IC 20-36-1

• General
• General
• Specific academic.
• Technical and practical
• Visual and performing arts.
•  

• performs at or shows the potential for performing at an outstanding level of accomplishment in at least one (1) domain when compared with other students of the same age, experience, or environment; and
• is characterized by exceptional gifts, talents, motivation, or

IC 20-36-2

State resources program; grants for high ability programs

• supports school corporations in the development of local programs for high ability students;
• enables educational opportunities that encourage high ability students to reach the highest possible level at every stage of the students' development; and
• provides state integrated services that include the following:
• Information and materials resource
• Professional development plan and
• Research and development
• Technical assistance that includes the following:
  • Student assessment.
  • Program
  • Program development and
• Support for educators pursuing professional development leading to endorsement or licensure in high ability
• In addition to the program established under subsection (a), the department shall use appropriations to provide grants to school corporations for expenditures beyond those for regular educational programs and specific to programs for high ability students under section 2 of this chapter in an amount determined by the department that is based upon a set minimum amount increased by an additional amount for each student in the program. A school corporation's program must align with the strategic and continuous school improvement and achievement plans under IC 20-31-5-4 for the schools within the school corporation. A school that receives a grant under this subsection shall submit an annual report to the department that includes the following:
  • The programs for which the grant is
  • The results of the programs for which the grant is used, including student general assessment results, program effectiveness, or student

School corporation high ability programs; criteria

• The establishment of a broad based planning committee that meets periodically to review the local education authority's plan for high ability The committee must have representatives from diverse groups representing the school and community.
• Student assessments that identify high ability students using multifaceted assessments to ensure that students not identified by traditional assessments because of economic disadvantage, cultural background, underachievement, or disabilities are The assessments must identify students with high abilities in the general intellectual domain and specific academic domains. The results of an assessment under this subdivision must be recorded with the student test number assigned to a student.
• Professional development.
• Development and implementation of local services for high ability students, including appropriately differentiated curriculum and instruction in the core academic areas designated by the state board for each grade consistent with federal, state, local, and private funding
• Evaluation of the local program for high ability
• Best practices to increase the number of participants in high ability student programs who are from racial and ethnic groups that have been underrepresented in those

Chapter 3. Advanced Placement Courses

• each school corporation may provide the College Board's science and math advanced placement courses; and
• each school corporation may provide additional College Board advanced placement courses; in secondary schools for students who qualify to take the advanced placement
• Each school corporation shall provide the College Board's science and math advanced placement courses

• In addition to the College Board's math and science advanced placement tests, the state board may approve advanced placement courses offered by a state educational institution in collaboration with a school corporation if the state educational institution and the collaborating school corporation demonstrate to the state board that the particular advanced placement course satisfies the objectives of this

• Any rule adopted by the department concerning an academic honors diploma must provide that a successfully completed mathematics or science advanced course is credited toward fulfilling the requirements of an academic honors
• If a student who takes an advanced placement examination receives a satisfactory score on the examination, the student is entitled to receive:
  • a certificate of achievement; and
  • postsecondary level academic credit at a state educational institution that counts toward meeting the student's degree requirements, if elective credit is part of the student's degree requirement. The state educational institution may require a score higher than 3 on an advanced placement test if the credit is to be used for meeting a course requirement for a particular major at the state educational institution.

IC 20-36-5

• Receiving a score that demonstrates proficiency on a standardized assessment of academic or subject area competence that is accepted by accredited postsecondary educational
• Receiving a high proficiency level score on an end of course assessment for a course without taking the
• Successfully completing a similar course at an eligible institution under the postsecondary enrollment program under IC 21-43-4.
• Receiving a score of three (3), four (4), or five (5) on an advanced placement examination for a course or subject
• Other methods approved by the state

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• the number determined under STEP ONE; and
• the number of students who:
  • have enrolled in the high school after the date on which the number determined under STEP ONE was determined; and
  • have the same expected graduation year as the

• Transfer to another public or nonpublic
• Except as provided in IC 20-33-2-28.6, removal by the student's parents under IC 20-33-2-28 to provide instruction equivalent to that given in the public
• Withdrawal because of a long term medical condition or
• Detention by a law enforcement agency or the department of
• Placement by a court order or the department of child
• Enrollment in a virtual
• Leaving school, if the student attended school in Indiana for less than one (1) school year and the location of the student cannot be
• Leaving school, if the location of the student cannot be determined and the student has been reported to the Indiana clearinghouse for information on missing children and missing endangered
• Withdrawing from school before graduation, if the student is a high ability student (as defined in IC 20-36-1-3) who is a full-time student at an accredited institution of higher education during the semester in which the cohort

• the number determined under STEP FOUR; by
• the remainder determined under STEP

IC 20-31

IC 20-31-2 Chapter 2. Definitions

• A child with a disability (as defined in IC 20-35-1-2).
• A high ability student (as defined in IC 20-36-1-3).

