IN ·
4
180 days per year, equivalent to public schools, taught in the English language (IC 20-30-2-3; IC 20-33-2-4; IC 20-33-2-6).
Indiana is a low-regulation, no-notice homeschool state. A homeschool is legally a non-accredited nonpublic school. Requirements: provide instruction equivalent to public schools in the English language for 180 days/year and keep attendance records. No notification, no required testing, no subject-specific reporting, no teacher qualifications. Compulsory school age is 7 to 18. The four core subject areas (ELA, math, science, social studies) are expected as 'equivalent instruction,' but the state does not audit content. (IC 20-33-2-4, IC 20-33-2-6, IC 20-33-2-21, IC 20-33-2-28, IC 20-30-2-3.)
Indiana requires NO notification or registration to begin homeschooling. A homeschool operates as a 'non-accredited nonpublic school.' The IDOE offers a VOLUNTARY online enrollment/registration form, which is strongly recommended (creates a paper trail and helps avoid truancy inquiries) but is not legally mandated.
Parents must maintain ATTENDANCE records sufficient to show 180 days of instruction; these may be requested/reviewed by the local school district or the IDOE (IC 20-33-2-28; IC 20-33-2-21). No portfolio, curriculum, or test records are required to be submitted. Records of academic work/transcripts are recommended for the parent's own use but not legally mandated.
- English/Language Arts
- Mathematics
- Science
- Social Studies
· Indiana Academic Standards for Mathematics (2023) · 257
| K | K.CA.1 | Solve real-world problems involving addition and subtraction within 10 using modeling with objects or drawings. |
| K | K.CA.2 | Use objects or drawings to model decomposition of numbers less than 10 into pairs; identify corresponding equations. |
| K | K.CA.3 | Find the number that makes 10 when added to a given number from 1 to 9; record with a drawing or equation. |
| K | K.CA.4 | Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. |
| K | K.DA.1 | With guidance, collect and organize data into simple bar graphs, pictographs, and/or tables to identify patterns. |
| K | K.G.1 | Compare two- and three-dimensional shapes in different sizes and orientations using informal language. |
| K | K.M.1 | Make direct comparisons of length, capacity, weight, and temperature of objects and identify which is shorter, longer, etc. |
| K | K.M.2 | Identify and use terms for intervals of time (morning, today, week, month, year, etc.). |
| K | K.NS.1 | Count to at least 100 by ones and tens. Count by one from any given number. |
| K | K.NS.2 | Write whole numbers from 0 to 20 and identify number words from 0 to 10. |
| K | K.NS.3 | Say the number names in standard order when counting objects, pairing each object with one and only one number name. |
| K | K.NS.4 | Identify sets of 1 to 10 objects in patterned arrangements and tell how many without counting. |
| K | K.NS.5 | Identify whether the number of objects in one group is greater than, less than, or equal to the number in another group. |
| K | K.NS.6 | Compare the values of two numbers from 1 to 20 presented as written numerals. |
| K | K.NS.7 | Define and model a 'ten' as a group of ten ones; model equivalent forms of whole numbers from 10 to 20. |
| 1 | 1.CA.1 | Demonstrate fluency with addition facts and corresponding subtraction facts within 20. |
| 1 | 1.CA.2 | Solve real-world addition and subtraction problems within 20 with unknowns in all positions. |
| 1 | 1.CA.3 | Using place value strategies, add within 100, including a two-digit and a one-digit number, and a multiple of 10. |
| 1 | 1.CA.4 | Create, extend, and give an appropriate rule for number patterns using addition within 100. |
| 1 | 1.DA.1 | With guidance, collect data from a survey or investigation; organize into bar graphs, pictographs, and/or tables. |
| 1 | 1.G.1 | Distinguish between defining and non-defining attributes of two- and three-dimensional shapes. |
| 1 | 1.G.2 | Use two- or three-dimensional shapes to create composite shapes. |
| 1 | 1.G.3 | Partition circles and rectangles into two and four equal parts; describe as halves, fourths, quarters. |
| 1 | 1.M.1 | Use direct comparison or a nonstandard unit to compare and order objects by length, area, capacity, weight, temperature. |
| 1 | 1.M.2 | Tell and write time to the nearest half-hour and relate time to events using analog clocks. |
| 1 | 1.M.3 | Identify the value of a penny, nickel, dime, and a collection of pennies, nickels, and dimes. |
| 1 | 1.NS.1 | Count to at least 120 by ones, fives, and tens from any given number; read, write, and represent numerals. |
| 1 | 1.NS.2 | Model place value concepts of two-digit numbers, multiples of 10, and equivalent forms of whole numbers. |
| 1 | 1.NS.3 | Match ordinal numbers (first, second, third) with an ordered set of up to 20 items. |
| 1 | 1.NS.4 | Use place value to compare two two-digit numbers, recording results with > , = , and < symbols. |
| 2 | 2.CA.1 | Solve real-world addition and subtraction problems within 100 with unknowns in all positions. |
| 2 | 2.CA.2 | Using place value strategies, add and subtract within 1,000, composing and decomposing tens and hundreds. |
| 2 | 2.CA.3 | Show that the commutative and associative properties of addition do not change the sum. |
| 2 | 2.CA.4 | Create, extend, and give an appropriate rule for number patterns using addition and subtraction within 1,000. |
| 2 | 2.DA.1 | Collect, organize, and graph data using scaled bar graphs and pictographs (scale 2s, 5s, 10s, 100s); interpret. |
| 2 | 2.G.1 | Identify, describe, and classify two- and three-dimensional shapes by number and shape of faces, edges, vertices, angles. |
| 2 | 2.G.2 | Investigate and predict the result of composing and decomposing two- and three-dimensional shapes. |
| 2 | 2.G.3 | Partition a rectangle into rows and columns of same-size squares and count to find the total. |
| 2 | 2.G.4 | Partition circles and rectangles into two, three, or four equal parts; describe shares as halves, thirds, fourths. |
| 2 | 2.M.1 | Describe relationships among an inch, foot, and yard, and between a centimeter and meter. |
| 2 | 2.M.2 | Estimate and measure length using appropriate tools to the nearest inch, foot, yard, centimeter, meter. |
| 2 | 2.M.3 | Estimate and measure volume (capacity) using cups and pints. |
| 2 | 2.M.4 | Tell and write time to the nearest five minutes from analog clocks, using a.m. and p.m. |
| 2 | 2.M.5 | Describe relationships of time: seconds in a minute, minutes in an hour, hours in a day, days in a week/month/year. |
| 2 | 2.M.6 | Find the value of a collection of pennies, nickels, dimes, quarters, and dollars. |
| 2 | 2.NS.1 | Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. |
| 2 | 2.NS.2 | Read and write whole numbers up to 1,000 using words, models, standard form, and expanded form. |
| 2 | 2.NS.3 | Determine whether a group of objects (up to 20) has an odd or even number of members. |
| 2 | 2.NS.4 | Define and model a 'hundred' as a group of ten tens. |
| 2 | 2.NS.5 | Use place value to compare two three-digit numbers using > , = , and < symbols. |
| 3 | 3.CA.1 | Fluently add and subtract multi-digit whole numbers using strategies and algorithms based on place value. |
| 3 | 3.CA.2 | Solve real-world addition and subtraction problems with multi-digit whole numbers. |
| 3 | 3.CA.3 | Model multiplication of whole numbers using equal-sized groups, arrays, area models, and number lines. |
| 3 | 3.CA.4 | Model division of whole numbers via partitioning, sharing, and as an inverse of multiplication. |
| 3 | 3.CA.5 | Multiply and divide within 100 using the relationship between multiplication and division and properties. |
| 3 | 3.CA.6 | Demonstrate fluency with mastery of multiplication facts and corresponding division facts of 0 to 10. |
| 3 | 3.CA.7 | Solve real-world multiplication and division problems within 100 (equal groups, arrays, measurement). |
| 3 | 3.CA.8 | Create, extend, and give an appropriate rule for number patterns within 100. |
| 3 | 3.DA.1 | Collect, organize, and graph data using scaled bar graphs and pictographs. |
| 3 | 3.G.1 | Define, identify, and classify rhombuses, rectangles, and squares as quadrilaterals. |
| 3 | 3.G.2 | Identify, describe, and draw points, lines, and line segments using appropriate tools. |
| 3 | 3.G.3 | Partition shapes into parts with equal areas; express each as a unit fraction of the whole. |
| 3 | 3.M.1 | Estimate and measure mass in grams and kilograms and volume in quarts, gallons, and liters. |
| 3 | 3.M.2 | Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. |
| 3 | 3.M.3 | Tell and write time to the nearest minute and measure time intervals in minutes. |
| 3 | 3.M.4 | Find the value of any collection of coins and bills. |
