i-Ready How-To-Guide to i-Ready Reportscentralregion.dadeschools.net/efolder/OctDocs/i-Ready Resources/i...“How-To” Guide to i-Ready ® Reports. 1 What are you ... clicking on

1

What you need to know to improve student achievement

“How-To” Guide to i-Ready® Reports

1

What are you looking for?

What are the best practices for preparing students for the Diagnostic?

Preparing Students for the Diagnostic

p. 3

How did my class perform on the Diagnostic? Class Performancep. 19

How can I view individual student performance details?

Student Performancep. 13

Did my students take the Diagnostic too quickly?

Did Students Take Diagnostic too Quickly?

p. 11

Who did not complete the Diagnostic? What are my testing windows?

Completions & Testing Windows

p. 9

How can I quickly identify and group students with similar instructional challenges?

Grouping Studentsfor Instruction

p. 23

How are my students progressing through the Online Instruction?

Are students using the recommended amount of instruction?

Online Instructionp. 25

How are my students performing compared to their peers?

Lexile®, Quantile®, and Norm Scores

p. 21

Are my students achieving LAFS and MAFS success?

Success p. 15

How do I know if my students are on track to meet end-of-year growth?

End-of-Year Growthp. 17

How can I easily export reports/data? Administrators: Exporting Reports/Data

p. 27

Need additional resources? Additional Resourcesp. 29

The tab with the answer:

What are the best practices for preparing students for the Diagnostic?

Preparing Students

for the Diagnostic

3

Administering the DiagnosticThe following steps should be used to guide preparation for test day(s).

Getting Organized1. Confirm computers are functioning properly by running our free system-check:

www.i-Ready.com/support/systemcheck

2. Confirm headphones and audio function properly.

3. Schedule computer access time: Grades K–1: two–three 15–20-minute testing periods per subject Grades 2+: two 45-minute testing periods per subject Consider strategies to assist students in grades K–2 and Special Education: Schedule additional staff to assist with logging in and monitoring.

4. Confirm accuracy of class roster(s):

A. After logging in, click the Roster tab. The Classes tab should be showing by default.

B. Click Edit next to the class name. The Edit Class window will pop up.

C. Click the Student Enrollment tab and scroll through the roster. (To add students, speak with an i-Ready admin at your school/district.)

5. Print student login information for each class:

D. Click the Print Passwords button at the bottom of the window. A PDF file will open in a new internet browser window. Go up to the File dropdown menu and select Print to print this file.

6. Gather paper and pencils for each student taking the math diagnostic.

Preparing Your Students1. Review test procedures with students:

• Explain how the results will be used

• Explain that each student’s test is unique (For example, “Everyone’s test is unique. If you answer a question correctly, you will get a harder question and if you miss a question, you will receive an easier question. This is how i-Ready determines your skill levels.”)

• Encourage students to take each question seriously and to take their time

• Remind students that paper and pencil should be used for computation on the math diagnostic

• Explain that test breaks will appear at different times for each student. Grades K–5 will have short games to play. Grades 6+ will take short, guided breaks.

A

B C

D

5

Preparing Your Students (cont.)

2. Show the beginning screens of the diagnostic and the test questions that are found in the User Guide (available under the Resources tab in i-Ready).

• Beginning Screens of the Diagnostic: see Appendix C.

• Sample Test Questions: see Appendix D.

• If you need Additional Sample Test Questions you will find them under the Resources tab. Click the Reading Resources or Mathematics Resources buttons. The Resources window will appear and under More Resources, you will find Sample Diagnostic Items—Reading and Sample Diagnostic Items—Math.

• Explain that they will select a Study Buddy, Theme, and Subject

• Point out the speaker icon ( )

• Review how to repeat audio (hold mouse over speaker icon)

• Remind the students that the test is not timed and that they can start and stop by clicking on the X ( ) in the top right corner of each test question.

• Point out how an answer is selected and how to change the selection

• Stress that answers cannot be changed after students click the Done button

• Tell students to scroll through the reading passages that are longer than one page (use the yellow triangles [ ] at the bottom of the passages to go forward and backward within the passage).

• For K–2 and Special Education students, conduct a lesson that teaches students how to log in.

