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[quote=Anonymous][quote=Anonymous]iready is [b]fantastic at identifying outliers. [/b] My kid consistently scored 100+ points above the 99th percentile cutoff, even when taking the test out-of-grade (i.e. 100 points above 7th grade 99th percentile when taking 7th grade iready test in 4th grade).  FCPS won't do anything with the info, but identifying kids who are well beyond the norm is something iready can do.

Their labels are a little weird, and it seems like "On grade level" simply means that the child is within the range that can be differentiated through in a normal classroom.  The range is very broad.  Below grade level means the kid is far behind and needs some major interventions.  Above means that the kid is far enough beyond the norm that the teacher wouldn't be able to meet that kid's needs in a regular classroom.  [/quote]

See my kid always scored that way on the iready too (on the reading) with her level being at the 99% many grades up (and it seemed a bit unbelievable to me that's she's that much of an outlier). Are these really reasonably normed national tests? 
Same thing now years later she's taken the scholastic reading inventory and in 7th grade she has a score that is hundreds of points above the "advanced" category of a 12th grader.   But again I'm not sure how much it matters to be a high outlier on reading. To me, this just means that she's acquired skills of reading earlier than average  and at a reasonably high level, but reading is a skill that most educated people, barring learning disabilities, do acquire fairly fully by the time they reach college. So there's this natural upper bound on the skill.  Once you have the skill, it matters more that you spend your time reading and develop meaningful knowledge and insights through it, rather than getting better at the particular skills of reading. It's not like there are 'reading geniuses' among adults like there might be mathematical geniuses that we should be nurturing.

So I'm not sure how FCPS should adjust instruction based on this for advanced kids once they are beyond teaching the basics of reading (besides just having AAP).  Maybe it's different for math because math instruction is so sequentially based. But my kid can just choose to read more advanced books and extract more meaning from whatever she reads. It seems much more important to use the test to identify kids who struggle with reading.

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