1. Test Security Best Practices
Test Administration
Test Overview
Test Security Best Practices
Test Preparation
Welcome to the Illinois Alternate Assessment Training Module for Test Administration.
This training module is designed for IAA Teachers and will go over the topics of Test Overview, Test Security Best Practices, and Test Preparation.
Jessica Dare, Principal Consultant
IAA Spring 2014

2. Test Overview Test Blueprint Timeline of Events
Test Administrator Qualifications
Test Overview, Test Blueprint, Timeline of Events, and Test Administrator Qualifications

3. Test Blueprint Test Blueprint
This table represents the number of tasks by content area for each grade level for the 2014 IAA. Reading and Mathematics test items have been aligned to the Common Core Essential Elements, while the Science and Writing test items are still aligned to the Framework Priorities.

4. Timeline of Events
February 3: SchoolSuccess online scoring user ID and password is ed to coordinators. Coordinators begin to create teacher accounts.
February 3 – February 14: Once teachers receive an from log in to SchoolSuccess to verify student list and enter pre-test student information.
February 3: Coordinators receive test booklets and begin to distribute to teachers.
February 3 – February 14: Once you receive test booklets, review Teacher Instructions and Subject Divider Pages and prepare all materials prior to the testing window.
February 17 – March 28: TEST ADMINISTRATION WINDOW Test students AND enter scores into SchoolSuccess: Online Scoring System.
March 28: Last day to enter scores into SchoolSuccess: Online Scoring System. NO scores will be accepted after this date.
Timeline of Events
On February 3rd SchoolSuccess Online Scoring user ID and password is mailed to coordinators. Coordinators begin to create teacher accounts. Once the coordinator creates teacher accounts, you will receive an from It is in your best interest to log into SchoolSuccess by February 14th to verify student list and enter pre-test student information.
On February 3rd, Coordinators receive test booklets and will begin to distribute to teachers. Once you receive the test booklets, hopefully on or around February 3rd, review the teacher instructions, subject divider pages and prepare all materials prior to the testing window.
The IAA testing window is from February 17th through March 28th. During this six week window, test students and enter scores into SchoolSuccess: Online Scoring System. March 28th is the last day for testing and the last day to enter scores. No scores will be accepted after March 28th.

5. Test Administrator Qualifications
Certified educator which includes, but not limited to:
Teacher
Administrator
School psychologist
School social worker or counselor
Speech pathologist
Paraprofessionals may present the tasks to the student;
however, a certified educator must observe and score
the tasks.
Test Administrator Qualifications
A certified educator, which includes, but not limited to teacher, administrator, school psychologist, school social worker or counselor, or speech pathologist is qualified to administer the assessment. Paraprofessionals may present the tasks to the student, however, a certified educator must observe and score the tasks.

6. Test Security Best Practices
Prohibitions: Actions that violate test
security
Prohibitions: Actions that must not
occur during test administration
Test Security Best Practices, Prohibitions: Actions that violate test security and Actions that must not occur during test adminstration

7. Prohibitions: Actions That Violate Test Security
Do not read, review, analyze, or copy secure test materials at any time before, during, or after test administration.
There are two exceptions:
Reviewing
Copying/Reproducing
Note: No copies of test booklets may be made to make up for test booklet shortages.
Prohibitions: Actions That Violate Test Security
Do not read, review, analyze, or copy secure test materials at any time before, during, or after test administration.
There are two exceptions.
The first exception is for teachers administering the test. Teachers should take some time to familiarize themselves with the format of the test and materials lists required.
The second exception is for coordinators and teachers who need to reproduce secure test materials, in whole or in part, to provide an accommodation for a student with an IEP. All such copies are themselves secure and must be returned with the original test materials.

