Education leaders from across central Indiana gathered on April 1, 2026, in Kokomo for the Indiana Association of Public-School Superintendents (IAPSS) District III Spring Meeting, where the discussion focused on sweeping legislative changes, a new accountability system, and the evolving role of schools in preparing students for the workforce.
The meeting brought together superintendents, state officials, and education partners, reflecting what attendees described as a critical moment for public education in Indiana. District leadership opened the session by welcoming participants and emphasizing the importance of collaboration among school leaders.
The central focus of the meeting was an update from the Indiana Department of Education outlining significant changes to the state’s accountability system. The new model centers on a transition plan that supports continuous improvement with clear expectations, transparent data, and intentional support for schools. The first year of implementation will be considered a “Year 0” baseline, allowing schools to understand the new system before accountability consequences are applied.
Under the updated timeline, school letter grades for the 2025–2026 school year are expected to be released in mid-to-late November, with individual data indicators available earlier. State officials noted that the grading scale will be adjusted during the transition period, with an initial scale ranging from 85–100 for an “A” and gradually increasing to maintain rigor over time.
State leaders emphasized that data accuracy will be critical under the new system. Superintendents or their designers will be responsible for certifying data throughout the year, and that certified data will be used for accountability determinations without additional audits. New tools, including data dashboards, reporting guides, and analysis resources, are expected to be released to help schools better understand and respond to their performance data.
Assessment updates were also discussed, particularly changes to the ILEARN exam. Because this is a standard-setting year, results in English language arts, math, and science will be delayed. Preliminary data is expected in July, followed by updated results with finalized proficiency levels in August, and full availability in reporting systems by September. Officials also noted that the U.S. Government assessment will remain optional, with two testing windows and adaptive features.
New math requirements will also impact schools statewide. Beginning in early grades, schools will implement universal math screeners in kindergarten through grade 2 to identify student needs. For students in grades K–8 identified as at risk of not meeting grade-level expectations, schools will be required to provide targeted, tiered interventions supported by ongoing data. Additional requirements include parent notification within 15 days when a student is identified as at risk, as well as structured instructional time expectations for math at the elementary level.
The meeting also included a reflection on the Teacher Appreciation Grant (TAG) program. State officials noted that the program largely met the intent of the legislation, with most funds directed toward Tier 1 stipends and appropriate use of student data. However, discussions also highlighted the need to strengthen mentorship opportunities and refine how districts support teacher leadership moving forward.
State legislative updates highlighted the scope of recent changes affecting schools. During the 2026 short session, lawmakers introduced hundreds of bills, several of which directly impact K–12 education. Among the most significant is House Enrolled Act 1004, a wide-ranging measure that reorganizes large portions of Indiana’s education code while introducing new programs and policy adjustments.
Other new laws address topics such as work-based learning, teacher licensure pathways, student use of personal electronic devices during the school day, and increased transparency around school funding and local tax impacts. Together, these changes signal a continued push from lawmakers to reshape both academic expectations and school operations across the state.
Beyond policy, the meeting also emphasized the growing importance of career-connected learning. Discussions pointed to expanding apprenticeship and workforce-aligned opportunities for students, with leaders noting the need for stronger partnerships between schools and local industries to meet workforce demands.
Attendees also participated in a community-focused initiative supporting the Indy Honor Flight program, writing thank-you cards to veterans returning from Washington, D.C. The activity served as a reminder of the broader civic role schools and educators play in their communities.
As the meeting concluded, the tone was one of cautious optimism. While the volume of change is challenging, education leaders are committed to adapting and preparing students for success in an increasingly complex educational and economic landscape.