2018–2019...SPRING. Page 2 2018–2019 Test Administrator’s Manual ... I AM Script for Teacher-Led Administrations 41 Ending the Teacher-Led Administrations 42 ... Students must

2018–2019TEST ADMINISTRATOR’S MANUAL

GRADES 3 THROUGH 8 AND HIGH SCHOOL

SPRING

2018–2019 Test Administrator’s Manual – Indiana Alternate Measure (I AM) AssessmentPage 2

Copyright © 2018 by Indiana Department of Education

Indiana Alternate Measure (I AM) User SupportHelp Desk The Help Desk is open Monday through Friday (with the exception of

holidays or as otherwise indicated on the Indiana Assessment Portal). Help Desk hours are as follows:

• 8 a.m. to 6 p.m. ET (7 a.m. to 5 p.m. CT) throughout the school year• 7 a.m. to 7 p.m. ET (6 a.m. to 6 p.m. CT) during test administration

windowsDuring these hours, staff will respond as promptly as possible based on the order in which communications are received. Urgent requests will be given priority.

Indiana Assessment Help DeskToll-Free Phone: 866-298-4256

Email: [email protected]

Chat: https://indiana.portal.airast.org/chat.stml

The Help Desk may be contacted for situations and questions that include the following:

• Testing environment down or unavailable; • User accounts not available or users not able to administer tests; • Student information incorrect or missing; • Loading student settings into TIDE; • Test Irregularities represented in TIDE; • Preparing for online testing—downloading the Secure Browser, Test

Administrator Certification, etc.; • Tests showing as unavailable to students when they log in to begin

testing;• Password resets for users; and• Settings not presenting as intended.

Please provide the Help Desk with a detailed description of your problem, as well as the following:

• If the issue pertains to a student, provide the Student Test Number (STN) and associated corporation or school for that student. Do not provide the student’s name.

• If the issue pertains to a TIDE user, provide the user’s full name and email address.

2018–2019 Test Administrator’s Manual – Indiana Alternate Measure (I AM) Assessment Page 3

ContentsIndiana Alternate Measure (I AM) User Support 2

Help Desk 2General Information 7

Overview of Indiana’s Alternate Measure (I AM) Assessment 7The Testing Program for Grades 3 through 8 and High School for Students with Significant Cognitive Disabilities 7Student Participation 8

Important Dates 9Timing Guidelines 10

Scheduling the Tests 10Timing Options 10Learner Characteristics Inventory (LCI) 10Practice Tests 10Operational Tests 11Pause Rules 11Test Timeout (Due to Inactivity) 12Test Expiration for Online Assessments 12Students Absent During Test Administration / Make-up Testing 12Additional Scheduling / Timing Notes 12

Important Information 13Test Administrator Preparation 13Use of Proctors 13Preparation of the Students 14Testing Environment Before and During Testing 16Testing Cautions 18Invalidation 18Test Administrator Roles and Responsibilities 18Online Practice Test 20Paper-and-Pencil Practice Test 20Assessment Materials 20Peripheral Equipment 20Assistive Technology 21Test Security 21Universal Features, Designated Features, and Accommodations 22Use of Unacceptable Resources 22Spanish Translation 24

Before I AM Administration 25Testing Students at Alternate Sites 25Preparing the Room 25Preparing for Online Testing 25Test Settings and Accommodations 25


During I AM Administration 26Test Irregularities 26Breaks During a Test Segment 26Field-Test Items 26Online Administration 26Examples of Test Irregularities and Security Violations 27Additional Guidance During Online Testing 27Monitoring Testing 28Disruptive Students 28Students Who Leave the Room During Testing 29

After I AM Administration 30Ending Online Testing 30

Accessing the TA Interface 31Setting up TA Accounts 31Confirm Test Settings in TIDE 32Embedded Features Set in TIDE and the TA Interface Before Testing 32Print Size (Zoom Level) 32Color Contrast 33Masking 33Mouse Pointer 33Help 33

I AM Assessments Administration Directions 34General Directions 34Directions for Logging in to the Operational Assessment 34Logging into the TA Interface 34Signing In Your Student Through the Secure Browser 35Learner Characteristics Inventory (LCI) 36Approving Student Testing in the TA Interface 36Confirming Test Selection in the Student Testing Site 36I AM Assessment Features 37Full Screen Mode 37Context Menu 38Global Menu 38

Online Testing Scripted Directions for the I AM Operational Tests 39General Directions 39I AM Script for Student-Led Administrations 39Ending the Student-Led Administrations 41I AM Script for Teacher-Led Administrations 41Ending the Teacher-Led Administrations 42Student Interactions with the Online I AM Assessment 43Students Without a Mode of Communication 43


Appendix A: Scripted Directions for the I AM Practice Test 45General Directions 45I AM Script for Student-Led Practice Test 45Ending the Student-Led Practice Test 47I AM Script for Teacher-Led Practice Test 47Ending the Teacher-Led Practice Test 49

Appendix B: Indiana Alternate Measure Paper-and-Pencil Testing 50General Rules for Paper-and-Pencil Testing 50Before Testing 50Test Security of Paper Accommodation Assessment Materials 50Orders 50Ending Paper-and-Pencil Testing 51Returning Test Materials to the Test Coordinator 51Accommodated Versions 51Regular, Large Print, and Braille Paper Booklets 51Timing 52Student Responses and Transitioning from Segment 1 to Segment 2 52Paper-and-Pencil Irregularities 52Paper-and-Pencil Testing Administration Precautions 53Instructions for Returning Materials 53Arranging Test Materials Pickup 53Security Check-In Process 54

Appendix C: Testing In Progress—Do Not Disturb Sign 55Appendix D: No Personal Electronic Devices in the Testing Room Sign 57Appendix E: Information on Assistive Technology 59

General Information on Assistive Technology 59Assistive Technology Items can be Described as “Low-Tech,” “Mid-Tech,” or “High-Tech.” 59Assistive Technology Terms and Devices 59

Appendix F: I AM Report of Invalid Test 61Appendix G: I AM Test Administrator’s Manual Change Log 63



G E N E R A L I N F O R M A T I O N

Overview of Indiana’s Alternate Measure (I AM) Assessment

The Testing Program for Grades 3 through 8 and High School for Students with Significant Cognitive Disabilities

Indiana’s Alternate Measure (I AM) is the accountability assessment for students with significant cognitive disabilities in grades 3 through 8 and high school. I AM assesses student achievement according to Indiana’s Alternate Academic Standards or Indiana Content Connectors.

For the Spring 2019 administration, the I AM assessment will include both operational Indiana Standards Tool for Alternate Reporting (ISTAR) legacy items, which have been used in previous ISTAR administrations, and newly developed I AM items. All items selected for the Spring 2019 assessment are aligned to the Content Connectors and meet the I AM Blueprints, which were developed by a group of Indiana stakeholders in the summer of 2018.

For some items, the stimulus includes a brief audio segment. The response options for each item are presented as a series of images on the screen. (NOTE: This is not applicable to all items.) Each response option image may contain a combination of pictures, words, or numbers.

For more information on the I AM assessment, please visit the I AM Assessment Portal at https://iam.portal.airast.org/.

Each I AM assessment contains standards-based items developed to measure the Indiana Alternate Academic Standards, also known as Content Connectors.

Subject Grade(s)English/Language Arts Grades 3–8, and 10Mathematics Grades 3–8 and 10Science Grades 4 and 6

Biology Grade 9, 10, 11, or 12 (after the Biology Content Connectors have been taught)

Social Studies Grade 5

I AM is a stage-adaptive assessment administered in two segments. In a stage-adaptive assessment, the student’s initial answers in Segment 1 determine the next group of items the student receives in Segment 2, building the assessment in stages.

In Segment 1, the same items are administered to all students to determine the student’s general level of performance. In Segment 2, more targeted items are administered to the student based on their performance in Segment 1. There are three versions of Segment 2: Tier 1 (low complexity), Tier 2 (moderate complexity), and Tier 3 (high complexity). The student’s total score is based on performance from both segments of the assessment.

While the transition from Segment 1 to Segment 2 is seamless, Test Administrators must provide students a break between Segment 1 and Segment 2. The test will be paused at the end of Segment 1. The student

General Information



will need to re-log into Segment 2 on a separate day. Test Administrators must administer Segment 1 and Segment 2 on separate days.

Students with a paper accommodation may test using a paper-and-pencil form, also available in braille and large print. More information on this accommodation is included in Appendix B: I AM Paper-and-Pencil Testing.

In addition, the online version of I AM is available in Spanish for Mathematics, Social Studies, and Science/Biology. More information on the Spanish version of I AM is included in the Universal Features, Designated Features, and Accommodations section of this Test Administrator’s Manual.

The American Institutes for Research (AIR) is the assessment vendor for I AM and the provider of the online testing platform. AIR handles the printing, shipping, delivery, scoring, and processing of all paper-and-pencil assessment materials.

Student Participation

Students must meet four criteria as determined by the Case Conference Committee to participate in I AM.

1. Review of student record indicates a disability that significantly impacts intellectual functioning and adaptive behavior. Adaptive behavior is defined as essential for a person to live independently and function safely in daily life.

2. The student requires extensive, repeated, individualized instruction and support that is not of a temporary nature.

3. The student uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings.

4. Goals listed in the Individual Education Plan (IEP) for this student are linked to the enrolled grade-level Alternate Academic Standards (Indiana Content Connectors).

A participation FAQ and decision-making flowchart is available on the I AM page of the Indiana Department of Education website at https://www.doe.in.gov/assessment/iam.

School personnel should follow federal and state policies regarding student participation.

https://www.doe.in.gov/assessment/iam

https://www.doe.in.gov/assessment/iam


I M P O R T A N T D A T E S

Important DatesPrior to TestingIndiana IEP Upload (Nightly Data Feed) January 7 – May 17, 2019Regional Test Administrator Training February 25 – March 21, 2019Materials Due in Corporations April 1, 2019AO (Additional Orders) Window April 1 – May 10, 2019*

Test AdministrationStudents must complete the assessment during one of these windows.LCI Window March 18 – May 17, 2019Online and Paper-and-Pencil Testing Window April 8 – May 17, 2019

* Initial orders of braille assessment books will arrive separately from standard test materials. Corporations may also order additional standard print materials, large print, and Spanish during the Additional Orders Window for I AM materials as indicated in TIDE. Braille test materials must be ordered by January 25, 2019.

Electronic Report Release and Paper-and-Pencil Testing Information

Package and Return Tests

There is no pick-up schedule for returning test materials. Corporations and schools must schedule pick-ups on their own and must ship all paper-and-pencil test materials within five (5) business days of the last day of the test window to be processed and scored. Materials shipped after this date will not be scored. Test Administrators are required to enter all student responses in the paper-and-pencil test booklets into the online Test Delivery System.

Materials Received by Scoring Vendor May 31, 2019Electronic Report Release (Online and Paper Testing) August 15, 2019Paper Student Score Report Labels September 16 – 17, 2019

Test Window Last Day to Ship Paper Test Materials

Spring May 24, 2019


T I M I N G G U I D E L I N E S

Scheduling the Tests

TAs should consider several factors when scheduling student testing, and should remember certain points, including:

• Ensure students complete the LCI and I AM Practice Tests before starting any of the I AM operational assessments.

