I ready levels meaning
Teacher i-Ready Diagnostic Results | Smore Newsletters
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What do the results mean for your student?
Dear Teachers,
i-Ready is an online learning program focused on reading and math. Your student has recently taken an i-Ready assessment at school. i-Ready Diagnostic & Instruction begins by giving students an adaptive assessment in reading or math.
An adaptive assessment is a test that automatically adjusts the difficulty of the questions according to each student’s performance in order to determine his or her abilities in reading or math. This report gives you a snapshot of your student's performance.
Kind Regards,
Vickie Smith
Skill Areas/Domains that are Tested
i-Ready Diagnostic & Instruction assesses and teaches the following skill areas or domains:
Reading:
• Phonological Awareness
• Phonics
• High-Frequency Words
• Vocabulary
• Comprehension
Math:
• Number and Operations
• Algebra and Algebraic Thinking
• Measurement and Data
• Geometry
What does the scale score on my student’s Diagnostic mean?
The scale scores that result from the Diagnostic measure all students on the same scale so you can see which K–12 skills your student has mastered, regardless of their grade level.
Student performance is measured on a scale of 100–800, with your student’s current score indicating the skills they have mastered up to that point in the school year and the skills they still need to work on moving forward.
Scale scores help your student’s teacher determine their placement level (within their current grade level, one grade level below their current grade, or two grade levels below their current grade). However, scale scores alone do not tell the whole story of your student’s skills mastery. The information on their Grade-Level Placement, domain-specific placement, areas of strength, areas for growth, and growth from one Diagnostic to another provides greater insight into your student’s academic progress.
Diagnostic Reading Threshold Levels
In the table below, the number ranges in the unshaded rows of columns A–C are i‐Ready Diagnostic scale score ranges that students should achieve to be on track for progressing toward becoming proficient readers in grade 3.
Students with scores below these ranges may be “at risk” for not reaching proficiency in reading by the spring of grade 3. The single bolded numbers in the shaded rows are for students who likely have significant reading deficiencies. Students with scale scores on i‐ Ready Diagnostic at or below these numbers will likely need intensive intervention to get back on track to ensure proficiency in reading by the spring of grade 3.
Sample Results from Reading for a Student in Grade 2
Typical Growth
Typical Growth: The average annual growth for a student at this grade and initial placement level.
Stretch Growth
Stretch Growth: An ambitious, but attainable, level of annual growth that puts students who are below grade level on a path to proficiency.
Placement Levels & Their Meaning
Placement Levels are used to guide instruction in the classroom.
Placement levels are based on the student's level of performance overall and on each subtest, and they describe the optimum instruction level.The four possible placement levels are:
- Above Grade Level
- At Grade Level
- Approaching Grade Level
- Needs Improvement
Diagnostic Results Explanation
The second grade student above tested at a Kindergarten level in 4 of the six areas, so this student is performing below beginning second grade level. The student is on level in one of the skill areas, high frequency words, as shown with the green dot and grade 2. The student needs improvement in vocabulary as shown with the red dot and Grade K. Overall, this student is at a kindergarten level, but all is not lost. With participation and regular attendance in whole class and small group instruction, as well as completion of assignments, reading at home, and being read to, this student can improve significantly.
With teamwork between the school and families, this student can be successful! That is our mutual goal!
National Norm and Lexile® Performance National Norm
National Norm - The second grade student is in the 7th percentile, which means that nationally, 83% of students in the same grade level who took the test in the fall scored above this student.
Lexile Measure - The second grade student's Lexile Measure is 30L and a Lexile Range of BR70L-80L. This means that the student is a beginning reader and books on that level will increase this student's comprehension and vocabulary development.
"Lexile measures help you find books for your child’s independent reading. You can match your child’s Lexile measure with a book in the comprehension “sweet spot” (100L below to 50L above your child’s reported Lexile measure) to find materials that are just right for your child to read on their own.
"
(https://lexile.com/wp-content/uploads/2019/12/Lexile-Parent-Guide.pdf)
Placement by Domain
Results indicate that the student has not acquired fundamental decoding skills and is below grade level in Phonics. The Vocabulary score indicates gaps in grade-level word knowledge. Instruction in Phonics is a priority. This child will also benefit from rich, engaging oral-language activities that target Vocabulary.
i-Ready Diagnostic Math Test Results Explanation
2 This placement chart visually represents a fifth grade student’s performance on the fall Diagnostic Math Test and progress toward their growth measures.
