I ready letter levels

Understanding i-Ready Scores - Issaquah School District 411

• Understanding the 4-Point Scale
• How can I use these scores to help my student?
• Using i-Ready at Home
• Understanding the topics tested and how to support learning in each topic.
• How do I access i-Ready Scores?
• Talking to your student about their score.
• How to use the Lexile Score to find a good-fit book for your student.
• i-Ready Scale Score Charts

This 4-point scale is used with i-Ready and the state assessment, the SBA.  We can now provide scores with decimal points so you can see how close your student was to the next or previous level.   Remember: Scores are based on the expectation at the time the test was taken, not in comparison to the end-of-year expectation.

What if there is no score for one of the topics assessed?

For Phonological Awareness, Phonics and High Frequency words, a missing score indicates that i-Ready determined your student no longer needs to be assessed in that area or topic.  

Using the Detail Level

Using the Detail Level, you can quickly understand where your student scored in comparison to expectation on this test for the overall areas of Reading and Math, and for the topics assessed.  For example:

• If a student scores a 3.12 on a test or topic, that means the student scored just above expectation and is on track to meet standard.
• If a student scores 2.75 on a test or topic, that means the student scored 75% of the way between a 2. 00 and a 3.00. 

Seeing the detail level for each topic tested allows you, like the teacher, to see areas of relative strength and areas for improvement for your student. 

If your student scored significantly below 3.00, that may mean that your student has a skill gap needing support.  Here are ways you can support your student.  You can learn more about the score for each topic assessed in the panel below.

Communicate with your student's teacher

Your student's teacher uses i-Ready AND classroom tests, assignments, and observations to get a clear understanding of your student's skills.  Your teacher will have insights and ideas for how you can help your student at home, if it is needed.

Use i-Ready at home

i-Ready creates a custom learning experience for your student called MyPath.  The i-Ready system uses your student's answers to the test questions to identify next steps for learning and automatically assign lessons.  When your student logs into i-Ready through Clever, at school or at home, there is a next-step lesson for Reading and Math ready to go.  

Click here to learn more about using i-Ready at home.

See the panel below on Understanding the topics tested and how to support learning in each topic or visit our Helping your student at home page for more ideas on supporting your student in areas tested by i-Ready.

Your teacher may suggest your student complete i-Ready lessons at school or at home or both.  Here are some tips for using i-Ready.

1. access i-Ready through Clever.  

IMPORTANT for iPad users: if using an iPad at home, download both the Clever app and the i-Ready app THEN access i-Ready through the Clever app.

2. Review your student's i-Ready Dashboard with your students to see their progress and what they are working on.  

Directions:  

CLICK HERE to view a video for directions for accessing the dashboard.  Or visit the i-Ready Family Center for more information. 

This video for directions is available in the following languages: Click on the language to access the video.  Arabic,  Bengali, Cambodian (Khmer), Chinese (Mandarin), Haitian Creole, Hmong, Korean, Portuguese, Russian, Samoan, Somali, Spanish, Tagalog, Yupik

3. If your student isn't already completing 30-49 minutes per week of i-Ready MyPath lessons at school, you may want to have your student complete i-Ready lessons at home.

Your student will learn how to access lessons at school in the fall.  MyPath provides lessons that are assigned to students based on how they answered questions on the i-Ready assessments.  Then i-Ready assigned lessons it determined to be most important in developing their skills in reading and math.  Their next lesson is always ready for them.  

Please note: Our focus is for students to complete MyPath lessons IF we identify a skill gap.  We don't expect all students to complete MyPath lessons, though some may find it beneficial or even a fun way to extend learning even in areas of strength.   Keep in mind, your student may already be doing the suggested amount of i-Ready lessons at school (30-49 minutes per week in each subject where there is need.)  We want to be careful not to exhaust our students on i-Ready by spending too much time in it.

Finally, students should complete i-Ready lessons independently.  If a student doesn't pass the lesson the first time, that is when they should ask for help from an adult on the learning portion of the lesson, then complete the practice independently.

i-Ready tests 3-6 domains, or topics, in reading and 4 topics in math.  Teachers can use scores by topic to further understand your student's learning needs.  The tables below is designed to help you understand each topic and suggest ways could support your student at home.

Math Topics

Please see our Elementary Learning page to see what specific content is taught at each grade.

Reading Topics

Please see our Elementary Learning page to see what specific content is taught at each grade.

Directions for Accessing i-Ready Scores

Note: If using a smart phone, please use a web browser on your phone and follow the instructions, as test scores are not available through the app.

1. Log into Family Access. Click here to learn how to use Family Access.

2. Scores are found under Test Scores.

3. Look for the test date for the most recent score, and under test name, look for i-Ready Reading or i-Ready Math

We recommend talking to your student about a few subjects connected to scores:

1. Celebrate achievement and growth!  Looking at scale scores; some will have jumps from Fall to Winter, others from Fall to Spring.  Focus on the increases.  Remember that students who started at a level and ended at the same level had to grow in order to stay at that level over the course of the year!