8. Prohibitions: Actions That Violate Test Security
DO NOT ACCEPT SAMPLE OR PRACTICE IAA MATERIALS FROM SOMEONE UNLESS YOU ARE SURE OF ITS SOURCE.
The format of the IAA sample tasks and tasks appearing on the actual test are identical to facilitate student’s familiarity with test materials. Before you use any sample tasks verify that the tasks are indeed sample tasks and not copies of previous IAA test booklets or IAA pilot test booklets. If you are uncertain of the origin of the sample tasks you were given by a colleague, consult with your IAA Coordinator.
Prohibitions: Actions That Violate Test Security Continued
Do not accept sample or practice IAA materials from someone unless you are sure of its source.
The format of the IAA sample tasks and tasks appearing on the actual test are identical to facilitate student’s familiarity with test materials. Before you use any sample tasks verify that the tasks are indeed sample task and not copies of previous IAA test booklets or IAA pilot test booklets. If you are uncertain of the origin of the sample tasks you were given by a colleague, consult with your IAA Coordinator.

9. Prohibitions: Actions That Must Not Occur During Test Administration
No off-grade testing is permitted, even as an accommodation.
Test administrators must not allow test materials to be taken out of the testing area or off school or district grounds by students or unauthorized personnel.
Prohibitions: Actions That Must Not Occur During Test Administration
No off-grade testing is permitted, even as an accommodation.
Test administrators must not allow test materials to be taken out of the testing area or off school or district grounds by students or unauthorized personnel.

10. Prohibitions: Actions That Must Not Occur During Test Administration
Test administrators must not coach students, edit their work, respond to their questions, or give cues through body language, voice, or positioning of objects in any way during the testing session that would guide them to a correct answer or aid them in responding to any question.
Test administrators must not change the wording or content of the task.
Test administrators must not change the order of the answer options.
Prohibitions: Actions That Must Not Occur During Test Administration Continued.
Test administrators must not coach students, edit their work, respond to their questions, or give cues through body language, voice, or positioning of objects in any way during the testing session that would guide them to a correct answer or aid them in responding to any question.
Test administrators must not change the wording or content of the task.
Test administrators must not change the order of the answer options.

11. Test Preparation Test Booklet Task Samples Student Access

12. Test Booklet Teacher Instructions Page Subject Divider Pages
Important Information for 2014
Mandatory Online Scoring Reminders
Test Administration Reminders
Subject Divider Pages
Tasks with Required Materials
Test Booklet
The test booklet provides important information needed to administer the assessment. The teacher instructions page includes important information for 2014, provides online scoring test administration reminders. The math and science subject divider pages provide a materials list for tasks that require materials.

13. Allows for positioning student across from or next to the teacher
Test Booklet
Allows for positioning student across from or next to the teacher
Teacher Page:
Rubric with script
Student Page:
Task content and answer options
Student Page
Teacher Page
The layout of the tasks in the test booklet is illustrated in this slide.
The teacher pages have the rubric as well as the reader script for each task.
The student pages have the task content and answer option choices.
The layout of the test booklet allows for positioning the student across from or next to the teacher.
At the bottom right hand corner of all teacher primary task pages is the correct answer to the task.