3. Prepare activities for students who complete the Diagnostic:

• Inform students of post-diagnostic expectations

4. If you have i-Ready Instruction, turn it on (“enable” it). You only have to do this once per year when beginning the program.

A. After logging in, click the Assignments tab. Class Management should be showing by default.

B. Choose your class with the dropdown menu.

C. Select Enable Instruction in the chart below.

A

B

C

7

During and After the Diagnostic

1. Actively monitor students.

2. If a student is rushing/not trying his/her best, but has not completed the Diagnostic, reset his/her Diagnostic test.

3. After the Diagnostic, check for completion

After logging in, click the question on the Home screen, “Which students still need to complete the Diagnostic?”

A

A

Who did not complete the Diagnostic?

What are my testing windows?

Com

pletions &

Testing Window

s

9

Diagnostic Status Diagnostic Test Windows

Click on “Which students still need to complete the Diagnostic?” to see a list of students who have not yet started or are still in progress. For students in progress, you see the date of their last attempt.

If your Administrator has set test windows for the Diagnostic tests, you can see the dates for these windows here.

Who did not complete the Diagnostic? What are my testing windows?You arrive at the “Home” tab whenever you log in to the i-Ready program. You can access the “Home” tab at any time by clicking on it from anywhere in the application. The “Home” tab is designed to provide easy access to your students’ progress. The page helps you navigate through i-Ready by providing you with quick access to key reports and information.

A B

BA

9

Did my students take the Diagnostic too quickly?

Did Students Take

Diagnostic too Q

uickly?

11

Click Reports tab. Click Student Reports in sub-tab. Select Student Profile on left. Choose criteria. Click Create Report.

Here’s how to get to the report!

Did my students take the Diagnostic too quickly?If a student’s performance on the Diagnostic is not in line with your expectations, look for a rushing flag on the Student Profile report. Rushing may be an indicator of a student not taking the assessment seriously.

A red flag tells you that we are confident that the student rushed through the assessment and should retake the Diagnostic.

A yellow flag tells you that the student may have rushed on the Diagnostic and that if the results are not in line with your expectations for where the student is performing, then you should consider having the student retake the assessment. It is possible for students to complete the Diagnostic in this timeframe and thus we recommend taking into account other information about the student before having them retest.

Administrators: Need to see results for your whole school? Go to FOR ADMINS tab. How can I easily export reports/data?

11


Student Performance

13

Daniel Campbell – Grade 2 – Reading ClassSubject: Reading

Overall PerformanceOn or Above Level < 1 Level Below > 1 Level Below

Test Placement Standard Error

Test 2 - 02/25/2013 Late 2 +/- 15.0

Test 1 - 10/01/2012 Early 2 +/- 14.0

Scale Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 7 5 0 8 0 0

Detail for Test 3 - 2/25/13

Domain Placement

PhonologicalAwareness Tested Out

Phonics Late 2

Foun

datio

nal S

kills

High-Frequency Words Tested Out

Vocabulary Late 2

Comprehension:Literature Mid 2

Comprehension:Informational Text Mid 2

Scale Score

538

563

554

531

Scale Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 7 5 0 8 0 0

Placement Developmental Analysis

Overall ReadingPerformance Late 2

Results indicate that Daniel understands grade-level literary and informational texts and applies effective Comprehension skills and strategies.Daniel also demonstrates steady progress in Phonics, as well as a growing command of grade-level words and word-learning skills. Expectcontinued growth in reading and expose this child to increasingly complex texts. This information places Daniel in Instructional Grouping Profile 5.

PhonologicalAwareness

TestedOut

This domain is focused on how children distinguish the sounds (or phonemes) in spoken words. Based on testing results, Daniel hasdemonstrated the ability to distinguish individual sounds in spoken words and is exempt from taking the Phonological Awareness subtest.

MaxScore Above Level 1

Phonics Late 2This domain focuses on how accurately children decode written words. Daniel will benefit from instruction and practice in decoding words withthree and four syllables, as well as words with prefixes and suffixes. This child can also begin to decode words with schwa sounds.


Foun

datio

nal S

kills

High-FrequencyWords Tested

Out

This domain addresses how well students recognize frequently occurring words. Daniel has demonstrated accuracy and is exempt from taking this subtest.