2. Ask about their experience.  How students are engaging with i-Ready can impact scores and how well it supports learning.  Some students have shared that they like the lessons and learning games, while others report getting tired of doing i-Ready over time.  You can ask your student whether they felt they were able to show their best effort  on the last i-Ready assessment. 

In the How do I support my student's learning? panel, you will find there are options for using i-Ready at home, even into the summer.  It is important, though, to hear from our students as to whether they need an i-Ready break or whether doing a little more here and there would help them achieve their learning goals.

i-Ready does not test all aspects of reading and math, so please remember that the report cards from your classroom teacher are more comprehensive.  They will use observations, tests, and daily work to determine how students are growing and achieving in reading and math.   It is possible for a student to meet expectation on i-Ready, and have growth needs.  It is also possible for a student to be at score below a 3.00 in i-Ready while showing stronger reading and math skills in class.  That is why your teacher provides a report on overall achievement with teacher-parent conferences and the report card.

Your student's teacher may have already shared a reading level using F&P's letter scale (A-Z).  Below is how you can use the Lexile score provided by i-Ready to select books for independent reading.

Always keep in mind that every student has a reading RANGE, not a single level.  When reading text that is of high interest, students can read at the high end of their range or even above their range.  It is also okay for students to sometimes choose books toward the low end of the range when they want and easier reader or because they have interest in the book.  All reading provides benefits.

So how do I use the Lexile Score?

Step 1. Note your student's Lexile Score

You can access your student's  Lexile Score in Family Access.  In family access, under test scores, open your students most recent i-Ready Reading assessment results and  take note of the Lexile Score on the far right.  

NOTE: Scores that start with BR indicate a "beginning reader score".  BR400 is a lower reading level than BR100.

The Lexile RANGE is the Lexile score + or - 75.  So if a student receives a Lexile score of 500, the student's Lexile range is 425 - 575.   

Books have a Lexile Level, so books with levels that fall in this range, are books that match to your student's reading level.  Remember, student may want to read books above or below this range based on interest.  That is okay too!  

Book Finder is an online tool to help parent find books.   CLICK HERE to find books by Lexile, Lexile Range or Grade Level. 

Other ways to use Lexile:

Your local librarian likely understands Lexile and can help you find books using Lexile.

OR  

You can match your student's Lexile Range to an A-Z reading range by using the chart below to estimate F&P reading range from your Lexile range.

Note: Lexile and F&P are two different ways to match a student's reading level to a book.  Both are guides, not perfect measures, meaning any given book may match to a higher Lexile and lower A-Z level or lower Lexile and higher A-Z level.

Below are the i-Ready Scale Score charts that show the scale score of a student who is on track to meet standard, based on when the test is given.   iReady tests are given as follows:

• Fall: September (1st-8th Reading, 1st-5th Math)
• Winter: January-February (K-5th Reading and Math)
• Spring: April (K-2nd Reading)
• End-of-Year: late May/June (K-2 Math)

Overall Reading Expected Scale Scores

Overall Math Expected Scale Scores

i-Ready Central Resources | Family Center – FAQs

The Diagnostic covers these Reading domains:

Phonological Awareness is the understanding that a spoken word is made up of different parts and that each of these parts makes a sound. For example, the word bat includes the sounds /b/, /a/, and /t/, and the word batter can be broken into two syllables that make the sounds /bat/ and /ter/. Phonological Awareness is an important building block for Phonics. Readers need to be able to distinguish, or make out, the individual sounds in spoken words before they can fully master matching sounds to letters.

Phonics instruction teaches students how to connect the sounds they hear in spoken words to the letters they see in written words. For example, a student who can connect sounds to letters knows to read “th” in then as a single sound /th/, rather than the sound /t/ and the sound /h/. Students have to learn many different connections between sounds and spelling patterns. In fact, there are so many connections that learning Phonics can feel like learning the rules to understand a hidden code. But this skill is mastered by taking one step at a time, learning one rule and then another, and so on. Once students can make these connections quickly and easily, they can really start to read for meaning.

High-Frequency Words are the words that appear most often in what students read. Words such as the, and, and it are high-frequency words. Because these words appear so often, readers must learn to recognize them automatically. Also, these words are often spelled in ways that can be confusing. Words such as could and there do not follow the rules that connect sounds to letters in most words. Learning to recognize these words automatically helps students read more quickly and easily, which gives them a better opportunity to understand what they are reading.

Vocabulary is the name for the words a student knows. The more words a student knows, the easier it is to understand what they read. Good readers know the meanings of many words. Students grow their vocabularies by hearing and reading new words, talking about words, and being taught specific words.