| 3 | 3.M.5 | Find the area of a rectangle with whole-number side lengths by modeling with unit squares. |
| 3 | 3.M.6 | Find perimeters of polygons given side lengths or an unknown side length. |
| 3 | 3.NS.1 | Read and write whole numbers up to 10,000 using words, models, standard form, and expanded form. |
| 3 | 3.NS.2 | Model unit fractions and non-unit fractions as the quantity formed by iterations of unit fractions. |
| 3 | 3.NS.3 | Model a non-unit fraction on a number line by marking equal lengths from 0. |
| 3 | 3.NS.4 | Use fraction models to represent two simple equivalent fractions. |
| 3 | 3.NS.5 | Compare two fractions with the same numerator or denominator by reasoning about their size. |
| 3 | 3.NS.6 | Use place value understanding to round two- and three-digit whole numbers to the nearest 10 or 100. |
| 4 | 4.CA.1 | Multiply a whole number of up to four digits by a one-digit number, and two two-digit numbers. |
| 4 | 4.CA.2 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. |
| 4 | 4.CA.3 | Show that the commutative and associative properties of multiplication do not change the product. |
| 4 | 4.CA.4 | Investigate the relationship between factors and multiples for whole numbers from 1-100. |
| 4 | 4.CA.5 | Solve real-world problems with whole numbers involving multiplicative comparison. |
| 4 | 4.CA.6 | Add and subtract fractions with common denominators using visual fraction models. |
| 4 | 4.CA.7 | Add and subtract mixed numbers with common denominators. |
| 4 | 4.CA.8 | Solve real-world problems involving addition and subtraction of fractions with common denominators. |
| 4 | 4.CA.9 | Describe the relationship between two terms and generate a number pattern that follows a given rule. |
| 4 | 4.DA.1 | Formulate questions that can be addressed with data. |
| 4 | 4.DA.2 | Make a line plot to display measurements in fractions of a unit (1/2, 1/4, 1/8). |
| 4 | 4.G.1 | Identify, describe, and draw parallelograms, rhombuses, and trapezoids using appropriate tools. |
| 4 | 4.G.2 | Identify, describe, and draw rays, angles, and perpendicular and parallel lines. |
| 4 | 4.G.3 | Classify triangles and quadrilaterals by parallel/perpendicular lines or right, acute, obtuse angles. |
| 4 | 4.M.1 | Measure length to the nearest quarter-inch, eighth-inch, and millimeter. |
| 4 | 4.M.2 | Convert larger units to smaller within a measurement system and use conversions to solve problems. |
| 4 | 4.M.3 | Use the four operations to solve problems involving distance, time, volume, mass, and money. |
| 4 | 4.M.4 | Apply area and perimeter formulas for rectangles to solve real-world problems. |
| 4 | 4.NS.1 | Read and write whole numbers up to 1,000,000 using words, models, standard form, and expanded form. |
| 4 | 4.NS.2 | Model mixed numbers and improper fractions using number lines and area models. |
| 4 | 4.NS.3 | Use fraction models to represent two equivalent fractions. |
| 4 | 4.NS.4 | Compare two fractions with different numerators and denominators using common denominators or benchmarks. |
| 4 | 4.NS.5 | Write tenths and hundredths in decimal and fraction notation; represent decimals to hundredths. |
| 4 | 4.NS.6 | Compare two decimals to hundredths by reasoning about their size based on the same whole. |
| 4 | 4.NS.7 | Use place value understanding to round multi-digit whole numbers to any given place value. |
| 5 | 5.CA.1 | Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors. |
| 5 | 5.CA.10 | Solve real-world problems with the four operations on decimals to hundredths, including money. |
| 5 | 5.CA.11 | Represent real-world problems by graphing ordered pairs in the first quadrant; interpret coordinate values. |
| 5 | 5.CA.2 | Solve real-world problems involving multiplication and division of whole numbers. |
| 5 | 5.CA.3 | Add and subtract fractions and mixed numbers with unlike denominators. |
| 5 | 5.CA.4 | Solve real-world problems adding/subtracting fractions including unlike denominators. |
| 5 | 5.CA.5 | Use visual fraction models to multiply a fraction by a fraction or a whole number. |
| 5 | 5.CA.6 | Use visual fraction models to divide a fraction by a fraction or a whole number. |
| 5 | 5.CA.7 | Solve real-world problems involving multiplication of fractions, including mixed numbers. |
| 5 | 5.CA.8 | Solve real-world problems involving division of fractions and mixed numbers. |
| 5 | 5.CA.9 | Add, subtract, multiply, and divide decimals to hundredths using models and place value strategies. |
| 5 | 5.DA.1 | Formulate questions addressed with categorical and numerical data and make predictions. |
| 5 | 5.DA.2 | Calculate measures of central tendency (mean, median, mode) to describe a data set. |
| 5 | 5.G.1 | Identify, describe, and draw triangles (right, acute, obtuse) and circles using appropriate tools. |
| 5 | 5.M.1 | Convert among standard measurement units within a system and use conversions in multi-step problems. |
| 5 | 5.M.2 | Find the area of a rectangle with fractional side lengths by modeling with unit squares. |
| 5 | 5.M.3 | Develop and use formulas for the area of triangles, parallelograms, and trapezoids. |
| 5 | 5.M.4 | Find the volume of a right rectangular prism by packing it with unit cubes. |
| 5 | 5.M.5 | Apply V = l x w x h and V = B x h for right rectangular prisms to solve real-world problems. |
| 5 | 5.NS.1 | Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. |
| 5 | 5.NS.2 | Explain interpretations of fractions: parts of a whole, parts of a set, division of whole numbers. |
| 5 | 5.NS.3 | Explain patterns in zeros and decimal-point placement when multiplying/dividing by powers of 10. |
| 5 | 5.NS.4 | Model percents as parts of 100 and identify the equivalent fraction. |
| 6 | 6.AF.1 | Define and use multiple variables when writing expressions and evaluate them for given values. |
| 6 | 6.AF.2 | Demonstrate which values from a set make an equation or inequality true. |
| 6 | 6.AF.3 | Solve equations of the form x+p=q, x-p=q, px=q, x/p=q fluently for nonnegative rational numbers. |
| 6 | 6.AF.4 | Write an inequality of the form x>c, x<c, etc. to represent a real-world constraint or condition. |
| 6 | 6.AF.5 | Solve real-world problems by graphing points with rational coordinates on a coordinate plane. |
| 6 | 6.DS.1 | Select, create, and interpret graphical representations: line plots, histograms, and box plots. |
| 6 | 6.DS.2 | Formulate statistical questions; collect, organize, display, and interpret data. |
| 6 | 6.DS.3 | Summarize numerical data sets in relation to their context in multiple ways. |
| 6 | 6.GM.1 | Convert between Customary and metric measurement systems and use conversions to solve problems. |
| 6 | 6.GM.2 | Apply interior angle sums of triangles and quadrilaterals to solve problems. |
| 6 | 6.GM.3 | Find the area of complex shapes by composing or decomposing into simple shapes. |
| 6 | 6.GM.4 | Find the volume of a right rectangular prism with fractional edge lengths using unit cubes. |
| 6 | 6.NS.1 | Use positive and negative numbers to represent and compare quantities in real-world contexts. |
| 6 | 6.NS.2 | Explain how opposite signs indicate locations on opposite sides of 0; find the opposite of the opposite. |
| 6 | 6.NS.3 | Compare and order rational numbers and plot them on a number line. |
| 6 | 6.NS.4 | Solve real-world problems with positive fractions and decimals using one or two operations. |
| 6 | 6.NS.5 | Apply the order of operations and properties of operations. |
| 6 | 6.NS.6 | Find the greatest common factor (numbers <=100) and least common multiple (numbers <=12). |
| 6 | 6.NS.7 | Apply properties of operations to create equivalent linear expressions and justify equivalence. |
| 6 | 6.NS.8 | Evaluate positive rational numbers with whole number exponents. |
| 6 | 6.RP.1 | Convert between fractions, decimals, and percents of positive rational numbers without a calculator. |
| 6 | 6.RP.2 | Understand the concept of a unit rate and use rate language in the context of a ratio relationship. |
| 6 | 6.RP.3 | Make tables of equivalent ratios, find missing values, and plot pairs on the coordinate plane. |
| 6 | 6.RP.4 | Solve real-world rate and ratio problems using tables, tape diagrams, and other strategies. |
| 6 | 6.RP.5 | Use variables to represent two quantities in a proportional relationship and write an equation. |
| 7 | 7.AF.1 | Apply properties of operations to create equivalent linear expressions. |
| 7 | 7.AF.2 | Solve real-world problems with rational numbers using one or two operations. |
| 7 | 7.AF.3 | Solve equations of the form px+q=r and p(x+q)=r fluently for specific rational numbers. |
| 7 | 7.AF.4 | Solve inequalities of the form px+q > r or px+q < r for specific rational numbers. |
| 7 | 7.AF.5 | Define slope as vertical change per unit horizontal change; apply constant rate of change to linear functions. |