• Provide students a break from testing between Segment 1 and Segment 2. The students may take portions of the I AM assessment over several days, as long as all testing is completed by the last day of the test administration window. Test Administrators must administer Segment 1 and Segment 2 on separate days. Some options include:

○ TAs can only administer one segment of any test on any given day. Students should complete all of one subject area before going onto the next subject area.

○ Administering the assessment over several days with one session per day.

• Administer the assessment during a time that is appropriate for the students.

• Extend the time typically allotted to complete the assessment.• Allow frequent breaks. Be sensitive to the students’ fatigue level and

attention span. Balance your sense of their attention span against your knowledge of the length and difficulty of the various test sessions and alter the schedule as necessary within the prescribed guidelines for assessment scheduling.

• Eliminate distractions, such as school bells, telephones, or announcements over the public-address system.

• Use a “Testing In Progress—Do Not Disturb” on the door of the testing room or area.

• Use a “No Personal Electronic Devices in the Testing Room” sign on the door of the testing room or area.

• Allow time for questions related to test administration before beginning the test session.

• Ensure students have access to the same assistive technology the students use during instruction (as indicated in each student’s IEP).

Timing Options Schools have flexibility when scheduling test sessions. Students may start and finish a test segment in a single day, or students may start and finish a test segment over the course of multiple days. TAs should consider the following when scheduling the test:

Learner Characteristics Inventory (LCI)• The TA must complete the Learner Characteristics Inventory (LCI)

for each student participating in I AM before students begin the I AM Operational Assessment. The LCI is a secure data entry interface that will be available on the I AM Portal as a separate portal card.

Practice Tests• Students must complete the I AM Practice Test for each content area

before beginning the operational assessment. I AM Practice Tests are not available in Spanish.

Timing Guidelines




Pause Rules Corporations and schools may find it necessary to pause a student’s test to accommodate a break (e.g., student restroom visit) or an unexpected test irregularity (e.g., sudden illness, weather emergency, unplanned fire alarm).Test Administrators may find it necessary to pause a student’s test to accommodate a short break (e.g., student restroom visit) or an unexpected test irregularity (e.g., sudden illness, unplanned fire alarm).The I AM assessment has a 20 minute Pause Rule. If the test is paused and the student returns to the test within 20 minutes, the student may revisit and/or change answers to previous test items within the current test segment. If the test is paused longer than 20 minutes, the student can log back into the test to complete the items within the current test segment but they will not be able to go back to previously answered test questions they completed before the test was paused. If a student needs to go back to items previously answered and the test was paused longer than 20 minutes, a test irregularity must be submitted for the student and will require IDOE approval.If the student pauses the I AM assessment for more than 20 minutes, please note the following:

• The student must log back in to the Secure Browser.• The student will see the screen containing the item(s) he or she was

working on when the test segment was paused (if the screen contains at least one unanswered item) OR the next screen containing a new test item (if all items on the previous page were answered before the pause).

• The TA should not review responses without being prompted by the student.

Operational Tests• The I AM assessments are untimed. Students may start and finish one

segment of an assessment over a single day or over the course of multiple days, if needed (as long as all tests are completed before the testing window closes).

• Students must take Segment 1 and Segment 2 within the same testing window.

• Students must be administered Segment 1 and Segment 2 of each assessment on separate days.

• While testing days do not have to be consecutive, both segments must be completed within two weeks of beginning the assessment (see Test Expiration for Online Assessments on page 12).

• With the TA’s approval, a student can enter and exit a test an unlimited number of times while the student’s test is active.

• The structure of this administration allows for flexibility being offered to the student. Security and integrity of the assessment by the Test Administrator must be maintained. Any deviation from prescribed protocols may lead to invalidation or review by the Department.

• There are two multiple choice items at the beginning of each operational test that will ask the TA if the student participated in the Practice Test. The TA will enter the information for the student. Some students have “No Observable Mode of Communication” (NMC) and they have special instructions for how this information will need to be indicated accordingly for these items. Additional information about students with NMC and how they need to be recorded in the Test Delivery System will be available in this TAM on pages 43–44.


Test Expiration for Online Assessments

Students Absent During Test Administration / Make-up Testing

Additional Scheduling / Timing Notes

The LCI will remain active until the TA completes and submits it or until the established testing window elapses. Once a student begins an operational I AM assessment, the student must complete the test within two weeks of beginning the assessment.

If a student is unable to complete the assessment within two weeks, the CTC or STC must submit an Irregularity Request in TIDE, complete and submit a Testing Irregularity Report to IDOE, and receive IDOE approval before the student will be allowed to complete the remaining items in the assessment.

Upon returning to school, students who were absent during testing must resume their testing sessions. The school must administer any remaining test segments in the content area that the student missed before starting a new content area assessment. The student must complete all his or her grade-level assessments before the end of the testing window.

• In the event of a technical issue (e.g., power outage or network failure), the student will be automatically logged out and tests will be paused. The students will need to log in again prior to resuming their tests.

• Students must complete a paused test segment before starting the next test segment in the same content area (e.g., Mathematics, ELA).

• A student’s test remains active until the student completes and submits the test, the test expires after two weeks, or the established testing window closes.

As a security measure, the system will automatically log the student out of the test after 20 minutes of inactivity. Activity is defined as selecting an answer or navigation option in the test segment (e.g., selecting “Next” to navigate to another item). The system does not recognize moving the mouse or selecting an empty space on the screen as activity.

Before the system logs the student out of the assessment, a warning message displays on the screen. If the student does not select “OK” within 30 seconds, he or she will be logged out. Selecting “OK” will restart the inactivity timer. Please note that students will not be able to return to items from previous segments, even if the responses were marked for review.

Caution: As a security measure, the system will automatically log TAs out after 20 minutes of inactivity in the session, which will result in the closing of the test session for the TA and for test takers. (Moving the mouse or selecting an empty space on the screen is not considered activity.) If this occurs, the TA will have to create a new session and students will have to log in to the new session to resume testing. When starting a new session, the TA should give the students the new Session ID so that they can log in and resume testing.

Test Timeout (Due to Inactivity)T

I M I N G G U I D E L I N E S




I M P O R T A N T I N F O R M A T I O N

Test Administrator Preparation

Before administering the assessment, you should become thoroughly familiar with the testing schedule and the directions for administration provided by your STC or CTC. Study the information and share it with individuals who will be helping you administer the assessments.The following guidelines and procedures should be followed to help you plan and administer the test sessions:

• Complete test administration, test security, and test accommodation training provided by your CTC or STC and sign the Indiana Testing and Integrity Agreement.

• Attend the in-person Test Administrator training in February and March 2019. TAs who do not attend a training session will not be allowed to initiate test sessions.

• Confirm with your STC that any necessary accommodation(s) have been assigned in the Test Information Distribution Engine (TIDE) to any students needing the accommodation(s) before testing begins.

• If necessary accommodations have not been assigned in TIDE, the student’s IEP should be updated. Paper materials can be also ordered through the additional orders window.

• Review the Accessibility and Accommodations Guidance posted on the IDOE website at (https://www.doe.in.gov/sites/default/files/assessment/accessibility-and-accommodations-guidance-1819-07-25-18-final.pdf).

• Read the directions for administering the assessments in advance of the test sessions

• Be thoughtful when scheduling the assessment to ensure there is sufficient time for giving instructions and taking necessary breaks.

• Confirm that you have the appropriate user role in TIDE. Immediately contact your STC for assistance if you do not have an account in TIDE.

• Ensure that the student testing device and peripherals (e.g., speaker, keyboard, mouse) and all accessibility devices (e.g., single switches, static display communication programs) are in working order and fully charged or plugged into a power source.

• Verify that the Indiana Secure Browser has been downloaded and installed on all student devices to be used for testing.

• Discuss any questions about test administration with your STC or CTC in advance of administering I AM.

• Obtain the correct Student Test Numbers (STNs) for your student from your STC or CTC in advance of the scheduled test session(s).

• Documents (e.g., Student Access Cards, student rosters) containing student names and STNs should be stored securely at all times.

Important Information

Use of Proctors State law requires that the I AM assessment be administered by a Test Administrator who holds a current instructional, administrative, or school services license granted by the Indiana Department of Education.Proctors who do not have one of these licenses may not serve as Test Administrators and may not administer the assessments. Proctors may, however, assist the Test Administrator before, during, and after the test administration.

ttps://www.doe.in.gov/sites/default/files/assessment/accessibility-and-accommodations-guidance-1819-





Preparation of the Students

The TA must provide each student an appropriate testing environment during every testing session, which includes optimal testing conditions, use of appropriate accessibility features, and access to accommodations defined in the student’s IEP.

All students taking I AM must take the practice test for each content at least once in advance of the operational assessment to familiarize themselves with the testing tools, resources, and platform.

Students may also practice with their families and teachers using the Released Items Repository (RIR), accessible on the I AM Assessment Portal at https://iam.portal.airast.org. Students interact with released items in the RIR in exactly the same way they will interact with items while taking the operational assessments.

I AM Resource Description Practice Test Practice tests are for TAs and students to become familiar

with the format and functionality of the online assessment. There is one practice test per content area. Each practice test includes a few items that are representative of the items included in the operational I AM assessment.

Parents, students, and school volunteers are not permitted to serve as Test Administrators or Proctors. These individuals must be corporation/school employees or contractors.

A Proctor may be needed to assist with the administration of I AM assessment. Proctors must complete test security training and training regarding the role of a Proctor prior to assisting with testing. IDOE recommends that Proctors be familiar with students prior to the test administration.

Before Testing. Proctors should help prepare the room (ensuring there are no unallowable resources or reference materials posted on the walls or throughout the testing room) for testing and assist in distributing student logins or student materials.

At the Beginning of Testing. Proctors should be introduced to the students for whom they will be responsible during the testing period.

During Testing. After testing has begun, follow the guidelines noted below.

Proctors should adhere to the following guidelines:

• Make certain that each student is working in the correct place in the assessment.

• Prevent students from talking or sharing of answers.• Do not suggest the correct answer to students. (If a student asks,

“Is this right?,” the Proctor should give a neutral response such as, “Decide what you think is correct and then go on.”)

• Inform the Test Administrator if any unusual problems arise.

At the End of Testing. Proctors should assist the Test Administrator in confirming that the students exited the tests.

https://iam.portal.airast.org





I AM Resource Description Practice Test (cont.)

Practice tests are administered using the same TA Interface and Secure Browser (for students) and should follow the same steps as operational assessments. Practice tests may be administered at any time in advance of the operational I AM, from any supported device with internet access. Information on accessing the practice test is found in the Practice Test User Guide, located on the I AM Assessment Portal. Because TAs must be certified to access the practice test, they may access them after attending the in-person training in February through March 2019. NOTE: The TA will first need to complete the LCI for students before administering the practice test, next the TA will need to complete the practice test before administering the operational test.

Released Item Repository (RIR)*

The RIR includes items for each grade level (3–8 and high school) and content area and provides a preview of the item types included on I AM. The RIR can be accessed through the I AM Assessment Portal. Information on the various items included in each RIR test, including the aligned Content Connector, DOK Level, and answer key, are included in the Released Item Answer Keys, located on the I AM Assessment Portal. Information on accessing the RIR is found in the Released Item Repository User Guide, located on the I AM Assessment Portal.

