iready math

[Anonymous]

Anonymous wrote:The level really does mean grade level. So if a student's overall score is level 5 that means 5th grade.
http://www.casamples.com/downloads/i-Ready_DiagnosticPositionPaper_090914.pdf
This explains how the scoring works and is from Curriculum Associates who created I-ready.

Thanks.

[Anonymous]

Anonymous wrote:
You seem very defensive about the validity of iready. So, how did your kids perform on it? Is your main gripe that you're convinced your children are above grade level, but iready said otherwise? That seems to be the theme on this forum.

No one seems to want to answer this, and the silence speaks loudly. Did anyone at all out there have a child score multiple grade levels ahead and think that the score is unreasonably high? Or is all of the angst because the scores are lower than people would like?

[Anonymous]

Anonymous wrote:

Anonymous wrote:
You seem very defensive about the validity of iready. So, how did your kids perform on it? Is your main gripe that you're convinced your children are above grade level, but iready said otherwise? That seems to be the theme on this forum.

No one seems to want to answer this, and the silence speaks loudly. Did anyone at all out there have a child score multiple grade levels ahead and think that the score is unreasonably high? Or is all of the angst because the scores are lower than people would like?

Iready is simply an achievement test, not an ability test. It’s very possible a student could have performed on grade level but still have the potential to do more advanced work. Perhaps this student just hasn’t been exposed to higher level math yet. It doesn’t mean they woukdnt be able to handle it if it were taught to them by a competent teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
You seem very defensive about the validity of iready. So, how did your kids perform on it? Is your main gripe that you're convinced your children are above grade level, but iready said otherwise? That seems to be the theme on this forum.

No one seems to want to answer this, and the silence speaks loudly. Did anyone at all out there have a child score multiple grade levels ahead and think that the score is unreasonably high? Or is all of the angst because the scores are lower than people would like?

Iready is simply an achievement test, not an ability test. It’s very possible a student could have performed on grade level but still have the potential to do more advanced work. Perhaps this student just hasn’t been exposed to higher level math yet. It doesn’t mean they woukdnt be able to handle it if it were taught to them by a competent teacher.

An achievement test like i-ready should be part of the application for AAP since the name of the program is Advanced Academics. It can't be prepped for and you can't go and shop around for lenient testers or pay to take multiple ability tests if you don't like the results from the school. If you are merely on grade level you don't need an academically advanced program. Your needs can be met in general Ed. If a child is reading at a second grade level and doing second grade math, they shouldn't be in AAP at THIS time. If they surge ahead in third grade or fourth then they can enter then.

[Anonymous]

Anonymous wrote:
An achievement test like i-ready should be part of the application for AAP since the name of the program is Advanced Academics. It can't be prepped for and you can't go and shop around for lenient testers or pay to take multiple ability tests if you don't like the results from the school. If you are merely on grade level you don't need an academically advanced program. Your needs can be met in general Ed. If a child is reading at a second grade level and doing second grade math, they shouldn't be in AAP at THIS time. If they surge ahead in third grade or fourth then they can enter then.

+1 It is unreasonable to expect AAP teachers to differentiate for kids ranging from 3+ years above grade level all the way down through on or below grade level learners. The on and below grade level learners should remain in gen ed with all of the other on and below grade level learners.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
You seem very defensive about the validity of iready. So, how did your kids perform on it? Is your main gripe that you're convinced your children are above grade level, but iready said otherwise? That seems to be the theme on this forum.

No one seems to want to answer this, and the silence speaks loudly. Did anyone at all out there have a child score multiple grade levels ahead and think that the score is unreasonably high? Or is all of the angst because the scores are lower than people would like?

Iready is simply an achievement test, not an ability test. It’s very possible a student could have performed on grade level but still have the potential to do more advanced work. Perhaps this student just hasn’t been exposed to higher level math yet. It doesn’t mean they woukdnt be able to handle it if it were taught to them by a competent teacher.

An achievement test like i-ready should be part of the application for AAP since the name of the program is Advanced Academics. It can't be prepped for and you can't go and shop around for lenient testers or pay to take multiple ability tests if you don't like the results from the school. If you are merely on grade level you don't need an academically advanced program. Your needs can be met in general Ed. If a child is reading at a second grade level and doing second grade math, they shouldn't be in AAP at THIS time. If they surge ahead in third grade or fourth then they can enter then.

Eventually iReady will replace DRA/MRA.

