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Data Analysis GuideAfter the First Diagnostic

Class Data How are my students performing as an entire class and what are their domain-specific instructional needs? . . . . . . . . . . . . . . . . . . 2

What are the growth measures for each of my students? . . . . . . . . . . . . 2

How can I group my students and plan my instruction to best meet their needs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Student DataHow do I understand an individual student’s learning needs? . . . . . 7

How did he or she perform overall, within each domain, and what are other important data points (i.e. Lexile® measures, Growth measures, Norms)? . . . . . . . . . . . . . . . . . . . . . 7

School Data How many students are below, on, or above grade level and who needs the most support? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Which tiers are students in? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

What is the overall scale score and grade-level placement of each individual student? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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2Data Analysis Guide

After the First Diagnostic—Class Data

Worksheets 1 and 2

How are my students performing as an entire class and what are their domain-specific instructional needs?

What are the growth measures for each of my students?

?

Report to Choose

Class Diagnostic Results report

Report Criteria to Select

• Select Reading or Math under the Diagnostic Results report.

• Select your placement definition. If you want the data to reflect: – How your students are performing in relation to grade-level skills, select “Standard View”*

– Students’ beginning-of-year needs (e.g., possible summer learning loss or that they have yet to learn their current grade-level material), select “Beginning-of-Year View”

Data to Focus On

1 Overall: Look at the Overall Placement pie chart and the distribution of students in each grade-level placement.

2 By Domain: Look at the Placement by Domain bar graph.

– Which domains have the highest percentage of students on or above grade level?

– Which domains have the lowest percentage students on or above grade level?

– Which domains 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.

Student Name

NO ALG MS GEO

DateOverallPlacement

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

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

09/15/18

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)

Class/Report Group

Grade 5, Section 1

Date Range

Diagnostic 1 (09/15/18)

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

ScaleScore

*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

1 2

3 4

*For more information on Placement Definition, search Placement Definition

on i-ReadyCentral.com.

i-ready central resource

connection

3


Data Analysis Guide

Mathematics

Reading

Overall Placement

# On or Above Grade Level

End-of-Year Aspiration

# One Grade Level Below


# Two or More Grade Levels Below


Overall Placement

# On or Above Grade Level


# One Grade Level Below


# Two or More Grade Levels Below


Placement by Domain # On or Above Grade Level

Number and Operations

Algebra and Algebraic Thinking

Measurement and Data

Geometry

Placement by Domain # On or Above Grade Level

Phonological Awareness

Phonics

High-Frequency Words

Vocabulary

Comprehension: Literature

Comprehension: Informational Text

Suggested Actions

• Interpret the data: Ask the following questions: – In which domain did students have the most success? Why? – Why did students have less success in some domains?

• Use data to drive your instruction: Based off of your data and analysis, make instructional decisions such as creating student groups, strategically adding Teacher-Assigned Lessons, or using the Teacher Toolbox.

• Set goals: Visit i-ReadyCentral.com/GrowthGoals to create goals for the second Diagnostic and the end of the year. Share goals with students and families.

• Celebrate classwide success with students (e.g., behaviors during the Diagnostic, success in a certain domain, meeting class Diagnostic goals, etc.)

Reflect:

Reflect:

Take Action:

Take Action:

Worksheet 1? How are my students performing as an entire class and what are

their domain-specific instructional needs?

What are the growth measures for each of my students?

4

?After the First Diagnostic—Class Data

Data Analysis Guide

How are my students performing as an entire class and what are their domain-specific instructional needs?

What are the suggested growth measures for each of my students?

Worksheet 2

Bright Spots Classes and/or students who:

• Had higher scale scores• Had success with a specific domain

Areas for Growth Classes and/or students who:

• Had lower scale scores• Struggled with a specific domain

Mathematics

Class and/or

Students

Reflect

Take Action

Reading

Class and/or

Students

Reflect

Take Action

Suggested Actions

• Interpret the data: – Examine classes and/or students who had lower or higher scale scores, struggled with specific domains, etc.

