1. B
IREAD was developed following the 2010 Indiana General Assembly’s passage of Public Law 109, which mandated the evaluation of reading skills for all third grade students. The assessment’s primary legislative purpose is to ensure that students can read at grade level prior to entering fourth grade, meeting state law requirements (HEA 1367 and SEA 1) that emphasize the critical importance of reading proficiency by the end of third grade.

2. C
Starting in the 2024-2025 school year, Indiana law mandates that all second grade students participate in IREAD during the spring administration. Additionally, students in grades 3 through 6 who have not yet passed the assessment must continue to participate in both spring and summer administrations until they either pass the test or are promoted to grade 7, ensuring ongoing assessment of reading proficiency.

3. C
The passing threshold for IREAD is a scale score of 446 or higher, which applies uniformly to both second and third grade students. The assessment vendor’s automated scoring system scores all items without any manual rescore process available, ensuring standardized and consistent scoring across all test administrations.

4. B
IREAD is structured into three separate test segments that are typically administered over a period of 2-3 days. The first segment measures foundational reading skills including phonics and vocabulary, while the second and third segments assess students’ comprehension of nonfiction and literary texts respectively.

5. A
IREAD uses an exclusively multiple-choice format for all assessment questions. Students must select the correct answer from provided options, and the assessment does not include any questions requiring written responses, verbal answers, or constructed responses, making it entirely a selected-response assessment.

6. A
Segment 1 of IREAD specifically measures foundational reading skills with an emphasis on phonics and early vocabulary development. This segment consists only of discrete, stand-alone questions that do not require students to read passages, focusing instead on basic word recognition, letter-sound relationships, and vocabulary knowledge.

7. B
Segments 2 and 3 of IREAD are designed to assess students’ ability to silently read and comprehend both nonfiction informational texts and literary narrative texts. These segments consist entirely of passage-based questions, meaning students must first read a passage and then answer questions that assess their understanding of what they have read.

8. C
IREAD is administered as an untimed assessment, which means students are allowed to progress through each segment at their own individual pace without time pressure. This untimed format ensures that all students, regardless of their reading speed, have adequate opportunity to demonstrate their reading abilities and complete all assessment questions.

9. B
IREAD functions as a computer-adaptive test (CAT), meaning the assessment dynamically adjusts the difficulty of questions based on each student’s responses. The Test Delivery System (TDS) automatically generates unique test forms for each student, selecting different items that measure the same level of rigor, thereby providing a more precise and individualized estimate of each student’s reading skills.

10. B
The spring IREAD testing window occurs annually during the month of March. For instance, the 2024 testing window ran from March 4-15, and the 2024-25 window was scheduled for March 3-14. This consistent annual March scheduling allows schools, teachers, and families to plan and prepare for the assessment each year.

11. B
The summer retest opportunity for IREAD is made available annually from mid-May through late June. This summer window provides students who did not pass during the spring administration with a second opportunity to demonstrate reading proficiency after receiving additional intensive reading instruction and targeted interventions during the intervening months.

12. C
IREAD is specifically designed to measure foundational reading skills that are based on Indiana Academic Standards for reading through grade three. The assessment evaluates students’ ability to read and comprehend grade-level text, focusing exclusively on reading foundations, vocabulary, and comprehension rather than other academic content areas.

13. B
Second grade students who do not pass IREAD are not subject to retention and are promoted to third grade regardless of their test results. However, these students must continue to participate in IREAD during each spring and summer testing administration until they achieve a passing score or are promoted to grade 7, ensuring continued monitoring of their reading progress.

14. B
Under Indiana law that became effective with the 2024-25 school year, third grade students who do not pass IREAD and who do not qualify for a Good Cause Exemption (GCE) must be retained in third grade. These retained students receive appropriate reading remediation and interventions while continuing to improve their essential reading skills necessary for future academic success.

15. C
Valid Good Cause Exemptions under Indiana law include: students with intellectual disabilities or whose Individualized Education Program (IEP) specifies that retention is not appropriate (as determined by the case conference committee), and English Learners who have received language services for fewer than two years (with the ILP committee determining that promotion is appropriate). A parent’s request alone, without meeting these specific criteria, does not constitute a valid exemption.

16. B
Students who achieve a passing score on IREAD during second grade have successfully demonstrated mastery of the foundational reading skills expected by the end of third grade. Because they have already proven proficiency, these students are not required to take IREAD again in third grade, eliminating redundant testing and allowing instructional time to focus on continued literacy development.

17. C
IREAD utilizes a scale score system where students must attain a scale score of 446 or higher in order to pass the assessment. The assessment vendor’s automated scoring system processes and scores all items without any manual rescore process being available, ensuring objective, consistent, and standardized scoring across all administrations.

18. B
Students who do not achieve a passing score on IREAD receive a Lexile score in addition to their IREAD scale score. The Lexile score provides valuable supplementary information about the student’s independent reading level, which educators and families can use to select appropriately challenging texts and guide targeted instructional interventions.

19. B
IREAD results become available in the Centralized Reporting System (CRS) within 24 hours after a student completes the test. This rapid turnaround enables educators to quickly access student performance data for instructional planning, though results are not considered final until after the paper testing discrepancy resolution window closes on designated dates in April (spring) and July (summer).

