Iready PD Success Guide For Teachers 2020 2 PDF

Now with
Planning Tools!
2020–2021 Teacher
Success Guide
Family Center Support About i-Ready
Login Information: Username
Password
Enter username
Enter password K-1 Ca

rd
Login
Forgot Username/Password
Single Sign-On (SSO) users

State Select state…
! must access i-Ready Connect

Go!
through their district’s login portal. i-Ready integrates powerful assessments with engaging instruction to help all students grow and succeed.
153 Rangeway Road, North Billerica, MA 01862; Phone: (800) 225-0248; Email: i-ReadySupport@cainc.com
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1. Go to i-ReadyConnect.com.
2. E nter your username.
(NOT case sensitive)
3. E nter your password.
(Case sensitive)
4. S elect your state from the dropdown menu.
5. Click Go! Family Center Support About i-Ready
Trouble Logging In?

If you have forgotten your login information,
use the “Forgot Username/Password” link
on the i-Ready Connect login page and follow Username Enter username
the prompts to retrieve your credentials.
Password Enter password
ard
K-1 Cin
• Students will NOT be able to use the “Forgot Log
Forgot Username/Password
Username/Password” link to retrieve login
information, and i-Ready Support cannot State Select state…
assist teachers or parents with this information.

• Students and educators accessing i-Ready Connect Go!
through their district’s SSO portal: the i-Ready
Support team will NOT be able to assist with username or password issues.
We do not have access to SSO credentials for teachers or students, and we cannot provide
student login credentials. This secure information is managed by your school or district.
i-Ready integrates powerful assessments with engaging instruction to help all students grow and succeed.
ii | © 2020 Curriculum Associates, LLC. All rights reserved.

To download this
resource, search
Success Guides on
i-Ready Central®.
Teacher Success Guide

Using This Guide: This guide is your go-to place for everything you need for a successful
year with i-Ready. Organized by Top Teacher Actions, this guide provides guidance, tips and
planning tools, and other important information you need to drive student achievement.
Making the Most of Your Year with i-Ready. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Why i-Ready?............................................................................................................................................. 2
Navigating i-Ready Connect................................................................................................................. 6
Top Teacher Actions Overview........................................................................................................... 8
Your Year with i-Ready.........................................................................................................................10
Top Teacher Actions Planning and Reflection Template.........................................................12
Top Teacher Actions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Get Good Data........................................................................................................17
Set Schedules.........................................................................................................21
Use Data to Plan Instruction.................................................................................25
Actively Monitor and Respond.............................................................................41
Deliver Differentiated Instruction........................................................................47
Set Goals and Engage Students............................................................................59
What’s New in i-Ready.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

New Features for the 2020–2021 School Year
i References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
FAQs, Report Information, and Data Analysis Tools
How Tos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Steps for Completing Key Teacher Tasks in i-Ready Connect
i-Ready images shown throughout this guide are included as samples. Actual product may vary.
© 2020 Curriculum Associates, LLC. All rights reserved. | iii

This icon appears
throughout this
Get Support on i-Ready Central! guide to call out
essential resources
The support and resources you need to get the most out of your i-Ready
and where to find them
implementation are available at your fingertips. Access videos, tips and
on i-Ready Central.
planning tools, printable resources to use with students and families, and
Use the URLs provided
actionable ideas from educators across the country. No matter where you
or type specific titles
are or what time it is, we’ve got your back!
into the search bar on
i-ReadyCentral.com to
Here are some of our most popular access them.
and useful items:

Top Teacher Actions Overview
When using a sophisticated program like i-Ready, you may find yourself asking questions
like: Where do I start? What should I focus on? How do I integrate this program into my
teaching?
From our work with thousands of teachers, we have learned that focusing on these key
actions will help you unlock i-Ready’s potential and help you meet each of your student’s
To download this
resource, search
Top Teacher Actions
on i-Ready Central.
Downloadable Ideas from Other Educators

Resources
unique needs.
Tips, tools, and ideas from

Get Good Data Actively Monitor and Respond
Get organized and administer each assessment: Monitor Personalized Instruction and respond to student
Prepare and motivate students, actively proctor, and needs: Review Lesson Time-on-Task, Percent of Lessons Passed,
manage rushing and completion. and Student Lesson Alerts weekly, and adjust support for
students as needed.
other educators in the i-Ready

Set Schedules Deliver Differentiated Instruction
Find tools and templates

Create and maintain schedules that Target instruction to students’ needs: Use
include key instructional priorities: i-Ready data to inform small groups and deliver
Allow for 45 minutes per subject per week of tailored instruction using the recommended
Personalized Instruction, whole class and small resources. Regularly check for understanding.
group instruction, student engagement
activities, and your own planning and
monitoring.
Use Data to Plan Instruction
Review Diagnostic reports to inform instructional

decisions: Focus on Diagnostic Results, Instructional
Groupings, and Diagnostic Growth. Review data from
Data Chat Worksheet
Color in your scores.
1st:
Name:
F Reading
Set Goals and
2nd:student
Mathematics
F Engage Students
Set clear goals with students and celebrate growth and

Last:
progress: Make goals visible to students, routinely track
progress, and have data chats with students regularly.
that support data analysis, community are available on
the i-Ready Central Ideas page
interim and formative assessments to prioritize and adjust Date:
instructional planning,
instruction.
Score:
8 |
500 Teacher Success Guide
© 2020 Curriculum Associates, LLC. All rights reserved.
Making the Most of Your Year with i-Ready
© 2020 Curriculum Associates, LLC. All rights reserved. |9
450
(i-ReadyCentral.com/Ideas).
400
350
300
250
efforts to invest students
200
Check off a strength.

Circle an area for improvement.
F Phonological Awareness
I will . . .
F Take my time F Show my work

and families in goals, and Filter results by category or grade
band and sort by most recent or
F Try my best F Other:
MyF i-Ready Online Instruction Progress
much more. Download

Phonics
F Ask questions
F High-Frequency Words
F Listen
F Vocabulary Subject
Name: ____________________________________________________________________________________
F Comprehension: Literature (click one to select): Math
Comprehension: Informational Notes:

Textclick on the boxes to show your score. An example has been done for you.
Directions: When you finish a F
lesson, write the date and lesson name and
most popular. You can also submit

F Number and Operations
Adding Two-Digit Numbers
Lesson: ____________________________________________________________________________________________________________________________________________________ 9/13/17
Date: _________________________________________________________
and print these essential

10% 20% F Algebra and Algebraic
30% 40%Thinking 50% 60% 70% 80% 90% 100%
F Measurement and Data

F Geometry
Lesson: ____________________________________________________________________________________________________________________________________________________ Date: _________________________________________________________
10% 20% 30% 40% 50% 60% 70% 80%

| 6 90% 100%
strategies that are working in your

©2019 Curriculum Associates, LLC. All rights reserved. | 10/19 0K
Lesson: ____________________________________________________________________________________________________________________________________________________
10% 20% 30% 40% 50% 60% 70%

Date: _________________________________________________________
80% 90% 100% resources to help you

Lesson: ____________________________________________________________________________________________________________________________________________________
10% 20% 30% 40% 50% 60% 70%

Date: _________________________________________________________
80% 90% 100%
utilize i-Ready to its fullest classroom.

Teacher Notes:
© Curriculum Associates, LLC. All Rights Reserved. 2

potential.
Curated Tips & Tools Answers to Frequently A Using Growth and Proficiency Data
F Q
To learn more
about i-Ready’s
growth model
and how to use it visit
Asked Questions
i-ReadyCentral.com/
Easy-to-follow collections
When using Diagnostic data, look at growth and proficiency together. Use GrowthGoals.
placement and growth data for your class and individual students side by side to
make informed instructional decisions to help all students move toward proficiency.
Ultimately, grade-level proficiency or higher is the goal for every student.
What is a student growth measure?
bring together the Learn more about i-Ready A student growth measure tells you how much a student has progressed and helps you determine if a student is
on track to meet growth goals.
How can I use i-Ready as a student growth measure?
information, strategies, and how it works. Explanations

After students complete their first Diagnostic, i-Ready generates two growth measures for every student:
1. Typical Growth: the average annual growth of students at each grade and placement level. Typical
Growth allows you to see how a student is growing compared to average student growth at the same grade
and placement level.
and resources that are

2. Stretch Growth: the growth recommended to put below-grade level students on a path to proficiency
and examples of common features

and on-grade level students on a path to advanced proficiency levels. Students who are further behind
have larger growth benchmarks to catch them up, and it will likely take many students more than one year to
achieve proficiency.
How should I use Typical Growth and Stretch Growth to set goals?
most useful in driving and terminology help put data and

While the specific goals you set for student growth should be based on your school’s and district’s objectives and
informed by your deep understanding of your students, the following guidance can help guide goal setting. We
recommend that:
Individual students: Groups of students:
student growth and instructional recommendations

• Aim to exceed 100% of their Typical Growth • Aim to exceed 100% median progress toward
measure by the end of the academic year. Typical Growth by the end of the academic year.
• Aim to meet their Stretch Growth measure by • Aim for as many students as possible reaching
the end of the academic year. In typical districts, Stretch Growth. Note: Because Stretch Growth measures differ
impacting change.
we’ve seen that roughly 25%–35% of students will significantly from student to student, we do not recommend setting
into context.
uniform Stretch Growth goals for aggregate groups of students.
reach these aspirational targets.
+34
Example +25
Mid, Late On Grade Level or Above Grade Level
Growth Model Examples for
+43
Two Third Grade Students Early On Grade Level
+27
One Grade Level Below
Bianca placed Early
Typical Growth
On Grade Level
Two Grade Levels Below
Stretch Growth on her fall Diagnostic.
Three or More Grade Levels Below
Alex placed Two
Grade Levels Below
on his fall Diagnostic.
36 | © 2020 Curriculum Associates, LLC. All rights reserved.
Rosters Assess & Teach Reports Help Regina Moore
Math
Online Educator i-Ready Central i-Ready Connect
Easily Accessible!
Learning Support
Navigate to i-Ready Central right from Help
Diagnostic Status Diagnostic Results Instruction on your dashboard.
Standards Mastery Diagnostic Growth
Take Courses Find Resources Get Help
Overall Placement Key Teacher Toolbox

Instructional material and resources
iv | Online Educator Learning

Online courses that complement teacher PD
i-Ready Central
Tips, tools, and guidance to support use
Making the
Most of Your
Year with
i-Ready

Why i-Ready?
With i-Ready, you can better understand what your students know and don’t know, find ways to meet
wide-ranging needs, and build a classroom culture in which data guides instruction and fosters student
ownership of learning and growth.
i-Ready empowers you by connecting assessment data to personalized digital learning and teacher-led
instruction. i-Ready also provides you with real-time data to inform instructional decisions and enable
powerful conversations between you and your students to drive student learning.
See Students Grow Components

• Diagnostic (K–12)
Educators know there is no single way to close the achievement gap, See a complete picture of
but the pathway to proficiency begins with passionate teachers and student performance and
practical data. growth with an adaptive
test. Tools for Instruction are
i-Ready Assessment shows how much growth is needed to reach grade- also included with i-Ready
level proficiency and what students need to do next to get there. Assessment.
i-Ready Assessment:
• Growth Monitoring (K–8)
• Gives every student an aspirational, attainable goal to get on a Measure student progress.
path to proficiency or advanced proficiency levels • Standards Mastery (2–8)
Get targeted insight into
• Provides data that always informs teaching and learning mastery of grade-level
standards.
• Connects seamlessly to instructional resources that support
the needs of all students

See Students Shine Components
• Personalized Instruction
To accelerate growth, educators must do the hard work of (K–8) Challenging online
helping every student address learning gaps while also enabling lessons in reading and
all students to access grade-level learning. mathematics
i-Ready Learning provides motivating, personalized reading and • Learning Games (K–8)
Fun, engaging skills practice
mathematics instruction that fills gaps and engaging, rigorous
resources for grade-level learning, including: • Teacher Toolbox (K–8)
Digital collection of on- and
• Precise instructional pathways that are guided by off-grade level instructional
i-Ready Assessment data resources
• Tools for Instruction (K–8)
• Engaging instruction that motivates students to persist
Actionable, in-the-moment
in building their skills
resources for remediation and
• Scaffolded supports that meet the needs of all learners, reteaching
especially English Learners

For more information
about the Diagnostic’s
Diagnostic Data You Can Trust validity, see p. 82.
The i-Ready Diagnostic is a unique assessment that tests more than grade-
level mastery. It meets students where they are, assesses a range of skills,
and lets you know exactly what students know and what they need to learn.
With the Educational Research Institute of America, Curriculum Associates has conducted studies and has found a
high correlation between i-Ready Diagnostic and leading summative assessments. A high correlation between two
assessments provides evidence that they measure similar constructs.
Third-Party Correlations between i-Ready Diagnostic

and Consortium and State Summative Assessments
.89 Reading
.83 .84 .82 .84 .84
.78 .78 Mathematics
.70
Assessment
correlations
above .70 are
considered strong
by the National
Center on Intensive
Intervention. Studies
routinely exceed this
benchmark in both
Florida New York SBAC PARCC subjects and across
grades.
Additional linking studies have been conducted in:
“
State Reading Mathematics
I find the Diagnostic results to
Colorado .81 .87 be extremely beneficial. The
Georgia .80 .81 specific results help drive my
Michigan
Mississippi
.83
.80
.88
.85
instruction for each student and
ensure my students are receiving
help on specific areas they need
“
Missouri .82 .84 and are struggling in.
—Teacher
Ohio .80 .86
Our validity research is ongoing. If your state is

not listed above, visit:
CurriculumAssociates.com/Research-and-Efficacy.

We know quality of
time spent in lessons
i-Ready Personalized Instruction is just as important
as quantity. For more
Is Proven to Work information about
what we’ve seen work,
Comprehensive research using data from more than one million students in Grades
see p. 42.
K–8 during the 2017–2018 school year found that students who used i-Ready
Personalized Instruction experienced greater learning gains than students who
did not use the program across all grades and subjects. The learning gains were
statistically significant for students who received an average of 45 minutes or
more per subject per week for 18 weeks of i-Ready Personalized Instruction.
Score Gains for Students Receiving i-Ready Personalized Instruction

Relative to Students Not Receiving i-Ready Personalized Instruction
+53% +49%
+46% +42%
+38% +38% +35%
+27%
Average Growth
for Students Who Did
Not Receive i-Ready
Personalized Instruction
n = 986.8K n = 936.2K n = 86.7K n = 83.1K n = 62.9K n = 61.7K n = 124.1K n = 129K
Overall English Learners Students with Students with

Disabilities Socioeconomic
Disadvantages
i-Ready Personalized Instruction users with
Reading Mathematics
an average of 45 minutes or more per week:
“ i-Ready does a fantastic job targeting

my students’ needs while keeping
them engaged. I have seen growth from
every student who uses the program.
“ “ [i-Ready] is the strongest tool
that I have ever come across
in my 40 years in education: If
you implement it with fidelity, your
“
—Teacher children will grow exponentially.
—Principal

Navigating i-Ready Connect
Manage See upcoming Diagnostic Actively monitor your students’ progress
student Windows, assign lessons, on their assessments and Personalized
settings and and get access to Instruction. Get data and resources you
passwords. instructional resources. can use to differentiate your instruction.
Rosters Assess & Teach Reports Help Re

Math
Math
Math
Math
Diagnostic Status Diagnostic Results Instruction Standards Mastery Diagno

Overall Placement Key Online Educator Learning

Overall Placement Online courses that complement tea
Key Online Educator Learning
Overall Placement Key Onlinecourses
Online Educator Learning
that complement tea
Overall Placement i-Ready Central
Key Onlinecourses
that complement tea
Tips, tools, and guidance to support
i-Ready
Online Central
courses that complement tea
i-Ready
i-Ready
Tips, Central
tools, and guidance to support
i-Ready
i-Ready
Tips, Central
tools, and guidance to support
Tips, tools, and guidance to support
i-Ready
i-Ready
Tools and Tips
2 Students 6 Students 11 Students 1 Student Tools and Tips
Video: Using Diagnostic Results Rep
10% 30% 55% 5% Tools and Tips
2 Students 6 Students 11 Students 1 Student
On or Above One Grade Two or More Not Completed Tools andUsing
Video: TipsDiagnostic Results Rep
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On or Above
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Grade Levell LevelGrade
Below GradeorLevels
Data Analysis Guide for Diagnostic D
On or Above One Two More Below Not Completed
Explore
Grade Levell Domain Placements
Level Below Explore Instructional
Grade Levels Below Groupings Kit for Using Data to Plan Instruction
Data Analysis Guide for Diagnostic D
Explore Domain Placements Explore Instructional Groupings Data Analysis Guide for Diagnostic D
Explore Domain Placements Explore Instructional Groupings Data Analysis Guide for Diagnostic D
Explore Domain Placements Explore Instructional Groupings
Use the tabs to©jump

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to where you are in your Associates, LLC,
away All with
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i-Ready implementation. useful reports.
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Rosters Assess & Teach Reports Help Regin
Ways to Get Immediate Support
i-Ready Connect Support
Access the i-Ready Connect Support page for tours and
Get help using
additional i-Ready!Assess
support
Rosters to help & Teachyou get the most
Reports Help out of i-Ready.
Regina Moore
Getyou
Are help
newusing i-Ready!
to i-Ready? Take a short tour
Arei-Ready
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Get
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Get
Are youhelp
newusing i-Ready! Take a short tour
to i-Ready?
eginaRegina
Moore Moore How Tos:
To learn how to use i-Ready features, check out the How To links below.
Are you new to i-Ready? Take a short tour
To learn how to use i-Ready features, check out the How To links below.
General Reporting Assess & Teach
How
HowTos:
Tos:
General
Using the Dashboard Reporting Diagnostic Results
Reviewing Assess & Teach
Administering the Diagnostic
To learn
To learn how
Working toto use
howRosters
use i-Ready
i-Ready features,
features, check
check out outTothe
the How linksHow To links below. Accessing the Teacher Toolbox
below.
Using thewith
Dashboard Reviewing Diagnostic Results Administering the Diagnostic
Accessing
General Online Educator Learning Reporting
Working Assess & Teach Managing Personalized Instruction
General with Rosters Reporting Accessing
Assess the Teacher Toolbox
& Teach
Using the Dashboard
Accessing Online Educator Learning Reviewing Diagnostic Results Administering the Diagnostic
ManagingPersonalized Instruction
Using thewith
Working Dashboard
Rosters Reviewing Diagnostic Results Administering
Accessing the Teacher Toolbox the Diagnostic
Working with
Accessing Rosters
Online Educator Learning Accessing
Managing Personalized Instruction the Teacher Toolbox
Accessing Online Educator Learning Managing Personalized Instruction

Diagnostic
ostic GrowthGrowth FAQs:
FAQs:
For guidance on getting started or for answers to the
FAQs:
most
For frequently
Forguidance
guidance on asked
ongetting
getting questions,
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most frequently asked questions, check out:
g Frequently Asked Questions on i-Ready Central
Tech
TechSupport:
Support:
ementPD
acher teacher PD
Tech Support:technology issues and to get
To troubleshoot
Toadditional
troubleshoot technology issues and to get
support, check out the resources below.
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To troubleshoot check outissues
technology the resources below.
and to get
ouse
support
of use of Tech Support:
Troubleshooting Guide
additional
Access support, courses
online
System Check check out the resources
that below.
complement teacher PD and
System Requirements
To troubleshoot
continue
System
Single Check
Sign-On your technology
Support
issues and to get
learning.
additional
System support, check out the resources below.
System Requirements
Check
Contact Us
Single
SystemSign-On Support
Requirements
Single Sign-On Support
esults
Find tools to use with students
System Check
Contact Us and support resources to
ports Reports
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| Terms and Conditions of Use | Privacy Policy | Support | Feedback
System Requirements
help use i-Ready to its fullest potential. Click on a resource
Contact Us
Single Sign-On Support
nstruction
n ? to download it directly from i-Ready Connect!
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agnostic
Data Data
Use the question mark throughout i-Ready Connect for
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“just-in-time” help. Select it from any screen to see useful
information about the screen you’re on.
tackFeedback

Top Teacher Actions Overview
When using a sophisticated program like i-Ready, you may find yourself asking questions
like: Where do I start? What should I focus on? How do I integrate this program into my
teaching?
From our work with thousands of teachers, we have learned that focusing on these key
actions will help you unlock i-Ready’s potential and help you meet each of your student’s
unique needs.
Get Good Data
Get organized and administer each assessment:

Prepare and motivate students, actively proctor, and
manage rushing and completion.
Set Schedules
Create and maintain schedules that 

include key instructional priorities:
Allow for 45 minutes per subject per week of
Personalized Instruction, whole class and small
group instruction, student engagement
activities, and your own planning and
monitoring.
Review Diagnostic reports to inform instructional

decisions: Focus on Diagnostic Results, Instructional
Groupings, and Diagnostic Growth. Review data from
interim and formative assessments to prioritize and adjust
instruction.

To download this
resource, search
Top Teacher Actions
on i-Ready Central.
Actively Monitor and Respond
Monitor Personalized Instruction and respond to student

needs: Review Lesson Time-on-Task, Percent of Lessons Passed,
and Student Lesson Alerts weekly, and adjust support for
students as needed.
Deliver Differentiated Instruction
Target instruction to students’ needs: Use

i-Ready data to inform small groups and deliver
tailored instruction using the recommended
resources. Regularly check for understanding.
Set Goals and Engage Students
Set clear goals with students and celebrate growth and

progress: Make goals visible to students, routinely track
student progress, and have data chats with students regularly.

Your Year with i-Ready
Before 1st Between

1st Diagnostic Diagnostic Diagnostic Windows
Window (12–18 weeks)
(≤ 4 weeks)
Use this area to write in your dates:
You and your students Get Good Set Schedules

are onboarded into Data:
i-Ready Connect and account Create and maintain schedules that
Get organized, include key instructional priorities.
settings are selected. prepare students,
and administer
the Diagnostic so Deliver Differentiated Instruction
students start the Deliver targeted instruction to address student needs.
test 2–3 weeks
into the school Actively Monitor and Respond
year (4–6 weeks
for kindergarten). Monitor Personalized Instruction and respond to student needs.

Review data to inform instructional decisions.

Set clear goals with students and celebrate growth and progress.
If applicable: Standards Mastery or Growth

Monitoring assessments are administered.
Notes:

To download this
resource, search
Teacher Calendar
on i-Ready Central.
2nd Between 3rd End

Diagnostic Diagnostic
Diagnostic Windows of Year
Window (12–18 weeks)
Window
(≤ 4 weeks) (≤ 4 weeks)
Get Good Set Schedules Get Good Reflect,

Data: Data: celebrate,
Create and maintain schedules that and plan
Get organized, include key instructional priorities. Get organized,
prepare students, prepare students, for next
and administer and administer year.
the second
Deliver Differentiated Instruction the third
Diagnostic so Deliver targeted instruction to address student needs. Diagnostic so
students start the students start
test at least 12 Actively Monitor and Respond the test at least
weeks after the 12 weeks after
first Diagnostic. Monitor Personalized Instruction and respond to student needs. the second
Diagnostic.
If applicable: Standards Mastery or Growth

Monitoring assessments are administered.

© 2020 Curriculum Associates, LLC. All rights reserved. | 11
Top Teacher Actions Planning and Reflection
Template
Use this template to plan and/or reflect on your implementation of the Top Teacher Actions. Rate
yourself on your implementation of each Top Teacher Action. Then identify area(s) of focus and
prioritize next steps.
Self- What am I doing well?
What are my next steps?
Score What could I be doing better?
Get Good Data

Get organized and administer
each assessment: Prepare
and motivate students, actively
proctor, and manage rushing
and completion.
Set Schedules
Create and maintain schedules
that include key instructional
priorities: Allow for 45 minutes
per subject per week of
Personalized Instruction, whole
class and small group instruction,
student engagement activities,
and your own planning and
monitoring.

Review Diagnostic reports to
inform instructional decisions:
Focus on Diagnostic Results,
Instructional Groupings, and
Diagnostic Growth. Review data
from interim and formative
assessments to prioritize and
adjust instruction.

To download this
resource, search
Top Teacher Actions
Planning and Reflection
on i-Ready Central.
Scoring Key: 0 = not yet started 2 = doing well, but could improve
1 = scratching the surface 3 = could be used as an exemplar
Self- What am I doing well?

What are my next steps?
Score What could I be doing better?

Monitor Personalized
Instruction and respond
to student needs: Review
Lesson Time-on-Task, Percent
of Lessons Passed, and Student
Lesson Alerts weekly, and adjust
support for students as needed.

Target instruction to students’
needs: Use i-Ready data to
inform small groups and
deliver tailored instruction
using the recommended
resources. Regularly check for
understanding.

Set clear goals with students
and celebrate growth and
progress: Make goals visible to
students, routinely track student
progress, and have data chats
with students regularly.

Notes:

Top Teacher
Actions
Top Teacher Actions

Notes:

For more information,
visit i-ReadyCentral.com/
Get Good Data

GetGoodData.
“
I need to make sure that the data being
collected is quality. I’m relying on it
for so much, so I want it to be as clean
and accurate as possible. The most
“
important thing I can do is be engaging
and interactive during the testing
process.
—Elementary School Teacher
Reliable data can empower your teaching to boost student achievement. When your
students’ Diagnostic data is accurate, their growth measures and personalized lesson
path will be “just right” for them. Good data helps you make the best use of your
planning time AND each student’s instructional time, with results and recommendations
that target the skills students need to work on most. Take these steps before, during, and
after the Diagnostic to gather good data.
To get good data:

Get Organized: Review Diagnostic schedules, gather materials, and organize
1 testing space.
Prepare and Motivate Students: Get your students ready for the
2 Diagnostic by motivating them, reviewing expectations, and setting goals.
Actively Proctor: Provide encouragement and watch for students who

3 may be rushing by reviewing student progress and monitoring alerts.
Track Completion: Ensure all students

4 complete the Diagnostic within the scheduled Get good data with
window and before their individual tests expire. the tips and tools
that follow!
Get Good Data

For step-by-step
instructions on how to
Checklist for Administering perform many of these
the Diagnostic actions, refer to the

How Tos on p. 101.
Get Organized
F Set or review your schedule for administering the Diagnostic.
See Diagnostic Scheduling Information table below.
F Review accuracy of class roster(s) and obtain student login information for each class.* If you
teach reading and mathematics, confirm accuracy for both subjects. Contact your administrator if
you notice discrepancies.
F Test technology students will use to take the Diagnostic: Run the i-Ready Connect system
check at cdn.i-ready.com/systemcheck to confirm computers are functioning properly. Confirm
headphones and audio are working.
F Gather paper and pencils for your students. Students will need scratch paper to solve problems
on the Diagnostic for Mathematics and may find it helpful to take notes during parts of the
Diagnostic for Reading.
Prepare and Motivate Students

F Explain the student Diagnostic experience and important test procedures by showing the
Diagnostic introduction presentations and/or videos.
F Motivate students to do their best on the Diagnostic.
Actively Proctor
F Monitor and encourage students as they are testing.
F Watch for students who seem to be rushing or are spending too long on individual items.
Track Completion
F Use the Diagnostic Status report to:
• Check for Rush alerts. Collaborate with your administrator to make decisions about retesting.
• Ensure that each student completes a Diagnostic before their test expires and within the
Diagnostic Window.
Diagnostic Scheduling Information**

When to schedule the How long to schedule for
Grade
first Diagnostic: each Diagnostic (per subject):
K 4–6 weeks into the school year Three 20-minute sessions*** Note: Recommended
1 2–3 weeks into the school year Two 20- to 30-minute sessions*** times include logging in,
viewing tutorial videos,
2–5 2–3 weeks into the school year Two 40- to 50-minute sessions*** signing off, etc.
6–8 2–3 weeks into the school year Two 45- to 50-minute sessions***
*Single Sign-On (SSO) users will access i-Ready through their district’s login portal.
**We recommend 12–18 weeks between each Diagnostic administration, including kindergarten.
***Scheduling recommendations are based on average active testing time to complete the Diagnostic for each subject, plus time for logging in, viewing
tutorial videos, etc. Some students may take more or less time to complete the Diagnostic, depending on a variety of factors.
Access all the resources
marked with this icon
Tips and Tools for Preparing at i-ReadyCentral.com/
Students for the Diagnostic GetGoodData, or download

each individually by entering
the terms in the search bar.
The most important thing you can do to get accurate data is to motivate
students to put forth their best effort on the i-Ready Diagnostic.
Review Purpose, Expectations, and Tips

Explain why the Diagnostic is important, share what students can
expect to experience, review expectations, and provide tips. Use the:
Getting Students Ready for the Diagnostic Presentation
Data Chats
Math Work Pages
Motivate Students to Do Their Best

Encourage students to put forth their best effort by having them
write commitments ahead of time so productive behaviors and
strategies are top of mind. Use the:
Pledge Sheets
Bulletin Board Headers
Create Individual and Class Goals

Students should set individual goals and consider sharing class goals
(e.g., “Our class will have zero students rushing”). Use the:
Goal Gauges
Goal-Setting Guidance
Data Chats
Provide Encouragement to Students

Actively monitor students as they are taking the Diagnostic, provide
encouragement, give breaks when needed, and acknowledge effort and
perseverance. Use the:
Encouragement Cards
Certificates
Proctoring Guidance
Communicate with Families about the Upcoming

Diagnostic
Send a letter home to families before students are scheduled to take
the Diagnostic explaining what the Diagnostic is and how they can
help prepare their children. Use the:
Diagnostic Communication Template
Get Good Data

To access this
worksheet, download
Get Good Data Action Plan Kit: Get Good Data
on i-ReadyCentral.com/
Use the space below to create your action plan to get good data.
GetGoodData.
Consider using the resources on p. 19.
Diagnostic Windows:
Get Organized:
When will you review
schedules and rosters and
test technology?
How and when will
you communicate with
students’ families about
the upcoming Diagnostic?
Prepare and
Motivate Students:
When and how will you
prepare students and
encourage them to do their
best?
What resources will you
use?
Actively Proctor:
How will you monitor and
encourage students as they
are testing?
What will you do if
students are rushing or
spending too much time
on particular items?
Track Completion:
When will you check the
Diagnostic Status report?
How will you celebrate test
completion and successes?

Set Schedules
SetSchedules.
“
Initially my concern was, how is it
going to fit into the day? I’ve found
that i-Ready is a great resource. It’s
a resource that helps me support my
struggling students, reinforce and
practice skills we’ve hit on in class,
“
and challenge my gifted students.
—Middle School Teacher
Time is precious, and addressing all of your priorities can be challenging. Thinking
about your schedule proactively and strategically can help—and is one of the first
steps toward successfully implementing i-Ready!
To create effective schedules:

Identify All Schedule Elements: Identify everything you need to fit
1 into your schedule each day, including instruction, planning, and other
routine activities.
Identify Resources: Determine which resources are available to you

2 and when.
Plan: Figure out how much time you want to allocate to different classroom
3 activities and instructional practices.
Reflect and Refine: Continually reflect

4 on your schedule and adjust as necessary. Create effective schedules
with the tips and tools
that follow!
Set Schedules
Tips and Tools for Setting at i-ReadyCentral.com/
SetSchedules, or download
Schedules each individually by entering
the terms in the search bar.
Every classroom is unique with individual student needs, student–adult
ratios, and varied time for instruction. Consider these practices for
creating a classroom schedule.
Identify All Schedule Elements

Consider the instructional elements you have to balance during
your school day: whole class and small group instruction, i-Ready
Personalized Instruction, student engagement, and your own
planning and monitoring. Also consider scheduled assessments,
collaboration with colleagues, data-use priorities, and other
curriculum requirements. Identify all elements you want to
incorporate.
Identify Resources
Identify resources available to you, such as technology, curricula
and student materials, school and human resource supports, time,
etc. If other educators also use these resources, collaborate to
make a plan for sharing.
Plan
Determine how much time you have with students for daily and weekly instruction. Decide how much time you’ll
allocate to whole class instruction, small group rotations, and i-Ready Personalized Instruction. Allow students to aim
for 45 minutes of Personalized Instruction to stay in the recommended range of 30–49 minutes per subject per week.
Elementary Sample Schedules
Middle School Sample Schedules
Scheduling Worksheet
Reflect and Refine

Reflect on what worked and what could be improved in your
classroom schedule. Ensure students have enough time to meet
instructional priorities, including Personalized Instruction usage
goals. Adjust and create a refined schedule when needed.

