IREADY
School Data
Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
Get Started! Select the type of data you would like to analyze:
Class Data. . . . . . . . p. 7
Student Data. . . . p. 12
School Data. . . . . . p. 2
Data Analysis Guide This data analysis guide gives step-by-step instructions on answering your questions with suggestions on actions to take. Approaching your analysis this way helps have a clear starting point, helps you stay objective, and allows you to create an immediate action plan.
2 Data Analysis Guide
School Data
measures and grade-level proficiency?? How are students progressing toward
their growth
p. 5 report to use: diagnostic growth
in Online Instruction? ? How are students usi
n
g and making progress
p. 6 report to use: online instruction
between two Diagnostics?? How has student perform
ance changed
p. 4 report to use: diagnostic results
? What percentage of students is below or on/abo ve
grade level and who needs the most support? p. 3
report to use: diagnostic results
their placements? ? How can I group m
y students into tiers using
p. 3 report to use: diagnostic results
School Data
Select the question you want to answer:
Only applicable after more than one Diagnostic has been taken:
Online Instruction:
Report Criteria to Select
• Select the Diagnostic.
• Select your Placement Definition. For more information, see p. 20.
Report to Use
Diagnostic Results (School): Select Reading or Math.
Suggested Actions
• Identify areas of potential focus (e.g., grade levels or • Celebrate performance and/or progress toward goals. classes). Examine the number of students assessed out • Create a plan to address opportunities: Plan of the number of students enrolled. For worksheets to observation schedules and teaching support, conduct help you analyze your data, see p. 16–17. data chats with staff, and/or consider grouping
• Set goals: Create schoolwide goals for the next students by using the Instructional Groupings report. Diagnostic.
School Data
3Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
How can I group my students into tiers using their placements?
What percentage of students is below or on/above grade level and who needs the most support? (If looking for how student performance changed between two Diagnostics, see p. 4)
Data to Focus On Data to Focus On
1 Overall Placement: Examine the percentage of students in each i-Ready tier based on placements.
2 Placement by Domain: Analyze which domains are the strongest and which need the most support.
3 Placement Summary: Use the dropdown menu to show results by Grade, Class, or Report Groups:
– What percentage of students is in each i-Ready tier based on placements?
– Who can benefit from additional support?
4 Needs Analysis and Placement by Domain: Use the dropdown menu to switch the table view to:
– Explore which domains need the most support across the grades, classes, or report groups in the school
– A specific domain that you’ve identified as a focus to more deeply understand student performance in that domain
Overall Placement Placement by Domain
Key
Diagnostic Results PDF
Diagnostic
Diagnostic 1
Switch Table View
Placement Summary
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade Students Assessed/TotalOverall Grade-Level Placement
200/212
200/203
220/227
180/191
230/236
Showing 9 of 9
Show Results By
Grade
HelpAssess & TeachManagement Don AdisonReports
30% 70%
59% 23%
45%15%40%
18%41%41%
9%14% 77%
18%
Tier 1 31%
Tier 2 46%
At Risk for Tier 3 23%
Phonological Awareness (PA)
Phonics (PH)
High-Frequency Words (HFW)
Vocabulary (VOC)
Comprehension: Literature (LIT)
Comprehension: Informational Text (INFO)
Subject
Reading
Academic Year
Current Year
Prior Diagnostic
None
Placement Definition
Standard View
Students Assessed/Total: 1,850/1,891
School
All Schools
08/06/19 - 08/31/19
1
34
2
Report to Use Report Criteria to Select
Diagnostic Results (School): • Select the Diagnostic and Prior Diagnostic. Select Reading or Math. • Select your Placement Definition. For more information, see p. 20.
School Data
4 Data Analysis Guide
Suggested Actions
How has student performance changed between two Diagnostics?
How can I group my students into tiers using their placements?
What percentage of students is below or on/above grade level, and who needs the most support?
• Identify areas of potential focus (e.g., grade levels or classes). Examine the number of students assessed out of the number of students enrolled. For worksheets to help you analyze your data, see p. 16–17.
• Set goals: Create schoolwide goals for the next Diagnostic.
• Celebrate performance, improvement, and/or progress toward goals.
• Create a plan to address opportunities: Plan observation schedules and teaching support, conduct data chats with staff, and/or consider grouping students by using the Instructional Groupings report.
• Examine the Diagnostic Growth report to deep dive into growth data.
Data to Focus On Data to Focus On
1 Change in Placement: Examine the percentage of students in each i-Ready tier based on placements, and examine the change in this percentage.
2 Placement by Domain: Analyze which domains are the strongest and need the most support. Examine how students are progressing in each domain.
3 Placement Summary: Use the dropdown menu to show results by Grade, Class, or Report Groups:
– What percentage of students is in each i-Ready tier based on placements?
– Who is making progress since the prior Diagnostic?
– Who can benefit from additional support?
4 Needs Analysis and Placement by Domain: Use the dropdown menu to switch the table view to:
– Explore which domains need the most support across the grades, classes, or report groups in the school
– A specific domain that you’ve identified as a focus to more deeply understand student performance in that domain and see how students are progressing
Change in Placement Placement by Domain
Key
Diagnostic Results PDF
Subject
Reading
Academic Year
Current Year
Prior Diagnostic
Diagnostic 1
Placement Definition
Standard View
Switch Table View
Placement Summary
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade Students Assessed/TotalOverall Grade-Level Placement
Diagnostic 2
Diagnostic 1
Diagnostic 2
Diagnostic 1
Diagnostic 2
Diagnostic 1
Diagnostic 2
Diagnostic 1
Diagnostic 2
Diagnostic 1
200/212
200/203
220/227
180/191
230/236
Showing 9 of 9
Show Results By
Grade
Students Assessed/Total: 1,850/1,891
HelpAssess & TeachManagement Don AdisonReports
57% 43%
30% 70%
40% 15% 45%
20%35%45%
9%41%50%
62%38%
9%77%14%
23%59%18%
18%41%41%
50% 14%36%
Diagnostic 2 Diagnostic 1
PA
PH
HFW
VOC
LIT
INFO
Tier 1 39% (From 31%)
Tier 2 45% (From 46%)
At Risk for Tier 3
1 16% (From 23%)
School
All Schools
11/01/19 - 11/30/19 08/06/19 - 08/31/19
Diagnostic
Diagnostic 2
34
2
Report to Use Report Criteria to Select
Diagnostic Growth (School): • Select the Comparison Diagnostic you want to review. Select Reading or Math. Note: Placement Definition defaults to the End-of-Year View. For more information, see p. 20.
Suggested Actions
• Interpret the data: For worksheets to help you analyze • Have data chats: Discuss data with teachers to identify your data, see p. 16–17. progress toward goals, bright spots and areas for – Examine grade levels, classes, and/or students to analyze improvement, and to plan next steps.
growth and placement. • Celebrate grades, classes, or students for bright spots – Click on a class to dive deeper into class-specific data. and accomplishments. – Consider grades, classes, and/or students who are not
making expected progress toward Typical Growth for additional support.
School Data
School Data
5Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
How are students progressing toward their growth measures and grade-level proficiency?
Data to Focus On Data to Focus On
1 Overall Placement: Look at the Current Placement Distribution triangle. – What percentage of students is in each i-Ready tier
based on placements?
– What was the change in the percentage of students in each i-Ready tier based on placements?
2 Overall Growth: Look at the Progress to Annual Typical Growth bar graph. – How is the school making progress toward Typical Growth?*
3 By Grade, Class, Initial Placement, or Report Groups: Look at Progress toward Annual Typical Growth, Progress toward Annual Stretch Growth, and % Students with Improved Placement. Identify areas where additional support is needed by showing results for Grade, Class, Initial Placement, or Report Groups. – Where is progress being made?
– Where is additional support needed?
– Consider if students:
• Are making expected progress toward their Typical Growth
• Are making progress toward their Stretch Growth**
• Made an increase in their placement
% S
tu de
nt s
% Progress % Progress
11% 14% 3%
16%
1%
% S
tu de
nt s
3%
22% 13%
19% 12%
Key
Show Results By
Grade
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade Annual Typical Growth
Progress (Median)
Students Assessed/Total% Met
65%
67%
60%
80%
80%
65%
71%
85%
85%
% Students with Improved Placement
65%
30%
64%
80%
77%
70%
75%
80%
25%
114%
107%
106%
110%
111%
108%
114%
108%
109%
Progress (Median) % Met
79%
84%
71%
80%
80%
67%
57%
57%
44%
35%
33%
26%
25%
23%
35%
24%
25%
20%
60/60
63/63
66/70
60/60
66/71
60/60
60/60
60/65
60/60
Showing 9 of 9
Current Placement Distribution
Tier 1 52% (From 26%)
Tier 2 36% (From 50%)
At Risk for Tier 3 12% (From 24%)
Distribution of Progress to Annual
Typical Growth Distribution of Progress to Annual
Stretch Growth
55%
31%
Progress to Annual Typical Growth (Median)
≤19 ≤1920-39 20-3940-59 40-5960-79 60-7980-99 80-99100+ Met
100+ Met
Students Assessed/Total: 555/569
Annual Stretch Growth
Diagnostic Growth
School
Cedar Elementary
Comparison Diagnostic
Diagnostic 3
Placement Definition
End-of-Year View
50% 100%
108% The median percent progress toward Typical Growth for this school is 108%. Typical Growth is the average annual growth for a student at their grade and placement level.
Learn More about Growth
Subject
Math
HelpAssess & TeachRosters Regina MooreReports
2
3
1
Grade
Class
Initial Placement
Report Groups
*Most schools, grades, and classes should expect to see at least 50% median progress at midyear when the second Diagnostic is given about halfway between the initial and end-of-year Diagnostics, with equal periods of instruction between each assessment. When the midyear Diagnostic is scheduled earlier or later in the year, expected Progress to Annual Typical Growth will vary proportionally. **Our research shows that 25%–35% of students will reach Stretch Growth in an average district. It is important to remember that Stretch Growth measures differ significantly from student to student and class to class, making it problematic to set uniform Stretch Growth goals for aggregations of students. For more information on Typical and Stretch Growth measures, search “FAQ: Using i-Ready as a Growth Measure” on i-ReadyCentral.com.
6 Data Analysis Guide
School How are students using and making progress in Data Online Instruction?
Suggested Actions
• Monitor the data: • Celebrate bright spots and share best practices: – Develop a weekly practice for reviewing lesson alerts, Lesson – Recognize achievements with teachers, students, and
Time-on-Task, and Percent of Lessons Passed. families and celebrate progress toward meeting and/ or exceeding goals.– Ask teachers to monitor Online Instruction.
For a worksheet to help teachers monitor their data, see p. 19. – Share the best practices and helpful tips from classrooms with the rest of your staff.
• Respond to needs: – Search Monitoring Online Instruction Leader Worksheet on
i-R eadyCentral.com for a worksheet to summarize your observations and plan next steps. *From the Online Instruction (District/School) report, administrators can now select Current
Week, Last Week, or Last Month to view Lesson Time-on-Task and Percent Lessons Passed data – Conduct data chats and/or walkthroughs and observations. for that Date Range.
Report Criteria to Select
• Select the School* and Subject.
• Confirm the Date Range you want to review. You may select Current Week, Last Week, Last Month, or a custom date range.
*District administrators choose All Schools to view results for the district.
Report to Use
Online Instruction report (District/School)*: Select Reading or Math.
4 Lesson Alerts: Review Online Instruction lesson alerts. – Which schools, grades, or classes have a significant number of
Domain Shutoff alerts ( ) and Struggling with Lessons alerts ( )?Shutoff alert: Struggling with Lessons alert:
Data to Focus On Data to Focus On
1 Review Overall Lesson Time-on-Task: Review how your school or district is using Online Instruction. – What percentage of students is in the
recommended range of 30–49 minutes of Lesson Time-on-Task?
2 Review Overall % Lessons Passed: Review how your school or district is progressing with Online Instruction. – What percentage of students passed more than
70% of their lessons?
3 Detailed Review: Sort by Class, Report Group, or Grade. (District Administrators, sort by School or Grade). It’s critical to review both Lesson Time-on- Task and % Lessons Passed together to accurately assess progress and identify the best response.