| 7 | 7.AF.6 | Graph a line given its slope and a point; find the slope of a line given its graph. |
| 7 | 7.DSP.1 | Understand that statistics can be used to gain information about a population by examining a sample. |
| 7 | 7.DSP.2 | Find, use, and interpret measures of central tendency and spread for numerical data. |
| 7 | 7.DSP.3 | Make observations about the degree of visual overlap of two numerical data distributions. |
| 7 | 7.DSP.4 | Understand that the probability of a chance event is a number between 0 and 1 expressing likelihood. |
| 7 | 7.GM.1 | Solve problems involving scale drawings, computing actual lengths and areas from a scale drawing. |
| 7 | 7.GM.2 | Understand and use formulas for area and circumference of a circle to solve problems. |
| 7 | 7.GM.3 | Solve problems involving volume of cylinders and objects composed of right rectangular prisms. |
| 7 | 7.NS.1 | Show on a number line that a number and its opposite sum to 0; find and interpret sums of rational numbers. |
| 7 | 7.NS.2 | Show the distance between two rational numbers is the absolute value of their difference. |
| 7 | 7.NS.3 | Use properties of operations and the rules for multiplying signed numbers. |
| 7 | 7.NS.4 | Explain that -(p/q) = (-p)/q = p/(-q) for nonzero integers p and q. |
| 7 | 7.NS.5 | Find the prime factorization of whole numbers and write the results using exponents. |
| 7 | 7.NS.6 | Apply the inverse relationship between squaring and finding square roots of perfect squares. |
| 7 | 7.NS.7 | Compute fluently with rational numbers using an algorithmic approach. |
| 7 | 7.RP.1 | Identify the unit rate or constant of proportionality in tables, graphs, equations, and descriptions. |
| 7 | 7.RP.2 | Use proportional relationships to solve ratio and percent problems (interest, tax, markups, etc.). |
| 7 | 7.RP.3 | Represent real-world situations that involve proportional relationships. |
| 8 | 8.AF.1 | Solve linear equations and inequalities with rational coefficients fluently, including distributive expansion. |
| 8 | 8.AF.2 | Generate linear equations in one variable with one, infinitely many, or no solutions; justify. |
| 8 | 8.AF.3 | Understand that a function assigns to each x exactly one y, and the graph is the set of ordered pairs. |
| 8 | 8.AF.4 | Describe qualitatively the functional relationship between two quantities by analyzing a graph. |
| 8 | 8.AF.5 | Interpret y = mx + b as defining a linear function; give examples of non-linear functions. |
| 8 | 8.AF.6 | Construct a function to model a linear relationship from a description, table, or graph. |
| 8 | 8.AF.7 | Compare properties of two linear functions given in different forms (table, equation, description, graph). |
| 8 | 8.AF.8 | Approximate the solution of a system of equations by graphing and interpret reasonableness. |
| 8 | 8.DSP.1 | Construct and interpret scatter plots for bivariate data to investigate patterns of association. |
| 8 | 8.DSP.2 | Write and use equations modeling linear relationships to make predictions (interpolation/extrapolation). |
| 8 | 8.DSP.3 | Represent sample spaces and find probabilities of compound events using lists, tables, and tree diagrams. |
| 8 | 8.DSP.4 | Define the probability of a compound event as the fraction of outcomes for which the event occurs. |
| 8 | 8.DSP.5 | For events with many outcomes, understand the use of the multiplication counting principle. |
| 8 | 8.GM.1 | Explore dilations, translations, rotations, and reflections on figures in the coordinate plane. |
| 8 | 8.GM.2 | Solve problems involving volume of cones, spheres, and pyramids and surface area of spheres. |
| 8 | 8.GM.3 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in 2D. |
| 8 | 8.NS.1 | Give examples of rational and irrational numbers and explain the difference; state decimal equivalents. |
| 8 | 8.NS.2 | Use rational approximations of irrational numbers to compare size and estimate values of expressions. |
| 8 | 8.NS.3 | Apply properties of exponents to generate equivalent expressions with integer exponents. |
| 8 | 8.NS.4 | Solve real-world problems with rational numbers using multiple operations. |
| Algebra I | AI.DS.1 | Interpret statistics as a process for making inferences about a population from a random sample. |
| Algebra I | AI.DS.2 | Understand that statistics and data are non-neutral and designed to serve a particular interest. |
| Algebra I | AI.DS.3 | Use technology to find a linear function modeling two variables; interpret slope and y-intercept. |
| Algebra I | AI.DS.4 | Summarize bivariate categorical data in two-way frequency tables. |
| Algebra I | AI.L.1 | Represent real-world problems using linear equations and inequalities in one variable. |
| Algebra I | AI.L.2 | Represent linear functions as graphs, equations, and tables across given information. |
| Algebra I | AI.L.3 | Represent real-world problems modeled with a linear function using equations, graphs, and tables. |
| Algebra I | AI.L.4 | Solve linear and quadratic equations and formulas for a specified variable. |
| Algebra I | AI.NF.1 | Simplify square roots of monomial algebraic expressions, including non-perfect squares. |
| Algebra I | AI.NF.2 | Add, subtract, and multiply polynomials; divide polynomials by monomials. |
| Algebra I | AI.NF.3 | Extend understanding of independent/dependent variables to domain/range across representations. |
| Algebra I | AI.NF.4 | Evaluate functions for given domain elements and interpret function notation in context. |
| Algebra I | AI.NF.5 | Describe qualitatively the functional relationship between two quantities by analyzing graph features. |
| Algebra I | AI.QE.1 | Distinguish between situations modeled with linear functions and those with exponential functions. |
| Algebra I | AI.QE.2 | Represent problems modeled with simple exponential functions using tables, graphs, and equations y=ab^x. |
| Algebra I | AI.QE.3 | Solve quadratic equations by inspection, square roots, the quadratic formula, and factoring. |
| Algebra I | AI.QE.4 | Represent real-world problems using quadratic equations in one or two variables and solve with technology. |
| Algebra I | AI.QE.5 | Graph exponential and quadratic functions with and without technology. |
| Algebra I | AI.QE.6 | Describe relationships among a solution, a zero, an x-intercept, and the factors of a quadratic. |
| Algebra I | AI.SEI.1 | Represent real-world problems using linear inequalities in two variables; interpret the solution set. |
| Algebra I | AI.SEI.2 | Write and graph a system of two linear equations in two variables and solve graphically and algebraically. |
| Algebra I | AI.SEI.3 | Represent real-world problems using a system of two linear inequalities in two variables. |
| Algebra II | AII.ASE.1 | Extend properties of integer exponents to rational exponents and radical notation. |
| Algebra II | AII.ASE.2 | Rewrite algebraic rational expressions in equivalent forms and describe what they reveal. |
| Algebra II | AII.ASE.3 | Solve systems of linear and nonlinear equations in two variables algebraically and graphically. |
| Algebra II | AII.ASE.4 | Solve exponential and logarithmic equations in one variable. |
| Algebra II | AII.FF.1 | Identify, create, and connect algebraic and graphical representations of function families using technology. |
| Algebra II | AII.FF.2 | Graph each of the families of functions with and without technology. |
| Algebra II | AII.FF.3 | Transform functions into equivalent forms to expose different information and identify key features. |
| Algebra II | AII.FF.4 | Solve real-world problems with each function family, including science and economic phenomena. |
| Algebra II | AII.MAA.1 | Use algebraic and graphical structure with quadratic, polynomial, and rational functions to solve problems. |
| Algebra II | AII.MAA.2 | Represent and solve systems of linear equations and inequalities in two or three variables. |
| Algebra II | AII.MAA.3 | Model real-world phenomena using linear programming and matrices. |
| Algebra II | AII.MDS.1 | Distinguish random and non-random sampling methods and identify and control sources of bias. |
| Algebra II | AII.MDS.2 | Using simulation results, decide if a specified model is consistent with the results. |
| Algebra II | AII.MDS.3 | Use data science techniques (predictive modeling, linear algebra, conditional probability) to analyze data. |
| Algebra II | AII.MFD.1 | Define functions and their inverses and illustrate examples algebraically and graphically. |
| Algebra II | AII.MFD.2 | Represent problems modeled by linear, quadratic, exponential, and rational functions. |
| Algebra II | AII.MFD.3 | Use technology to fit a function to bivariate data; interpret the correlation coefficient. |
| Algebra II | AII.MFD.4 | Explore the effects of function transformations using graphing technology. |