Sample Schedules Remember to make it manageable:
As you become more comfortable
Use the guidance below to think about how you can start to with planning and coordination,
incorporate small group rotations and Personalized Instruction into adjust your schedule to best meet your
students’ needs.
your weekly practice.
Sample 1: Weekly Monday Tuesday Wednesday Thursday Friday

Incorporate small group 50 Whole Explanation and Questions for the Day Whole Whole Class Whole
min. Class Class Instruction and Class
rotations once a week Instruction SMALL GROUP ROTATIONS Instruction Questions for the Instruction
and ensure students Day (15 min.)
have time for i-Ready Small Independent/ i-Ready
Group Collaborative Personalized i-Ready Personalized
Personalized Instruction Teacher- Group Work Instruction Instruction in the
Led Computer Lab or
to meet their goals. the Classroom
Instruction
(35 min.)
Sample 2: Daily Monday–Friday
Once you’ve set a working routine for small group

60
instruction, begin to incorporate it into your schedule min.
Whole Class Instruction
on a more frequent basis. In this example, the time

given to each small group rotation remains the same SMALL GROUP ROTATIONS
every day, but learning objectives and activities change 60
i-Ready Small Group
as necessary. min.
Personalized Teacher-Led
Independent Collaborative
Work Group Work
Instruction Instruction
Sample 3: Manage Rotations and Personalized Instruction across the Week

Your schedule may require you to manage small group rotations in chunks over the course of a week. Organize
students into three small groups. Each group engages in a different station every day until they’ve experienced
all rotations. Utilize time outside of your instructional block to allow students to use Personalized Instruction for
the recommended range of 30–49 minutes per subject each week.
Monday Tuesday Wednesday Thursday–Friday

Flex Time: i-Ready
20 Flex Time: i-Ready Flex Time: i-Ready Flex Time: i-Ready
min.
Personalized
Personalized Instruction Personalized Instruction Personalized Instruction
Instruction
20
min.
Whole Class Instruction Whole Class Instruction Whole Class Instruction
5 min. Small Group Explanation Questions Questions

25
Whole Class
Group 1: Group 2: Group 3: Group 1: Group 2: Group 3: Group 1: Group 2: Group 3: Instruction
min.
Small Independent Collaborative Collaborative Small Independent Independent Collaborative Small
Group Work Group Group Group Work Work Group Group
Teacher-Led Work Work Teacher-Led Work Teacher-Led
Instruction Instruction Instruction
Set Schedules
To access this
worksheet, download
Scheduling Worksheet the Kit: Set Schedules
Elements WC = Whole Class SE = Student Engagement SetSchedules.
Key: SG = Small Group P = Planning
PI = Personalized Instruction T = Transitions
Reflect:
Use the space below to reflect on your current schedule.
Identify All Schedule Elements Identify Resources

What are the elements of your class time? What resources and technology do you have
How are you currently using them? access to? How are you currently using them?
Plan and Refine:

Use the space below to organize and plan how you will use available schedule elements and resources.
Time
Blocks
Monday Tuesday Wednesday Thursday Friday

DiagnosticData.
Use Data to
Plan Instruction
“
I really like all of the data that
i-Ready provides. It tells me how
the students score, if they rush,
“
and where I need to work with
them to get them where they
need to be. —Elementary School Teacher
Using data to drive instruction closes gaps and increases student achievement.
Throughout the year, use data regularly to recognize class and individual student
growth, progress toward goals, and identify areas for improvement. Knowing the
questions to ask and how to find the answers in data and reports allows you to make
instructional decisions and informs your own goals and goals you set with students.
When using data:
1 Ask: Identify the right questions.
Observe and Reflect: Analyze data and reflect on strategies you’ve

2 already tried.
Take Action: Plan instruction, share results, and celebrate

3 student growth.
Analyze data and plan
instruction with the tips
and tools that follow!

For step-by-step instructions for
using data to answer your class-
Tips and Tools for Using level data questions, see p. 92 or visit
i-ReadyCentral.com/DataAnalysisGuide to
Data to Plan Instruction download the full guide.
Reviewing data after each Diagnostic will help For guidance on which reports to
inform your instructional decisions. Reviewing data use and an overview of data provided in
from interim and formative assessments can also each, see p. 86 or visit i-ReadyCentral.com/
help you prioritize and adjust instruction. ReportSelector to download the full guide.
Start with a Question Tips for Data

When analyzing data, the first step is to identify the question you are trying to Analysis:
answer. Approaching your data with a specific question gives you a clear starting
point and focus of your analysis, helps you stay objective, saves time, and allows • Keep an
you to create a plan for immediate action in your classroom. open mind
and maintain
Class Data Questions: objectivity.
How are my students performing as an entire class and what are their • Write your
? domain-specific instructional needs?
Report to Use: Diagnostic Results
observations
and note any
additional
? What are the suggested growth measures for each of my students?

questions or
inferences.
Consider using the
? How can I group my students according to instructional needs?
Report to Use: Instructional Groupings worksheet on the
last page.
How is my class progressing toward Annual Typical Growth
? and grade-level proficiency?
Report to Use: Diagnostic Growth
• Consider other
data sources to
help you answer
Which students could benefit from additional support between additional
? now and the end of the year?
questions.
• Create your action

plan, revisit it,
Student Data Questions: and continue to
? What are the strengths and areas of need for an individual student?
routinely analyze
data and reflect
on instruction.
How can I tailor instruction and identify the right resources to best
? support an individual student’s needs?
• Collaborate with
fellow teachers.
? How is a student progressing toward their growth measures?


Foundations of Effective Data Use
The foundations of effective data use highlight important practices educators, students, and families
should engage in to cultivate a strong data culture in classrooms.
Maintain Objectivity
When looking at data, preconceived notions can cloud the lens through which we analyze
it. What you know about students should not be dismissed, but looking at data objectively
first allows you to see things you did not know about your students.
Use a Purposeful, Structured Process to Analyze Data

? It is important to approach data with purpose, often guided by a specific question. Looking
at data without a question in mind can make it hard to figure out where to start, and
looking at data simply to look at data will not feel as purposeful or authentic as looking
at data to find an answer, make a decision, or take action. Using a structured process, or
a protocol, to analyze data can uncover information about students that was not evident
through your original lens and allows you to be strategic in your action planning.
Analyze Data Regularly

1 2 Data can be very powerful in pinpointing students’ strengths and needs. An inquiry process
allows you to view data through the lens of intentional questions, note observations, and
4 3 make inferences and/or draw conclusions to answer your questions. Often, the answers you
find will prompt you to ask new questions, explore additional data sources, and repeat the
process to dig deeper. By looking at data regularly and embracing the iterative nature of
data analysis, you will be well positioned to take timely action, implement solutions, and
reflect on action steps taken to improve student achievement.
Engage Students and Families in Growth and Progress

Be transparent about data and embrace it as “ours” by being open with students and
families about assessments and data. Engage students in data chats to discuss their
strengths, areas for improvement, and goals, and encourage them to share goals and
progress with their families or guardians to promote student ownership of learning and
growth. Engage families or guardians in data chats when possible.

Data Reflection Worksheet Exemplar: Mathematics
Diagnostic 1
Date: _____________________
Grade 4, Section 1, B. Maldonado
School, Grade Level, and/or Class: _____________________________ Mathematics Reading
Ask How is my class performing and what are their domain-specific instructional needs?
(Select or create
your question.)
Bright Spots Areas for Improvement

(e.g., higher placement levels, success with a specific domain, (e.g., lower placement levels, struggle with a specific domain,
more than expected progress toward growth measures) less than expected progress toward growth measures)
Observe • Measurement and Data (MS) is the domain • 16 of 19 students are One or More Grade
(List the with the most students On or Above Grade Levels Below in Number and Operations (NO)
grade level(s), Level with 10 students • Anna, Ananda, Ethan, Martina, Carla, Cam
class(es), and/
or student(s).) • 3 students (Lucia, Abby, Anthony) are On or – Two or More Grade Levels Below overall
Above Grade Level overall • 2 students have Rush flags
• All students completed the Diagnostic
Reflect • MS: overall the class has performed higher on • NO is first in our scope and sequence. Have
(List the formative assessments for bar graphs and done some multiplication class work and
instructional telling time noticed that many don’t appear to know
strategies or
• Lucia, Abby, and Anthony are able to solve their facts fluently
plans you’ve
tried and two-digit multiplication problems and • Students Two or More Grade Levels Below
their effects.) compare fractions. overall have struggled with regrouping
• Started data chats prior to Diagnostic (addition and subtraction) on class work when
they use the standard algorithm
• Did not complete data chats with all
students prior to Diagnostic
• Continue to monitor and differentiate • Need to target instruction for students who
Take
instruction for students who placed On are One or More Grade Levels Below in NO
Action
or Above Grade Level in MS to promote domain
(Indicate your
plan for what continued growth • Need to explore specific needs, especially for
you will do and
• Continue to push Lucia, Abby, and Anthony these 6 students who are Two or More Grade
when.)
in NO domain Levels Below, using student Diagnostic Results
– Identify learning priorities for Anthony • Discuss with my principal if we are retesting
and Abby in their lowest domain (GEO) students who rushed
• Explore i-Ready Central for resources to use
between Diagnostics

Data Reflection Worksheet
Use this worksheet to analyze your i-Ready Diagnostic data. Date: _____________________
Ask
(Select or create
your question.)

Observe
(List the
grade level(s),
class(es), and/
or student(s).)
Reflect
(List the
instructional
strategies or
plans you’ve
tried and
their effects.)
Take
Action
(Indicate your
plan for what
you will do and
when.)

Data Reflection Worksheet Exemplar: Reading
Diagnostic 1
Date: _____________________
Grade 4, Section 1, J. Lee
Ask How is my class performing and what are their domain-specific instructional needs?
(Select or create
your question.)

Observe • 18 of 19 students are On or Above Grade • Vocabulary (VOC) is the domain with the
(List the Level in High-Frequency Words (HFW) most students (17 out of 19) Below Grade
grade level(s), • 8 students are On or Above Grade Level in Level
class(es), and/
or student(s).)
Comprehension: Literature (LIT) • 14 students are One Grade Level Below
• 5 students (Carla, Anthony, Abby, Zane, Isis) or Two or More Grade Levels Below in
are On or Above Grade Level overall Comprehension: Informational Text (INFO)
• 7 students are Two or More Grade Levels
Below overall
– Eva is three grade levels below
Reflect • Did not address HFW specifically; noticed • Domain scores confirm observations of
that students know these when reading students’ challenges with VOC work in class
(List the
instructional aloud – Wondering how VOC may be affecting LIT
strategies or • LIT: students read fictional texts frequently and INFO scores?
plans you’ve
tried and
in center rotations. Noticed that Abby and • Students only read one INFO text so far
their effects.) Isis are quick readers and have answered during recent center rotations, and we did
comprehension questions correctly on their not review the text as a whole class
independent work
• Recently started providing additional support
• Students On or Above Grade Level are able
for Eva in VOC
to identify figurative language and theme in
grade-level text
• Only Eva will need support with HFW. Look • Need more information about students with
Take common grade-level placements for VOC to
Action at her Diagnostic Results for next steps she
needs determine best way to group during center
(Indicate your rotations
plan for what • Review data for specific skills to focus on
you will do and with students who are On or Above Grade • Need more information about specific skills
when.) Level in LIT to continue to push them to target INFO domain and will add more
forward INFO text to center rotations to focus on
these skills
• Students On or Above Grade Level overall:
need more data to differentiate instruction • Need to explore specific needs for Eva and
for them; will explore Instructional i-Ready resources to support her development
Groupings to see if they have shared needs in PH and VOC

Data Reflection Worksheet
Use this worksheet to analyze your i-Ready Diagnostic data. Date: _____________________
Ask
(Select or create
your question.)

Observe
(List the
grade level(s),
class(es), and/
or student(s).)
Reflect
(List the
instructional
strategies or
plans you’ve
tried and
their effects.)
Take
Action
(Indicate your
plan for what
you will do and
when.)

To access this worksheet,
download the Data Analysis
Data Reflection Worksheet Guide at i-ReadyCentral.com/
DataAnalysisGuide.
Use this worksheet to analyze your i-Ready Diagnostic data.
Date: _____________________
Ask
(Select or create
your question.)

Observe
(List the
grade level(s),
class(es), and/
or student(s).)
Reflect
(List the
instructional
strategies or
plans you’ve
tried and
their effect.)
Take
Action
(Indicate your
plan for what
you will do
and when.)

Problem-Solving Cycle Worksheet
Use this worksheet to analyze data and plan next steps for instruction when using
i-Ready as part of your student support program.
Step 1: What is the problem? Step 2: In what area is the problem?
Step Step
1 2
Step 4: Is the student making Step 3: What are we
progress on the skill(s) taught? Step going to do about it?
4 Step
3

To learn more
about i-Ready’s
A Using Growth and Proficiency Data growth model
F Q and how to use it, visit
i-ReadyCentral.com/
When using Diagnostic data, look at growth and proficiency together. Use GrowthGoals.
placement and growth data for your class and individual students side by side to
make informed instructional decisions to help all students move toward proficiency.
Ultimately, grade-level proficiency or higher is the goal for every student.
What is a student growth measure?

A student growth measure tells you how much a student has progressed and helps you determine if a student is
on track to meet growth goals.
How can I use i-Ready as a student growth measure?

After students complete their first Diagnostic, i-Ready generates two growth measures for every student:
1. Typical Growth: the average annual growth of students at each grade and placement level. Typical
Growth allows you to see how a student is growing compared to average student growth at the same grade
2. Stretch Growth: the growth recommended to put below-grade level students on a path to proficiency
and on-grade level students on a path to advanced proficiency levels. Students who are further behind
have larger growth benchmarks to catch them up, and it will likely take many students more than one year to
achieve proficiency.
How should I use Typical Growth and Stretch Growth to set goals?
While the specific goals you set for student growth should be based on your school’s and district’s objectives and
informed by your deep understanding of your students, the following guidance can help guide goal setting. We
recommend that:
Individual students: Groups of students:
• Aim to exceed 100% of their Typical Growth • Aim to exceed 100% median progress toward
measure by the end of the academic year. Typical Growth by the end of the academic year.
• Aim to meet their Stretch Growth measure by • Aim for as many students as possible reaching
the end of the academic year. In typical districts, Stretch Growth. Note: Because Stretch Growth measures differ
we’ve seen that roughly 25%–35% of students will significantly from student to student, we do not recommend setting
uniform Stretch Growth goals for aggregate groups of students.
reach these aspirational targets.
+34
+25
Example Mid, Late On Grade Level, or Above Grade Level
Growth Model Examples for +43
Two Third Grade Students Early On Grade Level
+27
Typical Growth One Grade Level Below
Bianca placed Early
Stretch Growth
On Grade Level
Two Grade Levels Below
on her fall Diagnostic.
Three or More Grade Levels Below
Alex placed Two
Grade Levels Below
on his fall Diagnostic.
Data Analysis Protocol Guide at i-ReadyCentral.com/
DataAnalysisGuide.
Worksheet
Analyze your Diagnostic Growth and/or Diagnostic Results
to create an action plan.
Part 1: Understand Your Data

Ask
Select or create a question you
want to answer with your data
and choose the report that will
provide it. Generate the report
and review.
Get Data & Observe

Write down or share
observations.
Infer & Question

Interpret the data by making
inferences about what the
data means. Note additional
questions worth exploring
and consider additional data
sources and resources.
Part 2: Make Data-Driven Instructional Decisions

Focus
Which student(s) will be
the focus? What is the area
of need (domain(s) or skill(s))
for this student or group of
students?
Reflect
What instructional or
intervention strategies have
been used? What was the
effect of these strategies?
Brainstorm Solutions
Using instructional resources
you have available, what are
some possible solutions?
Take Action
When and what instruction
or intervention will happen?
When and how will you review
your actions for impact/
effectiveness?

Using Growth and Proficiency Data
Use the guidance and considerations that follow to analyze your students’ needs and determine
possible action steps when reviewing midyear growth and performance data.
Low Growth & Low Performance

These students likely need teacher-led remediation and support.
This category is a high priority to address. Use the questions and data sources
below to determine steps for supporting these students.
Ask and Observe: Take Action—Consider These Steps:

• What are the strengths and areas of need for this • Individualize instruction targeted to student’s
student? (Diagnostic Results (Student) report) needs using next steps and instructional
• How frequently is this student receiving differentiated resources recommended by i-Ready or other
small group or individualized instruction with me or targeted resources.
other educators? Would this student benefit from more? • Provide teacher-led small group instruction to
• Do the resources being used for teacher-led small group students with similar areas of need.
instruction target this student’s specific needs? • Adjust scheduling to prioritize Personalized
• Which other students, if any, have similar needs that Instruction that addresses a student’s domain(s)
could be addressed through teacher-led small group of need.
instruction? (Instructional Groupings report) • Closely monitor a student’s progress in
• Is this student getting enough instructional time in Personalized Instruction and Learning Games
i-Ready lessons? How is this student progressing in and respond quickly to address misconceptions
Personalized Instruction in each domain? (Personalized when the student struggles with lessons.
Instruction Summary (Student) report) • Engage students in data chats to celebrate success,
• Is the student engaged in learning, growth, and progress? discuss growth, and set goals for the rest of the year.
High Growth & Low Performance

While current support strategies have been effective in promoting growth, these students
need continued teacher-led support to keep growing toward their path to proficiency.
This category is a high priority because these students are performing below grade level.
Use the questions and data sources below to determine next steps for continued teacher-led support
to help these students continue their progress.

• What are the strengths and areas of need for this • Continue the individualized instruction, interventions,
student? (Diagnostic Results (Student) report) and/or additional instructional supports that have
• What individualized instruction, interventions, or been effective in promoting growth for this student.
additional instructional supports are currently in • Provide teacher-led small group instruction to
place for this student? (Formative data related to students with similar areas of need.
instruction) • Continue to prioritize Personalized Instruction time to
• Which other students, if any, have similar needs address a student’s domain(s) of need.
that could be addressed through teacher-led small • As this student works through increasingly difficult
group instruction? (Instructional Groupings report) levels of Personalized Instruction, continue to monitor
• How is this student progressing in Personalized progress and respond to clarify misconceptions if the
Instruction in each domain? (Personalized student struggles with lessons.
Instruction Summary (Student) report) • Continue using engagement strategies you’ve found
• What strategies have been effective in engaging successful, which may include data chats to celebrate
this student in learning, growth, and progress? success, discuss growth, and set goals for the rest of
the year.

Low Growth & High Performance
These students may need additional teacher-led support.
Gather additional information to understand these students’ lower growth between the two Diagnostics
and determine whether additional support is needed to accelerate growth.

• What are the strengths and areas of need for this • Target instruction and enrichment to this student’s
student? (Diagnostic Results (Student) report) needs to help accelerate growth using next steps
• How frequently is this student receiving differentiated and instructional resources recommended by
instruction or enrichment with me or other educators? i-Ready or other targeted resources.
Would this student benefit from more? • Provide teacher-led small group instruction to
• Do the resources being used for differentiated students with similar areas of need for enrichment.
instruction target this student’s specific needs and • Continue to use Personalized Instruction and
areas for enrichment? Learning Games to address domain(s) of need
• How is this student progressing in Personalized and provide instruction and practice at advanced
Instruction in each domain? (Personalized Instruction levels (as available).
Summary (Student) report) • Engage students in data chats to celebrate
• Is the student engaged in learning, growth, and success, discuss growth, and set goals for the rest
progress? of the year.
High Growth & High Performance

These students may need continued opportunities for enrichment.
These students are making expected growth or higher and are on or above grade level. The teacher-led
instruction and additional supports your students are receiving are working. Continue to find opportunities to
enrich and challenge these students. Keep in mind that students in some grades who had initial placements of
Early, Mid, or Late On Grade Level or Above may have fewer points to gain to meet growth measures. This may
impact Percent Progress to Typical and Stretch Growth reported for these students.

• What are areas for enrichment? (Diagnostic Results • Provide independent or collaborative opportunities
(Student) report) for enrichment.
• How is this student progressing in Personalized • Provide teacher-led small group instruction to students
Instruction in each domain? (Personalized Instruction with similar areas for enrichment using next steps and
Summary (Student) report) instructional resources recommended by i-Ready or
other targeted resources.
• Consider how you may want to adjust Personalized
Instruction and Learning Games scheduling and
pacing to balance time in online lessons with other
forms of enrichment and challenge.
• Engage students in data chats to celebrate success,
discuss growth, and set goals for the rest of the year.

Responding to Midyear Diagnostic Growth Worksheet
Analyze your Diagnostic Growth report and additional data, as needed, to determine action steps for
your students.
Review Observe & Reflect

Analyze student data by List the students who are in each category and think about the possible causes.
growth and proficiency.* Review individual student data as needed.
Low Growth & Low Performance

Growth: Achieved
less than 50% progress
to Typical Growth
Proficiency:
T wo or More Grade
Levels Below
ne Grade Level Below
O
or Early On Grade Level
High Growth & Low Performance

Growth: Achieved
at least 50% progress
to Typical Growth
Proficiency:
T wo or More Grade
Levels Below
ne Grade Level Below
O
or Early On Grade Level
Low Growth & High Performance

Growth: Achieved
less than 50% progress
to Typical Growth
Proficiency:
n (Mid/Late) or
O
Above Grade Level
High Growth & High Performance

Growth: Achieved
at least 50% progress
to Typical Growth
Proficiency:
n (Mid/Late) or
O
Above Grade Level
*Please note: These recommendations are based on a midyear Diagnostic that is completed about halfway between the initial and end-of-year Diagnostics, with equal periods
of instruction between each assessment. When the midyear Diagnostic is scheduled earlier or later in the year, look for progress to Typical Growth to vary accordingly.

Date: ____________________
School, Grade Level, and/or Class: __________________________ Mathematics Reading
Take Action
Consider these actions steps:
How will I prioritize these students’ needs? How can I accelerate growth for these students?
F Individualize instruction to a student’s needs using next steps and instructional resources. F Other:
F Provide teacher-led small group instruction to students with similar areas of need.
F Adjust scheduling to prioritize Personalized Instruction to address a student’s domain(s) of need.
F Monitor Personalized Instruction and respond quickly when the student struggles with lessons.
F Have data chats to celebrate success, discuss growth, and set goals for the rest of the year.
How can I engage and motivate these students to continue their progress?
F Continue individualized instruction, interventions, and/or additional supports that F Other:

have been effective in promoting growth for these students.
F Continue to prioritize Personalized Instruction to address a student’s domain(s) of need.
F Continue to use engagement strategies you’ve found to be successful, including data chats.
How can I accelerate growth for these students?
F Target instruction and enrichment to students’ needs to help accelerate growth using F Other:
next steps and instructional resources.
F Continue to use Personalized Instruction to address domain(s) of need and provide
instruction and practice at advanced levels (as available).
How can I continue to provide enrichment and challenge for these students?
F Provide independent or collaborative opportunities for enrichment. F Other:

F Provide teacher-led small group instruction to students with similar areas of need for
enrichment using next steps and instructional resources.
F Consider how you may want to balance time in online lessons and Learning Games
with other forms of enrichment and challenge.

Notes:

For more
information, visit
Actively Monitor
i-ReadyCentral.com/
PersonalizedInstruction.
and Respond
“
I like that i-Ready is individualized
for me. It’s not like everyone in the
“
class gets the same lessons; you
can work on what you need the
most help with.
—Elementary School Student
i-Ready Personalized Instruction is a powerful tool that supports your teaching and
provides instruction targeted to every student’s strengths and needs. It also provides
you with real-time data and insights into student learning. Based on Diagnostic
performance, students are automatically placed into their personalized lesson paths.
While you do not need to do anything to make sure your students are assigned the
lessons they need, you play a critical role in their learning.
To engage students in Personalized Instruction and

manage their progress:
Help students understand why Personalized Instruction is important
1 to their learning.
2 Actively support student focus in online lessons.
Monitor and respond to Student Lesson Alerts, Lesson Time-on-Task,

3 and Percent of Lessons Passed.
Review and discuss results with students

4 to help them reflect on their own progress.
Actively monitor and
respond with the tips and
tools that follow!

Tips and Tools for at i-ReadyCentral.com/
PersonalizedInstruction, or
Monitoring and Responding download each individually
Review the following best practices to help you actively monitor by entering the terms in the
and respond to Personalized Instruction and students’ needs. search bar.
Schedule Time
Ensure your schedule allows students to aim for 45 minutes of Personalized
Instruction per subject per week so they can maintain the recommended
range of 30–49 minutes consistently. Consider allocating additional time in
your schedule to account for transitions and other activities. Use the:
Sample Schedules (For more information, see p. 23.)
Prepare Your Students

Help students understand how i-Ready Personalized Instruction works and why
it’s important to their learning. To engage students in online lessons, familiarize
them with the experience, establish class routines and procedures, and set
class and student goals. Use the:
Getting Students Ready for Online Lessons Presentation
FAQ: Online Lesson Sequence
Kindergarten Digital Readiness
Actively Support Student Focus

Encourage students as they engage in online lessons. Scan the room often and
watch for students who seem to be distracted or off task. If necessary, have a
quick conversation to reset expectations for behavior with the student. Use the:
Personalized Instruction Reflection Worksheet (See p. 43.)
Monitor and Respond

Develop a weekly routine of reviewing Student Lesson Alerts, Lesson Time-on-
Task, and Percent of Lessons Passed. Organize your data and plan next steps for
responding to your students’ needs. Use the:
Personalized Instruction Monitoring Guidance
Personalized Instruction Action Plan (See pp. 44–45.)
Review and Discuss Results with Students

Set meaningful goals with students and provide tools to help them reflect on
their progress to keep them focused on their online lessons. Use the:
Data Trackers
Data Chats
Lesson Logs (For more information, see p. 60.)

Personalized Instruction Reflection Worksheet
Use the following reflection worksheet to plan for, manage, and adjust your Personalized Instruction
practice.
School, Grade Level, and/or Class: ____________________________________________ Date: ______________________
Reflection Questions Notes and Next Steps

Schedule Time
• Does the schedule reflect recommended time in
Personalized Instruction?
Prepare My Students
• Do students efficiently transition to assigned seats/stations
for Personalized Instruction?
• Do students log in and get started with Personalized
Instruction promptly?
• Are students consistently using devices and headsets
properly to complete lessons?
• Do students properly log out and transition to their next
activity?
Actively Support Student Focus

• Do I/teachers scan the room regularly while students are
working on their online lessons?
• How do I/teachers provide encouragement or redirection
when a student is sitting idle, off task, or clicking through a
lesson without effort?
• Do I/teachers remind students of routines and procedures
when needed?
Monitor and Respond

• How frequently do I/teachers review Student Lesson Alerts,
Lesson Time-on-Task, and Percent of Lessons Passed?
• How do I/teachers respond when students struggle with
lessons?
Review and Discuss Results with Students

• How do I/teachers help students set goals for Personalized
Instruction?
• How do I/teachers help students reflect on and discuss
their progress?
• What materials are students using to support their work in
online lessons and create artifacts of learning (e.g., scratch
paper, lesson trackers, lesson reflection tools)?

Personalized Instruction Monitoring Guidance
Develop a practice for reviewing Student Lesson Alerts, Lesson Time-on-Task, and Percent of Lessons
Passed.
Monitor Analyze Take Action

Consider these reflection questions: Consider these action steps:
Row 1: Lesson Alerts

• Which students have lesson alerts this week? • Conference with or deliver individualized
Domain instruction for students with lesson alerts.
• In which domains?
Shutoff • If more than one student has struggled with/
• What could be causing this?
Alerts not passed the same lessons, pull a small group
– Student hasn’t learned the material yet.
together for teacher-led instruction.
Struggling – Student has misconceptions or needs more skills practice.
• After support has been provided, check for
with Lessons – Student wasn’t engaged or didn’t understand what to do understanding and turn the domain back on if
Alerts in the lesson. the student is ready.
Row 2: Lesson Time-on-Task

• For the class or any specific students, is the amount of Lesson • Set Lesson Time-on-Task goals with students.
Less than Time-on-Task aligned to instructional priorities and plans? • Use Personalized Instruction Trackers weekly.
30 minutes • Which students need more Personalized Instruction time? • Adjust your schedule as needed.
• Do students have enough access to Personalized Instruction? • Re-establish norms/expectations.
• Are students being pulled for other forms of instruction or • Review Learning Games Playtime report to see
activities? if students are working in games instead of
• Are students engaged in online lessons? lessons.*
• Are students working on other online activities, including • If Lesson Time-on-Task meets instructional
i-Ready Learning Games*, during Personalized Instruction time? goals, no action may be needed.
• For the class or any specific students, is the amount of Lesson • Review students’ instructional priorities and
More than Time-on-Task aligned to instructional priorities and plans? schedules to determine whether additional
50 minutes • Are students using Personalized Instruction in multiple time should be focused on other instructional
settings (e.g., class, before-/after-school programs, home)? activities.
• Would students benefit from more time in other instructional • Adjust your Personalized Instruction schedule
activities? as needed.
• Are students fully focused on online lessons? • If Lesson Time-on-Task meets instructional
goals, no action may be needed.
Row 3: Percent of Lessons Passed YTD

• Is this a classwide issue? • Pull a small group of students who are
Less than 70% struggling in the same domain for teacher-led
• Which students have less than 70% of lessons passed for the
of lessons year? instruction.
passed • Are these students putting forth their best effort? • Reteach a specific skill in whole class
• In what domains or skills do these students need additional instruction.
support? • Conduct data chats with students.
• How can you address domains in which students’ Percents of • Engage students in goal setting and reflection.
Lessons Passed are low? • Use trackers and create incentives.
Row 4: Recommended Class-Level Personalized Instruction Use

ü Few lesson alerts • How do I want to celebrate these achievements? • Celebrate students by acknowledging their
• What can I do to ensure these students maintain these achievement in class or sending home
ü 30–49 minutes
of Lesson recommended ranges? information to families.
Time-on-Task • Consider scheduling teacher-led instruction,
group work, class projects, or Math Center
ü 70%–100% of Activities from the Teacher Toolbox.
lessons passed
* Learning Games are available to students in Grades K–8 using i-Ready Personalized Instruction for Mathematics, at district discretion.
To access this
worksheet, download
Personalized Instruction the Kit: Actively Monitor
Action Plan
and Respond on i-Ready
Central.com/Personalized
Use your Personalized Instruction data and the Personalized Instruction Instruction.
Monitoring Guidance to create an action plan for your students.
Monitor Analyze Take Action

List the students who are in each category and think about the Consider these action steps:
possible causes. Review individual student data as needed.
Row 1: Lesson Alerts
Domain F Pull students for small group or individualized
instruction.
Shutoff
Alerts F Conduct goal setting, reflection, and data
chats.
Struggling F Other:
with Lessons
Alerts
Row 2: Lesson Time-on-Task

Less than F Set Lesson Time-on-Task goals with students.
30 minutes F Use Personalized Instruction Trackers weekly.
F Adjust your Personalized Instruction schedule
as needed.
F Review Learning Games Playtime report to
see if students are working in games instead
of lessons.*
F Other:
More than F Adjust your Personalized Instruction schedule

as needed.
50 minutes
F Schedule more teacher-led instruction, group
work, class projects, or communicate with
students and families about Lesson Time-on-
Task goals.
F Other:
Row 3: Percent of Lessons Passed YTD

Less than 70%
F Pull students for small group or individualized
instruction.
of lessons
passed
F Reteach a specific skill in whole class instruction.
F Conduct goal setting, reflection, and data chats.
F Use trackers and/or create incentives for
Percent of Lessons Passed.
F Other:
Row 4: Class-Level Personalized Instruction Use

ü Few lesson alerts
F Celebrate achievements with students and
families.
ü 30–49 minutes F Consider scheduling teacher-led instruction,
of Lesson
group work, class projects, or Math Center
Time-on-Task Activities from the Teacher Toolbox.
ü 70%–100% of F Other:
lessons passed

Best Practices for Using Date Ranges on
Personalized Instruction Summary Reports
Use the guidance below to monitor Personalized Instruction using the preset Date Range options.* Use Lesson
Time-on-Task data alongside Percent Lessons Passed Year to Date to understand whether students are consistently
working within the ranges we recommend and to get the full benefit of Personalized Instruction.
Recommended Ranges:
Lesson Time-on-Task: Percent Lessons Passed:

30–49 minutes per subject per week AND 70%–100% for the year
Last Month Personalized Instruction Summary

1
Subject Class/Report Group Date Range
Students typically complete enough lessons over the Reading Grade 5, Section 1 Last Month
course of a month to determine whether they are trending Students Using Instruction/Total (Last Month): 20/20 Students Completing Lessons/Total (YTD): 20/20
Weekly Average Lesson Time-on-Task Lessons Passed

toward the recommended ranges and if this month’s data
Last Month
Last Month Year to Date
is trending higher or lower than overall for the year.