Vocabulary Late 2Both word knowledge and word-learning strategies are addressed in this domain. Daniel is ready to learn prefixes in-, dis-, mis-, non- as wellas suffixes -y, -ly, -ily, -er, -est, -ness and is ready to further explore shades of meaning. Additionally, this child should continue to deepenunderstanding of words used in stories and in content area texts such as science, social studies, and math.

Comprehension:Literature Mid 2

This domain addresses Daniel’s understanding of literary text. Results indicate that Daniel is ready for instruction in Level 2 literary skills andstrategies such as identifying the author’s purpose for writing and determining the message, lesson, or moral of a story. Teach a variety of literarygenres, including poetry and plays. Daniel can also start exploring fairy tales, fables, folktales, or myths.

Comprehension:Informational Text Mid 2

This domain addresses Daniel’s understanding of informational text. Results indicate that Daniel is ready for instruction in Level 2 informationalskills and strategies such as sequencing events, identifying cause-and-effect relationships, and identifying the author’s purpose for writing.Encourage the child to retell facts and information.

Level 2

550

476

Scale Score

Overview Phonics High-FrequencyWords

Vocabulary Comprehension:Literature

Comprehension:Informational Text

Lexile®

Performance


Describes the academic needs of each student based on his performance on the Diagnostic and provides customized instructional support to maximize growth.

Click on either of the Reading Comprehension tabs to see more detailed domain information.

Click on the Lexile® Performance tab to see Daniel’s Lexile Measure.

High-level comparison between assessments allows for quick growth measurement. Here, Daniel is already on grade level and ready to move on.

Domain scores and placement levels, as well as more detailed explanations of those scores, allow Daniel’s teacher to understand how best to continue to challenge Daniel, especially in Vocabulary.

Roster SettingsAssignments Reports ResourcesHome Settings Class Reports | Student Reports

Click Reports tab. Click Student Reports in sub-tab. Select Student Profile on left. Choose criteria. Click Create Report.


AA

B

B

C

C

D D

D

13

Are my students achieving success?

Success

15

Click Reports tab. Click Student Reports in sub-tab. Select F L Standards on left. Choose criteria. Click Create Report.


www.i-Ready.com/empower | 800-225-0248©2013 Curriculum Associates, LLC

Common Core State Standards Report

Click to access i-Ready skills assessed

CC

MA.3.3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

MA.3.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

MA.3.3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

MA.3.3.OA.3 Use . . . division within 100 to solve word problems in situations involving equal groups . . .

State Standards for Mathematics

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

MA.3.3.OA.7

MA.4.4.OA.1

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) . . .

MA.3.3.OA.7

Grade 3 Test 1 Test 2

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

MA.4.4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

MA.4.4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

MA.4.4.NBT.4 Fluently . . . subtract multi-digit whole numbers using the standard algorithm.

MA.4.4.NBT.4 Fluently add . . . multi-digit whole numbers using the standard algorithm.

MA.4.4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

MA.4.4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Grade 4Operations and Algebraic Thinking: Use the four operations with whole numbers to solve problems.

Number and Operations in Base Ten: Use place value understanding and properties of operations to perform multi-digit arithmetic.

Test 1 Test 2

Grade 5 Test 1 Test 2

MA.5.5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

MA.5.5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Operations and Algebraic Thinking: Write and interpret numerical expressions.

MA.5.5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

Operations and Algebraic Thinking: Analyze patterns and relationships.

MA.4.4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

MA.4.4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators . . .

Number and Operations–Fractions: Extend understanding of fraction equivalence and ordering.

Operations and Algebraic Thinking: Multiply and divide within 100.

Operations and Algebraic Thinking: Represent and solve problems involving multiplication and division.

Number and Operations–Fractions: Develop understanding of fractions as numbers.

MA.3.3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand afraction a/b as the quantity formed by a parts of size 1/b.

Tabitha Fernandez – Mathematics – Grade 5

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Skills

Are my students achieving success?The Standards Performance report tells you how each student is performing against FL state standards. Use this report for progress monitoring and instructional planning, plus easily identify gaps from prior years.

Shows prior grade-level standards to pinpoint skill gaps, identify root causes behind challenges, and support remediation.

Presents standards across multiple grade levels, supporting transition to LAFS and MAFS.

View alignments to LAFS andMAFS indicators from within the report—prepares teachers and students for more rigorous standards.


