the accountable year, for eligible performance only students enrolled in grades 4 through 8, including those who took the alternate assessment, the numeric rating is the number determined under STEP TEN of the following formula:

STEP ONE: Identify all eligible performance only students enrolled in grades 4 through 8 that scored "at expectations" or "above expectations" on the academic mastery metric determined under section 42(a) of this rule for English/ language arts and mathematics, separately, during the accountable year.

STEP TWO: Calculate the sum for English/language arts and mathematics, separately, using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP ONE who took the alternate assessment multiplied by one hundred (100).

(B) The number of eligible students from STEP ONE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that completed zero (0) student success indicators, multiplied by ninety (90).

(C) The number of eligible students from STEP ONE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that completed one (1) student success indicator, multiplied by ninety-five (95).

(D) The number of eligible students from STEP ONE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that completed two (2) student success indicators, multiplied by one hundred (100).

STEP THREE: Identify all eligible performance only students enrolled in grades 4 through 8 that scored "approaching expectations" on the academic mastery metric determined under section 42(a) of this rule for English/ language arts and mathematics, separately, during the accountable year.

STEP FOUR: Calculate the sum for English/language arts and mathematics, separately, using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP THREE who took the alternate assessment multiplied by seventy-five (75).

(B) The number of eligible students from STEP THREE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that completed zero (0) student success indicators, multiplied by forty-five (45).

(C) The number of eligible students from STEP THREE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that completed one (1) student success indicator, multiplied by eighty (80).

(D) The number of eligible students from STEP THREE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that completed two (2) student success indicators, multiplied by ninety (90).

STEP FIVE: Identify all eligible performance only students enrolled in grades 4 through 8 that scored "below expectations" on the academic mastery metric determined under section 42(a) of this rule for English/language arts and mathematics, separately, during the accountable year.

STEP SIX: Calculate the sum for English/language arts and mathematics, separately, using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP FIVE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that completed one (1) student success indicator, multiplied by sixty-five (65).

(B) The number of eligible students from STEP FIVE who took the mandatory assessment outlined in IC 20-32-5.1-7(c)(1)(A) that completed two (2) student success indicators, multiplied by seventy-five (75).

STEP SEVEN: For English/language arts and mathematics, separately, add:

(A) the sum determined under STEP TWO;

(B) the sum determined under STEP FOUR; and

STEP EIGHT: For English/language arts and mathematics, separately, add:

(A) the total number of eligible students identified under STEP ONE;

(B) the total number of eligible students identified under STEP THREE; and

STEP NINE: For English/language arts and mathematics, separately, divide:

(A) the number determined under STEP SEVEN; by

(B) the number determined under STEP EIGHT; and

STEP TEN: Calculate the final rating for this section by combining the total score for English/language arts and mathematics from STEP NINE and divide by two (2).

(f) For the accountable year, for eligible students in the grade 10 cohort, the final rating for the assessed grade span is the number determined under STEP NINE of the following formula:

STEP ONE: Identify all eligible students that scored "above expectations" on the academic mastery metric determined under section 42(a) of this rule.

STEP TWO: Calculate the sum for this performance level using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP ONE that completed zero (0) student success indicators, multiplied by seventy-five (75).

(B) The number of eligible students from STEP ONE that completed one (1) student success indicator, multiplied by eighty-five (85).

(C) The number of eligible students from STEP ONE that completed two (2) student success indicators, multiplied by ninety-five (95).

(D) The number of eligible students from STEP ONE that completed at least three (3) student success indicators, multiplied by one hundred (100).

STEP THREE: Identify all eligible students that scored "at expectations" on the academic mastery metric determined under section 42(a) of this rule.

STEP FOUR: Calculate the sum for this performance level using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP THREE that completed zero (0) student success indicators, multiplied by sixty-five (65).

(B) The number of eligible students from STEP THREE that completed one (1) student success indicator, multiplied by seventy-five (75).

(C) The number of eligible students from STEP THREE that completed two (2) student success indicators, multiplied by eighty-five (85).

(D) The number of eligible students from STEP THREE that completed at least three (3) student success indicators, multiplied by ninety-five (95).

STEP FIVE: Identify all eligible students that scored "approaching expectations" or "below expectations" on the academic mastery metric determined under section 42(a) of this rule.

STEP SIX: Calculate the sum for this performance level using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP FIVE that completed one (1) student success indicator, multiplied by twenty-five (25).

(B) The number of eligible students from STEP FIVE that completed two (2) student success indicators, multiplied by fifty-five (55).

(C) The number of eligible students from STEP FIVE that completed at least three (3) student success indicators, multiplied by sixty-five (65).

STEP SEVEN: Add:

(A) the sum determined under STEP TWO;

(B) the sum determined under STEP FOUR; and

STEP EIGHT: Add:

(A) the total number of eligible students identified under STEP ONE;

(B) the total number of eligible students identified under STEP THREE; and

STEP NINE: Divide:

(A) The number determined under STEP SEVEN; by

(B) The number determined under STEP EIGHT.

