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Board briefed on new federal accountability system; district receives baseline 'zero‑year' data
Summary
District administrators reviewed 2024–25 federal accountability indicators and explained a new federal system that awards points per student, introduces narrower grade bands and treats 2025–26 as a 'zero year' for baseline data; Central High was noted as the only building 'approaching expectations.'
Dr. Borne presented the district’s federal accountability overview at the April 1 work session, reviewing building‑level ratings for 2024–25 and explaining the state’s new federal accountability framework.
She told the board that all four elementary schools currently have an overall rating of "does not meet," while Central High School is "approaches expectations," a status driven in part by its 90% graduation rate and diploma strength. Dr. Borne emphasized that indicator weights (for example, academic achievement and progress in ELA and math) significantly affect overall school ratings and that some buildings showed "approaches" for particular metrics even though their overall rating remains "does not meet."
Dr. Borne outlined major changes in the federal reporting system approved in March: the district will receive letter grades in future years, the 2025–26 year is being treated as a "zero year" for which metrics will be recorded as a baseline ("this year is considered the zero year. So it's no harm, no foul"), and the new model awards points per student rather than relying solely on percentages. The new system breaks accountability into narrower grade bands (K–3, 4–8, 9–10, 11–12) and adds or adjusts measures such as regular school attendance (replacing the emphasis on "chronic absenteeism"), science and social studies proficiency, and bonus points for acceleration and English‑language proficiency.
Trustees asked about timing and impact. Dr. Borne said the district will receive the zero‑year federal report for 2025–26 and that letter grades under the new system are anticipated in late 2026; she also said the district has been training staff and has already simulated current‑data point totals during internal sessions. She noted that because the new system awards a point for each student who meets a proficiency measure, "every student counts," and that the district’s early work on Cambridge STEM, CTE pathways and freshmen on‑track interventions positions it to earn additional points under the new framework.
Board members requested follow‑up materials, including simulated point totals and a deeper briefing with an Indiana Department of Education representative once federal report cards are available. The board concluded the work session following roll call after a motion to adjourn.
