IREAD-3 Frequently Asked Questions

IREAD is a reading assessment that measures foundational reading skills through grade three, including students’ ability to read and understand grade-level text. IREAD was developed in accordance with the 2010 Indiana General Assembly passage of Public Law 109, which required the evaluation of reading skills for all third grade students to ensure they can read at grade level prior to fourth grade.

IREAD has two testing windows throughout the school year. The IREAD Spring testing window is designated for all grade two students, grade three students who did not previously pass in grade two, and grades four through six students required to retest.

● IREAD Spring 2026 Testing Window: Monday, March 2, through Friday, March 13

The IREAD Summer Retest 2026 testing window is designated only for students who did not pass or did not participate in the springadministration and still require a passing score.

● IREAD Summer Retest 2026 Testing Window: Monday, May 11, through Friday, June 26

Students in grades three through six have two opportunities to test during the summer window.

All grade two and grade three students currently enrolled in an accredited Indiana school, including English learners (ELs) and students with disabilities, must participate in IREAD unless they previously received a passing score in grade two. Students in grades four through six who have not yet achieved a passing score must also participate in each retest opportunity.

 

All students who do not pass after the spring and summer IREAD administrations will continue to retest through grade six until the student passes or is promoted to grade 7.

 

Students participating in Indiana’s Alternate Measure (I AM) do not participate in IREAD.

Yes. Any NEW students (i.e. out of State, out of the country or homeschool transfer) in grades four through six are required to participate each spring and summer administration until they pass or are promoted to grade 7.

Yes. IREAD and ILEARN are separate assessments developed for different purposes.

The Corporation Test Coordinator (CTC) should make a request through the Test Administration Considerations Request Form regarding an extension of the IREAD assessment window. Contact IDOE's Office of Student Assessment for assistance. 

IREAD is an untimed assessment.

IDOE strongly recommends that schools administer IREAD over the course of at least two days. Schools choosing to administer the entire test in a single day are encouraged to provide students with adequate breaks between each segment.

Schools must administer the test segments in order, even if a student is absent and misses a test segment. Students cannot take IREAD segments out of order due to the auto-generated test functionality.

IREAD consists of multiple-choice items that measure foundational reading skills aligned to the Indiana Academic Standards through grade three. Below are a list of resources available to parents and students:

● The IREAD Released Items Repository, available on the Indiana Assessment Portal, includes items that may be used as sample questions to familiarize students with test content and format.

● The Indiana Assessment Framework: IREAD outlines specific Indiana Academic Standards assessed by IREAD. This resource has been updated to align to the streamlined 2023 Indiana Academic Standards.

● IREAD Item Specifications found in the Indiana Assessment Framework detail how each Indiana Academic Standard is measured by items on the assessment. These specifications have been updated to align to the 2023 streamlined academic standards.

These resources and more are located on IDOE’s IREAD webpage.

Yes. Schools are required to administer the IREAD practice test to students prior to administering the IREAD operational assessment. If a student is absent when the practice test is administered and returns to school during the assessment window, the school must administer the practice test to the student before the operational assessment. Schools may administer the practice test to students more than once, as needed. Students participating in the summer retest administration are not required to participate in the practice test if they have already completed one during the spring administration.

● All TAs must use the IREAD Testing Script (online or paper as appropriate) when administering the assessment to all students. This script will be available for download on the Indiana Assessment Portal.

● TAs administering the assessment via paper-and-pencil must also use the Secure Segment 1 Script to administer phonics items to students. This secure script is packaged and sent with the paper materials prior to the IREAD assessment window.

● TAs administering the assessment on paper to students with a human reader accommodation will use the IREAD Read Aloud Script. This secure script will be sent to appropriate CTCs’ secure inbox in TIDE prior to the IREAD assessment window.

Please review the 2025-2026 Accessibility and Accommodations Information for Statewide Assessments for a list of embedded and non-embedded accommodations available on IREAD.

Students who have the HoH form accommodation indicated in a current Individualized Education Program (IEP), Service Plan, or indicated in a schools’ certified student information system (SIS)
will display the HoH accommodation in TIDE.

 

Schools must submit the 2024-2025 Hard of Hearing Request form to add the HoH form accommodation to a student’s TIDE settings if the accommodation is written into the student’s IEP rather than selected as a specific assessment accommodation.

 

Students who receive this test form will not receive items measuring phonics standards, and their scores will be calculated without counting these items.

