# data[].attributes.body
Check out many area resources in one place!

# data[].attributes.attachment_link.title
CRC-Market Monthly Flyer APR26 Eng-Span color

# data[].attributes.headline
💬 Helping Your Child Manage Anxiety, Stress & Anger

# data[].attributes.subject
💬 Helping Your Child Manage Anxiety, Stress & Anger

# data[].attributes.body
🗓 Thursday, May 21 | 🕕 6:00 PM (English) | 🕖 7:00 PM (Spanish)

Support your child’s emotional well-being with strategies to recognize signs of stress, build coping skills, and create a supportive environment at home.

# data[].attributes.headline
🏫 How to Engage with Your Child’s School on a Busy Schedule

# data[].attributes.subject
🏫 How to Engage with Your Child’s School on a Busy Schedule

# data[].attributes.body
🗓 Thursday, April 16 | 🕕 6:00 PM (English) | 🕖 7:00 PM (Spanish)

Busy schedule? No problem. Learn simple, effective ways to stay connected with your child’s school, communicate with teachers, and stay informed without feeling overwhelmed.

# data[].attributes.body
📊 Effective Test Taking Strategies

.🗓 Thursday, April 9 | 🕕 6:00 PM (English) | 🕖 7:00 PM (Spanish)

A deeper dive into test success, including tips for managing time, understanding test formats, and helping students stay focused and prepared.

# data[].attributes.headline
Register for Family Engagement on Demand and help Harper take the #1 spot!

# data[].attributes.subject
Register for Family Engagement on Demand and help Harper take the #1 spot!

# data[].attributes.body
Register here:

https://cmsd.portal.si4allonline.com/

Family Empowerment Sessions: Support for Every Family

CMSD families are invited to join our Family Engagement On Demand: Family Empowerment Sessions, a virtual series designed to provide practical tools, strategies, and support to help your scholar succeed in school and beyond.

Each session is designed with real families in mind, offering guidance you can use right away at home.

These sessions are part of Family Engagement On Demand, your one-stop hub for resources, workshops, and tools to support your scholar’s success.

See Flyer Cental for upcoming sessions!

# data[].attributes.body
Below is a summary of Youth Programs offered at Estabrook this Spring. Please see the catalog for a full list of program options offered at other Rec Centers in the City.

Registration link:https://secure.rec1.com/OH/cleveland-oh/catalog

🌟 Youth Programs at Estabrook NRRC

City of Cleveland Parks & Recreation – Spring 2026

📍 Estabrook Neighborhood Resource & Recreation Center
4125 Fulton Ave., Cleveland, OH 44144
📞 (216) 664‑4149

🗓 Spring Session Dates: March 30 – May 30, 2026
(All programs listed below run during the Spring session unless a different date range is noted.)

🏀 Sports & Physical Activity Programs

🙌 Cheerleading – GINN Elite

Ages: 5–18

When: Fridays, 6:00–7:00 PM

Dates: March 30 – May 30

A fun and energetic cheer program where youth learn routines, teamwork, coordination, and confidence while staying active.

🥊 Youth Boxing

Ages: 6–18

When: Monday–Friday, 4:00–7:30 PM

Dates: March 30 – May 30

Focuses on fitness, discipline, and skill development in a structured, supervised environment. No fighting—just training, movement, and confidence‑building.

🏈 Flag Football

Ages: 4–8

When: Wednesdays, 5:00–6:30 PM

Dates: March 30 – May 30

A non‑contact introduction to football that emphasizes teamwork, basic skills, and fun physical activity.

🏈 Co‑Ed Browns Indoor Flag Football

Ages: 5–17

When: Monday, Wednesday & Friday, 5:30–7:30 PM

Dates: March 30 – May 30

Indoor league play for boys and girls, inspired by the Cleveland Browns, focusing on fitness, sportsmanship, and teamwork.

⚽ Indoor Soccer

Ages: 4–14

When: Tuesday, Wednesday & Thursday, 5:00–7:00 PM

Dates: March 30 – May 30

Indoor soccer program that helps youth build skills, coordination, and confidence in a safe setting.

🏐 Girls Outdoor Sand Volleyball

Ages: 8–17

When: Mondays & Wednesdays, 4:30–6:30 PM

Program Dates: April 13 – May 13, 2026

A spring outdoor program focused on volleyball skills, teamwork, agility, and fun in a sand‑court environment.

🎮 Esports & Technology Programs

🕹️ Esports Gaming Club

Ages: 8–17

When:

Tuesday–Thursday, 3:30–5:00 PM

Monday, Thursday & Friday, 5:00–6:30 PM

Dates: March 30 – May 30

Supervised gaming sessions that promote teamwork, strategy, and positive social connections—not just screen time.

# data[].attributes.body
Another resource for families of a Child Identified as Twice Exceptional or 2E is:

Gifted and Distractible by Julie F. Skolnick is a guide for parents and educators of "twice-exceptional" (2e) children, who are both gifted and have learning differences like ADHD, autism, or dyslexia. The book demystifies the unique challenges these children face, offering strength-based, practical strategies for understanding their internal experience, supporting their development, and advocating for them in school and life, helping to counter common mislabels like "lazy" or "scattered".

# data[].attributes.body
Each month the Harper Sunshine Committee invites a different team at the school to help stock the Staff Lounges for all staff members to share and enjoy throughout the month.

The Sunshine Committee is inviting parents and caregivers to help stock for the month of April. All donations are completely optional but very appreciated by our hardworking staff.

Save the dates:

May 4th-8th is Teacher Appreciation Week and next month we will also be sharing some fun ideas to celebrate Harper Staff members for that special week.

For ideas on lounge snacks or a head start on appreciation week planning check out our teachers favorite things list:

https://padlet.com/rachelclawson1/harperconnect-9gyn724jm094jcpt/wish/YBl3Z2xxzxv3av16

# data[].attributes.headline
Family Friendly Money Talks online series

# data[].attributes.subject
Family Friendly Money Talks online series

# data[].attributes.attachment_link.readable_text
Sources and acknowledgements

The content and activities for parents and caregivers are based on and adapted, with permission, from Money as You Grow. We are grateful to Beth Kobliner and all those who made Money as You Grow possible.