Comprehension: Literature describes a student’s ability to understand types of writing that are usually made up, or fictional. Stories are the literary texts that students read most often, but plays and poems are also examples of literary texts. A student who understands literature might identify the sequence of events in a story, discuss the meaning of a poem, or explain the lines a character speaks in a play. As a student develops as a reader, the student is able to understand stories, plays, and poems that are increasingly complicated.

Comprehension: Informational Text describes a student’s ability to understand types of writing that are usually true. Books about science or history are examples of informational text, as are newspaper articles or magazine articles. This kind of writing is often structured differently than literary texts. Informational text often does not tell a story, and it is usually organized into sections with headings. Additionally, it might contain charts, diagrams, and graphs that are important to understanding. A student who understands informational text might identify the main idea and supporting details, describe the way the writing is organized, or draw information out of a photograph or diagram.

The Diagnostic covers these Mathematics domains:

Number and Operations in Grades K–8 refers to the mathematics skills often thought of as arithmetic, from reading and writing numbers to adding, subtracting, multiplying, and dividing different types of numbers. This includes whole numbers, decimals, fractions, integers, and irrational numbers.

Algebra and Algebraic Thinking in Grades K–8 refers to mathematics skills related to seeing number patterns, understanding the meaning of addition, subtraction, multiplication, and division, and using symbols to write and solve equations including those used to solve word problems. In the high school grades, this domain covers the Algebra topics related to using functions, equations, and inequalities to model mathematical situations and solve problems by reasoning quantitatively and extending the understanding of operations beyond the real number system.

Measurement and Data in Grades K–8 is a wide range of mathematics skills related to collecting, organizing, and interpreting numerical information, from telling time or using a ruler to measure the length of an object to using formulas to find volume or surface area. It also includes understanding tables and graphs, and in later grades, statistics and probability.

Geometry in Grades K–8 refers to a variety of skills related to analyzing two- and three-dimensional shapes. These include naming and classifying shapes using characteristics such as symmetry, number of sides, and angle measures, and in later grades, using congruence and similarity. In the high school grades, this domain covers Geometry and Measurement topics related to developing spatial geometric reasoning, connecting geometric properties and equations, writing proofs, and using statistics and probability concepts to analyze data.

These summaries of the domains found in the i‑Ready Diagnostic can be downloaded and shared using this PDF resource.

European Language Proficiency Levels

(A1) - Beginner
(A2) - Below Intermediate
(B1) - Intermediate
(B2) - Above Intermediate
(C1) - Advanced
(C2) - Professional Level

There are two main recognized scales of English proficiency levels: International and European. The proposed table gives a description of each of the levels and shows the correspondence between the levels according to the International and European classification.

More information about the European scale can be found on the website of the Council of Europe at (in English): http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp

(A1) – initial

According to the generally accepted method of teaching foreign languages, 4 types of speech activity develop at each level: Speaking, Reading, Listening and Writing. Chief among these is speaking, and it is to the goal of speaking fluently and correctly that all other learning is subordinated. Level A1 is the basics of a foreign language. Here they are introduced to the alphabet and the peculiarities of the pronunciation of sounds that have no analogues in our native language. They learn to understand foreign speech and speak within the framework of the studied vocabulary on certain topics.

(A2) - below average

Level A 2 is a kind of "key moment" in the life of a foreign language learner. It is at this level that all the basic grammar is laid down that is necessary to keep a conversation on a certain topic, expressing one's opinion or requirement in a familiar context. You can forget about the expression “I understand, but I can’t say”. Of course, it is important how conscientiously you worked throughout this level of language learning, as well as what knowledge you had at the start.

(B1) - intermediate

B1 - this is the so-called "intermediate" level of language proficiency, but in fact this is already quite a decent level, allowing you to speak a foreign language quite fluently, discuss many professional and everyday topics, understand hearing almost everything said in a foreign language at a normal pace. Students understand what is being discussed in most radio and television programs, know how to express their own opinion, justify their views, retell the content of what they have read or seen, conduct personal and business correspondence of medium complexity, read literature in a foreign language. This level of language proficiency allows you to take entrance exams to Russian universities and preparatory courses abroad.

(B2) - above average

B2 is not just an average level of foreign language proficiency, it is already a serious level of knowledge sufficient for foreign language communication in almost all areas of communication. Knowledge at level B2 is enough to live and communicate in a country where the studied language is considered the main one. Knowledge at this level is consolidated, systematized and expanded by more complex cases of using grammatical structures. At this stage of learning in each of the main activities (Speaking, Reading, Listening, Writing) in more detail.

