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-45 minutes per week
-Passage rate of 75%
-Monitor 1-2 times weekly as a teacher.

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Students should not take the diagnostic more than two times. If they are placed at a very low level and they are passing with high passage rate, then manually adjust their level up a grade or two and continue to monitor/adjust until they are where they need to be.

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These are essentially lesson plans that are available based off of diagnostic placement. These can be used for intervention/enrichment stations.

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What is the expectation for Algebra and Geometry students for iReady minutes?

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Our ESL students are struggling. How can we help bridge this gap?

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Are listed at the top of each quiz answer guide.

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Quiz Questions not explored during instruction

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Quiz Questions not explored during instruction

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The practice and problem solving has some similar problems to quiz questions when we find a question on the quiz that is not explored in the lesson.

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Students will achieve .75 of their typical goal based on the diagnostic assessment. This is .75 b/c SLOs are due in April.

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How do we teach without including prerequisite information and stick to the pacing guide?

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Is how we should be viewing reports.

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Should/ are we sending these home other than at parent teacher conferences?

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How many lessons are realistic for students to complete in one week?

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How can we designate time in our schedule where ALL students have time to sit down and do iReady/silent reading. (Other than AR b/c not all students have AR)
Some builidngs are also pulling students for intervention based off of lessons that were failed.

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How can AR teachers still have access to their AR students, but not have these students included in their class data?

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Follow up on the book and missing lessons?