The i-Ready Diagnostics include many universal, embedded supports. Teachers should also provide additional, non-embedded supports where appropriate, following 504 plans and IEPs. All accommodations/modifications listed in Section K or FAPE 1 should be followed.


See this document from i-Ready for an overview of embedded and non-embedded options. Note that these features may appear differently in the diagnostics vs. the online intervention programs. The footnotes explain those differences. For more detailed information, see this guide. 


Note on using Accommodations with Diagnostics

The i-Ready Diagnostics are different from curriculum-based, interim, or summative assessments in that the data are not used for evaluation; their only purpose is to guide instructional decisions. In most cases, scholars should receive any accommodations specified on their IEPs. There are some caveats, though, given the specific purpose of the diagnostics. Some of the most frequently-asked questions are discussed below. 


Accommodations for the Reading Diagnostic

The purpose of the reading diagnostic is to diagnose the scholar’s strengths and areas for growth in reading English. When taking the Reading Diagnostic, scholars should not receive supports that would affect their ability to independently read and comprehend in English. Reading the text aloud, for example, or providing text-to-speech software would change the construct being assessed, just as it would for the ELPAC, the WIST, or other tests such as the CTOP or WISC. Thus students should not have any passages read aloud to them for this diagnostic.


Accommodations for the Math Diagnostic

The purpose of the math Diagnostic is to diagnose a scholar’s strengths and areas for growth in math. When taking the Math Diagnostic, scholars may receive support that allows you to separate their math ability from their reading ability. While text-to-speech software is not compatible with the testing platform, proctors should be available to read aloud questions or answer items at a scholar’s request for those who have this accommodation specified in their IEPs. Proctors should not, however, attempt to read the entire Math Diagnostic aloud.


Using the Spanish-language Math Diagnostic

All schools have access to a Spanish-language version of the Math Diagnostic. This should be used only for scholars whose reading and writing abilities are stronger in Spanish than in English. This group should only include newcomers, and only those who scored a 1 on their latest ELPAC score. Students will take the test in Spanish all year to ensure compatibility. Note that non-Spanish speaking newcomers are required to take the test - no exemptions will be granted. See here for a comprehensive guide from i-Ready on using Spanish-language Diagnostics.


Guidance on assigning the Spanish-language version to students or groups: 


Administration Instructions:

  • Navigate to: Management > Settings > Assessment > Manage > “Select Math Diagnostic Language” > Select Language>Select Classes, Report Groups or Students for the assessment in Spanish. Follow the prompts. See page 16 of the Educator Guide.  

 

Can teachers do this instead of an administrator?  Yes. Teachers need to go to their Roster tab > select Student Rosters > Select the desired student, open the + to expand the box. From the Edit Student Settings box, slide the Math Diagnostic in Spanish toggle to Blue, ON. Save.