i-Ready Diagnostic Interpreting Diagnostic Reports Questions and Answers

Question 1

A teacher reviews a student's Diagnostic report and sees an overall Mathematics placement of "Early Grade 5." However, the domain-level report shows the student placed at "Mid Grade 5" in "Number and Operations" but "Late Grade 3" in "Geometry." What is the most appropriate instructional next step based on this data?

Accepted Answer

Use the domain-level data to differentiate instruction, providing on-level support in Number and Operations and targeted, foundational instruction in Geometry.

Answer

Recommend the student be moved to a Grade 4 math class due to the low Geometry score.

Answer

Assign the student Grade 5 level practice across all domains to match their overall placement.

Answer

Focus exclusively on Grade 5 geometry concepts to try and close the gap as quickly as possible.

Question 2

Which component of the i-Ready Diagnostic report provides a single, continuous score from K-12 that is used to measure academic growth from one diagnostic to the next?

Accepted Answer

The Scale Score

Answer

The National Norm Percentile

Answer

The Grade-Level Placement (e.g., "Mid Grade 4")

Answer

The Developmental Analysis

Question 3

A teacher is reviewing the Diagnostic Growth report for their class. Which of the following is the most accurate interpretation of the "Typical Growth" and "Stretch Growth" measures?

Accepted Answer

"Typical Growth" represents the average growth for a student's academic peers, while "Stretch Growth" is a more ambitious but attainable goal to help students reach proficiency.

Answer

All students are expected to meet "Stretch Growth" to be considered on grade level.

Answer

"Typical Growth" is the minimum progress required by the district, while "Stretch Growth" is an optional, advanced goal.

Answer

"Typical Growth" is for students on grade level, while "Stretch Growth" is only for students below grade level.

Question 4

Mr. Davis notices that a student's Quantile® measure in mathematics has increased significantly since the last diagnostic. What is the primary instructional implication of this specific data point?

Accepted Answer

The student is likely ready for more complex mathematical concepts and can be matched with appropriately challenging materials.

Answer

The student has mastered all math standards for their current grade and should be accelerated to the next grade's curriculum.

Answer

The student should be reassigned the same online lesson path to ensure retention of learned skills.

Answer

The student no longer needs to participate in small group math instruction.

Question 5

When forming small instructional groups based on i-Ready Diagnostic data, which of the following reports is MOST useful for a teacher?

Accepted Answer

The class-level report that groups students by specific shared skill needs within each domain.

Answer

The school-wide summary report showing the percentage of students in each placement level.

Answer

The individual student growth report showing progress toward Typical and Stretch Growth.

Answer

The report showing only the Lexile and Quantile measures for each student in the class.

Question 6

A student's report indicates a National Norm Percentile of 65. What does this number signify?

Accepted Answer

The student scored as well as or better than 65% of a nationally representative sample of students in the same grade who took the test at the same time of year.

Answer

The student answered 65% of the questions on the diagnostic correctly.

Answer

The student is 65% of the way toward meeting their end-of-year growth goal.

Answer

The student is working on content that is typically taught 65% of the way through the school year.