(C1) - advanced

This is a serious level of knowledge of a foreign language, because it is the level C1 that graduates of the philological faculties of higher educational institutions of our country should master. That is, for the most part, people who teach a foreign language as a foreign language speak it at an advanced level. At this level, a person already spontaneously (that is, without prior preparation) and relatively freely can verbally express his opinion on any topic, including narrowly focused ones. At the same time, he does not have difficulties using complex grammatical constructions and with a large number of synonyms that are used to reinforce his point of view with examples and so on. At this level of learning, the ability to speak about everything will develop, even if you do not know much about the topic of conversation, the main thing is not what you say, but how you say it.

(C2) - professional level of proficiency

This is the highest level of foreign language proficiency New grammar material at this stage of learning, students will not meet, since all the grammar was passed at the previous levels. Grammar is repeated and consolidated on the basis of thematic articles with a large content of specific vocabulary. As for vocabulary , it will be replenished with specific vocabulary, jargon, terms. Also, much attention is paid to phraseological turns or idioms. Due to the large number of phraseological units, speech becomes more “live”, stylistically colored and sounds relaxed and confident .

Spiral Dynamics - a model of mindset change with the development of society - Career on vc.ru

In this, 27th article of the Digital World Management series (table of contents), I begin the story about the Spiral Dynamics model. Its fundamental importance for modern management is determined by the fact that it details and adequately describes the changes in worldview that occur in the transition from an industrial society to a digital world. At the same time, it is applicable on any scale: for individuals, groups and companies, countries and society as a whole. This allows you to build a corporate culture that is adequate to the mindset of the generation of social networks, without which the company is doomed to be left without young initiative employees.

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Spiral dynamics describes the change in mindset in the transition from an industrial society to a digital world

In addition, at the transitional stage, when part of business and society is tailored according to the old patterns, and the other part already belongs to the new world, communications must take into account the difference in worldviews inherent in different cultures and people, both within the company and when the company interacts with the outside world - with consumers, contractors, the labor market, the state and society as a whole. I wrote about all these challenges in the articles “Generation of social networks - a new mindset of the digital world”, “Culture and processes - two sides of the company” and in the previous article “Work provides happiness, not just money - the social contract of an employee in a digital world”.

Naturally, Spiral Dynamics is not the only model for working with corporate culture, there are many different typologies that describe people's differences, such as the Myers-Briggs typology (MBTI) or Adizes' leadership styles, and there are typologies of cultures, such as the Schneider model (Schneider Culture Model). It is also not the only model whose focus is on the current transition - there is a model described by Dave Logan in the book Leader and Tribe ", there is integral leadership and finally Ken Wilber's integral approach.

However, the Spiral Dynamics model has a number of advantages

1. It describes human values, not just leadership or management types
2. Describes the logic of the development of value systems associated with the complication of concepts
3. Applicable not only to individuals, but also to groups, communities and companies
4. Details and reveals the ongoing transition from the values ​​of an industrial society to a digital world
   

All this makes it unique and in subsequent articles we will consider in detail the construction of Spiral Dynamics, as well as its application to corporate culture, including the description of Agile culture in the Spiral Dynamics model.

My Introduction to Spiral Dynamics

I learned about Spiral Dynamics in 2013 at a training at the Adizes Institute. The participants had a question about how to work with human values ​​- during the training they emphasized the importance of the coincidence of values ​​and culture. The trainers said that this was beyond the scope of the first training we came to, but as a bonus, they told how exactly they select employees themselves. And, in particular, they said that they use Spiral Dynamics to work with values ​​- not because it is perfect, but because there is nothing better. And I made a note to myself that I need to see it.

A quick search for sources left conflicting impressions. The first wave of Spiral Dynamics was brought to Russia by NLP people. Many summaries were with a distinct spirit of Nietzsche's ideas of the superman, in some of them the author directly said in the descriptions of the levels: “there are two more senior levels, yellow and turquoise, I will describe them for the sake of order, but you don’t even have to read, it’s not for you ".

But I was very lucky - not all sources were like that. There was an introductory fragment of the book "Spiral Dynamics", there was a good translation of the English article from Wikipedia and, most importantly, I found a description of the history of research, which we will talk about later. I note that not all of them are preserved now. The Spiral Dynamics wikipedia article was deleted in 2015 and some time later made a redirect to a section in the "Don Beck" article, and the 2013 article can only be found in the archive just like the translation I read. However, during this time many other materials appeared.

In general, I realized that I needed to understand, bought a book and began to study. And this study immediately gave an effect: the Spiral Dynamics model, unexpectedly for me, explained why Agile management with its own culture arose in IT and why it turned out to be successful. It also provided clues to many of the cross-cultural communication issues that I have encountered in my professional work as a business analyst.

Therefore, already in 2014, I began to talk about the model at IT conferences - a report at AgileDays and SQAdays, and it was not just a retelling of the book, but a combination of it with IT topics in a practical way. Gradually, I entered the community of people actively working with Spiral Dynamics, spoke several times with Anatoly Balyaev in his online conference Great October Evolution (2015, 2016).