Money as You Grow was recommended as an initiative by the President's Advisory Council on Financial Capability , chaired by John W. Rogers and vice-chaired by Amy Rosen. The initiative, developed by Beth Kobliner, chair of the Council's Money as You Grow working group, offered essential, age-appropriate financial lessons-with corresponding activities-that kids need to know as they grow. Written in down-to-earth language for children and their families, Money as You Grow helped equip kids with the knowledge they need to live fiscally fit lives. The lessons in Money as You Grow were based on more than a year of research, and drawn from dozens of standards, curricula, and academic studies.

The CFPB researched the way children develop the abilities and attributes that contribute to their financial well-being in adulthood. Additional research identified milestones for developing financial capability, and ways to measure it. With support from the Corporation for Enterprise Development and researchers from University of Wisconsin-Madison and University of Maryland, Baltimore County, we developed a framework that connects Money as You Grow activities to children's financial developmental stages. With that framework in mind, we have updated and adapted the Money as You Grow activities and content.

# data[].attributes.attachment_link.title
Money as You Grow | Consumer Financial Protection Bureau

# data[].attributes.attachment_link.description
The content and activities for parents and caregivers are based on and adapted, with permission, from Money as You Grow. We are grateful to Beth Kobliner and all those who made Money as You Grow possible. Money as You Grow was recommended as an initiative by the President's Advisory Council on Financial Capability , chaired by John W.

# data[].attributes.headline
Northeast Ohio Parent Summer Camps and Program Guide

# data[].attributes.subject
Northeast Ohio Parent Summer Camps and Program Guide

# data[].attributes.attachment_link.title
Northeast Ohio Parent Camp and Summer Programs Guide 2026 -

# data[].attributes.attachment_link.description
Still looking for a summer program for your child? Here’s our 2026 list to help families decide on where to send their kids this camp season, whether you are looking for day or overnight adventures.

# data[].attributes.headline
Middle School-March Daily Learning Planner

# data[].attributes.subject
Middle School-March Daily Learning Planner

# data[].attributes.headline
Early Childhood-March Daily Learning Planner

# data[].attributes.subject
Early Childhood-March Daily Learning Planner

# data[].attributes.body
What is your favorite family tradition and why?

# data[].attributes.attachment_link.title
EBT Phishing and Medicaid Scam - Community Partner Message  3.2.2026

# data[].attributes.body
This spreadsheet shows the locations of all of the school based clinics and the locations that they serve.

William Rainey Harper families can be supported at the John Marshall High School Clinic.

# data[].attributes.attachment_link.title
CRC-Market Monthly Flyer MAR 2026 Eng-Span color

# data[].attributes.attachment_link.title
Tri-C Youth, Kids Summer Camps: Cleveland, Ohio

# data[].attributes.attachment_link.description
See the many offerings available at Tri-C’s Summer Camp, including the Creative Arts Academy and the Nuts and Bolts Academy, and register your child today.

# data[].attributes.attachment_link.title
2026 Cleveland summer camps, 2026 Cleveland camps, Cleveland summer camps, Cleveland camps

# data[].attributes.attachment_link.description
Cleveland Summer Camps provides the most comprehensive listing of summer camps in Cleveland

# data[].attributes.attachment_link.description
Zoo Summer Day Camp at Cleveland Metroparks Zoo creates compelling experiences that connect campers with wildlife and inspire personal responsibility for conserving the natural world.

# data[].attributes.body
Resources and information grouped by the type of concerns common to many families. Includes the top four organizations, books, and online resources recommended by local experts in the field.

Topics include :

Anxiety

Attention & ADHD

Autism

Behavior

Disability & Inclusion

Discalculia, Disgraphia, Dyslexia

Exectutive Function

and more!

Gifted & 2E

# data[].attributes.attachment_link.description
We understand what it’s like to be concerned about a child. Is he goofing off in class or does he have a learning disability? Is she just very choosy about friends or does she need help with social skills? -- these types of questions run through the minds of every parent and Connecting for Kids is here to help.
This section of our website includes resources and information grouped by the type of concerns we hear most from families. It is a work-in-process and we will continue to add to the information available over time. If you do not see your area of concern listed, please contact us. Together, we can work through your concern and help the families who come after you.

# data[].attributes.headline
School Based Health Services Consent Form

# data[].attributes.subject
School Based Health Services Consent Form

# data[].attributes.body
As we Build Brighter Futures at CMSD the Department of Integrated Health is here to support our scholars through.

Seamless Health Services

Our mission focuses on delivering coordinated physical and behavioral health services within schools to build long-term wellness habits. Embedding Wellness in Education

Reducing Barriers to Care

Accessibility is improved by addressing transportation, insurance, stigma, and wait times through onsite school health providers.

Wellness-Centered Schools

The vision aims to create schools offering proactive, preventative, and culturally responsive care supporting students' mental and physical wellness.

Equity and Community Resiliency

Commitment to equity ensures high-need communities receive comprehensive resources for long-term health and educational success.

The department of integrated Health is Commitment to integrating wellness, so every student thrives academically, socially, and emotionally. We are excited to bring these services to our scholars and look forward to Building Brighter Futures in health

# data[].attributes.attachment_link.description
Cleveland Metropolitan School District (“CMSD”) and Say Yes Cleveland (“SYC”) partner with community agencies to offer additional School-Based Health Services. Completion of the consent form is required for your child to receive these health services from CMSD partner health providers. School nursing and emergency services will be provided whether or not you choose to take part in these added services.After completing the below fields, you will receive the School-Based Health Services Consent Form via email. Please complete the form at your earliest convenience.

# data[].attributes.attachment_link.provider_name
Seesaw | Elementary Learning Experience Platform

# data[].attributes.attachment_link.description
Explore a range of family resources to enhance your child's learning experience with Seesaw, including family engagement best practices and more.

