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All of this support is easily accessible!• In i-Ready, navigate to Help for general support or click on the question mark icons

integrated throughout the program for help with specific questions.

• In your web browser, navigate to www.i-ReadyCentral.com.

Downloadable Resources

A wide range of tools and resources help teachers and students get the maximum benefit from i-Ready. As the leader of your classroom, you will find tools and templates that support your data analysis, instructional planning, efforts to invest students and families in goals, and much more. Download and print these essential resources at any time.

Curated Tips & Tools

Easy-to-follow curated collections bring together the information, strategies, and resources that are most useful in driving student growth and impacting change through the use of i-Ready in your classroom.

Ideas from Other Educators

Tips, tools, and ideas from other educators in the i-Ready community are available on the i-Ready Central Ideas page (i-ReadyCentral.com/Ideas). Filter results by category or grade band and sort by most recent or most popular posts to see how educators around the country are using i-Ready to drive student success. You can also submit strategies that are working in your classroom.

Answers to Frequently Asked Questions

A series of articles and ready-to-print documents help you learn more about i-Ready and how it works. Explanations and examples of common features and terminology seen in i-Ready and on reports help to put data and instructional recommendations in context.

©2018 Curriculum Associates, LLC

When choosing your report criteria for the Class Profile, Intervention Screener, and Student Profile reports, i-Ready asks you how you would like to Define “On Level” for your students.

• You can categorize student data in three ways, which each yield a different visual interpretation of the data.

• This feature gives you the flexibility to define what it means for a student to be considered on level. As you choose, you can take into account how learning progresses throughout the year (i.e., in the beginning of the year students have not been exposed to grade-level material yet).

• Student scale scores and placement levels do not change, regardless of what view you use, but how students are categorized and color-coded in your report does change.

* “On Level” also includes students who are performing above grade level.** When comparing two or more reports, it is very important to make sure you have defined “On Level” the same way for every report.

Overview

Understanding “On Level*”

Example

View “On Level” Definition: Use This View**

Beginning of Year

Students are considered “On Level” if they place within 1 year below their current grade level, or if they place within their current grade level.

• To understand students’ needs at the beginning of the year (to account for possible learning loss and that they may not have learned material from their current grade level yet).

• To create initial instruction and intervention groups.

Standard Students are considered “On Level” if they place within their current grade level at the Early, Mid, or Late levels.

• To understand how students are performing during the school year.

• As the “working” view throughout the year.

End of Year Students are considered “On Level” if they place within their current grade level at the Mid or Late levels.

• To understand which students have met the minimum requirements to be considered proficient for their grade. Note, most students strive to reach this placement level by the end of the year.

Fourth-grader Alex gets a scale score of 470 on the second Diagnostic. This places him Early in his current grade level. If his teacher runs her i-Ready reports using:

• Standard View: Alex’s score will be considered On Level and his score will be shaded green ( ).

• End-of-Year View: Alex’s score will be considered 1 Level Below and will be shaded yellow ( ).

QFA

Understanding report views: How should I define “On Level”?

View Earlier Grades Previous Grade Current Grade

Early 1 Mid 1 Late 1 Early 2 Mid 2 Late 2 Early 3 Mid 3 Late 3 Early 4 Mid 4 Late 4

Beginning of Year

Standard

End of Year

Alex2nd Diagnostic Scale Score: 470

Considered>1 Level Below

Considered≤1 Level Below

ConsideredOn or Above Level

Data Chat:Student Diagnostic Data

Guiding Questions Tips

When:

Immediately following the first Diagnostic

Report to Use:

Student Profile Report

Date: 1/6/2012 | Page: 1 of 9

i-ready.com © Curriculum Associates, LLC

Student Profile ReportAcademic year: Current (2011-2012) Class: Class Grade 5 Show: Test 1School: Harrington Elementary School Student: Fernandez, Tabitha

Use this report to view a student's Diagnostic performance overall and by domain and customized instructional support to help this student improve.