| Algebra II | AII.MQ.1 | Model real-world probability situations using permutations, combinations, and the Fundamental Counting Principle. |
| Geometry | G.CI.1 | Define, identify, and use relationships among radius, diameter, arc, chord, secant, tangent, etc. |
| Geometry | G.CI.2 | Explore and use relationships among inscribed angles, radii, and chords. |
| Geometry | G.CI.3 | Solve problems involving circumference, areas of circles and sectors, arc lengths, and related angles. |
| Geometry | G.GF.1 | Describe the structure of and relationships within an axiomatic system. |
| Geometry | G.GF.2 | State, use, and examine validity of converse, inverse, and contrapositive of conditional statements. |
| Geometry | G.GF.3 | Develop geometric proofs using two-column, paragraph, and flow chart formats, including coordinate geometry. |
| Geometry | G.GF.4 | Prove, construct, and apply theorems about parallel and perpendicular lines, transversals, and bisectors. |
| Geometry | G.GF.5 | Determine if lines are parallel, perpendicular, or neither by comparing slopes in graphs and equations. |
| Geometry | G.GF.6 | Use tools to construct congruent segments and angles, bisectors, altitudes, medians, and parallel lines. |
| Geometry | G.GF.7 | Develop the distance formula using the Pythagorean Theorem; find lengths and midpoints of segments. |
| Geometry | G.QP.1 | Prove and apply theorems about parallelograms (angles, diagonals, sides). |
| Geometry | G.QP.2 | Prove that given quadrilaterals are parallelograms, rhombuses, rectangles, squares, kites, or trapezoids. |
| Geometry | G.QP.3 | Develop and use formulas to find measures of interior and exterior angles of polygons. |
| Geometry | G.QP.4 | Compute perimeters and areas of regular and irregular polygons to solve problems. |
| Geometry | G.T.1 | Prove and apply theorems about triangles (interior angle sum, Isosceles Triangle Theorem, etc.). |
| Geometry | G.T.2 | Prove and apply criteria for triangle congruence (ASA, SAS, AAS, SSS, HL). |
| Geometry | G.T.3 | Use the definition of similarity in terms of transformations to determine if triangles are similar. |
| Geometry | G.T.4 | Use congruent and similar triangles to solve problems involving sides, perimeters, and areas. |
| Geometry | G.T.5 | Understand right-triangle side ratios as properties of angles, leading to trigonometric ratios. |
| Geometry | G.T.6 | Use trigonometric ratios and the Pythagorean Theorem to solve right triangle problems. |
| Geometry | G.T.7 | Use relationships in special right triangles (30-60-90 and 45-45-90) to solve problems. |
| Geometry | G.TS.1 | Use rigid motions to transform figures and predict results of translations, reflections, and rotations. |
| Geometry | G.TS.2 | Verify experimentally the properties of dilations given by a center and a scale factor. |
| Geometry | G.TS.3 | Explore properties of congruent and similar solids and use them to solve problems. |
| Geometry | G.TS.4 | Solve problems involving volume and surface area of prisms, cylinders, cones, spheres, and pyramids. |
| Geometry | G.TS.5 | Apply geometric methods to create and solve design problems. |
· Indiana Academic Standards for English/Language Arts (2023) · 108
| K | K.ML.2.1 | Recognize common signs and logos and identify commercials or advertisements. |
| K | K.RF.2.1 | Demonstrate understanding that print moves from left to right across the page and from top to bottom. |
| K | K.RF.2.2 | Recognize that written words are made up of sequences of letters. |
| K | K.RF.3.1 | Identify and produce rhyming words. |
| K | K.RF.3.2 | Orally pronounce, blend, and segment words into syllables. |
| K | K.RF.4.1 | Use letter-sound knowledge to decode the sound of each consonant (e.g., dog = /d/ /g/; soap = /s/ /p/). |
| K | K.RF.4.2 | Blend consonant-vowel-consonant (CVC) sounds to make words. |
| K | K.RF.4.3 | Recognize the long and short sounds for the five major vowels. |
| K | K.RF.4.4 | Read common high-frequency words by sight (e.g., a, my). |
| K | K.RL.2.3 | Identify important elements of the text (e.g., characters, settings, or events). |
| K | K.RL.2.4 | Make predictions about what will happen in a story. |
| K | K.RN.2.1 | With support, retell the main idea and key details of a text. |
| K | K.RV.3.1 | With support, ask and answer questions about unknown words in stories, poems, or songs. |
| K | K.SL.2.4 | Ask questions to seek help, get information, or clarify something that is not understood. |
| K | K.W.3.2 | Use words and pictures to develop a main idea and provide some information about a topic. |
| K | K.W.6.2 | Demonstrate command of capitalization, punctuation, and spelling: capitalize the first word in a sentence and the pronoun I. |
| 1 | 1.RF.2.3 | Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation). |
| 1 | 1.RF.3.2 | Blend sounds, including consonant blends, to produce single- and multi-syllable words. |
| 1 | 1.RF.3.4 | Distinguish beginning, middle (medial), and final sounds in single-syllable words. |
| 1 | 1.RF.3.5 | Segment the individual sounds in one-syllable words. |
| 1 | 1.RF.4.2 | Decode one-syllable words in the major syllable patterns (CVC, CVr, V, VV, VCe), independent of context. |
| 1 | 1.RL.2.1 | Ask and answer questions about main idea and key details in a text; retell stories, fables, and fairy tales in sequence, including key details. |
| 1 | 1.RL.2.3 | Using key details, identify and describe the elements of plot, character, and setting. |
| 1 | 1.RL.4.1 | Use illustrations and details in a story to describe its characters, setting, or events. |
| 1 | 1.RN.2.1 | Ask and answer questions about key details to clarify and confirm understanding of a text. |
| 1 | 1.RN.4.1 | Identify the reasons the author gives to support points in a text. |
| 1 | 1.RV.3.1 | Identify and use words that appeal to the senses (e.g., sight, taste, smell). |
| 1 | 1.SL.2.4 | Ask questions to clarify information about topics and texts under discussion. |
| 1 | 1.W.6.2 | Demonstrate command of punctuation: correctly use end punctuation, commas in dates, and commas to separate items in a series. |
| 2 | 2.ML.1 | Recognize the role of the media in informing, persuading, entertaining, and transmitting culture; recognize that media can be sources of information. |
| 2 | 2.RL.2.1 | Ask and answer questions about main idea and key details in a text; retell stories, including fables and folktales, and determine their lesson or moral. |
| 2 | 2.RN.3.3 | Identify what the author wants to answer, explain, or describe in the text. |
| 2 | 2.RV.2.1 | Use context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) to help determine the meaning of unknown words. |
| 2 | 2.RV.2.5 | Consult reference materials, both print and digital (e.g., dictionary), to determine or clarify the meanings of words and phrases. |
| 3 | 3.ML.2.1 | Recognize the use of media for informing, persuading, entertaining, interpretation of events, or transmission of culture. |
| 3 | 3.RF.4.2 | Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words. |
| 3 | 3.RL.2.1 | Recount folktales, fables, and tall tales from diverse cultures; identify the themes in these works. |
| 3 | 3.RL.2.2 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot. |
| 3 | 3.RN.4.2 | Compare and contrast the most important points and key details presented in two texts on the same topic. |
| 3 | 3.RV.2.1 | Determine the meanings of unknown words; identify relationships among words including synonyms, antonyms, homographs, homonyms, and multiple-meaning words. |
| 3 | 3.SL.2.2 | Explore ideas under discussion by drawing on readings and other information; use agreed-upon rules for discussion. |
| 3 | 3.SL.3.1 | Determine the main ideas and supporting details of a text presented in diverse media and formats, including visually, quantitatively, and orally. |
| 3 | 3.W.3.3 | Write narrative compositions in a variety of forms that establish a situation and introduce a narrator and/or characters. |
| 4 | 4.ML.1 | Recognize the role of the media in informing, persuading, entertaining, and transmitting culture. |
| 4 | 4.RF.4.2 | Use the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to read unknown words. |
| 4 | 4.RL.2.1 | Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text. |
| 4 | 4.RN.2.1 | Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text. |
| 4 | 4.W.2.1 | Write legibly in print or cursive, forming letters and words that can be read by others. |
| 5 | 5.ML.2.1 | Review claims made in various types of media and evaluate evidence used to support these claims. |
| 5 | 5.ML.2.2 | Identify the role of the media in focusing people's attention on events and in forming their opinions on issues. |
| 5 | 5.RL.2.2 | Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges; summarize the text. |
| 5 | 5.RL.3.2 | Describe how a narrator's or speaker's point of view influences how events are portrayed. |