And I continue to actively work with the model so far, both in IT and in the wider framework of the development of society: the report "Spiral dynamics for the analyst - work at the intersection of cultures" and articles on the professional portals "Spiral dynamics" and the integral approach " Eros and Cosmos": "Happiness for all - melodies of multi-colored strings of Spiral Dynamics", "The historical development of the family and society" and "The evolution of the family with the advent of the Third Wave, at the yellow and turquoise level".

History of Spiral Dynamics Research

Before proceeding to the presentation of the Spiral Dynamics model, I want to dwell on the history of research. It is not in the book Spiral Dynamics, but for me it is key, because it shows that the model was not created speculatively, but was obtained on the basis of fairly serious research. I found it in the article "The History of Graves Levels on the NLPing Site". The author Ilya Goz is indicated there and a link is given to the original, which lies in the large fido collection on psychology (table of contents). I am very grateful to Ilya Goz for this text, and to fate for leading me to it at the very beginning - it is quite possible that without it I would have passed Spiral Dynamics. Unfortunately, it is not very clear what is the primary source for these articles, perhaps it is the article "A systems conception of personality", in which William Lee recorded Graves' speech at 1971, and in 1998 Chris Cowan completed it at a seminar, published in 2002.

Claire Graves did research in the 60s and 70s. In general, this was the time when many theories were born - Drucker, Belbin, Myers-Briggs - this is all that era.

Claire Graves. His research formed the basis of Spiral Dynamics

It began with research that was supposed to formulate what values ​​and principles should be in those with whom you work together, and which you are ready to show yourself in joint work. At the same time, the question is not about the part where you show your uniqueness-individuality, but about the general qualities that, in fact, make the partner’s behavior predictable and cooperation possible. Like an ideal picture, without making allowances for a reality that does not correspond to ideals.

It is clear that in real life external circumstances are superimposed on this, plus habits and patterns that lead to unconscious behavior. Well, or, in other terms, the subconscious works and you behave differently from ideals, principles and values. And Spiral Dynamics is just about the ideal component. And cognitive distortions, the subconscious, unconscious patterns and other psychology are about the grounds for deviation from ideals.

Note that before Graves, it was believed that a “decent person” had a single ideal, that all members of society knew and shared it, even criminals and scoundrels knew it, and were aware of the difference between their behavior and this ideal – and therefore did not study it, measured all on their own. And Graves set the task of its scientific description based on research. And also to explore how views on such an image change under the influence of various external sources.

The main thing I like about Graves and Belbin, by the way, is that they didn't have a model at the entrance. The researchers tried from scratch to build classifications on scientific grounds. And they were ready for any results: to get some one ideal image, to get some spectrum around the central core, to get agreement on some indicators, and diversity on others, and so on.

Research was structured as follows: students who studied psychology with him wrote essays about the behavior of a "normal" person, about those qualities, principles and values ​​that are inherent in him. Then they discussed these essays in randomly formed groups, defending their position, Graves watched this from behind the glass, and then the students wrote a second essay - about how their views had changed or vice versa, why they remained. And on the next cycle, the students were introduced to the views of various authorities in this field, and they wrote the third essay.

Changes in values ​​and principles under the influence of discussion may seem naive. But from history (memoirs, eyewitness accounts, etc.) it is known that this happened at the turn of the 19th and 20th centuries: an agitator comes to a factory or speaks at a rally and people change their beliefs, they join the party. Or circles of revolutionaries are organized where this is discussed. Graves roughly reproduced this in experiments, and in two stages.

Thus, the researchers had material - descriptions of ideal images in a free format. Further, it had to be structured, avoiding, if possible, the influence of personal models of the one who would conduct this structuring: after all, it is obvious that it will influence the structuring. Therefore, the researchers involved external experts for structuring: they were sent the entire set of source texts, each of them carried out the structuring as he thought was necessary, and the researchers already generalized the results. The research was carried out for 8 years, while both students and experts who carried out the primary structuring changed every year.

Research results

Very interesting results have been obtained in the research.

Instead of one core of values, 4 clusters were identified, and this is a very unexpected and not trivial result. Completely refuting the idea of ​​a single, general image of a “normal person”. As well as refuting that there are a lot of such images, because they consist of many characteristics that change independently of each other. It turned out that this is not so, that the characteristics form stable combinations.

Let's talk about this in more detail. Our values ​​and principles serve as the basis for answering questions like the following:

• What is more important - organization or initiative? What is the right initiative?
• Is it necessary to sacrifice oneself for the sake of others, and if so, in what situations? For example, when do you have to stay after work to help colleagues?
• Should we change the world, or should we obey it? And if you change - then how, love or force?
• Is a peaceful existence important? And what exactly?
  

Clusters mean there is no single correct answer. But the answers are not absolutely arbitrary, but form integral, consistent images, and there are not so many such images. Moreover, they can be divided into two large groups, one with the primacy of the interests of the individual, and the other with the primacy of the interests of society: the group, the company, humanity.