Yes. While these students do not engage with Segment 1 items measuring phonics standards, there are items in the latter part of Segment 1 that all students must complete, in addition to all items in Segments 2 and 3. If a student does not answer any items in one or more test segments, a valid scale score cannot be achieved. Review the IREAD Test Administrator’s Manual on the Indiana Assessment Portal for more details.

Designated features are available to any student for whom the need has been indicated by an educator (or team of educators), parents/guardians, the student (if appropriate), or other personnel who is familiar with the individual student’s characteristics and needs.

 

The Visual Human Reader feature requires audio and video streaming. If large numbers of students will be provided this feature, schools may wish to consider slightly staggering the start time of group testing (e.g., one group starts at 9 a.m. and the next group starts at 9:10 a.m.) for Segment 1 to reduce strain on local internet bandwidth. Technology directors should consider available local capacity and advise School Test Coordinators (STCs) if staggered start times might be needed. Contact the Indiana Assessment Help Desk for additional support.

The Visual Human Reader should be set in TIDE prior to testing. CTCs and STCs have permissions to set this feature for students in TIDE. For support with setting the feature for large numbers of students, contact the Indiana Assessment Help Desk.

 

TAs can also adjust the Visual Human Reader directly in the TA Interface once students log in to their test. This method should only be used if a student’s designated feature was not correctly entered into TIDE prior to testing.

If a student only requires general directions from the IREAD online test script to be signed, which does not contain secure test information, they can participate in the online IREAD assessment and would not require a sign language interpreter assessment accommodation. The information signed to the student from the online test script would include sign in information and review of test settings/features. These directions are provided to all students
and do not contain secure information.

 

If a student requires a sign language interpreter for items except items testing reading comprehension on secure test directions, the student is required to test paper-and-pencil and must have both accommodations indicated in their current, formal plan. The sign language interpreter and TA would use the IREAD Paper Testing Script, IREAD Paper Testing Script for Read Aloud Accommodation, and IREAD Secure Segment 1 Script to ensure that it is clear what can and cannot be signed to the student on the assessment.

IDOE is committed to supporting early literacy by providing reading proficiency information earlier, allowing schools to respond quickly and provide targeted support for students who need it most.

● Early indicators of proficiency mean earlier intervention and support for students.
● Early reading support may lead to higher rates of reading success at grade three.
● There is reduced testing at grade three for students who pass in grade two.
● Early reading support may lead to fewer GCEs in grade three.

Legislation requires all second grade students to take IREAD.

Assessment accommodations from IDOE Special Programs are imported to the TIDE via nightly Data Exchange for students with an IEP, Individual Learning Plan (ILP), or Service Plan.

 

Accommodations for Section 504 Plans, Choice Special Education Plans (CSEP), or ILPs (utilized outside of IDOE Special Populations) must be provided via the Data Exchange Validation Portal with a direct connection from a school’s Indiana-certified SIS vendor.

Students who receive a passing score of 446 or higher on IREAD in grade two will be reported the following year with their cohort based on where they are enrolled in grade 3 during the spring administration and included in statewide data following the grade three summer administration.

Yes. All students in all grades two through six will be administered the same assessment.

No. Grade two students who did not pass IREAD-3 in their spring administration may take the assessment again during the summer administration. School staff should consider the spring IREAD results, other reading data, and interventions needed to make the decision. Students in grade two have only one summer retest opportunity.

IREAD consists of multiple-choice items only. The assessment vendor’s scoring system scores all items, and there is no rescore process. Students must attain a scale score of 446 or higher in order to pass IREAD. Please review the Indiana Interpretive Guide for Statewide Assessments on the Indiana Assessment Portal for more details.

Individual student scores populate in the Centralized Reporting System (CRS) 24 hours after test completion. Results are considered final on Monday, April 17, 2026, (spring testing) and Monday, July 17, 2026 (summer testing), following the paper testing discrepancy resolution window.

No. Schools can download and print ISRs locally as soon as student results are posted in CRS. Families will be provided an access code to retrieve their student’s results via Cambium’s Family Portal.

IDOE uses the following data components in determining a school’s or corporation’s passing percentage:

 

The numerator is comprised of:

• The number of grade three students who passed in the spring
• The number of grade three students who passed in grade two and are enrolled during the grade 3 spring window
• The number of grade three students who did not pass in the spring administration, but passed in the summer administration
• The number of grade three students who passed in the summer who had not previously tested in the spring.