– Identify students with lower placement levels: Use your own knowledge of students, consider rushing, and plan next steps for instruction.

• Set goals: Visit i-ReadyCentral.com/GrowthGoals to create goals for the second Diagnostic and the end of the year. Share goals with students and families.

• Celebrate students’ bright spots and accomplishments.

5Data Analysis Guide Worksheet


How can I group my students and plan my instruction to best meet their needs??

Data to Focus On

Use the Instructional Groupings report:

1 Examine the Groupings.

2 Click on a specific Grouping for details, Recommendations for Teacher-Led Instruction, and Resources.

Optional: Use the class Diagnostic Results report:

1 Determine the criteria (i.e. overall 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 group.

Grouping 1(9 Students)





View All Groupings

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


1 2


Phonological Awareness (PA)

Phonics (PH)

High-Frequency Words (HFW)

Vocabulary (VOC)

Literature (LIT)

Informational Text (INFO)


Class/Report Group

Grade 5, Section 1

Date Range

Window 1


Standard View Key

7 Students


10 Students


3 Students


0 Students

0%Not Completed

Placement by Domain

Student Name

PA PH HFW VOC LIT INFO

DateScaleScore

OverallPlacement

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

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

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:



Subject

Reading

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.


Suggested Actions

• Interpret the data for small groups of students: For each group, examine their needs, and note next steps to address them (e.g., consider teacher-led instruction, strategically adding Teacher-Assigned Lessons, and celebrating success).

• Review Online Instruction schedules: Prioritize access to students who will benefit the most from instruction to close skill gaps.

• Plan teacher-led instruction: Using resources (e.g., Teacher Toolbox, Tools for Instruction) plan your small group teacher-led instruction based on each group’s data.

• Instructional Groupings report – Select Reading or Math under the

Instuctional Groupings report.

• Optional: Class Diagnostic Results report – If you want to create small groups that are more specific than those automatically generated by i-Ready (i.e. by placement level, by domain), select Reading or Math under the Diagnostic Results report.

Reports to Choose and Criteria to Select


Phonological Awareness (PA)

Phonics (PH)

High-Frequency Words (HFW)

Vocabulary (VOC)

Literature (LIT)

Informational Text (INFO)


Class/Report Group

Grade 5, Section 1

Date Range

Window 1


Standard View Key

7 Students


10 Students


3 Students


0 Students

0%Not Completed

Placement by Domain

Student Name

PA PH HFW VOC LIT INFO

DateScaleScore

OverallPlacement

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

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

9/15/18

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:



Subject

Reading

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.


1

2

Lexile® and the Lexile® Framework and Quantile® and the Quantile® Framework are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. Copyright © 2018 MetaMetrics, Inc. All rights reserved.

6


Data Analysis Guide

How can I group my students and plan my instruction to best meet their needs??

Worksheet

Group 1

# of Students:

Name Criteria

Reflect:

Take Action:

Group 2

# of Students:

Name Criteria

Reflect:

Take Action:

Group 3

# of Students:

Name Criteria

Reflect:

Take Action:

Group 5

# of Students:

Name Criteria

Reflect:

Take Action:

Notes:

Resources Needed:

Group 4

# of Students:

Name Criteria

Reflect:

Take Action:

Subject: Mathematics Reading


After the First Diagnostic—Student Data

Report to Choose

Student Diagnostic Results report

How do I understand an individual student’s learning needs?

How did he or she perform overall, within each domain, and what are other important data points (i.e. Lexile measures, Growth measures, Norms)?

?

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 Use growth measures to set goals. Examine growth measures on the bar graph and set goals with students.

4 Can Dos and Next Steps and Resources for Instruction: Refer to the Can Dos, Next Steps and Resources, Tools for Instruction, and Teacher Toolbox resources for a detailed analysis and next steps for planning instruction.