# data[].attributes.body
The 4th grade team held a parent workshop where they encouraged families to try an OST practice test at home. Make sure your scholar is familiar with the question formats and how to navigate the tools within the test. This can help them feel more comfortable and prepared on test day. They also recommended taking a section of the practice test as a parent and timing yourself to get a sense of how long it should take to read and evaluate questions.

# data[].attributes.attachment_link.readable_text
Accessibility Features

Tools and settings in the testing system that provide support for students, such as features and tools that allow students to change the screen color and text color or font size of an online test.

Accommodation

Eligible students can receive adjustments to the testing conditions, test format or test administration that provide equitable access during the test. Examples of accommodations include extended time or language translations. Accommodations are available to students through an Individualized Education Plan (IEP) or 504 plan, or students who are English learners.

Accomplished

One of five performance levels. A student performing at the accomplished level has a consistent ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Advanced

One of five performance levels. A student performing at the advanced level has an exceeding ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Alternate Ohio English Language Proficiency Assessment (Alt-OELPA)

An annual test of skill in reading, writing, listening, and speaking English for English learners with the most significant cognitive disabilities. The results show your child's progress to English proficiency and determine if your child should remain in a the school's English language development program.

Basic

One of five performance levels. A student performing at the basic level has a developing ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Basic (AASCD)

One of five performance levels. A student performing at the basic level has a developing ability to demonstrate knowledge and skills that align with Ohio's Learning Standards - Extended.

Benchmark test

Available within the Readiness Assessments, Benchmark tests are full-length tests that mirror the content and test characteristics of Ohio's State Tests.

Blueprint

Test blueprints are a guide for test construction and provide an outline of the content and skills to be measured on the test.

Cognitive Demand (Science only)

Cognitive demand represents the type of thinking, or the level/depth of complexity of thought expected. Ohio's Cognitive Demands for Science include the following: Designing Technological/Engineering Solutions Using Science Concepts, Demonstrating Science Knowledge, Interpreting and Communicating Science Concepts, and Recalling Accurate Science.

Content Areas

Content areas are also known as subjects (for example, English language arts, mathematics, science, and social studies).

Cut Scores

A specific point on a test's score scale that distinguishes between two performance levels. Scores at or above that point are interpreted to mean something different from scores below that point. Cut scores can determine if a student's test score is at the limited, basic, proficient, accomplished or advanced performance level. Cut scores may also mark specific points within a certain performance level, such as the Third Grade Reading Guarantee Promption Score or the high school competency score.

Depth-of-Knowledge (DOK)

A system that classifies items based on the task's complexity (in other words, the kind of thinking required by the task). DOK levels do not reflect the difficulty of the task. There are 4 DOK levels: DOK1 Recall and Reproduction, DOK2 Skills and Concepts, DOK3 Strategic Thinking, and DOK4 Extended Thinking.

Domain

The four domains of language are the four ways that people interact with language: reading, writing, listening and speaking. Ohio's English language proficiency assessments (OELPS, OELPA and Alt-OELPA) measure a student's skill in each of these areas.

Emerging (OELPS/OELPA)

Emerging is one of three overall proficiency levels for students who have taken Ohio's English language proficiency assessments (OELPS and/or OELPA). Students are Emerging when they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content-related academic tasks in English. This is indicated on OELPS and OELPA by attaining scores of Levels 1 and 2 in all four domains. Students scoring Emerging on the OELPS and the OELPA are eligible for program support as an English learner.

End-of-Course (EOC) Assessment

An end-of-course assessment measures mastery of content in a particular high school course. Ohio's State Tests end-of-course assessments are administered in English Language Arts II, Algebra I, Geometry, Integrated Mathematics I, Integrated Mathematics II, Biology, American History, and American Government.

English Learner

A student whose native or primary language is not English and who has difficulty speaking, reading, writing, or understanding the English language.

Fairness

Also known as test fairness. Educators, parents, and community members make up committees to evaluating test fairness. The committees review and evaluate test questions to make sure that test questions are fair and unbiased for all groups of Ohio students. They also ensure that diverse cultures are represented in assessments and materials.

Formative Assessment

A test teachers conduct throughout the year to identify where their students may need additional help or practice and when they are ready to move ahead in their learning.

Graduation Requirements

Graduation requirements are a set of criteria that must be met for a student to graduate. The Ohio graduation requirements are found at https://education.ohio.gov/Topics/Ohio-s-Graduation-Requirements

Individual Student Report (ISR)

Your child receives a student report for each test they complete. Your child's report provides general information about the test and your child's results. The report may contain other elements, such as their scale score, achievement level, previous performance, and scores in each area of the test. Your child's reports may also show how your child's performance compares to that of other students who took the same test in the same school, district, and state.

Interim Assessment

A low-stakes test that teachers can administer at many points throughout the school year, usually given at the middle of a course, school year, or other period. It helps teachers identify gaps in understanding and instruction.

Items

Test questions that appear on a test given to a student.

Language Usage Survey

A completed language usage survey is required for all students upon enrollment in Ohio schools. The survey collects information about your child's language background and prior education. Information from the survey tells school staff if they need to check your child's proficiency in English. Answers to these questions ensure your child receives the education services to succeed in school. The information is not used to identify immigration status.

Learning Standards

Learning standards explain the knowledge and skills Ohio students in pre-kindergarten through grade 12 need to have. Ohio measures the performance of its schools based on how well students are progressing in gaining the knowledge and skills within the learning standards. We do this partly by measuring student performance on annual state tests based on the standards.

Limited

One of five performance levels. A student performing at the limited level has an emerging ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Ohio English Language Proficiency Assessment (OELPA)

An annual test of your child's skill in reading, writing, listening, and speaking English. The results show your child's progress to English proficiency and determine if an your child should remain in a the school's English language development program.

Ohio English Language Proficiency Screener (OELPS)

A test used to determine if your child should be classified as an English Learner based on their proficiency in reading, writing, listening, and speaking English.

