First Regular Session of the 124th General Assembly (2025)
PRINTING CODE. Amendments: Whenever an existing statute (or a section of the Indiana
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between statutes enacted by the 2024 Regular Session of the General Assembly.
HOUSE ENROLLED ACT No. 1634
AN ACT to amend the Indiana Code concerning education.
Be it enacted by the General Assembly of the State of Indiana:
SECTION 1. IC 20-28-3-1, AS AMENDED BY P.L.150-2024,
SECTION 21, IS AMENDED TO READ AS FOLLOWS [EFFECTIVE
JULY 1, 2025]: Sec. 1. (a) As used in this section, "teacher candidate"
means an individual recommended for an initial teaching license from
a teacher preparation program located in Indiana.
(b) As used in this section, "teacher preparation program" includes,
but is not limited to, the following:
(1) A teacher education school or department.
(2) A transition to teaching program under IC 20-28-4.
(3) Any other entity approved by the department to offer a course
of study leading to an initial teaching license.
(c) The department shall:
(1) arrange a statewide system of professional instruction for
teacher education;
(2) accredit and review teacher preparation programs that comply
with the rules of the department;
(3) approve content area licensure programs for particular kinds
of teachers in accredited teacher preparation programs; and
(4) specify the types of licenses for individuals who complete
programs of approved courses.
(d) The department shall work with teacher preparation programs to
develop a system of teacher education that ensures individuals who
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complete teacher preparation programs are able to meet the highest
professional standards.
(e) Before July 1, 2015, the department shall establish standards for
the continuous improvement of program processes and the performance
of individuals who complete teacher preparation programs. The state
board shall adopt rules containing the standards not later than two
hundred seventy (270) days after the department finishes the standards.
(f) The standards established under subsection (e) must include
benchmarks for performance, including test score data for each teacher
preparation entity on content area licensure tests and test score data for
each teacher preparation entity on pedagogy licensure tests.
(g) Each teacher preparation program shall annually report the
program's performance on the standards and benchmarks established
under this section to the department. The department shall make the
information reported under this subsection available to the public on
the department's website. Each teacher preparation program shall make
the information reported under this subsection available to the public
on the teacher preparation program's website. In addition to reporting
performance, each teacher preparation program must report to the
department the following:
(1) The attrition, retention, and completion rates of teacher
candidates for the previous three (3) calendar years. The teacher
preparation program must also provide underlying data, as
determined by the department, used as part of calculating the
teacher preparation program's retention rates.
(2) The number of teacher candidates in each content area who
complete the teacher preparation program during the year,
disaggregated by ranges of cumulative grade point averages.
(3) The number of teacher candidates in each content area who,
during the year:
(A) do not pass a content area licensure examination; and
(B) do not retake the content area licensure examination.
(h) In making information available to the public on the
department's website, the department shall include in the report under
subsection (g), in addition to the matrix ratings described in subsection
(i), the following information:
(1) Average scaled or standard scores of teacher candidates who
complete teacher preparation programs on basic skills, content
area, and pedagogy licensure examinations.
(2) The average number of times teacher candidates who
complete a teacher preparation program take each licensing test
before receiving a passing score and the percentage of teacher
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candidates who receive a passing score on each licensing test on
the teacher candidates' first attempts.
(i) Not later than July 30, 2016, the department and the commission
for higher education, in conjunction with the state board, the
Independent Colleges of Indiana, Inc., and teacher preparation
programs, shall establish a matrix rating system for teacher preparation
programs based on the performance of the programs as demonstrated
by the data collected under subsections (g) and (h). The matrix rating
system may not rank or compare teacher preparation programs. The
matrix rating system must be based on data collected for teachers who
initially receive their teaching license during the previous three (3)
years. The department shall make the matrix ratings available to the
public on the department's website.