20. B
The Test Delivery System (TDS) automatically generates unique test forms for each individual student by selecting different items that measure the same level of rigor and difficulty. This adaptive form generation ensures test security by preventing students from seeing identical questions while maintaining consistent assessment standards and comparable difficulty levels across all administrations.

21. C
The Item Specifications are the official documents that define exactly how each Indiana Academic Standard will be measured on the IREAD assessment. These comprehensive specifications are used by professional item writers to create assessment questions and include detailed information such as evidence statements, Depth of Knowledge (DOK) level requirements, and sample items that illustrate how the standard should be assessed.

22. B
All individuals who participate in IREAD administration are required to sign a test security oath. This legally binding oath is mandatory to preserve the integrity of test content and protect student data through strict adherence to all instructions and procedures outlined in coordinator resources and test administration materials, with violations potentially affecting educator certification.

23. C
It is explicitly prohibited and considered unethical for test administrators to influence students’ responses by making any kind of gestures during test administration. Prohibited gestures include pointing to specific items, holding up fingers to signify item numbers or answer options, nodding, or any other non-verbal communication that could guide, suggest, or influence a student’s answer selection.

24. C
IREAD provides three distinct levels of support to ensure accessibility: universal features (available to all students without documentation), designated features (available for students with identified needs as determined by school staff working closely with the student), and accommodations (available only to students with formally documented needs specified in an IEP, ILP, Section 504 Plan, CSEP, or Service Plan).

25. C
Corporation Test Coordinators (CTCs) and School Test Coordinators (STCs) have administrative permissions in the Test Information Distribution Engine (TIDE) to set designated features such as Visual Human Reader for students prior to testing. While Test Administrators can also adjust these features directly in the TA Interface during testing, this method should only be used as a backup if a student’s designated feature was not correctly entered beforehand.

26. B
If a student fails to answer any items in one or more of the test segments, a valid scale score cannot be calculated or achieved. Students must complete all three segments of IREAD—including the foundational skills segment and both passage-based comprehension segments—to receive a valid assessment score that accurately reflects their overall reading proficiency.

27. C
Indiana state law does not permit parents or guardians to opt their children out of required state assessments such as IREAD. Participation in IREAD is mandatory for all eligible students, and failure to participate carries serious consequences including potential grade retention, reflecting the state’s commitment to ensuring all students are assessed for reading proficiency.

28. B
Third grade students who do not participate in IREAD without valid justification are subject to repeating third grade. This serious consequence reinforces the mandatory nature of the assessment and ensures that schools can identify students who need reading support, as non-participation prevents educators from determining whether students have achieved grade-level reading proficiency.

29. B
Even if a student does not achieve a passing score on IREAD after repeating third grade for one year, they are still promoted to fourth grade to continue their educational progression. However, these students must continue retaking IREAD during every spring and summer testing administration until they either pass the assessment or complete sixth grade, ensuring ongoing progress monitoring.

30. B
Segment 1 of IREAD includes only discrete questions that stand alone without requiring students to read any passages. These discrete items focus specifically on assessing foundational reading skills such as phonics, phonological awareness, letter-sound correspondence, and early vocabulary knowledge without the additional cognitive demand of passage comprehension.

31. B
The IREAD Item Sampler is an official resource that provides practice questions similar in format, difficulty, and content to what students will encounter on the actual Indiana Reading Evaluation and Determination assessment. This publicly available resource helps familiarize students, teachers, and families with the test format and question types without compromising the security of operational test items.

32. B
Educators and school personnel access IREAD student scores and reports through Cambium’s Centralized Reporting System (CRS), which serves as the official platform for viewing and downloading assessment results. Families can access their children’s scores through Cambium’s Family Portal, ensuring that both educators and parents have appropriate access to student performance information.

33. C
Indiana law mandates that schools must offer summer classes and provide appropriate reading interventions for students in second and third grade who are identified as at risk of not achieving reading proficiency or who have not yet mastered essential literacy fundamentals. This requirement ensures that struggling readers receive additional instructional time and targeted support to develop the reading skills necessary for academic success.

34. C
IREAD consists of three test sections that take approximately 90 minutes in total combined time and are typically spread over a 2-3 day period. On average, each segment takes about 30 minutes for most students to complete. However, it is important to note that because IREAD is an untimed assessment, actual testing time varies by individual student based on their reading speed, processing time, and individual needs.

35. B
Indiana educator committees worked collaboratively with content experts to develop the IREAD Test Blueprint and Item Specifications, which are the foundational documents ensuring all test items align to Indiana Academic Standards. The Test Blueprint defines the essential reading content to be measured, while the Item Specifications define exactly how each standard will be assessed, including evidence statements, Depth of Knowledge requirements, and illustrative sample items for item writers.

36. B
According to IREAD testing policies and procedures, all test irregularities, security breaches, or testing incidents must be reported by the Corporation Test Coordinator (CTC) to the Indiana Department of Education (IDOE) on the same day the occurrence happens. This immediate same-day reporting requirement is critical for maintaining test security and integrity, allowing IDOE to investigate promptly and take appropriate action to protect assessment validity and student scores.