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Step 1: My students have . . . (select one)
Completed a Diagnostic
Started Online Instruction
Completed a Standards Mastery Assessment
Step 2: I have Diagnostic . . .
District-Level Questions School-Level Questions Class- or Student-Level
Questions
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During Each Diagnostic
District-Level Questions: Diagnostic
If my question is:
1. What is the status of Diagnostic assignment and completion in my district? How many students have rushed or have a Diagnostic expiring soon?
Use this report:
Diagnostic Status (District)
Management
Assess & Teach
Reports
Help
Don Adison
Diagnostic Status
Subject Math
School Cedar Elementary School
Diagnostic Diagnostic Window 1
Current Diagnostic Window: Diagnostic Window 1: 09/01/18 - 09/29/18
Students Assigned/Total: 612/634
8%
Not Started
80%
In Progress
35 Expiring Soon
12%
Completed
10 Rushed
6 Rushed
Show Results By Class
Showing 18 of 18
Class
% Not Started
Kindergarten, Section 1 Mrs. Holmes
10%
Kindergarten, Section 2 Ms. Evans
10%
Grade 1, Section 1 Mrs. Lopez
5%
Grade 1, Section 2 Mr. Jones
4%
Grade 2, Section 1 Mr. Tam
10%
In Progress
% In Progress
Expiring Soon
80%
1
85%
1
75%
4
68%
1
80%
4
% Completed 10% 5% 20% 28% 10%
Completed Red Rushed 0 0 1 1 1
Yellow Rushed 0 1 2 1 0
Students Assigned / Total
20/20 22/22 25/25 24/25 26/27
Report contains these data:
? For the District Overall, and for each School and Grade, the % of students who: ??Have Not Started the Diagnostic ??Are In Progress on the Diagnostic and # who have a Diagnostic Expiring Soon ??Have Completed the Diagnostic and # of students with Rush alerts
? # of students with Diagnostic assigned and total # enrolled
2. How can I group my students into tiers using their placements?
3. What percentage of students is below or on/ above grade level and who needs the most support?
4. Which domains are students struggling with?
5. For each domain, how are students performing?
6. How can I export data to perform my own analyses?
Diagnostic Results (District)
Placement Summary Table Management
Assess & Teach
Reports
Help
Diagnostic Results
Don Adison
PDF
School All Schools
Subject Math
Diagnostic Diagnostic 1
Prior Diagnostic ---
Placement Definition Standard View
Key Students Assessed/Total: 1,830/1,891
Overall Placement* Management
Assess &
PRleacpeomrtsent by DHomelapin*
Don Adison
Diagnostic Results
School Lincoln Elementary
Subject Reading
At Risk for Tier 3 24%
Tier 2 50%
Diagnostic Diagnostic 1
Prior DiagnosticTier 1 26%
---
Number and Operations (NO)
Algebra and Algebraic Thinking (ALG)
Measurement and Data (MS)
Placement Definition Standard View
Geometry (GEO)
Key *Students not completed are not included.
Students Assessed / Total: 3,013 / 3,112
Overall Placement Switch Table View
Show Results By
Placement by Domain
Performance Summary
Grade
At Risk for Tier 3
Phonological Awareness (PA)
Diagnostic Results (District) Showing9of9 Grade
16% Student DistribTutieiorn2Across Tiers
Phonics (PH) High-Frequency Words (HFW)
45%
Students Assessed/Total
Needs Analysis by Domain Table GradeK
Tier 1
35%
Management39% Assess & Teach
Vocabulary (VOC) RCeompporerhtesnsion: LiteraHtuerelp(LIT)
65% Do20n0A/2d1i2son
14% Grade 1 Diagnostic Results
Comprehension: Informational Text (INFO)
86%
200/203 PDF
Grade 2 SScwhiotcohl Table View
20% Show Results By
60%
20%
220/227
GANrlaledSeedchs3oAonlsalysis by Domain
School 20%
40%
40%
Key
180/191
SSuhbojwecintg 5 of 5 GMraadthe 4
Diagnostic Diagnostic 1
Prior Diagnostic
35%
Overall Grade--L- evel Placement
School
Management
On or
One
Overall Placement* Above
Below
Assess & Two or More Below
Diagnostic Results
School A
20%
51%
29%
Placement Definition
45%
20%
Standard ViewNeeds Analysis: % Students Below GSrtauddeeLnetvselAssessed/Tota2l3: 01/,28306/1,891
Reports
Help
DoSntudAendtsison
Assessed / Total
PA
PH
HFW
VOC
LIT
INFO
Placement by Domain*
11%
12%
19%
21%
23%
31%
612 / 634
SchSocohl ool B Lincoln Elementary
2S9u%bject
3A2t %Risk for Tier 339%
Reading 24%
13%
16% Numbe1r 1an%d Operation9s%(NO) Algebra and Algebraic Thinking (ALG)
School C Diagnostic
DSicahgonoolsDtic 1
50%
3T9ie%r 2
Prior Diagnostic50%
22-%--
4T1ie%r 1 26%
11%
26%
Placement Definition
37% Standard21V%iew
26% Measu1re5m%ent and Da1ta7(%MS)
Geometry (GEO)
3%
27%
9%
StuSdcehnotoslAEssessed / Total: 3,03123%/ 3,112 35%
33%
19%
37%
3%
34%
Overall Placement
Placement by Domain
21%
17%
27%
10%
589 / 601 Key
637 / 658
48%
7%
632 / 649
*Students not completed are not included.
2%
3%
543 / 570
Switch Table View
Show Results By
At Risk for Tier 3
Phonological Awareness (PA)
Diagnostic Results (District) PerformanceSummary
Grade 16%
Phonics (PH)
Showing 9 of 9
Tier 2 45%
High-Frequency Words (HFW)
Placement by Domain Table Grade
Student DistribTuietiro1n Across Tiers Managemen3t9% Assess & Teach
Vocabulary (VOC) RCoempporerhtesnsion: LiteraHturee l(pLIT)
Grade K
35%
Comprehension: Informational Text (INFO)
Diagnostic Results 14%
Grade 1
SwchitocohlTable View GPArhlalodSnecoh2logoilcsal Awareness
Show Results By 20%
Grade
60%
65%
Students Assessed/Total Don Adison
200/212
86%
PDF 200/203
20% 220/227 Key
SShGuobrwjaeindcgte53of 5 Math
Diagnostic Diagnostic 1
GGrraaddee 4 Overall Placement*
Prio2r 0D%iagnostic
Placement Definition40%
40%
180/191
--- Overall Grade-Level PlacemenSt tandard View Phonological Awareness GradSet-Luedveenl PtslaAcesmseenstsed/Total: 1,830/1,891
On or Above
35%
One Below
Two or More Below
45%
On or
One
PlacemAbeovnet by DomaBienlo*w
20% Two or
More
Below
Students 2A3ss0e/s2se3d6/ Total
School A School B School C School D School E
20%
51%
At Risk for Tier 3
29% 24%
32%
50% Tier 2 50%
39%
22% Tier 1 26%
32%
41% 35%
29%
20%
51%
39%
Number and Operations (NO)
29%
32%
Algebra and Algebraic Thinking (ALG)
11% 37%
Me5a0s%urement and Data3(9M%S)
22%
Geometry (GEO) 41%
33%
32%
35%
29%
612 / 634
39%
589 / 601
11%
637 / 658
37%
632 / 649
*Students not completed are not included.
