Description: This passage is mainly about login i ready. This passage will help you prepare students to take the diagnostic and review the results and it describes the purpose of the diagnostic and the frequency of the administration.
Welcome to this training on administering i-Ready diagnostic assessment, reading this review will help you prepare students to take the diagnostic and review the results, once it’s completed, this training will describe the purpose of the diagnostic, the frequency of the administration here at cava providing instructions to students and what to do in some special situations.
The diagnostic assessment is an adaptive assessment that assesses students in math in four domains and reading in five domains, lessons are provided according to the results of this diagnostic, the diagnostic provides data to teachers regarding areas of needs and areas of strength and it shows standards mastery at cava.
The diagnostic is administered three times each year in August to establish a beginning point, in December to establish a midpoint for growth and in May to determine the amount of growth over the course of the year in addition to measuring growth.
The diagnostic also measures the retention of concepts and it allows the student to be reset in the lesson sequence, this can be very beneficial for those students who have worked quickly through lessons and may not have retained every concept, and it is also for those students that seem to be stuck and need to go back and review.
It’s important that the diagnostic is completed within two weeks of the assignment date, and it should be assigned with at least 12 to 18 weeks between assessments, if you assignment too frequently, it won’t show you the growth for the student and it can be a tedious exam for students to take.
When a student first logs into their i-Ready account, they are asked to choose a subject either math or reading, once a subject is chosen, students are asked to start their test, this is the first and only option as lessons can’t be started until the diagnostic is completed, it’s the diagnostic that determines the lessons.
The students will take once the student clicks on start tests, the diagnostic assessment begins a more complete overview of the students version, the diagnostic is provided in the i-Ready teacher training, the diagnostic is an important step in establishing students i-Ready account, it takes about one and a half to two hours to complete on average.
So it’s important for you to prepare your students to take this assessment, you want to provide them information about taking breaks, and we suggest that students work no more than twenty to thirty minutes at a time, so the student has the opportunity to sit back and do something that is non-academic.
Oftentimes these game breaks coincide with the 20 to 30 minutes suggested time periods, so it’s suggested that at the minimum students take a break after every game break if they want, students can simply close the program when they log back in, the diagnostic will resume exactly where it is left off.
We want to tell students to complete the diagnostic within one week, if the student works in the 20 to 30 minutes suggested time periods, they should easily be able to complete the diagnostic within one week, we want to tell students to use scratch paper, it’s fine to write down a problem and work it out on paper.
They should take their time and answer questions carefully, most importantly students should receive no help at all on the diagnostic assessments, students who receive help are placed incorrectly in the lesson sequence, these lessons are often much too difficult for students, before the student starts a diagnostic, it’s important to have a conversation with the learning coach to ensure that they’re helping in the right type of way.
The right type of help will not guide students toward a particular answer a list of helpful, and a list of not helpful prompts are available on this slide when a student gets stuck and doesn’t know how to answer a question or doesn’t want to attempt it, helpful answers include choosing your best answer or making a best guess.
The learning coach can also encourage the student to try to read the question, not helpful responses will guide a student towards a particular answer or provide enough support that the student is not working completely independently, this is the same type of problem that we did yesterday.
Let’s sound the word out together saying something that looks hard to a student, it may prevent them from even trying the question, the diagnostic is not only at whether or not the answer is correct or incorrect but also which incorrect answer is chosen helps the program determine which question comes next.
So saying something that looks hard might lead the student to pick a particular answer or to not try and pick anything at all, that can affect the outcome of the diagnostic, the learning coach reading can also affect the diagnostic and this can include the directions for the question, as the diagnostic continues, it may begin by reading the directions aloud and then reading the answers to the problem.
If the student answers correctly, the program may provide a more difficult version of the question where the student is expected to read the directions on their own, but the responses are to read aloud, if the student is able to complete that version, it gives the diagnostic information, so if the learning coach reads those directions instead of the student, it can affect the direction of the diagnostic assessment.
Here are a few things for you to know about the diagnostic assessments, the diagnostic has to be completed prior to being able to work in lesson, once that diagnostic is assigned, lessons are no longer an option, so for example if a student completes a diagnostic at the beginning of the year and is working in lessons, and then school-wide a new diagnostic is assigned.
