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What are the different user roles in Standards Mastery?
i-Ready Standards Mastery provides the ability for district and school administrators to assign user roles at levels they deem appropriate. In Standards Mastery there are three different user roles, identified as District Administrator, School Administrator and Coordinator, and Teacher. Download this resource to learn more about the various actions that can be assigned to each of these user types.
What domains are covered by the i-Ready Diagnostic?
The intent of the i-Ready Diagnostic is to help identify the specific skills each student needs to develop, identify each student’s areas of strength, and measure academic growth throughout the school year. The Diagnostic provides comprehensive insight into student learning across multiple domains in reading and mathematics.
Reading domains include Phonological Awareness, Phonics, High-Frequency Words, Vocabulary, and Comprehension.
Math domains include Number and Operations, Algebra and Algebraic Thinking, Measurement and Data, and Geometry.
Which Placement Definition should I select?
Adjusting the Placement Definition on your i-Ready reports gives you the flexibility to define what it means for a student to be considered On Grade Level. As you choose, consider how learning progresses throughout the year (i.e., in the beginning of the year students have not been exposed to grade-level material yet). Student scale scores, placement levels, and growth measures do not change, regardless of what view you use, but how students are categorized and color-coded in your report does change. Read this article on i-Ready Central to learn more.
How are lessons assigned to my students?
Immediately after a student completes the i-Ready Diagnostic, i-Ready generates a unique automated lesson plan. The student’s placement in Online Instruction is determined based on Diagnostic performance in each domain. View this PDF to learn more.
How can teachers monitor Online Instruction?
By developing a planning practice, teachers are better equipped to analyze and act on Online Instruction data. Teachers should examine Time on Task and percent of lessons passed and spend time considering the specific use cases in their classroom. Review the guidance in this PDF for more information and download the Monitoring Online Instruction Worksheet for Teachers.
How can leaders monitor Online Instruction?
By monitoring Online Instruction, leaders are better equipped to analyze and act on data. Leaders should review the Time on Task weekly average and lesson pass rate at the district/school level and Time on Task and percent of lessons passed at the class level. (Note that lesson pass rate and percent of lessons passed are the same statistic.) Review the guidance in this PDF for more information and download the Monitoring Online Instruction Worksheet for Leaders.
Why could percent of lessons passed on i-Ready Online Instruction decline and what can I do?
Throughout the school year, teachers and leaders may find that the percent of lessons passed on i-Ready Online Instruction has decreased. There are a few reasons why this might occur, such as students are less engaged as they complete their lessons, or the lesson content is becoming more difficult. Educators should monitor Online Instruction weekly and plan next steps to support students in class, group, or individual settings. Read this article to learn more.
What should I do if my students are progressing too quickly or slowly through Online Instruction?
If students complete all i-Ready-Assigned lessons from their current chronological grade, the system will automatically serve them lessons from the next chronological grade level. You will need to consider several factors before deciding whether to allow these students to proceed. Conversely, while reviewing Online Instruction reports, you may notice that a student is progressing through online lessons at a
significantly slower pace than other students. You should take steps to determine the root cause of the student’s lack of advancement and take appropriate action accordingly. View our guidance on how to support students who are moving too quickly or too slowly.
What grade-level standards does Standards Mastery assess?
i-Ready Standards Mastery assesses reading and mathematics standards for Grades 2–8 to provide leaders and teachers with insight into student mastery of grade-level standards. Educators can assess individual standards according to their curricular scope and sequence. We recommend that districts consult their Account Manager on how to best use Standards Mastery to meet their needs. View this PDF to learn more.
How do I use i-Ready Growth Monitoring to inform EOY predictions and improve my intervention?
i-Ready Growth Monitoring assessments allow teachers and administrators to monitor the progress of students to determine if they are likely to meet annual growth goals. Guided by the data available in i-Ready Growth Monitoring reports, teachers can adjust their instruction strategies or change the level of intervention to ensure students stay on track to meet their growth goals. Read this article to learn more.
What is Standards Mastery?
Standards Mastery is a set of i-Ready tools designed to help educators assess individual standards according to their curricular scope and sequence to identify performance trends, identify learning gaps, and provide differentiated instructional support for students to develop proficiency. To get answers to all of your Standards Mastery FAQs, download this PDF.
How do I use the i-Ready Diagnostic as a student growth measure?
After students complete their first Diagnostic, i-Ready generates two growth measures for each child. You can monitor student progress toward these measures throughout the year to understand how students are growing compared to others like them and how much they need to grow to close the gap to proficiency. To learn more about using the Diagnostic as a growth measure, download this PDF.
How does the i-Ready adaptive Diagnostic work?
The i-Ready Diagnostic is a type of computer adaptive test that matches the difficulty of test questions to the ability of each student. As students answer questions correctly, the test becomes more difficult. As students answer questions incorrectly, the test becomes easier. In both scenarios, the test adapts to find the precise ability of each student in the quickest, most efficient way possible. To learn more about the adaptive Diagnostic, click here.