9
Students
elect Last Month to view Personalized Instruction
1 S
5
data for the last full calendar month. 2
4 10 Students: 70 - 100% Passed
6 Students: 50 - 69% Passed

4 Students: 0 - 49% Passed 6 Students: 0 - 49% Passed
To see how students are trending toward the 1 - 9 min 10 - 29 min 30 - 49 min 50+ min
recommended ranges, monitor:** Showing 20 of 20 2 3

2 Weekly Average Lesson Time-on-Task
Lessons Passed (Last Month) Lessons Passed (YTD)
Weekly Average In
Student
Time-on-Task Progress
Passed Completed % Passed Passed/Completed
AND
Baker, Danielle 46m 1 4 8 50% 17/20 85%
Bowers, Tara 44m 2 5 6 83% 8/12 67%
3 P
ercent Lessons Passed for Last Month Choi, Isabelle 23m 1 6 8 75% 4/6 67%
Cochran, Damon 36m 1 5 7 71% 32/35 91%
Hess, Michael 17m 1 7 9 78% 8/18 44%

Lowe, Noah 32m 1 4 6 67% 5/6 83%
Current Week or Last Week Personalized

Malone, Carla
McDonald, Kal
Instruction Summary
28m
15m
1
1
1 3
5
6
8
50%
63%
12/24
27/30
50%
90%
Students often complete only one or two lessons per Reading

Patel, Mia
Grade 5, Section 1
4m
Current Week
2 7 9 78% 20/23 87%
week, so the Lessons Passed information for the Current Powell,Using

Students ElijahInstruction/Total (Current Week):
37m20/20 1 6Students Completing
7 Lessons/Total
86%(YTD): 20/20
13/20 65%
Lesson Time-on-Task Current Week

8Lessons Passed
Week and Last Week can be limited. For this reason, we
Ramirez, Gabriella 53m 1 8 100% 25/30 83%
Ruiz, Justin 41m 1 8 Current Week 8 100% Year to 20/25

Date 80%
recommend selecting these date ranges to see how much Sanchez, Abby 51m 1 5 7 71% 19/23 83%
time students are spending and how they are faring in Simmons, Tristan 42m
9
1 9 9
75%
100% 18/24 75%
Students
Average % Lessons Passed

Personalized Instruction recently. Singh, Brian
5
44m
4
1 7 8
Average Lessons Completed: 2
88% 20/23 87%
Stanton, Geena 9m 1 1 1 0% 6/20 30%
2
elect Current Week or Last Week to view

1 S
1 - 9 min 10 - 29 min 30 - 49 min 50+ min
Personalized Instruction data for that date range.

Showing 20 of 20 2 3
To understand whether students are consistently Alerts Student
Lesson
Time-on-
Task
In
Progress
Lessons Passed (Current Week) Lessons Passed (YTD)
Passed Completed % Passed Passed/Completed
in the recommended ranges, monitor:** Baker, Danielle 46m 1 1 2 50% 17/20 85%
2 L
esson Time-on-Task
Bowers, Tara 44m 2 2 2 100% 8/12 67%
Choi, Isabelle 23m 1 1 1 100% 4/6 67%
ALONGSIDE Cochran, Damon 36m 1 1 1 100% 32/35 91%
Hess, Michael 17m 1 0 1 0% 8/18 44%
3 Percent Lessons Passed Year to Date Lowe, Noah 32m 1 1 1 100% 5/6 83%
Malone, Carla 28m 1 1 2 50% 12/24 50%

*Within the current school year, a custom date range can also be used to view data for any prior time range (e.g., Prior three weeks from 10/05/20 to 10/23/20).
McDonald, Kal 15m 1 1 1 100% 27/30 90%
**When this data indicates that students are falling outside our recommended ranges for Personalized Instruction, consider whether additional support is needed.
Patel, Mia 4m 1 - 0 - 20/23 87%
Teacher 50% Success Guide

|
Powell, Elijah 37m 1 1 2 13/20 65%
46 © 2020 Curriculum
Ramirez, Gabriella 53m 1 Associates,
3 3LLC. All
100% rights reserved.
25/30 83%
Ruiz, Justin 41m 1 2 2 100% 20/25 80%
Sanchez, Abby 51m 1 2 3 67% 19/23 83%

For more
information, visit
i-ReadyCentral.com/
Deliver TeacherLedInstruction.
Differentiated Instruction
“
With my i-Ready data I can
see which students still need
“
help with specific skills. I can
then go back and reteach
those students.
—Middle School Teacher
Each of your students enters your classroom with unique strengths and needs,
and you want to reach all of them in a meaningful way. Differentiating instruction is an
impactful instructional practice. A common question associated with this work is how
to manage different student learning experiences simultaneously. Establishing clear
routines and behavior expectations and planning engaging learning activities for all
students are critical for success.
To successfully prepare for differentiated instruction:

• Teach routines and procedures so students understand expectations
and have a chance to practice behaviors and receive feedback.
• Determine objectives and goals for each small group rotation,

including your teacher-led station.
• Choose resources and plan instruction or other learning activities

for each station.
Establish effective practices for

differentiated instruction with the
tips and tools that follow!

Tips for Facilitating Small Group Instruction
It takes preparation and planning to manage small group rotations and ensure they run smoothly.
Establishing clear routines and behavior expectations is critical for this to work.
Teach your students the Observe your students. Hold students

routines and behaviors accountable.
Note which routines and
you expect them to follow.
procedures are working, and Set up systems for reflection that
Explain the expectations, but update those that need to require students to monitor their
then allow students to practice be refined. Regularly remind own behaviors and encourage
so you can provide feedback students of the expectations for students to explain how they
on what they’re doing well and each small group rotation and will improve their participation.
where they can improve. reteach certain practices.
Routines and Procedures to Support Your Small Group Instruction

• Directions and Group Assignments
Establish clear directions and student assignments for each small group. Consider providing written
directions at each station. Address questions and clarify the process before rotations begin.
• Noise Level Expectations

Establish expectations for noise level. Different stations may require working at different levels. This could
be indicated on a class agenda on the board. Consider using a scale, such as:
0 = Silence, no talking
1 = Whisper to ask questions
2 = Quiet, peer-to-peer, on-task conversation
3 = Whole class discussions and on-task conversation
• Asking Questions and Getting Help

Establish a routine for asking questions during rotation time, such as “Ask 3 Before Me.” This requires
students to ask questions of at least three peers before raising their hand for teacher support.
• Expectations for Transitions

Students may need to rotate from one station to the next. Establish expectations for how and when they
should do this, including voice level, walking vs. running, how long this should take, how they should
leave their current station, and what they should take with them to their next station.
• Turning In Work
Students should know what to do with their completed work from each station. For example, there may
be a tray for turning in daily independent work, or students may keep it in a binder. Consider if this work
will be graded or checked. Collaborative work may not be turned in until the end of the assignment.
• Next Steps If Work Is Finished Early

Make sure students know what to do after work is completed at a station if they finish early. Consider
extra credit assignments, homework, other collaborative work assignments, checking their work, etc.

To access this
worksheet,
Routines and Procedures download Kit: Deliver
Differentiated Instruction
Planning Worksheet on i-ReadyCentral.com/
TeacherLedInstruction.
Create a plan to implement specific routines and procedures that will
support small group rotations and differentiated instruction.
Routine or Procedure How/when will I teach this routine or

Description procedure? How will I know if it’s working?
Directions and Group Assignments:
Noise Level Expectations:
Asking Questions and Getting Help:
Expectations for Transitions:
Turning In Work:
Next Steps If Work Is Finished Early:
Make Your Own:
Keep Students Accountable:

How can you encourage students to reflect on and monitor their own behavior during small group rotations?
Check off the strategies you’ll incorporate.
Student Reflection Strategies:

F Create a behavior expectations rubric. Have students self-rate at the end of small group rotations.
F Assign student roles in each small group. Roles can include behavior monitor, timekeeper, paper collector, discussion
leader, etc.
F Share your observations of student behavior. Ask students to identify how they’ll make an improvement.
F Facilitate an activity in which students identify how they’ll keep each other appropriately on task during small group
instruction.
F Create competition between groups by having a weekly or monthly behavior challenge with a clear reward.
F Other:
Notes and Next Steps:

Steps for Effective Small Group Instruction
Once you are ready to organize your students into small groups and plan learning
experiences, use the steps below to inform your process.
1. Create Student Groups

Consider your goal for small group instruction. If it’s to provide
differentiated support for a specific skill, consider leveled groups.
If it’s to facilitate collaborative work and peer learning, consider
creating heterogeneous groupings. Use data to keep groups flexible
and respond to meet students’ needs.
2. Identify Resources
Identify the resources you will need to facilitate each station. This might include student work pages,
student reflection sheets, independent reading books, manipulatives, chart paper, and/or collaborative
activities. Identify key resources that will help you reach each station’s objectives.
3. Plan Your Instruction

Make sure each station aligns to the most pressing needs of that
student group. Focus your teacher-led instruction on the support,
practice, or enrichment each group needs for a specific skill or
standard. Consider strategically assigning differentiated and/or
on-grade level work in collaborative and independent stations.
4. Facilitate the Teacher Station

Provide instruction to students who are meeting with you in the
teacher station. Periodically scan the room and monitor behavior in
the other stations.
5. Repeat and Refine

As you continue to gather data about students’ performance, you
might find that you need to change your student groupings. Repeat
Steps 1–4 of this process to plan small group instruction and ensure
you’re responding to meet student needs.

Resources
There are many resources available to help support differentiated instruction, but where should you begin?
Use the menu below to identify resources that are available to you and make your plan!
Tools for Inst

ruction ruction
Tools for Inst Understand Anto
Tools for Instruction (Included with i-Ready Assessment)

Fractions nyms
Find Equivalent
Students who develop a
or colored pencils rich awareness
paper circles, crayons comprehension.
Paper plates or They also tend of word relationsh
Materials thirds, and to demonstrate ips tend to show
equivalent fractions. to show halves, own speech and a greater ability improved reading
and model into equal parts writing. In order to use precise and listening
Objective Identify and rectangles identifying fractions knowledge of to fully understan language thoughtfu
dividing circles on skills such as words’ meanings d
so they can detect word relationships, however,
on prior skills with parts. It also builds activities to help lly in their
This activity builds to describe the students reinforce subtle difference students must
gain deep
fraction language area pairs are polar their understan s in shades of
fourths and using shown in area
models. whole using an opposites such ding of antonyms meaning. Provide
parts of a whole d as parts of a whole
as hot and cold and their ability a variety of
represented as fractions represente well as represent
or less extreme to detect whether
students identify
and name equivalent
fractions on a
number line, as and denomina
tor Four Ways to Teach opposites such
as hot and chilly. word
In this activity, the numerator
recognize equivalent they later learn to multiply foundation
help students fractions is the
model. This will It also provides
meaning when ding of equivalent Substitute Antonym
A good understan tors.
These additional lessons can be used during small group or

numbers as fractions. to find equivalent fractions.
unlike denomina s in Sentenc
es 10–15 minutes
by the same number and subtracting fractions with • Say, Antonyms
are words with
, adding with students opposite or nearly
for comparing to brainstorm opposite meanings.
are not known antonyms for each Provide a brief
to all. See the word. As you write, list of words, and
Step by Step
20–30 minutes examples below. pause to briefly work
the crease. define any words
1 2 draw a line down Word that
. unfold it, and
1 Model 2· 5 4· Ask him to fold
it in half vertically, relaxed Antonyms
a paper plate. anxious, nervous,
• Give the student each part? (halves) the board. ordinary tense, jumpy, jittery
is represented by the fraction on
individualized teacher-led instruction. Based on i-Ready data or other

crease. extraordinary,
Ask: What fraction paper plate. Write down the new remarkable,
one half of the it and draw a line
complicated
simple, clear, straightfor amazing, unique, rare
student to shade horizontally. Unfold
• Instruct the again, this time dark ward, uncomplic
fold the plate (fourths) fourths are shaded?
bright, sunny, ated
• Have the student d by each part? as: How many • Have each student shining, beaming
fraction is represente and fourths, such and now there
are two choose a word
Ask: Now what to compare halves
one shaded part, when • Invite students from the first column
to lead the student fourths? (2 ) Originally there was to conclude that to read
target word. Discuss their sentences aloud. As a
and craft a sentence
• Ask questions two 4
·· Guide the student that conveys the
write the fraction What happened? same. how the sentence class, revise each word’s meaning.
(2) How do you get bigger? (no) area stayed the needs to change sentence using
the shaded area but the shaded represent the Original Sentence in order to convey an antonym for
shaded parts. Did into more parts, they are equal and 1 2 to Ken studied all the meaning of the
folded, it was divided fractions. That means use either ··2 or ··4 Revised Sentence day on Sunday, the antonym.
sources, select an appropriate Tool for Instruction to address prerequisite

the plate was we call these equivalent student understands he can Ken forgot to study so he was
is
shaded area 1 2 the same,
Be sure the for Monday’s math relaxed about Monday’s math
• Say: Since the 5 on the board. test, so he felt test.
whole. Write ··2 ··4 nervous.
same part of the is shaded.
of the plate that Sort Antonyms
describe the fraction 20–30 minutes
• Assign to small
2 4
. Unfold it and draw groups four to
2 Model 4· 5 8· divide it into eighths. • Have groups five words that
paper plate to into? (eighths) write each of their have familiar antonyms
how to fold the is the plate divided 4) of or look up an assigned words .
• Show the student creases. Ask: Now what fraction four eighths? ( ··8 antonym and on an
new write the fraction write it on a separate individual index card. For
concepts or on-grade level needs. Tools for Instruction are designed for
lines down the (4) How do you Help
showing a single
word. card. Groups should each word, have
eighths are shaded? equivalent fraction. end up with eight them think
• Ask: How many have found another • Direct groups
still the same, we
to shuffle their to ten cards, each
shaded area is4 they were given cards and
into pairs, matching hand them to a different group.
• Say: Since the 1 5 2 5 on the board. Challenge groups
• Display the paired each word with
the student write 4 ··
··
2
·· 8 its antonym. Allow
index cards, and to sort
review the antonyms them to use dictionarie the cards
plate, what throughout the s if needed.
. folded the paper week.
as: Each time we to the
3 Look for patterns the student look for patterns, such time we folded the paper
plate, what happened
of the shaded
to help Each to the size
• Ask questions (They got smaller.) what happened
size of the parts? the paper plate,
20–30 minutes of instruction.

happened to the Each time we folded
(It got bigger.)
number of parts?
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i-Ready Personalized Instruction (Available for purchase)

i-Ready online lessons meet students where they are to provide
appropriate instruction in given domains. Lessons can also be used
during whole class and small group instruction to support review and
practice of specific skills.
Learning Games (Included with i-Ready Personalized Instruction for

Mathematics; Available in Grades K–8 if enabled by the district)
These interactive games provide engaging mathematics practice in

English and Spanish. Learning Games can be used for additional practice
of specific mathematics concepts and skills, helping to build students’
mathematics fluency.
Ready® Center Activity 4.31 ★★★ 4.NF.B.3
Check
Math Center Activities (Included with a Teacher Toolbox subscription;

Different Ways to Show Sums Understanding
Use twelfths to write
What You Need four different
addition expressions
• number cube
• 15 game markers in one color
that equal 5 .
··
12
Available in Grades K–5)
• 15 game markers in a different color
• Game Board
These student-led activities and games can be used to differentiate

What You Do
practice opportunities for students working in pairs.
Toss Sum
1. Take turns. Roll the number cube. Find the 9
1
fraction sum next to that toss in the table. ··
8
2. Find one expression on the Game Board 5

2
that has that sum. Your partner checks your ··
6
expression.
3 3
··
8
3. If you are correct, place a game marker on
that expression. If you are not correct or if 4
4
there are no expressions with that sum, your ··
6
turn ends.
Ready® Instruction Lessons and Discourse Cards

5 8
4. Your partner names another expression ··
6
with the same sum that is noT on the Modeled and Guided
Instruction
Read 7
Game Board. 6 ··
8
(Included with a Teacher Toolbox subscription)

Genre: Persuasi
ve Essay
5. Continue until all the expressions on the

Game Board have been covered.
6. The player with the greater number of

Should We Exp
markers on the Game Board wins.
Space?
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• On-Level Lessons can be used during whole class or small group to
Go Further!
Write all the expressions you can think of to find the sum of . Exchange papers with your
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partner to check. technologies then
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Do you need example to everyone and
s? Then try these: improve their lives.
• Prerequisite Lessons are lessons from earlier grades that provide

of the 1960s and Because of the
1970s, we have space program
foods. And these digital clocks, ©Curriculum Associates, LLC
laser surgery, and
new technologies
Number and Operations—Fractions | Level 4 1 They help create
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on society.
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to do with money. g space,
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sea, we want to or across a river,
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competitive—we
first and the best want to be both
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• Math and Reading Discourse Cards provide questions and sentence

©Curriculum Associates,
LLC Copying
CC04RD_RISB_ is not permitted.
Book.indb 370
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starters to engage students in peer, small group, and whole class

conversations.

Small Group Worksheet Exemplars: Mathematics
Diagnostic 1
Date: _____________________
B. Maldonado, Grade 4, Section 1
School, Grade Level, and/or Class: ___________________________________________________ Mathematics Reading
Group Number or Name: Group Selection Criteria: (e.g., students who have the lowest score in a domain)
Math Group A Instructional Grouping 2 Students
Student Name Observations and Instructional Priorities Instructional Resources
Brian All students in Grouping 2 placed in Grade 3 overall and Grade 3 in Tools for Instruction (TFI): Rounding to the
Number and Operations (NO) Nearest Ten or Hundred
Naveen - Difficulty with skills and concepts related to quantitative TFI: Three-Digit Subtraction
reasoning; they may struggle with base-ten computation
Manipulatives for small group and
Mario Number—Base Ten: collaborative/independent work
- Round whole numbers to the nearest
Recording sheet for work
Oliver ten or hundred
- Add and subtract multi-digit numbers
Eva with regrouping
- Multiply and divide within 100 Current scope and sequence, focused on
- Multiply single-digit numbers by 10 and NO domain: place value and add/subtract first.
Dash by multiples of 10 Will start with these Recommendations for
Teacher-Led Instruction first.
Action Plan
When will this small group meet and for how long?
- The next 3 weeks of small group instruction on Thursdays during math time
Based on work so far, limit
What is your small group instruction plan to help students at their current to 1 week. I’ll adapt as needed, but
placement level and to help them access grade-level content? I think quick refreshers will help
At current placement level: with rounding.
- Week 1: small group use TFI: Rounding to the Nearest Ten or Hundred; follow up
practice with same strategy of estimating to nearest 10 or 100 in collaborative work station (have number lines at station)
- Week 2: independent work using strategy of rounding to nearest 10 or 100;
small group use TFI: Three-Digit Subtraction; collaborative work station to include practice
with subtraction strategies from small group Most concerned about subtraction.
Focus small group time here on strategies
- Week 3 (if needed): more practice on rounding to the nearest 10 or 100; to solve problems at their level. Integrate
practice 3-digit subtraction in collaborative work and use grid paper for recording these strategies to work we are doing
- Monitor Personalized Instruction for lessons related to place value, rounding, and subtraction as a whole class on grade level.
Grade-level content:
- Current whole class, grade-level lessons are subtract to thousands place. Apply strategies from small group (modeling and
drawing) to solve grade-level problems. Use grid paper to help align place value. Determine appropriate number of problems to solve.
Have students work in pairs to check each other’s work. Encourage addition strategy to check work
- Family connection: Share family letter with strategies being used in small group so parents can support with homework
- Encourage use of Learning Games for additional practice at home.
When and how will you check for understanding and overall effectiveness of instruction?
- Use Checks for Understanding in small group. Review recording sheets from collaborative & independent work
- Determine if additional teacher support is needed or if students are ready to move forward and adapt accordingly

Mathematics Exemplars, Cont’d.
Diagnostic 1
Date: _____________________
Math Group B Smaller Group of Students from Instructional Grouping 1
Zane These students from Instructional Grouping 1 vary in overall Tools for Instruction (TFI): Model Three-Digit
placement levels. Number and Operations (NO) and Algebra Numbers
and Algebraic Thinking are priority domains. All students in this
Cam Grouping placed in Grade 2 in NO except Anna, who is Grade 1 TFI: Compare and Order Three-Digit
and will need additional support, but fits best in this small group Numbers
Isis TFIs: Two-Digit Addition with and without
- Compare and order 3-digit numbers
Regrouping
- Add and subtract 2-digit numbers with or without regrouping
Martina Manipulatives for small group and
Anna also needs extra support–focus on comparing and ordering
2-digit numbers collaborative/independent work
Ethan
Recording sheets for work
Keep in mind Anna and Cam both
Anna have asterisks next to their names.
Action Plan
- The next 3 weeks of small group instruction on Wednesdays during math time
What is your small group instruction plan to help students at their current placement level and to help them access grade-level content?
At current placement level:
- Week 1: small group use TFI: Compare & Order Three-Digit Numbers (#). Modify for Anna to work on 2-digit # and build to 3-digit #;
practice with same strategies in collaborative work station
- Week 2: independent work with week 1 strategy; small group use TFIs: Two-Digit Addition with and without Regrouping. Work with Anna
individually on add within 20 and add 2-digit # and 1-digit # prior to small group to see if she is ready for this content
- Week 3 (as needed) independent practice with strategies for 2-digit addition with regrouping. Include grid paper for recording
- Create additional independent practice center for skill practice on modeling 3-digit #. Use number riddles (strategy from TFI) and have
students practice reading & writing numbers in standard and expanded form through hundreds with base-ten blocks and recording sheet.
For Anna, same center, but have her working with grouping up to 100 & representing 2-digit #
- Monitor Personalized Instruction for lessons related to place value, addition, and subtraction
- Current whole class, grade-level lessons are subtract to thousands. Use grid paper to help align place value. Start with subtracting
to 1,000s problems without regrouping; see how students solve. Use base-ten blocks and connect to place value and addition work in small
group. Have students work in partner pairs to check each other’s work with addition
- Encourage use of Learning Games for additional practice at home.
- Use Checks for Understanding in small group. Review recording sheets from collaborative & independent work

Mathematics Exemplars, Cont’d.
Diagnostic 1
Date: _____________________
Math Group C Smaller Group of Students from Instructional Grouping 1
Carla These students in Instructional Grouping 1 all placed at Grade 3 Tools for Instruction (TFI): Two-Digit
in Number and Operations (NO). Keep in mind that Carla has an Subtraction without Regrouping
Maria Alejandra asterisk next to her name and may need additional support. TFI: Two-Digit Subtraction with Regrouping
- Carla and Ananda Grade 2 overall; Maria Alejandra TFI: Addition/Subtraction Fact Families
Leena and Leena Grade 3 overall
Manipulatives for small group and
- Subtract 2-digit numbers with and collaborative/independent work
Ananda without regrouping
Recording sheet for work
- Know addition and Current scope and sequence,
subtraction fact focused on NO domain: will start with
families subtraction because have already worked
on 2-digit addition with these students.
Action Plan
- The next 3 weeks of small group instruction on Tuesdays during math time
What is your small group instruction plan to help students at their current placement level and to help them access grade-level
content?
- Week 1: small group use TFI: Two-Digit Subtraction without Regrouping; follow up practice with same strategies in collaborative work
station
- Week 2: independent work to practice same strategy from week 1; small group use TFI: Two-Digit Subtraction with Regrouping;
practice subtraction strategies in collaborative work
- Week 3 (as needed) independent practice with strategies for 2-digit subtraction using grid paper
- Create center for additional practice with addition/subtraction fact families (use TFI strategy).
- Monitor Personalized Instruction for lessons related to place value, rounding, and subtraction
- Current whole class, grade-level lessons are subtract to thousands. Use grid paper to help align place value. Start with subtracting to
1,000s problems without regrouping. Use base-ten blocks and other strategies from subtraction work in small group. Have students
work in partner pairs to check each other’s work with addition
- Encourage use of Learning Games for additional practice at home
- Use Checks for Understanding in small group and keep in mind if any organizing of students in groups needs to change
- Review recording sheets from collaborative & independent work

Small Group Worksheet Guide at i-ReadyCentral.com/
DataAnalysisGuide.
How can I group my students and plan my instruction
to best meet their needs?
Date: _____________________
School, Grade Level, and/or Class: ____________________________________________ Mathematics Reading
Action Plan
What is your small group instruction plan to help students at their current placement level and to help them access
grade-level content?

Small Group Worksheet Exemplars: Reading
Diagnostic 1
Date: _____________________
J. Lee, Grade 4, Section 1
Reading Group A Smaller Group of Students from Instructional Grouping 3 and Students from Instructional Grouping 5
Student Name Observations and Instructional Priorities Instructional

Resources
Abby and Isis placed in Instructional Grouping 5 and are Early 4 overall. Tools for Instruction
Zane
- Abby: Late 4 in Vocabulary (VOC); Early 4 in Comprehension: Literature (LIT) (TFIs): Teach New
- Isis: Early 4 in VOC; Late 4 in LIT Word Meanings (Grades
Anthony 2–3 and Grades 4–5)
Zane, Anthony, and Carla placed in Instructional Grouping 3 and are also Early 4
overall; however, their VOC is lower (all Grade 3 placement). TFI: Identify Word
Carla
- Carla: Grade 5 in LIT - Anthony: Mid 4 in LIT - Zane: Late 4 in LIT Roots (Grades 4–5)
Isis Based on this data and class performance, these students will fit best together in small group Reading texts
work. Will need to keep in mind some additional VOC needs for Carla, Anthony, and Zane.
Recording sheets
Abby VOC:
- Teach high-utility academic language and/or deepen knowledge of academic language
- Teach or review meaningful word parts
- Use read alouds
Action Plan
- The next 3 weeks of small group instruction on Tuesdays during reading block
content?
- Week 1: small group use TFIs: Teach New Word Meanings (Grades 2–3 and Grades 4–5) with strategy of introducing target words
before reading and practicing in context with text at their level; follow up practice in collaborative work where students will use target
words in guided practice with peers
- Week 2: independent work practicing target words from week 1; use week 1 strategies for independent reading; small group use TFI:
Identify Word Roots with focus on introducing and explaining word roots and modeling & interpreting word roots and word meanings;
practice interpreting word roots and word meaning strategies in collaborative reading work
- Week 3: independent practice with new target words and word roots and meanings; use week 1 and 2 strategies for independent
reading; small group continue to use TFIs with new target words and additional guided practice of word roots and word meanings
- Monitor Personalized Instruction for lessons related to vocabulary
- Model strategies during read alouds
- Have students integrate strategies from small group into grade-level text
- Students will use strategies for their independent reading
- Use Checks for Understanding in small group. After week 1, determine if this group works well together with their varying abilities and
adjust group as needed
- Review recording sheets from collaborative and/or independent work

Reading Exemplars, Cont’d.
Diagnostic 1
Date: _____________________
J. Lee, Grade 4, Section 1
Reading Group B Smaller Group of Students from Instructional Grouping 3
Lucia All students are Grade 3 overall. Lucia is Grade 2 in Tools for Instruction (TFI): Teach New Word
Vocabulary (VOC) and has an asterisk, so she may need Meanings (Grades 2–3)
Leena additional support. Other students are Grade 3 in VOC. TFI: Understand Base Words (Grades 2–3)
- Lucia: Grade 3 Comprehension: Literature (LIT)
- Leena: Grade 3 LIT Reading texts
Dash - Dash: Mid 4 LIT Recording sheets
- Anna: Mid 4 LIT
Anna
VOC:
- Teach high-utility academic language
- Teach meaningful word parts
- Use read alouds
Action Plan
- The next 3 weeks of small group instruction on Wednesdays during reading block
content?
- Week 1: small group use TFI: Teach New Word Meanings (Grades 2–3) with strategy of introducing target words before reading and
practicing in context with text at their level; follow up practice in collaborative work in which students will use target words in guided
practice with peers
- Week 2: independent work practicing target words from week 1; incorporate week 1 strategies for independent reading; small group use
TFI: Understand Base Words (Grades 2–3) with focus on introducing and explaining base words and modeling use; practice building
words in collaborative reading work
- Week 3: independent practice with base words and practice building words; use week 1 and 2 strategies for independent reading; small
group continue use of TFIs with new target words and additional base words
- Monitor Personalized Instruction for lessons related to vocabulary
- Model strategies during read alouds
- Have students integrate strategies from small group into grade-level text
- Students will use strategies for their independent reading
- Use Checks for Understanding in small group; make sure groups are best organized and determine if any changes may need to be made
- Review recording sheets from collaborative and/or independent work

Small Group Worksheet Guide at i-ReadyCentral.com/
DataAnalysisGuide.
How can I group my students and plan my instruction
to best meet their needs?
Date: _____________________
School, Grade Level, and/or Class: ____________________________________________ Mathematics Reading
Action Plan
What is your small group instruction plan to help students at their current placement level and to help them access
grade-level content?

Set Goals and

EngageStudents.
Engage Students
“
My students and I are really
enjoying i-Ready . . . My favorite
part is that I can keep students
engaged in the learning process.
“
—Elementary School Teacher
Engaging students in their learning is an essential component to nurturing a

growth mindset and supporting student success. i-Ready can be used in many ways
to empower students, help them feel ownership of their learning, and get excited
about their progress and growth.
To set goals and engage students:

Plan activities to engage your class and students in i-Ready
1 and their learning.
2 Teach routines and procedures for student engagement.
3 Reflect and refine systems and practices throughout the year.
Foster student
engagement with the tips
and tools that follow!

Tips and Tools for Setting Goals
and Engaging Students
Consider the suggestions below to engage students with i-Ready in your classroom.
Guide Goal Setting

Get student buy-in by setting achievable yet challenging goals that connect
their daily work to their learning. Focus on performance goals (e.g., progress
toward growth goal, Diagnostic scale score) and learning goals (e.g.,
achievement within a specific domain), and ensure goals are self-referenced
rather than peer-referenced. Use the:
Goal-Setting Guidance
Have Data Chats with Students

Schedule data chats with students about their learning. Having check-ins with
students helps them reflect on their strengths and areas for improvement, create
new goals, and set action plans. Use the:
Data Chat
Planning for a Student Data Chat
Data Chat Video
Track Data with Students and Help Them Self-Reflect

Implement a variety of classroom procedures for students to track their data.
Student data tracking promotes ownership, keeps data top-of-mind, and makes
progress apparent. Use the:
Data Trackers
Student Data Tracking Guidance
Goal Gauges
Make Learning a Team Effort

Build a collective growth mindset culture by tracking class progress and growth,
providing classwide feedback after Diagnostics, and creating class goals.
Research shows that students are likely to achieve more when they are part of a
larger learning community. Use the:
Classroom Poster
Recognize and Celebrate Growth

Use public announcements, bulletin boards, certificates, or rewards to highlight
when a student or class has reached a goal and/or made progress. Celebrating
growth rather than just a fixed end goal provides an opportunity to acknowledge
students who may not usually get recognized for academic success. Use the:
Certificates of Progress
Certificates of Achievement

Access all the resources marked with this icon
at i-ReadyCentral.com/EngageStudents, or download
each individually by entering the terms in the search bar.
For more engagement strategies from other educators
like you, visit i-ReadyCentral.com/Ideas.
Help Students Actively Engage with Personalized

Instruction
Providing students with reflection pages creates an artifact of learning and
allows you to check in with the student about progress, misunderstandings,
and habits. Students take ownership of their learning by capturing what they
learned that day. Use the:
Lesson Logs
Communicate with Families

Share information about i-Ready assessments and student progress with families
through newsletters, conferences, emails, and phone calls. After Diagnostics,
send home the For Families report so families stay informed of their child’s
progress. Use the:
Family Center
Communication Templates
Guiding Principles: Keep these best practices in mind while planning engagement activities.
• Focus on the Learning: • Make It Routine:
Emphasize what students learned and how they got Consistency is key! Foster ongoing motivation over
there. Research suggests internal motivation is key time (e.g., weekly, monthly), rather than as a single
to fostering the joy of learning. Remind students event, and consider switching the focus of goals.
that challenges are worth tackling, and acknowledge Teach engagement procedures to maximize
effort rather than ability. instructional time.
Example: Create a goal bulletin board. Examples: A traveling spirit stick, leaderboards updated
monthly, a school leader makes weekly announcements.
• Provide All Students with Opportunities
to Succeed: • Have Fun:
Encourage students to achieve their personal best. Enjoy and celebrate learning by setting aside time
Consider engaging students using a cumulative system. and getting creative with rewards.
Examples: Collect “Brag tags” or use punch cards so every Examples: A dance party, lunch with a teacher, leader reads
student can succeed. a book to a class, teacher vs. student basketball game.
• Encourage Teamwork: • Collaborate with Your Colleagues:

Make learning a team effort by creating a common Plan together and share successes with colleagues.
goal. Students are likely to achieve more in a larger Examples: Plan engagement activities during a PLC, planning
learning community. committee meets monthly, create gradewide incentives, hold
each other accountable for keeping up with routines and
Examples: Create schoolwide competitions by grade level engagement activities such as data chats.
or create a classwide goal.

To access this
worksheet, download
Student Engagement Planning the Kit: Engage Students
Worksheet EngageStudents.
Use the chart below to create your plan for engaging students. As you plan,
think about logistics and other factors you need to consider to ensure success.
Student Engagement Strategy Resources to Use Notes and Next Steps

Guide Goal Setting: F Goal Gauges
Help students set challenging yet achievable F Goal-Setting Guidance
goals about performance and learning that are F Other:
self-referenced rather than peer-referenced.
Have Data Chats with Students: F Data Chats

Schedule data chats with students about learning and F Planning for a Student
growth to discuss strengths and areas for improvement, Data Chat
new goals, and action plans. F Data Chat Guidance
F Other:
Track Data with Students and Help Them F Data Trackers

Self-Reflect: F Student Data Tracking
Guidance
Use journals, data folders, individual tracking sheets, or
classroom data walls to promote ownership, keep data
F Other:
top-of-mind, and make progress apparent.
Make Learning a Team Effort: F Classroom Poster

Build a collective growth mindset by tracking class F Goal Gauges
progress and growth, providing classwide feedback after F Other:
Diagnostics, and creating class goals.
Recognize and Celebrate Growth: F Certificates

Celebrate growth rather than just a fixed end goal. Use F Other:
public announcements, bulletin boards, certificates, or
rewards to highlight when a student or class has reached
a goal and/or made progress.
Help Students Actively Engage with F Lesson Logs

Personalized Instruction: F Other:
Provide students with reflection pages to create an
artifact of learning and allow you to check in with
students about progress, misunderstandings, and work
habits.
Communicate with Families: F For Families report

Involve families to broaden students’ networks of F Family Data Chat
support. Share information about i-Ready assessments F Other:
and student progress with families through newsletters,
conferences, emails, and phone calls.