500

650

Typical 593

Stretch 607

Key

PDF

PhonologicalAwareness

Placement by Domain

Phonics High-Frequency Words

Vocabulary Comprehension: Literature

Comprehension:Informational Text

Tested Out Grade 3514

Tested Out542Grade 4

537Grade 4

499Grade 3

Diagnostic 1

Can Do

Developmental Analysis

Next Steps and 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 InstructionDetermine Author’s Purpose

Additional ResourcesReady® Reading Instruction or digital access to Ready through Teacher ToolboxLearn 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 InstructionTeach New Word MeaningsUse Context to Find Word Meaning

Additional ResourcesReady Reading Instruction or digital access to Ready through Teacher ToolboxLearn 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?”


• 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 InstructionIdentify Cause and Effect


Grade 3Lesson 1: Asking Questions about Key IdeasLesson 4: Describing Cause and EffectLesson 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 InstructionMake Inferences


Grade 3Lesson 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 informationalskills 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 indicatesthat Danielle has gaps in grade-level word knowledge. Targeting Phonics and Vocabulary instruction is the best way to support this student sgrowth as a reader. Taken together, this information places Danielle in Instructional Grouping 1.

Diagnostic 1

577 Grade 409/15/18

Danielle BakerDiagnostic Results

Typical Growth

The average annual growth for a studentat this grade and placement level.

Stretch Growth

An ambitious but attainable level ofannual growth which puts below-grade level students on a path toward proficiency and on-grade level students on a path toward above-grade level performance.

* Foundational Domains

Grade 4 (577)Standard Error +/- 12

Tested Out

Grade 3

Tested Out

Grade 4

Grade 4

Grade 3

Overall

Phonological Awareness *

Phonics *

High-Frequency Words *

Vocabulary



Subject

Reading

Diagnostic



Standard View

Norm and Lexile PerformanceNational Norm and Lexile® Performance

On Grade Level (581 - 640)

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


500

650

Typical 593

Stretch 607

Key

PDF

PhonologicalAwareness

Placement by Domain

Phonics High-Frequency Words

Vocabulary Comprehension: Literature

Comprehension:Informational Text

Tested Out Grade 3514

Tested Out542Grade 4

537Grade 4

499Grade 3

Diagnostic 1

Can Do

Developmental Analysis

Next Steps and 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 InstructionDetermine Author’s Purpose

Additional ResourcesReady® Reading Instruction or digital access to Ready through Teacher ToolboxLearn 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 InstructionTeach New Word MeaningsUse Context to Find Word Meaning


• 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?”


• 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 InstructionIdentify Cause and Effect


Grade 3Lesson 1: Asking Questions about Key IdeasLesson 4: Describing Cause and EffectLesson 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 InstructionMake Inferences


Grade 3Lesson 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 informationalskills 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 indicatesthat Danielle has gaps in grade-level word knowledge. Targeting Phonics and Vocabulary instruction is the best way to support this student sgrowth as a reader. Taken together, this information places Danielle in Instructional Grouping 1.

Diagnostic 1

577 Grade 409/15/18

Danielle BakerDiagnostic Results

Typical Growth

The average annual growth for a studentat this grade and placement level.

Stretch Growth

An ambitious but attainable level ofannual growth which puts below-grade level students on a path toward proficiency and on-grade level students on a path toward above-grade level performance.

* Foundational Domains

Grade 4 (577)Standard Error +/- 12

Tested Out

Grade 3

Tested Out

Grade 4

Grade 4

Grade 3

Overall

Phonological Awareness *

Phonics *

High-Frequency Words *

Vocabulary



Subject

Reading

Diagnostic



Standard View

Norm and Lexile PerformanceNational Norm and Lexile® Performance

On Grade Level (581 - 640)

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


1

2

3

4


• Choose a student from the dropdown menu.




on i-ReadyCentral.com

Search Student Data Chat on i-ReadyCentral.com to download data

chat guides and worksheets.


connection

8Worksheet

After the First Diagnostic—School Data

Data Analysis Guide

How many students are below, on, or above grade level and who needs the most support? ?

