To help you better understand your student’s report, we are describing the four possible placement levels that are used to indicate how your student performed overall and in each domain.  Keep in mind at the beginning of the year, the diagnostic is measuring students on the grade level standards for the  entire year, so it is perfectly normal for students to be “approaching grade level” before they have actually spent time learning grade level content.

The four possible placement levels and their descriptions are:

ABOVE GRADE LEVEL: This placement indicates a student is performing on or above grade level either overall or in a particular domain.

Students at this level have met or surpassed the minimum requirements for the expectations of college- and career-ready standards in their grade level. Students will benefit from instruction in late on-grade level topics or above-grade level instruction.

Implications for Instruction: Students placing Mid, Late, or Above Grade Level will likely benefit from grade-level instruction and exposure to topics typically covered at the next chronological grade level.

Implications for Intervention: While students placing Mid, Late, or Above Grade Level may need support with specific missing skills, they likely do not need specialized intervention.

AT GRADE LEVEL: This placement indicates a student is performing on grade level either overall or in a particular domain.

Students at this level have partially met grade-level expectations. They will benefit from continued on-grade level instruction.

Implications for Instruction: These students will benefit from on-grade level instruction to help them meet the expectations of college- and career-ready standards for their grade level.

Implications for Intervention: While students placing Early On Grade Level are still building skills at their chronological grade level, they likely do not need specialized intervention.

APPROACHING GRADE LEVEL: This placement indicates a student is performing approximately one grade level below either overall or in a particular domain.

Students at this level are approaching grade-level expectations and will benefit from grade-level instruction with targeted support.

Implications for Instruction: These students will likely benefit from both grade-level instruction and targeted support to fill in specific skill gaps to help them succeed with grade-level content.

Implications for Intervention: While students placing one grade level below are likely to benefit from grade-level instruction, they may also benefit from review or remediation of material that is one grade level below their chronological grade.

NEEDS IMPROVEMENT: This placement indicates a student is approximately two or more levels below either overall or in a particular domain.

Students at this level will likely need additional support with key skills below their chronological grade level to be ready for grade-level instruction.

Implications for Instruction: These students likely need instruction focused on prerequisite skills to be successful in grade-level instruction.

Implications for Intervention: These students likely need formal intervention and remediation support to fill skill gaps and prepare them for grade-level instruction.

There is additional information that can be found while logged into your student’s account.  You are able to see what activities your student has or has not been engaged in with iReady by clicking on My Progress at the bottom of the dashboard.

For even more information and resources regarding iReady, visit the i-Ready Family Center.  The WSD Assessment Department is available to answer any questions you may have regarding iReady or My Path personalized instruction for math or reading at any time.  We feel this is an incredible instructional and learning tool for students and teachers and we are happy to share information about this resource with you.  Thank you again for your continued partnership and support of your student’s learning.  Please contact Jill Klahn Smith with any questions.