CogAT score is here

[Anonymous]

Anonymous wrote:

Anonymous wrote:We were told iReady is only available this week for grades 1 and 2. Older kid scores won't be available until after Thanksgiving.

Thanks! I was wondering why I only see my 2nd graders.

Ditto.

[Anonymous]

Wonder if the lack of scores for older kids has to do with the vendor mess-up on math. Kids had to retake it due to the level being wrong or something similar.

[Anonymous]

Our center school has not even uploaded the iready results for my 2nd grader.

[Anonymous]

What iReady scores are you seeing? I'm wondering if my daughter is competitive with 91 and 94 percent.

[Anonymous]

my second grade DS has 95 math, 95 reading. I am told they don't care a hoot about iready scores for AAP though and he bombed the NNAT so........

[Anonymous]

Anonymous wrote:my second grade DS has 95 math, 95 reading. I am told they don't care a hoot about iready scores for AAP though and he bombed the NNAT so........

My kid got 132 NNAT but only 75 percentile for both math and reading. I don’t put much stock in iready but who knows.

[Anonymous]

I don’t put a lot of stock in iReady. It measures how well a kid tests (which is a skill in and of itself, but it is not the most important thing about academic ability.) I have identical twins. One reads at least a level above the other (it is very obvious when you read with each every night - in fluency, comprehension, expression, etc.) but also has anxiety and fidgets a lot - suspected ADHD - so tested 10 percentiles lower. But I similarly don’t put much stock in the report cards, because they are biased by teacher. The COGAT is really the only objective measure (or even better, a WISC.)

[Anonymous]

Anonymous wrote:I don’t put a lot of stock in iReady. It measures how well a kid tests (which is a skill in and of itself, but it is not the most important thing about academic ability.) I have identical twins. One reads at least a level above the other (it is very obvious when you read with each every night - in fluency, comprehension, expression, etc.) but also has anxiety and fidgets a lot - suspected ADHD - so tested 10 percentiles lower. But I similarly don’t put much stock in the report cards, because they are biased by teacher. The COGAT is really the only objective measure (or even better, a WISC.)

I don’t put “stock” in iready but because it is a screener, not an ability test. I am not sure it measures how well ankid tests but that it is designed to identify areas for support. It is not designed to find strengths or a ceiling or that sort of thing. It is not good at measuring the top of the scale.

[Anonymous]

Anonymous wrote:

Anonymous wrote:my second grade DS has 95 math, 95 reading. I am told they don't care a hoot about iready scores for AAP though and he bombed the NNAT so........

My kid got 132 NNAT but only 75 percentile for both math and reading. I don’t put much stock in iready but who knows.

Smart kids could very well not be doing well in school for a variety of reasons. Unless you have reason to believe that your kid flew through the test, I would be worried that my smart kid scored in the 75th percentile. Gaps like that are how they start to identify LDs and other learning issues.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my second grade DS has 95 math, 95 reading. I am told they don't care a hoot about iready scores for AAP though and he bombed the NNAT so........

My kid got 132 NNAT but only 75 percentile for both math and reading. I don’t put much stock in iready but who knows.

Smart kids could very well not be doing well in school for a variety of reasons. Unless you have reason to believe that your kid flew through the test, I would be worried that my smart kid scored in the 75th percentile. Gaps like that are how they start to identify LDs and other learning issues.

I am going to throw a huge boulder of Salt on the i-ready. If you look at the percentiles, they were not re-normed for this year's cohort. So, the scores basically reflect what where a student's gaps where in a cohort that DID NOT have 18 months of distance learning. I don't have an apples to apples comparison. My guess is if it was re-normed (looking at my kids scores and teammates kids' scores, the percentiles would be MUCH lower across the board). The contractor didn't do this because it's insanely expensive to re-norm tests every year and the county contract didn't require them to do this (because pre-covid, there would be no reason to randomly re-norm a standardized test).