 

The denominator is comprised of:

• The total number of grade 3 students who tested in spring.
• The total number of grade three students who passed in grade two and are enrolled during the grade 3 window
• The total number of grade three students who tested in the summer who had not previously tested in the spring.

 

Corporations and schools can review student performance in EdData’s IREAD Cohort Performance Report to review their calculation and corresponding student rosters.

Corporations and schools can use the IREAD and ILEARN Current Enrollment report.

Grade three and above students will receive initial ‘Pass’ and ‘Did Not Pass’ indicators, along with the scale score and reporting category subscores within two weeks of completing the assessment.

• Students who receive the ‘Pass’ indicator (a cut score of 446-650) have achieved proficient understanding when reading and responding to grade-level literary and informational texts.

Grade two students will receive initial ‘Pass,’ ‘On Track,’ or ‘At Risk’ indicators, along with the scale score and reporting category subscores within two weeks of completing the assessment.

• Students who participate in IREAD during grade two and receive the ‘Pass’ indicator (a cut score of 446-650) will not have to participate in IREAD during grade three. They have achieved proficiency in foundational reading.
• Students who participate during grade two who receive the ‘On Track’ indicator (a cut score of 405-445) are not flagged for specific remediation, but will still participate in the grade three administration to confirm that they have achieved proficiency in foundational reading. They have the option to participate in the summer retest.
• Students who participate during grade two who receive the ‘At Risk’ indicator (a cut score of 200-404) are flagged for early support and remediation to ensure that they can achieve proficiency by the end of grade three. They have the option to participate in the summer retest.

View the Performance Level Descriptors here.

Schools are required to provide reading remediation to students in grades two through six who do not achieve a passing score on the spring IREAD assessment as well as the opportunity to participate in the IREAD Summer Retest administration(s).

 

Note: Grade two students who participate in the summer retest will receive proficiency level indicators of “Pass” and “Did Not Pass” instead of “At Risk” and “On Track.”

Students who do not pass IREAD this spring should receive additional support on the five components of reading, including foundational reading skills and reading comprehension. More information can be found on IDOE’s Literacy Development webpage.

Remediation may look different for each student and should be based on individual student needs; however, all remediation should be based on science of reading. Schools are encouraged to consult the ELA Instructional Frameworks as they plan remediation for students and the IREAD Remediation Support guidance.

Grade two students who do not pass the spring and summer IREAD administrations must receive appropriate support and remediation prior to retesting the following spring in grade three.

For grade three students, first determine if they are eligible for a GCE, which serves to exempt eligible students from the state retention policy for students who do not pass IREAD after the summer retests in grade three. Refer to Process & Considerations for Issuing a Good Cause Exemption for more information.

Students in grades four through six must continue to retest in all IREAD administrations, and schools must ensure that targeted remediation and support is provided to ensure they achieve proficiency.

Intervention for students prior to retention must include, but is not limited to, the following types of remediation:

1. Evidence-based curricular materials and supplemental materials aligned with science of reading that address reading deficiencies as determined by the IREAD results; and
2. Principles of response to instruction.

The school shall notify and involve the student's parent or guardian. The notice must include the following:

1. A description and explanation of the deficiency;
2. Proposed supplemental instruction services aligned with science of reading;
3. Strategies for parents to use to assist the student;
4. Summer school plans and attendance expectations, including individual reading plan;

5. Legislation requiring a student to be retained if the student does not pass IREAD or qualify for a GCE by the end of grade three.

Intervention for students retained must include, but is not limited to, the following types of remediation:

1. Science of reading strategies that meet the student's needs;
2. Instruction by an effective teacher as measured by student performance results who is trained in science of reading;
3. At least ninety (90) minutes of core reading instruction each school day; and
4. At least one (1) of the following instructional options:
1. Tutoring before or after school.
2. Parent workshops and a parent-guided home reading program.
3. A mentor or tutor trained in science of reading and may include volunteers or school staff.
4. Extended-day programs aligned with science of reading.
5. Supplemental instruction aligned with science of reading.

• Students from a non-accredited Indiana school or out-of-state school who enrolled in grade three at an accredited Indiana school after the spring IREAD testing window but before the end of the school year; and

• Students in grades three through six who took IREAD in the spring but do not have a passing score (e.g., Did Not Pass, Undetermined, Invalidated).
• Grade two students who did not pass IREAD in their spring administration may take the assessment again during the summer administration. School staff should consider the spring IREAD results, other reading data, and interventions needed to make the decision.
• Schools should balance late spring assessments and timing of remediation activities to provide a successful opportunity and a quality assessment experience for the student.

