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30-40 minutes

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I use them in Math 3 as an instructional tool to go with the lessons I am currently teaching.

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I don't use it more because many of my students (about 6) don't have their iPad ready to go, so I have to send them to other classrooms. In Algebra, it is not compatible with the ipads, so I have to make time to check out the toolbox computer lab, which is often in use for testing and with other classes.

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This is currently an area I need help in... I am not sure how to monitor/forgot.

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The last few lessons, I've assigned the lesson that goes with what I'm teaching that week.  When students finish those early, they can work on their diagnostic lessons

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The last few lessons, I've assigned the lesson that goes with what I'm teaching that week.  When students finish those early, they can work on their diagnostic lessons

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It's hard to find the time while staying on track with the curriculum.  Most of the lessons in Ready Math are designed to be done in 5 days and it takes most of all 5 days to work through them.  It is also challenging when you have more students without iPads than you have computers.  Students HATE the diagnostic lessons too.  They feel like they are geared toward a much younger demographic (they are!).

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It's hard to find the time while staying on track with the curriculum.  Most of the lessons in Ready Math are designed to be done in 5 days and it takes most of all 5 days to work through them.  It is also challenging when you have more students without iPads than you have computers.  Students HATE the diagnostic lessons too.  They feel like they are geared toward a much younger demographic (they are!).

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Another challenge is when I log into my teacher iReady to monitor student progress, their status (time spent, lesson working on, quiz score) isn't updated in real time but nightly so if something I need to address arises, I can't address it until the next day at the earliest.  So if a student doesn't pass a quiz the first time, unless they tell me so I can intervene before they attempt it the second time (only two attempts given), I won't know until the next day at the earliest.

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Another challenge is when I log into my teacher iReady to monitor student progress, their status (time spent, lesson working on, quiz score) isn't updated in real time but nightly so if something I need to address arises, I can't address it until the next day at the earliest.  So if a student doesn't pass a quiz the first time, unless they tell me so I can intervene before they attempt it the second time (only two attempts given), I won't know until the next day at the earliest.

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I have just recently started doing this but am frustrated that the student status isn't updated in real time, it doesn't give me a real picture of what is going on so I can address whatever is needed.  

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I have just recently started doing this but am frustrated that the student status isn't updated in real time, it doesn't give me a real picture of what is going on so I can address whatever is needed.  

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15 to 20 minutes every Monday, Wednesday, and Friday                        Cheryl

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15 to 20 minutes every Monday, Wednesday, and Friday                        Cheryl

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To tell you the truth, with all of the other stuff going on I forget to use them.          Cheryl

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To tell you the truth, with all of the other stuff going on I forget to use them.          Cheryl

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I don't monitor their instructional lessons, however I do monitor their time on the iReady program. 45 minutes   or more has always been the goal.                          Cheryl

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I don't monitor their instructional lessons, however I do monitor their time on the iReady program. 45 minutes   or more has always been the goal.                          Cheryl

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Blue lessons to support ready math to pair with the standard -- have not done green much this year

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Blue lessons to support ready math to pair with the standard -- have not done green much this year

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I try to get in 45 minutes a week - some weeks are better than others.  I try to do 20-25 minutes on Tuesdays and Wednesdays.

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I try to get in 45 minutes a week - some weeks are better than others.  I try to do 20-25 minutes on Tuesdays and Wednesdays.

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I also use them in Math 3 to support the lesson we are working on in class.  This has helped many of the students understand.

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I also use them in Math 3 to support the lesson we are working on in class.  This has helped many of the students understand.

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I have checked the "My Progress" on the students screen with the students.  I also look on my screen - however, it isn't up-to-date so that is sometimes difficult.

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I have checked the "My Progress" on the students screen with the students.  I also look on my screen - however, it isn't up-to-date so that is sometimes difficult.

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We are doing iReady at the end of our HuLa class twice a week for twenty minutes while we do interventions.  

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We are doing iReady at the end of our HuLa class twice a week for twenty minutes while we do interventions.  

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We use them to find skills students need more practice with and to assign specific lessons to coincide with what we are working on in our HuLa class.

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We use them to find skills students need more practice with and to assign specific lessons to coincide with what we are working on in our HuLa class.

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We try to do iReady on Tuesdays and Thursdays during our intervention time.  I will admit that, sometimes, when students are actively engaged in work, I let them complete what they are working on instead.  I will be doing a better job with that now because I do know that it does improve their skills.

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We try to do iReady on Tuesdays and Thursdays during our intervention time.  I will admit that, sometimes, when students are actively engaged in work, I let them complete what they are working on instead.  I will be doing a better job with that now because I do know that it does improve their skills.