14. Task Samples
Teacher Instructions: Read Aloud for ALL Students with Visual General Prompt
• Present the primary task to the student. Say: Primary Task
• Point to each option and say: Choice A, Choice B, Choice C
The student receives a score of 4 for a correct response.
If the student does not respond, repeat the primary task only once exactly as it appears.
If the student responds correctly after the second presentation of the primary task, the student receives a score of 4.
If the student chooses an incorrect answer or does not respond, move to Level 3. 4
• Turn the page to provide the general prompt.
• Re-present the primary task and answer options.
The student receives a score of 3 for a correct response.
If the student does not respond or responds incorrectly, move to Level 2. 3
•Indicate the correct answer and re-present the primary task, and answer options.
The student receives a score of 2 for a correct response.
If the student does not respond or responds incorrectly, move to Level 1. 2
If the student does not respond or responds incorrectly at Level 2, the student receives a score of 1. 1
Task Samples
Here is teacher instructions for tasks that when administered are read aloud for all students with a visual general prompt. Here is how this task would be administered.
The teacher reads aloud the bold text in level 4. The bold text in level 4 is the primary task and answer options. The teacher waits for a response from the student. If the student correctly answers the primary task, the student receives a score of 4. If the student incorrectly answers the primary task, the teacher moves to level 3 and provides a general prompt.
To provide the general prompt at level 3, the teacher will turn the page to reads aloud the bold text and provide a visual general prompt. Then re-administer the primary task. If the student correctly answers the primary task after the general prompt, the student receives a score of 3. If the student incorrectly answers the primary task after the general prompt, the teacher moves to level 2.
At level 2, provide the student the correct answer to the primary task. Then re-administer the primary task. If the student correctly answers the primary task after the teacher provided the correct answer, the student receives a score of 2. If the student incorrectly answers the primary task after the teacher provided the correct answer, the student receives a score of 1.

15. Task Samples
Teacher Instructions: Read Aloud for ALL Students with Verbal General Prompt
• Present the primary task to the student. Say: Primary Task
• Point to each option and say: Choice A, Choice B, Choice C
The student receives a score of 4 for a correct response.
If the student does not respond, repeat the primary task only once exactly as it appears.
If the student responds correctly after the second presentation of the primary task, the student receives a score of 4.
If the student chooses an incorrect answer or does not respond, move to Level 3. 4
• Say the general prompt to the student: General Prompt
• Re-present the primary task and answer options.
The student receives a score of 3 for a correct response.
If the student does not respond or responds incorrectly, move to Level 2. 3
•Indicate the correct answer and re-present the primary task, and answer options.
The student receives a score of 2 for a correct response.
If the student does not respond or responds incorrectly, move to Level 1. 2
If the student does not respond or responds incorrectly at Level 2, the student receives a score of 1. 1
Task Sample #1
Here is teacher instructions for tasks that when administered are read aloud for all students with a verbal general prompt. Here is how this task would be administered.
The teacher reads aloud the bold text in level 4. The bold text in level 4 is the primary task and answer options. The teacher waits for a response from the student. If the student correctly answers the primary task, the student receives a score of 4. If the student incorrectly answers the primary task, the teacher moves to level 3 and provides a general prompt.
To provide the general prompt at level 3, the teacher will not turn the page. The teacher reads aloud the bold text in level 3 to provide a verbal general prompt. Then re-administer the primary task. If the student correctly answers the primary task after the general prompt, the student receives a score of 3. If the student incorrectly answers the primary task after the general prompt, the teacher moves to level 2.
At level 2, provide the student the correct answer to the primary task. Then re-administer the primary task. If the student correctly answers the primary task after the teacher provided the correct answer, the student receives a score of 2. If the student incorrectly answers the primary task after the teacher provided the correct answer, the student receives a score of 1.
The only difference between these first two templates is the general prompt. Some tasks will provide a visual general prompt, while others provide a verbal general prompt.

16. Task Samples
Teacher Instructions: Read Aloud for ALL Students with Required Materials
A materials list and procedure for this task appear on the next page.
• Present the primary task to the student. Say: Primary Task
• Point to each option and say: Choice A, Choice B, Choice C
The student receives a score of 4 for a correct response.
If the student does not respond, repeat the primary task only once exactly as it appears.
If the student responds correctly after the second presentation of the primary task, the student receives a score of 4.
If the student chooses an incorrect answer or does not respond, move to Level 3. 4
Task Sample #2
Here is teacher instructions for tasks that when administered are read aloud for all students with required materials. These tasks will have bold text at the top of level 4 indicating a materials list and procedure for that task appear on the next page. Tasks that require materials will be identified on the math and science divider pages. Prior to test administration, review the math and science divider pages, gather materials, and read the procedure.
The only difference between this template and the first two templates is this requires materials. These tasks will still provide a visual or verbal general prompt.

