Indiana Statewide Assessments

ILEARN measures student achievement and growth according to Indiana Academic Standards. ILEARN is the assessment given to Indiana students at the end of the school year (or at the end of a course) and assesses:

• English/Language Arts (Grades 3-8)
• Mathematics (Grades 3-8)
• Science (Grades 4 and 6)
• Social Studies (Grade 5)
• Biology (High School)
• U.S. Government – Optional (High School)

I AM measures student achievement and growth according to Indiana’s Content Connectors aligned to the Indiana Academic Standards. I AM is the summative assessment for students with significant cognitive disabilities in grades 3-8 and 10. It assesses:

• English/Language Arts (Grades 3-8 and 10)
• Mathematics (Grades 3-8 and 10)
• Science (Grades 4, 6, and Biology)
• Social Studies (Grade 5)

The Indiana Reading Evaluation and Determination (IREAD-3) assessment measures foundational reading standards to Grade 3 students each spring. Based on the Indiana Academic Standards, IREAD-3 is a summative assessment that was developed in accordance with House Enrolled Act 1367 (also known as Public Law 109 in 2010) and  "requires the evaluation of reading skills for students who are in grade three to ensure that all students can read proficiently before moving on to grade four."

ISTEP+ is an assessment that measures student achievement beginning in Grade 10. ISTEP+ assesses student achievement levels in English/Language Arts, and Mathematics according to the Indiana Academic Standards that were adopted by the Indiana State Board of Education. ISTEP+ assesses:

• English/Language Arts
• Mathematics

The purpose of the Algebra I and English 10 End of Course Assessments (ECAs) is to serve as the graduation examination requirement for the class of 2018. Every Indiana student in the 2018 cohort and prior must demonstrate mastery of the Indiana Academic Standards assessed by these ECAs. ISTEP+ ECA assesses the following:

• English/Language Arts
• Mathematics

The Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA), requires state education agencies to establish and implement standardized, statewide entrance and exit procedures for English learners (Section 3113). In accordance with federal regulations, all states are required to:

• identify the languages other than English present in their student population;
• assess the language proficiency of students in order to place them in the appropriate language development program; and
• administer an annual assessment of English proficiency, which includes measuring a student’s oral language, reading, and writing skills in English.

The purpose of the English Language Proficiency Assessments is to determine a student's level of English proficiency. WIDA ACCESS is the English Language Proficiency Assessment administered in Indiana. The W-APT placement test (kindergarten) and the WIDA Screener (grades 1-12) function as a screener that is used for both initial and English Language (EL) program placement of students who are identified as Limited English Proficient (LEP). The annual assessment, ACCESS and Alternate Access, is administered to determine a student's current level of English proficiency. The annual assessment is also used for accountability purposes.

The test is the Northwest Evaluation Association's Measures of Academic Progress. Known by one of two acronyms, either NWEA, for the test maker, or MAP, for the actual name, it's one of the most common standardized tests utilized by school districts.  MAP Growth is a computer adaptive test created by NWEA that students take three times per school year. The results provide teachers with information to help them deliver appropriate content for each student and determine each student’s academic growth over time.  MAP Growth is used to measure a student’s performance level at different times of the school year and compute their academic growth.

mCLASS is a universal screener that measures the development of reading skills of all students in grades K-2 through two main assessments: Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Text Reading Comprehension (TRC) assessments.  Students are assessed on letter recognition, letter sounds, phonics, reading fluency, and reading comprehension.