If anything, my view is that the scores are useful to identify gaps in knowledge (kid needs help with X domain) but I would in no way rely on them as a valid measurement of a kid's intelligence, ability to learn, need to accelerate.

Honestly, my opinion is that kids who scored well did well during distance learning. That's pretty much it. Kids who didn't struggled. But I have no idea why those kids did well or struggled. To me, this makes the i-ready for of a tool as it was claimed to be used for -- identifying gaps in knowledge. It does NOT explain why those gaps exist nor does it explain why some kids don't have such gaps.


-second grade teacher home with a sick toddler today

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my second grade DS has 95 math, 95 reading. I am told they don't care a hoot about iready scores for AAP though and he bombed the NNAT so........

My kid got 132 NNAT but only 75 percentile for both math and reading. I don’t put much stock in iready but who knows.

Smart kids could very well not be doing well in school for a variety of reasons. Unless you have reason to believe that your kid flew through the test, I would be worried that my smart kid scored in the 75th percentile. Gaps like that are how they start to identify LDs and other learning issues.

DP. My kid clearly has some gaps - on math it was the stuff they explicity said they would cover asynchronously last year (data and measurement, which were basically off curriculum for all ES grades). In language arts it was phonological awareness, which I've always been concerned about and the school ignores because we do the work at home to catch up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my second grade DS has 95 math, 95 reading. I am told they don't care a hoot about iready scores for AAP though and he bombed the NNAT so........

My kid got 132 NNAT but only 75 percentile for both math and reading. I don’t put much stock in iready but who knows.

Smart kids could very well not be doing well in school for a variety of reasons. Unless you have reason to believe that your kid flew through the test, I would be worried that my smart kid scored in the 75th percentile. Gaps like that are how they start to identify LDs and other learning issues.

DP. My kid clearly has some gaps - on math it was the stuff they explicity said they would cover asynchronously last year (data and measurement, which were basically off curriculum for all ES grades). In language arts it was phonological awareness, which I've always been concerned about and the school ignores because we do the work at home to catch up.

Another major reason to not take the iready as gospel. What's interesting is many of the math topics I taught in the weeks right after giving the iready. Seriously, though. This test is useless beyond helping me know where gaps are in a student's knowledge at that particular point in time -- and it's impossible to tell whether there is a learning issue here that would require SPED or if it's plain old the kid struggled during distance learning. Or Both! They have nothing to do with AAP, even prior to COVID. And it's a single snapshot.

The thing I get stressed about is that I am struggling on grouping kids. I'm constantly assessing and trying to figure out where the kids are growing and where they need help. Reading has been interesting because I have over 10 kids who were reading at a K level basically in August and cleared a DRA 14-16 in five weeks. That's a huge amount of growth and those kids' iready scores are already useless to me. If I don't continually push and assess them, I'm going to miss their growth and opportunity to push their learning. The iready is useless here.

It's another reason why testing is ridiculous.

-PP (teacher)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my second grade DS has 95 math, 95 reading. I am told they don't care a hoot about iready scores for AAP though and he bombed the NNAT so........

My kid got 132 NNAT but only 75 percentile for both math and reading. I don’t put much stock in iready but who knows.

Smart kids could very well not be doing well in school for a variety of reasons. Unless you have reason to believe that your kid flew through the test, I would be worried that my smart kid scored in the 75th percentile. Gaps like that are how they start to identify LDs and other learning issues.

DP. My kid clearly has some gaps - on math it was the stuff they explicity said they would cover asynchronously last year (data and measurement, which were basically off curriculum for all ES grades). In language arts it was phonological awareness, which I've always been concerned about and the school ignores because we do the work at home to catch up.

Another major reason to not take the iready as gospel. What's interesting is many of the math topics I taught in the weeks right after giving the iready. Seriously, though. This test is useless beyond helping me know where gaps are in a student's knowledge at that particular point in time -- and it's impossible to tell whether there is a learning issue here that would require SPED or if it's plain old the kid struggled during distance learning. Or Both! They have nothing to do with AAP, even prior to COVID. And it's a single snapshot.