33%
543 / 570
Switch Table View Performance Summary
Show Results By Grade
Diagnostic & Instruction export Showing9of9 Grade
Student Distribution Across Tiers
Students Assessed/Total
35% Grade K
65% 200/212
14% Grade 1
86% 200/203
20% Grade 2
60%
20%
220/227
Grade 3
20%
40%
40% 180/191
Grade 4
35%
45%
20%
230/236
? District Overall Placement and Domain Placement summary
? For each School or Grade: ?? % of students On or Above Grade Level, One Grade Level Below, and Two or More Grade Levels Below by Overall Placement ?? # of students assessed / total # enrolled
? For each School or Grade: ??% of students below grade level (One or More Grade Levels Below) for each domain ??% of students by Overall Placement ?? # of students assessed / total # enrolled
? For each School or Grade: ??% of students On or Above Grade Level, One Grade Level Below, and Two or More Grade Levels Below for that domain ??% of students by Overall Placement ?? # of students assessed / total # enrolled
? Student username and demographic information ? Class/teacher/report group association ? Diagnostic summary, tiers, and domain details ? Most recent Lexile? and Quantile? measures
After Each Diagnostic
Lexile? and Quantile? are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. Copyright ? 2018 MetaMetrics, Inc. All rights reserved.
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Different level questions:
School
continued on next page
Class or Student
After the Second or Third Diagnostic % Students % Students
District-Level Questions: Diagnostic, continued
If my question is:
7. How are students in my district progressing toward their growth measures?
8. How has student performance changed between two Diagnostics?
Use this report:
Diagnostic Growth (District)
Rosters Assess & Teach
Reports
Help
Regina Moore
Diagnostic Growth
PDF
School
Subject
Comparison Diagnostic
Placement Definition
Lincoln Elementary
Reading
Diagnostic 2
End of Year View
Key
Students Assessed / Total: 612 / 634
Progress to Annual Typical Growth (Median)
Learn More About Growth
105%
The median percent progress towards Typical Growth for this school is 105%. Typical growth is the average annual growth for a student at their grade and placement level.
50%
100%
Distribution of Progress to Annual Typical Growth
49%
17%
10% 8%
7%
9%
0-20
20-40
40-60 60-80 80-100 % Progress
100+ Met
Distribution of Progress to Annual Stretch Growth
36%
23%
10% 12%
14%
5%
0-20
20-40
40-60 60-80 % Progress
80-100
100+ Met
Current Placement Distribution
Tier 3 16% (From 36%)
Tier 2 45% (From 51%)
Tier 1 39% (From 13%)
Show Initial Placement
Select Initial Placement All Initial Placements
Showing 5 of 5 Initial Placement
Annual Typical Growth
Progress (Median)
% Met
Mid On Level or Above Level Tier 1
106% 44%
Early On Level Tier 2
106% 51%
1 Level Below Tier 2
109% 53%
2 Levels Below Tier 3
107% 51%
3 or More Levels Below Tier 3
105% 51%
Annual Stretch Growth
Progress (Median)
% Met
64% 28%
67% 32%
61% 26%
49% 25%
47% 23%
% Students with Improved Placement 1% 3% 12% 28% 35%
Students Assessed / Total 72 / 81 131 / 138 480 /491 140 / 151 130 / 145
Diagnostic Results (District)
Comparison View Management
Assess &
Reports
Help
Don Adison
Diagnostic Results
School
Subject
Lincoln Elementary
Reading
Key
Diagnostic Diagnostic 1
Prior Diagnostic Diagnostic 2
Placement Definition Standard View
Students Assessed / Total: 3,013 / 3,112 Overall Placement
Diagnostic 2
At Risk for Tier 3 16% (From 36%)
Tier 2 45% (From 51%)
Tier 1 39% (From 13%)
Diagnostic 1
Placement by Domain PA PH HFW VOC LIT INFO
Switch Table View Placement Summary
Showing 5 of 5 Grade Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Show Results By Grade
Overall Grade-Level Placement 20%
02/29/18 - 03/18/18
51%
23%
38%
Post-Assessment
29%
39%
BENCHMARK1 SEPT
10%
38%
MS Diagnostic 3
50% EndYrDiagnostic
10%
27%
SY18 MOY Window
22%
44%
Window 2/VMSRMS
Grosvenor First
18%
27%
Summer 2018 Beg
32%
35%
5%
28%
2017-18 Window1
Students Assessed / Total 29% 601 / 621 39%
32% 612 / 617
52%
39% 11% 607 / 611
63%
37% 625 / 629
55%
33% 568 / 634
68%
Report contains these data:
? Progress to Annual Typical Growth (median) ? Distribution of Progress to Annual Typical and
Stretch Growth ? Change in placements across the district ? For all students by grade, school, or initial placement:
?? Progress to Annual Typical Growth (median) and Annual Stretch Growth (median) and % of students who have met them
??% of students with improved placement ?? # of students assessed / total # enrolled
? For any Diagnostic and an earlier Diagnostic from this school year, a comparison of: ??Overall Placement and Domain Placement summary ??Placement Summary table ??Need Analysis by Domain table ??Placement by Domain table
A note about Legacy Reports:
We've updated and improved our reports based on educator feedback as part of the new, redesigned i-Ready.With those changes, the reports have been renamed and redesigned. Here, for your reference, is where you can find the information you may be used to finding by Legacy Report names. Legacy Reports will continue to be available throughout the 2018?2019 school year and will no longer be available in the 2019?2020 school year. Exports will remain unchanged, other than the Diagnostic Completion export.
Information previously found in . . .
Diagnostic Completion export Performance by School and Grade Needs Analysis by Grade Intervention Screener Student Growth by Grade and School
Can now be found in . . .
Diagnostic Status
Diagnostic Results
Diagnostic Growth
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Different level questions:
School
Class or Student
School-Level Questions: Diagnostic
During Each Diagnostic
After Each Diagnostic
If my question is:
1. What is the status of Diagnostic assignment and completion in my school? How many students have rushed or have a Diagnostic expiring soon?