* The RIR tests can be accessed using “guest” status without login credentials; however, if users want to access either the RIR or the TA Training Site as a TA and practice creating a test session and starting a test, a user name and password in TIDE will be required. Contact your STC or CTC for access. The RIR tests do not require use of the Secure Browser, but some accessibility features (such as Text-to-Speech) are available only through the Secure Browser (see step 4 of the Quick Guide for Setting Up Your Online Testing Technology).

Share the following test security reminders with students prior to testing and keep these reminders in mind, as well:

• It is a violation of test security procedures for students to do the following:

○ Discuss, rephrase, or paraphrase test questions/materials (in person, by phone, via email, text messages, social media, or any other communication method) with anyone, including, but not limited to other students (“other students” not only refers to students within the same school, but also applies to students attending any school).

○ Access cell phones, smart watches, or any other unauthorized device during testing.

○ Take pictures or screen shots of any test materials (practice or operational). In addition, it is a violation of test security procedures to share pictures or snapshots of test materials with anyone.

○ Student-level consequences for any such violations will be determined by the local school system or corporation.

https://iam.portal.airast.org/core/fileparse.php/4210/urlt/I-AM-Practice-Test-User-Guide_2018-2019_Final.pdf

https://iam.portal.airast.org/

http://staging.iam.portal.airast.org/resources/general-iam-resources/

http://staging.iam.portal.airast.org/core/fileparse.php/4210/urlt/I-AM-RIR-Quick-Guide-Final.pdf

http://staging.iam.portal.airast.org/core/fileparse.php/4210/urlt/I-AM-RIR-Quick-Guide-Final.pdf

http://staging.iam.portal.airast.org/users/educators.stml

http://staging.iam.portal.airast.org/users/educators.stml

https://iam.portal.airast.org/core/fileparse.php/4210/urlt/Technology-Setup-for-Online-Testing-Quick-Guide.pdf



Testing Environment Before and During Testing

Prior to Testing

Test Administrators and Proctors must:

• Plan for Testing Space

○ Reserve a room or plan for a quiet testing space that will be out of view to other students and teachers. Consider what space will be most conducive for your students to be engaged and comfortable.

○ Most students perform better in a quiet location. If your student does not adjust well to the new setting, you may find it helpful to provide the student with the opportunity to become familiar with the testing location prior to administering the assessment.

○ Keep in mind that some tables may not be at the proper height for optimal student performance.

○ Remember that I AM is administered individually, not in a group. No other students should be able to see or hear interactions with the student during testing.

• Verify there are no unallowable resources visible on the walls or elsewhere in the testing room. Reference materials must be covered or removed.

• Ensure students have cleared their desks or workstations of any materials that are not directly related to testing.

• Verify students (and staff) do not have cell phones, smart watches, or any other devices not being used directly for assessment administration purposes. NOTE: The one exception to the cell phone policy for staff is if this is the school’s only means of communication with the TA regarding an urgent matter. Even then, the cell phone may be used only to communicate emergencies related to the assessment. This exception must be documented with the CTC.

• When scheduling the assessment, ensure there is sufficient time for giving instructions and completing the assessment.

• Keep in mind that you may choose to administer any segment of I AM in multiple sessions (e.g., administering the first few items at one time and the remaining items another time).

• Be sure to have a digital or locally printed paper copy of the I AM Test Administrator’s Manual and are familiar with testing procedures.

• Have a digital or locally printed paper copy of the I AM Test Administrator (TA) User Guide and are familiar with the technical aspects of using the Test Delivery System (TDS).

• Have an appropriate user role in the Test Information Distribution Engine (TIDE) assigned by the STC.

• Attend the TA Training, ensure you are certified in TIDE, and complete the Test Security and Test Accommodations Trainings.





• Ensure that your student has the appropriate test settings or testing accommodations in TIDE. Changes to accommodations must be made in the Indiana IEP system. The corrected data will then be extracted and imported into TIDE. Please note that it takes 24 hours for the updates to be reflected in TIDE.

• Ensure that all technology, including augmentative and alternative communication (AAC) devices, are ready for testing.

• Ensure that two computers, one for the TA Interface and one for the Student Interface, are ready for administration.

During TestingTest Administrators and Proctors must:

• Ensure that only staff and the student directly involved with testing are present in the testing room.

• Ensure the assessment environment is free from noise and distractions.• Direct their full attention to student testing. TAs and Proctors should

not be engaged in any other activities (e.g., grading student work, reading or writing personal communication, visiting webpages, reviewing any documents or information unrelated to testing on their testing devices, etc.).

• Supervise and monitor students during testing at all times. Students should not be left unsupervised at any time.

• Help students with accessing the Secure Browser and logging in to the session, as needed.

• Ensure that students are using Text-to-Speech to access the full breadth of the assessment. Students may repeat Text-to-Speech as often as necessary.

• Verify students are not accessing cell phones, smart watches, or any other unallowable devices during testing.

• Ensure that students are able to use the same assistive technology that is available to them during instruction (as indicated in each student’s IEP).

• Monitor the student to be sure they are on task during the test and receive only allowable accommodations.

• Report any test security issues or irregularities to the STC.• Have access to a second device (computer or tablet) to manage the

online test. TA directions for administering an online assessment are outlined in the I AM Test Administrator (TA) User Guide, available in March 2019 on the I AM Assessment Portal.

• Keep in mind that the I AM assessment is not timed. You may take breaks as you or your student need them.

○ Pause the assessment at any time and resume it later within the test administration window.

○ If the student requires a break before completing all of the items in a task, you are able to pick up where you left off. Simply log back into the Secure Browser using the same or a new Session ID.

○ While the students may check their answers, the TA must not, under any circumstances, re-administer any previously administered items.



Testing Cautions

Invalidation

Please refer to the 2018–2019 Indiana Assessment Policies, Administration, and Security Manual at: www.doe.in.gov/assessment/indiana-assessment-policies for any questions regarding ethical test preparation or practices.

• Coaching. The Test Administrator or the Proctor may repeat the instructions as they are written in the Test Administrator’s Manual, but they may not rephrase instructions or answer students’ factual questions regarding test items or vocabulary. No one should provide assistance that will inadvertently indicate an answer; this is an assessment, not an instructional activity. Do not indicate in any way (e.g., facial expressions, gestures, or the use of body language) that an answer choice is correct or incorrect, should be reconsidered, or should be checked.

• Irregularities During Testing. Irregularities can result in individual or group performance that is not valid. Make a note of any irregularities involving individual students, such as experiencing sudden illness, having to leave the room, or becoming disruptive during test administration. Note any unusual interruptions or distractions that affect testing. Record the time the interruption occurs. Report all irregularities affecting individual or group performance to your Test Coordinator. These reports will be useful when interpreting assessment results or when additional information is requested by IDOE. Your STC or CTC must submit a Testing Irregularity Report to the Office of Student Assessment when an irregularity occurs.

An assessment should be invalidated, and a Testing Irregularity Report submitted when a student receives an accommodation for which he or she is not eligible, is provided another student’s assessment, or is otherwise impacted by an irregularity that affects the validity of the student’s assessment attempt. If a student’s test needs to be invalidated, notify the STC immediately following the administration of the test session.

Participating in Indiana’s system of assessments is an opportunity provided to every student, including those with significant cognitive disabilities, by Indiana law. Any decision to invalidate a student’s assessment denies him or her the right to results and must be weighed very carefully. Whenever an assessment is invalidated, the school must inform the student’s parent(s) of the invalidation. The invalidation form (located on the inside back cover of this manual) provides a line for schools to document notification of the parents.

Once a test has been invalidated, the invalidation may not be reversed.

I AM assessments are managed and administered using a role-based system. Each user is assigned a specific role which has access to the different systems or features. CTCs, STCs, and NPSTCs will find the I AM Test Coordinator’s Manual more aligned to their roles. This I AM Test Administrator’s Manual aligns with the actual roles and responsibilities to which Test Administrators must adhere while administering the I AM

Test Administrator Roles and Responsibilities

http://www.doe.in.gov/assessment/indiana-assessment-policies

http://www.doe.in.gov/assessment/indiana-assessment-policies

https://www.doe.in.gov/sites/default/files/assessment/testing-irregularity-report-2018-19-final-071618.pdf





assessment. Test Administrators’ roles and responsibilities for the assessment are provided in the table below. See pages 13 and 14 for details on a Proctor’s roles and responsibilities while administering the assessments.

Test Administrator Responsibilities

Assessments ResponsibilitiesAll Assessments

• Complete training as defined by IDOE;• Attend the Test Administrator live training in February

and March 2019;• View student data in TIDE (e.g., name, STN,

accommodations) prior to testing to ensure the correct student receives the proper assessment with the appropriate supports (TAs should report any potential data errors to Test Coordinators as appropriate.);

• Administer the I AM assessments;• Report all potential test security incidents to their

School Test Coordinator (STC) in a manner consistent with IDOE procedures and policies.

• Participate in training activities scheduled by the STC prior to the test administration;

• Review this document in advance of the testing dates;• Adhere to test administration security procedures;• Follow the Test Administrator’s Manual exactly as

stated in this document;• Read aloud to the students the scripted directions

exactly as stated in this document; and• Request guidance from the STC when unusual

circumstances arise or when uncertain about proper procedures.

Online Assessments

• Confirm student accommodations or test settings in TIDE;• Approve I AM testing access to the appropriate

students only;• Confirm that the sign-in screen appears on each

student device before testing begins; and• Contact the school technology coordinator for

assistance downloading the Secure Browser, if needed.Paper-and-Pencil Assessments (Regular Print)

• Receive assessment materials from the STC;• Verify the quantities of assessment materials received;• Distribute and collect all assessment materials on

testing days; and• Return all assessment materials to the STC.

Accommodated Paper-and-Pencil Assessments (Braille and Large print)

• Receive the accommodated paper-and-pencil assessment test kit from the STC;

• Follow all directions provided in the Test Administrator’s Manual for accommodated paper-and-pencil assessment; and

• Return all the assessment materials in the accommodated paper-and-pencil assessment test kit to the STC.



Schools are required to administer the online practice test for each content area before students take the online assessment. Test Administrators must allow students with testing accommodations ample time to practice with the appropriate assistive technology, as indicated in each student’s IEP, before administering the online assessment.Practice tests are administered using the same TA Interface and student Secure Browser used to administer the operational tests. Test Administrators should follow the same processes and testing guidelines for administering practice tests as they follow for operational tests.Before TAs administer the online practice test and the online assessment, they must refer to the I AM Test Administrator (TA) User Guide for information regarding TA responsibilities and setup and administration of the online tests. This user guide will be available in March 2019. As a reminder, TAs must complete the LCI before administering the practice test.

Schools are required to administer the paper-and-pencil practice test to students before administering the paper-and-pencil operational assessment. The paper-and-pencil practice test is located on the pages immediately leading up to Segment 1 in each paper-and-pencil assessment book. Please note that some of the items on the I AM paper-and-pencil practice test are different from the I AM online practice test.

