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It was a great way to set the tone for collaboration, speaking skills, and discourse around math strategies.  Didn't take the whole class time and let teachers ease into the program. 

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It was a great way to set the tone for collaboration, speaking skills, and discourse around math strategies.  Didn't take the whole class time and let teachers ease into the program. 

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We had issues with the lockdown browser for the Diagnostic.

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They were so excited about how well

collaborative conversations are going.

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Some teachers wished they had "more training" on administering the i-Ready diagnostic though I found it to be intuitive. I think it was just hesitation about a new resource.

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Overall smooth implementation. Teachers getting into the flow of the lesson structure.

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Overall smooth implementation. Teachers getting into the flow of the lesson structure.

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the time it takes to complete diagnostic

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It was great to hear the students discussing math in the classroom.

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All teacher taught lesson 0 and started in a timely manner.

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Everyone in the building completed it! That's not always the case

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Teachers have had great conversations in their PLC's.

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Teachers are excited about the resource and implemented it with fidelity.

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Some teachers were feeling stressed about not knowing how to start the diagnostic, but once it began, they realized it was simple to get going. They appreciated how smoothly the process went.

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The video geared towards the students that explained what the diagnostic was seemed to be very helpful.

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Our teachers thought the diagnostic was easy to have students take, and they are excited to utilize that data.

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Logistics were smooth. It wasn't glitchy. Teachers felt prepared and were able to prepare students in advance for what to expect.

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Just learning to read the data, understand what it all represents for teachers.

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Just learning to read the data, understand what it all represents for teachers.

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The time allotted didn't always match how long it actually took students to complete. Also, some confusion on required accommodations for students with IEPs/504s.

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Not enough materials.

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a new challenge to the diagnostic compared to other benchmark assessments is that the student is tied to their iPad because they have to go through their classlink.  

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a new challenge to the diagnostic compared to other benchmark assessments is that the student is tied to their iPad because they have to go through their classlink.  

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Lesson 0 went really well, teachers were excited to do the work and ready to set routines and expectations around iReady with students.

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There was some uncertainty with pacing compared with our last curriculum, but there was also freedom once teachers realized there was room built in for community building/building routines.

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Teachers enjoyed Lesson 0. Most were surprised at the shortened time but were able to use the extra time in core to set up routines.

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The overall placement shows that the majority of our students are below grade level.

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Teachers have begun looking at the data and set goals. This has been very helpful.

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The diagnostic went really well, teachers have been excited to dig into the feedback and better understand the recommendations and how to fill in the gaps.

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Good conversations.  Teachers like the routines and more students are talking.

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Good conversations.  Teachers like the routines and more students are talking.

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longer than expected, administering it and MAP is very time consuming

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What are the guidelines on when domains should be turned on or off for specific students. If we could discuss the MyPath domains—and clarify which students need MyPath—it would help answer many of the lingering questions.

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Grades 1-5 administered in 30 minute chunks once a day. While the testing took longer at some grade levels teachers and students reported feeling less stressed during the assessment process.

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Teachers want to be able to see a teacher in action that feels confident with iReady. Since this is new across the district, it seems that those opportunities are limited.

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Primary students closing the tutorial and having to start the entire tutorial over again (multiple times).

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Primary students closing the tutorial and having to start the entire tutorial over again (multiple times).

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All tried it. Having the lesson sections broken over several days felt a little funny at first. But it let teachers dive into building a math community who feels safe to talk about their math thinking.

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Understanding how to place kids after the diagnostic if they are well above grade level.

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Easy peasy

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Students were pleasantly surprised by the brain breaks. Teachers were pleased by where the data placed their students- individualized instruction seemed appropriate.

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the prep for lessons is a lot (student kits, work mats, etc...)

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Walking into classrooms, I have heard the language kids were using while sharing their ideas or their partner's ideas. Teachers were taking pictures of students work and asking questions. It has been so fun to see!

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What additional steps do we need to take in order to individualize Diagnostic Data with MyPath (as an intervention)?

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Should students who scored above grade level do the recommended myPath skills each week? If not, what would be a suggested building WIG for math?

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Interesting how it would ask students to review tools that they might not need before answering questions on the diagnostic.  

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Interesting how it would ask students to review tools that they might not need before answering questions on the diagnostic.  

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This year we gave teachers the power to take ownership over how and when the diagnostic occurred (still working with colleagues regarding accommodations). It was pretty seamless.

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Teachers had to purchase spinners to use. Finding a system to manage all of the materials/supplies used in each session

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At the Tier 3 level, what are some high-leverage first steps for Interventionists to take when creating pre-teaching plans as a Tier 3 intervention (using pre-requisite grouping, etc.)?

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How do we use this data to drive our tier 2 and 3 time with students?

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Lots of prepping ahead of time to ensure students have the correct manipulatives.

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Facilitating mathematical discourse and building that capacity in our students.