2. How can I group my students into tiers using their placements?
3. What percentage of students is below or on/ above grade level and who needs the most support?
4. Which domains are students struggling with?
5. For each domain, how are students performing?
6. Across classes within a grade, which students have similar instructional needs, and how can they be grouped for instruction?
7. How can I export data to perform my own analyses?
Start Over
Use this report:
Diagnostic Status (School)
Management
Assess & Teach
Reports
Help
Don Adison
Diagnostic Status
Subject Math
School Cedar Elementary School
Diagnostic Diagnostic Window 1
Current Diagnostic Window: Diagnostic Window 1: 09/01/18 - 09/29/18
Students Assigned/Total: 612/634
8%
Not Started
80%
In Progress
35 Expiring Soon
12%
Completed
10 Rushed
6 Rushed
Show Results By Class
Showing 18 of 18
Class
% Not Started
Kindergarten, Section 1 Mrs. Holmes
10%
Kindergarten, Section 2 Ms. Evans
10%
Grade 1, Section 1 Mrs. Lopez
5%
Grade 1, Section 2 Mr. Jones
4%
Grade 2, Section 1 Mr. Tam
10%
In Progress
% In Progress
Expiring Soon
80%
1
85%
1
75%
4
68%
1
80%
4
% Completed 10% 5% 20% 28% 10%
Completed Red Rushed 0 0 1 1 1
Yellow Rushed 0 1 2 1 0
Diagnostic Results (School) Placement Summary Table
Students Assigned / Total
20/20 22/22 25/25 24/25 26/27
Report contains these data:
? For the School Overall, and for each Grade, Class, and Report Group, the % of students who: ??Have Not Started the Diagnostic ??Are In Progress on the Diagnostic and # who have a Diagnostic Expiring Soon ??Have Completed the Diagnostic and # of students with Rush alerts ?? # of students with Diagnostic assigned and total # enrolled
? School Overall Placement and Domain Placement summary ? For each Grade, Class, or Report Group:
??% of students On or Above Grade Level, One Grade Level Below, and Two Grade Levels Below by Overall Placement
Management
Assess &
Reports
Help
Don Adison
?? # of students assessed / total # enrolled
Diagnostic Results
School
Subject
Lincoln Elementary
Reading
Key
Diagnostic Diagnostic 1
Prior Diagnostic ---
Placement Definition Standard View
Students Assessed / Total: 3,013 / 3,112
Diagnostic Results (School) Overall Placement
Placement by Domain
Needs Analysis by Domain Table AtRiskforTier3
16%
Management
Assess & Teach
Phonological Awareness (PA)
Reports
PhoHnicesl(pPH)
Don Adison
Tier 2
High-Frequency Words (HFW)
45%
Vocabulary (VOC)
Diagnostic Results
Tier 1
PDF
39%
Comprehension: Literature (LIT)
School All Schools
Comprehension: Informational Text (INFO)
Key
Subject
Diagnostic
Prior Diagnostic
Switch Table View
Show Results By
Math
DiagnostMica1nagement --- Assess &
Needs Analysis by Domain
School
Placement Definition Standard RVeiepworts
Help
Students Assessed/ToDtaol: n1,A83d0i/s1o,8n91
OSDhvoiweairnagg5lnloPfo5lascteicmRenets* ults
Overall Grade-Level Placement
Placement by Domain* Needs Analysis: % Students Below Grade Level
SScchhoool l Lincoln Elementary
DSiacghnoosotilcA Diagnostic 1
Subject On or AbovReeading
One BAetloRwisk
for
Two or More TierB3elow
PA
PH
HFW
VOC
Number and Operations (NO)
24% Algebra and Algebraic Thinking (ALG)
20P%rior Diagnost5icT1ie%r 2
---
50%
29% Placement1D1e%finition 12%
19%
21%
Measurement and Data (MS)
Standard View
School B
29%
32% Tier 1
39%
13%
16%
11% Geometr9y%(GEO)
Students Assessed / Total: 3,013 / 3,112 26%
School C
50%
39%
11%
26%
26%
15%
17%
Overall Placement
Placement by Domain
Students
Assessed / Total
LIT
INFO
Key
23%
31%
612 / 634
21%
17%
589 / 601
*Students not completed are not included.
27%
10%
637 / 658
Diagnostic Results (School) SchoolD
22%
41%
37%
At Risk for Tier 3
21%
3%
27%
9%
48%
7%
Phonological Awareness (PA)
SwSitcchoTaoblleEView
32% Show Resu3lt15s6%B%y
33%
19%
37%
3%
34%
2%
3%
Phonics (PH)
Placement by Domain Table Performance Summary MMaannaaggGeermmadeeennT4tt5ie%r2
AAsssseessss && TTeeaacchh
RReeHppighoo-Frrrttessquency WordHHsee(HllppFW)
Showing 9 of 9
Tier 1
Vocabulary (VOC)
DDGraiidaaeggnnoossttiicc
RReessuullttss
Student
39% Distribution
Across
Tiers
Comprehension: Literature (LIT) Comprehension: Informational Text (INFO)
632 / 649
543 / 570 DDoonn AAddiissoonn
Students Assessed/TotaPPlDDFF
GSSccrhhaoodooell K
AAllll SScchhoooollss
SGwraitcdheT1able View
SSuuPbbhjjeeoccntt ological ADDwiiaaaggrnneoonssettiisccs
GrMMadaattehh2
DDiiaaggnnoossttiicc 11
35%
14% Show Results By
GradePPrr--ii2--oo--0rr DD%iiaaggnnoossttiicc
PPllaacceemmeenntt DDeeffiinniittiioonn SSttaannddaarrdd VViieeww
65% 200/212
86%
KKeeyy
200/203
60% SSttuuddeennttss AAssss2ee0ss%sseedd//TToo2ttaa2ll0:: /112,,88233700//11,,889911
Showing 5 of 5 GOOrvvaeedrreaa3llll PPllaacceemmeenntt**
Grade Grade 4
School A
School B
School C
20% Overall Grade-Level Placement
PPllaacc4ee0mm%eePnnhottnobbloyygDDicaool Ammwaaariiennne**ss
Grade-Level
40% Placement
180/191
On or Above
One Below
35%
Two or More Below
On or Above
OBen4leo5w%
Two or More 20% Below
Students Assessed / Total
230/236
AAtt RRiisskk ffoorr TTiieerr 33
20% 2244%%
51%
29%
NNuummbbeerr aanndd OOppeerraattiioonnss ((NNOO)) AAllggeebbrraa aanndd20AA%llggeebbrraaiicc TThhiinnkkiinngg 5((AA1LL%GG))
29%
612 / 634
TTiieerr 22 29% 5500%%
50%
TTiieerr 11 2266%%
32% 39%
39% 11%
MMeeaassuurreemmeenntt aanndd DDaattaa ((MMSS))
29%
32%
GGeeoommeettrryy ((GGEEOO))