Don AdisonAssess & Teach HelpManagement Reports
Subject
Math
Date Range
Current Week
School
Lincoln Elementary
Online Instruction
% S
tu de
nt s
10%
22%
48%
20%
1 - 9 min 10 - 29 min 30 - 49 min 50+ min
Lesson Time-on-Task Current Week
Students Using Instruction/Total (Current Week): 1,392/1,461 Students Completing Lessons/Total (YTD): 1,406/1,461
Lessons Passed
61% of Students: 70 - 100% Passed
25% of Students: 50 - 69% Passed
14% of Students: 0 - 49% Passed
Current Week Year to Date
71% Average % Lessons Passed
Average Lessons Completed: 2
Showing 5 of 5
Grade Students Completing Lessons
286/300
274/289
286/306
282/299
264/267
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
30 - 49
10 - 29
1 - 9 50+
25%
10%
23%
14%
22%
56%
38%
58%
34%
55%
13%
35%
11%
37%
14%
6%
17%
8%
15%
9%
28
39
17
31
25
17
12
3
28
2
% Lessons Passed (Year to Date)
70 - 100%
50 - 69%
0 - 49%
Students Using Instruction
63%
55%
69%
65%
66%
25%
30%
21%
21%
23%
12%
15%
10%
14%
11%
288/300
277/289
293/306
284/299
264/267
Switch Table View
Online Instruction Detail
Show Results By
Grade
Lesson Time-on-Task (Current Week)
Recommendations: Aggregate groups should maintain 30–49 minutes of Online Instruction per subject per week with 70%–100% of lessons passed for the year. Consider which groups:
– Are in these recommended ranges for Lesson Time-on-Task and % Lessons Passed – May need more time in Online Instruction or support to pass lessons
3 3
21
4
7Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
domain-specific instructional needs? ? How is my class performing and what a
re their
p. 8 report to use: diagnostic results
each of my students?? What are the suggest
ed growth measures for
p. 8 report to use: diagnostic results
instructional needs?? How can I group m
y students according to
p. 9 report to use: instructional groupings
? Which students could benefit from additio nal
support, based on progress toward growth p. 10 measures and grade-level proficiency, between now and the end of the year? report to use: diagnostic growth
Class Data
Select the question you want to answer:
Only applicable after more than one Diagnostic has been taken:
? How is my class progressing toward AnnualTypical Growth and grade-level proficiency? p. 10 report to use: diagnostic growth
Online Instruction:
? How do I monitor my students’ progress in On line Instruction and respond to meet their needs?
p. 11
report to use: online instruction
Report to Use Report Criteria to Select
Diagnostic Results (Class): • Select the Class or Report Group you want to review. Select Reading or Math. • Select the Date Range for the Diagnostic you want to review.
• Select the Placement Definition. For more information, see p. 20.
8 Data Analysis Guide
Suggested Actions
• Interpret the data: For worksheets to support your • Set goals: Visit i-ReadyCentral.com/GrowthGoals analysis, see p. 16–17. after the first Diagnostic to create goals for the second – In which domain did students have the most success? Diagnostic and the end of the year. Share goals with
Why? students and families after the Diagnostic. – Why did students have less success in some domains?
• Celebrate classwide success with students: • Use data to drive your instruction: Based off of your (e.g., behaviors during the Diagnostic, success in a
data and analysis, make instructional decisions such as certain domain, meeting class Diagnostic goals, etc.) creating student groups, strategically adding Teacher- Assigned Lessons, or using the Teacher Toolbox.
How is my class performing and what are their domain-specific Class instructional needs? Data
What are the suggested growth measures for each of my students?*
*Growth measures are created after the first Diagnostic and do not change throughout the year.
Data to Focus On Data to Focus On
1 Overall: Look at the distribution of students in each grade-level placement.
2 Placement by Domain: – Which domain(s) has the highest percentage
of students on or above grade level?
– Which domain(s) has the lowest percentage of students on or above grade level?
– Which domain(s) do you want to focus on for teacher-led instruction?
3 Student Performance: Sort by either Scale Score, Overall Placement, or a specific domain to identify the needs of groups and individual students.
4 Student Growth Measures: Select column data to see the growth measures for each student in your class.
Diagnostic Results PDF
Class/Report Group Date Range Placement DefinitionSubject
Math Grade 5, Section 1 Diagnostic 1 (09/14/18) Standard View Key
Overall Placement 1 Placement by Domain* 2 Showing All Students
Number and Operations (NO)
Algebra and Algebraic Thinking (ALG)
Measurement and Data (MS)
Geometry (GEO)
*Students not completed are not included
7 Students 10 Students 3 Students 0 Students
35% 50% 15% 0% On or Above One Two or More Not Completed Grade Level Grade Level Below Grade Levels Below
Showing 20 of 20
3 Choose Your Column:
Placement by Domain Growth Measures
Student Scale Overall
4 Date
Name Score Placement Typical Stretch
NO ALG MS GEO Growth Growth
Tan, Melanie 517 Mid 5 Late 5 Grade 3 Late 5 Mid 5 1144 2200 09/14/18
Sanchez, Abby 516 Mid 5 Late 5 Mid 5 Grade 3 Early 5 1144 2200 09/14/18
Stanton, Geena 512 Mid 5 Early 5 Early 5 Mid 5 Mid 5 1144 2200 09/14/18
Warren, Santino
McDonald, Kal
Vo, Isaiah
Wade, Kiara
Patel, Mia
Ramirez, Gabriella
Bowers, Tara
Lowe, Noah
Baker, Danielle
Singh, Brian
Powell, Elijah
Choi, Isabelle
Ruiz, Justin
Hess, Michael
Malone, Carla
Cochran, Damon
Simmons, Tristan
Mid 5
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 3
Grade 4
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Early 5
Early 5
Grade 4
Early 5
Grade 4
Mid 5
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 3
Grade 2
Grade 3
Mid 5
Mid 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Early 5
Grade 3
Grade 2
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
491
489
484
483
473
472
472
470
463
463
462
459
454
453
440
429
429
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Grade 4
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Grade 3
Grade 2
Please note this report shows data after the first Diagnostic. After a subsequent Diagnostic, select a different date range and focus on the same data and suggested actions.
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
20
20
18
18
18
18
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18
20
20
29
29
29
29
31
29
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29
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29
35
41
41
29
29
29
29
31
29
29
29
29
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29
29
35
41
41
HelpAssess & TeachRosters Regina MooreReports
Report to Use Report Criteria to Select
IOnsntlrineuct Iinonstarucl Gtrioonup (ingsClass: ) *: • Select thOe ptCliaonssa orl D Reiagpnoorts tGic Reroupsu ylots (u wClaanst ts)o r: eview. SSeleleecct t RReadeadiinngg or or MMaathth.. Select Reading or Math.• Confirm the Date Range for the Online Instruction data you want
– Select the Class or Report Group. to reviewT. Yhios ru mepoay srt eelneacbt Cles yuroreu tnt Wo creeeakt, Le samst Wall gereoku, Lps tasht Mat aonre mth, ore – Select the Date Range for the or a custospm deciafitce r toa ynogure. i nstructional needs and purpose than those
Diagnostic. automatically recommended by i-Ready (i.e., by placement level, omain).
Suggested Actions
• Interpret the data for small groups of students: • Plan teacher-led instruction: Using resources (e.g., For each group, examine their needs and note next Teacher Toolbox, Tools for Instruction), plan your small steps to address them (e.g., consider teacher-led group teacher-led instruction based on each group’s data. instruction, strategically adding Teacher-Assigned • Focus on goals: Use your small group instruction to Lessons, and celebrating success). For a worksheet support students toward class and individual goals. Let to help you analyze your data, see p. 18. students know how specific content and skills you are
• Review Online Instruction schedules: Prioritize addressing will help them achieve their goals. access to students who will benefit the most from instruction to close skills gaps.
Class Data
Class Data
HHoow cw dan I o I mg orounitpo mr my sy stutuddeentnts as c’ pcroorgdrinesg ts io n Online Instruction iannstrd ruectsipononald t neeo mdse?et their needs?
9Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
How is my class performing and what are their domain-specific instructional needs?
What are the suggested growth measures for each of my students?*
• Select the Class or Report Group you want to review. • Select the Date Range for the Diagnostic you want to review.
• Select the Placement Definition. For more information, see p. 20.
Lexile® measures and Quantile® measures are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. Copyright © 2019 MetaMetrics, Inc. All rights reserved.
Data to Focus On Data to Focus On
Instructional Groupings report:
1 Examine the Groupings.
2 Click on a specific Grouping for details, Recommendations for Teacher-Led Instruction, and Resources.
Optional: Diagnostic Results (Class):
1 Determine the criteria (e.g., Scale Score, domain placement, Lexile® measures, Quantile® measures) you want to use to create your small groups. Sort by that criteria to examine the data.
2 Note individual student performance in order to determine who needs extra support within each small group you create.
Class/Report Group Date Range Placement Definition
Diagnostic Results PDF
Placement by Domain
Student
PA PH HFW VOC LIT INFO
Date Scale Score
Overall Placement
Lexile® measure & range
Sanchez, Abby
Stanton, Geena
Tan, Melanie
Wade, Kiara
Max Score
Tested Out
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Tested Out
Mid 5
Mid 5
Late 5
Early 5
Mid 5
Early 5
Mid 5
Early 5
Grade 3
Early 5
Mid 5
Early 5
Grade 3
Early 5
Mid 5
Early 5
9/14/18
9/12/18
9/15/18
9/11/18
Lexile® measure & range
1080L, 980L-1130L
1070L, 970L-1120L
1060L, 960L-1110L
1025L, 925L-1075L
615
613
610
603
Mid 5
Mid 5
Mid 5
Early 5
Max Score
Max Score
Max Score
Max Score
Singh, Brian
Ruiz, Justin
Choi, Isabelle
Hess, Michael
Tested Out
Tested Out
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Tested Out
Grade 3
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 3
Grade 2
Grade 4
Grade 4
Grade 3
Grade 2
9/15/18
9/11/18
9/14/18
9/14/18
830L, 730L-880L
905L, 805L-955L
880L, 780L-930L
870L, 770L-920L
577
571
568
563
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Max Score
Grade 3
Grade 3
1
2
Student Name
NO ALG MS GEO
Date Overall Placement
Showing 20 of 20
Tan, Melanie
Sanchez, Abby
Stanton, Geena
Warren, Santino
McDonald, Kal
Vo, Isaiah
Wade, Kiara
Patel, Mia
Ramirez, Gabriella
Bowers, Tara
Lowe, Noah
Baker, Danielle
Singh, Brian
Powell, Elijah
Choi, Isabelle
Ruiz, Justin
Hess, Michael
Malone, Carla
Cochran, Damon
Simmons, Tristan
Late 5
Late 5
Early 5
Mid 5
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 3
Grade 4
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Late 5
Grade 3
Mid 5
Early 5
Early 5
Grade 4
Early 5
Grade 4
Mid 5
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 3
Grade 2
Grade 3
Mid 5
Early 5
Mid 5
Mid 5
Mid 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Early 5
Grade 3
Grade 2
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
09/14/18
Choose Your Column:
517
516
512
491
489
484
483
473
472
472
470
463
463
462
459
454
453
440
429
429
Mid 5
Mid 5
Mid 5
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Grade 3
Mid 5
Early 5
Grade 4
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Grade 3
Grade 2
Overall Placement Placement by Domain*
Number and Operations (NO)
Algebra and Algebraic Thinking (ALG)
Measurement and Data (MS)
Geometry (GEO)
Grade 5, Section 1 Diagnostic 1 (09/14/18) Standard View Key
7 Students
35% On or Above Grade Level
10 Students
50% One Grade Level Below
3 Students
15% Two or More Grade Levels Below
0 Students
0% Not Completed
Showing All Students
Subject
Math
Placement by Domain
Scale Score
*Students not completed are not included
14
14
14
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
20
20
14
14
14
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
20
20
Typical Growth
20
20
20
29
29
29
29
31
29
29
29
29
29
29
29
29
29
35
41
41
20
20
20
29
29
29
29
31
29
29
29
29
29
29
29
29
29
35
41
41
Stretch Growth
Growth Measures
HelpAssess & TeachRosters Regina MooreReports
Grouping 1 (9 Students)
Grouping 2 (4 Students)
Grouping 3 (6 Students)
Grouping 4 (8 Students)
Grouping 5 (1 Students)
View All Groupings
1
Manning, Tracey
Mclean, Phil
Metcalfe, Pippa
Morgan, Bernadette
Anderson, Lily
Bailey, Lauren
Bell, Deidre
Buckland, Sonia
Burgess, Justin
Cameron, Lisa
Duncan, Donna
Dyer, Gabrielle
Graham, Oliver
Bailey, Lauren
Bell, Deidre
Buckland, Sonia
Burgess, Justin
Cameron, Lisa
Duncan, Donna
Dyer, Gabrielle
Welch, Rebecca
Morgan, Nathan
Payne, Joseph
Pullman, Maria
Rampling, Joshua
Sanderson, Carl
Taylor, Justin
Sanderson, Carl
Class / Group
Reading Class A
Grade
Grade 3
Date Range
09/01/2017 - 09/25/2017 Key
Instructional Groupings PDF
Subject
Reading
HelpAssess & TeachRosters Regina MooreReports
Overall Placement Placement by Domain*
Phonological Awareness (PA)
Phonics (PH)
High-Frequency Words (HFW)
Vocabulary (VOC)
Comprehension: Literature (LIT)
Comprehension: Informational Text (INFO)
*Students not completed are not included.