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I need to get some help with this--I have a meeting with Katie next week to go over this.  I 'borrowed' a form from Flowers that keeps track of date/test/pass-no pass that my students keep in their folders.  I will be checking them weekly so I can catch tests my students haven't passed.

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I need to get some help with this--I have a meeting with Katie next week to go over this.  I 'borrowed' a form from Flowers that keeps track of date/test/pass-no pass that my students keep in their folders.  I will be checking them weekly so I can catch tests my students haven't passed.

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I use I-Ready as an extension for learning. I do not rely on it to teach direct lessons. I  do use the data to create reading comprehension strategies and literacy lessons according to the data. In addition, students have the option to use iReady for  up to  45minutes a week.

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I use I-Ready as an extension for learning. I do not rely on it to teach direct lessons. I  do use the data to create reading comprehension strategies and literacy lessons according to the data. In addition, students have the option to use iReady for  up to  45minutes a week.

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I use iReady lessons to help me differentiate my assessments for the range of readers in my class. I also use  iReady data to help me identify ThinkCerca lessons.  Furthermore, I also use iReady as an extension for learning. I give students an option to use iReady. For instance, students can either read a book of their choice, study the academic language in our lessons by focusing on vocabulary, or they can create a Kahoot on a lesson we are learning about. iReady is an option for my students but not a requirement. I have found students rather read silently or write their own stories. However, a few students still rather complete an iReady lesson.

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I use iReady lessons to help me differentiate my assessments for the range of readers in my class. I also use  iReady data to help me identify ThinkCerca lessons.  Furthermore, I also use iReady as an extension for learning. I give students an option to use iReady. For instance, students can either read a book of their choice, study the academic language in our lessons by focusing on vocabulary, or they can create a Kahoot on a lesson we are learning about. iReady is an option for my students but not a requirement. I have found students rather read silently or write their own stories. However, a few students still rather complete an iReady lesson.

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I have found students cringe when they hear iReady. They will  spend more time staring at a screen to fulfill their mandatory time of iReady then completing their lessons. Also, there are always students who: do not bring their iPad, their iPad is broken, or it isn't charged. iReady does not allow you make lessons transferable without technology. Therefor, mandatory iReady lessons are not practical for a fraction of the population who do not have a functioning iPad. Usually those are the students that need iready lessons the most. Next, there is not enough time to cover curriculum and complete 45 minutes of iReady lessons. In addition, I rather spend that time focusing on academic  language and extending my lesson to help the range of learners I have to teach. It is hard enough to get students to complete all their work much less embed iReady in my lessons. However, I still try my best to give students the option to complete iReady lessons. A fraction of students still use iReady.  I have also found most students who option to use iReady are lower level readers. I will try my best to ensure iReady is used more by students who are below grade level. My logic for not making iReady mandatory is I  teach honors and many high level readers. Instead of the 45 minutes per week of iReady; students are given the option to read a book of their choice,  complete a Kahoot on a lesson we are working, write a story, or I use that time to have shelter instruction for students that need extra help. iReady is used an extension for learning in my class, not a crutch. If 45 minutes of iReady per week is mandatory I will embed iReady in my lessons. 

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I have found students cringe when they hear iReady. They will  spend more time staring at a screen to fulfill their mandatory time of iReady then completing their lessons. Also, there are always students who: do not bring their iPad, their iPad is broken, or it isn't charged. iReady does not allow you make lessons transferable without technology. Therefor, mandatory iReady lessons are not practical for a fraction of the population who do not have a functioning iPad. Usually those are the students that need iready lessons the most. Next, there is not enough time to cover curriculum and complete 45 minutes of iReady lessons. In addition, I rather spend that time focusing on academic  language and extending my lesson to help the range of learners I have to teach. It is hard enough to get students to complete all their work much less embed iReady in my lessons. However, I still try my best to give students the option to complete iReady lessons. A fraction of students still use iReady.  I have also found most students who option to use iReady are lower level readers. I will try my best to ensure iReady is used more by students who are below grade level. My logic for not making iReady mandatory is I  teach honors and many high level readers. Instead of the 45 minutes per week of iReady; students are given the option to read a book of their choice,  complete a Kahoot on a lesson we are working, write a story, or I use that time to have shelter instruction for students that need extra help. iReady is used an extension for learning in my class, not a crutch. If 45 minutes of iReady per week is mandatory I will embed iReady in my lessons. 

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I periodically check the data. I will try to do a better job of tracking data. However, iReady is an area of my teaching I need to improve.

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I periodically check the data. I will try to do a better job of tracking data. However, iReady is an area of my teaching I need to improve.