(j) Each teacher preparation program shall report to the department,
in a manner prescribed by the department, the teacher preparation
program's admission practices, in accordance with:
(1) the Council for the Accreditation of Educator Preparation
standards, for teacher preparation programs accredited by the
Council for the Accreditation of Educator Preparation;
(2) rigorous academic entry requirements for admission into a
teacher preparatory program that are equivalent to the minimum
academic requirements determined by the Council for the
Accreditation of Educator Preparation, for teacher preparation
programs that are not accredited by the Council for the
Accreditation of Educator Preparation; or
(3) the Association for Advancing Quality in Educator
Preparation standards, for teacher preparation programs
accredited by the Association for Advancing Quality in Educator
Preparation.
The department shall include information reported to the department
on the department's website.
(k) Not later than July 30, 2016, the department and the commission
for higher education, in conjunction with the state board, the
Independent Colleges of Indiana, Inc., and teacher preparation
programs, shall establish a minimum rating under the matrix rating
system established under subsection (i) that teacher preparation
programs must achieve to avoid referral under subsection (l).
(l) Not later than July 1 of each year, the department shall submit a
list of teacher preparation programs that do not meet the minimum
rating established under subsection (k) or the requirements of section
3.1 or 3.2 of this chapter to the commission for higher education and
the Independent Colleges of Indiana, Inc. for one (1) of the following
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actions:
(1) In the case of a state educational institution, the commission
for higher education shall place the teacher preparation program
on an improvement plan with clear performance goals and a
designated period in which the performance goals must be
achieved.
(2) In the case of a proprietary postsecondary educational
institution, the commission for higher education shall recommend
to the teacher preparation program an improvement plan with
clear performance goals and a designated period in which the
performance goals should be achieved.
(3) In the case of a nonprofit college or university, the
Independent Colleges of Indiana, Inc., shall coordinate a peer
review process to make recommendations to the peer institution
in achieving the department's performance metrics.
(m) The department shall approve at least two (2) accreditors that:
(1) accredit teacher preparation programs; and
(2) are recognized by the Council for Higher Education
Accreditation;
to accredit teacher preparation programs for use in Indiana.
(n) Not later than December 31, 2024, the department and the
commission for higher education, in conjunction with the state board,
shall partner with teacher preparation programs to receive an outside
evaluation by a nationally recognized nonprofit, nonpartisan
organization that leverages evidence based approaches on the science
of reading to evaluate teacher preparation reading instruction programs.
SECTION 2. IC 20-28-3-3.2, AS ADDED BY P.L.150-2024,
SECTION 22, IS AMENDED TO READ AS FOLLOWS [EFFECTIVE
JULY 1, 2025]: Sec. 3.2. (a) As used in this section, "teacher
candidate" has the meaning set forth in section 3.1(a) of this chapter.
(b) As used in this section, "teacher preparation program" includes
the following:
(1) A teacher education school or department.
(2) A transition to teaching program under IC 20-28-4.
(3) Any other entity approved by the department to offer a course
of study leading to an initial teaching license.
(c) The department shall develop guidelines for accredited teacher
preparation programs regarding the use of curriculum or content that
prepares elementary school teacher candidates to:
(1) effectively teach foundational math skills explicitly and
systematically; aligned with evidence based instructional
strategies to promote:
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(A) conceptual understanding;
(B) procedural fluency; and
(C) real world problem solving;
(2) implement math instruction using high quality instructional
material; and
(3) understand and use student data to make instructional
decisions.
(d) The department shall conduct a review of accredited teacher
preparation programs for alignment with the requirements of
subsection (c) on a schedule determined by the department.
(e) Upon review by the department under subsection (d), an
accredited teacher preparation program that is not in alignment
with the requirements of subsection (c) shall be submitted for a
referral under section 1(l) of this chapter.
(f) If an accredited teacher preparation program:
(1) has been submitted for a referral under subsection (e); and
(2) fails to meet the criteria of the improvement plan
developed under section 1(l) of this chapter;
the department shall revoke the teacher preparation program's
right to use the word "accredited".
SECTION 3. IC 20-30-18 IS ADDED TO THE INDIANA CODE
AS A NEW CHAPTER TO READ AS FOLLOWS [EFFECTIVE
JULY 1, 2025]:
Chapter 18. Middle School Advanced Math Course
Requirements
Sec. 1. As used in this chapter, "charter middle school" means
a charter school that is a middle school.