Class/Report Group
Grade 5, Section 1
Date Range
Diagnostic Window 1
08/31/18 - 09/31/18
Placement Definition
Standard View Key
7 Students
35% On or Above Grade Level
10 Students
50% One Grade Level Below
3 Students
15% Two or More Grade Levels Below
0 Students
0% Not Completed
Showing 20 of 20
Vo, Isaiah
McDonald, Kal
Warren, Santino
Singh, Brian
Ruiz, Justin
Choi, Isabelle
Hess, Michael
Patel, Mia
Baker, Danielle
Powell, Elijah
Lowe, Noah
Ramirez, Gabriella
Bowers, Tara
Malone, Carla
Cochran, Damon
Simmons, Tristan
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Grade 2
Tested Out
Tested Out
Mid 5
Early 5
Early 5
Grade 3
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
Early 5
Grade 4
Mid 5
Grade 4
Grade 4
Grade 3
Grade 2
Grade 4
Grade 3
Grade 4
Grade 2
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
Early 5
Grade 4
Mid 5
Grade 4
Grade 4
Grade 3
Grade 2
Grade 4
Grade 3
Grade 4
Grade 2
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
9/14/18
9/14/18
9/12/18
9/15/18
9/11/18
9/14/18
9/14/18
9/12/18
9/15/18
9/11/18
9/14/18
9/14/18
9/12/18
9/15/18
9/11/18
9/14/18
1010L, 910L-1060L
965L, 865L-1015L
925L, 825L-975L
830L, 730L-880L
905L, 805L-955L
880L, 780L-930L
870L, 770L-920L
845L, 745L-895L
830L, 730L-880L
810L, 710L-860L
785L, 685L-835L
775L, 675L-825L
770L, 670L-820L
660L, 560L-710L
515L, 415L-565L
465L, 365L-515L
Choose Your Column:
Diagnostic Results PDF
Subject
Reading
599
589
581
577
571
568
563
560
560
555
550
548
547
522
490
479
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Max Score
Max Score
Max Score
Grade 3
Max Score
Grade 3
Grade 3
Max Score
Grade 3
Max Score
Max Score
Max Score
Max Score
Grade 3
Max Score
Grade 2
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2018 MetaMetrics, Inc. All rights reserved.
Overall Placement Placement by Domain*
Phonological Awareness (PA)
Phonics (PH)
High-Frequency Words (HFW)
Vocabulary (VOC)
Comprehension: Literature (LIT)
Comprehension: Informational Text (INFO)
*Students not completed are not included.
Class/Report Group
Grade 5, Section 1
Date Range
Diagnostic Window 1
08/31/18 - 09/31/18
Placement Definition
Standard View Key
7 Students
35% On or Above Grade Level
10 Students
50% One Grade Level Below
3 Students
15% Two or More Grade Levels Below
0 Students
0% Not Completed
Placement by Domain
Student
PA PH HFW VOC LIT INFO
Date Scale Score
Overall Placement
Lexile® measure & range
Showing 20 of 20
Sanchez, Abby
Stanton, Geena
Tan, Melanie
Wade, Kiara
Vo, Isaiah
McDonald, Kal
Warren, Santino
Patel, Mia
Baker, Danielle
Powell, Elijah
Lowe, Noah
Ramirez, Gabriella
Bowers, Tara
Malone, Carla
Cochran, Damon
Simmons, Tristan
Max Score
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Grade 2
Tested Out
Tested Out
Mid 5
Mid 5
Late 5
Early 5
Mid 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Mid 5
Early 5
Mid 5
Early 5
Early 5
Early 5
Grade 4
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
Grade 3
Early 5
Mid 5
Early 5
Early 5
Grade 4
Mid 5
Grade 4
Grade 3
Grade 4
Grade 2
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
Grade 3
Early 5
Mid 5
Early 5
Early 5
Grade 4
Mid 5
Grade 4
Grade 3
Grade 4
Grade 2
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
9/14/18
9/12/18
9/15/18
9/11/18
9/14/18
9/14/18
9/12/18
9/12/18
9/15/18
9/11/18
9/14/18
9/14/18
9/12/18
9/15/18
9/11/18
9/14/18
Lexile® measure & range
1080L, 980L-1130L
1070L, 970L-1120L
1060L, 960L-1110L
1025L, 925L-1075L
1010L, 910L-1060L
965L, 865L-1015L
925L, 825L-975L
845L, 745L-895L
830L, 730L-880L
810L, 710L-860L
785L, 685L-835L
775L, 675L-825L
770L, 670L-820L
660L, 560L-710L
515L, 415L-565L
465L, 365L-515L
Choose Your Column:
Diagnostic Results PDF
Subject
Reading
615
613
610
603
599
589
581
560
560
555
550
548
547
522
490
479
Mid 5
Mid 5
Mid 5
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Max Score
Max Score
Max Score
Max Score
Max Score
Max Score
Max Score
Max Score
Grade 3
Max Score
Max Score
Max Score
Max Score
Grade 3
Max Score
Grade 2
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2018 MetaMetrics, Inc. All rights reserved.
For more information, see “FAQ: How do I create small groups for teacher-led instruction?” on p. 21.
2
Report to Use Report Criteria to Select
Diagnostic Growth (Class): Select the Comparison Diagnostic you want to review. Select Reading or Math. Note: Placement Definition defaults to the End-of-Year View. For more information, see p. 20.
Suggested Actions
• Interpret the data: For worksheets to support your • Celebrate students for bright spots and analysis, see p. 16–17. accomplishments. – Examine students to analyze growth and change in • Have data chats: Facilitate data chats with students to
placement level. discuss progress toward goals, identify bright spots – Prioritize students who are not making expected Progress and areas for improvement, and plan next steps.
toward Typical Growth and have placed below level for additional support. Also consider your knowledge of * Most classes should expect to see at least 50% median progress and an individual
student is expected to make 50% Progress to Annual Typical Growth at midyear when students and whether rushing was a factor in recent the second Diagnostic is given about halfway between the initial and end-of-year results. Diagnostics, with equal periods of instruction between each assessment. When the
midyear Diagnostic is scheduled earlier or later in the year, expected Progress to Annual – Examine the Diagnostic Results (Class/Student) report(s) Typical Growth will vary proportionally. **Our research shows that 25%–35% of students
for domain-specific needs and recommendations for will reach Stretch Growth in an average district. It is important to remember that Stretch Growth measures differ significantly from student to student and class to class, making it
teacher-led instruction for groups of students or problematic to set uniform Stretch Growth goals for aggregations of students. For more individual students. information on Typical and Stretch Growth measures, search “FAQ: Using i-Ready as a
Growth Measure” on i-ReadyCentral.com.
10 Data Analysis Guide
How is my class progressing toward Annual Typical Growth and grade- level proficiency?
Class Data Which students could benefit from additional support, based on progress
toward growth measures and grade-level proficiency, between now and the end of the year?
– Consider if students are making expected progress toward their Typical Growth, are making progress toward their Stretch Growth**, or made an increase in their placement.
Data to Focus On Data to Focus On
1 Overall Placement: Look at the Current Placement Distribution pie chart. – What percentage of students is at each placement
level and how did that change from the prior Diagnostic?
2 Overall Growth: Look at the Progress to Annual Typical Growth bar graph. – How is the class progressing toward Annual
Typical Growth?*
3 Student Growth: Sort students by Percent Progress toward Annual Typical Growth, Percent Progress toward Annual Stretch Growth, Initial Placement & Scale Score, and/or Current Placement & Scale Score to analyze the data. – Which students are making progress?
– Which students can benefit from additional support?
Progress to Annual Typical Growth (Median)
Showing 20 of 20
Student Scale Score Progress
Current Placement & Scale Score
Annual Typical Growth
Percent Progress
Early 5 (488)
Early 5 (486)
Early 5 (490)
Grade 3 (446)
Grade 4 (460)
Early 5 (487)
Early 5 (484)
Mid 5 (518)
Mid 5 (504)
Grade 4 (478)
Early 5 (492)
Early 5 (484)
Grade 6 (543)
Grade 3 (446)
Mid 5 (518)
Mid 5 (523)
Early 5 (492)
Mid 5 (503)
Mid 5 (500)
Mid 5 (509)
Initial Placement & Scale Score
Grade 4 (459)
Grade 4 (472)
Grade 4 (459)
Grade 2 (429)
Grade 4 (453)
Grade 4 (470)
Grade 3 (440)
Early 5 (489)
Grade 4 (473)
Grade 4 (462)
Grade 4 (472)
Grade 4 (454)
Mid 5 (516)
Grade 2 (429)
Grade 4 (463)
Mid 5 (512)
Mid 5 (517)
Early 5 (484)
Early 5 (483)
Early 5 (491)
Scale Score ProgressPercent Progress
Annual Stretch Growth
Key
Diagnostic Growth
Progress Distributions
# S
tu de
nt s
% Progress % Progress
# S
tu de
nt s
Distribution of Progress to Annual
Typical Growth Distribution of Progress to Annual
Stretch Growth
0
≤19
0
20-39
0
40-59
3
60-79
5
80-99
11
100+ Met
0
≤19
0
20-39
7
40-59
3
60-79
3
80-99
6
100+ Met
Current Placement Distribution
8 Students 40% (From 15%) On (Mid/Late) or Above Grade Level
10 Students 50% (From 67%) One Grade Level Below or Early On Grade Level
2 Students 10% (From 15%) Two or More Grade Levels Below
The median percent progress toward Typical Growth for this class is 111%. Typical Growth is the average annual growth for a student at their grade and placement level.
Class/Group
Grade 5, Section 1
Comparison Date Range
Diagnostic Window 3
05/28/19 - 06/25/19
Placement Definition
End-of-Year View
50% 100%
111%
Learn More about Growth
29/31
14/31
31/31
17/41
7/31
17/31
44/35
29/29
31/31
16/31
20/31
30/31
27/20
17/41
55/31
11/20
14/20
12/29
17/29
18/29
Baker, Danielle
Bowers, Tara
Choi, Isabelle
Cochran, Damon
Hess, Michael
Lowe, Noah
Malone, Carla
McDonald, Kal
Patel, Mia
Powell, Elijah
Ramirez, Gabriella
Ruiz, Justin
Sanchez, Abby
Simmons, Tristan
Singh, Brian
Stanton, Geena
Tan, Melanie
Vo, Isaiah
Wade, Kiara
Warren, Santino
161%
78%
172%
85%
39%
94%
244%
161%
172%
89%
111%
167%
193%
85%
305%
79%
100%
67%
94%
94%
94%
45%
100%
41%
23%
55%
126%
100%
100%
52%
65%
97%
135%
41%
177%
55%
70%
42%
59%
61%
29/18
14/18
31/18
17/20
7/18
17/18
44/18
29/18
31/18
16/18
20/18
30/18
27/14
17/20
55/18
11/14
14/14
12/18
17/18
17/18
Subject
Math
HelpAssess & TeachRosters Regina MooreReports
Progress to Annual Typical Growth (Median)
Showing 20 of 20
Student Scale Score Progress
Current Placement & Scale Score
Annual Typical Growth
Percent Progress
Early 5 (488)
Early 5 (486)
Early 5 (490)
Grade 3 (446)
Grade 4 (460)
Early 5 (487)
Early 5 (484)
Mid 5 (518)
Mid 5 (504)
Grade 4 (478)
Early 5 (492)
Early 5 (484)
Grade 6 (543)
Grade 3 (446)
Mid 5 (518)
Mid 5 (523)
Early 5 (492)
Mid 5 (503)
Mid 5 (500)
Mid 5 (509)
Initial Placement & Scale Score
Grade 4 (459)
Grade 4 (472)
Grade 4 (459)
Grade 2 (429)
Grade 4 (453)
Grade 4 (470)
Grade 3 (440)
Early 5 (489)
Grade 4 (473)
Grade 4 (462)
Grade 4 (472)
Grade 4 (454)
Mid 5 (516)
Grade 2 (429)
Grade 4 (463)
Mid 5 (512)
Mid 5 (517)
Early 5 (484)
Early 5 (483)
Early 5 (491)
Scale Score ProgressPercent Progress
Annual Stretch Growth
Key
Diagnostic Growth
Progress Distributions
# S
tu de
nt s
% Progress % Progress
# S
tu de
nt s
Distribution of Progress to Annual
Typical Growth Distribution of Progress to Annual
Stretch Growth
0
≤19
0
20-39
0
40-59
3
60-79
5
80-99
11
100+ Met
0
≤19
0
20-39
7
40-59
3
60-79
3
80-99
6
100+ Met
Current Placement Distribution
8 Students 40% (From 15%) On (Mid/Late) or Above Grade Level
10 Students 50% (From 67%) One Grade Level Below or Early On Grade Level
2 Students 10% (From 15%) Two or More Grade Levels Below
The median percent progress toward Typical Growth for this class is 111%. Typical Growth is the average annual growth for a student at their grade and placement level.