It was found that the change of the cluster under the influence of discussions and external priorities does not occur randomly, but in a chain, that is, the clusters are ordered. And it gives reason to say that the studies have shown the levels of development of the system of values, and not just arbitrary clusters.

Particularly interesting, it was found that at each transition the focus of the individual - society (me - us) changes. And this is a non-trivial result that refutes the popular belief that the child grows up as an individualist, and gradually becomes a member of the team and understands its strength. It turns out that the transition I → we and vice versa is performed repeatedly

Further research on a wider set of participants first increased the number of clusters to eight, which form the levels of Spiral Dynamics. And we studied the transition mechanisms in detail, as a result of which three phases were identified at each level: entry from the previous, main and exit to the next.

Separately, it should be noted that the system concerns the construction of values ​​and the principles of joint activities and cooperation. And it does not depend on the target ideas of activity, which can be very different. It is not very clear from the description of the studies whether this was immediately included in the research topic, so that when writing and processing the essay it was supposed not to pay attention to the target structures, or it turned out that there were no clusters by goals, or the selected clusters by goals were weakly dependent on clusters of behavior .

In my opinion, this division of the construction of cooperation and its filling with ideas is the most interesting and valuable thing that Graves has. Valuable - because there were only 8 levels-constructions, while, for example, all hierarchies - the church (Christian, I don’t know about Islam), the army, a hierarchical corporation or a state organization, a hierarchical (totalitarian) party - are reduced to a single blue level Spiral dynamics with all the variety of ideas for which they fight.

Naturally, the question arises of how the levels identified in the studies were formed. Spiral Dynamics gives two answers to this question. First, the levels are obtained as a result of the development of man and the increase in the complexity of the concepts and models of the world with which he operates. The initial levels correspond quite well to the developmental stages of Piaget's and others' children.

And, secondly, the levels correspond to the stages of development of human society and are fixed in culture. We get to know them in childhood, from historical books and films that show complete constructions corresponding to different eras, and not fragments. Both of these components are important and will be discussed further in separate articles. In the meantime, I'll move on to a brief description of the levels.

Brief description of levels

A complete description of the levels, including the logic of transition between them, is in the book "Spiral Dynamics" and occupies 130 pages there, and if you want to understand in detail, then you should read it. And then on this description it is necessary to impose the texture that the modern world gives. Still, the research was quite a long time ago, and then the older levels, starting with green, were not very clear.

And now we can observe the logic of the development of Agile culture in IT, as well as the development of self-managed organizations, which Frederic Lalu researched and described in the book “ Discovering Organizations of the Future ” (my abstract). In particular, he noted performance problems for the green level, which are objective and can be overcome at the yellow level. These and other new tricks are outlined in the latest book " Spiral Dynamics in Practice " by a group of authors led by by Don Beck (my review). And I give precisely a comprehensive description of the levels, taking into account the development of recent years, including the practices of holacracy and sociocracy.

The development of levels is shown in the diagram. Levels are coded by colors, and Graves insisted that the choice of color should not make sense, that the colors were taken precisely to avoid unwanted culturally-conditioned connotations. After all, if the levels are called words, then the reader will have semantic connotations associated with his own level. Graves' early works had letter designations, but they are hard to remember, so they started using colors.

Levels of Spiral Dynamics. From my presentations​

It all starts with beige level - a lonely person survives in an incomprehensible and possibly dangerous world. Not necessarily in the primeval jungle, earning food - many find themselves at this level if they lived without savings for wages, suddenly fell ill, their income disappeared, but the payment for the apartment remained, and they still have to pay for medicines. The transition can be massive, during the collapse of the enterprises of the USSR, quite a lot of people lost their jobs and income, and survived due to personal initiative and energy. We can find ourselves at the same level when we come to a new job in an unfamiliar company. Most modern companies help to quickly and quietly go through this part in the process of adapting a new employee, but there are also those where this is considered a personal problem.

The next level is purple , a tribe or group in an incomprehensible world . This is an island of safety and understandable device, while the world outside it is incomprehensible and therefore dangerous. But there are shamans who know spells and know how to pacify him. For example, your manager, who knows how to write a quarterly work report in such a way that a bonus comes. Or an accountant who negotiates with incomprehensible spells with the tax office.

When you join a new company, you get to the purple level, when there are colleagues-friends whom you can trust. In some companies, there are island departments with a warm lamp atmosphere, defending their borders no worse than primitive tribes. While inside there is a warm atmosphere and mutual assistance.

The third level - red - brings awareness that the surrounding world can be changed and subjugated by the power of . This is the level of ancient Greek heroes who went to perform feats. You can become such a hero, or you can join the hero as a fellow traveler, and if successful, he will share the booty with you. Or not too share, ancient Greek myths well show that heroes treat fellow travelers with disdain. Heroes are not very good at using the strength of their fellow travelers, as soon as the hero begins to build a regular organization, an army out of them, they enter the next, blue level.