Overall Performance

Detail for Diagnostic Test 1 - 09/10/2015

Domain Placement

Number and Operations Level 3

Algebra and AlgebraicThinking Level 3

Measurement and Data Level 3

Geometry Level 4

Scale Score

438

438

470

Scale Score

Ty Miller - Mathematics - Grade 5

Test Placement

Test 3 - 05/12/2016 Level 5

Scale ScoreLevel 5

Test 2 - 01/13/2016

Test 1 - 09/10/2015 Level 3

Scale Score 400 425 450 475 500 525 550 575 625600 650 675 700 725 750 775 800

400 425 450 475 500 525 550 575 625600 650 675 700 725 750 775 800

Score: tbd

Score: tbd445

Placement Developmental Analysis

Overall MathPerformance Level 3

Test results indicate that Ty would benefit from intensive intervention focused on skills and concepts related to quantitative reasoning and representation. Instruction that connects understanding of number relationships, computation, and problem solving skills will strengthen Ty's math abilities across domains. This priority places Ty in Instructional Grouping Profile 1.

Number andOperations Level 3 At levels 3-5 this domain addresses four operations with whole numbers with an emphasis on multiplication

and division, as well as understanding of and computation with decimals and fractions. Test results indicate that Ty could benefit from practice using place value to add within 1,000.

Algebra andAlgebraicThinking

Level 3At levels 3-5 this domain addresses multiplication and division concepts, including remainders, factor pairs, and multiples, as well as numeric patterns. Test results indicate that Ty needs to develop a deeper understanding of the relationship between multiplication and division and apply this concept to solving word problems.

Measurement andData Level 3 At levels 3-5 this domain addresses the relationship among measurement units, geometric measurement

concepts, and presenting data on line plots and line graphs. Results indicate Ty may benefit from review of these topics.

Geometry

435

Level 4 At levels 3-5 this domain addresses angles and perpendicular and parallel lines, classification of two-dimensional figures, line symmetry and plotting points on the coordinate plane. Results indicate Ty may benefit from review of these topics.

Level 4 470

480

On or Above Level < 1 Level Below > 1 Level Below

On or Above Level < 1 Level Below > 1 Level Below

What To Do:

• Plan in advance by reviewing student data using the Planning for a Student Data Conversation Protocol*.

• Consider the individual student while sharing data by adjusting the conversation to the student’s needs and personality.

• Approach the conversation as a partnership with the student.

Teacher Guide

Part 1: Reflect

1. What is your score on the i-Ready Diagnostic?

2. What are your strengths?

3. What are your areas for improvement?

4. What habits did you demonstrate while working on the i-Ready Diagnostic?

Part 2: Set Goals

5. What is/are your goal(s) for next time?

Part 3: Plan

6. What steps do you need to take to achieve your goal(s)?

7. How will you track your progress?

For more tools and ideas about how to engage students, go to i-ReadyCentral.com/articles/Engage-Students-in-Their-Learning.

• Keep the conversation grounded in data, but provide context. For example: “We are looking at your data so we can help you learn.”

• Encourage students to take ownership over their goals and next steps by setting a positive tone, pausing to let them reflect, and helping them brainstorm ideas.

• Focus on each student’s individual performance and goals. Avoid making comparisons to peers.

• Encourage students to reflect on the habits they used during the Diagnostic. Were they actively engaged? Did they rush? Did they use scratch paper when necessary?

• Ensure student goals are not limited to scale scores. Consider including learning goals that focus on specific domains, standards, and/or skills.

• Suggest a broad range of actions to students that include effective habits (i.e., staying focused, taking notes, and asking for help) and measurable actions on i-Ready Online Instruction (i.e., time on task, lessons completed, pass rate).

• Follow up after your conversation to help keep students committed to their plan. Consider visibly tracking their progress in the classroom.

* These guiding questions are an abbreviated form of the Planning for a Student Data Conversation Protocol from Professional Development sessions. Related resources are available in the Teacher Training Guide (p. 165). Training Guide and the Planning for a Student Data Conversation Protocol can be found on i-ReadyCentral.com.

Name: ____________________________________________________________________________________

Directions: When you finish a lesson, write the date and lesson name and click on the boxes to show your score. An example has been done for you.

Lesson: ____________________________________________________________________________________________________________________________________________________ Date: _________________________________________________________

Lesson: ____________________________________________________________________________________________________________________________________________________ Date: _________________________________________________________

Lesson: ____________________________________________________________________________________________________________________________________________________ Date: _________________________________________________________

Lesson: ____________________________________________________________________________________________________________________________________________________ Date: _________________________________________________________

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Teacher Notes:

Subject (click one to select):

Adding Two-Digit Numbers 9/13/17

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Math

My i-Ready Online Instruction Progress

Reading Math