Class/Group
Grade 5, Section 1
Comparison Date Range
Diagnostic Window 3
05/28/19 - 06/25/19
Placement Definition
End-of-Year View
50% 100%
111%
Learn More about Growth
29/31
14/31
31/31
17/41
7/31
17/31
44/35
29/29
31/31
16/31
20/31
30/31
27/20
17/41
55/31
11/20
14/20
12/29
17/29
18/29
Baker, Danielle
Bowers, Tara
Choi, Isabelle
Cochran, Damon
Hess, Michael
Lowe, Noah
Malone, Carla
McDonald, Kal
Patel, Mia
Powell, Elijah
Ramirez, Gabriella
Ruiz, Justin
Sanchez, Abby
Simmons, Tristan
Singh, Brian
Stanton, Geena
Tan, Melanie
Vo, Isaiah
Wade, Kiara
Warren, Santino
161%
78%
172%
85%
39%
94%
244%
161%
172%
89%
111%
167%
193%
85%
305%
79%
100%
67%
94%
94%
94%
45%
100%
41%
23%
55%
126%
100%
100%
52%
65%
97%
135%
41%
177%
55%
70%
42%
59%
61%
29/18
14/18
31/18
17/20
7/18
17/18
44/18
29/18
31/18
16/18
20/18
30/18
27/14
17/20
55/18
11/14
14/14
12/18
17/18
17/18
Subject
Math
HelpAssess & TeachRosters Regina MooreReports
1
2
3
Report to Use Report Criteria to Select
IOnsntlrineuct Iinonstarucl Gtrioonup (ingsClass: ) *: • Select thOe ptCliaonssa orl D Reiagpnoorts tGic Reroupsu ylots (u wClaanst ts)o r: eview. SSeleleecct t RReadeadiinngg or or MMaathth.. Select Reading or Math.• Confirm the Date Range for the Online Instruction data you want
– Select the Class or Report Group. to reviewT. Yhios ru mepoay srt eelneacbt Cles yuroreu tnt Wo creeeakt, Le samst Wall gereoku, Lps tasht Mat aonre mth, ore – Select the Date Range for the or a custospm deciafitce r toa ynogure. i nstructional needs and purpose than those
Diagnostic. automatically recommended by i-Ready (i.e., by placement level, omain).
Suggested Actions
• Interpret the data for small groups of students: • Plan teacher-led instruction: Using resources (e.g., For each group, examine their needs and note next Teacher Toolbox, Tools for Instruction), plan your small steps to address them (e.g., consider teacher-led group teacher-led instruction based on each group’s data. instruction, strategically adding Teacher-Assigned • Focus on goals: Use your small group instruction to Lessons, and celebrating success). For a worksheet support students toward class and individual goals. Let to help you analyze your data, see p. 18. students know how specific content and skills you are
• Review Online Instruction schedules: Prioritize addressing will help them achieve their goals. access to students who will benefit the most from instruction to close skills gaps.
Class Data
Class Data
HHoow cw dan I o I mg orounitpo mr my sy stutuddeentnts as c’ pcroorgdrinesg ts io n Online Instruction iannstrd ruectsipononald t neeo mdse?et their needs?
11Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
• Monitor the data: Develop a weekly practice for reviewing Student Lesson Alerts, Lesson Time-on-Task, and Percent of Lessons Passed. We recommend that:
– Individual students aim for 45 minutes of Online Instruction per subject with high Percent of Lessons Passed each week
– Aggregate groups maintain the recommended range of 30–49 minutes of Online Instruction
– Individual students and groups maintain 70%–100% of lessons passed for the year
For a worksheet to support your analysis, see p. 19.
• Respond to student needs: Use the data to inform teacher-led small group and individualized instruction.
• Celebrate bright spots and accomplishments: – Recognize achievements with students and families. – Create classwide incentive systems for reaching
Percent of Lessons Passed and usage goals.
together to accurately assess individual students’ progress and areas of need. Consider which students: – Have completed 45 minutes, less than 30 minutes, or more than 50 minutes of Online Instruction
– Are in the range of 30–49 minutes of Lesson Time-on-Task
– Are in the range of 70%–100% of lessons passed for the year
Data to Focus On by d
1 Lesson Alerts: Monitor and respond to lesson alerts. – Shutoff alerts: Which students have a domain
that’s been shut off?
– Struggling with Lessons alerts: Which students are struggling with lessons?
2 Overall: Review the distribution of students for Lesson Time-on-Task and % Lessons Passed.
– Individual students should aim for 45 minutes of Online Instruction per subject with high % Lessons Passed in order for each student and class/report group to consistently maintain the recommended range of 30–49 minutes of Online Instruction per subject weekly and 70%–100% of lessons passed for the year.
3 Student Performance: Sort by Lesson Time-on-Task and % Lessons Passed. It’s critical to look at both Lesson Time-on-Task and % Lessons Passed
Baker, Danielle
Malone, Carla
Powell, Elijah
Bowers, Tara
Choi, Isabelle
Cochran, Damon
Hess, Michael
Lowe, Noah
McDonald, Kal
46m
28m
37m
44m
23m
36m
17m
32m
15m
1
1
1
2
1
1
1
1
1
85%
50%
65%
67%
67%
91%
44%
83%
90%
17/20
12/24
13/20
8/12
4/6
32/35
8/18
5/6
27/30
Passed/Completed StudentAlerts
Lesson Time-on- Task
In Progress
Lessons Passed (YTD)
Showing 20 of 20
1
1
1
2
1
1
0
1
1
2
1
2
2
1
1
1
1
2
50%
50%
50%
100%
100%
100%
0%
100%
100%
Patel, Mia
Ramirez, Gabriella
Ruiz, Justin
Sanchez, Abby
Simmons, Tristan
Singh, Brian
Stanton, Geena
4m
53m
41m
51m
42m
44m
9m
1
1
1
1
1
1
1
87%
83%
80%
83%
75%
87%
30%
20/23
25/30
20/25
19/23
18/24
20/23
6/20
-
3
2
2
2
2
0
0
3
2
3
2
2
1
-
100%
100%
67%
100%
100%
0%
Lessons Passed (Current Week)
Passed Completed % Passed
Subject
Math
S tu
de nt
s
2
5
9
4
1 - 9 min 10 - 29 min 30 - 49 min 50+ min
Lesson Time-on-Task Current Week
Students Using Instruction/Total (Current Week): 20/20 Students Completing Lessons/Total (YTD): 20/20
Lessons Passed
10 Students: 70 - 100% Passed
6 Students: 50 - 69% Passed
4 Students: 0 - 49% Passed
Current Week Year to Date
75% Average % Lessons Passed
Average Lessons Completed: 2
Class/Report Group
Grade 5, Section 1
Date Range
Current Week
HelpAssess & TeachRosters Regina MooreReports
Online Instruction
31
2
3
*From the Online Instruction (Class) report, teachers can now select Current Week, Last Week, or Last Month to view Lesson Time-on-Task and Percent Lessons Passed data for that Date Range.
Student Data
12 Data Analysis Guide
their growth measures? ? How is an individual stud
ent progressing toward
p. 14 report to use: diagnostic growth
grade-level proficiency? ? How is an individual stude
nt progressing toward
p. 14 report to use: diagnostic growth
? h W
o hic w m
h u le
c ss h t
o im ns h
e d a i s a d th
n i a n t s di
t v u
i d d
e u
n a
t s l st
p u e d n en d o
t ta n t
k h e o n s , e p. 15
lessons, and how have they performed on them? report to use: online instruction (student)
? p Ho
ro w i gre
s a s n i s o
n n t div
h i e d
i ua r le
l s s t s u o de n pa
nt m th
a i k n
i e ng
ach domain? p. 15 report to use: diagnostic growth
? i H de o
n w d
tif o I y t
pl he
a r n m
ight y d
re iff
s e o
r u e rc nt
e i s a
t te o be
d i s ns
t s tr
u u p c p ti o o r n t m
an y
d p. 13
students’ needs? report to use: diagnostic results
individual student? ? What are the streng
ths and areas of need for an
p. 13 report to use: diagnostic results
Student Data
Select the question you want to answer:
Only applicable after more than one Diagnostic has been taken:
Online Instruction:
Report Criteria to Select
• Choose a student from the dropdown menu.
• Select the Diagnostic you wish to review.
• Select your Placement Definition. For more information, see p. 20.
Report to Use
Diagnostic Results (Student): Select Reading or Math.
Suggested Actions
• Interpret the data: For a worksheet to help you analyze • Have data chats: Facilitate data chats with students to your data, see p. 16. discuss progress toward goals, identify bright spots – Examine student growth and change in placement by and areas for improvement, and plan next steps.
domain. • Review Online Instruction schedules: Prioritize – Examine the Diagnostic Growth (Student) report for access to students who will benefit the most from
progress toward individual growth measures. instruction to close skills gaps.
13Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
Student Data
Phonological Awareness
Phonics High-Frequency Words
Vocabulary Comprehension: Literature
Comprehension: Informational Text
Tested Out Grade 3 514
Tested Out 561 Grade 4
547 Grade 4
519 Grade 3
520
640
Typical 576
Stretch 590
Key
Diagnostic 1
560 Grade 4 09/14/19
Danielle Baker Grade 5Diagnostic Results
* Foundational Domains
Grade 4 (560) Standard Error +/- 12
Tested Out
Grade 3
Tested Out
Grade 4
Grade 4
Grade 3
Overall
Phonological Awareness *
Phonics *
High-Frequency Words *
Vocabulary
Comprehension: Literature
Comprehension: Informational Text
Subject
Reading
Diagnostic
Diagnostic 1 (09/14/19)
Placement Definition
Standard View
Diagnostic 1
The average annual growth for a student at this grade and placement level.
Stretch Growth
An ambitious but attainable level of annual growth that puts on-grade level students on a path to achieve/maintain advanced proficiency levels.
Typical Growth
This Diagnostic used to establish Growth Measures.
On Grade Level (581-640)
Mid On Grade Level (609) 1
2
3
4
Can Do Next Steps & Resources for Instruction
— Teach about author's point of view and purpose. Support Danielle in applying these skills to Grade-Level 3 text: • Determine an author's point of view in an informational text by looking for stated opinions. • Distinguish one's own point of view from that of the author of the text. • Determine an author's purpose for writing an informational text, including to inform, to persuade, and to entertain.
Tools for Instruction Determine Author’s Purpose
Additional Resources Ready® Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 11: Author's Point of View
Danielle is developing proficiency with below-grade level informational texts in skills such as: • Sequencing events • Identifying cause-and-effect relationships • Demonstrating understanding of key ideas and details
• Comparing and contrasting • Identifying main idea • Retelling the most important ideas
Standards 3 Reading INSTRUCTION3 Reading INSTRUCTION
520
640
Typical 576
Stretch 590
Key
Placement by Domain
Can Do
Developmental Analysis
Next Steps & Resources for Instruction
— Teach about author's point of view and purpose. Support Danielle in applying these skills to Grade-Level 3 text: • Determine an author's point of view in an informational text by looking for stated opinions. • Distinguish one's own point of view from that of the author of the text. • Determine an author's purpose for writing an informational text, including to inform, to
persuade, and to entertain.
Tools for Instruction Determine Author’s Purpose
Additional Resources Ready® Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 11: Author's Point of View
— Provide additional strategies for determining word meaning. Support Danielle in using these steps to figure out the meaning of unfamiliar words in Grade-Level 3 text: • Look around the word for context clues. • Break the word apart and look for clues in the parts (base word, prefix, suffix). • Guess the meaning of the word. • Try out the meaning in the original sentence and see if it makes sense in context. • Use the dictionary, if needed, to confirm this meaning.
Tools for Instruction Teach New Word Meanings Use Context to Find Word Meaning
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 9: Unfamiliar Words Lesson 12: Words in Context
— Build understanding of how to connect text and visuals. Explain that readers get information from words in a text as well as from pictures, photographs, maps, and other types of illustrations. • Using a Grade-Level 3 informational text containing plenty of visuals, model thinking about how the
visuals support the text and sometimes give additional information that does not appear in the text. • Prompt Danielle to connect the text and visuals. Ask questions such as, “What do you see in the
illustration that matches what we just read about? What details in this illustration tell you more about what we just read?”
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 17: Connecting Words and Pictures in Informational Text Lesson 21: Connecting Words and Pictures in Stories
— Extend understanding of cause and effect. • Define effect as something that happens. Define cause as something that makes something
else happen. • Read aloud a Grade-Level 3 informational book and model the thought process behind discovering
cause-and-effect relationships. • Say, “When I read, I think about things that happen and why those things happen.” • Model asking and answering questions such as, “What happened?” and “Why did it happen?” • Then have Danielle read an informational text in a small group. Remind the child to ask these same
questions and to look for details in the text to find answers.