B

BC

C

A

A

15

How do I know if my students are on track to meet end-of-year growth?

End-of-Year Grow

th

17

How do I know if my students are on track to meet end-of-year growth targets?As a student completes Diagnostic and Progress Monitoring Assessments during the year, i-Ready analyzes how the student’s growth is trending and estimates a projection of the level of achievement the student may reach by the end of the year. You can then compare this Projected End-of-Year (EOY) Scale Score to yearly growth targets to determine whether your student is on track to achieve these targets.

Zachary Blessing - Reading - Grade 3ZACHARY scored 477 on the first diagnostic test and is projected to score 525 by the end of the school year.

The student may have rushedthrough the Diagnostic

The student most likely rushedthrough the Diagnostic

Test Date 9/17 10/10 11/14 12/19 1/14 2/27 3/12

Test Type D

D = DiagnosticPM = Progress Monitoring

PM PM PM D PM PM

Scale Score 477 461 500 519 535 533 498

Std. Error 12 23 22 22 12 25 23

450

460

470

480

490

500

510

520

530

540

550

560

570

580

August September October November December January February March April May June July

Is ZACHARY on track?Likelihood

Is ZACHARY projected to meet Target Growth?

> 70% 50-70% < 50%

Is ZACHARY projected to meet Average Grade-Level Target?

Is ZACHARY projected to be at or above Grade Level?

ProjectedEnd-of-YearScale Score

525

Annual Growth to be

On Track

Scale Scoreto be

On Track

30

58

507

535

37514

Projected Growth

Average Grade-Level Target

Median Grade-Level Performance

Target Growth

Mid-Late

LEVEL 3Early

Level of Confidence for Projection

Click Reports tab. Click Student Reports in sub-tab. Select Progress Monitoring on left. Choose criteria. Click Create Report.


17

How did my class perform on the Diagnostic?

Class Perform

ance

19

How did my class perform on the Diagnostic?

The Class Profile report provides a snapshot of the instructional needs of your class based on students’ performance on i-Ready Diagnostic.

Quickly see the average level of your students overall and in each domain.

View how many students are on or above level, one level behind, and two or more levels behind so you can prioritize instruction in specific domains.

Color-coded bars help you quickly identify which students need additional support as well as which students are on track and ready for more challenge.

Sort by domain placement for further support in differentiating instruction.


Performance by Domain

Number of Students Assessed: 18Total Number of Students: 18

Window 1 - 09/13/2012 - 11/01/2012 Student Placement Distribution

Average Scale Score> 1 Level

Below< 1 Level

BelowOn or

Above Level

Overall Reading Level 594 6 7 5

Phonological Awareness N/A 0 0 18

Phonics 401 1 0 17

High-Frequency Words 519 0 0 18

Vocabulary 590 7 8 3

Comprehension: Literature 609 4 4 10

Comprehension:Informational Text 585 8 4 6

Performance by Student


On or Above Level < 1 Level Below > 1 Level Below Placement by Domain

Overall Scale Score OverallPlacement

PhonologicalAwareness Phonics

High-Frequency

WordsVocabulary Comprehension:

Literature

Comprehension:Informational

Text

Thompson, James 660 Late 7 Tested Out Tested Out Tested Out Mid 7 Late 7 Level 8

Vaughn, Justin 636 Mid 7 Tested Out Tested Out Tested Out Early 7 Early 7 Mid 7

Moss, Ariaus 625 Early 7 Tested Out Tested Out Tested Out Level 4 Level 8 Mid 7

Thornton, Makenzie 612 Early 7 Tested Out Tested Out Tested Out Level 6 Early 7 Early 7

Hines, William 612 Early 7 Tested Out Tested Out Tested Out Level 5 Mid 7 Early 7

Valdez, Deante 607 Level 6 Tested Out Tested Out Tested Out Level 6 Level 6 Mid 7

Thomas, Laura 607 Level 6 Tested Out Tested Out Tested Out Level 6 Early 7 Level 6

Bullian, John 604 Level 6 Tested Out Tested Out Tested Out Early 7 Early 7 Level 4

Potter, Nadia 603 Level 6 Tested Out Tested Out Tested Out Level 6 Early 7 Level 6