Ohio's Learning Standards

Ohio's Learning Standards define what students should know and be able to do. Find information about Ohio's Learning Standards on the Ohio Department of Education website at education.ohio.gov

Options

The response choices to an item from which students select an answer.

Passage (Reading Passage)

A selection of a written work, such as a non-fiction story, that students read in order to answer test questions.

Percentile Rank

A student's rank relative to other students in the same grade or group.

Points Earned

Also known as raw score. The number of points earned by your child in a Reporting Category.

Points Possible

The highest number of points that a student can earn in a Reporting Category.

Proficient

One of five performance levels. A student performing at the proficient level has a general ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Proficient (OELPS/OELPA)

Proficient is one of three overall proficiency levels for students who have taken Ohio's English language proficiency assessments (OELPS and/or OELPA). Students are Proficient when they attain a level of English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content-related academic tasks in English. This is indicated on the OELPS and the OELPA by attaining scores of Level 4 or higher in all domains. Students with Proficient scores do not continue in the school's English lanugage development program.

Progressing (OELPS/OELPA)

Progressing is one of three overall proficiency levels for students who have taken Ohio's English language proficiency assessments (OELPS and/or OELPA). Students are Progressing when, with support, they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade level content-related academic tasks in English. This is indicated on the OELPS and OELPA by attaining scores with one or more domain scores above Level 2 that does not meet the requirements to be Proficient. Students scoring Progressing on the OELPS and the OELPA are eligible for ongoing program support.

Raw score

Raw scores are the points a child earned on a test. Raw scores cannot be compared across different test forms, so they are converted to scaled scores for reporting purposes.

Readiness Assessment

Assessments designed to help schools and districts identify student progress and to receive usable performance data. These assessments are optional and can be given in grades 3 through high school in English Language Arts, Mathematics, Science and Social Studies. The readiness assessments include the benchmark and checkpoint tests.

Reading Subscore

A student's performance on individual reading standards on the grade 3 English language arts test.

Reporting Category

Each test has three to five reporting categories. Reporting categories are the major areas tested within each subject. For example, areas for grade 3 mathematics are Multiplication and Division, Numbers and Operations, Fractions, Geometry, and Modeling and Reasoning.

Reporting Category Indicators

The test results present groups of similar skills or learning standards measues on the test in reporting categories. For example, a reporting category within integrated mathematics would be statistics. Student performance on statistics or other areas within the reporting category is reported with an indicator. These indicators are below proficient, near proficient and above proficient.

Rubric

A set of criteria explaining how an answer should be scored and what a child needs to do to earn full or partial credit.

Scale Score

A numerical value that is on a common scale so that students' scores can be compared over multiple test administrations of the same test. For example, scaled scores for students who took the grade 3 English language arts state test this year may be compared with those of students who took it last year. Scaled scores are not comparable across different subjects.

Score Report

A report that details your child's tests results.

Standards

Grade-level content or grade band content that is assessed for accountability purposes.

Standard setting

The process that determines what each performance level minimum and maximum score will be. Standard setting is based on input from educators, community and business leaders, and the public, as well as the state's education leadership.

Stem

The question or prompt in a test item to which a student must respond.

Stimulus

A reading passage or multimedia resource in a test that students must review in order to respond to a set of associated items.

Summative Test

A test that measures student learning near the end of an instructional unit.

Test Reason

A category assigned to a test opportunity and used to group tests for reporting purposes.

Test Specifications

Test specifications include descriptions of the assessment components and item types, assessment blueprints, and item specifications, to help educators and the general public better understand the design of Ohio's State Tests. These documents are used to guide the development of Ohio's State Tests.

Test Window

The season and year in which the test was given to students (for example, Fall 2022). Can also refer to the specific range of dates during which a test may be given.

Writing Condition Code

This code when assigned explains why the student received an irregular score on the student's Writing response. For example, condition code "TR" means a response was off topic. Condition code "NO" means a response did not contain enough original text.

Writing Rubrics

A set of characteristics describing each possible score point for writing items across three dimensions: purpose, focus, and organization; evidence and elaboration; and conventions. There are four writing rubrics: grades 3-5 informative/explanatory rubric, grades 3-5 opinion rubric, grades 6-12 informative/explanatory rubric, and grades 6-12 argumentation rubric.

# data[].attributes.attachment_link.description
Accessibility Features Tools and settings in the testing system that provide support for students, such as features and tools that allow students to change the screen color and text color or font size of an online test. Accommodation Eligible students can receive adjustments to the testing conditions, test format or test administration that provide equitable access during the test.

# data[].attributes.headline
I-Ready Testing information for families

# data[].attributes.subject
I-Ready Testing information for families

# data[].attributes.attachment_link.readable_text
Here are answers to the most commonly asked questions from families.

Need technical help? Check out the Technical and Troubleshooting Guide for Families.

What is i-Ready?

The i-Ready Diagnostic is an adaptive assessment that adjusts its questions to suit your student's needs. Each item a student sees is individualized based on their answer to the previous question. For example, a series of correct answers will result in slightly harder questions, while a series of incorrect answers will yield slightly easier questions. The purpose of this is not to give your student a score or grade, but instead to determine how best to support your student's learning.

i-Ready Personalized Instruction provides students with lessons based on their individual skill level and needs, so your student can learn at a pace that is just right for them. These lessons are fun and interactive to keep your student engaged as they learn.

How does i-Ready work with what my student is learning in the classroom?

i-Ready is designed to complement what is being taught in the classroom. Your student's teacher will have information from the Diagnostic that shows where some extra review would be beneficial, which will help the teacher provide the best possible support. Your student will also work on online lessons that bolster the areas of greatest need. Your student's teacher can see which lessons have been completed and offer help any time your student needs extra support.

How can I support my student's learning?

1. Speak with your student about using i-Ready to help them prepare for class work. Also explain that i-Ready will show teachers where your student is doing well and which topics need some more review.

2. Encourage your student to take each lesson and quiz question seriously. Emphasize "thinking before clicking," because just clicking through will not give teachers an accurate report of what your student knows and is able to do.

