What reports of student scores are available and how soon ...

What reports of student scores are available and how soon is each

report available?

Real-time reports in i-Ready are available as soon as a student completes an activity in the program.

Available at the Student, Class, Grade, School, and District levels, i-Ready reports include:

?

Student Profile Report

?

Lexile Performance Report (reading only)

?

Quantile Performance Report (math only)

?

Progress Monitoring Report

?

Common Core State Standards Performance Report

?

Instructional Grouping Profile Report

?

Performance by Grade and Class Report

?

Norm Scale Report

?

Intervention Screener

?

Class Profile Report

?

Student Growth Report

To experience these reports firsthand, please take the i-Ready tour at tour.

Additional samples are available on the program website at empower.

Tour

5/14 10K

Lessons for all K¨C8 math and reading Common Core standards.

Common Core

Mobile apps develop the key skills that

boost reading and math achievement.

Every student is automatically assigned interactive

online lessons based on his or her areas of need.

Instruction

Mobile

Pinpoints student needs down to the sub-skill level with a

single growth measure across grades K¨C12.

Diagnostic

Built to work seamlessly together. Also available separately.

Blended by Design

K¨C12 Diagnostic & K¨C8 Instruction

Reading and Mathematics

2014

READING

MATHEMATICS

Student & Class Reporting

Student & Class Reporting

Diagnostic Research.......................37

Sample Diagnostic Items.................2

Sample Diagnostic Items...............20

Case Studies....................................38

Student Profile..................................3

Student Profile................................21

i-Ready and the Common Core....39

Phonics Detail.................................4

Number and Operations Detail.... 22

Comprehension Detail...................5

Tools for Instruction.....................23

Tools for Instruction.......................6

Ready? Common Core

Instruction.....................................24

Ready? Common Core

Instruction.......................................7

Common Core State Standards.....26

Common Core State Standards.......9

Student Online Instruction.............27

Student Online Instruction.............10

Student Response to Instruction...28

Student Response to Instruction...11

Progress Monitoring.......................29

Progress Monitoring.......................12

Class Profile....................................30

Class Profile....................................13

Instructional Grouping....................31

Instructional Grouping....................14

Profile 4 Detail..............................32

Administrative Reporting

Administrative Reporting

Intervention Screener.....................33

Intervention Screener.....................16

Performance by Grade & Class.....34

Performance by Grade & Class.....17

New! Student Growth by

Grade & School..............................35

New! Student Growth by

Grade & School..............................18

District Performance......................19

Tour

?

Quantile? Performance...............25

Lexile? Performance..................... 8

Profile 5 Detail .............................15

APPENDIX

District Performance......................36

Reading and

Mathematics

¡®¡®

¡®¡®

Key Features & Reports

i-Ready changed the culture

around data in our district

Mary Rockey, Director of Pupil Services,

Randolph Central School, NY

What is i-Ready

Diagnostic & Instruction?

?

This powerful online program finds your students¡¯ challenges and addresses

them¡ªit¡¯s all you need to get students up to or above grade level.

K¨C12 Adaptive Diagnostic

& Growth Measure

A single K¨C12 adaptive diagnostic for reading and mathematics that pinpoints individual

student needs down to the sub-skill level, in addition to ongoing progress monitoring to

see if students are on track to achieve end-of-year targets.

Question

Difficulty

12

Actual Performance Level

Questions get harder or easier

based on a student¡¯s answers

to previous questions.

Correct

Incorrect

K

Adaptive

Growth

Measure

ed

L

r- tion

e

ch ruc

a

Te Inst

In Stu

st d

ru en

ct t

io

n

Personalized instruction plan for K¨C8

and at-risk secondary students

Tools for Instru

ction

Tools for Instruction

Equivalent

Fractions

Equivalent Fractions

Objective Use

models and multiplica

fractions.

tion to find

equivalent

Materials Sheets

of

paper

This activity extends

Objective Use models

the prior

and multiplication

to find

skill

equivalent

of identifyingMaterials

fractions. equivalent fraction

Sheets of paper

and interpre

s. Building an underst

ting meanings of

fractions and provide

fractions to recogni

anding of equivale

zing

nt fractions prepare

This activity extends

s anofintroduction

the prior skill

to concept

that equivale

s students for comput

interpreting

s of proport

meanings

nt fractions areidentifying and

of fractions

equivalent fractions. Building

recognizing

ionality.

ations with

generatedofbyequivalent

Studentto

s often have trouble

rather than adding an understanding

multiplying

fractions

prepares

the numera

students for computations

the same number

remembering

fractions and provides

tor and

with

an introduction

denominator by

to both.

to concepts

fractions represen

of proportionality.