[Anonymous]

Anonymous wrote:
Iready is simply an achievement test, not an ability test. It’s very possible a student could have performed on grade level but still have the potential to do more advanced work. Perhaps this student just hasn’t been exposed to higher level math yet. It doesn’t mean they woukdnt be able to handle it if it were taught to them by a competent teacher.

Is the AAP teacher expected to run four or five different ability groupings in one class? Some kids will be 3 years above grade level, some will be 2, some will be 1, some will be on-grade level, and some will be below. Isn't one of the main arguments for AAP that teachers can't effectively differentiate between that many academic levels?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The level really does mean grade level. So if a student's overall score is level 5 that means 5th grade.
http://www.casamples.com/downloads/i-Ready_DiagnosticPositionPaper_090914.pdf
This explains how the scoring works and is from Curriculum Associates who created I-ready.

Thanks.

Read page 12 where they are explaining results 'Development anaysis'. Student is 5th grader and result discussed is Math.

Geometry 459
Level 4 At levels 3-5 this domain addresses angles and perpendicular and parallel lines, classification of
two-dimensional figures, line symmetry and plotting points on the coordinate plane. Results indicate
Tabitha may benefit from review of these topics.

The way I understand this is, at each grade there are multiple levels (k - 12). Each level is related to scaled score. A 2nd grader score is 550 and falls in level 5. what it means, teacher should discuss topics covered in level 5 (see geometer discussion above) so that student is benefited. This does not translate to grade 5. There will be some overlap in topics across the grades.
Test is only for 30-60 minutes with 54-72 questions. How can it determine 2nd grader skills are equivalent of 5th grader in such short time?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The level really does mean grade level. So if a student's overall score is level 5 that means 5th grade.
http://www.casamples.com/downloads/i-Ready_DiagnosticPositionPaper_090914.pdf
This explains how the scoring works and is from Curriculum Associates who created I-ready.

Thanks.

The way I understand this is, at each grade there are multiple levels (k - 12). Each level is related to scaled score. A 2nd grader score is 550 and falls in level 5. what it means, teacher should discuss topics covered in level 5 (see geometer discussion above) so that student is benefited. This does not translate to grade 5. There will be some overlap in topics across the grades.
Test is only for 30-60 minutes with 54-72 questions. How can it determine 2nd grader skills are equivalent of 5th grader in such short time?

From the link:
Placement Levels – the practical day-to-day language that helps teachers determine what grade level of skills to focus on with a particular student. Placement levels indicate where students should be receiving instruction. For your page 12 example, the text on the bottom of page 13 specifically shows that a Grade 5 student assessed at Level 3 is appropriately instructed using a Grade 3 workbook. The link also pretty clearly contrasts the fixed form assessments, which have scores that are relative to grade level with adaptive assessments, which don't, and thus allow for more meaningful comparisons of achievement between years. The link pretty clearly explains how all of this works. If you're still confused, you can always talk to your child's teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The level really does mean grade level. So if a student's overall score is level 5 that means 5th grade.
http://www.casamples.com/downloads/i-Ready_DiagnosticPositionPaper_090914.pdf
This explains how the scoring works and is from Curriculum Associates who created I-ready.

Thanks.

The way I understand this is, at each grade there are multiple levels (k - 12). Each level is related to scaled score. A 2nd grader score is 550 and falls in level 5. what it means, teacher should discuss topics covered in level 5 (see geometer discussion above) so that student is benefited. This does not translate to grade 5. There will be some overlap in topics across the grades.
Test is only for 30-60 minutes with 54-72 questions. How can it determine 2nd grader skills are equivalent of 5th grader in such short time?

From the link:
Placement Levels – the practical day-to-day language that helps teachers determine what grade level of skills to focus on with a particular student. Placement levels indicate where students should be receiving instruction. For your page 12 example, the text on the bottom of page 13 specifically shows that a Grade 5 student assessed at Level 3 is appropriately instructed using a Grade 3 workbook. The link also pretty clearly contrasts the fixed form assessments, which have scores that are relative to grade level with adaptive assessments, which don't, and thus allow for more meaningful comparisons of achievement between years. The link pretty clearly explains how all of this works. If you're still confused, you can always talk to your child's teacher.