3. Encourage your student to use the tools that will appear at the bottom of the screen in some lessons.

4. Contact your student's teacher about how often your student should practice at home, or with any other questions about i-Ready.

How do I help my student log in on a computer?

Log in to i-Ready from a computer following these steps:

1. If your student's district/school uses a portal, your student should log in using their district/school portal credentials and then click on the i-Ready icon.

2. If your student's district/school does not use a portal, your student should visit i-Ready.com and log in to i-Ready directly on a computer using the credentials provided by their teacher.

For student security purposes, usernames and passwords are managed by your student's school/district. Please contact your student's teacher/school if your student cannot log in successfully.

How do I help my student log in on an iPad?

Log in to i-Ready Connect from an iPad® following these steps:

1. Download the free i-Ready Connect for Students app from the App Store®. iPads must be compatible with iOS 13 or above, such as the iPad Air 2, iPad Air 3 (2019), iPad 5th Generation (2017), iPad Pro®, or any other device that meets these requirements: https://cdn.i-ready.com/instruction/content/system-check/iReady_System_Requirements.pdf

1. If your student's district/school uses Clever®, download the Clever app from the App Store. Your student should open the Clever app, log in using their district/school portal credentials, and click on the i-Ready icon.

2. If your student's district/school uses a portal, that is not Clever, students should open Safari® browser, enter their school portal URL and log in, and click on the i-Ready icon.

3. If your student's district/school does not use a portal, they should open the i-Ready Connect for Students app and log in to i-Ready using the credentials provided by their teacher.

App Store ®, iPad ®, and Safari ® are registered trademarks of Apple, Inc. Clever ® is a registered trademark of Clever, Inc.

For student security purposes, usernames and passwords are managed by your student's school/district. Please contact your student's teacher/school if your student cannot log in successfully.

How can I help my student prepare for taking the Diagnostic?

It is important to remember that the main purpose of these assessments is to allow i-Ready to personalize your student's online learning path and provide information to your student's teacher(s) so they can best meet students' needs.

In regular circumstances, students take their i-Ready assessments at school, but during these special times they might need your help in providing a supportive environment to take assessments at home. Click here for guidance and tools to help when your student is taking an i-Ready assessment at home.

To help prepare your student for the i-Ready Diagnostic, encourage them to:

1. Get a good night's sleep and eat breakfast the day of the assessment.

2. Try their best on each question and try not to rush.

3. Try not to worry about questions they do not know-remind them that it is expected they will get about half of the questions correct.

4. Use paper and a pencil to show work for math questions.

5. Be respectful of other students who take longer to finish.

To deepen your student's learning in Personalized Instruction, you can:

1. Discuss your student's progress on their i-Ready lessons.

2. Celebrate your student's learning and growth.

3. Encourage them to use i-Ready at home (Note: They will need access to a computer and internet and login information. To check if your system meets i-Ready system requirements, please visit i-Ready.com/Support to run the system check).

How does the i-Ready Diagnostic work?

i-Ready Diagnostic is an adaptive assessment, or a type of computer adaptive test. Computer adaptive tests match the difficulty of test questions to the ability of each student. As students answer questions correctly, the test gets more difficult. As students answer questions incorrectly, the test gets easier. In both cases, the test adapts to find the precise ability of the test taker.

Computer adaptive tests work a little bit like a doctor's scale. If you put a kindergartener on a doctor's scale and took a guess at their weight, in just a few clicks, you could determine the weight of the student. If 50 pounds is too heavy, and 40 pounds is too light, a few quick ticks of the scale hones in on the student's precise weight. More importantly, after a few clicks, you no longer need to wonder if the student weighs 35 or 75 pounds-the scale has quickly eliminated those possibilities.

Computer adaptive tests use sophisticated algorithms to zero in on a precise measure of student ability. After starting students out at a difficulty level formulated on an educated guess (based on their chronological grade level in the case of i-Ready), the test adjusts up and down, with questions of varying difficulty, until the assessment reaches the level of difficulty that is perfectly matched to a given student.

The i-Ready Diagnostic is designed for students to get about 50 percent of the questions correct and 50 percent incorrect. The test will find a "just right" placement level for your student in the quickest, most efficient way possible.

What subject areas are covered on the Diagnostic?

The Diagnostic covers these Reading domains:

Phonological Awareness is the understanding that a spoken word is made up of different parts and that each of these parts makes a sound. For example, the word bat includes the sounds /b/, /a/, and /t/, and the word batter can be broken into two syllables that make the sounds /bat/ and /ter/. Phonological Awareness is an important building block for Phonics. Readers need to be able to distinguish, or make out, the individual sounds in spoken words before they can fully master matching sounds to letters.

Phonics instruction teaches students how to connect the sounds they hear in spoken words to the letters they see in written words. For example, a student who can connect sounds to letters knows to read "th" in then as a single sound /th/, rather than the sound /t/ and the sound /h/. Students have to learn many different connections between sounds and spelling patterns. In fact, there are so many connections that learning Phonics can feel like learning the rules to understand a hidden code. But this skill is mastered by taking one step at a time, learning one rule and then another, and so on. Once students can make these connections quickly and easily, they can really start to read for meaning.

High-Frequency Words are the words that appear most often in what students read. Words such as the, and, and it are high-frequency words. Because these words appear so often, readers must learn to recognize them automatically. Also, these words are often spelled in ways that can be confusing. Words such as could and there do not follow the rules that connect sounds to letters in most words. Learning to recognize these words automatically helps students read more quickly and easily, which gives them a better opportunity to understand what they are reading.

Vocabulary is the name for the words a student knows. The more words a student knows, the easier it is to understand what they read. Good readers know the meanings of many words. Students grow their vocabularies by hearing and reading new words, talking about words, and being taught specific words.

Comprehension: Literature describes a student's ability to understand types of writing that are usually made up, or fictional. Stories are the literary texts that students read most often, but plays and poems are also examples of literary texts. A student who understands literature might identify the sequence of events in a story, discuss the meaning of a poem, or explain the lines a character speaks in a play. As a student develops as a reader, the student is able to understand stories, plays, and poems that are increasingly complicated.