Some have trouble

the same number

Students

often

t

the

have

that equivalent fractions

trouble remembering

same

underst

number

,

anding the

. Thus, this

understand the are generated by multiplying

theactivity

numerator

denominator

that equivalent

concept and general

uses and

by the concept

rather than adding

experien

same number,

the same

ce with fraction

number to both. ize

thehave

Some

idea trouble

models

of

understanding

using

to help student

multiplication to

the concept that equivalent

fractions represent the same number.

s

find equivalent

Thus, this activity uses experience with

fractions.

fraction models to help

understand the concept and generalize

students

20¨C30 minutes

the idea of using multiplication to find

equivalent fractions.

1

Step by Step

Model

paper.

the student with

a sheet of paper

and instruct

1 Model?equivalent

Remind the student

fractions

a sheet

that awith

of paper. her to fold it in half and shade one section.

fraction

represen

parts in

ts

equivalent fractio

Step by Step

ns with a sheet of

? Provide 20¨C30 minutes

3

i-

/empower

?2014 Curriculum

Associates, LLC

empower

?2014 Curriculum Associates, LLC

iPad

2

a part of a whole.

the whole

? Provide the student

with a and

sheetthe

The denominator

of numera

paper and

tor instruct

to fold

represenher

it in half and

represents the number

? Ask the student

shade one section.

ts the

number

? Remind

of parts shown.

the student thatto

identify represents

of

a fraction

the fractionarepresen

part of ated

whole.

The denominator represents the number

outand

of two

parts in section

by the

the whole

of

shaded part of the

shaded. represents the number

the is

numerator

paper. ( 1) Point

of parts shown.

? Instruct the student

out that one

? Ask the

2

¡¤¡¤

student to identify the

to fold

fraction

the paper

represented

bythe

theother

again in

shaded part of the paper. ( 1) Point

section now

ted by the shaded

out that one

out ofrepresen

direction. Ask the

two is shaded.

2

¡¤¡¤

section. ( 2)

student

to identify the fraction

? Repeat with an

4

¡¤¡¤

? Instruct

addition

the student to fold

al folding

the paper

again

in the other direction. Ask the student

and

now represented by the shaded section. 2 have the student

the fraction

identify the new to identify

4

(4 )

fraction

.( )

¡¤¡¤

2 Define

8

¡¤¡¤

? Repeat

with anequiva

additional

folding

lent

andns.

have the student identify the new fraction. 4

fractio

(8 )

? Write ¡° 1 5 2 5 4

¡¤¡¤

2 ¡¤¡¤

¡¤¡¤

4 ¡¤¡¤

8 ¡± on the board.

? Explain

Define

equivalent

that since

fractions.

each fraction represen

ts the same amount

2 4nt fraction

? Write ¡° 1equivale

s.

of space on the

2 5 ¡¤¡¤

4 5 ¡¤¡¤

¡¤¡¤

8 ¡± on the board.

paper, they are

? Ask

the

student

? Explain

that

since

identify

eachto

fraction

other fraction

represents

the same

of space on

s thatamount

are equivale

equivalent fractions.

nt to 1. the paper, they are

2

¡¤¡¤

3 the

Gener

? Ask

student

atetoequiva

identifylent

otherfractio

fractions that are equivalent to 1.

ns with multiplicatio

2

¡¤¡¤

? Ask the student

n.

to explain how

she generated more

shown by 1 5 2 4

Generate

equivalent fraction

equivalent

. Both the numera

2 ¡¤¡¤

¡¤¡¤

with tor

4 5 ¡¤¡¤

multiplication

s. Encourage discussi

8fractions

means multiply

and the denomi.

on of the pattern

ing by 2.

? Ask the student

to explain

how she generated more equivalent nator are doubled each time. Discuss

? Tell the

fractions. Encourage discussion of thethat doublin

2 4 to multiply

shown by 1 5student

pattern

g

the numera

2 ¡¤¡¤

andtor

4 5 ¡¤¡¤

the

¡¤¡¤

denominator

8 . Both the numerator

are doubled

and

? Have

denominator

time. Discuss that

means

the student

multiplying

of 2 by 3 toeach

by 2.generate three

generate an equivale doubling

4

¡¤¡¤

or four equivale

nt fraction. ( 6 )

nt fractions for 3

? Tell the student to multiply the numerator

12

and denominator of 2 by

multiplication.

¡¤¡¤

5 using

¡¤¡¤

3 to

generate

an equivalent fraction. ( 6 )

4

¡¤¡¤

? Have the student generate three

12

or four equivalent fractions for 3 using

¡¤¡¤

multiplication.