- 2a The green band shows the On Grade Level range for this grade and subject.
- 2b The dark green line represents the Mid On Grade Level scale score for the student’s grade level.
- 2c The solid gray line shows the student’s Typical Growth measure, and the dashed gray line shows the student’s Stretch Growth measure. Both measures are based on the initial Diagnostic placement level.
- 2d The blue bar shows the student’s score and placement level for the Diagnostic
3 Placement by Domain: This shows the student’s grade-level placement for each subject domain
5 National Norm and Quantile® Performance: This shows the National Norm and Quantile measure and range for the student.
- 5a National Norm: Specifies the student’s position relative to a group of nationally representative students who are in the same grade and who took the tests at the same time of year as the student. For example, if a student’s percentile rank is 90%, this means the student scored better than or equal to 90% of their peers.
- 5b Quantile Measure and Range: The Quantile® Framework for Mathematics uses one scale to measure students’ mathematics ability and help identify resources for mathematics instruction. Quantiles help you identify targeted lessons and supplemental math materials based on each student’s ability. A student’s Quantile measure is their math ability score. The Quantile range indicates the range of math materials that will be easy to more challenging for the student. Students’ Diagnostic for Mathematics scores are used to approximate Quantile measures and ranges.
Understanding Growth:
Typical Growth and Stretch Growth measures are provided for each student based on their placement on the first Diagnostic assessment of the year.
- Typical Growth is the average annual growth for students at this grade and placement level.
- Stretch Growth for below-grade level students is an ambitious but attainable level of annual growth that puts below-grade level students on a path toward proficiency.
Stretch Growth for on- or above-grade level students is an ambitious but attainable level of annual growth that puts on-grade level students on a path to achieve/maintain advanced proficiency levels.
Reading Skills Areas/Domains & Explanation
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.
Math Skills Areas/Domains & Explanation
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.
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i-Ready Frequently Asked Questions
i-Ready Frequently Asked Questions
Why am I not seeing all my students in my roster? How can I get them added?
Currently, all i-Ready students are added one at a time.
Contact your building tech to help get your students added to your roster.
How do I reassign the Diagnostic?
If a student's diagnostic is still in progress and you need them to start over (i.e., they rushed) click here for directions on how to Reset a Diagnostic.
If a student has completed the diagnostic but needs to take it again, click here for directions oh how to Reassign a Diagnostic.
How do I check the status of my students when taking the Diagnostic?
Click here for directions on how to view Diagnostic Assessment Status.
How long do students have to complete the Diagnostic, once started?
Students have 21 calendar days from the day they start to complete the Diagnostic before it expires. If a student's Diagnostic expires, he or she will need to start again from the beginning.
How do I print reports with a custom date range?
Custom Date Range.jpg is a visual of how to run a report for any date range, including students who completed the test outside of the date window.
Are there resources available to help communicate with families about i-Ready?
Click here for Family Engagement Click here for the Family Center
How do I set a lower developmental grade level for a student?
Some students who are below grade level expectations may benefit from starting the Diagnostic with questions at a lower level. The Diagnostic will still adapt to their responses, but the first questions they see will be easier. Click the i-Ready Tip Sheet - Setting Developmental Levels.pdf for directions on Setting the Developmental Level in i-Ready.
Can I monitor my students' progress between diagnostic assessments?
You can assign a Growth Monitoring assessment. These are shorter reading and math tests which could be used to check on the impact of interventions or get a quicker status check on a student or a class. Click here for more information.
Why is the diagnostic taking such a long time for my students and why are some questions so hard?
The Diagnostic is adaptive and is designed to ask a wide range of questions to determine the student's achievement level. Students will see questions that seem very simple and others that are more difficult until it finds questions that are "just right". To enable a precise assessment, the Diagnostic is adaptive and is designed to ask a wide range of questions to determine the students' achievement level. That is why it will challenge them with a more difficult question after each correct answer.
What kind of accommodations can students use in i-Ready?