Comprehension: Informational Text describes a student's ability to understand types of writing that are usually true. Books about science or history are examples of informational text, as are newspaper articles or magazine articles. This kind of writing is often structured differently than literary texts. Informational text often does not tell a story, and it is usually organized into sections with headings. Additionally, it might contain charts, diagrams, and graphs that are important to understanding. A student who understands informational text might identify the main idea and supporting details, describe the way the writing is organized, or draw information out of a photograph or diagram.

The Diagnostic covers these Mathematics domains:

Number and Operations in Grades K-8 refers to the mathematics skills often thought of as arithmetic, from reading and writing numbers to adding, subtracting, multiplying, and dividing different types of numbers. This includes whole numbers, decimals, fractions, integers, and irrational numbers.

Algebra and Algebraic Thinking in Grades K-8 refers to mathematics skills related to seeing number patterns, understanding the meaning of addition, subtraction, multiplication, and division, and using symbols to write and solve equations including those used to solve word problems. In the high school grades, this domain covers the Algebra topics related to using functions, equations, and inequalities to model mathematical situations and solve problems by reasoning quantitatively and extending the understanding of operations beyond the real number system.

Measurement and Data in Grades K-8 is a wide range of mathematics skills related to collecting, organizing, and interpreting numerical information, from telling time or using a ruler to measure the length of an object to using formulas to find volume or surface area. It also includes understanding tables and graphs, and in later grades, statistics and probability.

Geometry in Grades K-8 refers to a variety of skills related to analyzing two- and three-dimensional shapes. These include naming and classifying shapes using characteristics such as symmetry, number of sides, and angle measures, and in later grades, using congruence and similarity. In the high school grades, this domain covers Geometry and Measurement topics related to developing spatial geometric reasoning, connecting geometric properties and equations, writing proofs, and using statistics and probability concepts to analyze data.

These summaries of the domains found in the i‑Ready Diagnostic can be downloaded and shared using this PDF resource.

What accessibility features are available in i-Ready and how can they be enabled?

For more detailed information about accessibility features in i-Ready, contact your student's teacher or education team.

How do I know how my student performed on the Diagnostic?

Every time your student takes the Diagnostic, your student's teacher may choose to send you a report. Note that the Diagnostic's main purpose is to help teachers guide individualized student instruction, so they may decide not to distribute the report. You can reference the report to see how your student performed on the Diagnostic. Your student may also be able to view their score in their "Completed Work" section in "My Progress." Check in with your student's teachers to discuss progress toward goals, placement levels, and proficiency.

Download this PDF and watch this video to learn more.

What does the scale score on my student's Diagnostic mean?

The scale scores that result from the Diagnostic measure all students on the same scale so you can see which K-12 skills your student has mastered, regardless of their grade level. Student performance is measured on a scale of 100-800, with your student's current score indicating the skills they have mastered up to that point in the school year and the skills they still need to work on moving forward.

Scale scores help your student's teacher determine their placement level (within their current grade level, one grade level below their current grade, or two grade levels below their current grade). However, scale scores alone do not tell the whole story of your student's skills mastery. The information on their Grade-Level Placement, domain-specific placement, areas of strength, areas for growth, and growth from one Diagnostic to another provides greater insight into your student's academic progress.

How can I better understand my student's Diagnostic results?

Ask your student's teacher about your student's Diagnostic results and how you can support learning at home.

Discuss the data with your student, celebrate their strengths and progress, and collaborate with them on planning how they will reach their goals.

Questions to ask your student about their data:

"What do you notice when you look at this data?"

"Can you identify strengths from this report?"

"What is something you feel like you are doing well?"

"What areas are challenging to you?"

"Let's look at your data to see where and how we can work together to improve in those more challenging areas."

What if my student is performing below grade level?

This situation can happen, and teachers and schools have many strategies and programs to help accelerate your student's learning. Having this information can help you, your student, and their teachers have the right conversations to make the needed progress.

What does it mean if my student scored lower on the second Diagnostic than the first?

A lower score does not mean your student did not learn or lost skills. Scores can be affected by things like stress,
distraction, taking the Diagnostic in a different place, and receiving help. This can be particularly common when
students are learning in different environments and under unique circumstances. Teachers take this into account
and use the data from i-Ready as one of many tools to understand your student's unique needs and progress.

How should I discuss data with my student?

1. My Progress: Ask your student to click on My Progress at the bottom of the home page. Consider asking general questions such as, "How is i-Ready going?" "What are you learning about?" or "What are you working on?"

2. Lesson Stats: This section shows your student stats about their lessons.

Time-on-Task: Look at the number of minutes your student has spent this week on Personalized Instruction. Consider asking, "Have you met your goal?"

Lessons Passed: Look at the total number of lessons your student has passed this school year. Consider asking, "What is your goal?" or "What are you proud of?"

3. Lesson Streak: See how many lessons passed in a row your student has. Congratulate them and ask about what they are learning.

4. Completed Work: Ask your student to click on Completed Work. You will see lesson names and quiz scores. Consider asking, "What did you learn in ___ lesson?" "What did you enjoy?" "What did you find challenging?" or "How do these lessons relate to your learning goals?" You might also see your student's last Diagnostic score. Consider asking, "What were your strengths?" "What are your areas for growth?" or "What are your goals?"

What can my student do in i-Ready at home?

If your student has internet access at home and device(s) meet the technical requirements for using i-Ready, they will be able to log in at home and work on online lessons. Some schools limit students' access to i-Ready outside of school hours. Check with your student's teacher to learn more about using i-Ready at home. Your student should not complete assessments at home.

How do I help my student start a lesson?

1. My Path. Your student should click the green Next Lesson button to begin the next lesson in your student's personalized lesson path.

2. Teacher-Assigned Lesson. If your teacher has assigned your student additional lessons, they will see a blue button. Click the blue button to begin these extra lessons. Note: If your student only has a green button reading "Math Diagnostic" or "Reading Diagnostic," this means the Diagnostic assessment has been assigned. Your student should not work on their assessment at home.