This section provides information concerning all materials required for administering the online I AM assessments.Required Student Materials:1. A supported testing device with internet access.2. External speakers, if the testing device does not have built-in speakers.3. A pencil, if the student is using scratch paper.4. Scratch paper, including blank, lined, or graph paper.5. Any assistive technology a student utilizes per the IEP.Required Test Administrator Materials:1. The I AM Test Administrator’s Manual provides all essential information

about test content, administering the assessment, and suggested timing.2. A school-owned supported test administration device with internet

access. Cell phones are not an allowable device.3. Extra No. 2 pencils.4. Extra scratch paper for students.5. A “Testing In Progress—Do Not Disturb” sign (see Appendix C on

page 55 of this manual).6. A “No Personal Electronic Devices in the Testing Room” sign (see

Appendix D on page 57 of this manual).NOTE: Test Administrators must collect all used scratch paper and test materials containing the student’s personally identifiable information before students leave the testing area.

Paper-and-Pencil Practice Test

Assessment Materials

External keyboards are recommended (not required) for supported tablets used in test administration.

Peripheral Equipment

Online Practice Test





During the assessment, assistive technology that is listed in the student’s IEP and used routinely during instruction may be used to access content and respond to task requests. Prior to the assessment, during daily instruction, a student must be provided with opportunities to use the assistive technology to ensure that he or she is able to use it appropriately and effectively.

Before beginning test administration, ensure that:

• All student testing devices and peripherals (speakers, keyboards, mice, etc.) are in working order;

• Testing devices are sufficiently charged or plugged into a power source;• The Indiana Secure Browser has been downloaded and installed on

all student testing devices; and• In TIDE, under the column labeled, Accommodations (Embedded), in

the Assessments – I AM column, Permissive Mode is turned on.

All Test Administrators and Proctors must be trained in proper test security procedures, sign a Testing Security and Integrity Agreement, and adhere to test security procedures.

It is unethical and will be viewed as a violation of test security for any person to:

• Capture images of any part of the assessment via any electronic device;• Duplicate in any way any part of the assessment;• Examine, read, or review the content of any segment of the assessment;• Disclose or allow to be disclosed the content of any segment of the

assessment before, during, or after test administration;• Discuss any I AM assessment item before, during, or after test

administration, unless the item has been released by IDOE;• Allow students access to any assessment content prior to scheduled

test administration;• Allow students to share information during or after test administration;• Read any parts of the assessment to students except as indicated in

the Test Administrator’s Manual or as part of an accommodation;• Influence students’ responses by making any kind of gestures (for

example, pointing to items, holding up fingers to signify item numbers or answer options) while students are taking the assessment;

• Instruct students to go back and reread/change responses after they have finished their assessments;

• Review students’ responses;• Read or review students’ scratch paper; and/or• Participate in, direct, aid, counsel, assist in, encourage, or fail to

report any violations of these test administration security procedures.

Assistive Technology

Test Security



Additional security violations for paper-and-pencil testing include the following:

• Reading or reviewing any assessment book during or after testing;• Changing any student’s response in an assessment book;• Erasing any student’s response in an assessment book;• Failing to return all assessment books and other test materials

following each scheduled test administration session. Schools and corporations are required to maintain a daily secure check-out and check-in document process.

Test Administrators and Proctors may not assist students in answering questions. They may not translate, reword, or explain any test content. No test content may ever be discussed, copied, paraphrased, reviewed, posted, texted, emailed, or photographed before, during, or after test administration.

Use of Unacceptable ResourcesStudents are not permitted to use resources on I AM assessments that are not specifically identified in this manual or in Accessibility and Accommodations Guidance, posted on the IDOE website at https://www.doe.in.gov/assessment/indiana-assessment-policies. The use of unacceptable resources during I AM testing is a test security violation and may result in the student’s assessment being invalidated.Test Administrators and Proctors must monitor students while testing. If students are observed using unacceptable resources, including but not limited to unacceptable reference materials, cell phones, smart watches, or other electronic devices, the unacceptable resource must be removed, and your Test Coordinator must be contacted as soon as possible. Allow the student to continue testing once the unacceptable resource has been removed.Personal electronic devices, including but not limited to cell phones, smart watches, and other electronic devices, are major sources of test security violations. It is for this reason that students, TAs, and Proctors are not permitted to have access to any personal electronic devices during I AM testing. TAs must confirm personal electronic devices are not accessible to students during testing.

Universal tools are available to all students participating in online testing. Subject-area tools are available to all students taking the I AM assessments, both online and paper-and-pencil. Designated supports are available for students for whom a need has been identified by an individual who works closely with the student. Accommodations are available to students with a documented need noted in the student’s Individualized Education Program (IEP).

Test Administrators must know which students are eligible to receive accommodations and designated supports. Providing undocumented accommodations and/or supports to students who should not receive

Universal Features, Designated Features, and Accommodations

https://www.doe.in.gov/assessment/indiana-assessment-policies





them will result in a testing irregularity and will likely result in a test invalidation. Test administrators may edit a student’s designated supports, if necessary, within the TA Interface prior to providing approval for a student to begin testing. Additionally, a Test Administrator may edit the designated features within TIDE.Test accommodations must be added or updated in TIDE. This occurs during a nightly data feed from IDOE. Updates to data must be submitted to IDOE via RT/EM and Indiana IEP. A Test Administrator must report inaccuracies to the CTC or STC. The student will be able to test the following day after updated data are provided to IDOE. The TA must work with the STC to complete and submit a Test Irregularity Report to IDOE outlining any instance in which a student was provided the incorrect accommodations and/or designated features.Below is a list of all universal features, designated features, and accommodations available for the I AM assessment.

Designated Features Universal Features (for ALL students)

Accommodations (available per IEP)

Embedded/Online• Color contrast• Masking• Mouse pointer (size

and color)• Print size (zoom in

and zoom out)• Stacked Spanish

• Zoom in and zoom out for text and graphics

• Text-to-Speech capabilities (required for I AM)

• Strikethrough• Online calculator • Expandable passages• Expandable items• Color contrast• Highlighting text

• Permissive mode to use assistive technology devices

• Streamline format

Non-Embedded• Color acetate film for

paper assessment• Assistive technology

to magnify/enlarge• Access to sound

amplification system• Special furniture or

equipment for viewing test

• Special lighting conditions

• Time of day for testing altered

• Headphones or noise buffers to block out distractions

• Preferential seating• Scratch paper, including

lined or graph paper• Student tested

individually

• Alternate Indicator of Response

• Handheld/adaptive calculator

• Multiplication Tables• Paper Test Booklet• Large Print Test

Booklet• Read Aloud Script for

Paper Booklet• Hundreds Chart• Interpreter for Sign

Language• Braille Booklet

NOTE: Additional Features and Accommodations may be present in TIDE. This chart provides the full list of Features and Accommodations that are applicable for the I AM assessment. It should be used to resolve any discrepancies.



Spanish is available as a designated feature to students who need it in the Test Delivery System (TDS). This feature includes stacked Spanish translation for Science, Mathematics, and Social Studies. These students have Spanish selected for language under Designated Features (Embedded) in the Assessments – I AM column in TIDE. Please note that TTS is not read aloud in Spanish. TTS is only available in English.

Spanish Translation






B E F O R E I A M A D M I N I S T R A T I O N

The IDOE has defined guidance for administering statewide assessments to students receiving instruction at alternate sites (e.g., home, residential care facility, hospital). Be sure to review the 2018–2019 Testing Students at Alternate Sites Guidance posted on the IDOE website at https://www.doe.in.gov/assessment for more information. Contact IDOE at [email protected] with any questions.

TAs must prepare the testing room for test administration prior to the test date(s) for online and paper-and-pencil testing. Good lighting, ventilation, and the absence of distracting noises and interruptions are important for helping maximize student performance. TAs must remove or cover completely any reference materials, including formula sheets, displayed in the testing room that could assist students while testing. Students’ desks and tables must be cleared of backpacks and any materials not directly related to testing prior to the beginning of the test session.

Test Administrators should ensure the following:

• Complete the LCI before starting any of the I AM assessments.• They have a digital or locally printed paper copy of the I AM Test

Administrator’s Manual and are familiar with testing procedures.• They have a digital or locally printed paper copy of the I AM TA User

Guide. The I AM Test Administrator’s Manual provides guidance regarding policies and scripts, whereas the I AM TA User Guide focuses on the technical aspects of using the online testing system.

• They have an appropriate user role in the Test Information Distribution Engine (TIDE) assigned by the Test Coordinator.

• They have attended an I AM TA training session.• The student testing device and peripherals (e.g., speaker, keyboard,

and mouse) are in working order.• Student testing device is sufficiently charged or plugged into a power

source.• The Indiana Secure Browser has been downloaded and installed on

the student testing device.

Before the student arrives to take an I AM online assessment, the TA must close all programs on each testing device, then launch the Secure Browser by selecting the Indiana Secure Browser icon or the AIRSecureTest app.

In the event of technical difficulties, immediately contact your Test Coordinator.

Testing Students at Alternate Sites

Preparing the Room

Preparing for Online Testing

Before I AM Administration

Students who require specific test settings or testing accommodations must have those set before the test session. TAs will be able to change Designated Features in the TA Interface prior to approving the student for an online test. Information on adding and updating accommodations and designated features can be found in both the TIDE and I AM TA User Guides.

Test Settings and Accommodations

https://www.doe.in.gov/assessment

mailto:INassessments%40doe.in.gov?subject=


D U R I N G I A M A D M I N I S T R A T I O N

I AM is a standardized assessment. The TA must follow the directions exactly as stated in the section of this manual titled Online Testing Scripted Directions I AM. The scripted directions are formatted to guide the TA through the online test administration of each content area assessment and to help ensure proper testing procedures. Please review the directions in advance to become familiar with the scripted text and testing procedures. Read aloud to students only what is marked with “SAY.”

Breaks During a Test Segment

• The student is allowed to use the restroom.• Stretch breaks are allowed on an individual student basis, as needed.

The student may not talk, use their cell phone or smart watch, or leave the room during their stretch break.

Field-Test Items

In addition to grade-level assessment items, students will receive embedded field-test items. Students are encouraged to attempt and do their best on all items. Embedded field-test items are not used for students’ scores or used to measure student achievement but do yield data that can inform use on future operational assessments.

Online Administration

The TA must use a school-owned device (computer or tablet) with internet access to manage the online assessment. The I AM TA User Guide, available in March 2019, on the I AM Assessment Portal (https://iam.portal.airast.org/) provides guidance on how to start a test session, and describes the features available to monitor student progress throughout the session.

TIDE allows Test Coordinators to indicate exceptions as irregularities (i.e., re-open test, re-open test segment) that occur to the standardized test environment to manage system access. IDOE is formalizing policy regarding the implementation of the test irregularity request process. This guidance will be communicated to Test Coordinators prior to the operational window. Formal documentation is required in addition to the TIDE submission. Forms are accessible at https://www.doe.in.gov/assessment/indiana-assessment-policies.

Corporation and School Test Coordinators (CTCs and STCs) and TAs must discuss the details of a test irregularity to determine whether test invalidation is appropriate. Test coordinators should submit an Irregularity Report when invalidating any student test in response to a test security breach or irregularity that compromises the integrity of a student’s test administration. In some cases, an Irregularity Report may be submitted to address incidents which are not security related.

