(a)The state board shall approve two (2)
or more benchmark, formative, interim, or similar assessments to
identify students that require remediation and provide individualized
instruction in which a school corporation, charter school, state
accredited nonpublic school, or eligible school (as defined in IC 20-51-1-4.7) may receive a grant under subsection (g).
(b)For a benchmark, formative, interim, or similar assessment
described in subsection (a) that is administered to students in
kindergarten through grade 2, the assessment must meet one (1) or
more of the following:
(1)The assessment:
(A)focuses on English/language arts; and
(B)shows alignment, verified by a third party, to Indiana's
academic standards for English/language arts domains,
specifically foundational reading skills.
(2
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(a) The state board shall approve two (2)
or more benchmark, formative, interim, or similar assessments to
identify students that require remediation and provide individualized
instruction in which a school corporation, charter school, state
accredited nonpublic school, or eligible school (as defined in IC 20-51-1-4.7) may receive a grant under subsection (g).
(b) For a benchmark, formative, interim, or similar assessment
described in subsection (a) that is administered to students in
kindergarten through grade 2, the assessment must meet one (1) or
more of the following:
(1) The assessment:
(A) focuses on English/language arts; and
(B) shows alignment, verified by a third party, to Indiana's
academic standards for English/language arts domains,
specifically foundational reading skills.
(2) The assessment is a universal screener that:
(A) meets the screening requirements listed in IC 20-35.5-2-2;
(B) measures foundational reading skills;
(C) received a convincing or partially convincing rating for
accuracy, reliability, and validity by the National Center on
Intensive Intervention or a nationally recognized dyslexia
assessment expert;
(D) screens for early literacy skill deficits;
(E) provides parents and schools with data analysis guides for
interpreting results and comprehensive support for schools to
guide classroom instruction and the implementation of reading
interventions; and
(F) provides the department with an annual analysis of
statewide data trends to support identification of early literacy
skill deficits and guides targeted intervention efforts.
(3) The assessment focuses on numeracy and shows alignment,
verified by a third party, to Indiana's academic standards for
mathematical domains, specifically:
(A) number sense;
(B) computation and algebraic thinking; and
(C) measurement.
(c) For a benchmark, formative, interim, or similar assessment
described in subsection (a) that is administered to students in grades 3
through 7, the assessment must show alignment, verified by a third
party, to Indiana's academic standards.
(d) For a benchmark, formative, interim, or similar assessment
described in subsection (a) that is administered to students in grades 8
through 10, the assessment must show alignment, verified by a third
party, to:
(1) Indiana's academic standards; or
(2) the nationally recognized college entrance exam required to be
administered under section 7 of this chapter.
(e) This subsection does not apply to an assessment that is a
universal screener described in subsection (b)(2). The majority of the
benchmark, formative, interim, or similar assessment reporting must
indicate the degree to which students are on track for grade level
proficiency and college and career readiness. Approved assessments
must also provide predictive study results for student performance on
the statewide summative assessment under section 7 of this chapter, not
later than two (2) years after the statewide summative assessment has
been first administered.
(f) This subsection does not apply to an assessment that is a
universal screener described in subsection (b)(2). A school corporation,
charter school, state accredited nonpublic school, or eligible school (as
defined in IC 20-51-1-4.7) may elect to administer a benchmark,
formative, interim, or similar assessment described in subsection (a).
If a school corporation, charter school, state accredited nonpublic
school, or eligible school (as defined in IC 20-51-1-4.7) administers an
assessment described in subsection (a), the school corporation, charter
school, state accredited nonpublic school, or eligible school (as defined
in IC 20-51-1-4.7) may prescribe the time and the manner in which the
assessment is administered.
(g) If a school corporation, charter school, state accredited
nonpublic school, or eligible school (as defined in IC 20-51-1-4.7)
elects to administer a benchmark, formative, interim, or similar
assessment described in subsection (a), the school corporation, charter
school, state accredited nonpublic school, or eligible school (as defined
in IC 20-51-1-4.7) is entitled to receive a grant or reimbursement from
the department in an amount not to exceed the cost of the assessment.
The department shall provide grants and reimbursements to a school
corporation, charter school, state accredited nonpublic school, or
eligible school (as defined in IC 20-51-1-4.7) under this section from
money appropriated to the department for the purpose of carrying out
this section.
(h) Except as provided in subsection (j), the state board and the
department may not contract with, approve, or endorse the use of a
single vendor to provide benchmark, formative, interim, or similar
assessments for any grade level or levels of kindergarten through grade
7.
(i) Before the state board may approve a benchmark, formative,
interim, or similar assessment described in subsection (a), the
assessment vendor must enter into a data share agreement with the
department in the manner prescribed by the department. A vendor
providing an assessment described in subsection (b)(2) shall provide
a summary of a student's assessment results to the student and the
student's parents. The summary of the results must be in an
understandable format for parents that is easy to read.
(j) The department shall procure a preferred assessment that meets
the requirements specified in subsection (b)(2) for use by schools in
which fewer than seventy percent (70%) of students in the school
achieved a valid passing score on the determinant evaluation of reading
skills approved by the state board.
(k) This subsection applies to:
(1) a public school, including a charter school;
(2) a state accredited nonpublic school; and
(3) an eligible school (as defined in IC 20-51-1-4.7).
An elementary school shall administer an assessment described in
subsection (b)(2) to students in kindergarten through grade 2. The
department shall provide guidance as to the number of times the
assessment is required and when the administrations of the assessment
should occur.