Tips for Engaging in a Student Data Chat
Read the tips for engaging students in a data chat.
Focus on Learning
Give students the big picture of why you are meeting together and how it will help them
become stronger learners.
Use Student-Friendly Language

Adjust the conversation to meet the individual needs of that student. Keep language
focused on growth, not ability.
Partner with Students

Enter the conversation with a sense of partnership, shared effort, and inquiry. Use a
collaborative tone to encourage students to take ownership and brainstorm ideas.
Act Promptly
To have the greatest impact, review the data with students as soon as it is available.
Be Transparent and Sensitive

Openly discuss student data, but always keep conversations positive. Consider how much
information to share based on the individual student. Begin conversations with students’
strengths.
Set Goals
Guide the student to identify specific, achievable goals and clear next steps.
Follow Up
Follow up after your conversation to help keep students committed to their plan. Consider
how students can visibly track their data.

Introducing Data Chats to Students
Read the tips and sample prompts for engaging your students in data chats. Consider how
you will prepare your class to engage in data chats.
Tips Prompts
Early Elementary
• Give students context for data and where it is • “The i-Ready Diagnostic tells us how you are doing
coming from. on certain mathematics/reading skills. It tells us
• Use simple language. what you know and what you need to learn to
keep improving. Let’s look at your data so we can
• Connect data to what students are familiar with in figure out the best way to help you grow.”
the classroom.
• “What is one area where you can improve?
• Keep a narrow focus—focus on one area of Remember when we worked on subtracting two-
strength and one area of improvement. digit numbers? Tell me a little bit about what was
hard for you. Let’s come up with some ideas for
how you can work on this.”
Late Elementary
• Guide students in looking at their data from their • “Today we are going to talk about the results
dashboard and Diagnostic results. from your most recent i-Ready Diagnostic. We are
• Encourage students to consider how their own looking at your data to help you learn. Let’s look
actions and behaviors impact their work. at your i-Ready Connect dashboard and then we’ll
look at what this report says.”
• “Think about what you were doing as you took the
assessment. Do you feel like you tried your best?
What could you do better next time?”
Middle School
• Empower students to dig into their own data by • “Let’s talk about your results from the i-Ready
talking to them about it in a clear and honest way. Diagnostic by looking at your data from your
• Talk to students about their hopes for long-term dashboard. What is your score?”
growth. Then, help them create shorter-term • “Now let’s look at this report. What do you notice
achievable goals to get there. when looking at this data? Which domains are your
• If relevant, provide big-picture context for strengths? Which areas are more challenging for
students about how i-Ready Assessment data you?”
connects with other data (e.g., state assessment • “Where would you like to be at the end of the year?
data, class grades, etc.). Let’s set a goal that will help you get there.”

To download this
worksheet, search
Planning for a Student Plan a Data Chat on
i-Ready Central.
Data Chat Worksheet
Choose a student to engage in a data chat and consider what data you
will need to analyze, including performance and growth. Use the guiding
questions to analyze student data, brainstorm reflection questions you’ll
pose during the conversation, and plan for the data chat.
Data chat with: ____________________ Data source(s): ______________________________
Guiding Questions Observations and Reflections

Observe
What do you notice about this
student’s individual performance
and/or growth?
What are some:
• Bright spots?
• Opportunities for improvement?
• Surprises?
Record your observations.
Infer & Question

Note additional questions worth
exploring and consider additional
data sources you can use to
answer these questions.
Share
• What is important to prioritize
in a data chat with this student?
• How will you begin this data
chat? What is your opening
statement or question?
• How will you engage the
student in looking at their own
data?
Take Action
• What are realistic short- and
long-term goals for this
student?
• Consider using a data tracking
sheet or goal-setting sheet
to finalize next steps with the
student.

Action Plan Worksheet
Use this worksheet to create your action plan.
Action Plan:
Things to Consider
Review and
Reflect:
Note
Important
Dates:
Action Plan
Activities:
Resources
and Materials:
Collaborate
and Take
Action:

To download this
worksheet, search
Planning for Student Data Data Tracking Plan on
i-Ready Central.
Tracking Worksheet
Use the guiding questions to develop a plan for helping your
students track their data.
Guiding Questions Reflections and Action Plan

How will you introduce data
tracking to your students?
What data will your students

track?
When and how often will

your students track their
data?
How will you help your

students use the My Progress
section on their dashboard to
track their data?
What resources will you use?
How and when will you

check in with your students
about their data tracking?
How will you celebrate

student growth and progress
that you notice as students
track their data?

Action Plan Worksheet
Use this worksheet to create your action plan.
Action Plan:
Things to Consider
Review and
Reflect:
Note
Important
Dates:
Action Plan
Activities:
Resources
and Materials:
Collaborate
and Take
Action:

What’s New
in i-Ready
What’s New in i-Ready

Increasing Access
Supporting the Needs of All Learners

i-Ready is inclusive, supportive, and accessible.
Committed to Being
Culturally Responsive
Even more culturally responsive content
in online lessons and Diagnostic items
empowers students to see themselves in
their learning.
Designed with
English Learners
in Mind
Students will benefit from more
lessons that expand access,
integrate strategic scaffolds,
and support academic language
development.
Ongoing Accessibility
Improvements
Closed captioning and keyboard navigation will
be available in many online lessons and Standards
Mastery items as the school year progresses.
All images are prototypes and subject to change.

early Introducing Lessons in Spanish
access i-Ready’s new instruction in Spanish supports the youngest learners.
Mathematics
Spanish versions of kindergarten
Mathematics lessons offer equitable
Teachers can support
learning experiences.*
students across Grades K–8
with Tools for Instruction
for Mathematics in Spanish.
All Recursos de instrucción

Kindergarten Formar una decena para sumar hasta 20
Lessons Objetivo Usar un marco de diez para resolver los datos de suma
para 7, 8 y 9.
Materiales Fichas de dos colores, Marcos de diez (página 3)
Available Reconocer y comprender la decena les permite a los estudiantes entender el sistema de numeración y usar
patrones y estructuras al hacer cálculos. Conocer distintas maneras de formar una decena, como 1 1 9, 2 1 8
y 3 1 7, puede ayudar a los estudiantes a sumar y restar rápidamente y con seguridad. En esta actividad, los
estudiantes forman una decena, que les servirá de ayuda para comprender y resolver datos de suma básicos. Por
ejemplo, cuando sumen 9 1 6, sumarán 9 1 1 para formar 10 y luego sumarán 5 más. Después, los estudiantes
usarán este conocimiento para formar decenas cuando sumen tres números y cuando calculan mentalmente.
La idea de formar una decena también proporciona una base para la estrategia de resta que consiste en
descomponer números para formar decenas en la resta.
Paso a paso 20 a 30 minutos
1 Formar una decena.

• Dé al estudiante un Marco de diez en blanco (página 3).
• Pida al estudiante que coloque 8 fichas en el marco de diez,
como se muestra.
• Pregunte: ¿Cómo muestras 8 1 2 en el marco de diez? Guíe al
estudiante para que agregue dos fichas que completen los
dos espacios disponibles.
• Explique que completar los diez espacios del marco de diez es “formar una decena”.
2 Representar 8 1 3.
• Pregunte: ¿Qué sucedería si intentaras mostrar 8 1 3 en el marco de diez? Use las
fichas para mostrar que el marco de diez se llenaría y sobraría una ficha. 8135 81211
• Ayude al estudiante a expresar que “formó una decena” y que sobró una ficha.
Pregunte: ¿Cómo escribes el número para 1 decena y 1 ficha más? (11) 10 1 1
• Escriba la oración numérica que se muestra. Use las fichas para ilustrar que al
sumar 8 1 3, el 3 se puede descomponer en 2 1 1, lo que da como resultado 8135 11
8 1 2 1 1. Señale que puede sumar 8 y 2 primero para “formar una decena” y
luego sumar 1 para hallar la respuesta.
3 Usar la estrategia de formar una decena para sumar otros datos.

• Use este enfoque para enseñar otros datos con 7, 8 y 9.
• Pida al estudiante que use marcos de diez y fichas. Anote las oraciones numéricas correspondientes,
haciendo hincapié en cómo “formar una decena” en cada problema.
• En la medida en que vea que el estudiante está listo, preséntele el reto de hacer la mayor parte del trabajo,
incluso describir cómo se forma una decena. Si es posible, anime al estudiante a intentar hacer la actividad
mentalmente sin usar el marco de diez.
Formar una decena para sumar hasta 20 I Página 1 de 3

©Curriculum Associates, LLC Reproducción permitida para uso en el salón.
Reading
To support Spanish literacy development,
i-Ready is releasing an initial selection of
authentic Spanish Reading lessons focused
on kindergarten Phonics.*
*Spanish lessons must be assigned by teachers and will not have full reporting features during Early Access.

Motivating Students
Engaging Lessons for

Elementary Learners
Phonics
New systematic, explicit Phonics
lessons provide just the right
amount of instruction: more for
students who need it and less for
students who don’t. (Grades K–2)
Reading Comprehension
New lessons will include both standards-focused
and sentence-structure–focused instruction.
(Grades 3–5)
NEW
Mathematics
LESSONS
New lessons offer an
adapt pacing to
innovative approach to student needs!
help students understand
fractions. (Grades 3–5)
New instruction will be released on a rolling basis.

Motivating Instruction
for Middle Schoolers
Reading
Comprehension
All learners, and especially English Learners,
will benefit from new lessons that prepare
students to deconstruct and reconstruct
sentences to understand academic language
and unpack complex texts. (Grades 6–8)
Mathematics
New instruction focuses on the major work
of Grades 6 and 7, including expressions,
equations, inequalities, and ratios and
proportions.
Access to Learning Games

Middle school students can play i-Ready Learning
Games, which provide fun, challenging practice that
strengthens understanding of mathematical concepts.

Providing Deeper Insights
See Student Performance in New Ways

Reporting improvements provide simple, powerful insight into instructional needs.
Rosters Assess & Teach Reports Help Ms. Greene
Prerequisites PDF
Choose the Right
Subject
Math
Class/Report Group
Grade 4, Section 2
Grade
Grade 4
Concept
Number and Operati... Supports Your

Overview Students Need
Number and Operations in Base Ten
Students build on their understanding of place value, rounding, and addition and
subtraction of three-digit numbers. They explore place value to the
to Access Grade-
Level Instruction
hundred-thousands place, rounding, comparing, adding, and subtracting multi-digit Learning
numbers. Progression Map
Whole Class
After familiarizing yourself with the needs of the students based on the data below,
A new Prerequisites report for
you may decide to address these prerequisite skills during whole class instruction. Whole Class
Prerequisite Support Mathematics* and instructional
supports for Reading help teachers
Prerequisite Groups Group A Group B Group C Group D
4 Students 5 Students 6 Students 4 Students focus on the most important
Prerequisites Recommendations Recommendations Recommendations Recommendations prerequisite skills to support grade-
Understand hundreds, tens, and ones Additional Support
level instructional success.
Essential Skill
Add and subtract within 1,000 Additional Support In-Depth Review In-Depth Review
Round to the nearest ten or hundred Additional Support In-Depth Review In-Depth Review Recommendations: Group C
Grade Grade 4
Madera, Isabella Foster, Claire Chen, Nadia Charnas, Brendan

Marcus, Joseph López, Madeline Dorsey, Justin Andrews, William
Add and Subtract Whole Numbers
Nguyen, Eric Nasuti, Kevin Flores, Shandra Kovac, Valarie
Add and subtract within 1,000 – ,QGHSWK5HYLHZ
In-Depth Review
Rodriguez, Jeremy O’Connor, Liam Jones, Aisha Williams, Gerald Essential Skill
Petrov, Mariana Medeiros, Nick Skill: Add Three-Digit Numbers (Grade 2)
Nelson, Sean Teacher-Led SmallGroups
Teacher-led Small Groups
• 7RROVIRU,QVWUXFWLRQ$GG7KUHH'LJLW1XPEHUV
Independent Reinforcement
Grade 4, Number and Operations in Base Ten • /HDUQLQJ*DPHV+XQJU\)LVK
• /HDUQLQJ*DPHV0DWFK
Prerequisite Grade 2 Grade 3 Grade 4

Skill Skill: Subtract Three-Digit Numbers (Grade 2)
Teacher-led Small
Teacher-Led SmallGroups
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• 7RROVIRU,QVWUXFWLRQ6XEWUDFW7KUHH'LJLW1XPEHUV
Read and Write
Three-Digit Numbers
Understand Understand Place
hundreds, Value • /HDUQLQJ*DPHV+XQJU\)LVK
tens, and
Compare Three-Digit • /HDUQLQJ*DPHV0DWFK
ones These unit groups are suggestions, based on students’ most recent Diagnostic Results.
Numbers
Consider lessons recently taught and skills acquired since the last Diagnostic when selecting prerequisite work.
Skill: Use Place Value to Add and Subtract (Grade 3)
Essential Skill
Teacher-Led SmallGroups
Teacher-led Small Groups
Compare Whole • 7RROVIRU,QVWUXFWLRQ7KUHH'LJLW$GGLWLRQ
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Add Three-Digit
Numbers
Essential Skill
Add and Add and Subtract
subtract within Use Place Value to
Add and Subtract Whole Numbers
1,000
Subtract Three-Digit
Numbers
© Curriculum Associates, LLC, All Rights Reserved. | i-Ready.com 3DJH
Use Place Value to Round Whole

Round to the Round Numbers Numbers
nearest ten or
hundred *Availability by state not confirmed at time of publication. Please
check with your Educational Consultant for more information.

Personalized Instruction by Lesson

Monitor Performance
PDF
on Teacher-Assigned
PDF
Math All Math Students Current Week


Lesson Overview
Showing 10 of 20
Lesson Overview
Student Detail
Student Detail
Lessons
Showing 10 of 20
Student Lesson Domain Level

Performance
Performance
Status Assigned By
Teachers can track performance on lessons
Student Lesson Domain Level Status Assigned By
Passed PassedScore Score
Total Time
Total Time
on Lesson
on Lesson they assign and create groups of students
Anderson, Lily
3rd Attempt
Add and Subtract Add and Subtract
Anderson, Lily
3rd Attempt
within 1,000
within NO
1,000
NO
Mid 3
Not3
Mid
Passed
Not
50%
Passed
50%
16m
16m
Completed
Completed
11/18/20
11/18/20
Ms. Greene
Ms. Greene who might benefit from remediation or
Anderson, Lily
Practice: Multiply
ALG Early 3 Passed 70% 29m
Completed
11/16/20
Ms. Greene
enrichment based on how they perform on
Practice: Multiply and Divide within… Completed
Anderson, Lily
and Divide within…
ALG
Use Place Value to
Early 3 Passed 70% 29m
11/16/20
Completed
Ms. Greene
lessons.
Bell, Deidre NO Mid 3 Passed 82% 30m i-Ready
Round Numbers … 11/17/20
Use Place Value to Completed
Bell, Deidre NO Mid 3 Passed 82% 30m i-Ready
Round Numbers
Cameron, Lisa … Add and Subtract 11/17/20
Completed
NO Mid 3 Passed 75% 28m i-Ready
2nd Attempt within 1,000 11/17/20
Cameron, Lisa Add and Subtract Completed

NO
Add and Subtract Mid 3 Passed 75% 28m Completed i-Ready
2nd Attempt within
Graham,1,000
Oliver NO Mid 3 Passed 75% 25m 11/17/20 Ms. Greene
within 1,000 11/18/20
Add and Subtract Add and Subtract Completed

Completed
Graham, Oliver Manning, Tracey
within NO
1,000 Mid
NO 3 Passed
Mid 3 75%
Passed 88% 25m 25m 11/17/20 Ms.
Ms. Greene
Greene
within 1,000 11/18/20
Mclean, Phil Practice: Multiply Not Completed

Add and Subtract and Divide within… ALG Early 3 60% 20m Completed i-Ready
Manning, Tracey 2nd Attempt Passed Passed 11/17/20
NO Mid 3 88% 25m Ms. Greene
within 1,000 11/17/20
Use Place Value to Not Completed
Mclean, Phil NO Mid 3 63% 24m i-Ready
Round Numbers … Passed 11/19/20
Mclean, Phil Practice: Multiply Not Completed
ALG Early 3 60% 20m i-Ready
2nd Attempt and Divide within… Passed 11/17/20
Add and Subtract
Metcalfe, Pippa NO Mid 3 — — 0 Not Started Ms. Greene
Putting Research-Based Oral

within 1,000
Use Place Value to Not Completed
Mclean, Phil NO Mid 3 63% 24m i-Ready
Round
Pullman,Numbers
Maria … Division Word ALG
Passed Passed
Early 3 67% 20m
11/19/20
Completed
i-Ready
Problems, Part 1 11/20/20
Add and Subtract

Reading Fluency Assessment into

within 1,000
Division Word Completed

Pullman, Maria ALG Early 3 Passed 67% 20m i-Ready
Problems, Part 1 11/20/20
the Hands of Educators

New i-Ready Oral Reading Fluency Assessments
Introduction: You will read a passage about a girl who gets a

special cat statue from Japan.
A Complete Picture of
Cat Day Reading Performance
Emi was excited to get a package in the mail all the way from The i-Ready Oral Reading Fluency Assessments can
Japan, where her grandma and grandpa lived. Emi tried to determine a student’s proficiency and progress in
guess what was inside, but she had a feeling that it might be
a cat. Not a real cat, of course, but a small statue of a cat that
oral reading fluency and individual instruction needs,
was special to many people from Japan. and when used alongside trusted data from i-Ready
When Emi and her mom opened the box, Emi found what she
Diagnostic, can provide a complete picture of a
had been hoping for. She lifted out a white, smiling stone cat student’s overall reading performance.
with a red ribbon around its neck, its paw next to its ear,
waving at Emi. • Fluency Benchmark Assessments:
“Yes,” said Mom, “it’s a beautiful cat with a very interesting Use grade-level texts three times per year to
story from long ago that explains why cats are so special.” determine a student’s oral reading fluency
“There are lots of stories about why cats are special,” said Emi,
proficiency compared to nationally recognized
“but my favorite one is about a young man who decides to norms for their grade level.
rest under a tree that is next to an old, crumbling temple. On
the porch he sees a cat, rubbing its ear to wash itself, but the • Fluency Formative Assessments:
man thinks the cat is welcoming him into the temple. Just as
the man enters the temple, a great bolt of lightning strikes the
Used to determine individual students’
tree he had been resting under! The man believes the cat has instructional reading level, instructional needs,
saved his life, and he shows how thankful he is by ﬁxing the
and oral reading fluency growth over time.
old temple. This is why cats are loved in Japan, and why I
have my own special cat now!”
Oral Reading Fluency Task: Sample Grade 4 Passage (Student)

© 2020 Curriculum Associates, LLC, All Rights Reserved
450 Grade 4 Grade 4 Grade 4 Grade 3 Grade 3
Empowering Educators
463 Grade 4 Grade 4 Grade 4 Early 5 Grade 4
484 Early 5 Grade 4 Early 5 Mid 5 Early 5
491 Early 5 Mid 5 Grade 4 Mid 5 Mid 5
Access Powerful Resources

vel Below in Number and Operations or Algebra and Algebraic Thinking.
Directly from i-Ready
Rosters Assess & Teach Reports
Educators with a Teacher Toolbox subscription can gain instant access to thousands
of high-quality digital resources to support students’ learning needs in Mathematics
Teacher Toolbox
y with skills and concepts related to quantitative reasoning. They mayand English
struggle Language Arts.
with skills and
ber operations, or they may struggle with algebraic concepts related to factors and multiples, or both.
Program Subject
and Operations are probably most Rosters
challenged
Assess & Teach
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fractions.
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to focus
Moore
on foundational
a fraction is one number that represents a quantity, not just "one number over another number." They Ready Math
Targeted Instructional
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ons with different denominators or how to express fractions as equivalent fractions or decimals.
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Math Grade 5, Section 1 Diagnostic Window 1 Grade 5 Key
ency with multiplication and division facts.08/31/19 They will particularly benefit from instruction on the
- 09/30/19
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Teacher Toolbox
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also likely to need reinforcement of essential vocabulary.
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Lowe, Noah 470
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Elijah 470 (10 Students)
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Singh, Brian 463 Grade 4 Grade 4 Grade 4 Early 5 Grade 4
fraction concepts in order to understand that a fraction is one number that represents a quantity, not just "one number over another number." They
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Algebra and Algebraic Thinking
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tions in simplest terms. Operations

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Factors
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Ready Mathematics instruction
nity what fraction notation represents. Be alone. and skills described below in the section Algebraic Thinking. In addition to daily practice to develop
concepts
Equivalent Fractions
fluency with basic multiplication and
division facts, all students in this profile are also likely to need reinforcement of essential vocabulary. Write Fractions as Decimals
appropriately (two-thirds rather than two over
Number–Fractions
or digital access to Ready
• Decompose a fraction into a sum of fractions with like denominators.
through Teacher Toolbox
Tools for Instruction in Spanish
derstanding that, for•• Compare
example, two-thirds
fractions with unlike denominators.
Algebra and Algebraic Thinking
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Write equivalent fractions, including fractions in simplest terms.
Learn More
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• Write fractions with denominators of 10 or 100 as decimals. Multiples
Add and subtract multi-digit numbers. Number and Operations
subtract fractions and mixed numbers with like denominators.
s, fraction strips, counters, and number lines.

• Multiply three-digit numbers by one-digit numbers. Place Value through Hundred Millions
Toolbox to find standards-

• Divide three-digit numbers by one-digit numbers. Ready Mathematics instruction
Use models to reinforce at every opportunity what fraction notation represents. Be
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Students whostudents strengthen
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Spanish
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like denominators. Lesson 8: Number and Shape Patterns
for factoring algebraic expressions in later years. Give students ample opportunity to
determine the factor pairs for a given number in various situations, such as finding the
Lesson
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exploring fractions including hundred grids, fraction strips, counters, and number lines.
Provide frequent practice adding like fractions, comparing unlike fractions, and finding
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Lesson 14: Compare Fractions
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finding a common multiple to add or subtract
equivalent fractions on number lines as well as with area models and set models.
• Know multiplication and division fact families through 100.
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r years. Give students known ample opportunity
facts. Give students
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smaller goals for remembering
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Lesson 9: Model Multi-Step Problems
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Lesson 18: Understand Fraction
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Word Problems
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as Tenths and
Lesson 7: Multiples and Factors
Hundredths
area. Recognize thatunlikestudents often confuse
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fractions. The ability to identify factors and multiples also provides a foundation Lesson 21:
Lesson 8: Number and Shape
Relate Decimals Patterns
and Fractions
Help Regina Moore
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Help Resources (Spanish)
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Help13. Ms. Greene
Diagnostic & Standards Mastery
Subject
Math Actions
Diagnostic Growth Monitoring

Recommended Testing Windows Upcoming Tests
Assign Standards Mastery as a Teacher

07/13/18 - 08/31/18
10/25/18 - 12/01/18
02/28/19 - 03/25/19
Diagnostic Window 1
Diagnostic Window 2
Diagnostic Window 3
View Status Your account currently has no Growth Monitoring assessments automatically
scheduled.
Standards Mastery
Create Assignments Manage Schedule

Gain more insight into
Grade 4 Each test has six questions. Estimated time is 15 min.
students’ mastery of
grade-level standards.
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Test Name Standards Domain
Understand Multiplication A
Preview
4.OA.A.1 Operations & Algebraic Thinking Assign
Teachers can assign their own assessments in
Understand Multiplication B
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4.OA.A.1 Operations & Algebraic Thinking Assign districts that use Standards Mastery.
Multiplication and Division in Word Problems A
Available in fall/winter 2020.
Preview
Multiplication and Division in Word Problems B

Preview
Model Multi-Step Problems A

4.OA.A.3-1 Operations & Algebraic Thinking Assign
Preview
Model Multi-Step Problems B

Preview
Solve Multi-Step Problems A

Preview All images are prototypes and subject to change.
Solve Multi-Step Problems B
4.OA.A.3-2 Operations & Algebraic Thinking Assign iPad® is a registered trademark of Apple, Inc.
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Multiples and Factors A

IOS is a trademark or registered trademark of Cisco in the
4.OA.B.4 Operations & Algebraic Thinking Assign
Preview US and other countries and is used under license.
Multiples and Factors B
4.OA.B.4 Operations & Algebraic Thinking Assign Teacher Success Guide
|
Preview
78 Number and Shape Patterns A

4.OA.C.5 Operations & Algebraic Thinking Assign
Preview
Number and Shape Patterns B

4.OA.C.5 Operations & Algebraic Thinking Assign
Preview
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Educators can Readydive
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key actions
Video: Using Online Instruction Reports
Tools and Tips
at the time of need and further their
Browse Ready Classroom
10% 30% 55% 5% Math instructional material and find
On or Above
Grade Levell
One Grade
Level Below
Two or More
Grade Levels Below
Not Completed
Video: Using Diagnostic Results Reports understanding
Kit for oftohow
Monitoring
resources to
and you
help effectively
Responding
differentiate
intstruction
to Online for students.
Instruction
50% Kit for Using Data to Plan Instruction use i-Ready.
Explore Domain Placements Explore Instructional Groupings 50%
Students
Data Analysis Guide for Diagnostic Data View Resources

StudentsStudents
Student Worksheets to Track Their Own

Data
25%
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12% 13%
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How to Fit in 45 Minutes per Week
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NEW: Planning Template to Help Spice up
0 - 9 min 10 - 29 min 30 - 49 min 50+ min Understanding i-Ready Lesson Sequence
0 - 9 min 10 - 29 min 30 - 49 min 50+ min Engagement Strategies
Having Data Chats with Students

Monitor Online Instruction Visit i-ReadyCentral for more Tips and
Monitor Online Instruction
Tools
Topics Include:
• Administering the Diagnostic
• Best Practices for Personalized Instruction
• Setting Goals and Measuring Growth
• Using Data to Plan Instruction
• Analyzing Diagnostic Growth (for Leaders)
• Preparing for Small Group Instruction
• Planning and Evaluating Small Group
Instruction
• Engaging Students through Data Chats

Notes:

References
i
References
Download the Getting
Students Ready for the
A How does the i-Ready Diagnostic Presentation
F Q and other resources at
adaptive Diagnostic work? i-ReadyCentral.com/
GetGoodData.
Overview
i-Ready Diagnostic is a type of computer adaptive test that matches the difficulty of test questions to the
ability of each student. As students answer questions correctly, the test gets more difficult. As students answer
questions incorrectly, the test gets easier. In both scenarios, the test adapts to find the precise ability of each
student in the quickest, most efficient way possible.
Understanding the i-Ready Diagnostic

The Diagnostic starts each student at a difficulty level based on an educated guess that includes their chronological
grade level. As students answer questions correctly or incorrectly, the test adjusts up or down, with questions of
varying difficulty, until the assessment reaches the level of difficulty that is “just right” for each student.
This means that on the i-Ready Diagnostic: Because students will struggle with some
questions, it is important for teachers to
• No two students will take the same test. Just as every
prepare their students before they take the
student has a different ability level, every student will have Diagnostic. It helps when teachers:
a different test experience.
• Explain to students in an age-
• Students will see material teachers haven’t covered. appropriate way how the Diagnostic
This is an intentional part of the design of the adaptive works and prepare them for questions that
assessment. Students may see above-grade level material are very challenging.
and below-grade level material.
• Every student will receive a challenging test. The • Encourage students to try their best
Diagnostic is designed for students to get about 50% of and make their best guess if a question
the questions correct and 50% incorrect to help identify seems too difficult. It is better for a
their precise abilities on a range of skills. student to guess and move on than to try
for too long to get a question right.
• A student’s assessment score is not based on the
number of items answered correctly. A student’s score
is determined by making adjustments after each item to
determine their proficiency level estimate.
Question
Example Difficulty
12
11
Maria is a fourth grade student. After starting her out at an 10 Vocabulary
estimated ability level based on her chronological grade, 9
the test increases in difficulty as she answers items 8
correctly (the green dots) and decreases in difficulty 7 Actual

Performance
as she answers items incorrectly (the red dots). As 6 Level
5
Maria completes the i-Ready Diagnostic, the test zeroes in
4
on her actual ability level across a range of domains and
3
sub-domains in reading or mathematics. 2
Correct
1
Incorrect
K

i Understanding i-Ready Report Terminology
Get to know common report terminology so you can read and analyze your students’ data more
easily. Terms are presented in alphabetical order for easy reference.
Domain The i-Ready Diagnostic is divided into domains, or groups of related skills, that align with the main
College and Career Readiness domains. Domains and abbreviations in Diagnostic reports include:
Reading: Mathematics:
• Phonological Awareness (PA) • Number and Operations (NO)
• Phonics (PH) • Algebra and Algebraic Thinking (ALG)
• High-Frequency Words (HFW) • Measurement and Data (MS)
• Vocabulary (VOC) • Geometry (GEO)
• Comprehension: Literature (LIT) Personalized Instruction Summary reports combine
the Comprehension domains (COMP) and break out
• Comprehension: Informational Text (INFO) Close Reading (CR) as a separate domain of instruction.
Factors of Factors of Learning assess how students approach challenge, strategy, and focus in Learning
Games based on the choices they make in the games. Factors reported include Growth Mindset,
Learning Confidence, Productive Strategy, and Self-Regulation.
Learning Games are available to students in Grades K–8 using i-Ready Personalized Instruction for Mathematics, at district discretion.
Growth i-Ready’s built-in growth model provides two complementary Growth Measures, or benchmarks, for
understanding student growth: Typical Growth and Stretch Growth. Both take into account differences
Measures between students who placed at different levels on the first Diagnostic, and each represents
annual growth in scale score points from the initial Diagnostic to the end-of-year Diagnostic.
• Typical Growth: The average annual growth for students at this grade and placement level
• Stretch Growth: An ambitious, but attainable, level of annual growth that:

– Puts below-grade level students on a path to proficiency (i.e., attaining mid on-grade level placement)
– Puts on-grade level students on a path to advanced proficiency levels (i.e., achieving or
maintaining late on-grade level placement or higher)
Lesson Lesson Time-on-Task includes the total time students spent working in online lessons during a
specific week or date range. All lessons are counted in Lesson Time-on-Task, including i-Ready-
Time-on- Assigned Lessons and Teacher-Assigned Lessons that have been completed, are in progress,
Task or that were canceled after a student started working. Lesson Time-on-Task data is included
in Personalized Instruction and does not include time spent in Learning Games or other
assignments.
Lexile® The Lexile® Framework for Reading uses one scale to measure students’ reading ability and
text complexity to help you identify reading materials at each student’s level. A student’s Lexile
Measure measure is that student’s reading ability score. The Lexile range indicates the range of texts
and Range that will be easy to more challenging but still readable for the student. In i-Ready, students’
Diagnostic for Reading scores are used to approximate Lexile measures and ranges.
Lexile® and the Lexile® Framework are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad.
Copyright © 2020 MetaMetrics, Inc. All rights reserved.
References
Understanding i-Ready Report Terminology, Cont’d.
Max Score If a student’s scale score is above a maximum score range for a specific domain and grade within
the Diagnostic, you see “Max Score” instead of a grade-level placement. In some domains, such
as Foundational Domains in Reading, this occurs because those domains are not tested above a
certain level and the student has moved up to that level on the Diagnostic. If using Personalized
Instruction, the student does not receive lessons in the domain for which they have received the Max
Score at this time.
National Norms are percentiles, comparing each student’s performance with that of a nationally
representative sample of students in the same grade level who took the Diagnostic at the same
Norms time of year. For example, a student whose fall Diagnostic norm is 90 scored better than 90% of
a nationally representative group of students who took the Diagnostic in the fall.
Playtime Playtime includes total time students spent solving mathematics problems in Learning Games
for the last day, week, month, or school year to date. It does not include time navigating menus,
choosing game rewards, or pausing within games, nor is it included in Lesson Time-on-Task in
Personalized Instruction reports.
Percent i-Ready reports the percentage of lessons the student has passed* out of the total number of lessons
completed. For example, the Percent of Lessons Passed for a student who passed 8 out of 10 lessons is 80%.
of Lessons *To pass a lesson, a student’s score on the Lesson Quiz must meet the Passing Score. The Passing Score is automatically set at
Passed 67% in i-Ready. If your district or school administrator feels this should be adjusted, please ask them to contact your account
manager.
Placement Placement is equivalent to grade level and is determined based on scale score ranges for each
chronological grade (the grade in which the student is currently enrolled). Early, Mid, or Late On
Grade Level displays for students who are placing in their current grade level.
• Below Grade Level: Remediation focused on below-grade level material is recommended
to help fill in gaps in students’ foundational knowledge. Students in this level are not close to
meeting the expectations of College and Career Readiness Standards (CCRS) for their grade level.
• Early On Grade Level: Students in this level will benefit from on-grade level instruction to help
them meet the expectations of CCRS for their grade level. Students who placed Early On Grade
Level have only partially met these grade-level expectations.
• Mid On Grade Level: Students in this level will benefit from instruction in late on-grade level
topics. These students have met the minimum requirements for the expectations of CCRS in
their grade level.
• Late On Grade Level: Students in this level will benefit from late on-grade level enrichment
and will be ready for instruction focused on topics typically covered in the beginning of the
subsequent grade level. Students who placed Late On Grade Level have successfully met or
surpassed the grade-level expectations of CCRS.
• Above Grade Level: Students in this category will benefit from above-grade level instruction.
Students who placed Above Grade Level have successfully met or surpassed all the expectations
of CCRS for their grade level as well as some expectations from subsequent grade levels.