IC 20-31-5 Chapter 5. Strategic and Continuous School Improvement and Achievement Plan

• the development of an initial three (3) year strategic and continuous school improvement and achievement plan; and
• an annual review of the

• shall review the plan to ensure that the plan aligns with the school corporation's objectives, goals, and expectations;
• may make written recommendations of modifications to the plan to ensure alignment; and
• shall return the plan and any recommendations to the committee by April 1 of the school year before the year of implementation.
• A committee may modify the plan to comply with recommendations made by the superintendent under subsection (a).
• A committee shall submit:
  • the plan; and
  • the written recommendations of the superintendent; to the governing body by May 1 of the school year before the year of
• An initial plan must be established and approved by the governing body not later than August 1 of the school year in which the plan is to be

• state objectives for a three (3) year period; and
• be annually reviewed and revised to accomplish the achievement objectives of the
• A plan must establish objectives for the school to These achievement objectives must be consistent with academic standards and include improvement in at least the following areas:
  • Attendance
  • The percentage of students meeting academic standards under the ISTEP program (IC 20-31-3 and IC 20-32-5).
  • For a secondary school, graduation
• A plan must address the learning needs of all students, including programs and services for exceptional learners.

• 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
• A plan must note specific areas where improvement is needed

• The governing body may waive any rule adopted by the state board for which a waiver is requested in a plan, except for a rule that is characterized as follows:
  • The rule relates to the health or safety of students or school personnel.
  • The rule is a special education rule under 511 IAC
  • Suspension of the rule brings the school into noncompliance with federal statutes or
  • The rule concerns curriculum or curricular
• Upon request of the governing body and under a plan, the state board may waive for a school or a school corporation any statute or rule relating to the following:
  •  
  • Selection of curricular

IC 20-32-5-13.5Test results; high ability students

IC 20-32-5.1-16Annual performance reports; disaggregation of test results for high ability students

IC 20-33-1-3Segregation prohibited; student tracking practices review

• The officials described in subsection (a) may take any affirmative actions that are reasonable, feasible, and practical to effect greater integration and to reduce or prevent segregation or separation of races in public schools for whatever cause, including:
  • site selection; or
  • revision of:
    • school districts;
    • curricula; or

• enrollment policies;

• A school corporation shall review the school corporation's programs to determine if the school corporation's practices of:
  • separating students by ability;
  • placing students into educational tracks; or
  • using test results to screen students;

IC 20-33-5-7Public schools; textbook assistance; state reimbursement

• A school corporation shall receive a reimbursement from the department for some or all of the costs incurred by a school corporation during a school year in providing curricular materials assistance to students who are eligible under section 2 of this
• To be guaranteed some level of reimbursement from the department, the governing body of a school corporation shall request the reimbursement before November 1 of a school
• In its request, the governing body shall certify to the department:
  • the number of students who are enrolled in that school corporation and who are eligible for assistance under this chapter;
  • the costs incurred by the school corporation in providing:
    • curricular materials (including curricular materials used in special education and high ability classes) to these students;
    • workbooks, digital content, and consumable curricular materials (including workbooks, consumable curricular materials, and other consumable instructional materials that are used in special education and high ability classes) that are used by students for not more than one (1) school year; and
    • instead of the purchase of curricular materials, developmentally appropriate material for instruction in kindergarten through the grade 3 level, laboratories, and children's literature programs;
  • that the curricular materials described in subdivision (2)(A) (except curricular materials used in special education classes and high ability classes) have been adopted by the governing body; and
  • any other information required by the
• Each school within a school corporation shall maintain complete and accurate information concerning the number of students determined to be eligible for assistance under this chapter. This information shall be provided to the department upon
• Parents receiving other governmental assistance or aid that considers educational needs in computing the entire amount of assistance granted may not be denied assistance if the applicant's total family income does not exceed the standards established by this
• The amount of reimbursement that a school corporation is entitled to receive shall be determined as provided in section 5 of this chapter.

IC 20-36-4-3Academy established

IC 20-43-10 Chapter 10. Other Tuition Support Grants IC 20-43-10-2 Determination of honors diploma award

• successfully completed an academic honors diploma program; and
• were receiving Supplemental Nutrition Assistance Program (SNAP) benefits, Temporary Assistance for Needy Families (TANF) benefits, or foster care services;

• the number of the school corporation's eligible pupils who:
  • successfully completed a Core 40 diploma with technical honors program; and
  • were receiving Supplemental Nutrition Assistance Program (SNAP) benefits, Temporary Assistance for Needy Families (TANF) benefits, or foster care services;

• the number of eligible pupils who would otherwise be double counted under both clause (A) and STEP ONE.