Tate, Dawn 597 Level 6 Tested Out Tested Out Tested Out Level 6 Mid 7 Level 5

DeCunha, Miyannah 597 Level 6 Tested Out Tested Out Tested Out Level 4 Early 7 Level 6

Mejia, Jay 591 Level 6 Tested Out Tested Out Tested Out Level 6 Level 6 Level 5

Manning, Tyler 581 Level 5 Tested Out Tested Out Tested Out Level 5 Level 5 Level 6

Wood, David 574 Level 5 Tested Out Tested Out Tested Out Level 6 Level 3 Level 5

Walsh, Melannie 557 Level 4 Tested Out Tested Out Tested Out Level 4 Level 6 Level 3

Ortega, TeVonn 557 Level 4 Tested Out Tested Out Tested Out Level 5 Level 6 Level 2

Harmon, Kylie 555 Level 4 Tested Out Tested Out Tested Out Level 4 Level 5 Level 3

Rowe, Jacob 513 Level 3 Tested Out Level 1 Max Score Level 5 Level 3 Level 3

Mr. Baker’s Grade 7 Reading ClassSubject: Reading

Click Reports tab. Click Class Reports in sub-tab. Select Class Profile on left. Choose criteria. Click Create Report.


A

B

C

C D

D

A

B

19

How are my students performing compared to their peers?

(Lexile®, Quantile®, and Norms)

Lexile®, Quantile®, and

Norm

Scores

21

Click Reports tab. Click Class Reports in sub-tab. Select Class Norms on left. Choose criteria. Click Create Report.


Performance by Student


Mrs. Thompson’s Grade 5 Reading Class

On or AboveLevel

< 1 Level Below

> 1 Level Below

Percentiles by Season(Reference Table)

Test Date Grade Overall Scale Score OverallPlacement

Lexile®Measure

ApplicablePercentile

FallPercentile

WinterPercentile

SpringPercentile

Chavez, Avis 09/12/2013 5 Mid 5 1210L 93% 93% 91% 89%

DelRosario, Naomi 09/12/2013 5 Mid 5 1165L 87% 87% 86% 84%

Byrd, Deirdre 09/12/2013 5 Mid 5 1130L 83% 83% 82% 81%

Ishikawa, Lakisha 09/12/2013 5 Early 5 1015L 73% 73% 72% 70%

Herrera, Patty 09/12/2013 5 Early 5 965L 68% 68% 66% 64%

Campbell, Jorge 09/12/2013 5 Early 5 955L 67% 67% 65% 63%

Hernandez, Heath 09/12/2013 5 Level 4 870L 58% 58% 57% 55%

Miller, Leigh 09/12/2013 5 Level 4 855L 57% 57% 55% 54%

Good, Cary 09/12/2013 5 Level 4 835L 55% 55% 54% 52%

Frasier, Ian 09/12/2013 5 Level 4 835L 55% 55% 54% 52%

Favreau, Abigail 09/12/2013 5 Level 4 815L 54% 54% 52% 51%

Wells, Jasmine 09/12/2013 5 Level 3 750L 48% 48% 47% 45%

Fussell, Tameka 09/12/2013 5 Level 3 705L 46% 46% 44% 42%

Alford, Tonia 09/12/2013 5 Level 3 685L 44% 44% 42% 40%

Ackles, Ben 09/12/2013 5 Level 3 645L 41% 41% 39% 36%

Burt, Blaine 09/12/2013 5 Level 3 585L 35% 35% 33% 30%

Gonzalez, Tia 09/12/2013 5 Level 2 485L 28% 28% 26% 24%

Bridger, Gordon 09/12/2013 5 Level 2 380L 21% 21% 19% 17%

Burris, Yash 09/12/2013 5 Level 2 360L 20% 20% 18% 16%

643

633

625

607

605

602

577

554

570

553

533

549

540

532

517

509

505

495

491

What are my students’ Norms, Lexile®, and Quantile® scores?The Class Norms report tells you each student’s performance (percentile rank) relative to a group of nationwide students who are in the same grade and who took the tests at the same time of year as the student. This report also shows Lexile and Quantile measures for each student.

Color-coded bars from the Class Profile Report quickly indicate students with the greatest instructional need.

Sort students by i-Ready scale score, Lexile measure, or percentile.

Select a math Class Norms report to see Quantile Measures.