My DC school teacher didn't know much last quarter about it. fyi, My DC is above grade in iReady (supported by all the other academic indicators). My confusion is if you look at the scaled score chart posted earlier, your theory can support child ahead academics however if you take child who is not doing well according to iReady then scores drops as low as 100 for 7-8th grader. Am I to believe child in 7th grade does not know Kindergarten or 1st/2nd grade Math?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The level really does mean grade level. So if a student's overall score is level 5 that means 5th grade.
http://www.casamples.com/downloads/i-Ready_DiagnosticPositionPaper_090914.pdf
This explains how the scoring works and is from Curriculum Associates who created I-ready.

Thanks.

The way I understand this is, at each grade there are multiple levels (k - 12). Each level is related to scaled score. A 2nd grader score is 550 and falls in level 5. what it means, teacher should discuss topics covered in level 5 (see geometer discussion above) so that student is benefited. This does not translate to grade 5. There will be some overlap in topics across the grades.
Test is only for 30-60 minutes with 54-72 questions. How can it determine 2nd grader skills are equivalent of 5th grader in such short time?

From the link:
Placement Levels – the practical day-to-day language that helps teachers determine what grade level of skills to focus on with a particular student. Placement levels indicate where students should be receiving instruction. For your page 12 example, the text on the bottom of page 13 specifically shows that a Grade 5 student assessed at Level 3 is appropriately instructed using a Grade 3 workbook. The link also pretty clearly contrasts the fixed form assessments, which have scores that are relative to grade level with adaptive assessments, which don't, and thus allow for more meaningful comparisons of achievement between years. The link pretty clearly explains how all of this works. If you're still confused, you can always talk to your child's teacher.

My DC school teacher didn't know much about it last quarter and I didn't push it either as I had not read the report. fyi, My DC is above grade in iReady (supported by all the other academic indicators). My confusion is, if you look at the scaled score chart posted earlier, your theory can support child ahead academically, however if you take child who is not doing well then according to iReady, scores drops as low as 100 for 7-8th grader. Am I to believe child in 7th grade does not know Kindergarten or 1st/2nd grade Math?

[Anonymous]

Anonymous wrote: Am I to believe child in 7th grade does not know Kindergarten or 1st/2nd grade Math?

That's exactly what it means. Each problem is assigned a difficulty, and the final score is the level at which the students get half of the questions wrong. To score a 100, the student would need to miss a bunch of preschool level math questions. Here's a percentile chart: http://www.fldoe.org/core/fileparse.php/7539/urlt/i-Ready-Table-6.pdf A 7th grader scoring under 407 at the beginning of the year would be below the 1st percentile, so your example of a 7th grader with a 100 score simply isn't happening.

[Anonymous]

Anonymous wrote:

Anonymous wrote: Am I to believe child in 7th grade does not know Kindergarten or 1st/2nd grade Math?

That's exactly what it means. Each problem is assigned a difficulty, and the final score is the level at which the students get half of the questions wrong. To score a 100, the student would need to miss a bunch of preschool level math questions. Here's a percentile chart: http://www.fldoe.org/core/fileparse.php/7539/urlt/i-Ready-Table-6.pdf A 7th grader scoring under 407 at the beginning of the year would be below the 1st percentile, so your example of a 7th grader with a 100 score simply isn't happening.

Here is another chart, I was referring too. Which shows scaled score of 100.
http://www.aps.edu/assessment/i-ready-documents/i-ready-placement-tables

[Anonymous]

It's technically possible to score that low if a child continues getting problems incorrect. But that would involve being incorrect on preschool level math concepts. A 7th grader is not going to score that much below the first percentile without either having severe special needs or actively trying to get the problems wrong.

Just because the chart shows a bottom scaled score of 100 doesn't mean it's reasonable to expect students to score that low. It just means it's the absolute floor of the test for kids who get every question wrong.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Iready is simply an achievement test, not an ability test. It’s very possible a student could have performed on grade level but still have the potential to do more advanced work. Perhaps this student just hasn’t been exposed to higher level math yet. It doesn’t mean they woukdnt be able to handle it if it were taught to them by a competent teacher.

Is the AAP teacher expected to run four or five different ability groupings in one class? Some kids will be 3 years above grade level, some will be 2, some will be 1, some will be on-grade level, and some will be below. Isn't one of the main arguments for AAP that teachers can't effectively differentiate between that many academic levels?

I have a DC at center school. They were provided with their Iready tests scores (the recent ones) in their take home folders and of course compared. If the level does equal grade then per my DC report there was no one in his class who was not at least one level above the grade. Most for reading were at least two. DC is usually in the group assigned the middle school books and his reading level was 3 above grade.

I don't think this is unusual for an AAP center class unless there is a twice exceptional issue going on.