In general, they can use the same non-embedded accommodations that are used for state testing. i-Ready provides audio support for test items at certain grade levels. These features are available to any student regardless of assigned grade level when they are at the grades K-5 level for math, and grades K-2 level for reading.
What does Tested Out mean on the score report?
Tested out means that the student's performance indicates that they likely already know the lower-level skills and thus they didn't need to answer questions from those foundational domains. Thus, they did not see any items in that domain.
What does Max Score mean on the score report?
Max Score means that a student did see items in that domain, they just got to the highest level possible in that domain.
what it is, self-determination in choosing a profession among adolescents
Read: 3 min.
Every day we help teenagers and adults to choose a profession. But it is more scientific and accurate to call this process help in the professional self-determination of the individual. Starting from adolescence, a person thinks - Who am I? What is my place in this world? What am I? What I can? What do I want? Self-determination is a rather complex concept. Let's figure it out.
What is self-determination of personality
Self-determination of personality is a conscious independent choice of a life path and positions that a person adheres to in various situations. The choice of values, moral standards, profession, religion, living conditions. In the process, we answer two questions for ourselves: "Who to be?" and "What to be?" .
You can talk about self-determination only when a person has freedom of choice .
Even 150 years ago, our great-great-great-grandparents had few opportunities to freely choose their type of activity, religion and living conditions. And still, of course, we cannot talk about absolute freedom of self-determination. It is difficult to become a Catholic if parents profess Orthodoxy. It's hard to get into Harvard if you were born into a low-income Vologda family. But, fortunately, it is still possible. According to the famous psychologist Sergey Rubinshtein , external causes act only through internal conditions . And Walt Disney said to this: "All our dreams can become a reality if we have the courage to follow them to the end."
What types of self-determination are researchers studying
Self-determination of personality is discussed in all humanities - psychology, philosophy, sociology, pedagogy, etc. Researchers are interested in different aspects of choice.
✔ Social self-determination - conscious belonging to social groups and adherence to social norms.
Fan of "Spartacus"? Classical ballet lover? Hipster? Professional criminal?
✔ Civil self-determination - the position of a citizen. How do I feel about my country and what am I ready to do for it?
✔ Socio-political self-determination - adherence to political views and parties. Conservative? Liberal? Or for complete anarchy?
✔ Professional self-determination - a conscious choice of profession and life's work. Want to be an actor? Doctor? Leader? Have your own business?
✔ Religious self-determination - adherence to a particular religion and attitude towards other faiths. Do I consider myself tolerant?
✔ Family self-determination - an idea of the family model and relationships in it. Do I want to get married and have children? Is it possible to be married to one person for the rest of your life?
✔ Intra-group self-determination - awareness of one's role within a social group. Am I a leader or a follower? Can I influence other members of the group?
Even literature is included in the discussion about self-determination.
It is interesting that all the literature of modern and recent times is built on the problems of characters with personal self-determination. Eugene Onegin, Julien Sorel, Dorian Gray, Ilya Oblomov, Madame Bovary, Rodion Raskolnikov, Anna Karenina, Grigory Melekhov, Yuri Zhivago - any character in a psychological novel has difficulty determining his position in life. What kind of self-determination is referred to in the novel "Anna Karenina"? What about Crime and Punishment?
Therefore, it is worth considering a lesson in literature not only from the point of view of broadening one's horizons, but also from the point of view of expanding the emotional experience of adolescents. The book makes it possible to simulate unusual social and psychological situations and weigh - what would I do in the character's place?
Adolescent self-determination
At what age can one speak of self-determination? Even a preschooler can consciously choose behavior patterns: I will be capricious in order to .
.. But this issue becomes relevant in adolescence, when a teenager receives the full range of choice, or rather "faces" with it, because it's time to choose. The signal that a teenager has "self-determined" is that he0007 himself makes decisions about the choice and is responsible for them . That is, he does not blame his parents if something goes wrong.
Of all the types of self-determination for the adolescent , social and intra-group ones come to the fore. He is looking for his place among his peers in the classroom, in the sports section or choir, in the yard.
Self-determination is the most important stage of growing up. A self-determined teenager means a socially mature teenager who is ready for adulthood. This is the kind of personality parents want to raise.
Stages of self-determination of a teenager:
① Aware of being part of a society in which social norms, values and evaluations operate.
