Idaho Reading Indicator

The Idaho Reading Indicator (IRI) is a kindergarten – grade 3 assessment. Idaho State Statute section 33-1806 requires that all public school students in kindergarten and grades 1, 2, and 3 have their early literacy skills assessed. The IRI is delivered by Amira Learning.

The IRI is required 2 times per year (per State Statute 33-1806)- once in the Fall (typically August/September) and once in the Spring (typically May).  Schools may choose to use Amira Learning monthly for progress monitoring.

Spanish speaking students may take the IRI with Spanish instructions.

A student who has not been enrolled for two (2) full school years in an elementary or secondary school in the United States and who scores less than a level two (2) on the state English language proficiency assessment used to determine English language proficiency may be exempted from requirements to participate in the Idaho reading indicator assessment required under the provisions of this title. (See Idaho State Statute 33-1618)

Students with Individualized Education Programs (IEPs) or 504 plans may receive designated supports and accommodations based on their documented needs. Refer to the TAM for a complete list of the accessibility features available on the IRI.

A student’s score on the IRI is reported in one of three levels:

• Tier 1 (At Grade Level)
• Tier 2 (Near/Below Grade Level)
• Tier 3 (Well Below Grade Level)

The Idaho Reading Indicator (IRI) helps teachers and school administrators identify students who need additional reading support, guide instruction, and monitor student progress. The Idaho State Department of Education uses IRI results to distribute literacy intervention funding to schools and districts. Families receive their child’s IRI results to stay informed about reading development and may help create individualized reading plans if needed. IRI data is also published on the Idaho School Report Card to support transparency and accountability.

• Report Card ratings (all students) – Will take all the students that assessed at your school in May- doesn’t matter how long they were with you.  Reporting “all students” on the Report Card is a federal requirement, however it is not how we look at proficiency ratings.
• Early Literacy Funding – The funding follows the student.  If the student took the Fall assessment at School A and transferred to School B (at any time in the year) and took the Spring assessment at School B- School B will receive the funding.
• Proficiency Rates (Continuously Enrolled Students) – The IRI and ISAT/IDAA Proficiency Rate measures are applicable only to continuously enrolled students. The defines continuous enrollment in school and its role in assessment as: “A student who is enrolled continuously in the same public school from the end of the first eight (8) weeks or fifty-six (56) calendar days of the school year through the state approved spring testing administration period, not including the makeup portion of the test window, will be included in the calculation to determine if the school achieved progress in any statewide assessment used for determining proficiency.” These results would be found on our Department of Education website, and these are the true results for proficiency for both ISAT and IRI. Additional information can be found in the Accountability and Reporting Business Rules.  

Access to the Amira Learning is managed at the school or district level. Teachers and administrators should reach out to their school or district test coordinator to set up their account.

Each year, all staff involved in the test administration process, including test administrators/proctors, must – at a minimum – receive test security training, read the Assessment Integrity Guide, and sign the Assessment Confidentiality Agreement.  

• Test Administration Manual

All staff involved in the test administration process is responsible for ensuring test security and reporting any test incidents using school or district procedures. School and district test coordinators are responsible for training staff in test security policies and procedures.

District test coordinators are also responsible for reporting test incidents, including improprieties and security breaches, to a state IRI test coordinator in the Test Incident Log found in ISEE. For more information on test incidents, refer to the Assessment Integrity Guide. 

Schools are encouraged to test all students regardless of when they enroll. It is important that all students are assessed with the IRI, for early Literacy funding.

A student who has not been enrolled for two (2) full school years in an elementary or secondary school in the United States and who scores less than a level two (2) on the state English language proficiency assessment used to determine English language proficiency may be exempted from requirements to participate in the Idaho reading indicator assessment required under the provisions of this title (Idaho State Statute 33-1618).

Generally, the IRI is administered only to students enrolled in a public school. However, districts and charter schools may choose to offer the IRI to private or homeschool students upon request, though they are not required to do so. If you would like your student to take the IRI, please reach out to districts or charter schools in your area.

For additional information, including guidance on dually enrolled students, see the Testing Population Requirements.

Yes. Districts and schools are encouraged to use Amira Learning monthly for progress monitoring to support student growth and instructional planning.

Yes. A paper/pencil option is available for students with a documented need, such as an IEP, 504 Plan, or English Learner (EL) plan. Additional considerations and guidance can be found in the Special Accommodations document.

No. A headset with a microphone is not required. Amira works with most internal microphones built into student devices.

There is no pause button in the Amira assessment. However, students can exit the test at any time and resume later by logging back in. For best results, it is recommended that students exit between subtests to ensure data is saved correctly.

Amira is built to perform well in real-world classroom environments using advanced noise-reduction features. Here are some tips to improve accuracy and minimize distractions:

• Amira’s Noise Handling Capabilities: Amira uses AI-powered speech recognition and context-aware listening. It knows what the student is expected to read, helping it detect reading errors even with background noise.
• Seating Strategies: Space students out and avoid placing them side-by-side. Position students so that their microphones point in different directions (e.g., seat students at the four corners of a compass facing inward).
• Minimize Background Noise: While Amira can handle normal classroom noise, try to avoid loud activities such as music or announcements during testing. If noise levels become too high, Amira will notify the student.