• the number of the school corporation's eligible pupils who successfully completed an academic honors diploma program in the school year ending in the previous state fiscal year; minus
• the STEP ONE STEP SIX: Determine the result of:
• the number of the school corporation's eligible pupils who successfully completed a Core 40 diploma with technical honors program in the school year ending in the previous state fiscal year; minus
• the number of the school corporation's eligible pupils who are counted under both clause (A) and STEP FIVE (A).

• the STEP FIVE amount; plus
• the STEP SEVEN amount. STEP NINE: Determine the result of:
• the STEP EIGHT amount; multiplied by
• one thousand one hundred dollars ($1,100). STEP TEN: Determine the sum of:
• the STEP FOUR amount; plus
• the STEP NINE
• An amount received by a school corporation as an honors diploma award may be used only for:
  • any:
    • staff training;
    • program development;
    • equipment and supply expenditures; or
    • other expenses;

• the school corporation's program for high ability

• A governing body that does not comply with this section for a school year is not eligible to receive an honors diploma award for the following school

INDIANA ADMINISTRATIVE CODE

• “Broad-based planning committee” means a diverse group with representation from:
  • educators;
  • parents;
  • students;
  • community members; and
  • other stakeholders;

• “Differentiated” means providing tiered levels of services for all educational

• “Domain” includes the following areas of aptitude and talent:
  • General
  • General
  • Specific academic.
  • Technical and practical
  • Visual and performing arts.
  •  
• “General creative” means understanding facts and concepts, developing skills and generalizations, and

• problem finding;
• divergent thinking;
• flexibility;
• elaboration; and
•  

• “General intellectual” means understanding facts and concepts, developing skills and generalizations, and

• “Governing body” means the township trustee and township board of a school township, the board of school commissioners, board of school trustees, or any other board charged by law with the responsibility of administering the affairs of a school
• “High ability student” means a student who:
  • performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and
  • is characterized by exceptional gifts, talents, motivation, or
• “Interpersonal” means understanding facts and concepts, developing skills and generalizations, and

• leadership;
• mediation;
• counseling; and
•  

• “Multifaceted assessment” means collecting and analyzing data to identify the educational needs of high

• Performance-based assessment, which includes evaluating the performance of students involved in complex learning opportunities through the use of instruments, such as the following:
  • Rating scales.
  • Observation or
  •  
  • Structured observations or
• Potential-based assessment, which includes evaluating the potential performance of high ability students through the use of instruments, such as the following:
  • Standardized intelligence
  • Standardized achievement
  • Behavior rating scales.
• Other forms of assessment, which includes [sic., include] using procedures designed to reduce any assessment biases that may be inherent in other assessment methods used to evaluate the levels of services needed for high ability

• “Program” means educational services differentiated in depth and breadth designed to meet the needs of

• compacting;
• acceleration;
• enrichment;
• problem solving; and
• creative

• “Specific academic” means understanding facts and concepts, developing skills and generalizations, and

• English language arts;
• social studies;
• foreign languages;
• mathematics; and
•  

• “Technical and practical arts” means understanding facts and concepts, developing skills and

• vocational-technical education;
• business technology education;
• family and consumer sciences; and
• technology

• “Visual and performing arts” means understanding facts and concepts, developing skills and

• art;
• dance;
• music; and
• theater

• The school corporation shall develop and periodically update a level of services program to provide educational opportunities to encourage high ability students to reach the highest possible level at every stage of
• The differentiated program for high ability students must include the following:
  • A multifaceted student assessment plan, including the following:
    • Performance-based
    • Potential-based
    • Other forms of assessment.
  • A curriculum and instructional strategies
  • A counseling and guidance
  • A systematic program assessment
  • A professional development plan.
• Educational experiences offered outside the school day may be used to supplement, but not to supplant, the levels of services provided for high ability students offered during the school
• The governing body shall create a broad-based planning committee to design and monitor the continuous development and implementation of the levels of services program for high ability
• The program must be approved by the governing
• The plans described in subsection (c) must be available for public inspection and filed with the

• 511 IAC 6-7-1(d), 511 IAC 6.1-1-2(d), and, for summer school, 511 IAC 12-2-6(a) to allow gifted and talented students to earn credit through performance assessment without completing the required amount of instructional
• 511 IAC 12-2-6(b) to allow school corporations to be reimbursed for the cost of instruction for more than two (2) credits in summer school for high ability
• 511 IAC 6.1-6-1(a) to allow school corporations to utilize adults who have the demonstrated expertise in an area, but not the prerequisite teacher certification, to deliver nonstandard education programs for high ability students, such as:
  • internships;
  • mentorships; or
  • clinical