5

¡¤¡¤

Number and Operatio

ns I Level 4 I Equivale

nt Fractions I Page

1 of 2

Number and Operations I Level 4 I Equivalent

Fractions I Page 1 of 2

Student Instruction & Practice

Teacher-Led Instruction

Provides rigorous on-grade-level instruction and practice with

Ready? Common Core in addition to downloadable lessons to

help meet individual student or small group needs.

1

Provides personalized online instruction

targeted to students¡¯ unique areas of needs

and mobile apps to boost achievement.

Reading

Sample Diagnostic Items

Student Home Screen

The NBA and NBA member team

identifications are the intellectual

property of NBA Properties, Inc.

and the respective member

teams. ?2014 NBA Properties, Inc.

All rights reserved.

Students select from a number of

themes, including NBA themes, to

personalize their experience.

Level K ¨C Phonics

Level 5 ¨C Vocabulary

Note: Directions are read aloud:

¡°Look at the letter. Which sound does the letter

stand for?¡± Students can then roll over the speaker

icons to hear the following answer choices:

? /p /

? /t /

? /a/

Level 2 ¨C Reading Comprehension

Level 12 ¨C Reading Comprehension

Full Passage

(Informational Text)

Passage

(Literature)

The Giant Squid

ROSALIND: Why, whither shall we go?

Imagine being deep in the sea. You see a strange animal. It is

longer than a school bus. It weighs more than 10 people put

together. Its eyes are as big as dinner plates. It looks a lot like an

octopus with two extra arms. It is a giant squid.

CELIA: To seek my uncle in the Forest of Arden.

The giant squid has no backbone. It is the biggest animal on Earth

without a backbone. Two of its arms are longer than the others. Its

longest arms are used to capture food. They wrap around a fish,

trapping it. Then its beak-like mouth pulls the food apart.

Beauty provoketh thieves sooner than gold.

ROSALIND: Alas, what danger will it be to us,

Maids as we are, to travel forth so far!

CELIA: I¡¯ll put myself in poor and mean attire,

And with a kind of umber smirch my face;

The like do you; so shall we pass along,

And never stir assailants.

2

Reading

Student Profile

Overview

High-Frequency

Words

Phonics

Comprehension:

Literature

Vocabulary

Comprehension:

Informational Text

Jasmine

Wells

-- Reading

-- Grade

5

Jasmine

Wells

Reading

Grade

5

Overall Performance

Overall Performance

On or Above Level

On or Above Level

< 1 Level Below

< 1 Level Below

Test

Test

> 1 Level Below

> 1 Level Below

Test 3 - 04/22/2014

Test 3 - 04/22/2014

Early 5

Early 5

Test 2 - 01/13/2014

Test 2 - 01/13/2014

Level 4

Level 4

Test 1 - 09/12/2013

Test 1 - 09/12/2013

Level 3

Level 3

Sca le Scor e

Sca le Scor e

Provides

criterion-d

reference

and normed

scores

Level 5

Level 5

Scale Score

Scale Score

Placement

Placement

Lexile?

Performance

595

595

571

571

540

540

400

400

425

425

450

450

475

475

500

500

525

525

550

550

575

575

600

600

625

625

650

650

675

675

700

700

725

725

750

750

775

775

800

800

575

575

600

600

625

625

650

650

675

675

700

700

725

725

750

750

775

775

800

800

Detail for Diagnostic Test 1 - 09/12/13

Detail for Diagnostic Test 1 - 09/12/13

On or Above Level

On or Above Level

< 1 Level Below

< 1 Level Below

Domain

Domain

Foundational

Skills

Foundational

Skills

Overall

Overall

Phonological

Phonological

Awareness

Awareness

Phonics

Phonics

Placement

Placement

Scale Score

Scale Score

540

540

Level 3

Level 3

Tested Out

Tested Out

Level 3

Level 3

568

568

High-Frequency Words

High-Frequency Words

Tested Out

Tested Out

Vocabulary

Vocabulary

Comprehension:

Comprehension:

Literature

Literature

Comprehension:

Comprehension:

Informational

Text

Informational Text

Level 3

Level 3

Performance

Performance

515

515

Level 4

Level 4

Level 3

Level 3

Sca le Scor e

Sca le Scor e

Placement

Placement

Foundational

Skills

Foundational

Skills

> 1 Level Below

> 1 Level Below

Level 3

Level 3

565

565

400

400

425

425

450

450

475

475

500

500

532

532

525

525

550

550

Developmental Analysis

Developmental Analysis

Results in Phonics indicate that Jasmine Wells has difficulty decoding words accurately. Vocabulary is another cause for concern. This score

Results inthat

Phonics

indicate

has difficulty

decoding words

accurately.

is another

causeisforthe

concern.

