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Elementary i‑Ready shows midyear growth; district to pilot i‑Ready Pro in secondary
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Summary
The district reported significant midyear growth on the new i‑Ready K–5 diagnostic and described a middle/high pilot of i‑Ready Pro; staff said gains may reflect both the tool and increased teacher use of individualized pathways and teacher toolkits.
District instructional leaders reported midyear gains from the first year of the i‑Ready universal diagnostic at Wednesday’s education committee meeting and proposed piloting the secondary version in selected middle‑ and high‑school classes.
“At midyear we’re at 97 for reading progress toward typical growth and 71 for math,” said Miss Poussey, summarizing the district’s i‑Ready results for K–5. She described the administration timeline (fall/winter/spring diagnostics), teacher leader professional development with the vendor, and online “teacher toolboxes” that enable targeted lesson selection after diagnostics identify student needs.
Poussey noted that i‑Ready provides both a typical‑growth metric and a higher stretch‑growth target; nationally, she said, about 35 percent of students reach the vendor’s stretch‑growth goal. For the district, midyear figures showed stronger-than‑expected progress in reading and solid progress in math, which staff attributed to both the diagnostic and follow‑through: teachers using data to form small targeted groups and leveraging toolkit lessons.
The district will pilot i‑Ready Pro (grades 6–8) at Sandy Run with select ELA and math teachers and a smaller high‑school math pilot; staff will convene feedback in April and return with a recommendation in May. On parental communication, Poussey said staff shared results at fall conferences and will expand distribution of parent reports next school year after a full year of implementation.
Board members asked about test length, student experience and time limits; staff said the diagnostic is adaptive, typically 40–45 minutes per subject, chunked in sessions, and that teachers monitor progress and can provide breaks. On whether the gains exceed normal year‑to‑year improvement, Poussey said it was too early to isolate causation but that strong teacher engagement with the results likely contributed.
Ending: Staff will complete pilots and rubric reviews in March–April and bring final recommendations for possible secondary implementation and any parent‑reporting changes to the May committee meeting.