During I AM Administration

Test Irregularities

During I AM Administration









This chart shows examples of a variety of testing irregularities and test security violations. Please note this is not an exhaustive list and is provided for informational purposes only.

Examples of Test Irregularities and Test Security ViolationsStudent leaving the test room without authorization.

Test Administrator or Test Coordinator leaving related instructional materials on the walls in the testing room. Student accessing or using unauthorized electronic equipment (e.g., cell phones, PDAs, iPods, or electronic translators) during testing. Disruptions to a test session such as a fire drill, school-wide power outage, earthquake, or other acts. TA, STC, or CTC failing to ensure administration and supervision of the assessments by qualified, trained personnel.TA giving incorrect instructions.TA, STC, or CTC giving out his or her username/password (via email or otherwise), including to other authorized users.TA allowing students to continue testing beyond the close of the testing window.TA or teacher coaching or providing any other type of assistance to students that may affect their responses. This includes both verbal cues (e.g., interpreting, explaining, or paraphrasing the test items or prompts) and nonverbal cues (e.g., voice inflection, pointing, or nodding head) to the correct answer. This also includes leading students through instructional strategies such as think-aloud, asking students to point to the correct answer or otherwise identify the source of their answer, or requiring students to show their work.TA providing students with unallowable materials or devices during test administration or allowing inappropriate designated supports and/or accommodations during test administration.TA providing a student access to another student’s work/responses.TA, STC, or CTC modifying student responses or records at any time.

Additional Guidance During Online TestingThe following are common issues that arise during testing and how to resolve them.

Issue How to Resolve the IssueStudent unable to log in

Student must type his or her first name and Student Test Number exactly as listed in TIDE. Student must have appropriate test eligibility in TIDE.

Student in “Submitted” status

Student has completed the test session. No further action needed.

Student in “Reported” status

Student has completed the test session. No further action needed.

Examples of Test Irregularities and Security Violations



Issue How to Resolve the Issue“Student not eligible to test”

Test session not opened for an approved test that the student is eligible to take, or the test session has been closed.

Test session closed

The student is not eligible for tests in the current test session available. The Test Administrator must reopen a new test session. Any student in “Pause” status must log back in and continue to test.

Accommodations not marked in TIDE

Student must select “No” when signing in to test to verify if all information is correct. Test accommodations must be added or updated in TIDE. This occurs during a nightly data feed from IDOE. Updates to data must be submitted to IDOE via RT/EM, Indiana IEP, and/or DOE-TA submissions. Students will be able to test with correct settings the day following updated submission.

Student starts test and accommodations are not correct

Student must “Pause” test, accommodations must be updated in TIDE, and students must log back in to a new test session and verify/select accommodations.

For any issues that prevent students from continuing to test, the TA must notify the STC or CTC on the same day. All test irregularities must be reported by the STC or CTC on the day of the occurrence.

Monitoring Testing

During the administration of I AM assessments, TAs and Proctors must supervise the testing room at all times. TAs and Proctors should ensure that the student is using only appropriate testing materials and resources and progressing through the test. The students should be allowed to work at their own pace. TAs and Proctors may repeat test directions as they are stated in this manual, but they must not answer student questions about test content.

Disruptive Students

Students who disrupt testing, refuse to participate, or otherwise engage in behavior not consistent with acceptable classroom behavior should be removed from the testing room as soon as possible. Whenever possible, the disruptive student should be allowed to continue testing in a different location. If the student participated in activities consistent with cheating, invalidate the test and submit a Testing Concerns and Security Violations Report to the Indiana Department of Education (IDOE) and contact your STC or CTC for guidance. IDOE recommends that the student’s parents or guardians receive written notification of the disruption and its consequences.







Students Who Leave the Room During Testing

Students should remain in the testing room during the scheduled test session. However, students may be allowed to go to the restroom during testing, if necessary.

• For online testing: The TA must pause the student’s test before the student leaves the room. The student will be required to sign in to his or her test when he or she returns to the room, and the TA will need to approve the student to enter the test.

• For paper-and-pencil testing: The TA must collect the student’s test materials before the student leaves the room. The TA must provide the test materials to the student once he or she returns to the classroom.

Students may not check their cell phones, smart watches, or any other electronic devices when they leave the room during testing.


A F T E R I A M A D M I N I S T R A T I O N

When a student has finished testing, the TA must exit Full Screen Mode to end the student’s test and then collect any scratch paper. TAs can verify that a test has been submitted by checking the Student Status column in the TA Interface for a status of “Completed.” Refer to the I AM TA User Guide, available in March 2019, for more details on the statuses that appear in the TA Interface.

Follow the directions of your STC or CTC regarding the return or secure disposal of all used scratch paper, and the return or disposal of this manual.

Ending Online Testing

After I AM Administration


A C C E S S I N G T H E T A I N T E R F A C E

School Test Coordinators (STCs) are responsible for ensuring that every TA for the I AM has an accurate email address in TIDE. Once your TIDE account has been created, you will receive a TIDE activation email. This email contains an activation link and a second link to request a new activation email. The activation link is only valid for 15 minutes. After that time, the activation link will expire, and you will need to select the second link to request a new activation email.

If you have not received the TIDE activation email, check your spam folder. Emails are sent from [email protected], so you may need to add this address to your contact list. If the email is not in your spam folder, please contact your CTC or STC to confirm that he or she created your account in TIDE. Contact the Indiana Help Desk toll-free at 866-298-4256 or via email: [email protected] if this step has been completed and you continue to experience difficulty.

NOTE: Each Test Administrator will have his or her own unique login credentials. Test Administrators must NOT share their login information or password at any time.

After selecting the activation link, you will be asked to create a password that you will use to access all AIR systems.

Once you have created a password, navigate to the I AM Assessment Portal: https://iam.portal.airast.org/. Select the appropriate user role or assessment card. On the next page, select the system card used for test administration.

You will be prompted to change your password when logging in to the TA Interface site for the first time.

Your password is required to be at least eight (8) characters and must include all of the following:

• one uppercase alphabetic character• one lowercase alphabetic character• one number• one special character (e.g., %, #, or !)

Type your password in the password field and then re-type your password to confirm your initial entry. Select “Submit” to save your new password.

Setting up TA Accounts

Accessing the TA Interface



Be sure to store your new password in a secure location.You must request a password reset in any of the following situations:

• You forgot your password.• You didn’t activate your account within 15 minutes of receiving the

activation email.• The TIDE administrator locked your account.

To request a password reset, navigate to the TIDE login page and select “Forgot Your Password?” The Reset Your Password: Find Account page will appear. Follow the instructions on that page to reset your password. If for any reason you continue to encounter problems logging in, please contact the Indiana Assessment Help Desk via phone 866-298-4256 or email ([email protected]) for assistance.

The Print Size feature allows students to increase the size of text and graphics from 1 to 8 times their default size by using the Zoom In button. Text can be returned to a smaller size using the Zoom Out button. The default size for all tests is 14-point type. Prior to the assessment, a CTC or STC may choose to increase the default print size for a student’s entire assessment by setting the level in TIDE, or the TA can change the text size setting for each student in the TA Interface during the approval process.

Below is a description on the various embedded features that the CTC, STC, and TA can set in TIDE and in the TA Interface before a student begins testing. Figures 1 and 2 illustrate where these features can be set in TIDE and in TDS, respectively.

Figure 1: Designated Features (Embedded) in TIDE

Figure 2: Designated Features (Embedded) in the TA Interface

Print Size (Zoom Level)

Embedded Features Set in TIDE and the TA Interface Before Testing

TIDE is the home for all student test settings. Before test administration, please ensure that all students have the correct designated features and accommodations set in TIDE. CTCs, STCs, and TAs have the ability to edit designated features in both TIDE and the TA Interface (prior to approving students for testing). All incorrect or missing student demographic data must be updated in IDOE systems via RT/EM, Indiana IEP (special education accommodations), and DOE-TA (Section 504 Plan, ILP, and ISP accommodations). Changes will be reflected in TIDE the day following submission to IDOE. For detailed instructions to view and edit student test settings, please consult the TIDE User Guide on the I AM Assessment Portal.

Confirm Test Settings in TIDE



Color Contrast is a designated feature that is available to students who need it, as determined by educators. By default, assessments are presented with black text on a white background. Students who require a different combination of font and background color should be assigned the appropriate combination in TIDE. The color contrast selected will apply to all assessments for that student.

The sample color contrast options shown here are Black on White; Black on Rose; Yellow on Blue; Medium Gray on Light Gray; and Reverse Contrast (White on Black). This feature is specifically designed for students whose IEP allows for the assessment to be viewed with reverse contrast. If Color Contrast needs to be assigned for a student, please contact your STC.

Color Contrast

Masking is a designated feature that enables students to cover, or block, content that is not immediately needed or that may be distracting and allows students to focus on a specific part of an item. If Masking needs to be assigned for a student, please contact your STC.

Mouse Pointer is a designated feature that is available to students who need it, as determined by educators. By default, assessments on laptops and PCs are presented with a small black mouse cursor. Students who require a larger cursor or a cursor in a different color to better navigate the assessment should be assigned the appropriate combination in TIDE. The Mouse Pointer selected will apply to all assessments for that student. Sample Mouse Pointer options include: Large Black, Extra Large Black, Large Red, Extra Large Red, Large Green, and Extra Large Green. If a different mouse pointer needs to be assigned for a student, please contact your STC.

The Help button, which can be accessed outside of Full Screen Mode (more information on page 37) displays an online version of the I AM TA User Guide.

Masking

Mouse Pointer

Help

Zoom levels 5 to 8 times the default size will require streamlined mode to be enabled for the student. Please note that the Print Size tool is not the same as magnification, which students can access using their own assistive devices.

Level 0 = default size (1X)Level 1 = 1.5XLevel 2 = 1.75XLevel 3 = 2.5XLevel 4 = 3X

Level 1 Level 2 Level 3 Level 4


I A M A D M I N I S T R A T I O N D I R E C T I O N S


Please read these directions before administering any of the I AM assessments.

Scratch paper is allowed for I AM assessments. Be sure that your student has scratch paper before beginning the assessment. All scratch paper must be collected and securely destroyed by the STC.

Prior to starting a test session, verify that all students have appropriate accommodations and test settings in TIDE.

NOTE: Personal electronic devices, such as smart phones and smart watches, should not be present in the testing environment. This applies to both students and adults.

On the I AM Assessment Portal (https://iam.portal.airast.org/), select your user role and select the “Test Administration” card. The login page appears.

Enter your email address and password and select “Secure Login.” The TA Interface appears.

In the Test Selection window, select “I AM Assessments” to administer. Select “Start Session.” The Session ID appears at the top of the page.

Use the Session ID located at the top of the page to log your student in to I AM assessment.

NOTE: All students taking I AM must take the practice test at least once in advance of the operational assessment to familiarize themselves with the testing tools, resources, and platform prior to the day of testing. Practice tests are administered using the same TA Interface and Secure Browser (for students) and should follow the same steps as operational assessments. Practice tests may be administered at any time, from any supported device with internet access. Students may practice on their own by using the Released Items Repository, accessible on the I AM Assessment Portal.