Report to Choose

Performance by Grade and Class report


• Select Reading or Mathematics.

• Select your placement definition. If you want the percent of students on or above grade level to reflect:

– How your students are performing in relation to grade-level skills, select “Standard View”*

– Students’ beginning-of-year needs (e.g., possible summer learning loss or that they have not learned their current grade-level material), select “Beginning-of-Year View”

Data to Focus On

1 Number of Students Assessed out of the Number of Students Enrolled to ensure students have completed the assessment.

2 Overall Performance: Compare how many students are on or above grade level in each grade or class.

3 Examine Placement Distribution: Analyze how many students are below, on, or above grade level in each grade or class.

Suggested Actions

• Identify areas of potential focus (i.e., grade levels or classes).

• Create a plan to address opportunities: (Plan observation schedules and teaching support with your leadership team, conduct data chats with teachers and/or coaches, consider making groups of students with common needs within a grade level by using the Instructional Groupings report.)

• Celebrate grades or classes for effort on the Diagnostic (i.e. not rushing).

Grade 3

Grade 4

Student Placement Distribution (%)

% Students On or Above Level BelowLevel On Level Above

LevelAverage

ScaleScore

Number ofStudentsAssessed

50% 50% 40% 10% 561 10 18Krensky

30% 70% 25% 5% 537 10 18

63% 37% 33% 30% 555 25 25Marsh25% 75% 15% 10% 534 25 25

10% 67% 23% 562 15 15Nicholson

50% 50% 40% 10% 539 15 15

60% 40% 30% 30% 558 16 16Orem

33% 67% 18% 15% 535 16 16

Window 1 - 09/06/2014 - 12/31/2014


% Students On or Above LevelBelowLevel On Level Above

LevelAverage

ScaleScore


Total Number of Students


Pierce 24% 76% 12% 12% 510 25 25

Smith 17% 83% 0% 17% 512 30 30

Gauthier 32% 68% 32% 0% 509 22 22

Window 1 - 09/06/2014 - 12/31/2014Window 2 - 01/02/2015 - 03/31/2015

Grade 5



LevelAverage

ScaleScore


Number

50% 50% 30% 20% 561 19 19Brown

27% 73% 17% 10% 538 19 19

71% 29% 64% 7% 559 34 34Ritchie

36% 64% 32% 4% 540 34 34

50% 50% 45% 5% 551 15 15Ruwe

40% 60% 37% 3% 529 15 15

62% 38% 52% 10% 564 30 30Waldron

15% 85% 8% 7% 540 30 30

Window 1 - 09/06/2014 - 12/31/2014Window 2 - 01/02/2015 - 03/31/2015

Grade 6

Window 1 - 09/06/2014 - 12/31/2014Window 2 - 01/02/2015 - 03/31/2015 Student Placement Distribution (%)


LevelAverage

ScaleScore


80% 20% 40% 40% 595 22 22Berkin

70% 15% 15% 570 22 22

70% 30% 35% 35% 591 18

18

18McCarthy

54%

30%

46% 34% 20% 569 18

67% 33% 30% 37% 595 29 29Thompson

22% 78% 20% 2% 572 29 29

75% 25% 46% 29% 589 15 15Paik

25% 75% 13% 12% 568 15 15

Harrington SchoolSubject: Mathematics

80%



312

This image shows the Performance by Grade and Class report. If you are a district administrator, you can view the

Performance by School and Grade report and follow these same steps.




connection


After the First Diagnostic—School Data?Worksheet

How many students are below, on, or above grade level and who needs the most support?

Bright SpotsEx.: Grade 3 has 63% of students performing on or above grade level.

Areas for GrowthEx.: Smith’s class has 83% of students below grade level.