This

indicates

Jasmine

Wellsthat

hasJasmine

gaps in Wells

grade-level

word knowledge.

Targeting

PhonicsVocabulary

and Vocabulary

instruction

best way

to score

support

indicates

that Jasmine

has gaps

in together,

grade-level

knowledge.

Targeting

Phonics

Vocabulary

instruction

is the

this

student?s

growth asWells

a reader.

Taken

thisword

information

places

Jasmine

Wells inand

Instructional

Grouping

Profile

1.best way to support

this student?s growth as a reader. Taken together, this information places Jasmine Wells in Instructional Grouping Profile 1.

This domain is focused on how students distinguish the sounds (or phonemes) in spoken words. Based on testing results, Jasmine Wells has

This domain isthe

focused

students

distinguish

the sounds

(or words

phonemes)

spokenfrom

words.

Based

on testing results,

Jasmine

Wells has

demonstrated

abilityon

to how

distinguish

individual

sounds

in spoken

and isinexempt

taking

the Phonological

Awareness

subtest.

Max

demonstrated

the

ability

to

distinguish

individual

sounds

in

spoken

words

and

is

exempt

from

taking

the

Phonological

Awareness

subtest.

Above Level 1

Phonological

Phonological

Awareness

Awareness

Tested

Tested

Out

Out

Phonics

Phonics

Level 3

Level 3

High-Frequency

High-Frequency

Words

Words

Tested

Tested

Out

Out

Vocabulary

Vocabulary

Level 3

Level 3

Both word knowledge and word-learning strategies are addressed in this domain. Jasmine Wells needs instruction and practice in the vocabulary

Both word

knowledgeliterature

and word-learning

aresocial

addressed

this domain.

Jasmine

needs

instruction

and practice

in the vocabulary

typical

of third-grade

as well as strategies

science and

studiesintexts

at that level.

This Wells

student

should

also receive

either instruction

or review

typical

of third-grade

literature

in

prefixes

in-, dis-, mis-,

non-. as well as science and social studies texts at that level. This student should also receive either instruction or review

in prefixes in-, dis-, mis-, non-.

Comprehension:

Comprehension:

Literature

Literature

Level 4

Level 4

This domain addresses Jasmine Wells¡¯ understanding of literary text. Results indicate that Jasmine Wells needs instruction in Level 4 literary

This domain

addresses

Wells¡¯ understanding

of literary

Results change.

indicate Teach

that Jasmine

Wellsinneeds

instruction

in Level

4 literary

skills

and strategies

suchJasmine

as describing

how a plot unfolds

or howtext.

characters

these skills

a variety

of literary

genres,

including

skills and

such as

describing

plot

unfolds

or how

poetry

andstrategies

plays. Jasmine

Wells

shouldhow

alsoabe

reading

fables

andcharacters

myths. change. Teach these skills in a variety of literary genres, including

poetry and plays. Jasmine Wells should also be reading fables and myths.

Comprehension:

Comprehension:

Informational

Text

Informational Text

Level 3

Level 3

This domain addresses Jasmine Wells¡¯ understanding of informational text. Results indicate that Jasmine Wells needs instruction in Level 3

This domain addresses

Jasmine Wells¡¯

understanding

of informational

Results

indicate

that

Jasmine

needs

instruction

in of

Level

3

informational

skills and strategies

such as

identifying and

analyzing thetext.

author¡¯s

point

of view,

purpose,

or Wells

opinions.

Teach

a variety

informational

informational

skillsbiographies,

and strategies

such as identifying

and analyzing

the author¡¯s

point of view, purpose, or opinions. Teach a variety of informational

genres,

including

autobiographies,

and newspaper

or magazine

articles.

genres, including biographies, autobiographies, and newspaper or magazine articles.

Score

Max

Score

Above Level 1

This domain focuses on how accurately students decode written words. Jasmine Wells needs instruction and practice in distinguishing open and

This domain

focuses

on and

howinaccurately

decode

written

Jasmine

Wells

needs instruction and practice in distinguishing open and

closed

syllable

patterns

decoding students

multisyllabic

words

with words.

a VV pattern

such

as meteor.

Max syllable patterns and in decoding multisyllabic words with a VV pattern such as meteor.

closed

Above Level 3

Score

Max

Score

Above Level 3

This domain addresses how well students recognize frequently occurring words. Jasmine Wells has demonstrated accuracy and is exempt

This domain

addresses

from

taking this

subtest. how well students recognize frequently occurring words. Jasmine Wells has demonstrated accuracy and is exempt

Maxtaking this subtest.

from

Above Level 2

Score

Max

Score

Above Level 2

3

 ................
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