Sec. 2. As used in this chapter, "middle school" means any
school of a school corporation or charter school that provides
instruction to students in any combination of grades 6, 7, or 8.
Sec. 3. (a) Each school corporation and charter middle school
shall automatically enroll in a middle school advanced math course
a student who:
(1) scores "above proficient" on the ILEARN assessment for
math in grade 5, 6, or 7; and
(2) earns a "C" or higher in the student's math course work.
(b) A parent of a student described in subsection (a) may opt the
student out of automatic enrollment under subsection (a).
(c) If a student is automatically enrolled in a middle school
advanced math course under this section, the school corporation or
charter school in which the student is enrolled shall provide notice
to a parent of the student that the:
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(1) student has been automatically enrolled; and
(2) parent may provide notice to the school to opt the student
out of the automatic enrollment.
Sec. 4. Not later than July 1, 2026, and not later than July 1 each
year thereafter, the department shall do the following:
(1) Prepare a report that includes the following information:
(A) The percentage of students, disaggregated by grade
and school, who:
(i) scored "above proficient" on the ILEARN assessment
for math in grades 5, 6, and 7; and
(ii) were enrolled in an advanced math course in the
subsequent school year.
(B) The percentage of students, disaggregated by grade
and school, who:
(i) scored "above proficient" on the ILEARN assessment
for math in grades 5, 6, and 7; and
(ii) were not enrolled in an advanced math course in the
subsequent school year.
(2) Submit the report to the legislative council in an electronic
format under IC 5-14-6.
SECTION 4. IC 20-32-6.5 IS ADDED TO THE INDIANA CODE
AS A NEW SECTION TO READ AS FOLLOWS [EFFECTIVE JULY
1, 2025]:
Chapter 6.5. Mathematics Screening, Evaluations, and
Interventions
Sec. 1. As used in this chapter, "school" means any of the
following:
(1) A public school, including a charter school.
(2) A state accredited nonpublic school.
(3) An eligible school (as defined in IC 20-51-1-4.7).
Sec. 2. (a) Beginning with the 2026-2027 school year, each school
shall administer to all students of the school in kindergarten, grade
1, and grade 2 screeners approved by the department to identify
students at risk of not meeting grade level proficiency.
(b) The screeners must:
(1) align to Indiana academic standards for mathematics;
(2) measure foundational numeracy and computation skills;
(3) receive a convincing or partially convincing rating for
accuracy, reliability, and validity by:
(A) the National Center on Intensive Intervention; or
(B) another third party approved by the department;
(4) provide parents and schools with data analysis guides for
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interpreting results and comprehensive support for schools to
guide classroom instruction and the implementation of
mathematics interventions; and
(5) provide the department with an annual analysis of
statewide data trends to support identification of deficiencies
in mathematics and guide targeted intervention efforts.
Sec. 3. (a) Beginning with the 2026-2027 school year, if a school
determines that a student in kindergarten through grade 8 is at
risk of not achieving grade level proficiency in mathematics as
determined by an analysis of the student's data from:
(1) a grade level screener approved by the department; or
(2) a through-year statewide assessment;
the school must provide intervention that meets the requirements
under subsection (b).
(b) A school shall provide intervention to a student described in
subsection (a) that meets the following conditions:
(1) The intervention includes a multitiered system of support
that progresses from less to more intensive support based on
the student's individual needs.
(2) The intervention is aligned to daily Tier I instruction and
standard level learning progressions.
(3) The intervention is:
(A) targeted;
(B) differentiated; and
(C) supplemental to Tier I instruction.
(4) The intervention:
(A) is aligned with evidence based instructional strategies
to promote conceptual understanding, procedural fluency,
and real world problem solving; and
(B) allows a student opportunities to interact, show
progress, and demonstrate understanding through
rigorous grade level content.
(5) The intervention includes continual assessment and in
depth analysis of each student's data to inform the flexible
movement in and out of Tiers II and III.
(c) The department shall provide guidance on the multitiered
system that a school is required to provide under subsection (b).
HEA 1634 — Concur Speaker of the House of Representatives
President of the Senate
President Pro Tempore
Governor of the State of Indiana
Date: Time:
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