3. Complete lesson. Your student should complete their lesson, trying their best. Please do not offer support or help during the lesson, as your student's lesson is just right for their level, and it's important for their teacher(s) to get accurate data about what your student knows and needs to learn. Note: Your student should aim for 45 minutes of i-Ready instruction per subject per week and maintain a range of 30-49 minutes of Personalized Instruction. Your student's school may have varying guidance.

4. Learning Games. If your student's school has access to Learning Games, they can click the Learning Games icon on the bottom right. Learning Games provide mathematics fluency and skills practice that fosters internal motivation while encouraging productive struggle. Students should play games for roughly 20 minutes weekly.

Where can I go to see how my student is performing on i-Ready online lessons?

1. Log in with your student's username and password.

2. View your student's "My Progress" box.

3. Click on "Completed Work" to see your student's progress.

What is considered passing a lesson?

The default passing threshold for i-Ready lessons is 67 percent, or two out of every three questions correct, but your school district has the flexibility to adjust the passing rate. Please check with your student's teacher to find out the passing rate in your school.

Curriculum Associates
i-Ready integrates powerful assessments with engaging instruction to help all students grow and succeed.
153 Rangeway Road, North Billerica, MA 01862; Email info@cainc.com
© 2022 Curriculum Associates, LLC, All Rights Reserved | Privacy Policy | Terms and Conditions of Use

# data[].attributes.attachment_link.title
i-Ready Central Resources | Family Center - FAQs

# data[].attributes.attachment_link.description
The i-Ready Diagnostic is an adaptive assessment that adjusts its questions to suit your student's needs. Each item a student sees is individualized based on their answer to the previous question. For example, a series of correct answers will result in slightly harder questions, while a series of incorrect answers will yield slightly easier questions.

# data[].attributes.headline
Spring Parent Book Club-Restorative Parenting

# data[].attributes.subject
Spring Parent Book Club-Restorative Parenting

# data[].attributes.body
If you would like to request a copy of the book, please use the link.

More information will be shared at the February Chat N Chew on 2/20 at 8am and on Class DoJo.

Book Club Discussion Board

https://padlet.com/rachelclawson1/harper-family-book-club-oajpr2cpnuudf749

# data[].attributes.body
Teacher/Staff Appreciation Week is May 4th-8th 2026.

Please comment below if you would like to share a suggestion for ways to appreciation our hardworking teachers and staff this year.

Please email Mrs. Clawson directly if:

-You own or know of a business that might be willing to make a donation for teachers

-You are willing to help plan

-You are available the week of May 4th-8th to support set up etc.

-You are able to donate items to support

rachel.clawson@clevelandmetroschools.org

# data[].attributes.body
Will be donated 1/29 if not claimed

# data[].attributes.body
Will be donated 1/29 if not claimed

# data[].attributes.body
Presentation about the New Benjamin Davis Jr. High School (currently operating as Digital Arts and Davis Aerospace and Maritime High Schools)

# data[].attributes.attachment_link.title
2025-26 Benjamin O. Davis Jr. Recruitment Presentation

# data[].attributes.body
1. School Choice Fair for Rising 9th graders and Current 9th - 11th graders STUDENTS VISIT WITH THEIR SCHOOLS

2. East Side BBF School Choice Expo - Saturday, January 31 at John Adams High School (10 am - 2 pm)

FAMILIES VISIT WITH STUDENTS

3. West Side BBF School Choice Expo - Saturday, February 7 at Max Hayes High School (10 am - 2 pm)

FAMILIES VISIT WITH STUDENTS

4. School Finder - self-directed school search tool launching this week!

5. Choice Navigators - District personnel that will help with information and choice.

# data[].attributes.headline
Teacher Appreciation Week is May 4th-8th

# data[].attributes.subject
Teacher Appreciation Week is May 4th-8th

# data[].attributes.body
If you'd like to share ideas or suggestions for how to appreciate Harper teachers and staff this year, please comment below.

If you are interested in being a part of the teacher appreciation week team, please email Mrs. Clawson- rachel.clawson@clevelandmetroschools.org

# data[].attributes.body
The Building Brighter futures page includes High School Recomendations for the 26-27 school year.

Harper 8th grade families can use this as a guide to review school options that will be available for their student to choose from.

8th graders will have a chance to visit a College and Career Pathways Fair in December to learn more about these schools.

Families will have a opportunity to visit a Fair in January.

# data[].attributes.attachment_link.description
Building Brighter Futures - The Cleveland Metropolitan School District (CMSD) serves more than 34,000 students with school options that include STEM, single-gender, IB, Montessori, Early College and the Arts.

# data[].attributes.body
Middle School families may wish to reach out to Parent Ambassadors at schools they are interested in to ask questions or schedule tours.

Rhodes Parent Ambassador is Andrea Joyner.

Andrea.Joyner@clevelandmetroschools.org

Phone: 216-832-1031 (leave a message)

Ms. Joyner is the parent of a Rhodes 11th grader. Feel free to reach out if you have questions she could help answer for you.

Davis Aerospace and Digital Arts High School (Will be Benjamin O Davis High School in 26-27)

Charmain Campbell (Davis Parent) Charmain.Campbell@clevelandmetroschools.org

Ms. Campbell is the parent of a Davis student.

Cleveland School of Science & Medicine

Flora Lard (Parent of the school)

Flora.Lard@clevelandmetroschools.org

(Will combine with John Hay Early College+ John Hay Architechture and Design+Campus International and operate as John Hay High school in 26-27)

Cleveland Remote High School

India Jones (Parent of Remote school students)

India.Jones@clevelandmetroschools.org

Garrett Morgan School of Engineering & Innovation Marquette Lykes (Parent)

Marquetta.Lykes@clevelandmetroschools.org

(Will combine with Garett Morgan School of Leadership and operate as Garrett Morgan High School in 26-27)

Harper families-Please let me know which other schools/ Parent Ambassadors you would like contact info for.