Tools for Instruction Identify Cause and Effect
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 1: Asking Questions about Key Ideas Lesson 4: Describing Cause and Effect Lesson 5: Asking Questions about Stories
— Develop understanding of using evidence to support inferences in Grade-Level 3 text. • Explain that readers must use evidence from a text to support inferences about the text. Evidence can
include words or phrases from the text, details from pictures and illustrations, and one's own prior knowledge and experience.
• Point out that readers often revise inferences as they read and gather more information. They consider new details and ask themselves, “Does my previous inference still make sense with what I know now?”
Tools for Instruction Make Inferences
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 18: Describing Connections between Sentences and Paragraphs
This domain addresses Danielle's understanding of informational text. Results indicate that Danielle needs instruction in Grade-Level 3 informational skills and strategies, such as identifying and evaluating an author's point of view or purpose, as well as analyzing cause-and-effect relationships. Teach a variety of informational genres, including biographies, autobiographies, and newspaper or magazine articles.
Results in Phonics indicate that Danielle has difficulty decoding words accurately. Vocabulary is another cause for concern. This score indicates that Danielle has gaps in grade-level word knowledge. Targeting Phonics and Vocabulary instruction is the best way to support this student’s growth as a reader. Taken together, this information places Danielle in Instructional Grouping 1.
Diagnostic 1
560 Grade 4 09/14/19
Danielle Baker Grade 5Diagnostic Results
* Foundational Domains
Grade 4 (560) Standard Error +/- 12
Tested Out
Grade 3
Tested Out
Grade 4
Grade 4
Grade 3
Overall
Phonological Awareness *
Phonics *
High-Frequency Words *
Vocabulary
Comprehension: Literature
Comprehension: Informational Text
Subject
Reading
Diagnostic
Diagnostic 1 (09/14/19)
Placement Definition
Standard View
Norm and Lexile PerformanceNational Norm and Lexile® Performance
National Norm: 38th Percentile
Lexile measure & range: 830L, range 730L-880L “Find a Book, i-Ready” enables you to build custom reading lists. Based on the student's Lexile® measure and personal insterests. Search for books now at www.Lexile.com/Fab/i-Ready.
Understanding Lexile Measures
Find a Book, i-Ready
Danielle is developing proficiency with below-grade level informational texts in skills such as: • Sequencing events • Identifying cause-and-effect relationships • Demonstrating understanding of key ideas and details
• Comparing and contrasting • Identifying main idea • Retelling the most important ideas
Standards
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2019 MetaMetrics, Inc. All rights reserved.
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
Diagnostic 1
The average annual growth for a student at this grade and placement level.
Stretch Growth
An ambitious but attainable level of annual growth that puts on-grade level students on a path to achieve/maintain advanced proficiency levels.
Typical Growth
HelpAssess & TeachRosters Regina MooreReports
This Diagnostic used to establish Growth Measures.
On Grade Level (581-640)
Mid On Grade Level (609)
What are the strengths and areas of need for an individual student?Student Data How do I plan my differentiated instruction and identify the
right resources to best support my students’ needs?
Data to Focus On Data to Focus On
1 Overall Performance: Look at the scale score and placement level.
2 Domain Performance: Refer to the domain placement levels to identify domain strengths and areas for growth.
3 Growth Measures: Use growth measures on the bar graph to set goals and examine student performance relative to goals.
4 Can Dos and Next Steps & Resources for Instruction (click a domain to expand): Refer to the Can Dos, Next Steps & Resources for Instruction, Tools for Instruction, and Teacher Toolbox resources for a detailed analysis and next steps for planning instruction.
Phonological Awareness
Placement by Domain
Phonics High-Frequency Words
Vocabulary Comprehension: Literature
Comprehension: Informational Text
Tested Out Grade 3 514
Tested Out 561 Grade 4
547 Grade 4
519 Grade 3
Can Do
Developmental Analysis
Next Steps & Resources for Instruction
— Teach about author's point of view and purpose. Support Danielle in applying these skills to Grade-Level 3 text: • Determine an author's point of view in an informational text by looking for stated opinions. • Distinguish one's own point of view from that of the author of the text. • Determine an author's purpose for writing an informational text, including to inform, to
persuade, and to entertain.
Tools for Instruction Determine Author’s Purpose
Additional Resources Ready® Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 11: Author's Point of View
— Provide additional strategies for determining word meaning. Support Danielle in using these steps to figure out the meaning of unfamiliar words in Grade-Level 3 text: • Look around the word for context clues. • Break the word apart and look for clues in the parts (base word, prefix, suffix). • Guess the meaning of the word. • Try out the meaning in the original sentence and see if it makes sense in context. • Use the dictionary, if needed, to confirm this meaning.
Tools for Instruction Teach New Word Meanings Use Context to Find Word Meaning
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 9: Unfamiliar Words Lesson 12: Words in Context
— Build understanding of how to connect text and visuals. Explain that readers get information from words in a text as well as from pictures, photographs, maps, and other types of illustrations. • Using a Grade-Level 3 informational text containing plenty of visuals, model thinking about how the
visuals support the text and sometimes give additional information that does not appear in the text. • Prompt Danielle to connect the text and visuals. Ask questions such as, “What do you see in the
illustration that matches what we just read about? What details in this illustration tell you more about what we just read?”
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 17: Connecting Words and Pictures in Informational Text Lesson 21: Connecting Words and Pictures in Stories
— Extend understanding of cause and effect. • Define effect as something that happens. Define cause as something that makes something
else happen. • Read aloud a Grade-Level 3 informational book and model the thought process behind discovering
cause-and-effect relationships. • Say, “When I read, I think about things that happen and why those things happen.” • Model asking and answering questions such as, “What happened?” and “Why did it happen?” • Then have Danielle read an informational text in a small group. Remind the child to ask these same
questions and to look for details in the text to find answers.
Tools for Instruction Identify Cause and Effect
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 1: Asking Questions about Key Ideas Lesson 4: Describing Cause and Effect Lesson 5: Asking Questions about Stories
— Develop understanding of using evidence to support inferences in Grade-Level 3 text. • Explain that readers must use evidence from a text to support inferences about the text. Evidence can
include words or phrases from the text, details from pictures and illustrations, and one's own prior knowledge and experience.
• Point out that readers often revise inferences as they read and gather more information. They consider new details and ask themselves, “Does my previous inference still make sense with what I know now?”
Tools for Instruction Make Inferences
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 18: Describing Connections between Sentences and Paragraphs
This domain addresses Danielle's understanding of informational text. Results indicate that Danielle needs instruction in Grade-Level 3 informational skills and strategies, such as identifying and evaluating an author's point of view or purpose, as well as analyzing cause-and-effect relationships. Teach a variety of informational genres, including biographies, autobiographies, and newspaper or magazine articles.
Results in Phonics indicate that Danielle has difficulty decoding words accurately. Vocabulary is another cause for concern. This score indicates that Danielle has gaps in grade-level word knowledge. Targeting Phonics and Vocabulary instruction is the best way to support this student’s growth as a reader. Taken together, this information places Danielle in Instructional Grouping 1.
Norm and Lexile PerformanceNational Norm and Lexile® Performance
National Norm: 38th Percentile
Lexile measure & range: 830L, range 730L-880L “Find a Book, i-Ready” enables you to build custom reading lists. Based on the student's Lexile® measure and personal insterests. Search for books now at www.Lexile.com/Fab/i-Ready.
Understanding Lexile Measures
Find a Book, i-Ready
Danielle is developing proficiency with below-grade level informational texts in skills such as: • Sequencing events • Identifying cause-and-effect relationships • Demonstrating understanding of key ideas and details
• Comparing and contrasting • Identifying main idea • Retelling the most important ideas
Standards
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2019 MetaMetrics, Inc. All rights reserved.
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
HelpAssess & TeachRosters Regina MooreReports
520
640
Typical 576
Stretch 590
Key
Phonological Awareness
Placement by Domain
Phonics High-Frequency Words
Vocabulary Comprehension: Literature
Comprehension: Informational Text
Tested Out Grade 3 514
Tested Out 561 Grade 4
547 Grade 4
519 Grade 3
Developmental Analysis
— Provide additional strategies for determining word meaning. Support Danielle in using these steps to figure out the meaning of unfamiliar words in Grade-Level 3 text: • Look around the word for context clues. • Break the word apart and look for clues in the parts (base word, prefix, suffix). • Guess the meaning of the word. • Try out the meaning in the original sentence and see if it makes sense in context. • Use the dictionary, if needed, to confirm this meaning.
Tools for Instruction Teach New Word Meanings Use Context to Find Word Meaning
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 9: Unfamiliar Words Lesson 12: Words in Context
— Build understanding of how to connect text and visuals. Explain that readers get information from words in a text as well as from pictures, photographs, maps, and other types of illustrations. • Using a Grade-Level 3 informational text containing plenty of visuals, model thinking about how the
visuals support the text and sometimes give additional information that does not appear in the text. • Prompt Danielle to connect the text and visuals. Ask questions such as, “What do you see in the
illustration that matches what we just read about? What details in this illustration tell you more about what we just read?”
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 17: Connecting Words and Pictures in Informational Text Lesson 21: Connecting Words and Pictures in Stories
— Extend understanding of cause and effect. • Define effect as something that happens. Define cause as something that makes something
else happen. • Read aloud a Grade-Level 3 informational book and model the thought process behind discovering
cause-and-effect relationships. • Say, “When I read, I think about things that happen and why those things happen.” • Model asking and answering questions such as, “What happened?” and “Why did it happen?” • Then have Danielle read an informational text in a small group. Remind the child to ask these same
questions and to look for details in the text to find answers.
Tools for Instruction Identify Cause and Effect
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 1: Asking Questions about Key Ideas Lesson 4: Describing Cause and Effect Lesson 5: Asking Questions about Stories
— Develop understanding of using evidence to support inferences in Grade-Level 3 text. • Explain that readers must use evidence from a text to support inferences about the text. Evidence can
include words or phrases from the text, details from pictures and illustrations, and one's own prior knowledge and experience.
• Point out that readers often revise inferences as they read and gather more information. They consider new details and ask themselves, “Does my previous inference still make sense with what I know now?”
Tools for Instruction Make Inferences
Additional Resources Ready Reading instruction or digital access to Ready through Teacher Toolbox Learn More
• Grade 3 Lesson 18: Describing Connections between Sentences and Paragraphs
This domain addresses Danielle's understanding of informational text. Results indicate that Danielle needs instruction in Grade-Level 3 informational skills and strategies, such as identifying and evaluating an author's point of view or purpose, as well as analyzing cause-and-effect relationships. Teach a variety of informational genres, including biographies, autobiographies, and newspaper or magazine articles.
Results in Phonics indicate that Danielle has difficulty decoding words accurately. Vocabulary is another cause for concern. This score indicates that Danielle has gaps in grade-level word knowledge. Targeting Phonics and Vocabulary instruction is the best way to support this student’s growth as a reader. Taken together, this information places Danielle in Instructional Grouping 1.
Diagnostic 1
560 Grade 4 09/14/19
Danielle Baker Grade 5Diagnostic Results
* Foundational Domains
Grade 4 (560) Standard Error +/- 12
Tested Out
Grade 3
Tested Out
Grade 4
Grade 4
Grade 3
Overall
Phonological Awareness *
Phonics *
High-Frequency Words *
Vocabulary
Comprehension: Literature
Comprehension: Informational Text
Subject
Reading
Diagnostic
Diagnostic 1 (09/14/19)
Placement Definition
Standard View
Norm and Lexile PerformanceNational Norm and Lexile® Performance
National Norm: 38th Percentile
Lexile measure & range: 830L, range 730L-880L “Find a Book, i-Ready” enables you to build custom reading lists. Based on the student's Lexile® measure and personal insterests. Search for books now at www.Lexile.com/Fab/i-Ready.
Understanding Lexile Measures
Find a Book, i-Ready
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2019 MetaMetrics, Inc. All rights reserved.
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
3 ReadingINSTRUCTION3 ReadingINSTRUCTION
Diagnostic 1
The average annual growth for a student at this grade and placement level.
Stretch Growth
An ambitious but attainable level of annual growth that puts on-grade level students on a path to achieve/maintain advanced proficiency levels.
Typical Growth
HelpAssess & TeachRosters Regina MooreReports
This Diagnostic used to establish Growth Measures.
On Grade Level (581-640)
Mid On Grade Level (609)
Report to Use Report Criteria to Select
Diagnostic Growth (Student): • Choose a student from the dropdown menu. Select Reading or Math. Note: Placement Definition defaults to the End-of-Year View. For more information, see p. 20.