(g) For an accountable year, beginning with school year 2029-2030, for grade 12, the final numeric rating for the assessed grade span is the number determined under STEP TWELVE of the following formula:

STEP ONE: Identify all graduates from the grade 12 cohort determined to be "above expectations" on the academic mastery metric determined under section 42(a) of this rule.

STEP TWO: Calculate the sum for this performance level based on the following:

(A) The number of graduates from STEP ONE that completed two (2) student success indicators, multiplied by ninety-five (95).

(B) The number of graduates from STEP ONE that completed at least three (3) student success indicators, multiplied by one hundred (100).

STEP THREE: Identify all graduates from the grade 12 cohort determined to be "at expectations" on the academic mastery metric determined under section 42(a) of this rule.

STEP FOUR: Calculate the sum for this performance level using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of graduates from STEP THREE that completed one (1) student success indicator, multiplied by seventy-five (75).

(B) The number of graduates from STEP THREE that completed two (2) student success indicators, multiplied by eighty-five (85).

(C) The number of graduates from STEP THREE that completed at least three (3) student success indicators, multiplied by ninety (90).

STEP FIVE: Identify all graduates from the grade 12 cohort determined to be "approaching expectations" on the academic mastery metric determined under section 42(a) of this rule.

STEP SIX: Calculate the sum for this performance level using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of graduates from STEP FIVE that completed zero (0) student success indicators, multiplied by fifty (50).

(B) The number of graduates from STEP FIVE that completed one (1) student success indicator, multiplied by sixty-five (65).

(C) The number of graduates from STEP FIVE that completed two (2) student success indicators, multiplied by seventy-five (75).

(D) The number of graduates from STEP FIVE that completed at least three (3) student success indicators, multiplied by eighty-five (85).

STEP SEVEN: Add:

(A) the sum determined under STEP TWO;

(B) the sum determined under STEP FOUR; and

STEP EIGHT: Add:

(A) the total number of graduates identified under STEP ONE;

(B) the total number of graduates identified under STEP THREE; and

STEP NINE: Divide:

(A) the number determined under STEP SEVEN; by

(B) the number determined under STEP EIGHT.

STEP TEN: Calculate the final graduation score for the grade 12 cohort based on the following:

(A) determine the four-year adjusted cohort graduation rate for the grade 12 cohort using the methodology outlined in Section 8101 of the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act.

(B) convert the graduation rate determined in clause A to a whole number by multiplying by one hundred (100).

(C) divide the product from clause B by ninety-five hundredths (.95). The maximum final graduation score is one hundred (100).

STEP ELEVEN: Calculate the final mandatory statewide annual assessment score based on the following:

(A) For English/language arts and mathematics, separately, identify all eligible students in grade 10 and grade 11 during the accountable year who took the mandatory assessment in high school.

(B) For English/language arts and mathematics, separately, multiply the number of eligible students from clause (A) who scored "at proficiency" or above based on cut scores established by the board, by one hundred (100).

(C) For English/language arts and mathematics, separately, divide the product determined in clause (B) by the total number of eligible students identified in clause (A).

(D) If the participation rate for the mandatory assessment in high school for either English/language arts or mathematics was below ninety-five percent (95%), multiply the quotient in clause (C) by the participation rate in decimal form for each subject, respectively. Only the subject(s) that dropped below a 95% participation rate is subject to this clause.

(E) Calculate a final mandatory statewide annual assessment score by determining the average of the scores for English/language arts and mathematics from clause (D), then dividing by six-tenths (.6). The maximum final mandatory statewide annual assessment score is one hundred (100).

STEP TWELVE: Calculate the final numeric rating for the assessed grade span by determining the sum of the following:

(A) The quotient from STEP NINE multiplied by eight-tenths (.8).

(B) The final graduation score from STEP 10 multiplied by one-tenth (.1).

Pursuant to Section 40 of this rule, if a final mandatory statewide annual assessment score is unable to be determined, the multiplier used in clause (A) above increases to nine-tenths (.9).

(h) For an accountable year beginning with 2025-2026 through 2028-2029, for grade 12, the final numeric rating for the assessed grade span is the number determined under STEP THIRTEEN of the following formula:

STEP ONE: Complete STEP ONE through STEP FOUR from section 44(g) of this rule and add the results of STEP TWO and STEP FOUR.

STEP TWO: Identify all graduates from the grade 12 cohort not identified as "above expectations" or "at expectations" on the academic mastery metric as determined under section 42(a) of this rule who met the criteria established by the board for a diploma designation included in IC 20-19-2-21(b)(3) or IC 20-19-2-21(b)(4).

STEP THREE: Calculate the sum for this performance level using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of graduates from STEP TWO that completed one (1) student success indicator multiplied by seventy-five (75);

(B) The number of graduates from STEP TWO that completed two (2) student success indicators multiplied by eighty-five (85); and

(C) The number of graduates from STEP TWO that completed three (3) or more student success indicators multiplied by one hundred (100).

