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District reports winter i‑Ready diagnostic growth; staff highlight instructional uses
Summary
District staff presented fall‑to‑winter i‑Ready diagnostic results showing gains in reading and math and explained how teachers use i‑Ready reports, groupings and personalized learning pathways in PLCs and for interventions; the board asked about homework expectations and parent access to reports
District curriculum staff presented fall‑to‑winter results from the i‑Ready diagnostic and described how the adaptive assessment is used as both a screener and an instructional resource.
Sandy (district curriculum staff) said i‑Ready is administered three times a year in reading and math (grades K–8) and is intended as a diagnostic snapshot to guide instruction rather than a high‑stakes summative test. "It is a snapshot in time, to allow us to better address some of the needs that might be identified through that diagnostic," Sandy said.
Sandy described report levels (red = three or more grade levels below, yellow = approaching grade level, green = on or above grade level), domain‑level breakdowns within reading and math, and the platform—s "can do/next steps" links that give teachers suggested instructional resources. The presenter said teachers and leaders use i‑Ready class, grade and school reports and that teachers can form targeted groups based on diagnostic profiles.
District screenshots showed a fall‑to‑winter increase in the share of students classified as green in reading and math (combined green categories), and decreases in the red category for both subjects; the presenter said the results are one of several data points teachers use in PLCs and interventions.
Board members asked whether students spend excessive time on personalized pathways at home and whether teachers track use of the program—s suggested instructional links. Sandy said teachers monitor time-on-task and plan to emphasize school‑embedded use rather than automatically assigning i‑Ready as homework; use of i‑Ready resources is discussed in PLCs and other team meetings rather than captured in a single program usage metric.
Sandy also described how family reports are stored in PowerSchool and that district staff provided login instructions so parents can access PDF reports and longitudinal data.
District leaders said i‑Ready supports individualized instruction and progress monitoring, but cautioned it should be triangulated with other common assessments and teacher observation when making placement and intervention decisions.