Student How is an individual student progressing toward their growth measures? Data How is an individual student progressing toward grade-level proficiency?
14 Data Analysis Guide
Suggested Actions
• Interpret the data: For a worksheet to help you analyze • Have data chats: Facilitate data chats with students to your data, see p. 16. discuss progress toward goals, identify bright spots and – Examine student growth and change in placement by areas for improvement, and plan next steps.
domain. • Review Online Instruction schedules: Prioritize access – Examine the Diagnostic Results (Student) for domain- to students who will benefit the most from instruction
and skill-specific needs and note next steps to address to close skills gaps.
them (e.g., consider small group instruction, strategically assigning lessons, and celebrating growth).
Data to Focus On Data to Focus On
1 Overall Growth: Look at the Year-to-Date Growth bar graphs.
– Consider if the student is making progress toward Typical Growth* and Stretch Growth.**
2 Overall Placement Level: Look at the Overall Diagnostic Growth bar graph.
– Has the student experienced an increase in placement?
– How is the student progressing toward their Typical Growth and Stretch Growth measures and toward grade level?
3 Placement by Domain: Consider domains in which the student:
– Improved from the initial Diagnostic
– Needs more support
– Is on grade level
Overall Diagnostic Growth
Placement by Domain
Year to Date Growth
Progress to Annual Typical Growth
Progress to Annual Stretch Growth
Key
Overall
Number and Operations
Algebra and Algebraic Thinking
Measurement and Data
Geometry
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Early 5
Grade 3
Early 5
Mid 5
Early 5
Early 5
Grade 4
Diagnostic 1 Domain Diagnostic 2 Diagnostic 3
Typical 477
Stretch 490
410
540
+17 +29
PDFDiagnostic Growth Danielle Baker Grade 5
Diagnostic 3
488 Early 5 03/15/20
Diagnostic 1†
459 Grade 4 09/14/19
Diagnostic 2
476 Grade 4 12/14/19
Scale Points: 29/18
Scale Points: 29/31
This student has made 161% progress toward Annual Typical Growth. Typical Growth is the average growth of students at this grade and placement level.
This student has made 94% progress toward his or her Stretch Growth. Stretch Growth is an ambitious but attainable level of annual growth that puts students on a path toward proficiency.
This student will need to meet their Annual Stretch Growth for at least one year to be proficient.
Placement Improved from Initial
Subject
Math
Placement Definition
End of Year View
50% 100%
161%
50% 100%
94%
Learn More about Growth
† This Diagnostic used to establish Growth Measures.
On Grade Level (480 - 540)
Mid On Grade Level (498)
HelpAssess & TeachRosters Regina MooreReports
1
3
2
*An individual student is expected to make 50% Progress to Annual Typical Growth at midyear when the second Diagnostic is given about halfway between the initial and end-of-year Diagnostics, with equal periods of instruction between each assessment. When the midyear Diagnostic is scheduled earlier or later in the year, expected Progress to Annual Typical Growth will vary proportionally. **Our research shows that 25%–35% of students will reach Stretch Growth in an average district. It is important to remember that Stretch Growth measures differ significantly from student to student and class to class, making it problematic to set uniform Stretch Growth goals for aggregations of students. For more information on Typical and Stretch Growth measures, search “FAQ: Using i-Ready as a Growth Measure” on i-ReadyCentral.com.
Report to Use Report Criteria to Select
Online Instruction (Student): • Select a student from the dropdown menu you want to review. Select Reading or Math. • Confirm the Date Range for Online Instruction data.
Suggested Actions
• Monitor the data: Develop a routine for reviewing • Respond to student needs: For a worksheet to help you Student Lesson Alerts, Lesson Time-on-Task, and organize and respond to the data, see p. 19. Percent of Lessons Passed. We recommend that: – For additional guidance on supporting your student(s),
visit i-ReadyCentral.com/OnlineInstruction.– Students stay within the range of 30–49 minutes of Online
Instruction per subject each week, and 70%–100% of – Use the data to inform small group or individualized lessons passed instruction for this student.
– Individual students should aim for 45 minutes of Online – Conduct a data chat with this student. Instruction per subject each week and a high Percent of
• Celebrate bright spots and accomplishments:Lessons Passed – Recognize achievements with students and their families. – Acknowledge student achievements in your classwide
recognition and incentive system.
Student Data
15Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
Which lessons has an individual student taken, how much time did that Student student spend on those lessons, and how have they performed on them?
Data How is an individual student making progress on their lesson path in each domain?
Data to Focus On Data to Focus On
1 Current & Past Lessons: Look at the Monitor Domain Progress bar graphs.
– Consider if the student is making progress in each domain.
2 Student Lesson Alerts: Look at the Alerts column.
– Does the student have lesson alerts indicating that they are struggling in a domain or that a domain has been shut off?
3 Student Progress and Completed Lessons: Review the columns indicating if a student has passed or not passed a lesson, their score, and their Lesson Time- on-Task.
– Has the student passed the lesson? – How much time was spent on the lesson?
HelpAssess & TeachRosters Regina MooreReports
Online Instruction
Subject
Reading
Date Range
All Activity
Upcoming LessonsCurrent & Past Lessons
COMP
VOC
VOC
Emerging K
Mid 3
Mid 3 Pass
30m
14m
14m
50%
50%
90%
05/16/18
05/11/18
05/11/18
05/18/18
05/16/18
05/11/18
Understand Characters
Building Word Knowledge 6
Building Word Knowledge and…
Not Passed
Not Passed
Extra Lesson
PassedLevelDomain LessonAlerts Score Lesson Time-on- Task
Started Finished
VOC
COMP
Emerging K
Mid 3
— 7m
35m
— 05/23/18
05/18/18
In Progress
05/18/18
Building Word Knowledge and…
Understand Characters
Activity Overview Lesson Passed (YTD)
53/60 | 88% Total Lesson Time-on-Task (YTD)
18h 34m
Showing 5 of 5
Monitor Domain Progress
E M LE M LE M LE M LE M LE M LE M LE M LE M L Domains
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
On Grade Level
Phonological Awareness (PA) View Tested Out
Phonics (PH) View Max Score
High-Frequency Words (WFH) View
Vocabulary (VOC) View
Comprehension (COMP) View
Close Reading (CR) View Off
Grade K
Lily Anderson Grade 3
Not Passed
60%
1
32
Ask Select or create a question you want to answer with your data and choose the report that will provide it. Generate the report and review.
Get Data & Observe Write down or share observations.
Infer & Question Interpret the data by making inferences about what the data means. Note additional questions worth exploring and consider additional data sources and resources.
Focus Which student(s) will be the focus? What is the area of need (domain(s) or skill(s)) for this student or group of students?
Reflect What instructional or intervention strategies have been used? What was the effect of these strategies?
Brainstorm Solutions Using instructional resources you have available, what are some possible solutions?
Part 2: Make Data-Driven Instructional Decisions
Part 1: Understand Your Data
School, Grade Level, and/or Class: _________________________________________________
Data Analysis Protocol Use this worksheet to analyze your data.
Mathematics Reading
Take Action When and what instruction or intervention will happen? When and how will you review your actions for impact/ effectiveness?
Data Analysis Guide16
© 2019 Curriculum Associates, LLC. All rights reserved.
Mathematics Reading
Use this worksheet to analyze your data.
Data Reflection Worksheet
Observe (List the grade level(s), class(es), and/or student(s).)
Reflect (List the instructional strategies or plans you’ve tried and their effects.)
Take Action (Indicate your plan for what you will do and when.)
Ask (Select or create your question.)
Bright Spots (e.g., higher placement levels, success with a specific domain,
more than expected progress toward growth measures)
Areas for Improvement (e.g., lower placement levels, struggle with a specific domain,
less than expected progress toward growth measures)
School, Grade Level, and/or Class: __________________________________________________ Mathematics Reading
17Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
© 2019 Curriculum Associates, LLC. All rights reserved.
Data Analysis Guide18 © 2019 Curriculum Associates, LLC. All rights reserved.
Group Number or Name: Group Selection Criteria: (e.g., students who have the lowest score in a domain)
Action Plan
School, Grade Level, and/or Class: _________________________________________________
Student Name Observations and Instructional Priorities Instructional Resources
When will this small group meet and for how long?
What is your small group instruction plan to help students at their current placement level and to help them access grade-level content? At current placement level:
Grade-level content:
When and how will you check for understanding and overall effectiveness of instruction?
Use this worksheet to group students and create your instructional plans.
Small Group Worksheet
Mathematics Reading
Analyze List the students who are in each category and think about the
possible causes. Review individual student data as needed.
Monitor Take Action Consider these action steps:
Lesson Alerts
Domain Shutoff Alerts
Struggling with Lessons Alerts
F Pull students for small group or individualized instruction.
F Conduct goal setting, reflection, and data chats.
F Other:
Lesson Time-on-Task
Less than 30 minutes
F Set Lesson Time-on-Task goals with students. F Use Online Instruction Trackers weekly. F Adjust your Online Instruction schedule
as needed.
F Review Learning Games Playtime report to see if students are working in games instead of lessons.*
F Other:
More than 50 minutes
F Adjust your Online Instruction schedule as needed.
F Schedule more teacher-led instruction, group work, class projects, or communicate with students and families about Lesson Time-on- Task goals.
F Other:
Percent of Lessons Passed YTD
Less than 70% of lessons passed
F Pull students for small group or individualized instruction.
F Reteach a specific skill in whole class instruction. F Conduct goal setting, reflection, and data chats. F Use trackers and/or create incentives for
Percent of Lessons Passed.
F Other:
Class-Level Online Instruction Use
ü Few lesson alerts
ü 30–49 minutes of Lesson Time-on-Task
ü 70%–100% of lessons passed
F Celebrate achievements with students and families.
F Consider scheduling teacher-led instruction, group work, class projects, or Math Center Activities from the Teacher Toolbox.
F Other:
Online Instruction Action Plan Review your Online Instruction data and create an action plan for your students.
*Learning Games are available to students in Grade K–5 using i-Ready Instruction for Mathematics, at district discretion.
19Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
© 2019 Curriculum Associates, LLC. All rights reserved.
View Students Are Considered . . . Use This View*
Beginning- of-Year
(green) if they are Emerging (place one year below their current grade) or place Early, Mid, or Late within their current grade level or above.
(yellow) if they place Two Grade Levels Below their current grade.
(red) if they place Three or More Grade Levels Below their current grade.
• To understand students’ needs at the beginning of the year (to account for possible learning loss and that they may not have been exposed to material from their current grade level yet)
• To create initial instruction and intervention groups
Standard (green) if they place within their current grade level at Early, Mid, or Late On Grade Level. (yellow) if they place One Grade Level Below their current grade. (red) if they place Two or More Grade Levels Below their current grade.
• To understand how students are performing during the school year
• As the “default” view throughout the year in most reports
End-of- Year
(green) if they place Mid or Late On Grade Level in their current grade or Above Grade Level.
(yellow) if they place One Grade Level Below their current grade or Early On Grade Level in their current grade.
(red) if they place Two or More Grade Levels Below their current grade.
• To understand which students have met the minimum requirements to be considered proficient for their grade
• As the “default” view in the Diagnostic Growth reports
(green). As you choose, you can consider how learning progresses throughout the year (i.e., in the beginning of the year students have not been exposed to grade-level material yet).
• Student scale scores, placement levels, and growth measures do not change, regardless of what view you use, but how students are categorized and color-coded in your report does change.
Overview
On the Diagnostic Status, Diagnostic Results, and Diagnostic Growth reports you are asked to select the “Placement Definition” for your students.
• This feature gives you the flexibility to define what it means for a student to be considered On Grade Level
* When comparing two or more reports, it is very important to make sure you have selected the same Placement Definition for every report.
Understanding “Placement Definition”
Previous GradeTwo Grades Previous
Beginning-of-Year
View
Early Mid Late
Current Grade
Standard Early Mid Late
End-of-Year Early Mid Late
Michael 2nd Diagnostic Scale Score: 470
Example
Fourth grader Michael gets a scale score of 470 on the 2nd Diagnostic. This places him Early On Grade Level in his current grade. If his teacher runs her reports using:
• Beginning-of-Year or Standard View: Michael’s score will be considered On Grade Level and his score will be shaded green ( ).
-of-Year View: Because Michael’s score places him Early On Grade Level, ll be shaded yellow ( ).