| 5 | 5.RL.4.1 | Analyze how visual and multimedia presentations and representations can enhance the meaning of a text. |
| 5 | 5.RN.2.1 | Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text. |
| 5 | 5.RV.3.1 | Determine the meaning of figurative language (e.g., similes, metaphors, hyperbole, or allusion). |
| 5 | 5.SL.2.2 | Reflect on and contribute to ideas under discussion by drawing on readings and other resources. |
| 5 | 5.SL.2.3 | Establish and follow agreed-upon rules for discussion; pose and respond to specific questions that contribute to the discussion. |
| 5 | 5.SL.4.1 | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details. |
| 6 | 6.ML.2.1 | Use evidence to evaluate the accuracy of information presented in multiple media messages. |
| 6 | 6.RL.2.1 | Analyze what a text says explicitly as well as draw inferences from the text through citing textual evidence. |
| 6 | 6.RL.2.2 | Explain how a plot unfolds in a series of episodes as well as how the characters respond or change as the narrative advances toward a resolution. |
| 6 | 6.RN.2.2 | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |
| 6 | 6.RN.3.3 | Determine an author's perspective or purpose in a text, and explain how it is conveyed in the text. |
| 6 | 6.RN.4.3 | Compare and contrast one author's presentation of events with that of another. |
| 6 | 6.RV.2.1 | Use context to determine or clarify the meaning of words and phrases. |
| 6 | 6.RV.2.3 | Distinguish among the connotations of words with similar denotations. |
| 6 | 6.RV.3.3 | Interpret figures of speech (e.g., personification) in context. |
| 6 | 6.SL.2.3 | Follow rules for considerate discussions, set specific goals and deadlines, and define individual roles as needed. |
| 6 | 6.SL.3.2 | Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details. |
| 6 | 6.W.3.2 | Write informative compositions; use appropriate transitions to clarify the relationships among ideas and concepts. |
| 7 | 7.ML.1 | Interpret the various ways in which events are presented and information is communicated by visual image-makers to influence the public. |
| 7 | 7.RL.1 | Read and comprehend a variety of literature within a range of complexity appropriate for grade 7, with scaffolding at the high end of the range. |
| 7 | 7.RN.2.1 | Cite several pieces of textual evidence to analyze what a text says explicitly as well as draw inferences from the text. |
| 7 | 7.RV.2.1 | Use context to determine or clarify the meaning of words and phrases. |
| 7 | 7.RV.2.4 | Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of words. |
| 8 | 8.ML.2.1 | Critically analyze information found in electronic, print, and mass media, and identify false or misleading information. |
| 8 | 8.ML.2.2 | Analyze and interpret how people experience media messages differently, depending on point of view, culture, etc. |
| 8 | 8.RL.2.1 | Cite textual evidence to analyze the development of a theme or central idea over the course of a work of literature. |
| 8 | 8.RL.3.2 | Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. |
| 8 | 8.RN.2.2 | Provide a detailed, objective summary of the text. |
| 8 | 8.RN.3.2 | Determine an author's perspective or purpose in a text, and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
| 8 | 8.RN.3.3 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence relevant and sufficient. |
| 8 | 8.RV.2.1 | Use context to determine or clarify the meaning of words and phrases. |
| 8 | 8.RV.2.2 | Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. |
| 8 | 8.RV.2.3 | Distinguish among the connotations of words with similar denotations; use common, grade-appropriate Greek or Latin affixes and roots as clues. |
| 8 | 8.SL.2.3 | Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. |
| 9-10 | 9-10.ML.2.1 | Analyze and interpret the changing role of the media in focusing the public's attention on events and verbal messages used to achieve a desired result. |
| 9-10 | 9-10.RL.2.1 | Cite thorough textual evidence to analyze in detail the development of two or more themes over the course of a work of literature. |
| 9-10 | 9-10.RL.2.2 | Analyze how dynamic characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. |
| 9-10 | 9-10.RN.2.2 | Analyze a series of ideas or events, including the order in which the points are made and developed and the connections that are drawn between them. |
| 9-10 | 9-10.RN.3.2 | Determine an author's perspective or purpose in a text, and analyze how an author uses rhetoric to advance that perspective or purpose. |
| 9-10 | 9-10.RN.4.1 | Delineate and evaluate an argument, assessing whether the evidence is relevant and sufficient; identify false statements and fallacious reasoning. |
| 9-10 | 9-10.RV.2.1 | Use context to determine or clarify the meaning of words and phrases. |
| 9-10 | 9-10.RV.2.3 | Analyze nuances in the meaning of words with similar denotations; identify and correctly use patterns of word changes. |
| 9-10 | 9-10.SL.2.2 | Work with peers to establish norms for collegial discussions and decision-making, set clear goals and deadlines, and define individual roles as needed. |
| 9-10 | 9-10.SL.3.1 | Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or distorted evidence. |
| 9-10 | 9-10.W.3.1 | Write arguments in a variety of forms that introduce precise claims, distinguish them from alternate or opposing claims, and supply evidence. |
| 11-12 | 11-12.ML.2.1 | Analyze how design elements carry or influence messages in various media. |
| 11-12 | 11-12.ML.2.2 | Analyze the impact of the media on the public, including identifying and analyzing rhetorical and logical fallacies. |
| 11-12 | 11-12.RL.2.1 | Cite textual evidence, determining where the text leaves matters uncertain; compare and contrast the development of similar themes across texts. |
| 11-12 | 11-12.RL.2.2 | Analyze how the author's choices impact character development over the course of a text. |
| 11-12 | 11-12.RN.2.2 | Analyze a complex set of ideas or sequence of events and explain how specific ideas, events, or individuals develop and interact over the course of the text. |
| 11-12 | 11-12.RN.3.2 | Determine an author's perspective or purpose in a text in which the rhetoric is particularly effective, makes points that are clear and convincing. |
| 11-12 | 11-12.RN.4.2 | Analyze and synthesize foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features. |
| 11-12 | 11-12.RV.2.2 | Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words; analyze nuances. |
| 11-12 | 11-12.RV.2.4 | Select appropriate general and specialized reference materials to find the pronunciation of a word or determine its precise meaning or part of speech. |
| 11-12 | 11-12.SL.2.3 | Expand conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions. |
| 11-12 | 11-12.W.3.1 | Write arguments in a variety of forms that introduce precise, knowledgeable claims and establish their significance. |
· Indiana Academic Standards for Science & K-8 Computer Science (2023) · 115
| K | K-ESS2-1 | Earth's Systems: use and share observations of local weather conditions to describe patterns over time. |
| K | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
| K | K-ESS3-1 | Use a model to represent the relationship between the needs of different plants and animals and the places they live. |
| K | K-ESS3-3 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| K | K-LS1-1 | From Molecules to Organisms: observe patterns of what plants and animals need to survive. |
| K | K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object. |
| K | K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. |
| K | K-PS3-1 | Energy: make observations to determine the effect of sunlight on Earth's surface. |
| K | K-PS3-2 | Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area. |
| 1 | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | 1-ESS1-2 | Earth's Place in the Universe: make observations to determine the relationship between seasons and the amount of daylight. |
| 1 | 1-LS1-1 | From Molecules to Organisms: design a solution to a human problem by mimicking how plants/animals use external parts to survive. |
| 1 | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| 1 | 1-LS3-1 | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| 1 | 1-PS4-1 | Waves and Their Applications: plan and conduct investigations to provide evidence that vibrating materials can make sound. |
| 1 | 1-PS4-2 | Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
| 1 | 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| 2 | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| 2 | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 2 | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| 2 | 2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem. |
| 2 | 2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed. |