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Our goal is twice a week for 20 minutes... but we haven't been great at that

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Our goal is twice a week for 20 minutes... but we haven't been great at that

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I use them for my advanced students on a regular basis 

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I use them for my advanced students on a regular basis 

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Lack of headphones/iPads making it a challenge to even get going, students really dislike it 

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Lack of headphones/iPads making it a challenge to even get going, students really dislike it 

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I honestly have not been doing this yet this year. 

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I honestly have not been doing this yet this year. 

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My goal is 20-25 minutes per session, two times per week.

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My goal is 20-25 minutes per session, two times per week.

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I interchange students working on both the already assigned (green) button and the extra lesson (blue) button.

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I interchange students working on both the already assigned (green) button and the extra lesson (blue) button.

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I love Ready Math but do want to list a few obstacles to being able to fully implement i-Ready RTI.Some of the lessons have not had the code adjusted for the i-Pads. This makes it very frustrating for students. Programmers started with the lower grades and are working their way up. Therefore, many of the grade level "extra" lessons assigned by teachers are filled with glitches. The glitches often take the form of not allowing an answer to be input and registering the non-answer as a need for the student to do the same lesson over again. For students with a low tolerance for frustration, this will trigger a melt down.Some students balk at listening to the instructions, so miss the instruction entirely, either by refusing to wear ear buds or by listening to music they choose instead.Another problem is that there are so many students in need of help that with only one teacher to go around the room, they are easily frustrated and give up.

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I love Ready Math but do want to list a few obstacles to being able to fully implement i-Ready RTI.Some of the lessons have not had the code adjusted for the i-Pads. This makes it very frustrating for students. Programmers started with the lower grades and are working their way up. Therefore, many of the grade level "extra" lessons assigned by teachers are filled with glitches. The glitches often take the form of not allowing an answer to be input and registering the non-answer as a need for the student to do the same lesson over again. For students with a low tolerance for frustration, this will trigger a melt down.Some students balk at listening to the instructions, so miss the instruction entirely, either by refusing to wear ear buds or by listening to music they choose instead.Another problem is that there are so many students in need of help that with only one teacher to go around the room, they are easily frustrated and give up.

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This is a challenge due to the number of students needing help and the fact that I can't see their progress until the next day. I give awards for accuracy of completion of lessons, encouraging thinking not guessing.

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This is a challenge due to the number of students needing help and the fact that I can't see their progress until the next day. I give awards for accuracy of completion of lessons, encouraging thinking not guessing.

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In classes that struggle to stay on task with the content, rather than getting behind I often ditch the iReady time (which ideally I would do Tuesdays and Thursdays for 20 mins each). 

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In classes that struggle to stay on task with the content, rather than getting behind I often ditch the iReady time (which ideally I would do Tuesdays and Thursdays for 20 mins each). 

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We do iready lessons every Tuesday and Thursday the first 23ish minutes of class.

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We do iready lessons every Tuesday and Thursday the first 23ish minutes of class.

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Many reasons. I've looked at the reports and have some questions about how they calculate the "on task" time. Sometimes kids have trouble logging in or their screen will freeze and they have to restart because the app has glitches. I also have many kids who don't have or don't bring their ipads and I don't have enough computers in the classroom for them. I also have kids in my honors who have tested out of all the lessons, so I'm having them do supplemental activities. There are also kids in my 1/2 who are chronically absent/tardy who don't get to do it. All these things bring the average time on task down. We make class goals about how many minutes on task we will shoot for for the month. This next month I am having them make individual goals about improving their on-task minutes.

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Many reasons. I've looked at the reports and have some questions about how they calculate the "on task" time. Sometimes kids have trouble logging in or their screen will freeze and they have to restart because the app has glitches. I also have many kids who don't have or don't bring their ipads and I don't have enough computers in the classroom for them. I also have kids in my honors who have tested out of all the lessons, so I'm having them do supplemental activities. There are also kids in my 1/2 who are chronically absent/tardy who don't get to do it. All these things bring the average time on task down. We make class goals about how many minutes on task we will shoot for for the month. This next month I am having them make individual goals about improving their on-task minutes.

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I print out reports each week and have kids track what lesson they are on and whether or not they pass it. I also give out candy for every quiz they pass. I keep track of the lessons that many kids are failing and I will help them out on that one, or skip the lesson manually if I don't think it's a good lesson. I have plans to go over these problem lessons with the whole class, but I haven't been able to make those materialize yet.

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I print out reports each week and have kids track what lesson they are on and whether or not they pass it. I also give out candy for every quiz they pass. I keep track of the lessons that many kids are failing and I will help them out on that one, or skip the lesson manually if I don't think it's a good lesson. I have plans to go over these problem lessons with the whole class, but I haven't been able to make those materialize yet.