17. Task Samples
Teacher Instructions: Read Aloud as an Accommodation with Visual General Prompt
Students without read aloud accommodation
Point to the text on the student’s page and say:
Read this passage.
Pause for student to read.
Students with read aloud accommodation
Say: Read this passage with me. Passage
For all students say: Primary Task
• Point to each option and say: Choice A, Choice B, Choice C
The student receives a score of 4 for a correct response.
If the student does not respond, repeat the primary task only once exactly as it appears.
If the student responds correctly after the second presentation of the primary task, the student receives a score of 4.
If the student chooses an incorrect answer or does not respond, move to Level 3. 4
• Turn the page to provide the general prompt.
• Re-present the primary task and answer options.
The student receives a score of 3 for a correct response.
If the student does not respond or responds incorrectly, move to Level 2. 3
•Indicate the correct answer and re-present the primary task, and answer options.
The student receives a score of 2 for a correct response.
If the student does not respond or responds incorrectly, move to Level 1. 2
If the student does not respond or responds incorrectly at Level 2, the student receives a score of 1. 1
Task Sample #3
Here is teacher instructions for tasks that when administered have read aloud as an accommodation with a visual general prompt. Review the criteria for the read aloud accommodation to see if the student qualifies for this accommodation. Here is how this task would be administered.
If the student does not qualify for the read aloud accommodation, the teacher reads aloud the bold text in the top left box above level 4 labeled Students without read aloud accommodation. This bold text will direct the student to read. The teacher will pause, and provide the student adequate time to read the primary task provided on the students page. Then the teacher reads aloud the bold text in level 4. This text is the question and answer options. The teacher waits for a response from the student. If the student correctly answers the primary task, the student receives a score of 4. If the student incorrectly answers the primary task, the teacher moves to level 3 and provides a general prompt.
If the student does qualify for the read aloud accommodation, the teacher reads aloud the bold text in the top right box above level 4 labeled Students with read aloud accommodation. This bold text is the primary task. Then the teacher reads aloud the bold text in level 4. This text is the question and answer options. The teacher waits for a response from the student. If the student correctly answers the primary task, the student receives a score of 4. If the student incorrectly answers the primary task, the teacher moves to level 3 and provides a general prompt.
To provide the general prompt at level 3, the teacher will turn the page to and reads aloud the bold text and provide a visual general prompt. Then re-administer the primary task. If the student correctly answers the primary task after the general prompt, the student receives a score of 3. If the student incorrectly answers the primary task after the general prompt, the teacher moves to level 2.
At level 2, provide the student the correct answer to the primary task. Then re-administer the primary task. If the student correctly answers the primary task after the teacher provided the correct answer, the student receives a score of 2. If the student incorrectly answers the primary task after the teacher provided the correct answer, the student receives a score of 1.