Use students’ Lexile measures to select appropriate reading material for students and to compare students’ scores across curricula.

View students’ performance relative to same-aged peers who took tests at the same time of year. Percentile rank places the i-Ready scale score in a national context.


B

B

C

C

D

E

E

D

A

A

21


Grouping Students for Instruction

23


Instructional Grouping Report

Mrs. Hall’s Grade 1 Reading ClassSubject: Reading

Profile Overview

19 out of 19 Students Tested in Fall 2012 (09/12/2012 - 12/31/2012)

Profile 1 Limited vocabulary

Profile 2

Below-LevelPhonics Larger vocabulary

Profile 3 Limited vocabulary and lowcomprehension

Profile 4 Larger vocabulary and lowcomprehension

Profile 5

On-LevelPhonics

Comprehension on or above level

Students in Each Grouping Profile

Profile 1 Profile 2 Profile 3 Profile 4 Profile 5

Byrd, DiedreAckles, Ben

Hernandez, Heath

Fraiser, Ian DelRosario, NaomiAlford, Tonia

Herrera, Patty

Campbell, Jorge Chavez, Avis

Miller, Leigh

Fussell, Tameka

Good, Cary

Burt, Blaine

Gonzalez, Tia

Bridger, Gordon

Burris, Yash

Favreau, Abigail

Ishikawa, Lakisha

Wells, Jasmine

8

4

0

12

6

43

2

4

Profile 1 Profile 2 Profile 3 Profile 4 Profile 5



Groups students for instruction and indicates key instructional priorities for each profile—a big time saver! Points to classroom resources to support differentiated instruction.

Provides best-practice, downloadable lessons, specifically targeted to the areas that should be prioritized for students in each profile.

Easy-to-read chart shows how many students fall into each profile.

High-level overview briefly describes the areas of need for each profile.

Use the table to quickly group students. In the program, you can click on a student’s name to view detailed student data.


Instructional GroupingProfile 1 Detail (Page 2 of 2)

Instructional Priorities for Profile 1

Tools for Instruction

PHONICSFocus on decoding longer words.Students in this profile are likely to be challenged by the increasing frequency of multisyllabic words in intermediate-level texts.• Teach or review the meaning of common prefixes (in-, dis-, mis-, non-, pre-, re-, un-) and common suffixes (-y, -ly, -ily, -er, -est, -ness, -ful, -less)• Teach or review decoding multisyllabic words with common prefixes and suffixes.• Provide scaffolded support to help students develop proficiency with the following more complex spelling patterns: words with schwa + l and schwa + n; words with difficult vowel + /r/; and irregular vowel pairs, such as ie in relief and science.• Teach strategies for decoding longer words. Provide both guided and independent practice in applying these strategies.

Provide fluency practice.• Create a word list of 10 to 12 three- and four-syllable words. Repeat the list five times, placing the words in random order each time. Have students practice reading the words aloud.• Provide opportunities for students to practice reading texts that match their skill level.

Support for English Learners Nonnative speakers may struggle more obviously with Vocabulary, but if some of your English learners are inthis profile, decoding is probably also an obstacle. Prioritize explicit Phonics instruction with these students, but don´t neglect oral languagedevelopment. Support instruction with pictures and review the meaning of any unfamiliar words students are decoding.

VOCABULARYUse read-alouds.Using read-alouds, even with intermediate students, is a highly effective approach to increasing students´ vocabulary. Use a variety of approachesto teach the meanings of words during reading, including thinking aloud about how you can deduce the meaning of an unfamiliar word. Targetwords from the read-aloud to use in other contexts throughout the day.

Teach high-utility academic language.Focus on critical-thinking words used across a range of academic contexts.• Teach words that are useful for many academic tasks such as achieve, aspects, complex, conclusion, distinction, elements, features, focus, impact, perceived, potential, previous, primary, range, relevant, and transfer.• Remember that in order to learn a new word, students need to read, hear, and use the word multiple times in different contexts.• Encourage students to play with these words and connect them to everyday life. Ask questions such as "What is the simplest way to tell someone how to get from the main entrance to our classroom?" "The most complex way?"