50%
39%
39%
589 / 601
**SSttuudd1ee1nntt%ss nnoott ccoommpplleetteedd aa6rree3nn7oott/iinn6cc5lluu8ddeedd..
School D
22%
41%
37%
22%
41%
37%
632 / 649
Instructional Groupings (School) SchoolE
SSwwiittcchh TTaabbllee VViieeww
32% Management
SShhooww RReessuullttss BByy
As3s5e%ss & Teach33%
Repo3r2ts%
Help35%
33%
D5o4n3 A/ 5d7is0on
PPeerrffoorrmmaannccee SSuummmmaarryy
GGrraaddee
Instructional Groupings
SShhoowwiinngg 99 ooff 99
SGGchrraaoddoeel Cyprus Elementary
GGrraaddee KK
SSSuttbuujddeeecnnttt DDiissttrriibbuuttiioonnDAAiccarrgoonssosssTTtiiiceerrss
Math
Diagnostic Window 2 3355%%
10/25/18-12/01/18
Grade 5
6655%%
SASAttssuussddeeeessnnsstteessdd//TToottaall Key
220000//221122
GGVrraaieddwee 11All Groupings
Groupin11g441%% 5 Students
Grouping 2 25 Students
Grouping 3 0 Students
Grouping 4 5 Students
8866%% G2r422oS00ut00pu//din22eng00t33s5
SGGtrruaadddeeen22ts
2200%%
6600%%
2200%%
222200//222277
SGGhorrwaaiddngee2335 of 25 Student
GGrraaddee 44
Overall Placement
2200%%
NO
3355%% ALG
4400%% MS
GEO4455%%
4400%%
118800//119911
2200%%
223300//223366
Aguirre, Cameron
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Baker, Danielle
Early 5
Early 5
Early 4
Early 5
Early 4
Benson, Felipe
Grade 4
Grade 4
Grade 4
Early 5
Grade 4
Bowers, Tara
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Diagnostic & Instruction export Bridges,Olivia
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
? Hide Grouping Description
Students in this Grouping are One Grade Level Below in Number and Operations or Algebra and Algebraic Thinking.
Instructional Priorities
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.
? For each Grade, Class, or Report Group: ??% of students below grade level (One or More Grade Levels Below) for each domain ??% of students by Overall Placement ?? # of students assessed / total # enrolled
? For each Grade, Class, or Report Group: ??% of students On or Above Grade Level, One Grade Level Below, and Two or More Grade Levels Below for that domain ??% of students by Overall Placement ?? # of students assessed / total # enrolled
? For each Grade: ?? # and names of students in each Grouping for the grade ??Overall and domain placements for each student ??Instructional recommendations and resources for each Grouping
? Student username and demographic information ? Class/teacher/report group association ? Diagnostic summary, tiers, and domain details ? Most recent Lexile and Quantile measures
Recommendations for Teacher-Led Instruction
Resources
Operations
Tools for Instruction
? Add and subtract multi-digit numbers. ? Multiply three-digit numbers by one-digit numbers. ? Divide three-digit numbers by one-digit numbers.
Number and Operations Place Value through Hundred Millions Add Multi-Digit Numbers
Students who struggle with operations involving regrouping in any of the four operations
Subtract Multi-Digit Numbers
often lack the conceptual understanding that drives the algorithms. These students may
Multiply by One-Digit Numbers
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.
Multiply Three-Digit Numbers by One-Digit Numbers
Divide by One-Digit Numbers
Number-Fractions ? Decompose a fraction into a sum of fractions with like denominators.
Fractions as Sums
Different level questions: Compare Fractions Equivalent Fractions
? Compare fractions with unlike denominators.
Write Fractions as Decimals
? Write equivalent fractions, including fractions in simplest terms.
Adding Fractions and Mixed Numbers
? Write fractions with denominators of 10 or 100 as decimals. ? Add and subtract fractions and mixed numbers with like denominators.
Algebra and Algebraic Thinking Factors
District
continued on next page
Class or Student
After the Second or Third Diagnostic % Students % Students
School-Level Questions: Diagnostic, continued
If my question is:
8. How are students in my school progressing toward their growth measures?
9. How has student performance changed between two Diagnostics?
Use this report:
Diagnostic Growth (School)
Rosters Assess & Teach
Reports
Help
Diagnostic Growth
School Lincoln Elementary
Subject Reading
Comparison Diagnostic Diagnostic 2
Students Assessed / Total: 612 / 634
Progress to Annual Typical Growth (Median)
Placement Definition End of Year View
Learn More About Growth
50%
105% 100%
The median percent progress towards Typical Growth for this school is 105%. Typical growth is the average annual growth for a student at their grade and placement level.