Schools are responsible for scheduling individual students to participate in IREAD during the defined summer window and communicating this opportunity with parents. All students in grade two are allowed one testing opportunity within the summer testing window. Students in grade three through six have two opportunities to participate during the summer window.

 

Schools should balance late spring assessments and timing of remediation activities to provide a successful opportunity and a quality assessment experience for the student.

Regular print, large print, and braille test books are available as formal accommodations. Schools are responsible for reporting student accommodations to IDOE (e.g., Data Exchange, Indiana IEP) and placing paper orders in TIDE during the identified summer ordering window prior to testing.

 

There will be no initial orders automatically generated for paper materials for the summer testing window; all orders must be placed within TIDE. The order window for the IREAD Summer Retest 2026 is Monday, April 27, through Friday, June 5.

 

When placing a paper order, CTCs must choose “Opportunity 1” for the initial order. Schools will need to monitor IREAD results from “Opportunity 1” in CRS to order additional paper tests for students in grades three through six who need to participate in “Opportunity 2”. Reminder, grade two students have one opportunity to test in the summer while grades three through six students have two opportunities to test.

According to IC 20-32-8.5-2 and beginning with the 2024-2025 IREAD test administration, the purpose of a GCE has significantly changed from past years. A GCE now serves to exempt an eligible student from retention if the student does not pass IREAD in grade three. Grade 3 students are the only students eligible for a GCE. GCEs cannot exempt students from participation in IREAD.

See this document for specific details Process & Considerations for Issuing a Good Cause Exemption to help guide decision-making.

Yes, students will participate in IREAD spring and summer retest administrations until they pass or are promoted to grade seven.

This requirement began with the 2024-2025 IREAD administration and for students who receive GCEs after the 2025 summer administration.

Schools must report GCEs via Data Exchange (DEX) after the IREAD Summer Retest administration for grade three students. GCEs are entered during the enrollment process which begins mid-July.

Students who receive a GCE should receive targeted instruction designed to meet the goals within their IEPs and Individual Learning Plans (ILPs).

No. Students are not eligible for a GCE until after the grade three summer administration.

Students must have received fewer than two full school years of EL services prior to the start of their grade three year to be eligible for a GCE. To determine what constitutes a full school year of EL services, the student must have been enrolled, identified as an EL, and beginning to receive services within the first 30 calendar days of the school year, as required. The student must also have received the required services throughout that year without significant interruptions. If there are partial years of EL services (e.g., the student enrolled after the first 30 days of the school year), schools should consider the date of EL identification and services beginning, then broadly determine the percentage of a full school year of service.

 

To make a determination, review the total amount of EL services provided from enrollment to the start of grade three: full school years plus any partial school years. If the total is less than two school years, then the student would qualify for a GCE.

 

For example, if a student enrolls at the start of grade one in Indiana schools and receives services throughout first and second grade, they would not be eligible (due to receiving two full years of services). However, if that student enrolled in grade one after the first 30 calendar days of the school year, they are eligible to receive a GCE (since they received fewer than two years of EL services - one full, one partial).

 

If EL services were not provided as required for any portion of a student’s Indiana academic career after being identified, that time period should not be included in the two-year calculation. Only the time when EL services were provided with fidelity should count in the two-year calculation. Any EL services being taken into consideration must have taken place in Indiana.

IC 20-32-8.5-2 cites the following as individuals to be included in the ILP committee:

• the student's parent
• a building level administrator or designee
• a classroom teacher of service
• an EL teacher of record, if one exists; and
• an EL district administrator, if one exists;

Schools are required to provide information to parents in a language they understand, so an interpreter must also be present if needed.

The EL district administrator may also have a designee if unable to attend.

IC 20-32-8.5-2 requires a mechanism for parents/families to appeal the decision to retain their student if they believe their student qualifies for one of the good cause exemptions identified above.

 

The appeals process is determined locally at your child’s school. The appeals process by the local school corporation is a review of all data including prior retention records, ILEARN score, interventions provided, and any current (finalized plan prior to end of tested school year) special education or English Learner status to determine if a Good Cause Exemption (GCE) can be provided. If the child does not meet any of the GCE requirements, they are retained. Schools must clearly establish and communicate this option to parents and families each school year.

Grade two students in public, charter, and state-accredited, non-public schools who do not pass during the spring or summer IREAD administrations must receive appropriate support and remediation prior to retesting in the spring of grade three.