• End it wi
Overall Placement Placement by Domain*
Phonological Awareness (PA)
Phonics (PH)
Class/Report Group
Grade 5, Section 1
Date Range
Window 1
Placement Definition
Standard View
Showing All Students
Diagnostic Results
Subject
Reading
High-Frequency Words (HFW)
Vocabulary (VOC)
Literature (LIT)
Informational Text (INFO)
*Students not completed are not included
Key
7 Students
35% On or Above Grade Level
10 Students
50% One Grade Level Below
3 Students
15% Two or More Grade Levels Below
0 Students
0% Not Completed
Placement by Domain
Student Name
PA PH HFW VOC LIT INFO
Date Scale Score
Overall Placement
Lexile® measure & range
Showing 20 of 20
Sanchez, Abby
Stanton, Geena
Tan, Melanie
Wade, Kiara
Vo, Isaiah
McDonald, Kal
Warren, Santino
Baker, Danielle
Singh, Brian
Ruiz, Justin
Choi, Isabelle
Hess, Michael
Patel, Mia
Powell, Elijah
Lowe, Noah
Ramirez, Gabriella
Bowers, Tara
Malone, Carla
Cochran, Damon
Simmons, Tristan
Max Score
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Max Score
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Tested Out
Grade 2
Tested Out
Tested Out
Mid 5
Mid 5
Late 5
Early 5
Mid 5
Early 5
Early 5
Grade 4
Grade 3
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Mid 5
Grade 4
Grade 4
Grade 3
Grade 3
Mid 5
Early 5
Mid 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
Grade 3
Early 5
Mid 5
Early 5
Early 5
Grade 4
Mid 5
Grade 3
Grade 4
Grade 4
Grade 3
Grade 2
Grade 4
Grade 4
Grade 2
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
Grade 3
Early 5
Mid 5
Early 5
Early 5
Grade 4
Mid 5
Grade 3
Grade 4
Grade 4
Grade 3
Grade 2
Grade 4
Grade 4
Grade 2
Grade 4
Grade 4
Grade 3
Grade 3
Grade 2
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
9/14/18
Lexile® measure & range
1080L, 980L-1130L
1070L, 970L-1120L
1060L, 960L-1110L
1025L, 925L-1075L
1010L, 910L-1060L
965L, 865L-1015L
925L, 825L-975L
910L, 810L-960L
905L, 805L-955L
880L, 780L-930L
870L, 770L-920L
845L, 745L-895L
830L, 730L-880L
810L, 710L-860L
785L, 685L-835L
775L, 675L-825L
770L, 670L-820L
660L, 560L-710L
515L, 415L-565L
465L, 365L-515L
Choose Your Column:
615
613
610
603
599
589
581
577
577
571
568
563
560
555
550
548
547
522
490
479
Mid 5
Mid 5
Mid 5
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Max Score
Max Score
Max Score
Max Score
Max Score
Max Score
Max Score
Grade 3
Grade 3
Max Score
Grade 3
Grade 3
Max Score
Max Score
Max Score
Max Score
Max Score
Grade 3
Max Score
Grade 2
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2018 MetaMetrics, Inc. All rights reserved.
HelpAssess & TeachRosters Regina MooreReports
Which Placement Definition should I select?QF A
Data Analysis Guide20
i-Ready produces powerful data that can be used to create small groups for teacher-led instruction. Use the Instructional Groupings and/or Diagnostic Results (Class) reports to organize students into small groups for differentiated instruction targeted to student needs.
Overview
Instructional Groupings Report
How do I create small groups using my Instructional Groupings report?
This report organizes your students with similar instructional needs into up to five Groupings based on their Diagnostic performance in priority domains. Select the Show Grouping Description link to view priority domains for each Grouping. Because foundational skills are often included in these priority domains, we recommend using these Groupings whenever possible.
What if a Grouping is too large or too small?
When there are many students in one Grouping, you may want to organize them into smaller groups for teacher-led instruction. Use the following guidelines:
• Identify students with an asterisk who are in need of Additional Differentiated Instruction. Read through the explanation provided and consider if they would benefit from being placed into a smaller group for more targeted differentiation.
• Consider organizing smaller groups by examining the Instructional Priorities within the Grouping to understand which domains and skills will be a priority for students. Use the arrows to sort by these priority domains to identify students with the same or similar grade-level placements (e.g., Grade 6, Mid 5, Late 5) to further differentiate your small groups for teacher-led instruction.
When there are few students in one Grouping, you may combine students from that Grouping with students from another Grouping to make teacher-led small group instruction more manageable. Review the priority domains to identify common student needs that can be addressed during teacher-led instruction when combining students from smaller Instructional Groupings into a single group.
How do I create small groups for teacher-led instruction?QF A
Students in this Grouping are one grade level below in Number and Operations or Algebra and Algebraic Thinking.
Students in this grouping are having difficulty with skills and concepts related to quantitative reasoning. They may struggle with skills and concepts related to fractions and whole number operations, or they may struggle with algebraic concepts related to factors and multiples, or both.
Those students with a low score in Number and Operations are probably most challenged by fractions. They will need to focus on foundational fraction concepts in order to understand that a fraction is one number that represents a quantity, not just "one number over another number." They will need practice with how to compare fractions with different denominators or how to express fractions as equivalent fractions or decimals. Those students with a low score in Algebra and Algebraic Thinking probably lack a sound understanding of the relationship between factors and multiples, and may be held back by lack of fluency with multiplication and division facts. They will particularly benefit from instruction on the concepts and skills described below in the section Algebraic Thinking. In addition to daily practice to develop fluency with basic multiplication and division facts, all students in this profile are also likely to need reinforcement of essential vocabulary.
Operations
• Add and subtract multi-digit numbers.
• Multiply three-digit numbers by one-digit numbers.
• Divide three-digit numbers by one-digit numbers.
Students who struggle with operations involving regrouping in any of the four operations often lack the conceptual understanding that drives the algorithms. These students may benefit from working with concrete or visual models, or alternative algorithms, in order to focus on the place value concepts behind the process. Once students understand why the process works, they can be guided to see the relationship between the models and algorithms, and eventually use a more efficient algorithm alone.
Number–Fractions
• Decompose a fraction into a sum of fractions with like denominators.
• Compare fractions with unlike denominators.
• Write equivalent fractions, including fractions in simplest terms.
• Write fractions with denominators of 10 or 100 as decimals.
• Add and subtract fractions and mixed numbers with like denominators.
Use models to reinforce at every opportunity what fraction notation represents. Be consistent about reading fraction names appropriately (two-thirds rather than two over three) to help students strengthen their understanding that, for example, two-thirds means two copies of one third. Use a variety of manipulatives to assist students in exploring fractions including hundred grids, fraction strips, counters, and number lines. Provide frequent practice adding like fractions, comparing unlike fractions, and finding equivalent fractions on number lines as well as with area models and set models.
Algebraic Thinking
• Identify factor pairs for numbers to 100.
• Identify multiples of whole numbers with products to 100.
• Identify number patterns.
Identifying factors and multiples plays a role in dividing multi-digit numbers, finding a common factor to simplify fractions, and finding a common multiple to add or subtract unlike fractions. The ability to identify factors and multiples also provides a foundation for factoring algebraic expressions in later years. Give students ample opportunity to determine the factor pairs for a given number in various situations, such as finding the side lengths of all rectangles with a given area. Recognize that students often confuse the terms factor and multiple with each other; encourage students to use their own best strategies for learning the difference.
Fluency
• Know multiplication and division fact families through 100.
The students in this group may have difficulty recalling basic multiplication facts. Discuss with them strategies for remembering facts, or recalling facts based on other known facts. Give students smaller goals for remembering facts, starting first with 1s, 2s, 5s, and 10s, then moving on to the more difficult-to-recall facts. Remind students that once they know one fact in a family, they can use that fact to recall the other facts in the family. Provide daily practice as necessary. Have each student keep a personal record of which facts they know and which they still need to learn.
Essential Vocabulary
• Mathematics terms related to essential concepts at this level include fraction, numerator, denominator, equivalent, factor, multiple, product, quotient, dividend, and divisor.
Fluency with select mathematics vocabulary terms enables students to understand instruction, follow directions, process and discuss mathematical ideas, and work more confidently. Help students build essential mathematics vocabulary, especially by encouraging them to use the words in discussions.
Tools for Instruction Number and Operations
Place Value through Hundred Millions Add Multi-Digit Numbers Subtract Multi-Digit Numbers Multiply by One-Digit Numbers Multiply Three-Digit Numbers by One-Digit Numbers Divide by One-Digit Numbers Fractions as Sums Compare Fractions Equivalent Fractions Write Fractions as Decimals Adding Fractions and Mixed Numbers
Algebra and Algebraic Thinking Factors Multiples
Additional Resources Ready® Mathematics instruction or digital access to Ready through Teacher Toolbox Learn More
Grade 4 Lesson 1: Understand Place Value Lesson 2: Compare Whole Numbers Lesson 3: Add and Subtract Whole Numbers Lesson 4: Round Whole Numbers Lesson 5: Understand Multiplication Lesson 6: Multiplication and Division in Word Problems Lesson 7: Multiples and Factors Lesson 8: Number and Shape Patterns Lesson 9: Model Multi-Step Problems Lesson 10: Solve Multi-Step Problems Lesson 11: Multiply Whole Numbers Lesson 12: Divide Whole Numbers Lesson 13: Understand Equivalent Fractions Lesson 14: Compare Fractions Lesson 15: Understand Fraction Addition and Subtraction Lesson 16: Add and Subtract Fractions Lesson 17: Add and Subtract Mixed Numbers Lesson 18: Understand Fraction Multiplication Lesson 19: Multiply Fractions Lesson 20: Fractions as Tenths and Hundredths Lesson 21: Relate Decimals and Fractions Lesson 22: Compare Decimals
STAMS Book D Lesson 1: Multiplication Properties Lesson 2: Multiply Mentally Lesson 3: Multiply by 1-Digit Numbers Lesson 4: Multiply by 2-Digit Numbers Lesson 5: Relate Division to Multiplication Lesson 6: Divide Without Regrouping Lesson 7: Divide with Regrouping Lesson 8: Equivalent Fractions Lesson 9: Simplify Fractions Lesson 10: Decimal Place Value Lesson 11: Compare and Order Decimals Lesson 12: Relate Decimals to Fractions Lesson 17: Multiply 3-Digit Numbers Lesson 18: 1-Digit Divisors Lesson 19: Add and Subtract Like Fractions
STAMS Solve Book D Practice 1: Multiplication Properties Practice 2: Multiply Mentally Practice 3: Multiply by 1-Digit Numbers Practice 4: Multiply by 2-Digit Numbers Practice 5: Relate Division to Multiplication Practice 6: Divide Without Regrouping Practice 7: Divide with Regrouping Practice 8: Equivalent Fractions Practice 9: Simplify Fractions Practice 10: Decimal Place Value Practice 11: Compare and Order Decimals Practice 12: Relate Decimals to Fractions Practice 17: Multiply 3-Digit Numbers Practice 18: 1-Digit Divisors Practice 19: Add and Subtract Like Fractions Book D Teacher Guide Practice 20: Multiplicative Comparisons
iPad® is a registered trademark of Apple, Inc.
Grouping 1 (4 Students)
Grouping 2 (10 Students)
Grouping 3 (0 Students)
Grouping 4 (2 Students)
Grouping 5 (4 Students)
View All Groupings
Students
Instructional Priorities
Recommendations for Teacher-Led Instruction Resources
Key
NODiagnostic Language
Scale Score
ALG MS GEO
Instructional Groupings PDF
Class/Report Group
Grade 5, Section 1
Grade
Grade 5
Diagnostic
Diagnostic Window 1
08/31/19 - 09/30/19
Subject
Math
Student Overall Placement
Showing 10 of 10
HelpAssess & TeachRosters Regina MooreReports
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Mid 5
Grade 4
Grade 4
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Early 5
Grade 4
Grade 4
Grade 3
Early 5
Mid 5
Mid 5
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 3
Grade 4
Early 5
Mid 5
Grade 4
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Mid 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Early 5
Early 5
459
472
470
470
470
472
450
463
484
491
Baker, Danielle
Bowers, Tara
Choi, Isabelle
Lowe, Noah
Powell, Elijah
Ramirez, Gabriella
Ruiz, Justin
Singh, Brian
Vo, Isaiah
Warren, Santino
– Hide Grouping Description
4 MathematicsINSTRUCTION
Don AdisonAssess & Teach HelpManagement Reports
Key
Grouping 1 5 Students
View All Groupings Grouping 2 25 Students
Grouping 3 0 Students
Grouping 4 5 Students
Grouping 5 24 Students
Baker, Danielle
Bowers, Tara
Choi, Isabelle
Lowe, Noah
Powell, Elijah
Ramirez, Gabriella
Ruiz, Justin
Singh, Brian
Vo, Isaiah
Warren, Santino
Cochran, Damon
Hess, Michael
Glass, Kiran
Simmons, Tristan
Tan, Melanie
Mayer, Matthew
Patel, Mia
Allen, Joaquan
Anthony, Zane
Ellison, Taylor
Goff, Valentina
Gonzales, Camden
Hart, Jayla
Hutchinson, Alyssa
Ingram, Zion
Jordan, Aanya
Mitchell, Gabriel
Moore, Tomas
Neal, Lola
Newman, Tarak
Phillips, Gavin
Rios, Adriana
Rosa, Destiny
Savage, Roma
Stanton, Geena
Tran, Imani
Vargas, Jacob
Vargas, Kazuko
Wade, Kiara
Walton, Lautaro
Diagnostic
Diagnostic Window 2
10/25/18 - 12/01/18
Subject
Math
Grade
5
School
Cyprus Elementary
Students in this Grouping are one grade level below in Number and Operations or Algebra and Algebraic Thinking.