Understanding i-Ready Report Terminology, Cont’d.
Placement The Placement Definition gives you the flexibility to define what it means for students to be
considered On Grade Level (green) in i-Ready reports. You can choose from three selections:
Definition Standard View, Beginning-of-Year View, and End-of-Year View.
To learn more about which placement definition to select, refer to p. 91.
Scale Score The Diagnostic measures all students on the same scale so you can see which K–12 skills your
students have mastered, regardless of their grade level. Student performance is measured on
a scale of 100–800, with students’ current score indicating that they have mastered skills up to
that point and still need to work on the skills beyond that point.
Skills Skills Progress indicates how students are performing in a given domain and across individual
mathematics standards encountered in Learning Games. Reported as an approximate fluency
Progress level for each relevant standard, Skills Progress can be viewed for standards at the student’s
current grade level and for other grades.
Tested Out This means that a student did not see any items in the domain on the Diagnostic based on
high performance in other domains within the same subject. You will see “Tested Out” instead
of a grade-level placement. If a student tested out of any domain, there are no Next Steps for
Instruction or Personalized Instruction lessons, if using, in that domain for that student.
Quantile® The Quantile® Framework for Mathematics uses one scale to measure students’ mathematics
ability and the difficulty level of resources for mathematics instruction. Quantile measures help
Measure you identify targeted lessons and supplemental math materials based on each student’s ability.
and Range A student’s Quantile measure is that student’s math ability score. The Quantile range indicates
the range of mathematics materials that will be easy to more challenging for the student. In
i-Ready, students’ Diagnostic for Mathematics scores are used to approximate Quantile measures
and ranges.
Quantile® and the Quantile® Framework are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad.
Copyright © 2020 MetaMetrics, Inc. All rights reserved.
References
Download this
entire resource at
i Report Selector: Class- and

Student-Level Questions

i-ReadyCentral.com/
ReportSelector.
Diagnostic
If my question is: Use this report: Report contains:
1. How did my current class Historical Results (Class) Rosters Assess & Teach Reports Help Ms. Greene
• Previous school year’s results* for students:
progress in i-Ready last Historical Results 2018 - 2019 PDF – Class Progress to Annual Typical Growth
year?
Subject
Math
Class/Report Group
Grade 3, Section 1 Key

(median)
Progress to Annual Typical Growth (Median)
11 students assessed
– Class Final Overall Placement distribution
The median percent progress toward Typical Growth for this class was
70% 70% last year. Typical Growth is the average annual growth for a student
50% 100%
at their grade and initial Diagnostic placement level.
– Class % Lessons Passed distribution

Final Overall Placement % Lessons Passed
– Each student’s initial and final placement levels

Before First Diagnostic
and scale scores, % Progress and Scale Score

3 Students 3 Students 5 Students 14 Students 14 Students 8 Students 3 Students
Progress toward growth measures, Total Lesson
12% (From 4%) 12% (From 8%) 20% (From 36%) 56% (From 52%) 70 - 100% Passed 50 - 69% Passed 0 - 49% Passed
Time-on-Task with comparison of lessons

On (Mid/Late) or One Grade Level Two or More Not Completed
Above Grade Below or Early Grade Levels
Level On Grade Level Below
Diagnostic Growth Su…
Showing 2 of 25
Choose your table view
passed and completed
Diagnostic Summary Annual Typical Growth Annual Stretch Growth
Student
Initial Placement Final Placement Scale Score Scale Score
Percent Progress Percent Progress
& Scale Score & Scale Score Progress Progress
2. How did an individual Historical Results • A student’s previous results for up to three years
Anderson, Lily Mid 3 (473) Mid 3 (484) 64% 11/21 64% 11/21
Bailey, Lauren Mid 3 (473) Mid 3 (484) 67% 11/21 67% 11/21
student progress in (Student) of i-Ready use*:

Rosters Assess & Reports Help Ms. Greene
i-Ready previously (up to Historical Results Lily Anderson Grade 4 PDF

– Progress to Typical and Stretch Growth (for up
to two years prior)
the past three years)?
Subject Placement Definition
Math End-of-Year View Key
Grade 1
2016 - 2017
Grade 2
2017 - 2018
Grade 3
2018 - 2019
– Diagnostic Overall Placements and scores
2018 - 2019 Diagnostic Performance Summary (Grade 3) – Placements by Domain
Diagnostic 1 Diagnostic 2 Diagnostic 3
– Comparison of Personalized Instruction

08/30/18 Spanish Spanish
01/12/19 05/11/19
Overall
completed and passed, with % Lessons Passed,

Grade 3 (458) Early 4 (467) Mid 4 (507)
Placement & Scale Score
Standard Error +/- 6 Standard Error +/- 7 Standard Error +/- 6
overall and by domain

Placement by Domain
Number and Operations Grade 3 Early 4 Mid 4
– Total Lesson Time-on-Task for the year

Algebra and Algebraic Thinking Early 4 Mid 4 Mid 4
Measurement and Data Early 4 Grade 3 Mid 4
Geometry Grade 3 Grade 2 Mid 4
Placement Improved from Initial
3. Have all my students Diagnostic Status (Class) • Each student’s Diagnostic assessment status
Diagnostic Window
completed the Diagnostic Status

(Not Assigned, Not Started, In Progress with
During Each
PDF
Diagnostic? If not, how Subject
Math
Class/Report Group
Math Class A
Diagnostic
Diagnostic 1
Placement Definition
Standard View Key

% progress in real time, completed showing
08/03/19 - 08/31/19
placement and Rush alerts)
far along are they?
• When a student has seven days or less before
4. Whose Diagnostic is 2 8 10 their Diagnostic expires, a countdown appears
expiring soon?
Not Started In Progress Completed
2 Expiring Soon 2 Rushed 2 Rushed
Showing 22 of 22
with the number of days remaining. Diagnostics
5. Who rushed on the
Alerts Student
Kimball, Emerson
Status
Unassigned
Diagnostic Language
—
Placement
—
expire 21 days from the day each student started
Diagnostic?
Smith, Michael Unassigned — —
the test.
Gonzalez, Lisa Not Started —
Welch, Rebecca Not Started Spanish —
Bell, Deidre 13% In Progress —
3d Anderson, Lily 20% In Progress —
*Only available for those who used i-Ready in previous school years. Morgan, Addison
Rampling, Joshua
36% In Progress
42% In Progress
—
Burgess, Justin 51% In Progress —
Graham, Oliver 60% In Progress —
Payne, Joseph 75% In Progress —
2d Taylor, Justin 84% In Progress —
Duncan, Donna Completed 08/04/20 Mid 2
Williams, Dante Completed 08/04/20 Mid 2
Bailey, Lauren Completed 08/04/20 Grade 1
Lopez, Isabella Completed 08/04/20 Grade 1
Pullman, Maria Completed 08/10/20 Late 2
Buckland, Sonia Completed 08/10/20 Grade 1
Sanderson, Carl Completed 08/10/20 Grade 1
Dyer, Gabrielle Completed 08/10/20 Grade 1
Manning, Tracey Completed 08/10/20 Late 2
Morgan, Nathan Completed 08/12/20 Grade 1

Diagnostic, Cont’d.
6. How is my class performing and Diagnostic Results • Class Diagnostic placement distribution summary
what are their domain-specific (Class)* (% One Grade Level Below, % Two or More Grade
instructional needs? Diagnostic Results
Levels Below, % On or Above Grade Level)
PDF
7. What are the suggested growth Subject
Reading
Class/Report Group
Grade 5, Section 1
Diagnostic
Diagnostic Window 1
Standard View Key

• Each student’s:
measures for each of my students? – Overall scale score and placement
08/31/19 - 09/30/19
Overall Placement Placement by Domain*
8. What are the Lexile and/or – Domain placements

Phonological Awareness (PA)
Phonics (PH)
High-Frequency Words (HFW)
Quantile measures for each

Vocabulary (VOC)
7 Students 10 Students 3 Students 0 Students

Comprehension: Literature (LIT)
Comprehension: Informational Text (INFO)

– Growth measures for the school year
student in my class?
35% 50% 15% 0% *Students not completed are not included.
– Lexile or Quantile measures

On or Above One Grade Level Two or More Not Completed
Grade Level Below Grade Levels Below
Showing 20 of 20 Choose Your Column:
9. How did each student in my class – National Norms (Percentile Rank)

Placement by Domain Lexile® measures & ra…
Scale Overall
Student Date
Score Placement
PA PH HFW VOC LIT INFO Lexile Measure & Range
perform relative to a group of Sanchez, Abby
Stanton, Geena
615
613
Mid 5
Mid 5
Tested
Out
Tested
Max
Score
Max
Max
Score
Tested
Early 5
Early 5
Mid 5
Mid 5
Mid 5
Mid 5
1080L, 980L-1130L
1070L, 970L-1120L
09/14/19
09/12/19
• Rush alerts for students (when applicable)
nationally representative i-Ready
Out Score Out
Tested Max Tested

Tan, Melanie 610 Mid 5 Mid 5 Late 5 Mid 5 1060L, 960L-1110L 09/15/19
Out Score Out
students? *Coming Soon! Early in the 2020–2021 school year, an option to view five Overall
Wade, Kiara 603 Early 5 Tested
Out
Tested
Max
Score
Max
Tested
Out
Tested
Early 5 Mid 5 Early 5 1025L, 925L-1075L 09/11/19
Vo, Isaiah 599 Early 5 1010L, 910L-1060L 09/14/19
Placement Levels will be added. This will provide a more accurate picture of students’
Early 5 Mid 5 Mid 5
Out Score Out
10. Did any students rush through the

Tested Max Tested
McDonald, Kal 589 Early 5 Early 5 Early 5 Early 5 965L, 865L-1015L 09/14/19
Out Score Out
placement levels to focus instruction to help students make learning gains.

Tested Max Tested 925L, 825L-975L
Warren, Santino 581 Early 5 Grade 4 Early 5 Mid 5 09/12/19
Out Score Out
Diagnostic? Powell, Elijah
Singh, Brian
577
577
Grade 4
Grade 4
Tested
Out
Tested
Out
Grade 3
Grade 3
Tested
Out
Max
Score
Grade 4
Grade 4
Grade 4
Grade 4
Grade 3
Grade 4
910L, 810L-960L
910L, 810L-960L
09/11/19
09/15/19

Ruiz, Justin 571 Grade 4 Grade 4 Early 5 Grade 4 09/11/19
Out Score Out
11. What are the strengths and Diagnostic Results • Overall and domain Diagnostic placements and
Tested Tested
Choi, Isabelle 568 Grade 4 Grade 3 Grade 4 Grade 4 Grade 4 870L, 770L-920L 09/14/19
Out Out
Tested Tested 845L, 745L-895L

Hess, Michael 563 Grade 4 Grade 3 Grade 3 Grade 3 Grade 3 09/12/19
Out Out
areas of need for an individual scale scores

(Student)
Patel, Mia 560 Grade 4 Grade 4 Grade 4 Grade 4 09/15/19
Out Score Out
Baker, Danielle 560 Grade 4 Tested Tested Grade 4 Grade 4 Grade 3 830L, 730L-880L 09/14/19
Grade 3
student? • Lexile or Quantile measures

Out Out
Lowe, Noah 550 Rosters Assess

Grade 4 & Tested
Teach
Out
Max Reports
Tested
Out
Grade 4Help
Grade 4 Grade 4 785L, 685L-835LRegina Moore
09/12/19
Score
Tested Max Tested
• National Norms (Percentile Rank)

Diagnostic
Bowers, Tara Results
547 Danielle
Grade 4 Baker
Out Score Grade
Out5
Grade 4 Grade 4 Grade 4 770L, 670L-820L 09/14/19
PDF
After Each Diagnostic
12. How can I tailor instruction and

Tested Max Tested
Ramirez,
Subject Gabriella 542 Diagnostic Grade 4 Grade 4 Grade 4 Grade 4 750L, 650L-800L 09/15/19
Out Placement
ScoreDefinition
Out
Reading Diagnostic 1 (09/14/19) Standard View Key
• List of what student “Can Do” in each domain

Tested 660L, 560L-710L
Malone, Carla 522 Grade 3 Grade 3 Grade 2 Grade 3 Grade 3 Grade 3 09/14/19
Out
identify the right resources to best Cochran, Damon
Diagnostic 1
490 Grade 2
Tested
Out
MaxOn Grade
Mid
Score
Tested
Level (609)
Out
Grade 2
On Grade Level (581 - 640)
Grade 3 Grade 3
Overall
515L, 415L-565L
Grade 4 (560)
09/11/19
• Recommendations on Next Steps for Instruction

Standard Error +/- 12
640 Tested Tested
Simmons, Tristan 479 Grade 2 Out
Grade 2
Out Grade 1 Grade 2 Grade 2 465L, 365L-515L 09/14/19
support an individual student’s

Phonological Awareness * Tested Out
Typical Growth Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2019 MetaMetrics, Inc. All rights reserved.
Phonics * Grade 3
The average annual growth for a
and instructional resources tailored to next steps

student at this grade and Stretch 590
High-Frequency Words * Tested Out
placement level.
Typical 576
needs?
Vocabulary Grade 4
Stretch Growth
Comprehension: Literature Grade 4
An ambitious but attainable level of
annual growth that puts on-grade
level students on a path to
achieve/maintain advanced
proficiency levels.
520
Diagnostic 1
560
Comprehension: Informational Text Grade 3
* Foundational Domains
• Student’s latest Diagnostic placement level and
Grade 4
progress toward their Typical and Stretch Growth

09/14/19
This Diagnostic used to establish

Growth Measures.
measures
National
Norm andNorm
Lexile
andPerformance
Lexile® Performance
National Norm: Lexile measure & range:

38th Percentile 830L, range 730L-880L
“Find a Book, i-Ready” enables you to build custom reading lists. Based on the student's Lexile®
measure and personal insterests. Search for books now at www.Lexile.com/Fab/i-Ready.
Understanding Lexile Measures
Find a Book, i-Ready
13. H
ow can I group my students Instructional Groupings • # of students in each Instructional Grouping
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2020 MetaMetrics, Inc. All rights reserved.
Placement by Domain
Results in Phonics indicate that Danielle has difficulty decoding words accurately. Vocabulary is another cause for concern. This score indicates that Danielle has gaps in
according to instructional needs?

• List of individual students in each Instructional

grade-level word knowledge. Targeting Phonics and Vocabulary instruction is the best way to support this student’s growth as a reader. Taken together, this information
places Danielle in Instructional Grouping 1.
Instructional Groupings PDF
Phonological Phonics High-Frequency Vocabulary Comprehension: Comprehension:
Grouping with their overall and domain-level

Awareness Words Literature Informational Text
Subject Class/Report Group Diagnostic Grade
Tested Out Grade 3 Tested Out Grade 4 Grade 4 Grade 3
14. How do I plan my differentiated

Math Grade 5, Section 1
514 Diagnostic Window 1 561 Grade 5 547 519 Key
08/31/19 - 09/30/19
Developmental Analysis
Grouping 1 Grouping 2 Grouping 3 Grouping 4 Grouping 5 placements
instruction and identify the right
View All Groupings
This domain addresses Danielle's understanding
(4 Students) of informational text. Results indicate that Danielle
(10 Students) (0 needs instruction in Grade-Level
Students) 3 informational
(2 Students) (4 Students)
skills and strategies, such as identifying and evaluating an author's point of view or purpose, as well as analyzing cause-and-effect relationships.
• Instructional recommendations and resources for

Teach a variety of informational genres, including biographies, autobiographies, and newspaper or magazine articles.
Students
resources to best support my

Can Do Next Steps & Resources for Instruction
Showing 10 of 10
Diagnostic — Teach about

Scale Overall author's point of view and purpose.
each Instructional Grouping

Danielle is developing proficiency with below-grade
Student NO ALG MS GEO
Language Support Danielle
Score in applying these skills to Grade-Level 3 text:
Placement
level informational texts in skills such as:
• Determine an author's point of view in an informational text by looking for stated opinions.
• Sequencing events • Distinguish one's own point of view from that of the author of the text.
students’ needs?
Baker, Danielle 459 Grade 4 Grade 4 Grade 4 Grade 4 Grade 3
• Identifying cause-and-effect relationships • Determine an author's purpose for writing an informational text, including to inform, to
• Demonstrating understanding of key ideas persuade, and to entertain.
Bowers,
and details Tara 472Tools for Instruction
Grade 4 Early 5 Grade 4 Grade 4 Grade 4
• Comparing and contrasting
Determine Author’s Purpose
• Identifying main idea
Choi, Isabelle 470
• Retelling the most important ideas AdditionalGrade 4
Resources Grade 4 Grade 4 Grade 4 Grade 4
Ready® Reading instruction or digital access to Ready through Teacher Toolbox
Standards 3 Reading
INSTRUCTION
Lowe, Noah 470 Learn4More

Grade Grade 4 Grade 4 Early 5 Grade 4
• Grade 3
Lesson 11: Author's Point of View
Powell, Elijah 470 Grade 4 Grade 4 Grade 4 Grade 4 Grade 3
15. W
hat are the strengths and needs Standards
Ramirez, Gabriella
Ruiz, Justin
Spanish
— Provide additional strategies for determining word meaning.
472
450
Grade 4 Grade 4 Mid 5
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.
Grade 4 Grade 4 Grade 4 Grade 3
• Break the word apart and look for clues in the parts (base word, prefix, suffix).
Grade 4 Grade 4
Grade 3
• High-level overview of your students’ likely
of students in my class related to understanding of grade-level standards based on
• Guess the meaning of the word.
Performance
Singh, Brian 463• Try out theGrade
meaning4 in the original sentence
Grade 4 and see if it makes
Grade 4 sense in context.
Early 5 Grade 4
• Use the dictionary, if needed, to confirm this meaning.
Vo, Isaiah 484Tools for Instruction

Early 5 Grade 4 Early 5 Mid 5 Early 5
Diagnostic results
Teach New Word Meanings
grade-level standards?
Use Context to Find Word Meaning
Warren, Santino 491 Early 5 Mid 5 Grade 4 Mid 5 Mid 5
3 Reading Ready Reading instruction or digital access to Ready through Teacher Toolbox
– Hide Grouping Description
INSTRUCTION
Learn More
CCSS Performance
• Indications for students that they:

PDF
• Grade 3
Lesson
Students in this Grouping are One Grade Level Below in Number and 9: Unfamiliar
Operations Words and Algebraic Thinking.
or Algebra
Lesson 12: Words in Context
Subject Class/Report Group Grade Diagnostic
— Build understanding of how to connect text and visuals. Key
Reading Grade 5, Section 1 5 Diagnostic Window 1
Explain that readers get information from words in a text as well as from pictures,
– Likely understand the skills aligned to the

Instructional Priorities photographs, maps, and other types of illustrations.
08/31/19 - 09/30/19
• 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.
Students in this grouping are having difficulty with skills and concepts
• Prompt Danielle torelated
connectto
thequantitative reasoning.
text and visuals. Theysuch
Ask questions may as,struggle
“What do with skills
you see and
in the
Students Assessed/Total: 20/20 Common Coreillustration
State Standardsyou
for English
concepts related to fractions and whole number operations, illustration thatmay
or they matches what we
struggle justalgebraic
with read about? What details
concepts in this
related to factors tell more Language
and multiples,
Arts
or both.
about what we just read?”
standard
Thoseofstudents
Grade(s) Standards witha low score in NumberSwitchand Operations
Table View are probably most challenged by fractions. They will need to focus on foundational
fraction
Grade 5 conceptstoin order
Gradeto5understand that
Skill aSummary
fraction is one number that represents a quantity, not just "one number over another number." They
3 Ready Reading instruction or digital access to Ready through Teacher Toolbox
Reading
INSTRUCTION
Learn More
Those students with a low score in Algebra and Algebraic Thinking probably lack a sound understanding of the relationship between factors and
Showing 30 of 30 • Grade 3
multiples and may be held back by lack of fluency with multiplicationLesson and division facts.Words
17: Connecting They and
will Pictures
particularly benefit from
in Informational Text instruction on the
– Likely understand some of the skills aligned to

concepts and skills described below in the section Algebraic Thinking. In addition
Lesson to dailyWords
21: Connecting practice to develop
and Pictures fluency with basic multiplication and
in Stories
Standard Code Standard Description
division facts, all students in this profile are also likely to need reinforcement of essential vocabulary.
— Extend understanding of cause and effect.
Quote accurately from a text when explaining
effect what the text says explicitlyDefine
and when
RL.5.1 drawing inferences
• Define
from the text.else happen.
as something that happens. cause as something 0
7 that makes something 13
the standard but may not understand all of it

• Read aloud a Grade-Level 3 informational book and model the thought process behind discovering
RL.5.1 Quote accurately from a text when . . . drawing inferences
cause-and-effect from the text.
relationships. 7 0 13
Operations • Say, “When I read, I think about things that happen andTools forthings
why those Instruction
happen.”
• Model
Determine a theme of a story, drama, or asking and answering
poem from details in questions such as, how
the text, including “What happened?” and “Why did it happen?”
• RL.5.2
Add and subtract multi-digit numbers.
characters in a story or drama respond to challenges
• Then have or how
Danielle read the speaker in
an informational a poem
text Number
in a small and
– Operations
group. Remind 8 these same 12
the child to ask
reflects upon a topic; summarize questions
the text. and to look for details in the text to find answers.
• Multiply three-digit numbers by one-digit numbers. Place Value through Hundred Millions
– Likely do not have sufficient understanding of

• RL.5.2 . . . Summarize
Divide three-digit numbers numbers. Tools for Instruction
the text.
by one-digit 8 0 12
Identify Cause and Effect Subtract Multi-Digit Numbers
RL.5.2 Determine a theme of a story, drama, or poem from details in the text . . .
Additional Multiply7 by One-Digit Numbers
0 13
Students who struggle with operations involving regrouping in Resources
any of the four
Ready Reading instruction or digital access Multiply Three-Digit
to Ready Numbers
through Teacher by One-Digit
Toolbox
operations often lack the conceptual
Compare understanding
and contrast that
two or more drives
characters,
3 the algorithms.
settings, These
or events in a story or drama,
the skills aligned to the standard

Reading
RL.5.3 Numbers 4 4 12
INSTRUCTION
Learn
drawing on specific details in the text (e.g., how More interact).
characters
students may benefit from working with concrete or visual models, or alternative
• Grade 3 Divide by One-Digit Numbers
algorithms,
RL.5.4 in order to focus on the
Determine theplace value
meaning concepts
of words behind
and phrases asthe process.
they are usedOnce
in a text, including
6 as Sums 1 13
figurative language such as metaphors and similes. Lesson 1: Ask and Answer Questions about Key Ideas
Fractions
students understand why the process works, they can be guided to see the
Lesson relationship
4: Describing Cause and Effect
between the models and algorithms, and eventually use a more efficient Asking Questions about Stories Compare Fractions
Lesson 5:algorithm
RL.5.4 Determine the meaning of words and phrases as they are used in a text . . . 7 0 13
alone. Equivalent Fractions
• Results by standard for your class

— Develop understanding of using evidence to support inferences in
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the 5 0 15
Number–Fractions overall structure of a particular Grade-Level
story, drama, or 3 text.
poem.
• Explain that readers must use evidence from a text to support Adding Fractions
inferences aboutand Mixed
the text. Numbers
Evidence can
• RL.5.6
Decompose a fractionDescribe
into a sum
howof fractionsorwith
a narrator's like
speaker's denominators.
point
include wordsof view influences
or phrases from how events
the text, are from pictures
details and for
Tools illustrations,
7 Instruction and one's own prior
in0Spanish 13
described. knowledge and experience.
• Point out that readers often revise inferences as they readAlgebra and Algebraic
and gather Thinking
more information. They consider
• Students’ likely understanding of grade-level

Analyze how visual and multimedia newelements
details contribute
and to the meaning,
ask themselves, “Does my tone, or inference still make sense with what I know now?”
previous
• RL.5.7
Write equivalent fractions, including
beauty fractions
of a text (e.g., in novel,
graphic simplest terms.
multimedia presentation of fiction, folktale, myth, Factors5 0 15
poem).
• Write fractions with denominators of 10 or 100 asTools for Instruction
decimals. Multiples
• RL.5.9 Compare
Add and subtract fractions andand contrast
mixed Make
storieswith
numbers in Inferences
thelike
same genre (e.g., mysteries and adventure
denominators. 5 0 15
stories) on their approaches to similar themes and topics.
Additional Resources Additional Resources
standards in the context of standards for earlier or

Ready Reading instruction or digital access to Ready through Teacher Toolbox
Use models to reinforce at every opportunity what fraction3 notation represents. Be
Reading
INSTRUCTION
Ready Mathematics instruction
Learn More or digital access to Ready
consistent about reading fraction names appropriately (two-thirds rather than two over
• Grade 3 through Teacher Toolbox
three) to help students strengthen their understanding that, for example, two-thirds
Lesson 18: Describing Connections between Sentences and Paragraphs
means two copies of one third. Use a variety of manipulatives to assist students in Learn More
later grades
Provide frequent practice adding like fractions, comparing unlike fractions, and finding Grade 4
equivalent fractions on number lines as well as with area models and set models. Lesson 1: Understand Place Value
Algebraic Thinking Lesson 2: Compare Whole Numbers
• Identify factor pairs for numbers to 100.
Numbers
• Identify multiples of whole numbers with products to 100. Lesson 4: Round Whole Numbers
• Identify number patterns. Lesson 5: Understand Multiplication
Lesson 6: Multiplication and Division in
Word Problems
common factor to simplify fractions, and finding a common multiple to add or subtract Lesson 7: Multiples and Factors
unlike fractions. The ability to identify factors and multiples also provides a foundation Lesson 8: Number and Shape Patterns
16. H ow do I explain to families how their child did on the Diagnostic? For Families report
for factoring algebraic expressions in later years. Give students ample opportunity to Lesson 9: Model Multi-Step Problems
Additional
determine the factor pairs for a given number in various situations, such as finding the Lesson 10: Solve Multi-Step Problems
side lengths of all rectangles with a given area. Recognize that students often confuse Lesson 11: Multiply Whole Numbers
the terms factor and multiple with each other; encourage students to use their own best
Lesson 12: Divide Whole Numbers
strategies for learning the difference.
Lesson 13: Understand Equivalent
Questions:
Fractions
17. How did an individual student perform on our state standards? Your State Standards report
Fluency
• Know multiplication and division fact families through 100.
Lesson 14: Compare Fractions
Lesson 15: Understand Fraction Addition
and Subtraction
Lesson 16: Add and Subtract Fractions
The students in this group may have difficulty recalling basic multiplication facts. Lesson 17: Add and Subtract Mixed
Discuss with them strategies for remembering facts, or recalling facts based on other Numbers
known facts. Give students smaller goals for remembering facts, starting first with 1s, Lesson 18: Understand Fraction
2s, 5s, and 10s, then moving on to the more difficult-to-recall facts. Remind students Multiplication
that once they know one fact in a family, they can use that fact to recall the other facts Lesson 19: Multiply Fractions
in the family. Provide daily practice as necessary. Have each student keep a personal Lesson 20: Fractions as Tenths and
record of which facts they know and which they still need to learn. Hundredths
Lesson 21: Relate Decimals and Fractions
Essential Vocabulary Lesson 22: Compare Decimals
• Mathematics terms related to essential concepts at this level include fraction, STAMS
References
numerator, denominator, equivalent, factor, multiple, product, quotient, dividend, Book D
| 87
and divisor. Lesson 1: Multiplication Properties
Lesson 2: Multiply Mentally
Fluency with select mathematics vocabulary terms enables students to understand Lesson 3: Multiply by 1-Digit Numbers

instruction, follow directions, process and discuss mathematical ideas, and work more Lesson 4: Multiply by 2-Digit Numbers
confidently. Help students build essential mathematics vocabulary, especially by Lesson 5: Relate Division to Multiplication
encouraging them to use the words in discussions. Lesson 6: Divide without Regrouping
Lesson 7: Divide with Regrouping
Lesson 8: Equivalent Fractions
Lesson 9: Simplify Fractions
Lesson 10: Decimal Place Value
Lesson 11: Compare and Order Decimals
Lesson 12: Relate Decimals to Fractions
Lesson 17: Multiply 3-Digit Numbers
Lesson 18: 1-Digit Divisors
Lesson 19: Add and Subtract Like
Diagnostic, Cont’d.
18. How is my class Diagnostic Growth (Class) • Class progress toward Typical Growth
After Students Have Taken More Than One
(median) and distribution of progress to

progressing toward Diagnostic Growth PDF
Typical and Stretch Growth

Annual Typical Growth?
Diagnostic (in Addition to Previous)
Subject Class/Report Group Comparison Diagnostic Placement Definition
Reading Grade 5, Section 1 Diagnostic Window 2 End-of-Year View Key
• Current placements and improvements

11/30/19 - 12/30/19
Progress to Annual Typical Growth (Median) Current Placement Distribution
19. How is my class 44% for class overall and each student
progressing toward
50% 100%
The median percent progress towards Typical Growth for this group is 44%.
Typical Growth is the average annual growth for a student in their grade 3 Students 15 Students 2 Students 0 Students
• % progress toward Typical and Stretch
grade-level proficiency?
and placement level. 15% (From 15%) 75% (From 70%) 10% (From 15%) 0% (From 0%)
Growth for each student

On (Mid/Late) or One Grade Level Two or More Grade Not Completed
Above Grade Level Below or Early On Levels Below
Grade Level
Progress Distributions
20. W
hich students could Distribution of Progress to Annual
Typical Growth
Distribution of Progress to Annual
Stretch Growth
benefit from additional
# Students
# Students
7 7
6 6
4
3 3 3
support between now

1 0 0 0
<=19 20-39 40-59 60-79 80-99 100+ <=19 20-39 40-59 60-79 80-99 100+
Met Met
% Progress % Progress
and the end of the year?

Learn More about Growth
Showing 20 of 20
Annual Typical Growth Annual Stretch Growth

Initial Placement Current Placement
Student
Scale Score Scale Score & Scale Score & Scale Score
Progress Progress
Sanchez, Abby 143% 10/7 56% 10/18 Mid 5 (615) Mid 5 (625)
21. H
ow is an individual Diagnostic Growth • Student’s placements (overall and by
Malone, Carla 125% 25/20 53% 25/47 Grade 3 (522) Grade 4 (547)
Singh, Brian 100% 16/16 53% 16/30 Grade 4 (577) Early 5 (593)
student progressing
Powell, Elijah 88% 14/16 47% 14/30 Grade 4 (555) Grade 4 (569)
domain) for each Diagnostic

(Student)
Baker, Danielle 88% 14/16 47% 14/30 Grade 4 (560) Grade 4 (574)
• Student’s scale score for each Diagnostic

Lowe, Noah Rosters Assess
81%& Teach
13/16 Reports Help 13/30
43% Grade 4 (550) Regina Moore
Grade 4 (563)
toward their growth Cochran, Damon

Diagnostic Growth
Stanton, Geena
Danielle Baker
69%
57%
18/26
4/7
Grade 5
30%
22%
18/61
4/18
Grade 2 (490)
Mid 5 (613)
Grade 3 (508)
Mid 5 (617)
PDF
measures? Subject
Warren, Santino
Math
Hess, Michael
End of Year View

54%
44%
7/13
7/16
28%
23%
7/25
7/30
Early 5 (581)
Grade 4 (563)
Early 5 (588)
Key
Grade 4 (570)
• Student’s Typical and Stretch Growth
Year to Date Growth
Tan, Melanie 43% 3/7
Overall
17%
Diagnostic
3/18
Growth
Mid 5 (610) Mid 5 (613) measures and progress toward each
22. How is an individual Progress to Annual Typical Growth
Ruiz, Justin
Scale Points: 29/18
Vo, Isaiah
38%
38%
6/16
5/13 540
20%
20%
6/30
5/25
Grade 4 (571)
Mid On Grade Level (498)

Early 5 (599)
Grade 4 (577)
Early 5 (604)
measure
student progressing
161%
Choi, Isabelle 38% 6/16 20% 6/30 Grade 4 (568) Grade 4 (574)
Bowers,
This Tara
student has
50% 100%
made 161% progress toward Annual Typical Growth.25% 4/16 Stretch 490 13% 4/30 Grade 4 (547) Grade 4 (551) • Number of years students who started in
toward grade-level
Typical Growth is the average growth of students at this grade and
placement level. Typical 477
+29
the same placement level took to meet

Patel, Mia 25% 4/16 13% 4/30 Grade 4 (560)
+17 Grade 4 (564)
Progress to Annual Stretch Growth

Wade, Kiara 23% 3/13 12% 3/25 Early 5 (603) Early 5 (606)
proficiency?
Scale Points: 29/31
Ramirez, Gabriella
McDonald, Kal
94%
19%
15%
3/16
2/13 410
10%
8%
3/30
2/25
Diagnostic 1†
Grade 4 (548)
Early 5 (589)
Diagnostic 2 Diagnostic 3
Grade 4 (551)
Early 5 (591)
their proficiency goal
50% 100%
459 476 488
Simmons,
This student hasTristan 12%
made 94% progress toward his or her Stretch Growth. 3/26 5% Grade3/61
4 Grade
Grade 4 2 (479)Early 5 Grade 2 (482)
Stretch Growth is an ambitious but attainable level of annual growth 09/14/19 12/14/19 03/15/20
that puts students on a path toward proficiency.
†
This Diagnostic used to establish Growth Measures.
This student will need to meet their Annual Stretch Growth for at
least one year to be proficient.
Coming Soon! A new Prerequisites report for Mathematics helps teachers focus on the most important prerequisite skills to support grade-level
Learn More about Growth
instructional success. Availability by state not confirmed at time of publication. Please check with your Educational Consultant for more information.
Placement by Domain
Domain Diagnostic 1 Diagnostic 2 Diagnostic 3
Overall Grade 4 Grade 4 Early 5
Number and Operations Grade 4 Grade 4 Mid 5
Algebra and Algebraic Thinking Grade 4 Grade 4 Early 5
Measurement and Data Grade 4 Early 5 Early 5
Geometry Grade 3 Grade 3 Grade 4
Placement Improved from Initial

Note: As students progress through Personalized Instruction, you should continue to reference the Diagnostic Results
(Student) report to help inform your instruction. For help, go to the “Diagnostic” section of this Report Selector.