Mathematics

Grade Level

and/or Class

Name

Reflect

Take Action

Reading

Grade Level

and/or Class

Name

Reflect

Take Action

10Worksheet

After the First Diagnostic—School Data

Data Analysis Guide

Data to Focus On

1 Overall: Examine the percent of students at each tier.

2 By Grade: Examine the percent of students at each tier in each grade.

3 Analyze students by grade level and note individual students’ scale scores or overall placement levels in order to determine who could benefit from extra support within each group (i.e., which students are almost on grade level, which students are struggling the most, which students need enrichment opportunities).

500 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011)

School Summary

Detail by Grade

Tier 1: On or Above Level

% Students # Students

44% 261

Tier 2: 1 Level Below 36% 215

At risk for Tier 3: 2 or More Levels Below 20% 122

Detail by Student

Student Distribution Across Tiers

Grade K 87

Grade 1 21% (17)33% (28)46% (39) 84

Total # Students Assessed

Grade 2 21% (22)54% (59)25% (27) 108

Grade 3 20% (19)51% (48) 94

Grade 4 90

10% 20%0% 30% 40% 50% 60% 70% 80% 90% 100%

35% (31) 14% (12)51% (44)

19% (17)26% (23)55% (50)

Grade 5 28% (17)12% (7)60% (36) 60

Grade 6 21% (18)25% (19)51% (38) 75

Hill, Cary

Gunderman, Marco

Miller, Ty

Kell, Clayton

Afridi, Sheri

Student Overall Scale Score Class

1

1

2

2

3

Late 5

Mid 5

Level 4

Level 4

Level 3

Mr. Brown

Mr. Jacobs

Mr. Brown

Mrs. Smith

Mr. Brown

Placement

540

530

475

454

434

Tier

Tier 1: On or Above Level Tier 2: 1 Level Below At risk for Tier 3: 2 or More Levels Below

Tier 1: On or Above Level Tier 2: 1 Level Below

598 out of 651 Students Tested in Standard View

Harrington School - Mathematics

At risk for Tier 3: 2 or More Levels Below

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 6

29% (27)

Grade 5

Lorem ipsum

Which tiers are students in?

What is the overall scale score and grade-level placement of each individual student?

?

Suggested Actions

• Set goals: Create schoolwide goals for the next Diagnostic.

• Identify areas of potential focus (i.e., grade levels).

• Celebrate schoolwide and grade-level successes.

• Create a plan to address opportunities: Plan observation schedules and teaching support with your leadership team, conduct data chats with teachers and/or coaches, consider making groups of students with common needs within a grade level by using the Instructional Groupings report by school.

Report to Choose

Intervention Screener

1

3

2


• Select your subject and school.






connection

After the First Diagnostic— School Data

11

Worksheet ? Which tiers are students in?

What is the overall scale score and grade-level placement of each individual student?

Math

ematics:

Percentage of Students On G

rade Level After First D

iagnostic

Schoolw

ide

Grad

e

Grad

e

Grad

e

Grad

e

Grad

e

Grad

e

Percentage:

Percentage:

Percentage:

Percentage:

Percentage:

Percentage:

Percentage:

No

tes:Stud

ents

Wh

o C

ou

ld

Ben

efit

from

Extra Su

pp

ort

Nam

eSS/O

PLN

ame

SS/OPL

Nam

eSS/O

PLN

ame

SS/OPL

Nam

eSS/O

PLN

ame

SS/OPL

Read

ing:

Percentage of Students On G

rade Level After First D

iagnostic

Schoolw

ide

Grad

e

Grad

e

Grad

e

Grad

e

Grad

e

Grad

e

Percentage:

Percentage:

Percentage:

Percentage:

Percentage:

Percentage:

Percentage:

No

tes:Stud

ents

Wh

o C

ou

ld

Ben

efit

from

Extra Su

pp

ort

Nam

eSS/O

PLN

ame

SS/OPL

Nam

eSS/O

PLN

ame

SS/OPL

Nam

eSS/O

PLN

ame

SS/OPL

SS = Scale Score or O

PL =

Overall Placem

ent Level

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