Prior to testing, TAs must have first and last names and 9-digit Student Test Number (STN) readily available for their student participating in I AM.

NOTE: Each student’s first name and STN used to log in to the assessment must exactly match the information for that student in TIDE. If a student’s information is missing or incorrect in TIDE, contact your CTC.

Use the guidance below to log into the operational I AM assessments. For I AM, TAs will log in for their student. This should occur before the student begins testing so that the student may focus his or her attention on testing.

General Directions

Logging into the TA Interface

Directions for Logging in to the Operational Assessment

I AM Assessments Administration Directions

https://iam.portal.airast.org/



On a separate device, sign your student in to the Secure Browser using their legal first name, STN, and the Session ID generated from the TA Interface.

After you sign in your student, the Is This You? page will appear. Verify that your student’s information on this page is correct. If so, select “Yes” to continue. If it is not correct, contact your CTC before you continue.

Next, the Your Tests page will appear. Select the I AM assessment that your student needs to take. After you select the appropriate assessment, a message saying “Waiting for Approval” will appear.

Signing In Your Student Through the Secure Browser




Before entering any of the I AM assessments, the TA must complete the Learner Characteristics Inventory (LCI). The LCI is a secure data entry interface that will be available on the I AM portal as a separate portal card. Once the LCI is completed the TA and student can access the practice tests. Once the practice tests have been completed, the TA and the student will be able to access the operational I AM tests for which the student is eligible. The LCI will be available on the I AM portal on March 18, 2019. The LCI includes 11 learner characteristics: expressive communication, receptive language, use of augmentative communication, vision, hearing, motor, engagement, primary classroom setting, reading level, mathematics level, and writing. By completing the LCI, the Indiana Department of Education gains information on the characteristics of the students who participate in the alternate assessment.

On the device where the TA Interface is open, approve your student for testing. The “Approvals” box in the upper-right corner of the TA Interface shows notifications. Select “Approvals” to view students awaiting approval.

• To review the student’s accommodations and update designated features (if necessary), select in the student’s row.

• To approve an individual student for testing, select .• To deny a student for testing, select and enter the reason in the box.

Once the test has been approved in the TA Interface, return to the student’s device. Text-to-Speech (TTS) functionality is required for I AM. Each I AM assessment has TTS automatically turned on. The Audio/Video Checks page allows TAs and their student to play the sample TTS audio to verify that it reads the text aloud. It also allows users to customize the “Volume,” “Pitch,” and “Rate” of the sound.

Learner Characteristics Inventory (LCI)

Approving Student Testing in the TA Interface

Confirming Test Selection in the Student Testing Site



For more information on TTS limitations and configurations, consult the Additional Configurations and Troubleshooting Guide on the I AM Assessment Portal for the appropriate operating system.

On some operating systems, there are several voice packs that are available. Please ensure your student is using the default voice pack when participating in I AM.

After reviewing the Sound Settings, select “I heard the voice” and select “Continue.” The Instructions and Help page will appear. When you and your student are ready, select “Begin Test Now” to begin the assessment.

Full Screen ModeOnce the student enters the assessment, he or she will see the assessment in Full Screen Mode.

The default full screen mode setting has the following features:

• All tools, including “End Test,” that would normally appear on the screen in the Global Menu, are hidden from the student, so they cannot be accidentally accessed. The tools in the Context Menu are still available in Full Screen Mode. The student must exit Full Screen Mode to access the calculators for the Mathematics assessments.

• Students can access the audio associated with the stimulus, question, and answer options by selecting the corresponding ear. Students may click on the ears as many times as they need to.

• Students can move on to the next item by selecting “Next.” • Educators can exit full screen mode by selecting the icon on the

upper-left corner of the screen and typing the student’s first name as the password in the pop-up window.

I AM Assessment Features




Context Menu

The Context Menu offers the following tools for students: Item Tutorial, Line Reader, Strikethrough, and Text-to-Speech. More information on these tools will be available in the I AM Test Administrator User Guide.

Global Menu

The Global Menu on the top of the screen appears when you exit Full Screen Mode. Below is an example of what students and TAs will see when accessing the Global Menu. The Desmos four function calculator will also be available in the global menu for mathematics tests.

• To navigate a test, select “Back” or “Next” in the upper-left corner.• To jump directly to a test page, select an item number from the

“Questions” drop-down list in the upper-left corner.• To manually save a test, select “Save” in the upper-left corner. Tests

are automatically saved every two minutes.• To end a test, select “End Test” in the upper-left corner. Please note

this tool will only appear on the last item of the test. • To go back to Full Screen Mode, select “Full Screen” in the

upper-left corner. • Global Tools, located on the right side of the Global Menu, are

activated by selecting the button for each tool. More information on these tools will be available in the I AM Test Administrator User Guide, which will be posted in March 2019.


I A M O P E R A T I O N A L T E S T

Please read these directions before administering the Operational Tests. NOTE: The directions on the following pages will be used to administer the operational test. You must read one of the two different scripts (i.e., teacher-led or student-led) to your student. If your student is able to make selections independently, please use the script for student-led administrations. If your student is unable to make selections independently, please use the script for TA-led administrations.

Read aloud the words printed in boldface and preceded by the word “SAY.” Please select the appropriate option for text appearing in brackets and boldface. Italicized text is information for the Test Administrator and should not be read aloud to the students. To ensure reliable results, the directions for the administration of test sessions specified below should be followed exactly as they appear.

Before beginning an I AM Operational Test, please use the directions included on page 34 to log your student into the Secure Browser.

SAY We are about to begin the I AM [Mathematics, English/Language Arts, Science, Biology, Social Studies] Grade [3, 4, 5, 6, 7, 8, and high school] assessment.

Before you start the test, let’s make sure you understand the directions.

If at any time you need to make the voice reading the words louder, quieter, faster or slower, please tell me, and I will help you change the voice. If you need to make the words on the screen larger, please tell me and I will help you make the words larger.

NOTE – To change the pitch, rate, or volume of the Text-to-Speech, select in the upper right-hand corner outside of full screen mode. To zoom in or zoom out, select “Zoom In” or “Zoom Out” outside of full screen mode.

To exit full screen mode, select the icon on the upper left-hand side of the screen. Enter the student’s first name as the password.

SAY Sometimes, there will be a passage next to or above the question. To hear the passage, select the ear next to the passage. If you need to hear the passage a second time, select the ear again. You can do this as many times as you need to.

When you are ready for the question, select the ear next to the question to hear it read aloud.

Point to the ear next to the item.

SAY The question and answer choices will be read to you.

Point to the question and the answer choices.

General Directions

I AM Script for Student-Led Administrations

Online Testing Scripted Directions for the I AM Operational Tests



SAY If you need to hear the question and the answer choices again, select the ear again. You can do this as many times as you need to.

We will now review the tools available to help you with selecting answers in this test.

If you need to hear the answer choices again, select the ear under each answer choice. Not all items will have an ear available under each answer choice. For those items, please select the ear located by the question. Both the question and answer choices will be read aloud.

Point to one of the ears under the answer choices.

Options for Students with Higher Cognitive AbilitySAY If you know an option is wrong, you can select the

Context Menu or these three lines.

Point to the Context Menu .

SAY Now select “Strikethrough.”

Point to the Strikethrough option.

SAY Then, you can strike through the option you know is wrong.

If you need to highlight any part of the item, use your [finger, cursor] to highlight the words. Then, select the three lines again.

Point to the Context Menu.

SAY Now select “Highlight.”

Point to the Highlight option.

Mathematics Only

SAY If you need a calculator to answer the question, please tell me. I will help you open the calculator on the computer for you to use.

Exit full screen mode and point to the calculator.

SAY When you are ready, choose your answer by selecting the option that you think is the correct answer. You are now ready to move on to the next question. Select the big green button that says “Next.”

Point to the “Next” button.

SAY If at any time during the operational test, you need to take a break, please tell me. We will pause the test and you can finish it later.



Be sure to answer each question. If you do not understand what to do during this test, please tell me and I will repeat the directions for you. Are there any questions about the directions?

Repeat the initial directions, if needed.

SAY Let’s begin the test now.

SAY We have reached the end of the test. Do you want to review any questions?

If the student communicates the need to review, exit full screen mode and allow the student to review the test questions. If the student communicates that there is no need to review, exit full screen mode and select “End” on the upper left-hand side of the screen.

SAY We are about to begin the I AM [Mathematics, English/Language Arts, Science, Biology, Social Studies] Grade [3, 4, 5, 6, 7, 8, 10, high school] assessment.

Before you start the test, let’s make sure you understand the directions.

If at any time you need to make the voice reading the words louder, quieter, faster or slower, please tell me, and I will change the voice. If you need to make the words on the screen larger, please tell me and I will make the words larger.



SAY Sometimes, there will be a passage next to or above the question. I will select the ear next to the passage so you can hear the passage. If you need to hear the passage again, please tell me and I will play the audio again. You can listen to the passage as many times as you need to.

When you are ready for the question, please tell me and I will select the ear next to the question to hear it read aloud.




SAY If you need to hear the question again, please tell me and I will play the audio again. You can listen to the question as many times as you need to.

Ending the Student-Led Administrations

I AM Script for Teacher-Led Administrations



If you need to hear the answer choices again, tell me and I will select the ear under the answer choice that you need to hear again. Not all items will have an ear available under each answer choice. For those items, please select the ear located by the question. Both the question and answer choices will be read aloud.


Options for Students with Higher Cognitive AbilitySAY If you know an option is wrong and want to cross it

out, tell me and we can cross out that answer option.

Select “Strikethrough” from the Context Menu and strike through the first answer option in Question 1.

SAY If you need to highlight any part of the item, tell me and I will highlight that part for you.

Select the first word in the item and select “Highlight” from the Context Menu.

Mathematics Only



SAY When you are ready, [show, tell] me your answer and I will input your selection onto the screen and select “Next” so you can move to the next question.


SAY If at any time during the operational test, you need to take a break, please tell me. We will pause the test and you can finish it later.

Be sure to answer each question. If you do not understand what to do during this test, please tell me and I will repeat the directions for you. Are there any questions about the directions?

Repeat the initial directions, if needed.

SAY Let’s begin the test now.



Ending the Teacher-Led Administrations



Students take the online assessments independently by responding to items with a computer mouse, touch screen, or other interactive technology.

Students may also take the online assessment with TA assistance. The student can therefore respond using the mode of communication that they use during instruction. These response modes include, but are not limited to, oral response, pointing, eye gaze, sign language, or an augmentative and alternative communication (AAC) device. Once the student has communicated a response, the TA may need to assist the student in touching the on-screen response option or may touch the response indicated if the student is unable to do so, even with assistance.

Several students who participate in the online I AM may require alternate response modes. Some examples include:

• Non-verbal indication of answer choices—The student may indicate the answer choice(s) non-verbally (e.g., by eye gazing, pointing, or through the use of augmentative and alternative communication [AAC] devices).

• Dictation of responses—The student may verbally indicate the answer choice(s) to the TA.

• AAC devices—The student may use the communication system and/or device typically used in instruction.

• Mark as No Response—For students who do not respond, TAs can select “Mark as No Response” in the Context Menu of the Student Interface.