The thing I get stressed about is that I am struggling on grouping kids. I'm constantly assessing and trying to figure out where the kids are growing and where they need help. Reading has been interesting because I have over 10 kids who were reading at a K level basically in August and cleared a DRA 14-16 in five weeks. That's a huge amount of growth and those kids' iready scores are already useless to me. If I don't continually push and assess them, I'm going to miss their growth and opportunity to push their learning. The iready is useless here.

It's another reason why testing is ridiculous.

-PP (teacher)

Thanks for sharing this. It's hugely helpful as I try to figure out how to address my kid's gaps with her teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my second grade DS has 95 math, 95 reading. I am told they don't care a hoot about iready scores for AAP though and he bombed the NNAT so........

My kid got 132 NNAT but only 75 percentile for both math and reading. I don’t put much stock in iready but who knows.

Smart kids could very well not be doing well in school for a variety of reasons. Unless you have reason to believe that your kid flew through the test, I would be worried that my smart kid scored in the 75th percentile. Gaps like that are how they start to identify LDs and other learning issues.

DP. My kid clearly has some gaps - on math it was the stuff they explicity said they would cover asynchronously last year (data and measurement, which were basically off curriculum for all ES grades). In language arts it was phonological awareness, which I've always been concerned about and the school ignores because we do the work at home to catch up.

Another major reason to not take the iready as gospel. What's interesting is many of the math topics I taught in the weeks right after giving the iready. Seriously, though. This test is useless beyond helping me know where gaps are in a student's knowledge at that particular point in time -- and it's impossible to tell whether there is a learning issue here that would require SPED or if it's plain old the kid struggled during distance learning. Or Both! They have nothing to do with AAP, even prior to COVID. And it's a single snapshot.

The thing I get stressed about is that I am struggling on grouping kids. I'm constantly assessing and trying to figure out where the kids are growing and where they need help. Reading has been interesting because I have over 10 kids who were reading at a K level basically in August and cleared a DRA 14-16 in five weeks. That's a huge amount of growth and those kids' iready scores are already useless to me. If I don't continually push and assess them, I'm going to miss their growth and opportunity to push their learning. The iready is useless here.

It's another reason why testing is ridiculous.

-PP (teacher)

Thanks for sharing this. It's hugely helpful as I try to figure out how to address my kid's gaps with her teacher.

I think the first thing is to accept there are some gaps and ask the teacher how you can support him or her. We're trying to teach to the standards (admin: standards don't change!), but we are also teaching 7 year olds who left Kindergarten in early March and went through an insanely difficult, developmentally inappropriate 18 months.

Honestly, the best thing parents can do right now is instill a love of school and learning and support effort. I wouldn't even tell the kid they are behind (I've had kids tell me their parents do this and I am sad for them).

The best thing is to read, read, read. Pick books they like. Even comic books. Don't care! And reading fatigue is a real thing. Go back and forth -- don't make a kid slog through a book -- take turns reading sentences, etc.

I'm also a big fan of word rings for high frequency sight words. There are like 300 of them. Go through the ring until you find 10 or so they don't know. Work on those. Then when they know them, throw them back in and go through the ring the following week and pull ten more. And so on.

Emotionally, I am worried about my students. They are doing well and enjoy school, but there are all sorts of regressions I don't usually see in second grade (accidents, tantrums, etc.). These are slowing down now but Aug. and Sept. were rough.

In terms of writing, there are some purely physical issues I've seen. We asked kids to type (WTF?!) for 18 months and "write" assignments at home (many of them didn't because it's frustrating and difficult. I am working on building this strength -- I don't care about spelling -- I just want them writing!

[Anonymous]

So to confirm- nobody has cogat scores yet (except the OP)