Summer school must be offered for students in grade two who score “At Risk.” More information can be found here. Students who do not attend 90% of the summer school sessions are required to have an individual student reading plan created.

Any student in grade two who did not pass IREAD may also participate in the IREAD Summer Retest. School staff should consider the spring IREAD results, other reading data, conversations with families, and interventions needed to make the decision.

Summer school must be offered for students in grade three who score “Did Not Pass.” More information can be found here. Students who do not attend 90% of the summer school sessions are required to have an individual student reading plan created.

Grade three students in public, charter, and state-accredited, non-public schools who do not pass during the spring and/or summer IREAD administrations must receive appropriate support and remediation prior to retesting as a retained third-grade student.

A student who is not subject to the retention requirement based on their eligibility for a Good Cause Exemption (GCE) must be provided additional reading instruction aligned with science of reading practices until they achieve a passing score on the IREAD assessment. Refer to Process & Considerations for Issuing a Good Cause Exemption for more information.

Students in grades four through six in public, charter, and state-accredited, non-public schools who do not pass during the spring and/or summer IREAD administrations must receive appropriate support and remediation prior to retesting.

Students continue to test each spring and summer until they pass or are promoted to grade 7.

Students may be offered summer school. There is no attendance/individual reading plan requirement; however, schoolwide K-8 reading plans should address remediation strategies for these students.

For the 2025-2026 school year only, students in grade five who were given a GCE under the previous legislation, are not required to participate in spring and summer retest administrations.

Yes, students in grades four through six will participate in IREAD spring and summer administrations until they pass or are promoted to grade seven.

GCEs are established after all grade 3 summer attempts.

Schools should document communication attempts with families outlining IREAD testing requirements, supports, and timelines. Students who do not pass IREAD and are not eligible for a new GCE must be retained in grade three under Indiana law.

 

Students who do not attend 90% of the summer school sessions are required to have an individual student reading plan created.

Summer programming can begin after the conclusion of the school’s standard academic year calendar.

The IREAD Summer Retest should take place after remediation opportunities are offered and during the 2026 IREAD Summer Retest window, which occurs Monday, May 11, through Friday, June 26.

Pursuant to Indiana Code (IC) 20-30-7-1(b), summer school for IREAD remediation is exempt from the standard 15-student minimum requirement for summer school courses.

Eligible summer school courses for students receiving IREAD remediation include:

• 0480.02 Reading and Literature
• 0480.03 Reading and Literature

Summer school programming for IREAD remediation must be taught by a teacher, instructor, or tutor who is trained in science of reading, meaning the instructor must have completed at least 25 hours from the Early Literacy Endorsement Verified Professional Development Programs and be working toward earning the Early Literacy Endorsement if required for their license renewal after June 30, 2027. More information on the Early Literacy Endorsement can be found here.

Please refer to the IREAD Remediation Support to create focused and explicit instruction aligned with the science of reading.

Curriculum or intervention materials for students receiving reading remediation during the academic year and summer school must be aligned with science of reading. Schools that choose to use curriculum not listed on IDOE’s high-quality curricular materials advisory lists are responsible for conducting a review to ensure compliance with IC 20-31-3-2 (b). The K-5 core and supplemental rubrics may be referenced when evaluating reading materials for local use.

IC 20-30-7-13 (d) requires students to participate in an individual reading plan aligned with science of reading the following school year if they participate in less than 90% of a required summer program. More guidance and template can be found here.

Yes. The components of an individual reading plan MAY be embedded in an Individualized Education Program (IEP) for students who receive special education services. If the specific reading deficiency is addressed by an annual goal and aligned intervention supports the goal, LEAs should revise the IEP to include this information based on the most current IREAD data after summer testing. Revisions to the IEP may be made by the Case Conference Committee or without a CCC meeting if the parent and public agency agree to not convene and the revision is done collaboratively between the parent and the school.

Yes. English Learners (EL) are required to have Individual Learning Plans (ILPs) to detail their English language development services, accommodations & modifications in the classroom and on assessments, and language proficiency data. An ILP may be leveraged and expanded to serve as an individual reading plan if the ILP goal(s) explicitly address the student’s reading needs and science of reading-based interventions to support meeting the goal(s).

IC 20-30-7-1(b) directs the Indiana State Board of Education (SBOE) to prioritize funding for grade two and three reading. The reimbursed costs will be determined based on the Indiana General Assembly’s decisions when finalizing the details of the state’s biennium budget.