If in January the student is asked to start the test upon logging in, and they are no longer able to select start lessons, once the diagnostic is completed, the student will be reassigned to the lesson sequence and lessons will become available when a student completes a diagnostic, it essentially resets the students placement in the lesson sequence.
So it’s possible for a student to go back and complete some of the same lessons, the last note on this slide is of utmost importance, the diagnostic test will reset if it is not completed within 21 calendar days of the start of the assessment, in previous slides I’ve mentioned that the diagnostic should be completed within two weeks of the date that it is assigned.
This is a date so that we can ensure that we have timely results, once the diagnostic is assigned to give us a beginning, middle and end point additionally in the instructions for students, it’s a good idea to have students complete the assessment within one week, it’s important to communicate with students to complete this test within one week.
Because if they take their time and it may be completed in two days, they’re still within the twenty-one calendar days, if students don’t complete it in 21 calendar days, on the 21st day the diagnostic resets and the students have to start completely from the beginning of the assessment, this can make the assessment look like that it is never ending.
Because it will simply loop back to the beginning, it won’t tell the student that it’s too late and it’s starting over, it’ll simply continue on but it will be back at a starting point in the assessment and the diagnostic will try to redeterminate, these timeframes will help keep the student from becoming frustrated with a never ending assessment.
There will be times in the diagnostic assessment where a student truly doesn’t know how to answer a question, or a reading level is so high that the student doesn’t know where to begin, in order to prevent frustration, move the diagnostic along to a more appropriate level.
It’s fine to let the learning coach know that the student can either attempt the question and make a best guess or if the material is completely foreign or too high above their ability level, the learning coach can tell the student to pick an answer without asking the student to try a problem first.
This should be reserved for only the most extreme situations and only when the learning coach is absolutely sure that the student does not know how to begin attempting the type of problem, the diagnostic is asking if you have any questions, it is appropriate to guide the learning coach in this direction, please talk to your supervisor.
There will be times when it’s appropriate to reset a diagnostic test, but these times should be few and far between it’s appropriate to reset a diagnostic, if the diagnostic is in progress and completed, and if you know that the results are inaccurate, in almost all cases the reason for a diagnostic reset is because the learning coach has provided assistance in some way.
You may also be notified by a student or a learning coach that they aren’t reading the questions and simply clicking the answers, in these cases it’s appropriate to reset the diagnostic test, it is not appropriate to reset a diagnostic if the student or the learning coach complains that the diagnostic is too difficult.
They should continue with the diagnostic until it can adapt down to the student’s level, once the diagnostic is completed and you’ve had a chance to view the results, you may be surprised at how high or how low a student has scored, this is because the student either does not pay attention to the questions and doesn’t read through the questions and he has clicked on answers.
Or because they have received help from the learning coach, there are two ways that you can go when you find invalid results, first you can adjust the lesson sequence, it’s appropriate to adjust the lesson sequence up or down if a student is near where they might have scored typically, for example a student scores at a beginning third grade level and you feel that they should be working.
First you can adjust the lesson sequence, adjusting the lesson sequence means moving them up or down from where the diagnostic originally has placed them, this is appropriate if the student is placed closed to where you feel that they need support.
For example if you think that a student needs support at a second grade level and the student is placed at a beginning third grade level in one domain, you can adjust slightly down the other option, what is available to you is to assign a new diagnostic if the diagnostic results are wrong, this shouldn’t be your first solution because it triggers another diagnostic and requires students to complete another 90 minutes of assessments.
However if most domains are placed incorrectly and the student is not scoring near where you think that they should be, or they express concern that the lessons that they’ve been assigned are too difficult or too easy, this will be an appropriate step, it’s important to make sure that the issue has caused the inaccuracy.
The diagnostic is identified and resolved before assigning a new one, otherwise the same results may happen again, more information about the specific functions that are discussed in this training are available in i-Ready tutorial, including adding removing and resetting the tests, adjusting the lesson sequence and utilizing the reports.
You can also get more information by attending the trainings that are offered, the irony teacher guide provides users with detailed instructions, if you continue to have questions, you may contact your supervisor for support, thank you for taking the time to reading this article.