Teach meaningful word parts.Students can greatly expand their vocabulary by learning how prefixes and suffixes change the meaning of base words and root words.• Teach or review the meanings of these prefixes: in-, dis-, mis-, non-, uni-, bi-, tri-, over-, de-, trans-, super-, ex-, sub-, en-, and em-.• Teach or review the meanings of these suffixes: -y, -ly, -ily, -er, -est, -ness, -er/-or, -ion/-tion/-ation/-ition, -ist, and -ment.• Provide instruction and practice in base words and Greek and Latin root words.

Support for English Learners Teach and reinforce all content-specific vocabulary as lessons take place. Discuss the concepts named by eachword. Use age-appropriate visual supports to reinforce understanding. Be aware that general academic vocabulary (such as while, therefore, andsince) is often more abstract and also requires direct instruction.

Recommended Products from Curriculum Associates

Phonics

Distinguish Open andClosed Syllables

Multisyllabic Wordswith Prefixes and Suffixes

Words with Two Vowels SoundedSeparately

Multisyllabic Words:Three and FourSyllables

Vocabulary

Teach New WordMeanings

Use Context to FindWord Meaning

Recognize Multiple-Meaning Words

Recognize Synonyms

If you have this product... Use...

Phonics for Reading Second Levelall the lessons in this bookThird Levelall the lessons in this book

Learn More

More specific recommendations provide greater classroom support.

Click Reports tab. Click Class Reports in sub-tab. Select Instructional Grouping Profile on left. Choose criteria. Click Create Report.


BB

C

C

A

A

23

How are my students progressing through the Online Instruction?

Are students using the recommended amount of instruction?

Online Instruction

25


Student Response to InstructionConnor Norton – Reading – Grade 6October 1, 2012 – May 10, 2013

Progress Summary

Domain

Grade KEarly

KMidK

LateK

Grade 1Early

1Mid

1Late

1

Grade 2Early

2Mid

2Late

2

Grade 3Early

3Mid

3Late

3

Grade 4Early

4Mid

4Late

4

Grade 5Early

5Mid

5Late

5

Grade 6Early

6Mid

6Late

6

Grade 7Early

7Mid

7Late

7

Grade 8Early

8Mid

8Late

8

No Activity

No Activity

No Activity

Detail by Domain

Lessons

Passed Completed Pass Rate Time on Task Domain Status

Overview 98 110 89% 51h 29m

Phonological Awareness Off

Phonics

45 48 94% 18h 07m

Off

High-Frequency Words Off

Vocabulary On

53 62 85% 33h 22mComprehension On

Detail by Lesson

Comprehension

Date Lessons

Understanding the Relationship Between Words L.6.5.b – Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Using Print and Digital Reference Guides to Determine Word Meanings Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Pass/Fail Score Time on Task Extra Lesson

4/9/13 Identifying Theme in Literature RL.6.2 – Determine a theme or central idea of a text and how it is conveyed through particular details.

Pass 97% 34m

4/5/13 Making Inferences from Informational Text RI.6.1 – Cite textual evidence to support inferences drawn from the text.

Pass 85% 46m

4/2/13 Making Inferences About Characters in Literature RL.5.1 – Quote accurately from a text when drawing inferences from the text.

Pass 90% 28m

3/29/13 Making Inferences About Characters in Literature RL.5.1 – Quote accurately from a text when drawing inferences from the text.

Fail 64% 15m

3/26/13 Compare and Contrast RI.5.5 – Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Pass 89% 24m Yes

3/21/13 Main Idea RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Pass 100% 31m

4/8/13 Pass 93% 45m

4/4/13 Pass 84% 20m

YesDetermining Word Meaning Using Greek and Latin Roots and Affixes L.6.4.b – Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Determining Word Meaning Using Context Clues L.6.4.a – Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

3/27/13 Pass 81% 33m

3/22/13 Pass 90% 42m

Vocabulary

Date Lessons Pass/Fail Score Time on Task Extra Lesson

PhonologicalAwareness

Phonics Tested Out

Tested Out

Tested OutHigh-FrequencyWords

Vocabulary

Comprehension

Grade 6

How are my students progressing through the Online Instruction? Are students using the recommended amount of instruction?i-Ready® automatically delivers explicit online instruction directly based on students’ Diagnostic results. The Student Response to Instruction report tells you how your student is performing on the online lessons. Data in this report is generated by the scored activity at the end of each instructional lesson. To maximize gains, we recommend that students spend one hour per subject each week on i-Ready.