1. Is my students’ instructional Personalized Instruction • For this week, last week, last month, or a
usage in the recommended custom selected time frame:
Summary (Class) – # of students in each Lesson Time-on-
range and/or meeting our Personalized Instruction Summary
Task range, with visual emphasis on the

weekly goals for each subject? Subject Class/Report Group Date Range
Math Grade 5, Section 1 Last Month
recommended range of 30–49 minutes

2. How are my students
Students Using Instruction/Total (Last Month): 20/20 Students Completing Lessons/Total (YTD): 20/20
Weekly Average Lesson Time-on-Task Last Month Lessons Passed

per subject per week
performing in Personalized
Last Month Year to Date
– Lesson Time-on-Task for each student

Instruction (overall, this week,
9
– Overall % Lessons Passed for each student

Students
5
4 10 Students: 70 - 100% Passed 10 Students: 70 - 100% Passed
or in another time frame)? 2


6 Students: 0 - 49% Passed (including # passed and completed) and a

1 - 9 min 10 - 29 min 30 - 49 min 50+ min
class distribution summary
3. Which students are struggling Showing 20 of 20
Student
Weekly
Average
In
Lessons Passed (Last Month) Lessons Passed (YTD)
– Student Lesson Alerts indicating that
in their lessons or have had a
Progress
Time-on- Passed Completed % Passed Passed/Completed
Task
Baker, Danielle 46m 0 4 8 50% 17/20 85%

students are struggling or have had
domain shut off as a result?
Bowers, Tara 44m 2 5 6 83% 8/12 67%
Choi, Isabelle 23m 0 6 8 75% 4/6 67% domains automatically shut off
Cochran, Damon 36m 0 5 7 71% 32/35 91%
Hess, Michael 17m 1 7 9 77% 8/18 44%
4. Which lessons has an Personalized Instruction

Lowe, Noah
Malone, Carla
32m
28m
0
0
4
3
6
6
67%
50%
5/6
12/24
83%
50%
• Visual representation of the student’s
individual student taken, how progress through their personalized
Summary (Student)
McDonald, Kal 15m 0 5 8 63% 27/30 90%
Patel, Mia 4m 2 7 9 78% 20/23 87%
instruction path
much time did that student Powell, Elijah
37m 1
Reports
6
Help
7 86% 13/20
Regina Moore
65%
• Current domain status (i.e., On, Off, Max

Personalized
Ramirez, Gabriella Instruction Summary
53m Danielle
0 Baker
8 Grade
8 5 100% 25/30 83%
spend on those lessons, and Ruiz, Justin

Subject Date Range
41m 1 8 8 100% 20/25 80%
Math
Sanchez, Abby All Activity 51m 0 5 7 71% 19/23 83%
Score) and lessons passed in each domain
how have they performed on Simmons, Tristan
Current & Past Lessons

42m
Upcoming Lessons
0 9 9 100% 18/24 75%
Singh, Brian 44m 1 7 8 88% 20/23 87%
• Details on each of the student’s in progress

them? Stanton, Geena
Monitor Domain Progress
9m
Grade K
1
Grade 1 Grade 2
1
Grade 3
1
Grade 4 Grade 5
0%
Grade 6
6/20
Grade 7
30%
Grade 8 and completed lessons, including: start date,

Domains
E M L E M L E M L E M L E M L E M L E M L E M L E M L
5. How is an individual student Number and Operations (NO) View
Algebra and Algebraic

Thinking (ALG) View
completion date, passed or not passed,
making progress on their Measurement and Data (MS) View
score, Lesson Time-on-Task
Geometry (GEO) View
lesson path in each domain?

On Grade Level
• Upcoming lesson path for i-Ready-Assigned

Activity Overview
Lessons Passed (YTD)
55/65 | 85%
Total Lesson Time-on-Task (YTD)
23h 26m Lessons and Teacher-Assigned Lessons
6. What lessons are next in a Domains Passed/Completed % Lessons Passed Lesson Time-on-Task: Year to Date
• Student Lesson Alerts indicating this
student’s lesson path? Number and Operations (NO)
Algebra and Algebraic Thinking (ALG)

22/28
22/25
79%
88%
23h 26m
student is struggling or has had domains
automatically shut off, with the ability to
Measurement and Data (MS) 6/7 86%
7. What lessons have I assigned Geometry (GEO) 5/5 100% Last Week Current Week
34m 47m
get recommended resources and turn the
to a student? domain back on directly from this screen
Showing 9 of 60
Lesson
Alerts Domains Level Lesson Passed Score Time-on- Started Finished
Task
8. How did my class and my Personalized Instruction • For this week, most recent two weeks, or a
NO Late 5 Multiply Decimals — — 26m 03/01/20 In Progress
NO Late 5 Add and Subtract Fractions in Passed 100% 31m 03/01/20 03/01/20
Word Problems
students perform on their custom selected time frame:

by Lesson*
NO Mid 5 Add and Subtract Fractions Passed 90% 34m 02/22/20 02/22/20
NO Mid 5 Practice: Subtract Decimals Passed 90% 29m 02/15/20 02/15/20
i-Ready-Assigned and/or NO
Rosters
Mid 5
Assess & Teach
Practice: Add Decimals
Reports Help
Passed 70% 31m 02/15/20
Ms. Greene
02/15/20
– Student performance on i-Ready-Assigned
and/or Teacher-Assigned Lessons
PDF
Teacher-Assigned Lessons?
NO Mid 5 Add and Subtract Decimals Not Passed 60% 28m 02/13/20 02/14/20

NO Mid 5 Add and Subtract Decimals Not Passed 50% 34m 02/07/20 02/07/20
– Details on each of the student’s not

NO Mid 5 Understand Place Value Passed 100% 29m 02/06/20 02/06/20
9. Which lessons have my class

Lesson Overview Student Detail
Showing 10 of 20
NO Early 5 Divide Unit Fractions in Word
Problems
Passed 90% 41m 02/05/20 02/05/20
started Teacher-Assigned Lessons, all
or students completed in a
Performance
Student
Anderson, Lily
Lesson
Add and Subtract

Domain Level
Passed
Not
Score
Total Time
on Lesson
Status
Completed
Assigned By
in progress lessons, and all completed

lessons, including lesson names, previous
NO Mid 3 50% 16m Ms. Greene
domain, and how have they

3rd Attempt within 1,000 Passed 11/18/20
Practice: Multiply Completed

Anderson, Lily ALG Early 3 Passed 70% 29m Ms. Greene
and Divide within… 11/16/20
performed on them? Bell, Deidre

Use Place Value to
Round Numbers …
NO Mid 3 Passed 82% 30m
Completed
11/17/20
i-Ready lesson attempts, domains, lesson levels,
Cameron, Lisa
2nd Attempt
Add and Subtract
within 1,000
NO Mid 3 Passed 75% 28m
Completed
11/17/20
i-Ready
passed/not passed, percentage scores,
10. How has my class performed Graham, Oliver
Manning, Tracey
Add and Subtract
within 1,000
Add and Subtract

NO
NO
Mid 3
Mid 3
Passed
Passed
75%
88%
25m
25m
Completed
11/18/20
Completed
Ms. Greene
Ms. Greene
Total Time on Lesson, and date completed
on a lesson?
within 1,000 11/17/20
Mclean, Phil
2nd Attempt
Practice: Multiply
and Divide within…
ALG Early 3
Not
Passed
60% 20m
Completed
11/17/20
i-Ready • Ability to sort by Passed or Not Passed to
Mclean, Phil
Use Place Value to
NO Mid 3
Not
63% 24m
Completed
i-Ready
view students who are struggling in similar
11. What levels are students in
Round Numbers … Passed 11/19/20
domains and levels

Add and Subtract
within 1,000
my class working at in each Pullman, Maria

Division Word
Problems, Part 1
ALG Early 3 Passed 67% 20m
Completed
11/20/20
i-Ready
• Ability to review by domain and level or

domain? lesson name
*Coming Soon! During the 2020–2021 school year, the option to view the Personalized Instruction by Lesson report by Lesson Overview will become
available. Lesson Overview groups lessons students are completing and provides details, including number of students assigned, students passed/
completed, and % Students Passed.
References
For more
information, visit
Learning Games for Mathematics* i-ReadyCentral.com/
Interactive Learning Games provide engaging mathematics practice that LearningGames.
strengthens understanding of mathematics concepts, including fluency and
number sense.

1. How much time has my class Playtime (Class) • For the last day, last week, last month, or
spent on Learning Games? this school year:
– Average playtime** in minutes for the
2. Which games has each of my class and each student
students played and for how – Each student’s relative usage of each
long? game
3. How are my students performing Skills Progress (Class) • Each student’s approximate fluency level
on individual mathematics (Demonstrating fluency, Approaching
fluency, Not yet approaching fluency,
standards addressed in the Not enough gameplay data) for a specific
games? domain or standard based on relevant
gameplay
• Student performance against standards
for different grades based on relevant
gameplay
4. How are my students displaying Factors of Learning • Each student’s demonstrated level (High,
these key Factors of Learning Medium, Low, Not enough gameplay
(Class) data) of each factor of learning, based on
during gameplay: Growth choices made during gameplay
Mindset, Confidence, Productive
• Descriptions of and strategies for
Strategy, Self-Regulation? supporting Growth Mindset, Confidence,
Productive Strategy, and Self-Regulation
*Available to students in Grades K–8 using i-Ready Personalized Instruction for Mathematics, at district discretion.
**Playtime only includes minutes spent solving mathematics problems in the games, not time spent navigating menus, choosing rewards, or pausing
games. Learning Games Playtime is separate from Personalized Instruction Lesson Time-on-Task.

A Which Placement Definition
F Q
should I select? Diagnostic Results PDF
Overview Subject Class/Report Group Date Range Placement Definition
Reading Grade 5, Section 1 Window 1 Standard View Key

On the Diagnostic Status, Diagnostic Results, and
Diagnostic Growth reports you are asked to select the Showing All Students
“Placement Definition” for your students. Phonics (PH)
• This feature gives you the flexibility to define what it means for a student to be considered On Grade Level Vocabulary (VOC)
(green). As you choose, you can consider how learning progresses throughout the year (i.e., in the beginning of the Literature (LIT)
Informational Text (INFO)
year, students have not been exposed to grade-level material yet). 35%
7 Students
50%
10 Students
15%
3 Students
0%
0 Students
*Students not completed are not included
On or Above One Two or More Not Completed
Grade Level Grade Level Below Grade Levels Below
• Student scale scores, placement levels, and growth measures do not change, regardless of what view you
use, but how students are categorized and color-coded in your report does change.
Placement by Domain Lexile® measure & range

Student Scale Overall
Date
Name Score Placement
PA PH HFW VOC LIT INFO Lexile® measure & range
Max Max Max

Sanchez, Abby 615 Mid 5 Mid 5 Mid 5 Grade 3 1080L, 980L-1130L 9/14/18
Understanding “Placement Definition”

Score Score Score
Tested Max Tested

Stanton, Geena 613 Mid 5 Out Score Out
Early 5 Mid 5 Early 5 1070L, 970L-1120L 9/14/18
View Students Are Considered . . . Tan, Melanie 610 Use This View
Mid 5
Tested
Out
Max
*
Score
Tested
Out
Mid 5 Late 5 Mid 5 1060L, 960L-1110L 9/14/18
Tested Max Tested

Beginning- ( green) if they are Emerging (place one year belowWade,
their
Kiara 603
• ToEarlyunderstand
5
students’ needs at the beginning
Out Score
1025L, 925L-1075L
Out
Early 5 Early 5 Early 5 9/14/18
of-Year current grade) or place Early, Mid, or Late within their current599
Vo, Isaiah
ofEarly
the 5
year (to account for possible learning
Tested Max loss
Tested
1010L, 910L-1060L
Early 5 Mid 5 Early 5 9/14/18
Out Score Out
grade level or above and that they may not have been exposed to
McDonald, Kal
(yellow) if they place Two Grade Levels Below their current 589
grade material
Early 5 from their current grade level yet)
Tested
Out
Max
Score
Tested
965L, 865L-1015L
Out
Early 5 Early 5 Grade 4 9/14/18
(red) if they place Three or More Grade Levels Below

Warren,their
Santino 581 • ToEarlycreate
5 initial instruction
Tested
Out
and intervention
Max
Score
Tested
925L, 825L-975L
Out
Grade 4 Early 5 Mid 5 9/14/18
current grade groups

Baker, Danielle 577 Grade 4 Tested Grade 3 Tested Grade 4 Grade 4 Grade 3 910L, 810L-960L 9/14/18
Out Out
Standard ( green) if they place within their current grade level at Early, 577
Singh, Brian
• ToGrade
understand
4
how students are performing
Tested
Out
Max
905L, 805L-955L
Grade 3
Score
Grade 4 Grade 3 Grade 4 9/14/18
Mid, or Late On Grade Level during the school year
Tested Max Tested
Ruiz, Justin 571
(yellow) if they place One Grade Level Below their current grade • AsGrade
the4
“default” view throughout
Out
880L, 780L-930L
Score Out
Grade 4 Early 5 Grade 4 9/14/18
(red) if they place Two or More Grade Levels BelowChoi,their

Isabelle 568 the year
Grade 4 in most reports
Tested Tested
870L, 770L-920L
Grade 3 Grade 4 Grade 4 Grade 3 9/14/18
Out Out
current grade
Tested Tested
Hess, Michael 563 Grade 4 Grade 3 Grade 3 Grade 4 Grade 2 845L, 745L-895L 9/14/18
Out Out
End-of- ( green) if they place Mid or Late On Grade Level inPatel,

theirMia 560
• ToGrade
understand
4
which students have met
Tested
Out
Max the Tested
830L, 730L-880L Early 5 Grade 4 Grade 4 9/14/18
Score Out
Year current grade or Above Grade Level minimum requirements to be considered

(yellow) if they place One Grade Level Below theirPowell,
currentElijah 555 proficient
Grade 4 for their grade
Tested
Out
Max Tested
810L, 710L-860L
Score Out
Grade 4 Grade 4 Grade 4 9/14/18
grade or Early On Grade Level in their current grade

Lowe, Noah 550
• AsGrade
the4
“default” view in
Out
the
Tested Diagnostic
MaxGrowth
Score
Tested
785L, 685L-835L Grade 4 Grade 4 Grade 2 9/14/18
Out
(red) if they place Two or More Grade Levels Below their reports
Tested Max Tested
Ramirez, Gabriella 548 Grade 4 Grade 4 Mid 5 Grade 4 775L, 675L-825L 9/14/18
current grade Out Score Out
Tested Max Tested

Bowers, Tara 547 Grade 4 Out Score Out
Grade 4 Grade 4 Grade 4 770L, 670L-820L 9/14/18
*When comparing two or more reports, it is very important to make sure you have selected the same Placement Definition for every report.
Max
Malone, Carla 522 Grade 3 Grade 3 Grade 2 Grade 3 Grade 4 Grade 3 660L, 560L-710L 9/14/18
Score
Tested Max Tested

Cochran, Damon 490 Grade 2 Grade 3 Grade 3 Grade 3 515L, 415L-565L 9/14/18
Example
Out Score Out
View Two Grades

Simmons, Tristan 479 Grade 2 PreviousGrade
Grade
Tested
2
Tested
Grade 2 Current
Grade 3 Grade 2 Grade
465L, 365L-515L 9/14/18
Previous Out Out
Fourth grader Michael gets a scale score Beginning-of-Year Early

Mid Late
of 470 on the 2nd Diagnostic. This places
him Early On Grade Level in his current Standard Early Mid Late
grade. If his teacher runs her reports using:
• Beginning-of-Year or Standard View: End-of-Year Early Mid Late
Michael’s score will be considered On
Grade Level and his score will be shaded green ( ). Michael
2nd Diagnostic
• End-of-Year View: Because Michael’s score places him Early On Grade Level, Scale Score: 470
it will be shaded yellow ( ).
References
Download this
entire resource at
i Data Analysis: Class Data

Diagnostic Results (Class)*

i-ReadyCentral.com/
DataAnalysisGuide.
How is my class performing and what are their domain-specific

instructional needs?
What are the suggested growth measures for each of my students?**
Report to Use Report Criteria to Select

Diagnostic Results (Class): • Select the Class or Report Group you want to review.
Select Reading or Math. • Select the Date Range for the Diagnostic you want to review.
• Select the Placement Definition. For more information, see p. 91.
Data to Focus On
1 Overall: Look at the distribution of students Diagnostic Results PDF
in each grade-level placement. Subject Class/Report Group Date Range Placement Definition
Math Grade 5, Section 1 Diagnostic 1 (09/14/18) Standard View Key
2 Placement by Domain: Overall Placement

1 Placement by Domain*
2
– Which domain(s) has the highest percentage Showing All Students
of students on or above grade level? Number and Operations (NO)
Algebra and Algebraic Thinking (ALG)
– Which domain(s) has the lowest percentage Measurement and Data (MS)
Geometry (GEO)
of students on or above grade level? *Students not completed are not included
– Which domain(s) do you want to focus on for 7 Students 10 Students 3 Students 0 Students
35% 50% 15% 0%
teacher-led instruction? On or Above

Grade Level
One
Grade Level Below
Two or More
Grade Levels Below
Not Completed
3 4
3 Student Performance: Sort by either Scale Placement by Domain Growth Measures
Score, Overall Placement, or a specific domain Student

Name
Scale
Score
Overall
Placement
NO ALG MS GEO
Typical Stretch
Date
Growth Growth
to identify the needs of groups and individual

Tan, Melanie 517 Mid 5 Late 5 Grade 3 Late 5 Mid 5 14 20 09/14/18
students.
Sanchez, Abby 516 Mid 5 Late 5 Mid 5 Grade 3 Early 5 14 20 09/14/18
4 Student Growth Measures: Select column Stanton, Geena 512 Mid 5 Early 5 Early 5 Mid 5 Mid 5 14 20 09/14/18
data to see the growth measures for each Please note this report
Warren, Santino 491
shows Early
data 5
after the first Diagnostic. After a subsequent Diagnostic,
Mid 5 09/14/18
Grade 4 Early 5 Mid 5 18 29
student in your class. select

McDonald, Kal
a different
489
date range
Early 5
and focus on the same data and suggested
Early 5
actions.
09/14/18
Early 5 Early 5 Mid 5 18 29
Vo, Isaiah 484 Early 5 Early 5 Early 5 Grade 4 Early 5 18 29 09/14/18
Wade, Kiara 483 Early 5 Early 5 Early 5 Early 5 Grade 4 18 29 09/14/18
Suggested Actions Patel, Mia 473 Grade 4 Early 5 Early 5 Grade 4 Grade 4 18 31 09/14/18
• Interpret the data: • Set goals: Visit i-ReadyCentral.com/GrowthGoals

Ramirez, Gabriella 472 Grade 4 Grade 4 Grade 4 Mid 5 Grade 4 18 29 09/14/18
– In which domain did students have the most success? Why? Bowers, Tara after the first Diagnostic to create goals for the
472 Grade 4 Grade 4 Grade 4 Grade 4 Grade 4 18 29 09/14/18
– Why did students have less success in some domains? Lowe, Noah second Diagnostic and the end of the year. Share
Baker, Danielle
goals with students and families after the Diagnostic.
463 Grade 4 09/14/18
• Use data to drive your instruction: Based on your
Grade 4 Grade 4 Grade 4 Grade 3 18 29
data and analysis, make instructional decisions such as Singh, Brian

• Celebrate classwide success with students:
463 Grade 4 Early 5 Grade 3 Grade 4 Grade 4 18 29 09/14/18
creating student groups, strategically adding Teacher- Powell, Elijah (e.g., behaviors during the Diagnostic, success in a
Assigned Lessons, or using the Teacher Toolbox. Choi, Isabelle

certain domain, meeting class Diagnostic goals, etc.)
*Coming Soon! Early in the 2020–2021 school year, an option to view five Overall Placement Levels
Ruiz,will be added.454
Justin This will provide
Grade 4 a more accurate
Grade 4
picture
Grade 4
of students’
Grade 4 Grade 3
placement
18
levels
29
to09/14/18
focus
instruction to help students make learning gains.
Hess, Michael 453 Grade 4 Grade 4 Grade 3 Grade 4 Grade 3 18 29 09/14/18
**Growth measures are created after the first Diagnostic and do not change throughout the year.
|
Malone, Carla 440 Grade 3 Grade 3 Grade 3 09/14/18
Grade 3 Early 5 18 35
92 Cochran, Damon 429 Grade 2

Grade 2 Grade 3 Grade 2 Grade 3 20 41 09/14/18
Simmons, Tristan 429 Grade 2 Grade 2 Grade 2 Grade 3 Grade 2 20 41 09/14/18

How can I group my students and plan my instruction to best meet their
needs? Rosters Assess & Teach Reports Help Regina Moore
Diagnostic Results PDF
Reports to Use and Criteria to Select Subject Class/Report Group Diagnostic Placement Definition
Reading Grade 5, Section 1 Diagnostic Window 1 Standard View Key
08/31/19 - 09/30/19
Instructional Groupings: Overall PlacementDiagnostic ResultsPlacement

Optional (Class): Select Reading or Math.
by Domain*
Select Reading or Math. This report enables you to create small groups that are more specific
– Select the Class or Report Group. to your instructional needs and purpose than those automatically
Phonics (PH)
– Select the Date Range for the recommended by i-Ready (i.e., by placement level, by domain). High-Frequency Words (HFW)
Vocabulary (VOC)
Diagnostic. Comprehension: Literature (LIT)

Data to Focus On
On or Above One Grade Level Two or More Not Completed
Data to Focus On Rosters

Management
Assess & Teach
Assess & Teach
Reports
Reports
Help
Help
Regina Moore
Don Adison
Diagnostic Results
Instructional Groupings report:
PDF
Instructional Groupings Placement by Domain Lexile® measures & ra…

Scale Overall
Student Date
Subject Placement
Score Class/Report Group Diagnostic Placement Definition
Subject Class/Report Group PA DiagnosticPH HFW VOC LIT

Grade INFO Lexile Measure & Range
1 Examine the Groupings. Reading

Math
Grade 5, Section 1
Grade 5, Section 1
Diagnostic Window 1
Diagnostic Window 2 5
Standard View
Key
Key
Tested08/31/19
Max - 09/30/19
Max
Sanchez, Abby 615 Mid 5 1080L, 980L-1130L 09/14/19
2
Early 5 Mid 5 Mid 5
1
Out Score
11/30/19 Score
- 12/30/19
2 Click on a specific Grouping for details, Stanton,
View AllGeena
Groupings 613
GroupingMid
1 5
Tested
Grouping
Out
Max
2
Score
Tested
Out
Grouping
Early 5 3 Mid 5 Grouping
Mid 5 4
1070L, Grouping 5 09/12/19
970L-1120L
Recommendations for Teacher-Led 3 Students 9 Students
Tested Max Tested

0 Students
3 Students 5 Students
Tan, Melanie 610 Mid 5 Mid 5 Late 5 Mid 5 1060L, 960L-1110L 09/15/19
Instruction, and Resources. Cochran, Damon
Hess, Michael
OutDanielle
Baker,
Bowers, Tara
Score Out Patel,
Phonics
High-Frequency WordsSingh,
(HFW)
(PH) Mia
Brian
McDonald, Kal
Sanchez, Abby
Tested Max Tested
Wade, Kiara 603 Simmons, Tristan
Early 5 1025L, 925L-1075L
Stanton, Geena 09/11/19
Early 5 Mid 5 Early 5
Choi,Out
IsabelleScore Out VocabularyWade,
(VOC) Kiara
Lowe, Noah Comprehension: Literature (LIT) Tan, Melanie

Optional: Diagnostic Results (Class):
Vo, Isaiah 599 Early 5 Malone, CarlaScore Early 5 Mid 5 Mid 5 Vo, Isaiah 09/14/19
Out Out
7 Students Rosters
10 Students Assess Powell,
3 Students & Teach Elijah
0 Students Reports Help Regina Moore
35% 50% 15% Tested Gabriella
0%
Ramirez, Max Tested *Students not completed are not included.
McDonald, Kal 589 Early 5 Early 5 Early 5 Early 5 965L, 865L-1015L 09/14/19
On or Above One Grade Level Two or More Out
Not Completed Score Out
Determine the criteria (e.g., Scale Score,

Ruiz, Justin
1 Diagnostic Results
1
PDF
Warren,
TestedSantino
Max Tested 925L, 825L-975L
Warren, Santino 581 Early 5 Grade 4 Early 5 Mid 5 09/12/19
domain placement, Lexile measures, Showing 20 of 20
Subject Class/Report Group
Out
Diagnostic
Score Out
Choose Your Column:
Tested Tested
Quantile measures) you want to use to Powell, Elijah

Reading
Student
577
Scale
Grade 5, Grade
Section4 1
Overall
Grade 3
Out Diagnostic Window Grade 4
Out 1 by Domain
Placement StandardGrade
Grade 4
View 3 910L, 810L-960L
Lexile® measures & ra…
09/11/19
Key
Date
Score Placement 08/31/19 - 09/30/19
create your small groups. Sort by that Singh, Brian
Overall Placement
577 Grade 4 Tested
PA
Out
Grade 3
PH
Max
HFW
Score
Grade 4
VOC
Placement by Domain*
Grade 4
LIT Grade 4
INFO 910L,Measure
Lexile 810L-960L
& Range 09/15/19
criteria to examine the data. Ruiz, Justin

Sanchez, Abby 571
615 Grade
Mid 5 4
Tested
Out
Max
Max
Score
Score
Max
Tested
Score
Out
Grade
Early 54 Early
Mid 55 Grade
Mid 5 4 880L, 780L-930L
1080L, 980L-1130L 09/11/19
09/14/19
2 Note individual student performance Choi, Isabelle

Stanton, Geena 568
613 Grade
Mid 5 4
Tested
Out
Max
Grade 3
Score
Tested
Tested
Out
Out
Grade
Early 54 Grade
54
MidPhonicsGrade
(PH)5 4
Mid 870L, 770L-920L
1070L, 970L-1120L 09/14/19
09/12/19
in order to determine who needs extra 2 Hess,Melanie

Tan, Michael 563
610 Grade
Mid 5 4
Tested
Out
Max 3
Grade
Score
Tested
Tested
Out
Out
Grade
Mid 5 3 Grade
Late 53
Vocabulary Grade
Mid 5 3
(VOC) 845L, 745L-895L
1060L, 960L-1110L 09/12/19
09/15/19
support within each small group you create. Patel, Mia

Wade, Kiara 560
603 Grade54
Early Tested
Out
Max
Max
Score
Score
Tested
Tested
Out
Out
Comprehension: Literature (LIT)
Grade 54 Grade
EarlyInformational
Comprehension: 4 (INFO)
Mid 5Text Grade
Early 54 830L, 730L-880L
1025L, 925L-1075L 09/15/19
09/11/19
Baker, Danielle 560 Level Grade Tested Max Tested
Tested 830L, 730L-880L
1010L, 910L-1060L
Vo, Isaiah
On or Above 599
One Grade or More54
TwoEarly Not Completed Grade 3 Grade
Early 54 Grade
Mid 5 4 Grade
Mid 5 3 09/14/19
09/14/19
Grade Level Below Grade Levels Below Out Score Out
Out
Tested Max
Max Tested
Tested
Lowe, NoahKal
McDonald, 550
589 Grade54
Early Grade
Early 54 Grade
Early 54 Grade
Early 54 785L, 865L-1015L
965L, 685L-835L 09/12/19
09/14/19
Out Score
Score Out
Out
Tested Max
Max Tested
Tested
Bowers, Santino
Warren, Tara 547
581 Grade54
Early 770L,
925L, 670L-820L
Lexile® 825L-975L 09/14/19
09/12/19
Suggested Actions
Placement Grade
byGrade 44
Domain Grade
Early 54 Grade
Mid 5 4 measures & ra…
Out Score
Score Out
Out
Scale Overall
Student Date
Score Placement
Tested Max 3 Tested
Tested
Ramirez,Elijah
Powell, Gabriella 542
577 Grade 4 PA PH
Grade HFW VOC
Grade 44
Grade LIT
Grade 44
Grade INFO
Grade 34
Grade 750L,
910L, 650L-800L
Lexile Measure & Range
810L-960L 09/15/19
09/11/19
Out Score Out
Out
• Interpret the data for small groups of students: Sanchez,

Malone,
Singh, Abby
Carla
Brian
• Plan teacher-led instruction: Using resources (e.g.,
615
522
577 Mid 5 4
Grade 3
Tested
Tested
Out
Out
Max
Grade
Score33
Grade
Max
Max
Grade
Score2
Score
Early 543
Grade
Grade Mid 543
Grade
Grade Mid 543
Grade
Grade 1080L,810L-960L
660L,
910L, 980L-1130L
560L-710L 09/14/19
09/15/19
For each group, examine their needs and note next Stanton, Geena
Teacher Toolbox, Tools for Instruction), plan your small
613 Mid 5 4
Tested
Tested Max
Max
Tested
Tested
Tested 1070L, 970L-1120L 09/12/19
Ruiz, Justin
Cochran, Damon 571
490 Grade 2 Early 542
Grade
Grade Mid 553
Early
Grade Mid 543
Grade
Grade 880L,
515L, 780L-930L
415L-565L 09/11/19
09/11/19
steps to address them (e.g., consider teacher-led group teacher-led instruction based on each group’s
Out
Out Score Out
Out
Out
Score
Tested Max Tested
instruction, strategically adding Teacher-Assigned data.

Tan, Melanie 610 Mid 5 4 Tested Tested 1060L, 960L-1110L 09/15/19
Choi, Isabelle
Simmons, Tristan 568
479 Grade 2 Out
Grade 32
Grade
Score Out
Mid 541
Grade
Grade Late 542
Grade
Grade Mid 542
Grade
Grade 870L,
465L, 770L-920L
365L-515L 09/14/19
09/14/19
Out Out
Lessons, and celebrating success).