| 2 | 2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 2 | 2-LS4-1 | Biological Evolution: make observations of plants and animals to compare the diversity of life in different habitats. |
| 2 | 2-PS1-1 | Matter and Its Interactions: plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| 2 | 2-PS1-3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. |
| 2 | 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| 3 | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
| 3 | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| 3 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
| 3 | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
| 3 | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| 3 | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some less well, and some cannot survive at all. |
| 3 | 3-PS2-1 | Motion and Stability: plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| 3 | 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 3 | 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| 4 | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| 4 | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth's features. |
| 4 | 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond in different ways. |
| 4 | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4 | 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| 4 | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| 4 | 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| 4 | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information. |
| 5 | 5-ESS1-1 | Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| 5 | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| 5 | 5-ESS2-2 | Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| 5 | 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. |
| 5 | 5-PS1-2 | Measure and graph quantities to provide evidence that regardless of the type of change, the total weight of matter is conserved. |
| 5 | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| 5 | 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| 5 | 5-PS3-1 | Use models to describe that energy in animals' food was once energy from the sun. |
| 6 | MS-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| 6 | MS-ESS1-3 | Analyze and interpret data to determine scale properties of objects in the solar system. |
| 6 | MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. |
| 6 | MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| 6 | MS-ETS1-4 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process. |
| 6 | MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| 6 | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 6 | MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| 6 | MS-PS4-1 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. |
| 6 | MS-PS4-3 | Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information. |
| 7 | MS-ESS1-4 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's history. |
| 7 | MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. |
| 7 | MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. |
| 7 | MS-ESS3-2 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
| 7 | MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| 7 | MS-LS1-7 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism. |
| 7 | MS-LS1-8 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. |
| 7 | MS-PS2-3 | Ask questions and design a plan to determine the factors that affect the strength of electric and magnetic forces. |
| 7 | MS-PS2-4 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| 7 | MS-PS3-2 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
| 7 | MS-PS3-4 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in average kinetic energy of the particles. |
| 8 | MS-ESS2-6 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
| 8 | MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| 8 | MS-ESS3-4 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. |
| 8 | MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| 8 | MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth. |
| 8 | MS-LS4-2 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms. |
| 8 | MS-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. |
| 8 | MS-PS1-3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| 8 | MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| 8 | MS-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| 8 | MS-PS1-6 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. |
| Earth and Space Science | HS-ESS1-2 | Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. |
| Earth and Space Science | HS-ESS1-3 | Communicate scientific ideas about the way stars, over their life cycle, produce elements. |
| Earth and Space Science | HS-ESS1-4 | Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. |
| Earth and Space Science | HS-ESS2-1 | Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. |
| Earth and Space Science | HS-ESS2-3 | Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection. |
| Earth and Space Science | HS-ESS3-1 | Earth and Human Activity: construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. |
| Earth and Space Science | HS-ESS3-4 | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. |
| Earth and Space Science | HS-ESS3-6 | Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. |
| Biology | HS-LS1-2 | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. |
| Biology | HS-LS1-3 | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. |
| Biology | HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |
| Biology | HS-LS1-7 | Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. |
| Biology | HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| Biology | HS-LS2-5 | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. |
| Biology | HS-LS3-3 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. |
| Biology | HS-LS4-1 | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. |
| Biology | HS-LS4-4 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. |
| Biology | HS-LS4-6 | Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. |
| Chemistry | HS-PS1-3 | Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. |
| Chemistry | HS-PS1-5 | Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. |
| Chemistry | HS-PS1-6 | Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. |
| Chemistry | HS-PS1-8 | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. |
| Physics I | HS-PS2-1 | Forces and Interactions: analyze data to support the claim that Newton's second law of motion describes the relationship among force, mass, and acceleration. |
| Physics I | HS-PS2-3 | Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. |
| Chemistry | HS-PS3-1 | Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. |
| Physics I | HS-PS3-3 | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. |
| Chemistry | HS-PS3-4 | Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined results in a more uniform energy distribution among the components. |
| Physics I | HS-PS3-5 | Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. |
| Physics I | HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. |
| Physics I | HS-PS4-3 | Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model. |
· Indiana Academic Standards for Social Studies (2026) · 120
| K | K.C.1 | Give examples of classroom and school rules, and explain the importance of following these rules to ensure order and safety. (E) |
| K | K.C.2 | Give examples of how to be a responsible member of society both in person and in digital spaces. |
| K | K.E.1 | Explain that people work to earn money to buy the things they want and need. |
| K | K.E.2 | Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs. (E) |
| K | K.G.1 | Use words related to location, direction, and distance, including here/there, over/under, left/right, above/below, forward/backward, and between. (E) |
| K | K.G.2 | Locate and describe places in the school and community using words such as here/there, over/under, left/right, above/below, forward/backward, and between. |
| K | K.H.1 | Observe and describe similarities and differences between children's lives and families today and those from long ago using familiar everyday objects. |
| K | K.H.2 | Recognize and explain the ways people, heritage, and events are remembered and celebrated in families, schools, and communities. (E) |
| 1 | 1.C.1 | Identify individual rights and responsibilities and use a variety of sources to learn about the functions of government and roles of citizens. |
| 1 | 1.C.2 | Define and give examples of rules and laws in the school and the community, and explain the benefits of these rules and laws. |
| 1 | 1.E.1 | Identify goods that people use. (E) |
| 1 | 1.E.2 | Identify services that people provide for others. (E) |