Arrows quickly tell you how much progress a student has made. Since October, Connor has completed almost 2 grade levels of reading instruction!

Easy-to-read chart indicates time spent and number of online lessons completed overall and by domain. Great for checking student homework or i-Ready usage in class.

Provides greater detail about each lesson completed, including the state standards aligned to each lesson.

Report includes additional lessons manually assigned by Connor’s teacher. If cell is blank, the lesson is part of Connor’s automated path.

Warning indicates that he has failed the lesson and will be asked to repeat the same online instruction, allowing for immediate remediation. His teacher will also receive an alert on the teacher homepage.


Click Reports tab. Click Student Reports in sub-tab. Select Student Response to Instruction on left. Choose criteria. Click Create Report.


B

BC

C

D

D

E

E

A

A

25

How can I easily export reports/data?

Adm

inistrators: Exporting Reports/D

ata

27

How can I easily export reports/data?Administrators

Looking to export your data into Excel? The Export Diagnostic & Instruction Data feature, available for account administrators, allows you to export student-by-student Diagnostic and Instruction data for your account.

Roster SettingsAssignments Reports ResourcesHome Settings District Reports | School Reports | Class Reports | Student Reports

Click Reports tab. Click School Reports in sub-tab. Select Export Diagnostic & Instruction Data on left. Choose criteria. Click Create Report.


27

Need additional resources?

Additional Resources

29

Need additional resources? Check out the Resources tab to find free training videos, Tools for Instruction, User Guides, and more.

www.i-Ready.com/empower

©2014 Curriculum Associates, LLC

Tools for Instruction

Number and Operations I Level 4 I Divide by One-Digit Numbers I Page 1 of 2

Divide by One-Digit NumbersObjective Divide three-digit numbers by one-digit numbers.

for long division has often been taught to students through rote practice until mastery. To prepare students to understand the division algorithm, this activity provides three methods of modeling and computing quotients by building on place-value understanding and the relationships of division to multiplication and subtraction. Students should gain an understanding of what division is as a mathematical operation, which will help them to make sense of fraction concepts, and to identify applications of division in real-world scenarios.

Three Ways to Teach

Use Repeated Subtraction to Divide 15–20 minutes

Write “144 4 4” on the board. Have the student estimate the quotient. (between 30 and 40) Explain that the goal is to separate 144 into groups of 4. Help the student choose a multiple of 4 that is easy to subtract, such as 40. Explain that it would take too long to subtract 4 over and over, and that subtracting 40 is the same as subtracting 4 ten times. Have the student perform repeated subtraction by 40, keeping track of steps as shown. When

4s are left and how many 4s were subtracted in all. (36) Compare the quotient to the estimate and use multiplication to check.

144 2 40 (4 3 10) 104 2 40 (4 3 10) 64 2 40 (4 3 10) 24 (4 3 6)

10 1 10 1 10 1 6 5 36144 4 4 5 36

Use an Area Model to Divide 15–20 minutes

Use the same problem, 144 4 4. Draw a rectangle on the board. First, label the top, side, and area as shown. Ask the student to identify a multiple of 4 that can be multiplied by 10 to get close to 140, such as (4 3 3) 3 10, or 120. Walk the student through the steps for completing the labeling, adding the numbers and symbols as you go. Ask the student to identify the number that is multiplied by 4 to get an area of 24. Replace the ? with 6. Then remind the student that the total length of the rectangle can be found by adding the two segments together: 30 1 6 5 36, which represents what is multiplied by 4 to get 144.

4

120

24

30

?

Total area 5 144

Tools for Instruction are a teacher-led compliment to online lessons.

Quick-start videos provide on-demand content to help you get up and running with i-Ready quickly and effectively.

B

A

AB

Customer Service:800-225-0248 (M–Th 8:30am–7pm, Fri 8:30am–5pm ET)

Account Manager:Name: Phone: Email:

Contact information

Technical Support:[email protected] www.i-Ready.com/support

Sales Rep:Name: Phone: Email:

Take the Tour!www.i-Ready.com/Tour

Documents

i-Ready How-To-Guide to i-Ready Reportscentralregion.dadeschools.net/efolder/OctDocs/i-Ready Resources/i...“How-To” Guide to i-Ready ® Reports. 1 What are you ... clicking on