② Compares himself with others and "trying on" the requirements of reality.
③ Evaluates himself.
④ Learns to choose a social role, citizenship, values, profession.
In Western psychology, the process of personal self-determination is called identity formation . This term emphasizes that in order to grow up, a person needs to learn to separate himself from the outside world, understand his uniqueness and find his place in the outside world.
What is professional self-determination of personality
Professional self-determination follows the social one. The term "professional self-determination" is used as a synonym for the word "career guidance". Although it is possible to draw a fine line between these words. When we talk about "career guidance for young people", young people look like a passive object to which career guidance methods are applied. And in "professional self-determination" one can clearly feel the activity of a person who is in the process of self-determination. Therefore, psychologists prefer to talk specifically about the professional self-determination of high school students.
| If you want to know more about the history of professional self-determination in Russia, |
In a modern school, the stage of choosing a profession lasts from 14 to 18 years. It is important for a high school student to imagine what place in the labor market he wants and is ready to take. To "delay" professional self-determination up to the age of 20, you can choose a fundamental education. In this case, the moment of making a decision comes around the 3rd year, during the period of choosing specializations.
Like any other type of self-determination, choosing a profession requires serious intellectual work and active search. Specialists in vocational guidance use the term "readiness for professional self-determination". This is the interest and ability of a person to make a professional choice, while using their own resources and available information.
The level of readiness can be assessed with the help of professional diagnostic methods. To understand whether a teenager is ready for self-determination, it is important to evaluate various internal and external indicators.
- 1. Internal readiness (subjective). The source of the formation of internal readiness is the subject of self-determination itself. Readiness factors include:
- a. Self-understanding: adequate self-assessment of one's abilities, educational and professional achievements, interests, character traits, awareness of the image of "I" in the context of professional self-determination.
b. Responsibility , or "autonomy" (the term of A.P. Chernyavskaya): understanding that a professional choice must be made independently, without pressure from parents, friends, teachers, and also be responsible for it in the future.
c. Emotional mood: motives for choosing a profession, a positive attitude towards professional activities and the need for training, life optimism, emotional balance and tolerance for failures.
- a. Knowledge of professions and fields of activity: awareness of the work of specialists in specific professions, their working conditions and salary levels; knowledge of professional areas and sectors of the economy; knowledge about the demand for professions now and about the professions of the future; understanding of modern features and trends in the labor market.
b. Knowledge of education systems: awareness of higher and secondary vocational education in their region and country, opportunities to study abroad, knowledge of admission rules, terms and features of training.
c. The absence of myths and misconceptions about choosing a profession: understanding that the professional trajectory is changeable and is not chosen "once and for all", the understanding that there are no professions that directly lead to wealth or success.
- a. Choice of education: formation of values and inclinations in the choice of a university, college, technical school or other type of education, attitude to the choice of education in terms of duration of study and cost.
b. Consistency of choice: compliance of a person's opinion about the choice of a profession with the opinion of the environment - parents, friends, teachers; taking into account the needs of society and the labor market when choosing a profession.
c. Certainty of choice: identified inclinations towards a particular profession or steps taken earlier towards choosing a profession.
If you want to assess the level of readiness of a teenager for professional self-determination,
offer him PASS PROFESSIONAL CHOICE TESTS >>
Testing will show how seriously a high school student approaches the issue of choosing the future, how active his life position is.
We wish you to learn how to make informed decisions and make your dreams come true!
Author: Olga Bikkulova, Center for Humanitarian Technologies
0008 .
Study abroad
The portal for young professionals CAREER.RU conducted a survey and found out that 80% of current students would like to study abroad! Moreover, 78% are ready to pack their bags today to go to their favorite country tomorrow! Humanities students can be recognized as the most mobile: 92% of them would not mind going to study abroad. In comparison, engineering and technical students (75%) are less likely to move.
According to more than half of the respondents, the advantage of studying abroad is the opportunity to master a foreign language (66%), get a higher level of education (64%), as well as the chance to live abroad (64%).
The top 10 countries most attractive for “study” relocation are the USA (23%), the UK (21%), Germany (16%), Australia and New Zealand (4%), France (4%), Switzerland (3 %), Spain (3%), Italy (3%), Czech Republic (2%) and Canada (2%).