Regina Moore
PDF Key
Distribution of Progress to Annual Typical Growth
49%
17%
10% 8%
7%
9%
0-20 20-40 40-60 60-80 80-100 100+ Met
% Progress
Distribution of Progress to Annual Stretch Growth
36%
23%
10% 12%
14%
5%
0-20 20-40 40-60 60-80 80-100 100+ Met
% Progress
Current Placement Distribution
Tier 3 16% (From 36%)
Tier 2 45% (From 51%)
Tier 1 39% (From 13%)
Show Initial Placement
Select Initial Placement All Initial Placements
Showing 5 of 5 Initial Placement
Annual Typical Growth
Progress (Median)
% Met
Annual Stretch Growth
Progress (Median)
% Met
% Students with Improved Placement
Mid On Level or Above Level Tier 1
106% 44%
64% 28%
1%
Early On Level Tier 2
106% 51%
67% 32%
3%
1 Level Below Tier 2
109% 53%
61% 26%
12%
Diagnostic Results (School) 2 Levels Below Tier 3 3 or More Levels Below
107% 51%
49% 25%
28%
Tier 3
105% 51%
47% 23%
35%
Comparison View MMaannaaggeemmeenntt
AAsssseessss &&
RReeppoorrttss
HHeellpp
Students Assessed / Total 72 / 81 131 / 138 480 /491 140 / 151 130 / 145
DDoonn AAddiissoonn
DDiiaaggnnoossttiicc RReessuullttss
SScchhooooll
SSuubbjjeecctt
LLiinnccoollnn EElleemmeennttaarryy
RReeaaddiinngg
KKeeyy
DDiiaaggnnoossttiicc DDiiaaggnnoossttiicc 11
PPrriioorr DDiiaaggnnoossttiicc DDiiaaggnnoossttiicc 22
PPllaacceemmeenntt DDeeffiinniittiioonn SSttaannddaarrdd VViieeww
SSttuuddeennttss AAsssseesssseedd // TToottaall:: 33,,001133 // 33,,111122 OOvveerraallll PPllaacceemmeenntt
DDiiaaggnnoossttiicc 22
AAtt RRiisskk ffoorr TTiieerr 33 1166%% ((FFrroomm 3366%%)) TTiieerr 22 4455%% ((FFrroomm 5511%%)) TTiieerr 11 3399%% ((FFrroomm 1133%%))
DDiiaaggnnoossttiicc 11
PPllaacceemmeenntt bbyy DDoommaaiinn PPAA PPHH HHFFWW VVOOCC LLIITT IINNFFOO
SSwwiittcchh TTaabbllee VViieeww PPllaacceemmeenntt SSuummmmaarryy
SShhoowwiinngg 55 ooff 55 GGrraaddee GGrraaddee KK
GGrraaddee 11
GGrraaddee 22
GGrraaddee 33
GGrraaddee 44
SShhooww RReessuullttss BByy GGrraaddee
0022//2299//1188 -- 0033//1188//1188
OOvveerraallll GGrraaddee--LLeevveell PPllaacceemmeenntt 2200%%
5511%%
PPoosstt--AAsssseessssmmeenntt
2233%%
3388%%
BBEENNCCHHMMAARRKK11 SSEEPPTT
2299%%
3399%%
MMSS DDiiaaggnnoossttiicc 33
1100%%
3388%%
EEnnddYYrrDDiiaaggnnoossttiicc
5500%%
SSYY1188 MMOOYY WWiinnddooww
1100%%
2277%%
WWiinnddooww 22//VVMMSSRRMMSS
2222%%
4444%%
GGrroossvveennoorr FFiirrsstt
1188%%
2277%%
SSuummmmeerr 22001188 BBeegg
3322%%
3355%%
22001177--1188 WWiinnddooww11
55%%
2288%%
2299%% 3399%%
SASAttssuussddeeeessnnsstteessdd // TToottaall 660011 // 662211
3322%% 661122 // 661177
5522%%
3399%% 1111%% 6633%%
660077 // 661111
3377%% 662255 // 662299
5555%%
3333%% 556688 // 663344
6688%%
Report contains these data:
? Progress to Annual Typical Growth (median) ? Distribution of Progress to Annual Typical and
Stretch Growth ? Change in placements across the school ? For all students by grade, class, report group, or
initial placement: ?? Progress to Annual Typical Growth (median) and
Annual Stretch Growth (median) and % of students who have met them ??% of students with improved placement ?? # of students assessed / total # enrolled
? School Overall Placement and Domain Placement summary
? For each Grade, Class, or Report Group: ?? % of students On or Above Grade Level, One Grade Level Below, and Two or More Grade Levels Below ??# of students assessed / total # enrolled
A note about Legacy Reports:
We've updated and improved our reports based on educator feedback as part of the new, redesigned i-Ready. With those changes, the reports are renamed and redesigned. Here, for your reference, you can find the information you may be used to finding by Legacy Report names. Legacy Reports will continue to be available throughout the 2018?2019 school year and will no longer be available in the 2019?2020 school year. Exports remain unchanged, other than the Diagnostic Completion export.
Information previously found in . . .
Diagnostic Completion export Performance by School and Grade Needs Analysis by Grade Intervention Screener Instructional Grouping Profile Student Growth by Grade and School
Can now be found in . . .
Diagnostic Status
Diagnostic Results
Instructional Groupings Diagnostic Growth
Start Over
Different level questions:
District
Class or Student
Class- or Student-Level Questions: Diagnostic
Before the First Diagnostic
During Each Diagnostic Window
If my question is:
1. How did my students progress in i-Ready last year?
2. Have all my students completed the Diagnostic? If not, how far along are they?
3. Whose Diagnostic is expiring soon? 4. Who rushed on the Diagnostic?
Use this report:
Report contains these data:
Previous Year Rosters Assess&Teach
Reports
Help
Previous Year
Regina Moore PDF
Rosters Assess & Teach
(Class and/or Student)* Subject Reading
Class / Group Reading Class A
Academic Year 2016 - 2017
Previous Year Lily Anderson
Key Subject
Academic Year
Reading
2016 - 2017
Final Overall Placement
% Lessons Passed
Reading
Previous Year Summary
Diagnostic Final Placement & Scale Score:
Grade 2, 484
Reports
Help
Online Instruction Lessons Passed / Completed: 34 / 52 Total Time On Task: 8h 35m
Regina Moore PDF Key
% Passed: 65%
? Previous school year's results* for students:
??Placement levels
5 Students
25% On or Above Grade Level
2 Students
12% One Grade Level Below
10 Students
50% Two or More Grade Levels Below
3 Students
13% Not Completed
12 Students 70 - 100% Passed
5 Students 50 - 69% Passed
3 Students 0 - 49% Passed
Showing 20 of 20 Student Name Anderson, Lily Bailey, Lauren
Initial Scale Score
478
Initial Placement
Diagnostic Summary
Final Scale Score
Final Placement
Emerging K
504
Grade 2
Final Date
Online Instruction Summary
% Passed / Completed
Total Time on Task
9/13/17 16 / 30
53%
34m
413
Grade 1
492
Grade 3
9/16/17 8 /12
66%
46m
Previous Year Diagnostic Placement
Overall Phonological Awareness * Phonics * High Frequency Words *
Diagnostic 1 Grade 1 (435) 9/14/17 Standard Error +/- 12
Tested Out
Tested Out
Grade 2
Diagnostic 2 Grade 2 (484) 5/22/18 Standard Error +/- 12
Tested Out
Tested Out
Grade 2
??Final scale score ??% Lessons Passed
Bell, Deidre
384
Mid / Late K
378
Mid / Late K 9/13/17 17 / 20
85%
22m
Vocabulary
Grade 2
Grade 2
Buckland, Sonia
480
Max Score
488
Max Score 9/16/17 4 / 6
33%
--
Comprehension: Literature
Early 3
Early 3
Comprehension: Informative Text
Grade 1
Grade 1
* Only available for schools that used i-Ready in the 2017?2018 school year Burgess,Justin
474
Max Score
476
Max Score 9/15/17 32 / 35
91%
17m
* Foundational Domains
Previous Year Online Instruction
Domains Phonological Awareness
Lessons Passed
Passed / Completed
% Passed
Tested Out
--
Phonics
Tested Out
--
High Frequency Words
9 / 14
64%
Diagnostic Status (Class) Vocabulary Comprehension: Literature
13 /13 8 / 8
100% 100%
Comprehension: Informative Text
4 / 17
75%
Total Time on Task
-- -- 4h 15m 1h 41m 1h 2m 2h 37m
Diagnostic Status
? Each student's Diagnostic assessment status PDF (Not Assigned, Not Started, In Progress with
Subject Math
Class/Group Math Grade 1
Date Range Beginning of Year
Current Diagnostic Window: Window 1: 09/01/17 - 09/29/17
Placement Definition Standard View
% Progress in real time, Completed showing
Key
placement, and Rush alerts)
2
Not Started
8
In Progress
2 Expiring Soon
10
Completed
2 Rushed
2 Rushed
Showing 22 of 22 Alerts
Student Name Kimball, Emerson Cameron, Lisa
Status Unassigned
42% in progress
Placement -- --
3d To ensure that Diagnostic results reflect current student performance, each student must complete the Diagnostic within 21 days of starting the test. This student has 3 days left to complete their Diagnostic. If the Diagnostic is not completed in time, it will be reset.