18. Task Samples
Teacher Instructions: Read Aloud as an Accommodation with Verbal General Prompt
Students without read aloud accommodation
Point to the text on the student’s page and say:
Read this passage.
Pause for student to read.
Students with read aloud accommodation
Say: Read this passage with me. Passage
For all students say: Primary Task
• Point to each option and say: Choice A, Choice B, Choice C
The student receives a score of 4 for a correct response.
If the student does not respond, repeat the primary task only once exactly as it appears.
If the student responds correctly after the second presentation of the primary task, the student receives a score of 4.
If the student chooses an incorrect answer or does not respond, move to Level 3. 4
• Say the general prompt to the student: General Prompt
• Re-present the primary task and answer options.
The student receives a score of 3 for a correct response.
If the student does not respond or responds incorrectly, move to Level 2. 3
•Indicate the correct answer and re-present the primary task, and answer options.
The student receives a score of 2 for a correct response.
If the student does not respond or responds incorrectly, move to Level 1. 2
If the student does not respond or responds incorrectly at Level 2, the student receives a score of 1. 1
Task Sample #4
Here is teacher instructions for tasks that when administered have read aloud as an accommodation with a verbal general prompt. Remember to review the criteria for the read aloud accommodation to see if the student qualifies for this accommodation. Here is how this task would be administered.
If the student does not qualify for the read aloud accommodation, the teacher reads aloud the bold text in the top left box above level 4 labeled Students without read aloud accommodation. This bold text will direct the student to read. The teacher will pause, and provide the student adequate time to read the primary task provided on the students page. Then the teacher reads aloud the bold text in level 4. This text is the question and answer options. The teacher waits for a response from the student. If the student correctly answers the primary task, the student receives a score of 4. If the student incorrectly answers the primary task, the teacher moves to level 3 and provides a general prompt.
If the student does qualify for the read aloud accommodation, the teacher reads aloud the bold text in the top right box above level 4 labeled Students with read aloud accommodation. This bold text is the primary task. Then the teacher reads aloud the bold text in level 4. This text is the question and answer options. The teacher waits for a response from the student. If the student correctly answers the primary task, the student receives a score of 4. If the student incorrectly answers the primary task, the teacher moves to level 3 and provides a general prompt.
To provide the general prompt at level 3, the teacher will not turn the page. The teacher reads aloud the bold text in level 3 to provide a verbal general prompt. Then re-administer the primary task. If the student correctly answers the primary task after the general prompt, the student receives a score of 3. If the student incorrectly answers the primary task after the general prompt, the teacher moves to level 2.
At level 2, provide the student the correct answer to the primary task. Then re-administer the primary task. If the student correctly answers the primary task after the teacher provided the correct answer, the student receives a score of 2. If the student incorrectly answers the primary task after the teacher provided the correct answer, the student receives a score of 1.

19. Sample 4M – Teacher Primary Task Page
Here is a grade 4 math sample task. This sample task is slides 19 through 22.
This page, slide 19, is the teacher primary task page. When I administer this task, I will read aloud the bold text and follow the teacher instructions. This item has a visual general prompt, so we will turn the page when it is time to provide the prompt.
Turn the page.

20. Sample 4M – Student Primary Task Page
This page, slide 20, is the student primary task page. As I administer this task, we are going to view the student pages.
Here is how this task would be administered.
Here is a thermometer. What is the temperature? Zero degrees, twenty degrees, fifty degrees.
Pause for student response. If the student answers correctly, the student receives a score of 4 and then move on to the next task. If the student answers incorrectly, move to level 3 and provide the general prompt.
Since this task has a visual general prompt, we turn the page, slide 21.
Turn the page.
After general prompt.
Pause for student response. If the student answers correctly, the student receives a score of 3 and then move on to the next task. If the student answers incorrectly, move to level 2 and provide the student with the correct answer.
The temperature on this thermometer is twenty degrees.
Now re-administer the primary task.
Pause for student response. If the student answers correctly, the student receives a score of 2. If the student answers incorrectly, the student receives a score of 1. In either case, move on to the next task.

21. Sample 4M – Teacher General Prompt Page
This page, slide 21, is the teacher general prompt page. To administer the general prompt, I will read aloud the bold text and follow the teacher instructions.
Turn the page.

22. Sample 4M – Student General Prompt Page
This page, slide 22, is the student general prompt page.
Here is how this general prompt would be administered.
Here is a different thermometer. It shows the temperature is thirty degrees.
Now re-administer the primary task. Turn the page back to the primary task pages, slides 19 and 20.
Turn back to primary task student page.

23. Sample 7S – Teacher Primary Task and General Prompt Page3
Here is a grade 7 science sample task. This sample task is slides 23 through 24.
This page, slide 23, is the teacher primary task and general prompt page. When I administer this task, I will read aloud the bold text and follow the teacher instructions. This item has a verbal general prompt, so we will not turn the page when it is time to provide the prompt.
Turn the page.