There are also heroes in modern business - these are charismatic leaders who are sure that they will succeed and go ahead to it. Or programmers, confident in the genius of the product they create, which will definitely conquer the world. Or initiative people who want to radically rebuild the organization without understanding its structure, because this understanding comes only with the next level.

Fourth, blue - the level of large hierarchical organizations , which are stronger than any hero, and invincibly go to their goal. A church that wants to spread its faith throughout the world, an empire or an enlightened absolute monarchy, or a corporation that wants to take over the entire market. A person in this organization is weak, he is a cog, part of a mechanism. However, he takes a place corresponding to his abilities and is rewarded fairly - ideally, the organization is perfect, although specific implementations have drawbacks. And the whole world consists of such organizations of various sizes.

At the next orange level , , an amazing discovery about the structure of the world is made. It turns out that the world has sensitive points , the impact on which allows you to greatly change it with relatively little effort. Those who know these points and methods of influence are in a winning position and achieve great success, these are entrepreneurs. And the rest serve as cogs in organizations created by entrepreneurs to conquer the world. There are also such points inside large corporations, and acting through them, one can achieve success in personal advancement, or organize an autonomously operating group with an implicit structure that achieves success.

An entrepreneur is always alone: ​​he cannot share his knowledge and success, because if everyone knows the methods of influence known to him, then they cease to be profitable. But others will find out anyway, so life for him is a continuous race and the search for new sensitive points in the world. The measure of success is money, you can get everything else for it.

Success is not guaranteed, the activity of the entrepreneur is associated with risk, with success they receive a large reward, and if they fail, they lose a lot. And the rest work in a more predictable environment, without big rewards, and this is also true from the point of view of entrepreneurs. But the performers of such inequality do not understand. And this is one of the conflicts between entrepreneurial managers and technical engineers in today's startups. For an entrepreneur, large bonuses to a project manager are a fair pay for risk and initiative, but for a performer, it is a completely illogical payment, because he lives in a world in which the success of a project can be calculated and guaranteed, so if someone talks about risk, he is just unprofessional.

Modern industrial society is predominantly an orange world. But income inequality, the senselessness of the race for new successes, as well as the lack of concern for the world as a whole, which lead to large-scale crises and environmental disasters, are prerequisites for reaching the next, green level.

On the fifth, green level , there is an awareness that the values ​​of each person and the world as a whole. Main motto: let's move together towards happiness and a better world , and then there will be enough blessings for everyone. In this world, the equality of people is logical, and a joint movement requires consent and consensus. We will now share the available goods fairly, and in the bright future there will be abundance.

The main problem of the green level is related to traffic efficiency. Unfortunately, the idea that if good people work together for a common noble cause, then they will get an awesome result is wrong. The result is not guaranteed, some will succeed, while others will not, its achievement depends not only on the fact that good people have taken up the matter and act together. And consensus is expensive when making decisions, it generates discussions and stops the movement. The problems of the green level were well shown by Frederic Lalu in his book, and we will return to it in subsequent articles.

The next way out of contradictions is yellow level . The focus shifts back to the individual and the amazing discovery is made that people are unique and different people need different happiness . It would seem obvious, but it is this discovery that turns life from a zero-sum game into a game with a positive result: if people complement each other, then the happiness of one does not mean the unhappiness of the other, but on the contrary, it can also bring happiness to him.

This is well and has long been known in the family, but the same thing happens in business teams, where participants cooperate and complement each other, and the main result is measured not by money, but by satisfaction and self-realization at work. Naturally, the money does not disappear anywhere, but it just has to be enough in exchange for the benefit to the world that the result of the team's joint activities brings.

Everyone needs their own happiness, and therefore, getting your own, you do not necessarily deprive the happiness of another. Life is a positive-sum game, not a zero-sum game.

When Graves' research was done, this level was presented in a very fragmented way. In the modern world, this level is now intensively developing. Agile teams in IT and beyond, self-organizing and self-managed organizations by Frederic Laloux and many other examples. In addition to Agile frameworks, a holacracy framework appeared to build such an organization, and under their influence, the old sociocracy framework was rethought and updated. Instead of an expensive consensus, Consent is an effective way of making decisions that gives the right to act on personal initiative in the absence of objections indicating specific harm.

And finally, the eighth, turquoise level represents the whole world as a complex network structure of multi-scale organizations and communities of yellow level . It now exists mainly in theoretical concepts, as a synthesis of global thinking of the green level with self-realization in activities in the yellow team. Frederic Lalu's book is dedicated to the previous, yellow level, the original uses the teal color of the sea wave, taken by Lalu from Wilber's seventh level, which the translator translated as "turquoise", creating a collision.