Tested
Tested Max Tested
Wade,Michael
Kiara 603 Early 54 1025L,745L-895L
925L-1075L 09/11/19
• Focus on goals: Use your small group instruction to
Hess, 563 Grade Grade Tested Early 53
Grade Mid 53
Grade Early 53
Grade 845L, 09/12/19
Out
Out Score3 Out
Out
• Review Personalized Instruction schedules: Vo, Isaiah

Patel, Mia
support students toward class and individual goals. Let
599
560 Early 54
Grade Tested
Out
Max
Max
Score
Score
Tested
Tested
Out
Out
Early 54
Grade Mid 54
Grade Mid 54
Grade 1010L,730L-880L
830L, 910L-1060L 09/14/19
09/15/19
Prioritize access to students who will benefit the McDonald,

Baker, Kal
Danielle students know how specific content and skills you are
589
560 Early 54
Grade
Tested
Tested
Out
Out
Max
Grade
Score3
Tested
Tested
Out
Out
Early 54
Grade Early 54
Grade Early 53
Grade 965L, 730L-880L
830L, 865L-1015L 09/14/19
09/14/19
most from instruction to close skills gaps. Warren,

Lowe, Santino
Noah
addressing will help them achieve their goals.
581
550 Early 54
Grade Tested Max
Max Tested
Tested Grade 44
Grade Early 54
Grade Mid 54
Grade 925L, 685L-835L
785L, 825L-975L 09/12/19
09/12/19
Out Score
Score Out
Out
Tested
Tested Max 3 Tested
Tested
Powell, Elijah
Bowers, Tara 577
547 Grade 4 Grade Grade 44
Grade Grade 44
Grade Grade 43
Grade 910L, 670L-820L
770L, 810L-960L 09/11/19
09/14/19
Out
Out Score Out
Out
Tested Max 3 Max

Tested
References Singh, Brian
Ramirez, Gabriella 577
542 Grade 4 Grade
Score
Grade 44
Grade Grade 44
Grade Grade 44
Grade 910L, 650L-800L
750L, 810L-960L 09/15/19
09/15/19
| 93
Out Score Out
© 2020 Curriculum Associates, LLC. All rights reserved. Ruiz, Justin

Malone, Carla 571
522 4
Grade 3 Tested Max 3
Grade Tested2
Grade
Out
Grade 34
Grade Early 53
Grade Grade 34
Grade 880L, 560L-710L
660L, 780L-930L 09/11/19
09/14/19
Out Score
Tested Max Tested

Tested
Choi, Isabelle
Cochran, Damon 568
490 4
Grade 2 Grade 3
Score
Grade 24
Grade Grade 34
Grade Grade 34
Grade 870L, 415L-565L
515L, 770L-920L 09/14/19
09/11/19
Out Out
Out
Diagnostic Growth (Class)
How is my class progressing toward Annual Typical Growth and grade-level
proficiency?
Which students could benefit from additional support, based on progress
toward growth measures and grade-level proficiency, between now and the end
of the year?
Report to Use Report Criteria to Select Rosters Assess & Teach Reports Help Regina Moore
Diagnostic Growth
Diagnostic Growth (Class): Select the Comparison Diagnostic you want to review. PDF
Select Reading or Math. Note: Placement Definition defaults to the End-of-Year View. For more information, see p. 91.
Subject
Math
Class/Group
Grade 5, Section 1
Comparison Date Range
Diagnostic Window 3
End-of-Year View Key
Data to Focus On Progress to Annual Typical Growth (Median) Current Placement Distribution

111%
1 Overall Placement: Look at the Current Diagnostic Growth50% 100%

PDF
Placement Distribution pie chart. The median percent progress toward Typical Growth for this class is 111%.
Subject Typical GrowthClass/Group Comparison
is the average annual growth for a student at theirDate
gradeRange Placement Definition
Math Grade 5, Section 1 Diagnostic Window 3 End-of-Year8View Key
– What percentage of students is at each placement Students
40% (From 15%)
10 Students
50% (From 67%)
2 Students
10% (From 15%)
level and how did that change from the prior Progress to Annual Typical Growth (Median)
On (Mid/Late) or
Above Grade Level
Current Placement Distribution

One Grade Level
Below or Early On
Grade Level
1
Two or More Grade
Levels Below
Diagnostic? Progress Distributions
2 Overall Growth: Look at the Progress to Annual Distribution of Progress to Annual

111%
2 Distribution of Progress to Annual
50% Typical Growth
100% Stretch Growth
Typical Growth bar graph. The median percent progress toward Typical Growth for this class is 111%.
Typical Growth is the average annual growth for a student at their grade
– How is the class progressing toward Annual

# Students
# Students
10
8 Students 10 Students 2 Students
8
6 40% (From 15%) 50% (From 67%) 10%
6 (From 15%)
Typical Growth?* 0 1 0
3
0
On (Mid/Late) or
Above Grade
1 Level
One Grade Level
3
2
Below or Early On
Grade Level
Two or More Grade
Levels Below
<=19 20-39 40-59 60-79 80-99 100+ <=19 20-39 40-59 60-79 80-99 100+
Met Met
3 Student Growth: Sort students by Percent Progress Progress Distributions

% Progress % Progress
toward Annual Typical Growth, Percent Progress Learn More About Growth
Showing 20 of 20
Distribution of Progress to Annual
Typical Growth
3 Distribution of Progress to Annual
Stretch Growth
toward Annual Stretch Growth, Initial Placement Student
Annual Typical Growth Annual Stretch Growth
Initial Placement Current Placement
Scale Score Scale Score & Scale Score & Scale Score
& Scale Score, and/or Current Placement & Scale

Progress # Students Progress
# Students
10
Baker, Danielle 161% 29/18 94% 29/31 8 Grade 4 (459) Early 5 (488)
Score to analyze the data. Bowers, Tara 0 1 0

3
78%
6
14/18 45%
0
114/31
3
2
Grade 4 (472)
6
Early 5 (486)
– Which students are making progress? Choi, Isabelle

<=19 20-39 40-59 60-79
% Progress
172%
80-99 100+
Met
31/18
<=19
100%
20-39
31/31
40-59 60-79
% Progress
80-99
Grade 4 (459)
100+
Met
Early 5 (490)
– Which students can benefit from additional support? Cochran, Damon 85% 17/20 41% 17/41 Grade 2 (429) Grade 3 (446)
Learn More About Growth
– Consider whether students are making expected progress toward Typical Growth targets*, are making progress
Hess, 20
Showing Michael
of 20 39%
Annual Typical Growth

7/18 23%
Annual Stretch Growth

7/31 Grade 4 (453) Grade 4 (460)
to Stretch Growth targets**, have made an increase in their placement level, and/or have achieved a Mid On
Lowe,
Student
Noah
Percent Progress
94% 17/18
Scale Score
Progress
Percent Progress
55% 17/31
Scale Score
Progress
Grade
Initial 4 (470)
Placement
& Scale Score
Early
Current 5 (487)
Placement
& Scale Score
Malone, Carla 244% 44/18 126% 44/35 Grade 3 (440) Early 5 (484)
Grade Level placement or above. Baker, Danielle 161% 29/18 94% 29/31 Grade 4 (459) Early 5 (488)
McDonald, Kal 161% 29/18 100% 29/29 Early 5 (489) Mid 5 (518)
Bowers, Tara 78% 14/18 45% 14/31 Grade 4 (472) Early 5 (486)
Patel, Mia 172% 31/18 100% 31/31 Grade 4 (473) Mid 5 (504)
Choi, Isabelle 172% 31/18 100% 31/31 Grade 4 (459) Early 5 (490)
Suggested Actions Cochran, Damon

Ramirez, Gabriella
85%
111%
17/20
20/18
41%
65%
17/41
20/31
Grade 2 (429)
Grade 4 (472)
Grade 3 (446)
Early 5 (492)
Hess, Michael 39% 7/18 23% 7/31 Grade 4 (453) Grade 4 (460)
Ruiz, Justin 167% 30/18 97% 30/31 Grade 4 (454) Early 5 (484)
• Interpret the data: • Celebrate students for bright spots and accomplishments.
Lowe, Noah
Sanchez, Abby
94%
193%
17/18
27/14
55%
135%
17/31
27/20
Grade 4 (470)
Mid 5 (516)
Early 5 (487)
Grade 6 (543)
Malone, Carla 244% 44/18 126% 44/35 Grade 3 (440) Early 5 (484)
– Examine students to analyze growth and change • Data Chats: Facilitate data chats with students to discuss
Simmons, Tristan 85% 17/20 41% 17/41 Grade 2 (429) Grade 3 (446)
McDonald, Kal 161% 29/18 100% 29/29 Early 5 (489) Mid 5 (518)
in placement level.
progress toward goals, identify bright spots and areas for
Singh, Brian
Patel, Mia
305%
172%
55/18
31/18
177%
100%
55/31
31/31
Grade 4 (463)
Grade 4 (473)
Mid 5 (518)
Mid 5 (504)
– Prioritize students who are not making expected improvement, and plan next steps.
Stanton, Geena 79% 11/14 55% 11/20 Mid 5 (512) Mid 5 (523)
Progress toward Typical Growth and have placed Tan, Melanie 100% 14/14 70% 14/20 Mid 5 (517) Early 5 (492)
*Most classes should expect to see at least 50% median progress and an individual student isEarly
Ramirez, Gabriella 111% 20/18 expected
5 (492) 65% 20/31 Grade 4 (472)
below level for additional support. Also consider to makeVo, Isaiah
50% Progress to Annual Typical67% 12/18
Growth 42%
at midyear when 12/29
the secondEarly 5 (484)
Diagnostic isMid 5 (503)
given about
Ruiz, Justin 167% 30/18 97% 30/31 Grade 4 (454) Early 5 (484)
your knowledge of students and whether rushing halfway Wade,
between
Kiara the initial and end-of-year
94% Diagnostics, with
17/18 59%equal periods Early
17/29 of instruction
5 (483) between
Mid 5 (500) each
Sanchez, Abby 193%
assessment. When the midyear Diagnostic is27/14 135%
scheduled earlier 27/20
or later Mid 5 (516)
in the year, Grade 6 (543)
look for Progress to
was a factor in recent results. Warren, Santino
Annual Typical
94%
Growth to vary accordingly.
17/18 61% 18/29 Early 5 (491) Mid 5 (509)
Simmons, Tristan 85% 17/20 41% 17/41 Grade 2 (429) Grade 3 (446)
– Examine the Diagnostic Results (Class) or **In typical districts,

Singh, Brian
we’ve seen that roughly
305%
25%–35%
55/18
of students
177%
will reach these
55/31
aspirational
Grade 4 (463)
targets. It
Mid 5 (518)
(Student) report(s) for domain-specific needs and is important to remember that Stretch Growth measures differ significantly from student to student and
Stanton, Geena 79% 11/14 55% 11/20 Mid 5 (512) Mid 5 (523)
class to class, making it problematic to set uniform Stretch Growth goals for aggregations of students. For
recommendations for teacher-led instruction for more information
Tan, Melanie on Typical and Stretch
100% Growth
14/14 measures,70%see p. 14/20
34 or go toMidi-ReadyCentral.com/PDFs/
5 (517) Early 5 (492)
groups of students or individual students. Using-i-Ready-as-a-Student-Growth-Measure.

Vo, Isaiah 67% 12/18 42% 12/29 Early 5 (484) Mid 5 (503)
Teacher
Early 5 (483) Success Guide
|
Wade, Kiara 94% 17/18 Mid 5 (500)
59% 17/29
94 Warren, Santino ©94%2020 Curriculum 61%

17/18 Associates,
18/29 LLC. All rights
Early 5 (491) reserved.
Mid 5 (509)
Personalized Instruction Summary (Class)
How do I monitor my students’ progress in Personalized Instruction and

respond to meet their needs?
Report to Use Report Criteria to Select

Personalized Instruction Summary • Select the Class or Report Group you want to review.
(Class): Select Reading or Math. • Confirm the Date Range for Personalized Instruction data
you want to review. You may select Current Week, Last
Week, Last Month, or a custom date range.
Data to Focus On
Personalized Instruction Summary
1 Lesson Alerts*: Monitor and respond to lesson alerts. Math Grade 5, Section 1 Current Week
– omain Shutoff alerts: Which students have a

D Students Using Instruction/Total (Current Week): 20/20
Lesson Time-on-Task Current Week

2 Students Completing Lessons/Total (YTD): 20/20
Lessons Passed
domain that’s been shut off? Current Week Year to Date
– truggling with Lessons alerts: Which students

S
are struggling with lessons? 9 75%
Students
Average % Lessons Passed
5 Average Lessons Completed: 2

4 10 Students: 70 - 100% Passed
2 Overall: Review the distribution of students for 2

Lesson Time-on-Task and % Lessons Passed. 1 - 9 min 10 - 29 min 30 - 49 min 50+ min
– Individual students should aim for 45 minutes of

1
Showing 20 of 20 3 3
Personalized Instruction per subject with high % Lessons Alerts Student
Lesson
Time-on-
In
Lessons Passed (Current Week) Lessons Passed (YTD)
Progress
Passed in order for each student and class/report group Task Passed Completed % Passed Passed/Completed
Baker, Danielle 46m 1 1 2 50% 17/20 85%

to consistently maintain the recommended range of
Bowers, Tara 44m 2 2 2 100% 8/12 67%
30–49 minutes of Personalized Instruction per subject Choi, Isabelle 23m 1 1 1 100% 4/6 67%
weekly and 70%–100% of lessons passed for the year. Cochran, Damon 36m 1 1 1 100% 32/35 91%
Hess, Michael 17m 1 0 1 0% 8/18 44%
3 Student Performance: Sort by Lesson Time-on-Task Lowe, Noah 32m 1 1 1 100% 5/6 83%
and % Lessons Passed. It’s critical to look at both Malone, Carla 28m 1 1 2 50% 12/24 50%
Lesson Time-on-Task and % Lessons Passed together McDonald, Kal 15m 1 1 1 100% 27/30 90%
to accurately assess individual students’ progress and areas of need. Consider which students . . .
Patel, Mia 4m 1 - 0 - 20/23 87%
Powell, Elijah 37m 1 1 2 50% 13/20 65%
– Have completed 45 minutes, less than 30 minutes, or more than 50 minutes of Personalized Instruction
Ramirez, Gabriella 53m 1 3 3 100% 25/30 83%
– Are in the range of 30–49 minutes of Lesson Time-on-Task Ruiz, Justin 41m 1 2 2 100% 20/25 80%
– Are in the range of 70%–100% of lessons passed Sanchez, Abby 51m 1 2 3 67% 19/23 83%
Simmons, Tristan 42m 1 2 2 100% 18/24 75%
Singh, Brian 44m 1 2 2 100% 20/23 87%
Stanton, Geena 9m 1 0 1 0% 6/20 30%
Suggested Actions
• Monitor the data: Develop a weekly practice for reviewing • Respond to student needs: Use the data to inform
Student Lesson Alerts, Lesson Time-on-Task, and Percent of teacher-led small group and individualized instruction.
Lessons Passed. We recommend that:
• Celebrate bright spots and accomplishments:
– Individual students aim for 45 minutes of Personalized
Instruction per subject with high Percent of Lessons Passed – Recognize achievements with students and families.
each week – Create classwide incentive systems for reaching
Percent of Lessons Passed and usage goals.
– Aggregate groups maintain the recommended range of
*Student Lesson Alerts are only available for current week or a custom selected time
30–49 minutes of Personalized Instruction frame that includes the current day.
– Individual students and groups maintain 70%–100% of
lessons passed for the year
References
i Instructional Support Resources
Use the instructional resources recommended in i-Ready based on your students’ Diagnostic results to
deliver differentiated instruction and skills practice for your class, small groups, or individual students.
Tools for Instruction Find Equivalent Fractions
Objective Identify and model equivalent fractions. Materials Paper plates or paper circles, crayons or colored pencils
K–8, Reading and Mathematics; Mathematics also available in Spanish Find Equivalent Fractions
This activity builds on prior skills with dividing circles and rectangles into equal parts to show halves, thirds, and
fourths and using fraction language to describe the parts. It also builds on skills such as identifying fractions
Objective Identify and model equivalent fractions. Materials Paper plates or paper circles, crayons or colored pencils
represented as parts of a whole shown in area models.
This activity builds on prior skills with dividing circles and rectangles into equal parts to show halves, thirds, and
In this activity,
fourths and using students identify
fraction language to and name
describe equivalent
the parts. fractions
It also builds represented
on skills such as identifyingas parts of a whole using an area
fractions
What They Are:

represented as parts of a whole shown in area models.
model. This will help students recognize equivalent fractions on a number line, as well as represent whole
In this activity, students identify and name equivalent fractions represented as parts of a whole using an area
numbers as fractions. It also provides meaning when they later learn to multiply the numerator and denominator
model. This will help students recognize equivalent fractions on a number line, as well as represent whole
by the same
numbers numberIt also
as fractions. to find equivalent
provides meaning whenfractions.
they laterAlearn
good understanding
to multiply the numerator ofand
equivalent
denominatorfractions is the foundation
for comparing, adding and subtracting
fractions.fractions with unlike denominators.
Short, downloadable PDFs of targeted lesson plans for teacher-led
by the same number to find equivalent A good understanding of equivalent fractions is the foundation
for comparing, adding and subtracting fractions with unlike denominators.
Step by
Step byStep
Step 20–30 minutes
instruction that are tied directly to students’ skills gaps and needs
20–30 minutes
Model12 5 42 1 2
1 1Model 2
.
· 5· .
4
· student
• Give the · a paper plate. Ask him to fold it in half vertically, unfold it, and draw a line down the crease.
• Give
Ask:the
Whatstudent
fraction is a paper plate.
represented by eachAsk
part?him to fold it in half vertically, unfold it, and draw a line down the crease.
(halves)
Ask: What
• Instruct thefraction
student toisshade
represented
one half ofby
theeach
paper part? (halves)
plate. Write the fraction on the board.
Use To: • Have the student fold the plate again, this time horizontally. Unfold it and draw a line down the new crease.
• Instruct
• Have
the student to shade one half of the paper plate. Write the fraction on the board.
Ask: Now what fraction is represented by each part? (fourths)
the student
• Ask questions to leadfold the plate
the student again,
to compare thisand
halves time horizontally.
fourths, such as: How Unfold it and
many fourths draw a line down the new crease.
are shaded?
Ask: How dowhat
(2) Now you write the fraction
fraction two fourths? ( 24)by
is represented Originally there was
each part? one shaded part, and now there are two
(fourths)
• Provide differentiated small group instruction, targeting needs
··
shaded parts. Did the shaded area get bigger? (no) What happened? Guide the student to conclude that when
• Askthequestions to lead
plate was folded, it wasthe student
divided into moreto parts,
comparebut thehalves andstayed
shaded area fourths, such as: How many fourths are shaded?
the same.
(2) How
• Say: dotheyou
Since write
shaded areathe
is thefraction two
same, we call fourths?
these 2 ) Originally
equivalent(fractions. there
That means theywas oneand
are equal shaded
representpart,
the and now there are two
identified in the Instructional Groupings and Diagnostic Results same part of the whole. Write 12 5 24 on the board. Be sure the··4student understands he can use either 1 or 2 to
shaded parts. Did the shaded
·· ·· area get bigger? (no) What happened? Guide the
describe the fraction of the plate that is shaded.
2 student
·· 4
·· to conclude that when
the plate was folded, it was divided into more parts, but the shaded area stayed the same.
(Student) reports 2 Model

• Say: Since25
4
· 8
the4.shaded area is the same, we call these equivalent fractions. That means they are equal and represent the
·
the 1 5 24plate it and drawunderstands he can use either 1 or 2 to

same
• Showpart
the of the whole.
student Write
how to fold paper
2 what
on tothe board.
divide it intoBe sureUnfold
eighths. the student 2 ·· 4
··
lines down the new creases. Ask: Now ·· fraction is the plate divided into? (eighths) ··
describe the fraction of the plate that is shaded. 4
• Ask: How many eighths are shaded? (4) How do you write the fraction four eighths? (8)
• Provide individualized instruction aligned with the Next Steps 2 Model 2 5write
the student 4. ··12 5 ··24 5 ··48 on the board.
··
• Say: Since the shaded area is still the same, we have found another equivalent fraction. Help
4
· 8
Compare and on
Contrast
·
for Instruction individual Diagnostic Results • Show
3 Lookthe
lines
student how to fold the paper plate to divide it into eighths. Unfold it and draw
for patterns.
• Ask down the
questions newthecreases.
to help Ask:
student look forNow what
patterns, suchfraction is the
as: Each time platethe
we folded divided into?
paper plate, (eighths)
what
Although students observe similarities and differences quite frequently in their everyday lives, they may not happened
• Ask: to the size
How many of the parts?
eighths are (They got smaller.)
shaded? (4) How Eachdo
time we write
you folded the
thepaper plate, what
fraction fourhappened
eighths? (48)
to the
• Review or remediate prerequisite skills during whole class

know how to apply this skill to the characters, places, details, and events they read about. Comparing and
contrasting specific details in a text requires close and active reading, two of the most critical components of
• Say:
number of parts? (It got bigger.) Each time we folded the paper plate, what happened to the size of the shaded ··
Since
area? the shaded
(It stayed the same.)area is still the same, we have found another equivalent fraction. Help
the student write 12 5 24 5 48 on the board.
·· ·· ··
instruction reading for comprehension. To help students become proficient, explicitly teach the vocabulary and tools related
to comparing and contrasting, as well as the pertinent times to use them. i-Ready.com
3 Look for patterns.
Number and Operations I Grade 3 I Find Equivalent Fractions I Page 1 of 2
©Curriculum Associates, LLC Copying is permitted for classroom use.
• Ask questions to help the student look for patterns, such as: Each time we folded the paper plate, what
Three Ways to Teach happened to the size of the parts? (They got smaller.) Each time we folded the paper plate, what happened to the
number of parts? (It got bigger.) Each time we folded the paper plate, what happened to the size of the shaded
Teach Signal Words 10–15 minutes area? (It stayed the same.)
Compare and
Explicitly teach theContrast
language students need to express the similarities and differences they observe. Say, When Lesson Structure:
Compare
weAlthough
compare, and
we Contrast
tell how things are thequite
same. When weeveryday
contrast,
lives, we
they tell how things are different. Certain signal words
Number and Operations I Grade 3 I Find Equivalent Fractions I Page 1 of 2
students observe similarities and differences frequently in their may not
i-Ready.com
help us totoapply
know how
contrasting
describe
specific
how
this skill to the things
details incharacters,
are
places,
a text requires
alike
details,
close • Step by Step: Follow the step-by-step directions in the Tool for
Although students observe similarities and differences quite frequently in their everyday lives, they may not
know how to apply this skill to the characters, places, details, and events they read about. Comparing and
or different.
and events
and they read about. Comparing and
active reading, two of the most critical components of
contrasting specific details in a text requires close and active reading, two of the most critical components of
reading for comprehension. To help students become proficient, explicitly teach the vocabulary and tools related ©Curriculum Associates, LLC Copying is permitted for classroom use.
Display a wall chart of compare-and-contrast signal words, such as the one below.
reading for comprehension. To help students become proficient, explicitly teach the vocabulary and tools related
toto
Instruction to teach the specific skill addressed.
comparing
comparing andand contrasting,
contrasting, as wellas
as well as the pertinent
the pertinent times
times to use them.to use them.
ThreeWays
Three Ways to TeachThat Signal Similarities
to Teach
Words Words That Signal Differences
Teach
TeachSignal
like Words
Signal both
Words
10–15 minutes
similarly
10–15 minutes alike but however yet although
• Two, Three, or Four Ways to Teach: Multiple strategies are given to
Explicitly teach the language students need to express the similarities and differences they observe. Say, When
too
weExplicitly
compare, weteach the things
tell how
also
language
are thestudents
same. Whenneed each
to express
we contrast,
different
thehow
we tell similarities same
in contrast
things are and differences
different.
instead
theywords
Certain signal observe. Say, When unlike
weus
help compare,
to describewehowtellthings
how are
things
alikeare the same. When we contrast, we tell how things are different. Certain signal words
or different.
Model
help us tousing
chart ofsome
describe
Display a wall ofarethe
how things alikewords
compare-and-contrast
or from
different.
signal words, such asthe chart
in simple compare-and-contrast sentences. Then use the wall
the one below.
like both
Words Thatsimilarly alike
Signal Similarities but
address the material—choose one or more to teach the skill.
chart to play quick games that teach and reinforce the structure of comparing and
however Words
contrasting.
Display a wall chart of compare-and-contrast signal words, such as the one below.
Words That Signal Similarities
to compare or contrast something, and then have a volunteer complete it. yet That Signal
Begin
although
a sentence
Words That Signal Differences
Differences
too also each same instead unlike different in contrast
like both similarly alike but however yet although
Modeltoo
using somealso
of the words from
eachthe chart in simple
samecompare-and-contrast
instead sentences.
unlike Then use the wall
different in contrast
Unlike yesterday, today is . (sunny and warm)
Lesson Components:
chart to play quick games that teach and reinforce the structure of comparing and contrasting. Begin a sentence
toModel
compare using some something,
or contrast of the words
andfrom the chart
then have in simple
a volunteer compare-and-contrast
complete it. sentences. Then use the wall
chart to play quick games that teach and reinforce the structure of comparing and contrasting. Begin a sentence
to compare or contrast something, and then have a volunteer complete it.
Support English Learners Students may benefit from having time to complete the sentence frame in writing
Support English Learners Students may benefit from having time to complete the sentence frame in writing
before sharing
before sharing their
their responses
working with a partner.
working withLearners
Support English
responses
orally.
a partner.
orally.
Students at earlier Students
levels of language atmay
proficiency earlier levels
also benefit
Students may benefit from having time to complete the sentence frame in writing
• Quick Practice Opportunities: These activities are intended to be
from of language proficiency may also benefit from
before sharing their responses orally. Students at earlier levels of language proficiency may also benefit from

Use a Venn
working
Connect to Writing
Diagram
with a partner. 20–30 minutes
Use a graphic organizer to help students visually compare and contrast characters in a story, done in quick bursts, repeated throughout the course of the day.
Use a Venn Diagram
such as Hare and Bear from Tops and Bottoms, by Janet Stevens.
Use a Venn
• Distribute VennDiagram
Diagram 20–30
(page 3), and then read a brief minutes
20–30 minutes Hare Bear
Both
CompareConnect
and Contrast
Connect
• Model usingto
story aloud.
to Writing
the text
such
Story
Writing Versions
Use a graphic
Use
and illustrations
organizer to30–45
a graphic
to notice details
help students
organizervisually live
minutespoor
as Hare and Bear from Tops and Bottoms, by Janet Stevens.
about how the characters are alike and different. Record
tocompare
clever
close byand contrast
help students
rich characters in a story,
• Support English Learners: Many feature point-of-use English Learner
visually compare and contrast characters in a story,
partners dense
Connect tosuch Writing asabout
details Hare
Read and
aloud
each Bear
two
character from
versions
in the Venn3), Tops
of theand
diagram. readBottoms,
same story, suchby
energetic as Janet
Hare Stevens.
fairyor another
tale. Then
Cinderella lazy
support with targeted instructional strategies for language-specific

• Distribute Venn Diagram (page and then a brief Both Bear
guide students• to Thencompare
have
story and
students
aloud. contrast
write sentencesthe choices
to compare andthat each author makes about setting, point of view, and
• contrast
•Distribute theVenn andDiagram
illustrations to (page
from the Venn diagram.3),
notice details and then read a brief Hare Bear
the such
characters, using details poor
Encourage them to use live close by
signal words. rich
character.
Tools Ask questions
for Instruction
Model using astext
these.
clever partners dense
Both
story aloud.
poor needs.
about
Hare howboth
and Bear the live
characters arearea,
in the same alikebut
and different.
Bear Record
is very rich and Hare is very poor.
• Does this and
Compare version
details takeStory
about
Contrast place now or in
eachVersions
character long
the ago? What are some clues?energetic
Venn diagram.
30–45 minutes
lazy
live close by rich
• What •the
isto
Connect Model
•Writing
Then
same haveusing
students
about
Read aloud the
[main
two write text
sentences
character]
versions of and
the same in illustrations
to compare
both
story, such asversions?
Cinderella to notice
and or another details
fairy tale. Then
studentscontrast
i-Ready.com
guide the
to compare andcharacters, using that
contrast the choices details
eachfrom
Reading authorthe Venn
Comprehension
makes
about how the characters are alike and different. Record Idiagram.
aboutGrades
setting,2–3 I Compare
Encourage
point them
and
of view, and to useI Page
Contrast signal words.
1 of 3 clever partners dense
• What is Ask
character. different
questionsabout [main character] in each version?
such as these.
• Check forlazyUnderstanding: These checks provide information on energetic

details
version takeabout
Hare and Bear
• Does this place now oreach
both live in thecharacter
long ago? What are some clues?in the Venn diagram.
same area, but Bear is very rich and Hare is very poor.
• What is the same about [main character] in both versions?
Have student pairs use a Venn diagram (see previous activity) to compare the two versions. Then have them
• Then have students write sentences to compare and
• What is different about [main character] in each version?
Have i-Ready.com
graphic organizers.
student pairsEncourage them
use a Venn diagram to useactivity)
(see previous signal Reading
to words.
compare what
Comprehension
student
work together to write sentences comparing and contrasting the two versions, using the information in their
contrast the characters, using details from the Venn diagram. Encourage them to use signal words.
the two versions. Then behaviors to observe and strategies to use to ensure
I Grades 2–3 I Compare and Contrast I Page 1 of 3
have them
work together to write sentences comparing and contrasting the two versions, using the information in their
©Curriculum
graphic organizers.Associates,
EncourageLLC
themCopying is permitted
to use signal words.for classroom use.
understanding
Hare and Bear both live in the same area, but Bear is very rich and Hare is very poor.
Check for Understanding
Check for Understanding of the skill.
If you observe... Then try...
confusion aboutIf you
the observe...
concept of compare and contrast using structured questions or sentence frames to elicitThen try...
responses:
i-Ready.com
confusion about the concept of compare and contrast
How is like Reading
using ? Comprehension
structured questions or sentence Grades
frames to2–3 I
elicit I Compare and Contrast I Page 1 of 3
How is responses:
different from ?
©Curriculum
difficulty comparingAssociates,
particular text
LLC in aCopyingvocabulary.
and contrasting details is permitted
building additionalfor classroom
background
How and use.key
is defining like ?
How is different from ?
difficulty comparing and contrasting details in a building additional background and defining key
particular text vocabulary.
• Under Assess & Teach: centralized and sortable by subject, grade level, and domain
How to • Within reports, updated after each Diagnostic: Instructional Groupings and Diagnostic
Access: Results (Student) reports
i-Ready.com
• Within Teacher Toolbox: across grade levels
Reading Comprehension I Grades 2–3 I Compare and Contrast I Page 2 of 3

Teacher Toolbox
Subscriptions available for K–8 Mathematics and English Language Arts (K–8 Reading and 2–5 Writing)
Ready Instruction Lessons*:

• Lesson plans for teacher-led instruction in Mathematics, Reading, and Writing
• Provide all students with access to grade-level content, texts, and materials with
appropriate instructional support
• Provide repetition and skills practice for the whole class or select groups of
students using practice activities and student materials
Interactive Tutorials: K–8, Mathematics and Reading

• Project for whole class or small group instruction
• Introduce, review, practice, or check for understanding of key skills and concepts
Assessment 3
Assessment and Evaluation Resources:
Evaluate student mastery of content, track student progress toward end-of-
Answer questions 1–40. Answer questions outlined in purple in your test book. Answer all
other questions on the Answer Form.
Interim Assessment
1 Which pairs of figures represent equivalent fractions?

6 Short Response Mark
Both the all that
story andapply.
the poem of “The Escape” tell how Carl and Kasper
came to be in prison. Compare how the story and the poem present this event. Refer to at
year goals, and check for understanding within lessons. Some examples by
A least one feature of a story and one feature of a play in your answer.
subject and varying grade levels are listed below.