? When a student has seven days or less before his or her Diagnostic expires, a countdown appears with the number of days remaining. Diagnostics expire 21 days from the day each student started the test.
Smith, Michael
Completed 09/06/17
Mid 1
5. How are my students performing as an entire class and what are their domain-specific instructional needs?
6. What are the suggested growth measures for each of my students?
7. What are the Lexile and/or Quantile measures for each student in my class?
8. How did each student in my class perform relative to a group of nationally representative i-Ready students?
9. Did any students rush through the Diagnostic?
10.What are the strengths and areas of need for an individual student?
11. How can I tailor instruction and identify the right resources to best support an individual student's needs?
Start Over
Diagnostic Results (Class) Rosters Assess & Teach
Reports
Help
Diagnostic Results
Subject Reading
Class / Report Group Grade 5, Section 1
Date Range Window 1
Placement Definition Standard View
Regina Moore
PDF
Key
Overall Placement
Showing All Students
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 *
Phonological Awareness (PA) Phonics (PH)
High-Frequency Words (HFW) Vocabulary (VOC) Literature (LIT)
Informational Text (INFO)
* Students not completed are not included
Showing 20 of 20
Student Name
Scale Score
Overall Placement
Placement by Domain
Choose Your Column: Lexile? measure & range
PA
PH
HFW
VOC
LIT
INFO
Lexile? measure & range
Date
Aldridge, Abby 615
Mid 5
Max Score
Max Score
Max Score
Mid 5
Mid 5
Late 5
1080L, 980L-1130L
9/15/18
Love, Jessi
613
Mid 5
Tested Out
Max Score
Tested Out
Early 5
Mid 5
Mid 5
1070L, 970L-1120L
9/15/18
Hayward, Kittie 610
Mid 5
Tested Out
Max Score
Tested Out
Grade 3
Late 5
Mid 5
1060L, 960L-1110L
9/15/18
Pao, Carissa
603
Early 5
Tested Out
Max Score
Tested Out
Early 5
Early 5
Early 5
1025L, 925L-1075L
9/15/18
Bryant, Earnest 599
Early 5
Tested Out
Max Score
Tested Out
Early 5
Mid 5
Early 5
1010L, 910L-1060L
9/15/18
Smith, Genna
589
Early 5
Tested Out
Max Score
Tested Out
Early 5
Early 5 Grade 4
965L, 865L-1015L
9/15/18
Walker, Luciano 581
Early 5
Tested Out
Max Score
Tested Out
Grade 4 Early 5
Mid 5
925L, 825L-975L
9/15/18
Diagnostic Results (Student) Baker, Danielle
577 Rosters
Grade 4
Tested Out
Grade 3 Tested Out
Assess & Teach
Reports
Grade 4 Grade 4 Help
Grade 3
910L, 810L-960L
9/15/18
Regina Moore
Booker, Brian
576
Grade 4
Tested Out
Grade 3
Max Score
Grade 4 Grade 4 Early 5
905L, 805L-955L
9/15/18
Diagnostic Results
Kanter, Georgene 571
Lily Anderson
Grade 4
Tested
Out
Max Score
Tested Out
Grade 4 Early 5 Grade 4
880L, 780L-930L
PDF
9/15/18
Subject Anderson, Pearle Reading
Test
568
Grade 4
Diagnostic 3 (9/08/12)
Placement Definition
Tested Grade 3 Tested Out Standard ViewOut
Grade 4 Grade 4
Early 5
870L, 770L-920L
9/15/18 Key
McCollum, Ozie 563
Diagnostic 3
Beverly, Fanny 560
Lillard, Lowell
555
Typical Growth
The average annual growth for a student Laot twhirsyg,rLadeevaind placemen5t l5ev0el.
Stretch Growth GArnifafminbi,tiMousisbtuyt attainable5l4ev8el of annual growth which puts below-level students on a path towards proficiency and on level students on Laepoanthatordw,arEdus laabove-level5pe4r7formance.
Brown, Carla
522
Turner, Refugia 490
Grade 4
Tested Out
Grade 3 Tested Out
Grade 3 Grade 4 Grade 2
845L, 745L-895L
9/15/18
Grade 4 610
Grade 4
Grade 4 Stretch 551
Tested Out
Tested Out
Tested Out
Max OSncGorraede
LevTeleO(s5ut1et1d
-
602)Early
5
Grade 4 Grade 4
830L, 730L-880L
Max Score
Max Score
Tested Out
Tested Out
Overall Grade 4 Grade 4 Grade 4 810L, 710L-860L
Grade 4
Phonological Awareness * Grade 2 Grade 4 785L, 685L-835L
Phonics *
9/15/18
Mid 3 (536) Standard Err9or/+1/5- 1/218 Tested Out Tested Ou9t /15/18
GraTdypeic4al 531
Tested Out
Grade 4
Tested Out
Max
Tested
Sc+o4re4
Out
Max Score
Tested Out
Grade 4
High Frequency Words * Mid 5 Grade 4 775L, 675L-825L
Vocabulary
Grade 4 GradCeom4 prehGernasdieon4: Liter7at7u0reL, 670L-820L
Grade 2 9/15/18
Grade 2 Early 3 9/15/18
Grade 3 460 Grade 2
Grade 1
Tested Out
Grade 3 Grade 2 Diagnostic 3
547
MMaidx 3 05S/1c3o/re17
Tested Out
Grade 3 Grade 3
Comprehension: Informational Text
Grade 1
Grade 3 Grade 3 660L, 560L-710L
9/15/18
Grade 3 Grade 3
Placement Improved from Initial 515L, 41*5LFo-5un6d5aLtional Domains 9/15/18
White, Charmain 479
Grade 2
Tested
NNaotiromnaalnNdoLrmexialendPeLrefxoirlemPaenrcfeormance Out
National Norm: 45th Percentile
Grade 2 Tested Out
Grade 2 Grade 3 Grade 2
465L, 365L-515L
9/15/18
Lexile Performance:
Lexile? is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright ? 2018 MetaMetrics, Inc. All rights reserved.