| 1 | 1.G.1 | Identify the cardinal directions (i.e., north, south, east, and west) on maps and globes and at the classroom or school. (E) |
| 1 | 1.G.2 | Identify and describe continents, hemispheres, oceans, cities, and roads on maps and globes. (E) |
| 1 | 1.H.1 | Identify the impact the past has on the present way of life in the community using primary sources. |
| 1 | 1.H.2 | Identify songs and symbols that represent the American experience and discuss their origins. |
| 2 | 2.C.1 | Explain that the United States government is founded on the belief of equal rights for its citizens. (E) |
| 2 | 2.C.2 | Explain why it is important for a community to have a responsible government. (E) |
| 2 | 2.E.1 | Explain the price of and the product received from goods and services and the impact on consumers. (E) |
| 2 | 2.E.2 | Research goods and services produced in the local community, and describe how people can be both producers and consumers. |
| 2 | 2.G.1 | Use a compass to identify cardinal and intermediate directions and locate places on maps and in the classroom, school, and community. |
| 2 | 2.G.2 | Locate the equator, the poles, continents, and hemispheres on a world map and on a globe; identify the local community, city, Indiana, the United States, and North America on a world map and on a globe. (E) |
| 2 | 2.H.1 | Identify when the local community was established, and identify its founders and early settlers. (E) |
| 2 | 2.H.2 | Identify the impact the past has on the present way of life in the community using primary sources. |
| 3 | 3.C.1 | Discuss the reasons governments are needed and identify specific goods and services that governments provide. (E) |
| 3 | 3.C.2 | Identify and explain the duties of and selection process for local and state government officials who make, implement, and enforce laws. |
| 3 | 3.C.3 | Explain that the United States has three levels of government (i.e., local, state, and federal), and that each level has special duties and responsibilities. (E) |
| 3 | 3.E.1 | Give examples from the local community that illustrate scarcity of resources and explain how scarcity requires people to make choices and give up other options (i.e., opportunity cost). |
| 3 | 3.E.2 | Give examples of goods and services provided by local business and industry. (E) |
| 3 | 3.G.1 | Use labels and symbols to locate and identify physical and political features on maps and globes. |
| 3 | 3.G.2 | Label a map of the Midwest, identifying states, major rivers, lakes, and the Great Lakes. (E) |
| 3 | 3.H.1 | Identify and describe how Native Americans impacted the development of local and regional communities. (E) |
| 3 | 3.H.2 | Explain why and how the local community was established, and identify its founders and early settlers. |
| 3 | 3.H.3 | Describe the role of the local community and other communities in the development of the state's regions. |
| 4 | 4.C.1 | Explain the major purposes of Indiana's Constitution as stated in the Preamble. (E) |
| 4 | 4.C.2 | Describe individual rights, such as freedom of speech and freedom of religion, which people have under Article I of Indiana's Constitution. (E) |
| 4 | 4.C.3 | Identify and explain the major responsibilities of the legislative (Article 4), executive (Article 5), and judicial branches (Article 7) of state government as written in the Indiana Constitution. (E) |
| 4 | 4.E.1 | Give examples of the kinds of goods produced and services provided in Indiana in different historical periods. |
| 4 | 4.E.2 | Define productivity, and provide examples of how productivity has changed in Indiana during the past century. (E) |
| 4 | 4.G.1 | Estimate distances between two places on a map when referring to relative locations. |
| 4 | 4.G.2 | Identify and describe the location of the state capital, major cities, and rivers in Indiana. |
| 4 | 4.H.1 | Identify and compare the major early cultures that lived in the region of Indiana before the arrival of the Europeans and before Indiana became a state. (E) |
| 4 | 4.H.2 | Identify and describe historic Native American groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. (E) |
| 4 | 4.H.3 | Explain the importance of the Revolutionary War and other key events and people that impacted the development of Indiana. (E) |
| 5 | 5.C.1 | Understand the principles and purposes of government as stated in the Preamble to the United States Constitution. |
| 5 | 5.C.2 | Identify and explain ideas about limited government, the rule of law, and individual rights in key colonial era documents. (E) |
| 5 | 5.C.3 | Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution, and the Bill of Rights. (E) |
| 5 | 5.E.1 | Describe the economic activities within and among Native American cultures prior to contact with Europeans. |
| 5 | 5.E.2 | Describe the impacts of technological developments and major inventions on business productivity during the early development of the United States. (E) |
| 5 | 5.G.1 | Locate where lines of latitude and longitude intersect on a map or globe and describe the precise location using terms of degrees north or south of the equator and east or west of the Prime Meridian. (E) |
| 5 | 5.G.2 | Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E) |
| 5 | 5.H.1 | Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans. (E) |
| 5 | 5.H.2 | Examine accounts of early European explorations of North America, including major land and water routes, reasons for exploration, and impacts of the exploration. (E) |
| 5 | 5.H.3 | Compare and contrast historic Native American groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration. |
| 6 | 6.C.1 | Compare and contrast major forms of governments in Europe and the Americas throughout history. |
| 6 | 6.C.2 | Explain how the elements and foundations of Greek direct democracy can be found in modern systems of government. (E) |
| 6 | 6.C.3 | Explain how the elements and foundations of Roman representative democracy are present in modern systems of government. (E) |
| 6 | 6.E.1 | Give examples of how trade related to key developments in the history of Europe and the Americas. (E) |
| 6 | 6.E.2 | Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods. (E) |
| 6 | 6.G.1 | Demonstrate a broad understanding of the major countries, capitals, and/or regions of Europe and the Americas. (E) |
| 6 | 6.G.2 | Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere. |
| 6 | 6.H.1 | Summarize the rise, decline, and cultural achievements of ancient civilizations in Europe and Mesoamerica. (E) |
| 6 | 6.H.2 | Describe and compare the beliefs, the spread, and the influence of religions throughout Europe and Mesoamerica. |
| 6 | 6.H.3 | Identify and explain the development and organization of political, cultural, social, and economic systems in Europe and the Americas. |
| 7 | 7.C.1 | Compare, contrast, and evaluate the different routes to independence from colonial rule taken by countries in Asia, Africa, and the Southwest Pacific. (E) |
| 7 | 7.C.2 | Compare and contrast historical and contemporary governments in Africa, Asia, and the Southwest Pacific. |
| 7 | 7.C.3 | Describe how major forms of governments of Japan, North Korea, India, South Africa, and China currently protect or violate the human rights of their citizens. (E) |
| 7 | 7.E.1 | Evaluate the benefits and opportunity costs of voluntary trade and specialization on the standards of living in Africa, Asia, and the Southwest Pacific. (E) |
| 7 | 7.E.2 | Identify ways that societies deal with helpful and harmful externalities in Africa, Asia, and the Southwest Pacific. (E) |
| 7 | 7.G.1 | Formulate a broad understanding of the location of countries within Africa, Asia, and the Southwest Pacific. (E) |
| 7 | 7.G.2 | Describe and compare major cultural characteristics of regions in Africa, Asia, and the Southwest Pacific. |
| 7 | 7.H.1 | Identify and explain the conditions that led to the rise of early river valley civilizations and evaluate how achievements in art, architecture, written language, and religion relate to their forms of government and social hierarchies. (E) |
| 7 | 7.H.2 | Describe, compare, and contrast the historical origins, central beliefs and features, and spread of major religions, including Hinduism, Buddhism, Judaism, Christianity, and Islam. (E) |
| 7 | 7.H.3 | Analyze how the control of trade routes and natural resources led to the rise of powerful empires in Sub-Saharan Africa. |
| 8 | 8.C.1 | Identify and explain essential ideas of constitutional government, including limited government, rule of law, due process, separated and shared powers, checks and balances, federalism, popular sovereignty, and republicanism. |
| 8 | 8.C.2 | Compare and contrast the delegated, reserved, and concurrent powers (division of power or federal system) contained in the United States Constitution. (E) |