24. Sample 7S – Student Primary Task and General Prompt Page
This page, slide 24, is the student primary task and general prompt page. As I administer this task, we are going to view the student page.
Here is how this task would be administered.
The number of hours of daylight changes during the year. Which month has the greatest number of hours of daylight in Illinois? June, September, December
Pause for student response. If the student answers correctly, the student receives a score of 4 and then move on to the next task. If the student answers incorrectly, move to level 3 and provide the general prompt.
Since this task has a verbal general prompt, we do not need to turn the page. The general prompt is provided on the primary task page, slide 23.
Here is how this general prompt would be administered.
During the winter there are short days and long nights.
Now re-administer the primary task.
Pause for student response. If the student answers correctly, the student receives a score of 3 and then move on to the next task. If the student answers incorrectly, move to level 2 and provide the student with the correct answer.
The month that has the greatest hours of daylight in Illinois is June.
Pause for student response. If the student answers correctly, the student receives a score of 2. If the student answers incorrectly, the student receives a score of 1. In either case, move on to the next task.

25. Sample 8R – Teacher Primary Task Page
Read this passage.
Here is a grade 8 reading sample task. This sample task is slides 25 through 28.
This page, slide 25, is the teacher primary task page. When I administer this task, I will read aloud the bold text and follow the teacher instructions. For this item, determine whether the student will have the read aloud accommodation. This item has a visual general prompt, so we will turn the page when it is time to provide the prompt.
Turn the page.

26. Sample 8R – Student Primary Task Page
This page, slide 26, is the student primary task page. As I administer this task, we are going to view the student pages.
Here is how this task would be administered.
If the student does not have the read aloud accommodation…..Read this passage. Then pause for student to read.
If the student does have the read aloud accommodation….Read this passage with me. Rhonda wanted to give her mother a special birthday gift. So Rhonda went shopping at the grocery store. That evening, Rhonda surprised her mother with a homemade birthday cake.
Then for all students…What does Rhonda want to do in the passage? Make a cake, Buy a pair of shoes, Watch television
Pause for student response. If the student answers correctly, the student receives a score of 4 and then move on to the next task. If the student answers incorrectly, move to level 3 and provide the general prompt.
Since this task has a visual general prompt, we turn the page, slide 27.
Turn the page.
After general prompt.
Pause for student response. If the student answers correctly, the student receives a score of 3 and then move on to the next task. If the student answers incorrectly, move to level 2 and provide the student with the correct answer.
Rhonda wants to make a cake.
Now re-administer the primary task.
Pause for student response. If the student answers correctly, the student receives a score of 2. If the student answers incorrectly, the student receives a score of 1. In either case, move on to the next task.

27. Sample 8R - Teacher General Prompt Page
Jan wants to take a nap.
This page, slide 27, is the teacher general prompt page. To administer the general prompt, I will read aloud the bold text and follow the teacher instructions.
Turn the page.

28. Sample 8R – Student General Prompt Page
This page, slide 28, is the student general prompt page.
Here is how the general prompt would be administered.
Here is an example. Jan was sleepy. She went home to take a nap. Jan wants to take a nap.
Now re-administer the primary task. Turn the page back to the primary task pages, slides 26 and 27.

29. Sample 11S – Teacher Primary Task with Required Materials and General Prompt Page
Here is a grade 11 science sample task. This sample task is slides 29 through 31.
This page, slide 29, is the teacher primary task and general prompt page. This task requires materials. Prior to administration, review the materials list and procedure page, slide 31.
Turn to slide 31.