1120L, Range 1170L - 1270L
"Find a Book, i-Ready enables you to build custom reading lists based on Rachelle's Lexile measure and personal insterests. Search for books now at fab/i-ready.
Placement by Domain
Results indicate that this Lily understands grade-level literary and informational texts and applies effective Comprehension skills and strategies. Lily also demonstrates steady progress in Phonics, as well as a growing command of grade-level words and word-learning skills. Expect continued growth in reading and expose this child to increasingly complex texts. This information places Lily in Instructional Grouping 5.
? Overall and domain Diagnostic placements for each student as well as a class distribution summary (% of students Two or More Grade Levels Below, One Grade Level Below, and On or Above Grade Level)
? Each student's scale score and growth measures for the school year
? Lexile or Quantile measures ? Percentile rank ? Rush alerts for students
(when applicable)
? Overall and domain Diagnostic placements and scale scores
? Lexile or Quantile measures ? Percentile rank ? Student's developmental analysis ? List of "Can Dos" in each domain ? Recommendations on next steps for
instruction and instructional resources tailored to next steps ? Student's latest Diagnostic placement level and progress toward his/her Typical and Stretch Growth measures
Phonological Awareness
Tested Out
Phonics Tested Out
High Frequency Words
Grade 2 513
Vocabulary
Grade 1 410
Comprehension: Literature
Grade 2 459
Comprehension: Informational Text
Grade 1 415
Developmental Analysis
This domain addresses Lily's understanding of literary text. Results indicate that Lily is ready for instruction in Level 2 literary skills and strategies such as describing characters and identifying key ideas and details in a text. Teach a variety of literary genres, including fantasy and realistic fiction. Encourage Lily to retell both stories read independently and stories read aloud.
Can Do
Next Steps & Resources for Instruction
Subheader
Extend understanding of characters
Identify cause-and-effect relationships
? Work with Traci to identify the characters, setting, and major events in two stories that contain
Identify cause-and-effect relationships in
the same or similar characters. Discuss the main problems that the characters face and how
Level 2 literary or informational text.
the problems get solved in each story
Standards
Different level questions: ? Explain to the student that a theme is a message or lesson about people, life, or nature that
the author wants readers to learn. Have the student determine what the characters learn by
Identify point of view in literary text
the end of the stories.
Identify cause-and-effect relationships in
Level 2 literary or informational text.
Standards
Tools for Instruction
Understand Characters
District
continued on next page
School
After Each Diagnostic
After Each Diagnostic, cont'd.
After Students Have Taken More Than One Diagnostic (in addition to above):
Class- or Student-Level Questions: Diagnostic, continued
If my question is:
Use this report:
Report contains these data:
12. How can I group my students according to instructional needs?
13. H ow do I plan my differentiated instruction and identify the right resources to best support my students' needs?
Instructional Groupings Rosters Assess & Teach
Reports
Help
Instructional Groupings
Subject Reading
Class / Group Math Class A
Date Range 09/01/2017 - 09/25/2017
Grade Grade 3
Regina Moore
PDF Key
View All Groupings
Grouping 1 (9 Students)
Grouping 2 (4 Students)
Grouping 3 (6 Students)
Grouping 4 (8 Students)
Students Students in this profile placed 1 level below in either Number & Operations (NO) or Algebra and Algebraic Thinking (ALG)
Student Name Manning, Tracey Mclean, Phil Metcalfe, Pippa * Morgan, Bernadette
Overall Placement
Early 4
Early 4
Early 4
Grade 3
NO Grade 4 Early 4 Early 4 Grade 3
ALG Grade 4 Early 4 Early 4 Grade 3
MS Grade 4 Early 4 Early 4 Grade 3
GEO Grade 4 Early 4 Early 4 Grade 3
Grouping 5 (1 Students)
? # of students in each Grouping
? List of individual students in each Grouping with their overall and domainlevel placements
? Instructional recommendations and resources for each Grouping
Additional questions:
* Students Needing Differentiated Instruction
Results indicate that these students are significantly behind in the quantitative areas of number, operations, and alegrabic thinking. These students are likely to need review of many other foundational skills in the quantitative areas of number, operations, and algebraic thinking before they are ready for the level of instuction described here. For more information about differentiated instruction to meet their needs, see their individual student reports.
14. How do I explain to families how their child did InstructionalPriorities on the Diagnostic? For Families
Students in this profile are having difficulty with skills and concepts related to quantitative reasoning; they may struggle with
15. H ow did an individual student perform on our state standards? Your State Standards report basetencomputationandunderstandingfractionconcepts,ortheymaystruggletounderstandmultiplicationanddivision concepts and the algebraic relationship between these two operations. Many students will find challenges in ..... Read more
Recommendations for Teacher-Led Instruction
Resources
16. H ow is my overall class progressing toward their growth measures?
17. H ow did each of my students progress toward his or her growth measures since the last Diagnostic?
18. Which students could benefit from additional support between now and the end of the year?
19. H ow is an individual student progressing toward their growth measures?
20. How long will it take an individual student to reach proficiency?
Number-Base Ten
Tools for Instruction
? Round whole numbers to the nearest ten or hundred.
Number & Operations
Diagnostic Growth (Class) ? Add and subtract multi-digit numbers with regrouping.
Rounding to the Nearest Ten or Hundred
? Multiply and divide withRinos10te0r. s
Assess & Teach
Reports
Help
Three-Digit Addition
Regina Moore
? Multiply single-digit numbers by 10 and by multiples of 10.
Three-Digit Subtraction
Diagnostic Growth
Solve Multiplication Facts PDF
Students who struggle with operations involving regrouping often lack the conceptual
Know Division Facts
understanding that drives the algorithms. These students may benefit from working
Parts of a Whole
Clawssi/tGhrocuopncrete or visual modeClsominpaorrisdoenrDtoiagfnoocsutisc on the pPllaacceemveanltuDeefcinoitniocnepts behind the process. Once students understand why the process works, they can be guided to see
Parts of a Set
MthaethreClalatisosnAship between the mDoidagelnsoasntidc t2he algorithms, Eanndd eovfeYnetauraVllyieuwse the
Students AFsinsdesEsqeudiv/aTloetnatl:F1ra9c/t2io0ns
Key
algorithm alone.
