Primary indicators of improvement and performance; required administration of mandatory annual assessments

The primary indicators of school improvement and performance are:

• ISTEP English/language arts and mathematics tests at grades 3, 6, 8, and 10.
• English/language arts and mathematics tests at grades 4, 5, 7, and 9.
• ISTEP science tests and social studies tests, when implemented, at grades 5, 7, & 9.
• Science and social studies tests at grades 4, 6, and 8. 
• Core 40 end-of-course exams.

If the board determines that adequate resources are not available to support administration of all mandatory annual assessments, schools are required to administer only the following:

• ISTEP English/language arts and mathematics tests at grades 3, 6, 8, and 10.
• ISTEP science tests and social studies tests, when implemented, at grades 5, 7, & 9.

Requirements for mandatory annual assessments; state provided tests; approval of locally adopted tests at certain grade levels

The board and department develop and provide mandatory annual assessments. The mandatory annual assessments must meet all of the following criteria:

• Be aligned with Indiana's Academic Standards.
• Test basic skills and applied skills. 
• Be graded on a common vertical scale. 
• Meet security requirements listed in the ISTEP program manual. 
• Provide, as appropriate, a method of testing and grading that will allow comparison with national and international academic standards.

Schools administer the following without substitution:

• ISTEP English/language arts and mathematics tests at grades 3, 6, 8, and 10.
• ISTEP science tests and social studies tests, when implemented, at grades 5, 7, & 9. 

Schools may, with the approval of the board, substitute locally adopted tests for the following:

• English/language arts and mathematics tests at grades 4, 5, 7, and 9.
• Science and social studies tests at grades 4, 6, and 8. 

The board may approve a locally adopted test only if the test:

• meets the criteria for mandatory annual assessments as listed above;
• has been reviewed for alignment with Indiana academic standards and recommended for approval, as being in alignment with the standards, by an entity experienced in determining alignment of tests with academic standards; and
• has been reviewed for alignment with psychometric properties of ISTEP and recommended for approval, as being in alignment with those psychometric properties, by an independent panel of individuals appointed by the department and experienced in examining psychometric properties of tests.

These tests are referred to as mandatory annual assessments and are administered by the following schools:

• Public schools.
• Accredited nonpublic schools. 
• Freeway schools unless a freeway school contract provides for a locally adopted assessment. 
• Charter schools.

School Improvement and Performance Categories; placement of school in categories; measures used; nonmobile cohort group of students

School performance is based on the percentage of all students who pass mandatory annual assessments in English/language arts and mathematics calculated as an average rate across subject areas and grade levels. Science and social studies test results will be added when those tests are implemented.

School improvement is based on increases in achievement of a nonmobile cohort group of students as they progress through school. Increases in achievement will be measured by percentage point increases in students who pass mandatory annual assessments in English/language arts and mathematics calculated as an average rate across subject areas and grade levels.

After the initial determinations of school improvement, the level of school improvement shall be determined by the average of the yearly improvement for the three-year period that includes the current year and the two (2) previous years (three-year rolling average).

The initial determination of school improvement for a high school will be based on a comparison of the base year to the next year. The second determination shall be based on a two (2) year average.

The initial determination of school improvement for an elementary school or a middle school will be based on a two (2) year average.

Student Mobility

The nonmobile cohort group of students includes students enrolled in the school for at least seventy percent (70%) of the school year preceding testing. After data on the effects of interdistrict and intradistrict student mobility become available, it is the intent of the board to review and, if necessary, adjust the definition of nonmobile students.

Categories of School Improvement and Performance

The following categories of school improvement and performance are established effective with the 2005-2006 school year:

	2005-2006  Improvement Performance Exemplary Progress Commendable Progress Academic Progress Academic Watch (Priority) Academic Probation (High Priority) > or = 90%  Exemplary School > or = 80% > or = 1%  Commendable School > or = 70% > or = 3%  > or = 2%  > or = 1%  <1%    > or = 60%  > or = 4%  > or = 3%  > or = 2%  <2%    > or = 50%  > or = 5%  > or = 4%  > or = 3%  <3%  <0%  > or = 40%  > or = 6% > or = 5% > or = 4% <4% <1% <40%    > or = 6%  > or = 5%  > or = 3%  <3%

The following categories of school improvement and performance are established effective with the 2009-2010 school year:

	2009-2010  Improvement Performance Exemplary Progress Commendable Progress Academic Progress Academic Watch (Priority) Academic Probation (High Priority) > or = 90%  Exemplary School > or = 80% > or = 1%  Commendable School > or = 70% > or = 3%  > or = 2%  > or = 1%  <1%    > or = 60% > or = 4%  > or = 3%  > or = 2%  <2%  <0%  > or = 50%  > or = 5%  > or = 4%  > or = 3%  <3%  <1% <50%   > or = 5% > or = 4% > or = 3% <3%

The categories shall be phased in over the four (4) years from the 2005-2006 school year to the 2009-2010 school year.

A school will not be placed in a lower category based on lack of continuous improvement, until two (2) years of the three-year rolling average is in effect.

By May 15, 2003, the education roundtable and the state board will review results from ISTEP tests for the 2002-2003 school year, the first administration of assessments aligned to the new, more rigorous standards. Using the available data, the roundtable may recommend and the state board may adjust:

• the school improvement and performance categories.
• the phase-in period.
• Additional requirements for category placement.

The following provisions apply to category placement for high schools:

Before high schools are placed into categories the roundtable will recommend and the state board will establish criteria for the exemplary and commendable categories for required improvement in:

• advanced placement (AP) test scores; 
• results of Core 40 end-of-course exams; and 
• graduates who earn the academic honors diploma and Core 40 diploma; 

All of the assessments listed will be expressed as a percentage of the members of a particular graduating class.

High schools in all categories will be required to meet a minimum graduation rate that may vary by category. Criteria for the third (middle) category may be established as an incentive for a school to move up one or two categories.

Support to Schools

The board and department will provide attention and support to schools as follows:

• Data from the 2002 test administration will be used to identify and provide assistance to schools in the lowest categories and students not meeting standards in other schools.
• Schools in the academic probation (high priority) category will receive assistance as permitted and required by IC 20-10.2-6.

Comprehensive Assessment System; Incentives for Participation

The comprehensive assessment system includes the following:

• Mandatory annual assessments
• Core 40 end of course tests
• Early assessments in kindergarten through grade 2.

The board and department will develop and make available to schools the assessments and tests. Schools that participate in the comprehensive assessment system: are eligible for educational achievement grants, including awards under IC 20-10.2-4 and P.L.291-2001, SECTION 4; and will receive a proportionally greater share of remediation funds, including grants under IC 20-10.1-17 and P.L.291-2001, SECTION 4.

Appeal of Category Placement

The State Board of Education will develop criteria for a school to appeal its category placement based on objective factors the school considers relevant because the annual assessment data does not provide an accurate picture of school improvement and performance, including significant demographic changes in the student population, errors in data, or other significant issues.