STEP FOUR: Identify all graduates from the grade 12 cohort not identified as "above expectations" or "at expectations" on the academic mastery metric determined under section 42(a) of this rule who met the criteria established by the board for a diploma designation included in IC 20-19-2-21(b)(2), but did not meet the criteria established by the board for a diploma designation included in IC 20-19-2-21(b)(3) or IC 20-19-2-21(b)(4).

STEP FIVE: Calculate the sum for this performance level using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of graduates from STEP FOUR that completed zero (0) student success indicators, multiplied by fifty-five (55);

(B) The number of graduates from STEP FOUR that completed one (1) student success indicator, multiplied by sixty-five (65);

(C) The number of graduates from STEP FOUR that completed two (2) student success indicators, multiplied by seventy-five (75); and

(D) The number of graduates from STEP FOUR that completed three (3) or more student success indicators, multiplied by eighty-five (85).

STEP SIX: Identify all graduates from the grade 12 cohort not identified as "above expectations" or "at expectations" on the academic mastery metric determined under section 42(a) of this rule who did not meet the criteria established by the board for a diploma designation included in IC 20-19-2-21(b)(2), IC 20-19-2-21(b)(3), or IC 20-19-2-21(b)(4).

STEP SEVEN: Calculate the sum for this performance level using the student success indicators outlined in section 43(b) of this rule based on the following:

(A) The number of eligible students from STEP FIVE that completed zero (0) student success indicator [sic], multiplied by twenty-five (25);

(B) The number of eligible students from STEP FIVE that completed one (1) student success indicator, multiplied by fifty-five (55);

(C) The number of eligible students from STEP FIVE that completed two (2) student success indicators, multiplied by sixty-five (65); and

(D) The number of eligible students from STEP FIVE that completed three (3) or more student success indicators, multiplied by seventy-five (75).

STEP EIGHT: Add:

(A) the sum determined under STEP ONE;

(B) the sum determined under STEP THREE;

(D) the sum determined under STEP SEVEN.

STEP NINE: Add:

(A) the total number of graduates identified under STEP ONE;

(B) the total number of graduates identified under STEP THREE;

(D) the total number of graduates identified under STEP SEVEN.

STEP TEN: Divide:

(A) The number determined under STEP EIGHT; by

(B) The number determined under STEP NINE.

STEP ELEVEN: Calculate the final graduation score for the grade 12 cohort based on the following:

(B) convert the graduation rate determined in clause A to a whole number by multiplying by one hundred (100);

(C) divide the product from clause B by ninety-five hundredths (.95). The maximum final graduation score is one hundred (100).

STEP TWELVE: Calculate the final mandatory statewide annual assessment score based on the following:

(A) For English/language arts and mathematics, separately, identify all eligible students in grade 10 and grade 11 during the accountable year who took the mandatory assessment in high school.

(C) For English/language arts and mathematics, separately, divide the product determined in clause (B) by the total number of eligible students identified in clause (A).

STEP THIRTEEN: Calculate the final numeric rating for the assessed grade span by determining the sum of the following:

(A) The quotient from STEP NINE multiplied by eight-tenths (.8).

(B) The final graduation score from STEP 10 multiplied by one-tenth (.1).

Pursuant to Section 40 of this rule, if a final mandatory statewide annual assessment score is unable to be determined, the multiplier used in clause (A) above increases to nine-tenths (.9).

(Indiana State Board of Education; 511 IAC 6.2-12-44; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-45 511 IAC 6.2-12-45 Review of category placement

511 IAC 6.2-12-45 Review of category placement

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 45. (a) A school or school corporation may petition for review of its accountability category placement based on objective factors the school or school corporation considers relevant because the annual assessment data do not accurately reflect school performance, growth, or multiple measures, as applicable. Objective factors include significant demographic changes in the student population, errors in data, or other significant issues, including, but not limited to, errors in applying this rule to determine an accountability category.

(b) Based on the findings of the department and any other information available to the board, the board shall determine the school's accountability category.

(Indiana State Board of Education; 511 IAC 6.2-12-45; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)

511 IAC 6.2-12-46 511 IAC 6.2-12-46 Atypical schools

511 IAC 6.2-12-46 Atypical schools

Authority: IC 20-19-2-8; IC 20-31-8-4; IC 20-31-8-5.4; IC 20-31-10-1

Affected: IC 20-18-2; IC 20-19-2-14.5; IC 20-26-13; IC 20-31-2-8; IC 20-31-8; IC 20-32-4; IC 20-36-3-2

Sec. 46. (a) For each atypical school, the department shall, without waiting for a request from the board, immediately provide to the board the following information for the grade levels served and available data:

(1) Grade levels served by the school.

(2) Data available.

(3) Available models with current sample data for reference.

(b) Based on the findings of the department and any other information available to the board, the board shall determine the school's accountability category.

(Indiana State Board of Education; 511 IAC 6.2-12-46; filed May 6, 2026, 1:32 p.m.: 20260603-IR-511250370FRA)