Algebra & Algebraic Thinking
Number-Fractions Progress to Annual Typical Growth (Median)
? Use fractions to name parts of a whole or set.
Current PlacemMueltniptlDicaistitornibCuotniocnepts and Sentences Solve Problems Involving Partitioning in
? Show fractions on a number line.
Equal Groups
? Use models to show equivalent fractions. 105%
? Express fractions with denominators of 10 or 100 as decimals. ? Decompose a fraction i5n0t%o a sum of fraction1s0w0%ith like denominators. ? Add and subtract fractions with like denominators.
Solve Problems Involving Sharing Equal Groups
Write Multiplication and Division Fact Families
Do you use Ready? View Recommended
The median percent progress towards Typical Growth for this class is 105%. ChalTalneypdnicpgalaelcgsermowweitnththilsefvtrheale.catvieornagse oanfnteuanl grreolwatthefotroansotutdeunnt datetrhseitragnraddieng how fraction notation represents a part or multiple parts of a whole or a set.
3 Students
Ready Products 6 Students
11 Students
Be sure students read fraction names appropriately (two thirds rather than two over 15% ( From 5%A)dditio3n0%al( RFreomso15u%r)ces 55% (From 80%)
three) and understand that, for example, two thirds means two copies of one third. This
provides the basis for understanding fractions greater than 1 as well as for later adding
Ready? Common Core Math or
arenpdresPsuNerbonotgrtrairmncegtsiafnsrngaDdcutinLsiolteinkrxisebilafuerntaPidcoeteniroqsfnuosirv.maGleaivnnetcsfertaucdteionntss
repeated opportunities to practice on a number line, with a variety of
Access Through Teacher Toolbox
models (fraction strips for parts of a whole, counters for parts of a set), and with
Grade 3
fraction notation.
Lesson 1: Understand the Meaning of
Showing 20 of 20 Algebraic Thinking
Multiplication
Annual Typical Growth
Annual Stretch Growth
S??tuWSdoerlnivtteeNmapmruoelbtilpelmicsatiinovnoslveinntgepnacretsiPtietoorcnerienntpgPrerionsgeerenqstuseaql guraolugprosSPu, criponagslcerleauSsncdsodinrergepideeanPteteirdfcyeainndtgdPtirtohigoernes.s
LessoInni2tia: lUPslaeceOmrdenetr and GroCuuprirnengt tPolacement
Scale ScoreMultip&lyScale Score
& Scale Score
Progress
remainder. Anderson, Lily
125% +49 / 39
Lesson 3: Split Numbers to Multiply
75% +49 / 65
Grade 1 (235)
Grade 2 (322)
? Solve problems involving sharing equal groups, including identifying the remainder.
B?aKilneoyw, Lmauurletinplication/division fact families. 106% +37 / 35
62% +37 / 60
Grade 1 (243)
Grade 1 (250)
BSetlul,dDeneitdsraet this stage will likely benefit from r6ev9i%ewing+t2h4e/b3a5sic concept of
53% +24 / 45
Grade 2 (321)
multiplication and division. Present both the repeated addition model and the array
Bmuockdlealnsdin, cSeonbioath of these will become useful6in6%differe+n2t3w/o3rd5 problem situations. 53% +23 / 43
Grade 2 (335)
Diagnostic Growth (Student) Having a very solid conceptual foundation will help students apply strategies that will develop fact fluency, while fact fluency will also help them apply concepts to solve Bwuorgrdespsro, Jbulesmtisn. While students are still develo5p4in%g the+ir1c9o/nc3e5ptual understandings4, 2b%e
+19 / 45
Grade K (201)
sure to use small numbeRros sthtaetrrsepresenAtsesaesys-sto&grTasepaqcuhantities inRdeispcourstssion
Help
Ceaxmamerpolnes, Laisawell as in independent work. Pres1e3n1t%prob+l4e6m/s3in5volving larger one-dig1it02% +46 / 45
Grade 2 (340)
numbers only when students are more confident of the concepts.
DDiaungcnano, DsotnicnaGrowth
Lily And0e%rson+0 / 26
0% +0 / 41
Grade 2 (317)
Grade 2 (325) Grade 2 (337) Grade K (240) Regina Moore Grade 2 (345) Grade 2 (32PD7F )
Fluency
Sub?jeKcnt ow multiplication andPldaicveimsieonnt Dfeafcintistiotnhrough 100.
Reading
End of Year View
Key
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
YeknaorwntofacDtsa, stuechGarsothwattthhe 4s are simply the 2s two times. Give students smaOllevrerall Diagnostic Growth
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
Prfoagmreislys, toheAyncnaunaluTsyepitchaal tGfraocwtttho recall the other facts in the family. Use a table to
ScialleusPtorianttse: 4th4/a2t8the commutative property reduces the number of facts that need to be
memorized. Provide daily practice as necessary. Have each student keep a personal
record of which facts they know and which1th5e7y%still need to learn.
610
On Grade Level (511 - 602)
Essential Vocabula50ry%
100%
Thi?s Mstuadtehntthearsmmsadree1la57te%dprtoogreesssstoewnatridasl acnonunacl etyppitcsalagtrotwhtihs. level include equivalent, factor,
Typmicaullgtiropwleth, ipsrtohedauvcerta,greeamnnauianl dgreorw, tdhifvoirdaesntudd,enqtuotient, and divisor.
Stretch 551
at this grade and placement level.
Typical 531 Fluency with select math vocabulary terms enables students to understand instruction,
PrfooglrloeswsdtoireAcntniounalsS, ptrreotccehsGsroawndthdiscuss mathematical ideas, and work more confidently. ScHaleelPpoisnttus:d4e4n/4ts8 build essential math vocabulary, especially by encouraging them to use
the words in discussions.
92%
50%
100%
This student has made 92% progress towards their stretch growth. Stretch growth is an ambitious but attainable level of annual growth which puts students on a path towards proficiency.
460 Diagnostic 1
503 Grade 2
09/12/16
This student will need to meet their annual stretch growth for at least 2 years to be proficient. Proficient for third grade is a mid-on-level scale score of 551.
Learn More About Growth
+26
Diagnostic 2 526
Early 3 03/14/17
+44
Diagnostic 3 547
Mid 3 05/13/17
? Class progress toward Typical Growth (median) and distribution of Typical and Stretch Growth progress
? Current placements and improvements for class overall and each student
? % progress toward Typical and Stretch Growth for each student
? Student's placements (overall and by domain) for each Diagnostic
? Student's scale score for each Diagnostic ? Student's Typical and Stretch Growth
measures and progress toward each measure ? The estimated time to proficiency if student achieves Stretch Growth
A note for returning i-Ready educators: Placement by Domain
As
part
of
an
all-new,
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