March 16, 2007
ENGROSSED
SENATE BILL No. 408
_____
DIGEST OF SB 408
(Updated March 15, 2007 1:17 pm - DI 109)
Citations Affected: IC 20-20; IC 20-36.
Synopsis: Programs for high ability students. Changes reference in
school corporation annual report from "gifted and talented" to "high
ability". Changes the criteria for awarding grants to school corporations
for high ability programs. Requires a school corporation to establish a
program for high ability students consistent with federal, state, local,
and private funding sources and sets forth requirements for assessments
to identify high ability students.
Effective: July 1, 2007.
Lubbers, Drozda, Kruse, Alting,
Sipes, Miller, Merritt
(HOUSE SPONSORS _ PORTER, BEHNING, CHENEY, THOMPSON)
January 11, 2007, read first time and referred to Committee on Education and Career
Development.
February 1, 2007, amended, reported favorably _ Do Pass.
February 6, 2007, read second time, amended, ordered engrossed.
February 7, 2007, engrossed.
February 12, 2007, read third time, passed. Yeas 49, nays 0.
HOUSE ACTION
March 6, 2007, read first time and referred to Committee on Education.
March 15, 2007, amended, reported _ Do Pass.
March 16, 2007
First Regular Session 115th General Assembly (2007)
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ENGROSSED
SENATE BILL No. 408
A BILL FOR AN ACT to amend the Indiana Code concerning
education.
Be it enacted by the General Assembly of the State of Indiana:
SOURCE: IC 20-20-8-8; (07)ES0408.1.1. -->
SECTION 1. IC 20-20-8-8, AS AMENDED BY P.L.185-2006,
SECTION 7, IS AMENDED TO READ AS FOLLOWS [EFFECTIVE
JULY 1, 2007]: Sec. 8. The report must include the following
information:
(1) Student enrollment.
(2) Graduation rate (as defined in IC 20-26-13-6).
(3) Attendance rate.
(4) The following test scores, including the number and
percentage of students meeting academic standards:
(A) ISTEP program test scores.
(B) Scores for assessments under IC 20-32-5-21, if
appropriate.
(C) For a freeway school, scores on a locally adopted
assessment program, if appropriate.
(5) Average class size.
(6) The number and percentage of students in the following
groups or programs:
(A) Alternative education, if offered.
(B) Vocational education.
(C) Special education.
(D) Gifted or talented, if offered.
(D) High ability.
(E) Remediation.
(F) Limited English language proficiency.
(G) Students receiving free or reduced price lunch under the
national school lunch program.
(H) School flex program, if offered.
(7) Advanced placement, including the following:
(A) For advanced placement tests, the percentage of students:
(i) scoring three (3), four (4), and five (5); and
(ii) taking the test.
(B) For the Scholastic Aptitude Test:
(i) test scores for all students taking the test;
(ii) test scores for students completing the academic honors
diploma program; and
(iii) the percentage of students taking the test.
(8) Course completion, including the number and percentage of
students completing the following programs:
(A) Academic honors diploma.
(B) Core 40 curriculum.
(C) Vocational programs.
(9) The percentage of grade 8 students enrolled in algebra I.
(10) The percentage of graduates who pursue higher education.
(11) School safety, including:
(A) the number of students receiving suspension or expulsion
for the possession of alcohol, drugs, or weapons; and
(B) the number of incidents reported under IC 20-33-9.
(12) Financial information and various school cost factors,
including the following:
(A) Expenditures per pupil.
(B) Average teacher salary.
(C) Remediation funding.
(13) Technology accessibility and use of technology in
instruction.
(14) Interdistrict and intradistrict student mobility rates, if that
information is available.
(15) The number and percentage of each of the following within
the school corporation:
(A) Teachers who are certificated employees (as defined in
IC 20-29-2-4).
(B) Teachers who teach the subject area for which the teacher
is certified and holds a license.
(C) Teachers with national board certification.
(16) The percentage of grade 3 students reading at grade 3 level.
(17) The number of students expelled, including the number
participating in other recognized education programs during their
expulsion.
(18) Chronic absenteeism, which includes the number of students
who have been absent more than ten (10) days from school within
a school year without being excused.
(19) The number of students who have dropped out of school,
including the reasons for dropping out.
(20) The number of student work permits revoked.
(21) The number of student driver's licenses revoked.
(22) The number of students who have not advanced to grade 10
due to a lack of completed credits.
(23) The number of students suspended for any reason.
(24) The number of students receiving an international
baccalaureate diploma.
(25) Other indicators of performance as recommended by the
education roundtable under IC 20-19-4.
SOURCE: IC 20-36-2-1; (07)ES0408.1.2. -->
SECTION 2. IC 20-36-2-1, AS ADDED BY P.L.1-2005, SECTION
20, IS AMENDED TO READ AS FOLLOWS [EFFECTIVE JULY 1,
2007]: Sec. 1. (a) The department shall establish a state resources
program using existing designated state resources that:
(1) supports school corporations in the development of local
programs for high ability students;
(2) enables educational opportunities that encourage high ability
students to reach the highest possible level at every stage of the
students' development; and
(3) provides state integrated services that include the following:
(A) Information and materials resource centers.
(B) Professional development plan and programs.
(C) Research and development services.
(D) Technical assistance that includes the following:
(i) Student assessment.
(ii) Program assessment.
(iii) Program development and implementation.
(E) Support for educators pursuing professional development
leading to endorsement or licensure in gifted and talented high
ability education.
(b) In addition to the program established under subsection (a), the
department shall use appropriations to provide grants to school
corporations for programs for high ability students if the school
corporation's plan under section 2 of this chapter meets the following
criteria: (1) The plan provides for multiple means of identifying high
ability students, including procedures for students who may not be
identified through traditional means because of economic
disadvantage, cultural background, underachievement, or disabilities.
(2) The plan sets forth appropriate education experiences in core
curriculum areas for high ability students in kindergarten through grade
12. (3) The plan aligns 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:
(1) The programs for which the grant is used.
(2) The results of the programs for which the grant is used,
including student general assessment results, program
effectiveness, or student achievement.
SOURCE: IC 20-36-2-2; (07)ES0408.1.3. -->
SECTION 3. IC 20-36-2-2, AS ADDED BY P.L.1-2005, SECTION
20, IS AMENDED TO READ AS FOLLOWS [EFFECTIVE JULY 1,
2007]: Sec. 2. A governing body
may do the following: (1) shall
develop and periodically update a local plan to provide appropriate
educational experiences to high ability students in the school
corporation in kindergarten through grade 12. The plan must include
the following components:
(A) (1) The establishment of a broad based planning committee
that meets periodically to review the local education authority's
plan for high ability students. The committee must have
representatives from diverse groups representing the school and
community.
(B) (2) Student
assessment. 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 included. 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.
(C) (3) Professional development.
(D) (4) Development and implementation of a local program
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
sources.
(E) (5) Evaluation of the local program for high ability students.
(2) Provide a local program for high ability students in
accordance with the plan that the governing body develops under
subdivision (1) for the high ability students in the school
corporation in kindergarten through grade 12.