Students in this grouping are having difficulty with skills and concepts related to quantitative reasoning. They may struggle with skills and concepts related to fractions and whole number operations, or they may struggle with algebraic concepts related to factors and multiples, or both.
Those students with a low score in Number and Operations are probably most challenged by fractions. They will need to focus on foundational fraction concepts in order to understand that a fraction is one number that represents a quantity, not just "one number over another number." They will need practice with how to compare fractions with different denominators or how to express fractions as equivalent fractions or decimals. Those students with a low score in Algebra and Algebraic Thinking probably lack a sound understanding of the relationship between factors and multiples, and may be held back by lack of fluency with multiplication and division facts. They will particularly benefit from instruction on the concepts and skills described below in the section Algebraic Thinking. In addition to daily practice to develop fluency with basic multiplication and division facts, all students in this profile are also likely to need reinforcement of essential vocabulary.
Operations
• Add and subtract multi-digit numbers.
• Multiply three-digit numbers by one-digit numbers.
• Divide three-digit numbers by one-digit numbers.
Students who struggle with operations involving regrouping in any of the four operations often lack the conceptual understanding that drives the algorithms. These students may benefit from working with concrete or visual models, or alternative algorithms, in order to focus on the place value concepts behind the process. Once students understand why the process works, they can be guided to see the relationship between the models and algorithms, and eventually use a more efficient algorithm alone.
Number–Fractions
• Decompose a fraction into a sum of fractions with like denominators.
• Compare fractions with unlike denominators.
• Write equivalent fractions, including fractions in simplest terms.
• Write fractions with denominators of 10 or 100 as decimals.
• Add and subtract fractions and mixed numbers with like denominators.
Use models to reinforce at every opportunity what fraction notation represents. Be consistent about reading fraction names appropriately (two-thirds rather than two over three) to help students strengthen their understanding that, for example, two-thirds means two copies of one third. Use a variety of manipulatives to assist students in exploring fractions including hundred grids, fraction strips, counters, and number lines. Provide frequent practice adding like fractions, comparing unlike fractions, and finding equivalent fractions on number lines as well as with area models and set models.
Algebraic Thinking
• Identify factor pairs for numbers to 100.
• Identify multiples of whole numbers with products to 100.
• Identify number patterns.
Identifying factors and multiples plays a role in dividing multi-digit numbers, finding a common factor to simplify fractions, and finding a common multiple to add or subtract unlike fractions. The ability to identify factors and multiples also provides a foundation for factoring algebraic expressions in later years. Give students ample opportunity to determine the factor pairs for a given number in various situations, such as finding the side lengths of all rectangles with a given area. Recognize that students often confuse the terms factor and multiple with each other; encourage students to use their own best strategies for learning the difference.
Fluency
• Know multiplication and division fact families through 100.
The students in this group may have difficulty recalling basic multiplication facts. Discuss with them strategies for remembering facts, or recalling facts based on other known facts. Give students smaller goals for remembering facts, starting first with 1s, 2s, 5s, and 10s, then moving on to the more difficult-to-recall facts. Remind students that once they know one fact in a family, they can use that fact to recall the other facts in the family. Provide daily practice as necessary. Have each student keep a personal record of which facts they know and which they still need to learn.
Essential Vocabulary
• Mathematics terms related to essential concepts at this level include fraction, numerator, denominator, equivalent, factor, multiple, product, quotient, dividend, and divisor.
Fluency with select mathematics vocabulary terms enables students to understand instruction, follow directions, process and discuss mathematical ideas, and work more confidently. Help students build essential mathematics vocabulary, especially by encouraging them to use the words in discussions.
Tools for Instruction Number and Operations
Place Value through Hundred Millions Add Multi-Digit Numbers Subtract Multi-Digit Numbers Multiply by One-Digit Numbers Multiply Three-Digit Numbers by One-Digit Numbers Divide by One-Digit Numbers Fractions as Sums Compare Fractions Equivalent Fractions Write Fractions as Decimals Adding Fractions and Mixed Numbers
Algebra and Algebraic Thinking Factors Multiples
Additional Resources Ready® Mathematics instruction or digital access to Ready through Teacher Toolbox Learn More
Grade 4 Lesson 1: Understand Place Value Lesson 2: Compare Whole Numbers Lesson 3: Add and Subtract Whole Numbers Lesson 4: Round Whole Numbers Lesson 5: Understand Multiplication Lesson 6: Multiplication and Division in Word Problems Lesson 7: Multiples and Factors Lesson 8: Number and Shape Patterns Lesson 9: Model Multi-Step Problems Lesson 10: Solve Multi-Step Problems Lesson 11: Multiply Whole Numbers Lesson 12: Divide Whole Numbers Lesson 13: Understand Equivalent Fractions Lesson 14: Compare Fractions Lesson 15: Understand Fraction Addition and Subtraction Lesson 16: Add and Subtract Fractions Lesson 17: Add and Subtract Mixed Numbers Lesson 18: Understand Fraction Multiplication Lesson 19: Multiply Fractions Lesson 20: Fractions as Tenths and Hundredths Lesson 21: Relate Decimals and Fractions Lesson 22: Compare Decimals
STAMS Book D Lesson 1: Multiplication Properties Lesson 2: Multiply Mentally Lesson 3: Multiply by 1-Digit Numbers Lesson 4: Multiply by 2-Digit Numbers Lesson 5: Relate Division to Multiplication Lesson 6: Divide Without Regrouping Lesson 7: Divide with Regrouping Lesson 8: Equivalent Fractions Lesson 9: Simplify Fractions Lesson 10: Decimal Place Value Lesson 11: Compare and Order Decimals Lesson 12: Relate Decimals to Fractions Lesson 17: Multiply 3-Digit Numbers Lesson 18: 1-Digit Divisors Lesson 19: Add and Subtract Like Fractions
STAMS Solve Book D Practice 1: Multiplication Properties Practice 2: Multiply Mentally Practice 3: Multiply by 1-Digit Numbers Practice 4: Multiply by 2-Digit Numbers Practice 5: Relate Division to Multiplication Practice 6: Divide Without Regrouping Practice 7: Divide with Regrouping Practice 8: Equivalent Fractions Practice 9: Simplify Fractions Practice 10: Decimal Place Value Practice 11: Compare and Order Decimals Practice 12: Relate Decimals to Fractions Practice 17: Multiply 3-Digit Numbers Practice 18: 1-Digit Divisors Practice 19: Add and Subtract Like Fractions Book D Teacher Guide Practice 20: Multiplicative Comparisons
iPad® is a registered trademark of Apple, Inc.
Grouping 1 (4 Students)
Grouping 2 (10 Students)
Grouping 3 (0 Students)
Grouping 4 (2 Students)
Grouping 5 (4 Students)
View All Groupings
Students
Instructional Priorities
Recommendations for Teacher-Led Instruction Resources
Key
NODiagnostic Language
Scale Score
ALG MS GEO
IInstrunstructional Grctional Grououpingspings PDF
Class/Report Group
Grade 5, Section 1
Grade
Grade 5
Diagnostic
Diagnostic Window 1
08/31/19 - 09/30/19
Subject
Math
Student Overall Placement
Showing 10 of 10
HelpAssess & TeachRosters Regina MooreReports
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Mid 5
Grade 4
Grade 4
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Early 5
Grade 4
Grade 4
Grade 3
Early 5
Mid 5
Mid 5
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 3
Grade 4
Early 5
Mid 5
Grade 4
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Mid 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Early 5
Early 5
459
472
470
470
470
472
450
463
484
491
Baker, Danielle
Bowers, Tara
Choi, Isabelle
Lowe, Noah
Powell, Elijah
Ramirez, Gabriella
Ruiz, Justin
Singh, Brian
Vo, Isaiah
Warren, Santino
– Hide Grouping Description
4 MathematicsINSTRUCTION
Continued on following page.
21Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.
Diagnostic Results (Class) Report
How do I create small groups using my class Diagnostic Results?
After each Diagnostic, you can also use your Diagnostic Results (Class) report to prioritize students for small group instruction and create small groups by domain needs. Utilize the following guidelines to create small groups using your Diagnostic Results (Class) report.
• Use the arrows to sort by a domain.
• Create small groups based on Placement by Domain, organizing students with the same or similar grade-level placement (e.g., Grade 4, Mid 3, Late 3) in a domain together. The number of small groups you create will vary depending on class size and the range of domain needs in your class.
– For students who are One or More Grade Levels Below, there may be multiple domain placements (e.g., Grade 1, Grade 4, Grade 5) within a class. When creating small groups, consider the number of students who will be in the small group and the amount of variability in domain placements.
– Keep in mind that you may need to create more than one group for a particular domain placement and deliver similar targeted instruction to each group. If the majority of students in your class have the same domain-specific needs, consider addressing these needs in whole class instruction and differentiating small group instruction based on other needs.
• For each small group, click on one student’s name to go to the Diagnostic Results (Student) report.* Select the tab for the domain being used to create the group and record observations and Next Steps for Instruction. This will give you some shared next steps and resources to begin shaping instruction for this group.
Student Name
NO ALG MS GEO
Date Overall Placement
Showing 20 of 20
Tan, Melanie
Sanchez, Abby
Stanton, Geena
Warren, Santino
McDonald, Kal
Vo, Isaiah
Wade, Kiara
Patel, Mia
Ramirez, Gabriella
Bowers, Tara
Lowe, Noah
Baker, Danielle
Singh, Brian
Powell, Elijah
Choi, Isabelle
Ruiz, Justin
Hess, Michael
Malone, Carla
Cochran, Damon
Simmons, Tristan
Late 5
Late 5
Early 5
Mid 5
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 3
Grade 4
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Late 5
Grade 3
Mid 5
Early 5
Early 5
Grade 4
Early 5
Grade 4
Mid 5
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 3
Grade 2
Grade 3
Mid 5
Early 5
Mid 5
Mid 5
Mid 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Early 5
Grade 3
Grade 2
09/14/18
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09/14/18
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Choose Your Column:
517
516
512
491
489
484
483
473
472
472
470
463
463
462
459
454
453
440
429
429
Mid 5
Mid 5
Mid 5
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 2
Grade 2
Grade 3
Mid 5
Early 5
Grade 4
Early 5
Early 5
Early 5
Early 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
Grade 4
Grade 4
Grade 3
Grade 3
Grade 3
Grade 2
Overall Placement Placement by Domain*
Number and Operations (NO)
Algebra and Algebraic Thinking (ALG)
Measurement and Data (MS)
Geometry (GEO)
Class/Report Group
Grade 5, Section 1
Date Range
Diagnostic 1 (09/14/18)
Placement Definition
Standard View Key
7 Students
35% On or Above Grade Level
10 Students
50% One Grade Level Below
3 Students
15% Two or More Grade Levels Below
0 Students
0% Not Completed
Showing All Students
Diagnostic Results PDF
Subject
Math
Placement by Domain
Scale Score
*Students not completed are not included
14
14
14
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
20
20
14
14
14
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
20
20
Typical Growth
20
20
20
29
29
29
29
31
29
29
29
29
29
29
29
29
29
35
41
41
20
20
20
29
29
29
29
31
29
29
29
29
29
29
29
29
29
35
41
41
Stretch Growth
Growth Measures
HelpAssess & TeachRosters Regina MooreReports
* For some reading domains, there may be further differentiation for students who are below or above grade level and placed at Grade K or Grade 1. There may also be further differentiation for students who placed at Grade K in some mathematics domains. If this is the case for any students in this group, view their Next Steps for Instruction and adjust small group or individual instruction to address these differentiated next steps.
How do I create small groups for teacher-led instruction? cont.
What next steps should I take once my small groups have been established from my Instructional Groupings report?
Once you’ve established your small groups:
• Review the Recommendations for Teacher-Led Instruction and make note of the skills you plan to work on.
• Review the Resources to identify and note the Tools for Instruction, Teacher Toolbox, BRIGANCE® Readiness Activities or other resources that can be used to help address these areas of need.
• Consider which Recommendations you will focus on based on the specific needs of a particular small group. If some students in the group have different domain placement levels from the rest of the group, select a student’s name to be taken to the student’s Diagnostic Results and note their Next Steps for additional differentiation that may be needed.*
• Repeat this process for each different domain placement level as needed.
Data Analysis Guide22
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