Students Without a Mode of Communication

The vast majority of students who participate in I AM will be able to complete the assessment because they can access the assessment questions and communicate their responses. However, a small number of students are reported by their teachers to have no observable way to communicate what they know and can do. Therefore, Indiana has developed a policy to be sure that the teacher can clearly identify those students with No Mode of Communication. This policy includes the student attempting to take the two practice test items and the first three operational items of each test for which the student is eligible. For example, if a student is in grade 3 the student will attempt both the ELA and Mathematics tests. The student’s STC will also select “No Mode of Communication” for the student in TIDE. Please note that selecting “No Mode of Communication” in TIDE alone will ensure that your student will have their test scored correctly. The student must have “Mark as No Response” indicated in the test delivery system as indicated in the next paragraph for the process to work correctly.

If a student has no way to indicate a response while taking the I AM assessment, the TA must select “Mark as No Response” from the Context Menu in the Test Delivery System.

Student Interactions with the Online I AM Assessment



There are two participation items at the beginning of each operational test where the TA indicates “Yes” or “No” if the student participated in the practice test. If the student has No Mode of Communication, the TA will select “Mark as No Response” in the context menu for both items. Selecting “Mark as No Response” here indicates the student was unable to respond during the practice test. If you try to select “Yes” or “No” and “Mark as No Response” for the two participation items you will see this message in the test delivery system. Please clear “Yes” or “No” and only select “Mark as No Response.”

Additionally, the TA will select “Mark as No Response” for the first three operational items immediately following the participation items. Selecting this option indicates the student was unable to respond during the operational test. Once this information has been entered for the student, the test will end. This must be completed for the student for each content area. For example, if the student is in grade 3 this must be done for both ELA and Mathematics.

Student Testing Site: Mark as No Response

To confirm the student does not have an observable mode of communication, the student’s STC must approve the student as not having an observable mode of communication by going to the student’s page in TIDE. Under Demographics, the STC/NPSTC would select “Y” for “Student without a Mode of Communication.”

NOTE: It is important to ensure that the assessment is not stopped because a student exhibits fatigue, frustration, lack of engagement, refusal to participate, or becomes sick during the administration of the I AM assessment. In any of these cases, pause the assessment by selecting the Pause button and take a break. These situations would not constitute a student with No Mode of Communication.


A P P E N D I X A

SAY We are about to begin the I AM [Mathematics, English/Language Arts, Science, Biology, Social Studies] Practice Test.

QUESTION 1

Before we look at Question 1, let’s make sure you understand the directions.

If at any time you need to make the voice reading the words louder, quieter, faster or slower, please tell me, and I will help you change the voice. If you need to make the words on the screen larger, please tell me and I will help you make the words larger.



SAY Sometimes, there will be a passage next to or above the question. To hear the passage, select the ear next to the passage. You may also select the arrows next to the words or pictures to make the it easier to see.

Point to the arrows on the screen .

I AM Script for Student-Led Practice Test

Appendix A: Scripted Directions for the I AM Practice Test

Please read these directions before administering the I AM Practice Test. NOTE: The directions on the following pages will be used to administer the practice test. You must read one of the two different scripts to your student. If your student is able to make selections independently, please use the script for student-led administrations. If your student is unable to make selections independently, please use the script for TA-led administrations. Please note that the numbering of the items on the paper-and-pencil test are different from the numbering of the items in the online test delivery system.This will be visible when student responses to the paper-and-pencil test are entered online.

Read aloud the words printed in boldface and preceded by the word “SAY.” Please select the appropriate option for text appearing in brackets and boldface. Italicized text is information for the Test Administrator and should not be read aloud to the students. To ensure reliable results, the directions for the administration of test sessions specified below should be followed exactly as they appear.

Before beginning an I AM Practice Test, please use the directions included on page 34 to log your student into the Secure Browser.

General Directions


A P P E N D I X A

SAY If you need to hear the words a second time, select the ear again. You can do this as many times as you need.

When you are ready for the question, select the ear next to the question to hear it read aloud.




SAY We will now review the tools available to help you with selecting answers in this test.

If you need to hear the answer choices again, select the ear under each answer choice. Not all items will have an ear available under each answer choice. For those items, please select the ear located by the question. Both the question and answer choices will be read aloud.


Options for Students with Higher Cognitive Ability (cont.)SAY If you know an option is wrong, you can select the

Context Menu or these three lines.

Point to the Context Menu .

SAY Now select “Strikethrough.”

Point to the Strikethrough option.

SAY Then, you can strike through the option you know is wrong.

If you need to highlight any part of the item, use your [finger, cursor] to highlight the words. Then, select the three lines again.

Point to the Context Menu.

SAY Now select “Highlight.”

Point to the Highlight option.

Mathematics Only




A P P E N D I X A

SAY We have reached the end of the test. Do you want to review any questions?’


Ending the Student-Led Practice Test

SAY We are about to begin the I AM [Mathematics, English/Language Arts, Science, Biology, Social Studies] Practice Test.

QUESTION 1

Before we look at Question 1, let’s make sure you understand the directions.

If at any time you need to make the voice reading the words louder, quieter, faster or slower, please tell me, and I will change the voice. If you need to make the words on the screen larger, please tell me and I will make the words larger.



SAY Sometimes, there will be a passage next to or above the question. I will select the ear next to the passage so you can hear the passage. If you need to hear the passage again, please tell me and I will play the audio again. You can listen to the passage as many times as you need to.

I AM Script for Teacher-Led Practice Test

SAY When you are ready, choose your answer by selecting the option that you think is the correct answer. You are now ready to move on to the next question. Select the big green button that says “Next.”


QUESTION 2

SAY We are now going to answer Question 2. Do you need me to repeat the directions?

NOTE – If the student suggests that the questions need to be repeated, repeat the directions under Question 2.

SAY If at any time during the practice test, you need to take a break, please tell me. We will pause the test and you can finish it later.


A P P E N D I X A

When you are ready for the question, please tell me and I will select the ear next to the question to hear it read aloud.




SAY If you need to hear the question again, please tell me and I will play the audio again. You can listen to the question as many times as you need to.

If you need to hear the answer choices again, tell me and I will select the ear under the answer choice that you need to hear again. Not all items will have an ear available under each answer choice. For those items, please select the ear located by the question. Both the question and answer choices will be read aloud.


Options for Students with Higher Cognitive AbilitySAY If you know an option is wrong and want to cross it

out, tell me and we can cross out that answer option.

Select “Strikethrough” from the Context Menu and strike through the first answer option in Question 1.

SAY If you need to highlight any part of the item, tell me and I will highlight that part for you.

Select the first word in the item and select “Highlight” from the Context Menu.

Mathematics Only



SAY When you are ready, [show, tell] me your answer and I will input your selection onto the screen and select “Next” so you can move to the next question.


QUESTION 2

SAY We are now going to answer Question 2. Do you need me to repeat the directions?


A P P E N D I X A



Ending the Teacher-Led Practice Test

NOTE – If the student suggests that the questions need to be repeated, repeat the directions under Question 2.

SAY If at any time during the practice test, you need to take a break, please tell me. We will pause the test and you can finish it later.

Pause to allow the students to complete Question 2.


A P P E N D I X B

The I AM paper-and-pencil assessment books contain the following segments:

• Practice test segment• Operational test segment

Paper-and-pencil assessment books display the practice segment followed by the operational test segment. Students should complete the practice test items before taking the operational test.

Student regular print assessment books, accommodated print assessment books, and read aloud scripts are secure. Maintaining the security of all test materials is critical to obtaining valid and reliable test results. Therefore, test materials must always be maintained in locked storage, except during test administration. All individuals who administer I AM assessments must follow security procedures.

Follow the Final Receipt Instructions that were included when paper-and-pencil materials arrived in corporations for distribution.

General Rules for Paper-and-Pencil Testing

Appendix B: Indiana Alternate Measure Paper-and-Pencil Testing

• Ensure sure you have the appropriate materials for the paper accommodation provided to the student prior to the student beginning the assessment.

• Refer to the Accessibility and Accommodations Guidance posted on the IDOE website at https://www.doe.in.gov/sites/default/files/assessment/accessibility-and-accommodations-guidance-1819-12810-final.pdf. for information regarding the use of non-embedded accommodations such as scratch paper, graph paper, calculator, tools, and manipulatives.

Test Security of Paper Accommodation Assessment Materials

Regular print assessment books, large print assessment books, braille assessment books, and TA scripts are secure. Maintaining the security of all test materials is critical to obtaining valid and reliable assessment results. Therefore, test materials must always be maintained in locked storage, except during test administration. All individuals who administer I AM assessments must follow security procedures.

Orders

The accommodation of paper, large print or braille listed in IEP system by January 25, 2019 will generate the materials that corporation will receive on April 1, 2019. For accommodations added in the IEP system after January 25, these materials will be sent during the Additional Orders Window. As a reminder, braille materials need to have this indicated prior to January 25 and may arrive in corporations separately from other materials.Information on the TIDE Orders Task may be found in the TIDE User Guide.

Before Testing

https://www.doe.in.gov/sites/default/files/assessment/accessibility-and-accommodations-guidance-1819-12810-final.pdf




A P P E N D I X B

When a student has finished testing, TAs should collect the student’s assessment book and any scratch paper.

Returning Test Materials to the Test Coordinator

All I AM assessment books are to be returned to the Test Coordinator at the end of testing each day. TAs should arrange the assessment books facing up. Paper clips or rubber bands must not be used to bind these materials as they may damage their edges.

All printed material must be returned to AIR, regardless of whether it has been used. All materials are delivered to your CTC for return to AIR. Do not seal the cartons because the CTC must verify that the contents have all been returned. CTCs must return the following materials to AIR by May 24, 2019.

Ending Paper-and-Pencil Testing

Regular, Large Print, and Braille Paper Booklets

Regular, large print, and braille paper booklets will be available to students with documented paper-and-pencil testing accommodations or for those with religious reasons (i.e., objection to the use of such technology).

Educators may only read (word for word) from the script while administering the paper forms to the students.

Read aloud scripts are available for students who take the paper-and-pencil tests. The Read Aloud scripts will be available for the TA to download from TIDE using the Secure Inbox feature. More information about the Secure Inbox feature will be available in a separate document.

Schools will receive the following materials in the regular, large print, and braille grade-level kits:

Regular and Large Print Test Materials (for each content area)

Braille Test Materials (for each content area)

Cover Sheet Cover SheetCopy of the paper-and-pencil receipt and return instructions

Copy of the paper-and-pencil receipt and return instructions

Segment 1• Regular or Large Print Assessment

Book (including practice test segment)

Segment 1• Braille Assessment Book

(including practice test segment)• TA Script

Segment 2• Tier 1 Regular or Large Print

Assessment Book• Tier 2 Regular or Large Print

Assessment Book• Tier 3 Regular or Large Print

Assessment Book

Segment 2• Tier 1 Braille Assessment Book• Tier 1 TA Script• Tier 2 Braille Assessment Book• Tier 2 TA Script• Tier 3 Braille Assessment Book• Tier 3 TA Script

NOTE: For Segment 2, students should use only the assessment book for his or her assigned tier.

Accommodated Versions


A P P E N D I X B

The TA will communicate to the Test Coordinator which assessment books should not be scored due to either a test irregularity or an invalidation.