# data[].attributes.headline
SPARK-Free program to provide in home Kindergarten readiness support.

# data[].attributes.subject
SPARK-Free program to provide in home Kindergarten readiness support.

# data[].attributes.body
The SPARK (Supporting Partnerships to Assure Ready Kids) program provides a kindergarten readiness advantage for families with preschool-age children (three- and four-year-olds).

The SPARK team (which includes school-based personnel and professionals in early childhood education, mental health, and speech-language development) works to address barriers to school readiness, long before the child begins school.

# data[].attributes.attachment_link.title
SPARK Helping Parents and Children Get Ready for School

# data[].attributes.attachment_link.description
SPARK (Supporting Partnerships to Assure Ready Kids) provides a kindergarten readiness advantage for families with preschool-age children.

# data[].attributes.headline
7 Essential Questions for Restorative Discipline in Schools

# data[].attributes.subject
7 Essential Questions for Restorative Discipline in Schools

# data[].attributes.body
New House Team Shirts are not currently available through the school.

Families can order a shirt with their teams mascot and color through Amazon.

Make sure that you choose the correct shirt color that matches the house team color.

Awari Eagles (Red Team)
https://a.co/d/1W4ncw8

Valor Bull (Black Team)
https://a.co/d/eQa5DDd

Sazi Elephants (Blue Team)
https://a.co/d/4k1rLrv

Reveur Tigers (Green Team)
https://a.co/d/7ByIpZx

# data[].attributes.headline
What can parents do to support thier scholars this month?

# data[].attributes.subject
What can parents do to support thier scholars this month?

# data[].attributes.body
PARENTS AS TEACHERS:

Basics of Positive Discipline: Explore positive discipline strategies to encourage good behavior and develop self-discipline in children

Resources

- "Restorative Practices at Home" in the Chat N Chew section

-See Positive P Parenting classes in the Community Resource section.

-Book- "No Drama Discipline" by Siegel and Bryson (Request a free copy from Mrs. Clawson)

-Book-"Raising Human Beings" by Dr. Ross Greene (email Mrs. Clawson if you are interested in a copy of this book)

Parents as Advocates:

College and Career Readiness: Prepare your child for post-secondary education and career opportunities.

Support firsthand exposure and inspiration for future opportunities by participating in Harpers Career Exploration initiatives this school year. See parent sign up form in highlights section below.

# data[].attributes.headline
Powerschool (Electronic Gradebook) tips and tricks 

# data[].attributes.subject
Powerschool (Electronic Gradebook) tips and tricks 

# data[].attributes.body
All Harper families should be registered for a parent Electronic Gradebook account.

If you have previously registered for the Electronic Gradebook, but do not remember your login information:

-Using a desktop or laptop, use the "forgot username" link.

-Use the "forgot password" link to reset your password with your retrieved username.

***This process may not work from a phone. If you need access to a computer to complete, let Mrs. Clawson know.

If you want to add the Powerschool app, the district code is GKCK. This allows you to keep up with grades from your phone and can alert you when your student is marked absent or when a grade is updated.

If you have never registered before and need student access codes or help with the registration process, please use this form:

Powerschool Support Spring 2026 – Fill out form

If you need technical assistance with registration or password reset, please contact CMSD IT at 216-838-0440

Grades should be updated at least every 3 weeks but many teachers update them weekly. Maintain strong communication between you and the teacher to work as a team to support your scholars success!

# data[].attributes.headline
Electronic Gradebook accounts for Middle School parents

# data[].attributes.subject
Electronic Gradebook accounts for Middle School parents

# data[].attributes.body
Registration for Electronic Gradebook is required for 8th graders to attend year end field trips.

During parent teacher conferences letters were given out to all families who have not yet registered for Electronic Gradebook parent accounts. Letters may have also been sent home with scholars. The letters contained instructions and information needed to complete the registration process.

Please take a moment to register if you have not already done so. https://www.clevelandmetroschools.org/parents/powerschool

If you need help, feel free to reach out to Mrs. Clawson directly at rachel.clawson@clevelandmetroschool.org

The Powerschool app can help you stay informed about your scholars attendance and grades throughout the school year.

# data[].attributes.attachment_link.description
Powerschool - The Cleveland Metropolitan School District (CMSD) serves more than 34,000 students with school options that include STEM, single-gender, IB, Montessori, Early College and the Arts.

# data[].attributes.attachment_link.title
2025 SNAP November Issuance - Local Resources _Spanish_

# data[].attributes.attachment_link.title
2025 SNAP November Issuance - Local Resources _English_

# data[].attributes.body
Middle School families are encouraged to become familiar with the High School Choices offered by CMSD starting in 5th or 6th grade. Use last years High School Choice book as a starting point. Please note that High School choices for 26-27 may look different depending on the results of the Building Brighter Futures initiative.

# data[].attributes.body
Help Center line for food and essential resources-216-738-2067

# data[].attributes.attachment_link.readable_text
Strategic Plan

In its 2023-2025 Strategic Plan, the Greater Cleveland Food Bank has established three key pillars: Working to end hunger today, tomorrow, and for a lifetime.

Hunger affects so many in our community.

Many of our neighbors are making difficult choices - whether to buy food or pay for rent or utilities. They are the working poor who struggle each day to provide life's necessities for their families.

Why give? Here are some of the stories...

People in need face difficult decisions every day, and the Food Bank with its network of partner agencies, are here to help.

How You Can Help Fight Hunger

# data[].attributes.attachment_link.description
We work to ensure that everyone in our communities have the nutritious food they need every day.

# data[].attributes.headline
What does it mean to be an IB World school?

# data[].attributes.subject
What does it mean to be an IB World school?

# data[].attributes.body
Harper is a certified Primary Year Progam (PYP) which means that grades K-5 at Harper demonstrated that the met standards set forth by IB International.

Harper is currently a candidacy school for the Middle Years Program (MYP) which means they are currently going through the process to demonstrate that they meet the standards set forth by IB International.

More information about IB, PYP and MYP can be found in the resources linked in this tab below.