There are several methods to identify school readiness. The first is diagnostic assessments. Research states, “A diagnostic assessment is a tool teachers can use to collect information about a student’s strengths and weaknesses in a skill area. These assessments can be formal (e.g., standardized achievement test) or informal (e.g., work samples)” (IRIS Center, n.d.). To elaborate, diagnostic assessments determine what students already know before a new lesson. The second is observations. Teachers can record the number of times students participate in class discussions. For instance, a teacher can record a student participating in a class discussion, one out of four times on Monday. Moreover, individual differences, such as social, cultural, and linguistic diversity, are significant when assessing readiness. Firstly, when it comes to social diversity, a student population with socioeconomic diversity may have varied experiences and knowledge. Secondly, when it comes to cultural diversity, cultural heritage can impact students’ viewpoints. Lastly, with linguistic diversity, young learners with dissimilar linguistic backgrounds may necessitate varied strategies for learning. ELLs, also known as English Language Learners, can require additional support to grasp certain concepts, which can include using simplified language and visual aids. Specific examples of data used to determine readiness for learning are observation notes taken throughout different school days and scores from diagnostic assessments.