| 8 | 8.C.3 | Compare and contrast the different functions of federal and state government within the federal system by analyzing the United States Constitution and the Indiana Constitution. |
| 8 | 8.E.1 | Identify economic factors contributing to European exploration and colonization in North America, the American Revolution, and the drafting of the United States Constitution. |
| 8 | 8.E.2 | Explain how federal, state, and local governments are involved in the economy of the United States. (E) |
| 8 | 8.G.1 | Read and interpret maps that portray the physical growth and development of the United States from colonization through Reconstruction (1877). (E) |
| 8 | 8.G.2 | Identify the major mountain ranges and river systems of the United States and explain the importance of these physical features in the development of America. |
| 8 | 8.H.1 | Identify the major Native American groups and identify cause and effect relationships between European settlers and these groups that led to conflict and cooperation. (E) |
| 8 | 8.H.2 | Compare and contrast reasons for British, French, Spanish, and Dutch colonization in the New World. |
| 8 | 8.H.3 | Explain the conditions, causes, consequences, and significance of Britain's struggle to maintain control of colonies during the French and Indian War (1754-1763). |
| Economics | E.1.1 | Define and identify each of the productive resources (i.e., natural, human, capital) and explain why each is necessary for the production of goods and services. (E) |
| Economics | E.1.2 | Identify incentives and explain how they influence economic behavior and decision-making. |
| Economics | E.2.1 | Define supply and demand, and explain the causes of the Law of Supply and the Law of Demand. (E) |
| Economics | E.2.2 | Provide examples of how consumers ultimately determine what is produced in a market economy. |
| Economics | E.3.1 | Explain the advantages and disadvantages of various types of firms including sole proprietorships, partnerships, and corporations. |
| Economics | E.3.2 | Compare and contrast the basic characteristics of the four market structures: monopoly, oligopoly, monopolistic competition, and pure competition. |
| Economics | E.4.1 | Explain how markets underproduce public goods, and analyze the role of government to resolve those market failures. |
| Economics | E.4.2 | Describe how the government taxes negative externalities (spillovers) and subsidizes positive externalities to resolve the inefficiencies they cause. |
| Economics | E.5.1 | Explain measures of a country's economic performance such as gross domestic product (GDP), unemployment, and inflation. (E) |
| United States Government | USG.1.1 | Define and distinguish between civic life, political life, and private life, and describe the activities of individuals in each of these spheres. |
| United States Government | USG.1.2 | Define the terms and explain the relationship between politics, government, and public policy. |
| United States Government | USG.2.1 | Analyze how colonial, revolutionary, and Founding Era events helped to inform the Framers on the design, ratification, and implementation of the United States Constitution (1787) and the Bill of Rights (1791). |
| United States Government | USG.2.2 | Explain the concept of compromise and evaluate its application during the Constitutional Convention. |
| United States Government | USG.3.1 | Analyze the United States Constitution, and explain characteristics of government in the United States, which define it as a federal, presidential, constitutional, and representative democracy. (E) |
| United States Government | USG.3.2 | Explain the constitutional principles of federalism, separation of powers, the system of checks and balances, and republican government. (E) |
| United States Government | USG.4.1 | Analyze powers the United States Constitution gives to the executive, legislative, and judicial branches of government in the area of foreign affairs and how they have changed over time. (E) |
| United States Government | USG.4.2 | Identify and explain world issues, including political, cultural, demographic, economic, and environmental challenges that affect United States foreign policy in specific regions of the world. |
| United States Government | USG.5.1 | Define the legal meaning of citizenship in the United States and identify the requirements for citizenship in the United States. (E) |
| United States History | USH.1.1 | Analyze key documents from the Founding Era and major ideas about government, individual rights, and the general welfare embedded in these documents. |
| United States History | USH.1.2 | Identify and summarize the causes and effects of slavery, the Civil War, abolitionism, social reform movements, and Reconstruction. (E) |
| United States History | USH.2.1 | Explain the causes of the Industrial Revolution and its social, political, and economic outcomes. |
| United States History | USH.2.2 | Analyze the political and social factors associated with the development of the West and impact on the lives of various groups. (E) |
| United States History | USH.3.1 | Explain the debates surrounding America's entrance into global imperialism. |
| United States History | USH.4.1 | Identify new cultural and technological movements of the 1920s, and explain their impacts on Americans. (E) |
| United States History | USH.5.1 | Identify and explain key events at home and abroad from Versailles to Pearl Harbor that resulted in the United States' entry into World War II. (E) |
| United States History | USH.6.1 | Describe the challenges involved with the enforcement of desegregation directives in Brown v. Board of Education of Topeka (1954). |
| United States History | USH.7.1 | Explain the significance of social, economic, and political issues during the period 1980 to the present and how these issues affected individuals and organizations. (E) |
| World History & Civilization | WH.1.1 | Describe and evaluate social, cultural, and economic changes of small agriculture communities which led to the development of large agricultural settlements (movement from hunting and gathering societies to civilization). (E) |
| World History & Civilization | WH.1.2 | Identify the key components that make up a civilization and the key differences between civilizations and how people organize themselves outside of civilizations. |
| World History & Civilization | WH.2.1 | Review the development and fundamental beliefs and features of major world religions and philosophies, including Hinduism, Buddhism, Sikhism, Judaism, Christianity, and Islam, and examine the origins of monotheism. |
| World History & Civilization | WH.2.2 | Examine the development of Greek civilization, including differing political and social structures and major conflicts. (E) |
| World History & Civilization | WH.3.1 | Analyze the impact of trade networks, such as the Silk Road and Indian Ocean trade network. (E) |
| World History & Civilization | WH.3.2 | Examine the origins and spread of Islam, including Islam's division into the Sunnis and Shiites, and Islam's early impact on West Asia, Southern Europe, and North Africa. (E) |
| World History & Civilization | WH.4.1 | Trace the origins and developments of the European Renaissance and its impact throughout Western Europe. (E) |
| World History & Civilization | WH.5.1 | Explain the key developments of the Scientific Revolution and its impact on the world. (E) |
| World History & Civilization | WH.6.1 | Identify and explain the impact of nationalism, imperialism, militarism, and alliances on relationships between countries. (E) |
Is homeschooling legal in Indiana?
Yes. Indiana is a low-regulation, no-notice homeschool state.
Do I have to notify anyone to homeschool in Indiana?
No. Indiana does not require parents to file a notice to begin homeschooling. Indiana requires NO notification or registration to begin homeschooling. A homeschool operates as a 'non-accredited nonpublic school.' The IDOE offers a VOLUNTARY online enrollment/registration form, which is strongly recommended (creates a paper trail and helps avoid truancy inquiries) but is not legally mandated.
Is standardized testing required for homeschoolers in Indiana?
No annual test is mandated for homeschoolers in Indiana. The state test (ILEARN (Indiana Learning Evaluation Assessment Readiness Network)) is not required for home-educated students.
What subjects are required for homeschooling in Indiana?
Indiana requires instruction in: English/Language Arts; Mathematics; Science; Social Studies.
Does Indiana have its own learning standards?
Math: Indiana Academic Standards for Mathematics (2023). ELA: Indiana Academic Standards for English/Language Arts (2023). Science: Indiana Academic Standards for Science & K-8 Computer Science (2023). Social studies: Indiana Academic Standards for Social Studies (2026).