30. Sample 11S – Student Primary Task and General Prompt Page
This page, slide 30, is the student primary task and general prompt page. As I administer this task, we are going to view the student page.
Before I begin administering this task, I would provide the student with the materials to do the procedure with the student.
Then, this is how this task would be administered.
Watch as I put this golf ball in the water. See where the water level is when one golf ball is in the beaker of water. Where will the water level be if we put another golf ball in the beaker of water? Lower water level, Same water level, Higher water level
Pause for student response. If the student answers correctly, the student receives a score of 4 and then move on to the next task. If the student answers incorrectly, move to level 3 and provide the general prompt.
Since this task has a verbal general prompt, we do not need to turn the page. The general prompt is provided on the primary task page, slide 29.
Here is how this general prompt would be administered.
If we take the one golf ball out of the beaker, the water level will go down.
Now re-administer the primary task and procedure.
Pause for student response. If the student answers correctly, the student receives a score of 3 and then move on to the next task. If the student answers incorrectly, move to level 2 and provide the student with the correct answer.
The beaker will have a higher water level.
Pause for student response. If the student answers correctly, the student receives a score of 2. If the student answers incorrectly, the student receives a score of 1. In either case, move on to the next task.

31. Sample 11S – Teacher Materials List Page
This page, slide 31, is the materials list and procedure page. Gather these materials and review the procedure prior to administering this task.
Turn the page back to student primary task and general prompt page, slide 30.

32. Student Access Accommodations
Accommodations should increase student access to the assessment by reducing the effect of the student’s disability
Accommodations should not compromise or negate the purpose of the assessment
Accommodations should be based on the individual needs of the student
Accommodations used for assessment should be familiar to the student
Student Access, Accommodations
All students should have the opportunity to meaningfully participate in the state assessments. This can be accomplished by identifying testing accommodations specific to content area, based on the individual needs of the student. Accommodations should increase student access to the assessment by reducing the effect of the student’s disability. Accommodations should not compromise or negate the purpose of the assessment. Accommodations used for assessment should be familiar to the student.
District and schools will receive materials two weeks in advance to allow enough time to apply accommodations to the test booklets.

33. Student Access Accommodations
Student Access, Accommodations Continued.
There are two documents posted on the IAA webpage for accommodations. The first, Illinois State Board of Education Assessment Accommodations Students with Disabilities: IEP and 504 Guidance for This document provides accommodations for all accountability assessments, the ISAT, the PSAE, and the IAA. The second, Accommodation Classifications for the IAA. This document provides accommodations for only the IAA.

34. Mode(s) of Communication
Student Access
Mode(s) of Communication
Expressive communication refers to the way in which someone conveys thoughts.
Receptive communication refers to the way in which someone interprets or understands a sender's communication.
Student Access, Mode of Communication
Identify the student’s primary mode or modes of communication for both expressive and receptive. All children communicate, but some may not use spoken or written language. Expressive communication refers to the way in which someone conveys thoughts. Receptive communication refers to the way in which someone interprets or understands a sender’s communication. Forms of communication range from gestures to manual signs, to systems using objects, pictures, or symbols, to technological devices – or a combination of all these methods. Prepare the IAA tasks in the modes of communication the student uses. For example, if the student uses switches to respond to questions, you will provide the student with a switch for each answer option. The student will respond to questions by hitting the switch to provide their response.
When preparing the IAA assessment, keep in mind that your student must be able to access the test. To administer each IAA task to the student, you must identify the student’s primary mode of communication. This will need to be used to administer each task to the student and used for the students response method. Some of these may include verbal, nonverbal, sign systems, communication books, and assistive technology.

35. Resources IAA website www.isbe.net/assessment/iaa Calendar of Events
Implementation Manual
Performance Rubric
Sample Tasks
Accommodation Classifications
Student Score Sheet
For additional resources to assist test administration, please view the IAA website
On the IAA website you will find the Common Core Essential Elements for English Language Arts and Mathematics, Framework Priorities for Science and Writing, Calendar of Events, Implementation Manual, Performance Rubric, Sample tasks, Accommodation Classifications, and the Student Score Sheet.

36. Questions
Jessica Dare Principal Consultant Web:
If you have any questions regarding the IAA Test Administration, contact the Illinois State Board of Education Principal Consultant, Jessica Dare at or or view the IAA webpage.
100 North First Street, E-216
Springfield, Illinois 62777