More certainty will appear when there are enough yellow organizations, although even now, in my opinion, there are communities of many thousands of people carrying out large-scale projects, on which one can try to identify its structure and mechanisms. For example, communities of Wikipedia contributors, or large innovation clusters and cooperations that develop science, and are not focused solely on commercial success, or some large-scale open source projects in IT. But these organizations are still waiting for their researcher, like Frederic Lalu, who could understand their structure and mechanisms.

Let us emphasize once again that the levels of spiral dynamics are ideal constructions, a set of coordinated concepts. If we are talking about a specific person or a specific company, then many levels appear at once. Moreover, each next level includes all the previous ones as special cases. No business will be successful without the red energy of leadership, blue organization and orange entrepreneurship. However, this mosaic can be combined in different ways: in some companies, top entrepreneurs lead the entire organization to commercial success, while in others, bureaucratic managers regulate and prescribe entrepreneurs to work within strictly allotted limits and situations.

Lower level values ​​are also needed. Good organization is impossible without good working and living conditions, without the physical security of existence, which is the subject of beige, and without the trust and psychological comfort at work, which purple gives.

Each level includes the previous ones as a special case. The mosaic of levels can be composed in different ways - it is more appropriate to talk not about levels, but about strings.

This is true for the senior levels as well: yellow-level self-managed organizations have a lot of blue regulations that apply to daily routine, and the purpose of which is to free up time for creative content. They also need personal energy and entrepreneurial initiative, without which effective progress towards the goal is impossible, but they must be combined with global green-level thinking, taking into account the preciousness of the happiness of a particular person and the development of the world as an integral system. Therefore, it is appropriate to use the metaphor of sounding strings for levels.

Toffler levels and waves

The levels of the Spiral dynamics correspond to the stages of development of human society. And therefore it is interesting to compare them with the waves of Toffler, who distinguishes three main stages in the development of mankind: an agricultural society, an industrial society, and a new, emerging society of the third wave.

The transition from an agricultural society to an industrial one takes place at the red level. Indeed, feudal monarchies were not strictly organized hierarchies with the rule of law, rules and regulations, but traditional communities governed by customs. This applied not only to villages, but also to medieval craft workshops, and the European nobility can be regarded as one big village with its own traditions and customs, in which everyone knew each other.

Of course, the concept of a strict hierarchical pyramid organization, governed by laws and rules rather than tradition and custom, was known, and there were separate institutions built in hierarchies, such as the army or the church. But in general it was a speculative, not a realized concept.

Entering the society of the third wave occurs at the green level. Actually, the whole book of Toffler justifies that the new technologies that come into the world, the new global thinking and other ongoing changes are incompatible with the institutions of the industrial society and will destroy it. And this part of his predictions made in the distant 1980 is well confirmed.

Spiral speaker

True, the mechanisms themselves turn out to be much more complex than those presented at that time. We will talk about modern development in more detail. And here I note that one of the main differences between Toffler waves is related to who determines the life path of a person.

In an agricultural society it is the place of birth and the parents, and it takes a hero to go against tradition. The industrial society, which needed masses of workers, destroyed the tradition. The system of universal education leads to the fact that the trajectory of your path is determined by society through various institutions and qualifying exams.

In the digital world, you determine your own path. However, self-determination is a voluntary matter, you can refuse it and follow what your parents say or follow the standard paths offered by society.

The school and education system now provides knowledge about all levels, up to and including green. At the same time, the main lesson is to follow the rules, the system teaches you to live at the blue level, obeying the order. Because these were the needs of society for the bulk of the population. And initiative and entrepreneurship were required only for a limited number of people, and for this there were separate schools.

Of course, attempts were periodically made to replicate the experience of schools that develop initiative and creativity in children. However, it quickly turns out that the children's initiative gets out of control, teachers fail to control it. And then they turn on the repressive mechanisms of the red level. However, now the situation is changing, since the digital world does not need performers, a significant part of the execution is moving to automated systems and robots. And as needs change, education changes.

In today's world of change, different levels-strings of spiral dynamics sound simultaneously in communication, building cooperation, you need to understand the differences: you interact with a variety of people. Yes, and in your ideas and way of thinking it is better to understand exactly in comparison, because thanks to the school and culture there is a very wide range of ideas, but not all of them are supported by experience.

This concludes my first article on Spiral Dynamics. In what follows, we will consider the Spiral Dynamics model in detail. Usually this is done through a sequential consideration of each level separately, but I will build a presentation through the consideration of individual concepts.

Each level rethinks and interprets freedom, initiative, responsibility, justice, involvement, success, happiness in its own way. Words remain, but meanings change. In the current world of change, different levels-strings of spiral dynamics sound simultaneously in communication, building cooperation, you need to understand the differences: you interact with a variety of people.

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