Paper-and-Pencil Irregularities

The school security checklist must be used to record the distribution and collection of the braille, large print, and regular print assessment books.

TimingThe TA must provide users of braille, regular print, and large print versions of the test with sufficient time to complete the test.

Student Responses and Transitioning from Segment 1 to Segment 2For students participating in I AM through the regular print, large print, and braille assessment books, the TA should support the student in noting their responses in the assessment book, or directly in the Secure Browser. Student responses for standard paper, large print, and braille forms must be transcribed into the online system by the TA before the close of the window on May 17. AIR will not transcribe student responses. Should a paper test be returned to AIR without being transcribed by the TA, the student will receive an undetermined score.

Similar to students participating in the online I AM assessments, students using paper assessment books should complete Segment 1 and Segment 2 on separate days. Before beginning the administration of Segment 2, the TA must enter the Secure Browser as the student and transfer the student responses from the paper assessment book into the Secure Browser for Segment 1.

The student will have a chance to review answers at the end of Segment 1. When the student is finished, select Next to go to Segment 2. The TA will need to look in the top left hand corner of the test in Part 2 to confirm the tier that the student is assigned. This tier assignment will confirm the paper-and-pencil test booklet the student will be administered. Remember that Segment 1 and Segment 2 must be administered on separate days. Using this information, the TA will determine which Segment 2 assessment book the student should use to continue testing. Please see an example of where the tier information is located in the test delivery system. It is in the top left hand corner of the screen. It will say Tier 1, Tier 2, or Tier 3.

After the student completes Segment 2, the TA must enter the Student Testing Site again as the student and transfer the student responses from the paper assessment book to the Student Testing Site for Segment 2.

NOTE: Similar to students participating in the online I AM, the TA must complete the LCI online for each student participating in the accommodated version of I AM.


A P P E N D I X B

Paper-and-Pencil Testing Administration Precautions

• Do not allow students to use ink, colored pens/pencils, or markers, in their scorable assessment books. Students can use a No. 2 pencil and/or highlighter for notes or underlining.

• Do not allow students to use correction fluid on the scorable assessment books.

• Do not allow students to use extra paper or ink to write their ELA Performance Task responses. Only responses that are written in pencil on the pages designated “Final Draft” will be scored.

• Do not use “sticky” notes, paper clips, tape, staples, or glue on the scorable assessment books.

• Do not insert loose papers into the scorable assessment books.• Do not tape or glue additional paper into the scorable assessment

books.• Do not photocopy the assessment books.• Do not disassemble or pull pages from the assessment books.• Do not erase any duplicate responses, or any other student-created

response from a student assessment book.

Instructions for Returning Materials

When the test administration is complete and paper responses have been transcribed into the online system, the TA should return all accommodated materials to the STC. Upon receipt of the materials, the STC should prepares all accommodated materials for return to the CTC. To prepare the materials for return, school personnel are encouraged to use the School Packing List that came with the original materials to ensure that all materials that were assigned to the school are returned.

Remove or black out any old shipping labels, including the original shipping barcode, and ensure boxes are sealed securely with shipping tape. Affix the FedEx ground return label (from return kit) directly on top of the original address label. If additional labels are needed, contact the Indiana Assessment Help Desk at (866-298-4256). You must use the return shipping labels provided to you in order to guarantee that your boxes can be accurately tracked when you ship them to the scoring vendor. Print the corporation name and address in the space provided on the return label. Retain the receipt tab, from the top of the return label, for your records. Boxes can be tracked online at www.fedex.com or by calling 800-463-3339.

Arranging Test Materials Pickup

Contact FedEx to arrange a pickup of your materials. There is no pre-scheduled pickup day. Materials must be returned no later than five business days after testing is complete. Have your receipt tab(s) handy when you make your request.

http://www.fedex.com


A P P E N D I X B

Use one of the following methods to initiate a return:

• Visit www.fedex.com: Select “Ship,” then select “Schedule and Manage Pickups” from the drop-down menu, then select “Schedule Ground Return Pickup.”

• Call FedEx Customer Service at 800-463-3339. Request a “Package Returns Program” pickup.

• Provide materials to your regular FedEx Ground driver.

Immediately contact the Indiana Assessment Help Desk at 866-298-4256 if you experience any problems packing or arranging for pickup.

Security Check-In Process

Timely return of materials is essential for scoring and reporting of results. Security reports will be generated after the time that materials are due back to the scoring vendor. These security reports provide a breakdown of secure materials by corporation, school, and item, and include barcodes for any missing items. The scoring vendor may contact corporations via email and/or phone regarding missing secure materials. The scoring vendor also works with IDOE to document and recover missing secure materials.

AIR also works with IDOE to document and recover missing secure materials.

If any accommodated materials are not returned by May 24, 2019, AIR will contact CTCs in early June 2019 to locate missing accommodated materials. Materials that remain missing after June 19, 2019, will result in a test security violation.

http://www.fedex.com


A P P E N D I X C

Appendix CTesting In Progress—Do Not Disturb Sign

TESTINGIN PROGRESSDo Not Disturb


A P P E N D I X D

Appendix DNo Personal Electronic Devices in the

Testing Room Sign

No Personal

Electronic Devices

in the Testing Room


A P P E N D I X E

Communication systems and technology are essential for some students with significant cognitive disabilities to demonstrate what they know and can do. This section outlines a continuum of examples of accommodations and instructional and assistive technology. Although not exhaustive, the list presents a range of options for a variety of students. In some cases, multiple accommodations may be necessary to enable a student to respond. For paper-and-pencil test materials, teachers are encouraged to adapt test materials to align with the accommodations on a student’s IEP as necessary to maximize potential student responses, as long as the accommodation does not change the construct being tested. Please note that since the online tests are stage-adaptive, teachers and TAs will not have the opportunity to prepare replacement materials for the response options.

The legal definition of assistive technology as it appears in IDEA is: “any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.” An assistive technology device is defined by the Assistive Technology Act of 1988 as “any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.”

Assistive Technology Items can be Described as “Low-Tech,” “Mid-Tech,” or “High-Tech.”

• Low-tech items are usually inexpensive, simple to make, and easy to obtain. Some examples of low-tech devices are pencil grips, slant boards, paper communication boards/cards, highlighting, specialized paper, or a program modification such as increased time or access to classroom notes.

• Mid-tech devices are calculators, eyeglasses, splints, digital recorders, magnifying glasses, single switches, Big Mack switches, cause-and-effect software programs, and static display communication devices.

• High-tech items include wheelchairs, dynamic display augmentative and alternative communication (AAC) devices, complex computer software programs that involve Speech-to-Text and Text-to-Speech components, infrared mouse options, and computers.

Assistive Technology Terms and Devices

• Alternative Access/Input Device—An alternative access/input device allows individuals to control their computers using tools other than a standard keyboard or pointing device. Examples include alternative keyboards, electronic pointing devices, sip-and-puff systems, wands and sticks, joysticks, and trackballs.

General Information on Assistive Technology

Appendix E: Information on Assistive Technology


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• Augmentative and Alternative Communication (AAC) Device—An AAC device increases or improves the communication abilities of individuals with receptive or expressive communication impairments. The device can include sign language, graphical symbol systems, synthesized speech, dedicated communication devices, and computer applications. AAC technology spans a wide range of products, from low-tech picture boards to high-tech speech recognition programs.

• Braille Embossers and Translators—A braille embosser transfers computer-generated text into embossed braille output. Translation programs convert text that has been either scanned or typed into braille that can be printed on the embosser. Refreshable braille can be used as a screen reader for individuals who are blind or have low vision.

• Onscreen Keyboard—Onscreen keyboards are software-generated images of a standard or modified keyboard placed on the computer screen. The keys are selected by a mouse, touch screen, trackball, joystick, switch, or electronic pointing device. Microsoft has a free onscreen keyboard available.

• Optical Character Recognition (OCR) and Scanners—OCR software works with a scanner to convert images from a printed page into a standard computer file. With OCR software, the resulting computer file can be edited. Pictures and photographs do not require OCR software to be manipulated. Programs such as Kurzweil, Read and Write Gold, and Wynn have these capabilities.

• Screen Reader—A screen reader is a software program that uses synthesized speech to “speak” graphics and text aloud. This type of program is used by people with limited vision or blindness or with a print disability, such as dyslexia. Programs that are widely used by individuals with visual impairments are Microsoft’s Narrator and commercial programs such as Jaws.


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Appendix FI AM Report of Invalid Test

I AM Report of Invalid Test

Student Name: Grade:

School: School #:

Corporation: Corporation #:

Content: Segment #:

Date: Time:

Briefly describe the reason this student’s test is invalid:

Test Administrator Name:

Test Administrator Signature: Date:

Principal Signature: Date:

Parents notified by: Date:

One form must be completed for EACH test segment that is invalidated. Reports must be made as close as possible to the actual occurrence.

Distribution List:

Student’s permanent file (original)Principal and/or School Test Coordinator (copy)Teacher’s records (copy)

FOR SCHOOL USE ONLYDO NOT SEND TO AMERICAN INSTITUTES FOR RESEARCH OR TO IDOE

I AM Test Administrator’s Manual Change Log

Location Change DatePage 7 Added clarification about transitioning from Segment 1 to Segment 2. 3/28/19Page 10 Added text that the I AM practice tests are not available in Spanish. 3/26/19

Page 12 Removed ‘Ear’ as an option to select to navigate to next item in test. ‘Next’ is what should be selected to navigate to the next item. 3/25/19

Page 19 Clarified that I AM Test Administers attended a live training and do not take the Test Administrator Certification Course on the I AM portal. 3/26/19

Page 19 Removed Spanish from the paper-and-pencil accommodated tests. Spanish is only available online. 3/26/19

Page 20 Added a sentence that some of the paper-and-pencil practice test items are different then the online practice test items. 3/26/19

Page 23Updated chart of Designated Features, Universal Features, and Accommodations. A disclaimer has been added below the chart to use when referencing TIDE.

3/28/19

Page 24 Added clarification that TTS is not available in Spanish. 3/28/19Page 24 Removed Spanish Text to Speech as this is not an option. 3/26/19

Page 30 Changed the word ‘Submitted’ to ‘Completed’ to match the test delivery system language. 3/25/19

Page 40 Script language updated to say ‘operational’ instead of ‘practice’ 3/25/19Page 42 Script language updated to say ‘operational’ instead of ‘practice’ 3/25/19

Page 43

Added additional clarification on No Mode of Communication and that selecting information in TIDE will not be sufficient for the test to end for a student. The Test Administrator must follow the Test Delivery System steps for the student test to be scored correctly.

3/26/19

Page 44

Updated directions for responding to the participation items on the operational tests. TAs should indicate ‘Mark as No Response’ on these items only. They will not be able to select either ‘Yes’ or ‘No’ in addition to ‘Mark as No Response.’

3/25/19

Page 45Information has been added to confirm that the numbering of the items on the paper-and-pencil test is different than the numbering of the online test.

3/28/19

Page 52 Updated information about how the TA will know how to locate the Tier information for Segment 2 in the Test Delivery System. 3/25/19

Global Added language that not all answer choices will have ‘ears’ in the scripts. 3/25/19