B
7 This question has two parts. First, answer Part A. Then answer Part B.
Mathematics: Reading: Writing
Part A
C
Which statement correctly describes both the story and the poem?
A
B
The story and the poem both have first-person narrators.
The story and the poem both have third-person narrators.
• Quick Check and • Monitor • Student Checklists
Remediation Understanding
C The story has a first-person narrator, and the poem has a third-person narrator.
D The story has a third-person narrator, and the poem has a first-person narrator.
Part B
Which sentence from the story best supports the answer to Part A?
A The only light in the stone dungeon came from two foul-smelling torches on
• Conference Prompts
D
B
C
the walls.
“I can barely stand, let alone walk,” Kasper said.
What Kasper said may very well be true, but more than likely, he would not
• Lesson Quizzes • Interim Assessments • Rubrics and
survive here.
D I raised Kasper up, and then, with a grunt of effort, stooped and lifted him onto
my shoulders.
• Mid-Unit and Unit • Writing Rubrics Exemplar Writing

66 Assessment 3
©Curriculum Associates, LLC Copying is not permitted.
Assessments Samples
346 Unit 4 Interim Assessment ©Curriculum Associates, LLC Copying is not permitted.
CC04RD_RISB_IA_U4.indd 346 27/05/15 6:30 AM
Practice and Problem Solving Book: K–8, Mathematics Only Lesson 16
Add and Subtract Fractions Name:
• Engage students in pair–share conversations about multiple ways

Model Fraction Addition and Subtraction
Study the example problem showing fraction addition with
number line and area models. Then solve problems 1–8. Ready® Center Activity 4.31 ★ CCSS.4.NF.B.3
Check
to solve a problem or assign for additional practice or homework

Example Understanding
Different Ways to Show Sums
Adding fractions means joining or putting together parts of a whole. Use twelfths to write
On the number line, each whole is divided into 6 equal sections. What You Need two different
Each rectangle is divided into 6 equal pieces. addition expressions
• number cube
6 1 6 1 that equal 5 .
1 ··6 1 ··6 ··
12
··
6 ··
6 • fraction strips
• 15 game markers in one color
Center Activities: K–5, Mathematics Only

• 15 game markers in a different color
0 1 2 3 4 5 6 7 8 9 • Game Board
6 6 6 6 6 6 6 6 6
1 Label the number line to show eighths. What You Do Toss Sum
• Provide collaborative pairs with options for differentiated

1. Take turns. Roll the number cube. Find the 6
1
fraction sum next to that toss in the table. ··
8
0 1
2. Use fraction strips to find one expression on 5
2
the Game Board equal to that sum. ··
6
practice of strategies and skills

2 Use the number line in problem 1 to show 3 1 2 .
··
8 ··8 3. Your partner checks your work. If you are 3 3
··
8
3 Divide the rectangle to show eighths. correct, place a game marker on that
expression. If you are not correct or if 4
4
there are no expressions with that sum, ··
6
your turn ends.
5 3
4. Continue until all the expressions on the ··
6
Read Aloud Trade Books: K–1, Reading Only

Game Board have been covered.
7
6 ··
8
5. The player with the greater number of
markers on the Game Board wins.
4 Use the rectangle in problem 3 to show 3 1 2 .
··
8 ··8
• Project for whole class or small group instruction to introduce ©Curriculum Associates, LLC Copying is not permitted. Lesson 16 Add and Subtract Fractions
Go Further!
What is the greatest number of eighths that could be used to write an expression with a sum of
or reinforce a lesson concept

5 ? What is the least number? Write each expression.
··
8
©Curriculum Associates, LLC
Number and Operations—Fractions | Level 4 1 Copying permitted for classroom use.
How to Access: Under Assess & Teach: with a Teacher Toolbox subscription
*On-grade level lessons available in print and Mathematics materials also available in Spanish.
References
K–8, Mathematics and Reading, with Select Content Now in Spanish
What It Is:
• Student-focused instructional modules that are automatically assigned
to each student based on Diagnostic performance in each domain
• Lessons highly aligned to state standards provide just the right
amount of instruction and practice and end with a quiz or scored
activity.
• Built based on cutting-edge research into effective online learning
practices, i-Ready’s online lessons adapt to each child’s needs through
responsive instruction and engage students across a range of ages.
Use To:
How to Access:
• Address individual skills gaps and needs through self-paced
• Students: from their Student Personalized Instruction and practice during scheduled computer time
Dashboard by selecting the
• Launch a teacher-led lesson during whole class or small group
To Do button
instruction
• Teachers: Under Assess &
• Review and practice specific skills during teacher-led whole class or
Teach in their i-Ready Connect
small group instruction
account
Learning Games
Available with i-Ready Personalized Instruction for K–8 Mathematics (English and Spanish), at District Discretion
What They Are:

• Interactive games provide engaging mathematics practice.
• Personalized based on Diagnostic data, the games strengthen
understanding of mathematics concepts through challenging practice
that fosters internal motivation and productive struggle.
• Games address early number sense, addition and subtraction fluency,
integer and fraction estimation, multiplication, mental math, economics,
proportions, and number line operations.
Use To:
How to Access: • Foster student agency by allowing students to choose the games they
want to play
• Students: from their Student
• Provide practice on specific concepts or skills by asking students to
Dashboard by selecting the
select games that address those skills
Learning Games button
• Plan independent math centers, rotation stations, or homework that
• Teachers: directly from their
is automatically personalized for students to support challenge and
i-Ready Connect accounts*
motivation
*For more information about Learning Games and how to use and manage them, download the
Learning Games Educator Guide at i-ReadyCentral.com/LearningGames.
i Appendix of Ancillary Resources
Educator Guides:
Educator Guide:
Standards Mastery
Use these comprehensive guides to learn more about and explore the i-Ready topics listed below.
• Standards Mastery
Learn how leaders and teachers can use Standards Mastery to identify performance
trends, determine learning gaps, and provide differentiated instructional supports for
Educator Guide:
Diagnostic for Mathematics
students to develop proficiency on individual grade-level standards.
in Spanish
Download at i-ReadyCentral.com/StandardsMastery.
• Diagnostic for Mathematics in Spanish

Learn how the Diagnostic for Mathematics in Spanish was developed, considerations for
implementation, and how to use the data.
Educator Guide:
Learning Games
Search Diagnostic for Mathematics in Spanish at i-ReadyCentral.com.
• Learning Games
Learn why Learning Games were created, how they target skills your students need,
and how to use them in your instructional practice.
Educator Guide:
Growth Monitoring
Download at i-ReadyCentral.com/LearningGames.
• Growth Monitoring
Learn about best practices and potential pitfalls, implementation guidance and
considerations, and using Growth Monitoring class and student data.
Download at i-ReadyCentral.com/GrowthMonitoring.
Data Analysis Guide

This data analysis guide gives step-by-step instructions on answering your questions with
Data Analysis Guide
suggestions on actions to take. Approaching your analysis this way helps have a clear
Learn how to answer specific questions about performance, progress, and learning
starting point, helps you stay objective, and allows you to create an immediate action plan.
Get Started!
Select the type of data you would like to analyze:
School Data. . . . . . p. 2 needs based on the data in i-Ready reports. Also see which reports contain the right
information and suggestions for specific actions to take.
Class Data. . . . . . . . p. 7
Student Data . . . . p. 12
Visit i-ReadyCentral.com/DataAnalysisGuide to download this document.

Download at i-ReadyCentral.com/DataAnalysisGuide.
Report Selector
Find the best report to answer your questions
Report Selector
Get Started!
Step 1: My students have . . . (select one)
Review guidance on which report to use based on the question you have as well as
Completed a
Diagnostic
Started Online
Instruction
Completed a
Standards
Mastery
Assessment
more information about the data provided in each report.
Download at i-ReadyCentral.com/ReportSelector.
p. 2 p. 7
Includes Learning Games
for Mathematics
p. 11
A What accessibility features are available in i-Ready Assessment

F Q
and how can teachers and/or leaders enable them?
FAQ on Accessibility Features

Overview
i-Ready Diagnostic, i-Ready Growth Monitoring, and i-Ready Standards Mastery offer accessibility features that are
available to students based on student preference. Because these features are available to students—regardless of
disability, IEP, or 504 plan—any student who uses i-Ready can make the choice as to whether or not they will use
the available accessibility features.
What is the difference between an accessibility feature and a supported

accommodation feature or process?
An accessibility feature is available to students based on student preference. Because these features are available
to students—regardless of disability, IEP, or 504 plan—any student who uses i-Ready can make the choice as to
whether or not they will use an available feature.
Learn about the accessibility features in i-Ready and how to make them available for
An accommodation feature is a change to procedure or process to increase equitable access to i-Ready for
students with disabilities. Accommodations are only for students who have a documented need, as expressed in an
IEP or 504 plan, for use of a given accommodation. In the case of i-Ready Assessment, accommodations allow students
with disabilities to demonstrate their knowledge and receive a valid assessment score.
ACCESSIBILITY What accessibility features are available in i-Ready Assessment?
Accessibility
Feature
Keyboard Navigation
Audio Support
i-Ready
Diagnostic
*
See details on p. 2
i-Ready
Growth Monitoring
*
See details on p. 2
i-Ready
Standards Mastery
† your students.
Search Accessibility at i-ReadyCentral.com.
Color Contrast * * †
Closed Captioning of
**
Introductory Videos
Continue to check i-Ready and i-Ready Central® for update alerts

as we are working toward improving accessibility for i-Ready.
*Please refer to Appendix 4 in the Diagnostic guidance document to learn about relevant exceptions.
**Closed captioning is currently only available on the Diagnostic Introductory Videos for Grades 3+. It is not yet available on video tutorials
for Grades K–2 and is not yet available for any assessment questions that involve video. We will be making ongoing improvements to closed
captioning throughout the school year.
† Please refer to Appendix 3 in the Standards Mastery guidance document to learn about relevant exceptions. Continued on following page.
©2019 Curriculum Associates, LLC. All rights reserved. | 12/19 0K 1
References
Notes:

How Tos
How Tos
i-Ready allows for
different user
How Tos roles and access to
functionality. For more
i-Ready is designed to put the information you need front and center, with simple information about what
navigation for the actions you take the most. We know it’s nice to have a reference each role can access and
guide too, so here’s how to complete key tasks in i-Ready Connect. Need more?
manage, search i-Ready
Look for the question mark icon on the screen, or visit the Help section.
user roles on i-Ready
Central.
Before the Diagnostic

Logging In. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Reviewing Accuracy of Rosters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Managing Student Enrollments in Your Class or Report Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Obtaining Student Login Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Setting Developmental Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
During the Diagnostic

Resetting a Diagnostic in Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Assigning or Canceling a Diagnostic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Before Diagnostic Window Ends

Checking for Completion, Rushing, and Test Expiration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Immediately after Each Diagnostic

Reviewing Diagnostic Reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Turning On/Enabling Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Turning Learning Games On/Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Viewing Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Monitoring Student Progress in Personalized Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Turning Domains On. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Adding Teacher-Assigned Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Managing Teacher-Assigned Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Teacher-Led Instruction
Accessing Tools for Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Building Report Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Viewing Upcoming Diagnostic and Growth Monitoring Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Viewing Assessment Status

Diagnostic and Growth Monitoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Standards Mastery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Additional Assessment Tools

Accessing Materials for i-Ready Oral Reading Fluency Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Family Center Support About i-Ready
Before the Diagnostic*

Logging In
2 Username Enter username
1. Go to i-ReadyConnect.com.
ard
K-1 Cin
3 Password Enter password
Log
2. Enter your username (NOT case sensitive). Forgot Username/Password
3. Enter your password (case sensitive). 4 State Select state…
4. Select your state from the dropdown menu. 5 Go!
5. Select Go!
Hello, Regina!
! Complete Steps 6–8 the first time you log in this year.
This helps i-Ready display features and content that are most Please tell us which subjects apply to you.
6
i-Ready integrates powerful assessments with engaging instruction to help all students grow and succeed.
relevant to you by default on select screens. Reading & Math
Select the grades your students are enrolled in.
6. Select the subjects for which you will be using i-Ready this year
7 Reading Math Same grades as Reading
from the Select Subject(s) dropdown. Make sure to select grade K 1 2 3 K 1 2 3
levels for reading and mathematics if you teach both subjects. 4 5 6 7 4 5 6 7
8 9 10 11 8 9 10 11
7. Use the checkboxes to select all grades your current 12 12
students are enrolled in. You can change these settings at any time through My Profile.
These settings will apply to the products that you are licensed in. 8 Save & Continue
8. Click Save & Continue.
Notes:
• You can change your choices by clicking on the dropdown arrow next to your name and selecting My Profile from
any screen when logged in to i-Ready Connect.
• If you have forgotten your login information, use the “Forgot Username/Password” link on the i-Ready Connect
login page and follow the prompts to retrieve your credentials.
• SSO users will access i-Ready Connect through their district’s login portal and will need to contact school or district
administrators for help with login information, including forgotten usernames or passwords. Check with your
administrator if you are not sure how you and your students should log in to i-Ready Connect.
1
Reviewing Accuracy of Rosters Rosters Assess & Teach Reports Help Don Adison
Rosters Rosters
Student
1. Select Rosters from the top navigation. 2
PDF
Class/Report Group
Class/Report Group
Math Grade 1
All Students Actions
Actions
2. Select a class or report group from the Class/Report Showing 20 students

Class Name Subject Grade School Teacher
Math Grade 1 Math 1 Sutton Elementary Regina Moore
Group dropdown.
Student Name Username Student ID Grade Math Instruction
Showing 44 of 44
3 Anderson, Lily
Student Name
landerson
Username
456487
Student ID
1
Grade
—
Math Instruction
3. Scroll through the roster. Make sure all your students appear
Last Name First Name Username Student ID Grade School Date of Birth
Bailey Lauren 1234567890123456789 576576 1 Sutton Elementary 08/23/2005
Abramson, Isabella iabramson 402741 1 —
01234
here and that no additional students are listed on your roster. Anderson, Lily
Password
landerson 456487
Settings
Dashboard
1
Learning
Games
Off
Instruction Spanish
Rewards
•••••••• Show — Change Password
Bailey, Lauren lbailey 567576 On 1 On On On
Math: Diagnostic: On
Reading: Off
Bell, Deidre dbell 475374 1 On

Edit Settings
Classes (6) Groups (2)

Buckland, Sonia sbuckland 456486 1 On
Math (3): Math Class A, Math Class B, Math C… There are no groups to display Developmental Levels — Edit
*Need to test the technology your students will use to take the Diagnostic?
Burgess, Reading Class A, Reading Class … jburgess
Reading (3):Justin
Edit Class Enrollments

453654
Edit Group Enrollments

1 Off
Run our free system check at https://cdn.i-ready.com/systemcheck to make sure each

Cameron, Lisa
Bell, Deidre
lcameron
dbell
465467
475374
1
3
—
On
Duncan, Donna dduncan 687687 1 Off
device is functioning properly. Buckland, Sonia

Dyer, Gabrielle
sbuckland
gdyer
456486
597557
3
1
On
Off
Burgess, Justin jburgess 453654 3 On

Graham, Oliver ograham 567467 1 —
Cameron, Lisa lcameron 465467 3 Off

Manning, Tracey tmanning 454657 1 Off
Duncan, Donna dduncan 687687 3 —

Mclean, Phil pmclean 455676 1 Off
How Tos
| 103
Dyer, Gabrielle gdyer 597557 3 Off
Metcalfe, Pippa pmetcalfe 564665 1 On
© 2020 Curriculum Associates, LLC. All rights reserved. Graham, Oliver ograham 567467 3 Off
Morgan, Bernadette bmorgan 543548 1 Off
Manning, Tracey tmanning 454657 3 —

Morgan, Nathan nmorgan 345368 1 On

Managing Student Enrollments in Student Rosters
Your Class or Report Group Class/Report Group
Math Class A Actions
Add Class
Follow Steps 1–2 for Reviewing Accuracy of Rosters.

Math Class A Math 1 Sutton Elementary Regina Moore Add Report Group
Showing 44 of 44
Edit Student Enrollments
3
Edit Teacher Enrollments
3. Select Edit Student Enrollments from the Actions Student Name
Rosters
Username Student ID Grade Math Instruction
Print Passwords
Abramson, Isabella iabramson 403653 1 Print

— K–1 Login Cards
dropdown. The corresponding pop-up will appear. Anderson, Lily Class/Group
Edit Student
Enrollments
landerson 456487 1 Off
Math Grade 1
Bailey, Lauren lbailey 567576 3 On
4. Use the checkboxes to select students and the Bell, Deidre

Showing 44 of 44
Available (4)
dbell 475374 3
Enrolled (20)
On
Selected (1)
Student Name
Student Name Username
Student ID Gr. Student IDStudent Name Grade StudentMath
ID Instruction
Gr.
arrows to add or remove them from the roster. Buckland, Sonia sbuckland
Graham, Oliver
12345678901234567890, 1234
123456 4564861 3
12345678901234567890123
On Lily
Anderson,
1234567890 1
456458
—
1
4
Manning, Tracey 475374 1 Bailey, Lauren 475374 1
Burgess, Justin jburgess 453654 3 Off
Anderson, Lily landerson 456487 1 Off
5. Click Save. Cameron, Lisa

Mclean, Phil
lcameron
Bailey, Lauren
Metcalfe, Pippa
345365
465467
lbailey
456476 1
1
3
Bell, Deidre
—
567576 Buckland, Sonia3
345365
456458On
1
Duncan, Donna dduncan 687687 3 Off Justin

Burgess, 475374 1
Note: If your district has chosen to automatically sync its SIS with Dyer, Gabrielle gdyer
Buckland, Sonia
597557
sbuckland
3
456486
Cameron, Lisa
Off
3
456476
On
1
Duncan, Donna 456458 1
i-Ready Connect to create classes and add students, you will not be Graham, Oliver ograham
Burgess, Justin
567467
jburgess
3 —
453654 Dyer, Gabrielle 3 475374Off 1
able to add, remove, or move students manually in the i-Ready Manning, Tracey tmanning
Cameron, Lisa
454657
lcameron
3
465467
Off
3
5
—
Save
Connect interface. In this case, contact your administrator if your Metcalfe, Pippa
Duncan, Donna
pmetcalfe
dduncan
564665 3
687687
On
3 Off
class rosters are incorrect. Morgan, Bernadette bmorgan 543548 3 Off
Payne, Joseph jpayne 403653
1
Obtaining Student Login Information Rosters Assess & Teach Reports Help Don Adison
Student Rosters PDF
1. Select Rosters from the top navigation. Class/Report Group
All
MathStudents
Class A
2 Actions
Actions
2. Select a class or report group from the Class/Report Showing 20 students Add Class
Math Class A Math 1 Sutton Elementary Student ID Regina Moore Add Report Group
Student Name Username Grade Math Instruction
Group dropdown. Showing 44 of 44

Anderson, Lily landerson 456487 1
—
Student Name
Last Name First Name
Username
Username
Student ID
Student ID Grade
Grade
School
Math Instruction
Print Passwords
Date of Birth 3
3. Select Print Passwords or Print K–1 Login Cards from Bailey
Abramson, Isabella
Lauren 1234567890123456789
iabramson
01234
576576
403653
1
1
Sutton Elementary
Print
08/23/2005
— K–1 Login Cards
Settings
the Actions dropdown. Anderson, Lily

Password
•••••••• i-Ready
Show
landerson
— Change Password R. Moore -567576

456487
Grade 1,On
Section 1On
- Math
Dashboard
Rewards
1
Learning
Games
Off
Instruction Spanish
Bailey, Lauren lbailey 3 OnOn

Math: Diagnostic: On
Reading: Off
4
4. A downloadable PDF of student logins or K–1 Login Cards
Bell, Deidre dbell 475374 3 On Edit Settings
Name: Isabella Abramson Username: IAbramsonGr1S1 Password: IAbramson
will generate. Math (3): Math Class A, Math Class B, Math C…

Name:
Reading (3): Reading
Burgess, Justin
Lily
Class A, Anderson
Reading Class …
jburgess
There are no groups to display
Username: LAndersonGr1S1
453654
Developmental Levels — Edit
3
Password: LAnderson
Off
Edit Class Enrollments Edit Group Enrollments
Cameron, Lisa
Name: Lauren Bailey lcameron 465467
Username: LBaileyGr1S1 3 — LBailey
Password:
Duncan, Donna dduncan 687687 3 Off
Burgess, Justin
Graham, Oliver 1 jburgess
ograham
453654
567467
3
3
On
—
Setting Developmental Levels Cameron, Lisa

Manning, TraceyRosters
Duncan, Donna
Assess
lcameron
& Teach
tmanning
dduncan
Reports
465467
Help
454657
687687
3
3
3
Off
Off
—
Don Adison

Student Rosters PDF
1. Select Rosters from the top navigation. Metcalfe, Pippa

Class/Report Group
Graham, Oliver
pmetcalfe
ograham
564665
567467
3
3
On
Off
All Students
Morgan, Bernadette bmorgan 543548 3 Actions
Actions
Off
2. Select the + icon next to your student to expand the row.

Showing 20
44 students
of 44
Mclean,
Student Phil
Name pmclean
Username 455676
Student ID 3
Grade
Grade Off Instruction
Math
Math Instruction
Payne, Joseph jpayne 403653
When expanded, it will change to a – icon. Metcalfe,Lily
Anderson, Pippa pmetcalfe
landerson 564665
456487 13 —Off
2 Last Name First Name Username Student ID Grade School Date of Birth
3. Select Edit next to Developmental Levels.

Bailey Lauren 1234567890123456789
lbailey 576576 1 Sutton Elementary 08/23/2005
01234
Settings
Student Rosters
Password Learning Instruction
Password Dashboard
Dashboard Math Reading Spanish
Rewards
Rewards Games
Instruction Diagnostic
Instruction
4. Select the appropriate levels using the dropdown menus.

Class/Report Group
•••••••• Show Change Password On
On OnOff Math: OnOff Diagnostic:
On On
Reading: Off
Edit Settings
Showing 44 of 44
3
5. Click Save. Student Name

Math (3): Math Class A, Math Class B, Math C…
Math (3): Math Class A, Math Class B, Math C…
Username
Reading (3): Reading Class A, Reading Class …
Math (1): Bluebirds
There are no groupsStudent
to display
Reading (1): Messy Monkeys
ID Grade
Developmental Levels Edit
Developmental Levels
Math — Edit
Instruction
Edit Class Enrollments Edit Group Enrollments

Anderson, Lily landerson
Edit Class Enrollments 456487 1
Edit Group Enrollments —
Note: Developmental Levels are for use with the i-Ready Last Name
Bailey
Bell,First
Bell, Deidre
Name
Deidre
Lauren
Username
lbailey
dbell
dbell Student ID
576576 1
475374
School
Grade475374 33
Sutton Elementary
On
Date of Birth
08/23/2005
On
Diagnostic and ensure a comfortable testing experience Buckland, Sonia

Buckland,
Developmental Levels
Sonia sbuckland
sbuckland 456486
456486 33 On
On
for students who are performing significantly below level Burgess,

DevelopmentalBurgess, Justin
levels base the student's Diagnostic experience
Justin jburgess 453654
jburgess on the grade level you select,
453654 33
rather than the student's
chronological grade. This should only be used for students with developmental difficulties (e.g. special education).
On
On
due to academic/developmental delays by allowing them

Cameron, Lisa
Cameron, Lisa
4 lcameron
Mathematics
lcameron
Grade 3
Reading
Standard
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Duncan, Donna
Duncan, Donna dduncan
dduncan 687687
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to start the Diagnostic at a lower grade level. This feature Dyer, Gabrielle
Dyer, Gabrielle gdyer
gdyer 597557
597557 Cancel
5 33 Save
Off
Off
should not be used for any other students. Graham, Oliver

Graham, Oliver ograham
ograham 567467
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Manning, Tracey tmanning
tmanning 454657
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—
Bell, Deidre dbell
Teacher
On
Success Guide
475374 3
104 | Buckland, Sonia
Burgess, Justin
Mclean, Phil
Mclean, Phil
Metcalfe, Pippa
Metcalfe, Pippa
sbuckland
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During the Diagnostic Rosters Assess & Teach
1
Reports Help Don Adison
Resetting a Diagnostic in Progress Reading

Class Student 2 Batch
Diagnostic
Diagnostic Results Diagnostic Growth Growth Monitoring Diagnostic
Online Instruction Standards Mastery CCSS Performance
1. Select Reports from the top navigation. Class and
Results
Status Results Growth
Instruction
1 2
Standards Mastery
Diagnostic reports will show by default. Historical 3 Reading Math Use Diagnostic Data
Reading Math Reading Math Reading Math
For Families
2. Select Student for the report level. Overall Placement Tips
Diagnostic Results Lily Anderson While your students complete the Diagnostic, PDF
here are some resources:
3. Select Reading or Math under Diagnostic Results. Subject
Reading
Test
Diagnostic 1 (09/13/18)
Standard View
Understanding Data
Key
Making Small Groups
4. If your student has a test in progress, you will Diagnostic 1 30%

On or Above
Grade Level
10%
One Grade4
Level Below
55%
Two or More
Grade Levels Below
5%
Not Completed
Use Data to Differentiate Instruction
Diagnostic 1: 17% in progress Reset Test
see the progress at the top of the page. Click the View Domain Placements View Instructional Groupings
On Grade Level (511-602)
Reset Test link to reset the test. Typical Growth

610
Overall Mid 3 (536)
The average annual growth for
a student at this grade and Phonological Awareness * Tested Out
placement level.
5. Click Reset. (Not pictured.) View Typical Growth

Stretch 551
Typical 531
Phonics *
High Frequency Words *

Tested Out
Level 2
Stretch Growth
An ambitious but attainable level
+44
Vocabulary Level 2
of annual growth which puts
Notes: Depending on your user role, permission to reset assessments varies. If you do not have permission to reset a
below-level students on a path
towards proficiency and on level
Comprehension: Literature Early 3
Diagnostic, please contact your school administrator.

students on a path towards Comprehension: Informational Text Level 1
above-level performance. 460
Diagnostic 3
View Stretch Growth Placement Improved from Initial
547
Mid 3 * Foundational Domains
05/13/18
Norm and Lexile

National NormPerformance
and Lexile Performance
National Norm:
1
Lexile Performance:
Assigning or Canceling a Diagnostic

45th Percentile 1120L, Range 1170L - 1270L
Rosters Assess“Find
& Teach Reports
a Book, i-Ready enables you to build customHelp
reading lists based on Rachelle’s Lexile Regina M
measure and personal insterests. Search for books now at www.Lexile.com/fab/i-ready.
If a student has completed a Diagnostic but needs to be Math

Resources Diagnostic & Oral Reading
Standards Mastery Fluency Assessments
retested, you will need to assign a Diagnostic. You can cancel Instruction
2 Assessment
Diagnostic Results Instruction
Comprehension
Standards Mastery Diagnostic Gr
a Diagnostic if an extra assessment was assigned in error or Check
3 Reading Math Resources
if the student should not be assessed for any other reason. i–Ready Dyslexia
Assessment
Consult your administrator before you assign or cancel a Diagnostic
Assign Math
Progress
Diagnostic Assign To
Screener
Select Population Review & Confirm Resources

PDF
Diagnostic, and do not modify any assessment decisions

Current Diagnostic Window: Andrew’s Math Club Diagnostic: 09/01/17-09/29/17
Subject
Math Testing
How toTime Restrictions
Fit in 45 Minutes per Week
made by your district or school without express permission. Diagnostic

Assign Math Diagnostic to:
Understanding i-Ready Lesson Sequence
2
Recommended Testing Windows 8 10
Classes/Report Groups 4
ming Test
Students
Having Data Chats with Students
1. Select Assess & Teach from the top navigation.

10/01/17- 10/29/17 Beginning of Schoo… Current View Status For Grades 1, 2, 3 View Status
01/02/18 - 02/29/18 Middle of Year Assign New 10/12/17 Assign New
03/01/18- 03/29/18 End of Year Cancel Current 11/12/17 Cancel Current
06/01/18- 06/29/18 Summer School 12/12/17
2. Select Assessment for the category. Assessment

Assign Math
Track Student Status 01/12/18
02/12/18
PDF
Diagnostic Assign To Select Population Review & Confirm

Subject Edit Settings + Show More Edit Settings
Math Testing Time Restrictions

3. Select Reading or Math under Diagnostic or Standards Mastery 5 Assign Math Diagnostic to:
Diagnostic & Standards Mastery. Diagnostic

Recommended Testing Windows
View Assignments Assign & Manage Classes/Report Groups ming Test
Students
Beginning of Schoo… Current View Status Create New View Status

| Cancel
Assessment
Showing 10
10/01/17- assigned tests
10/29/17 For Grades 1, 2, 3 Existing
4. In the Actions dropdown, select Diagnostic under

PDF
Assign Math
01/02/18 - 02/29/18 Middle of Year Assign New 10/12/17 Assign New
Assessment
Diagnostic
03/01/18- 03/29/18 End of Year Assign To Cancel
Select Current
Population Review11/12/17
& Confirm Cancel
PDF Current
Subject Assign Math Summer School
Assessment 06/01/18- 06/29/18 12/12/17
Assign or Cancel. The corresponding pop-up will appear. Diagnostic PDF

Assign To Select Population Review & Confirm
Assign Math
Math
Subject Assign to: Classes/Groups
01/12/18 Testing Time Restrictions
Diagnostic
6
Assign To Select Population Review & Confirm 02/12/18
Subject Math Showing 2to:
of Classes/Groups
2
Testing Time Restrictions
Selected (1)
Assign Edit Settings + Show More Edit Settings
! Make sure to click the arrow after each step to move forward!
Math Testing Time Restrictions
Class/Group
Showing 2 of 2 Name Assigned to: 2 Classes/Groups
Class/Group Grade Selected (1)
Recommended Testing Windows Upcoming Tests
DiagnosticClass/Group
Math Grade 1Name
Growth Monitoring
Class/Group Grade
Standards
Class/GroupRecommended Mastery
Testing Windows Upcoming Tests Grade
Class 1
Name
10/01/17- 10/29/17 Beginning of Schoo… Current View Status Growth Monitoring
Class/Group
For Grades 1,Class
2, 3 View Status
Bluebirds
Math Grade 1 Group 1
Middle of Year Upcoming
Assign New Tests Assign New
Math Grade01/02/18
1 - 02/29/18
ViewBeginning
Assignments Assign & Manage Class 10/12/17 1
5. Choose Classes/Report Groups or Students. Assessment

10/01/17- 10/29/17
03/01/18- 03/29/18
Bluebirds 01/02/18 - 02/29/18
Beginning
10/01/17- 10/29/17 06/01/18- of Schoo…
06/29/18
End of Year
Bluebirds
Summer
Showing 10End
of Schoo… Current
Middle of Year
SchoolView Status
Current
of Year
assigned tests
View Status
Cancel Current
Assign New Group
For Grades 1,Group
11/12/17
10/12/17
For Grades 1, 2, 3 12/12/17
Cancel Current
2, 3
1
1
View Status
View Status
Cancel Current
Create
Assign New
New
PDF Cancel |
Current Cancel Existing
03/01/18- 03/29/18 11/12/17
Assign Math
01/02/18 - 02/29/18 Middle of Year
Summer School
Assign New 10/12/17 01/12/18 Assign New
06/01/18- 06/29/18 12/12/17
Diagnostic
03/01/18- 03/29/18 End of Year Cancel
Assign To Current 02/12/18
11/12/17 Review & Confirm
Select Population Cancel Current
01/12/18
6. Use the checkboxes to select your population. Summer School
Subject 06/29/18
06/01/18- 12/12/17
Edit Settings + Show More Edit Settings
02/12/18
Math 01/12/18 Testing Time Restrictions
Edit Settings + Show More Assigned to: 2
Classes/Groups Edit Settings
02/12/18
Standards Mastery
Class/Group Name
Growth Monitoring
Class/Group Grade
7. Review your selections and click Assign Diagnostic Standards Mastery

Math Grade View
1 Assignments Assign & Manage
Upcoming Tests
Class 1
Standards Mastery Back
or Cancel Diagnostic. Bluebirds View Assignments

10/01/17- 10/29/17
Showing 10Back
assigned tests
Middle of Assign
Year & Manage
AssignView
Beginning of Schoo… Current & Manage
Status
Assign New 10/12/17
Group
For Grades 1, 2, 3
1
View Status
Create New |
Assign New
Cancel Existing
7
01/02/18 - 02/29/18
View Assignments
Back03/29/18
03/01/18- End
Showing of Year tests
10 assigned Cancel Current 11/12/17 Assign Math DiagnosticCreate New |
Cancel Current Cancel Existing
06/01/18- 06/29/18 Summer School 12/12/17 Create New |

Notes:
Showing 10 assigned tests Cancel Existing
01/12/18
02/12/18
• All retesting should be done within the established Diagnostic Window.

Standards Mastery
• Depending on your user role, permission to assign or cancel a Diagnostic varies. If you do not have permission to
View Assignments Assign & Manage
Back Assign Math Diagnostic
assign or cancel a Diagnostic, please contact your school administrator. Showing 10 assigned tests Create New | Cancel Existing
How Tos
Before Diagnostic 1
Window Ends
Checking for Completion, Rushing,
and Test Expiration
2
Diagnostic reports will show by default. Diagnostic Status PDF
2. Select Reading or Math under Diagnostic Status.

Subject Class/Group Date Range Placement Definition
Math Math Grade 1 Beginning of Year Standard View Key
Current Diagnostic Window: Window 1: 09/01/17 - 09/29/17
3. Scroll through your students to check for completion,

2 8 10
rushing, and test expiration. Students whose tests are Not Started In Progress Completed
2 Expiring Soon 2 Rushed 2 Rushed
set to expire will have a and number of days next to

their names. Select the + icon to expand the row and
Showing 22 of 22
Alerts Student Name Status Placement
see further details. Kimball, Emerson Unassigned —
3 3d Cameron, Lisa 42% in progress —
4. Students who rushed will have a or next 3d To ensure that Diagnostic results reflect current student performance, each student must
complete the Diagnostic within 21 days of starting it. This student has limited time remaining
to their names. Select the + icon to expand the row to complete the Diagnostic; otherwise, it will be reset.
and see further details. 4 Smith, Michael Completed 09/06/17 Mid 1
Note: If a student’s test results seem abnormal, you may

need to readminister the test. Collaborate with your
administrator to determine whether you will need to assign
a new Diagnostic, in keeping with district or school policies.
Immediately after
Each Diagnostic 2
Reviewing Diagnostic Reports 3A 3B 3C

1. Select Reports from the top navigation.
Class and Diagnostic reports will show
by default.
2. Select the report level, category, and

the report you would like to create.
To understand results for your class:

3A. Select Reading or Math under the Diagnostic Results report.
To group your students for instruction:

3B. Select Reading or Math under the Instructional Groupings report.
(For users with a teacher role in i-Ready, Instructional Groupings is available as a K–8 class-level report.)
After subsequent Diagnostics, to understand your students’ progress toward their growth measures:
3C. Select Reading or Math under the Diagnostic Growth report.
1
Personalized Instruction Math
Rosters Assess & Teach Reports Help Don Adison
Turning On/Enabling Instruction Student Rosters

Rosters Rosters Diagnostic Status Diagnostic Results Instruction Standards Mastery Diagnostic Growth PDF
2
1. Select Rosters from the top navigation. Class/Report
Class/Report
Class/Report
MathAll
MathStudents
GradeClass
1 A
Group
GroupGroup
Actions
Actions
Actions
Overall Placement Key Online Educator Learning
Showing 20 students Add Class
2. Choose your class or report group from the ClassClass

Math
NameName
Grade
Math
Student 1 A
Class
Name
Subject
Subject
Math
Math 1 1
Grade
Grade
Username
School
School
Sutton Elementary
Sutton Elementary
Teacher
Teacher
Regina
Student ID
i-Ready Central
ReginaMoore
MooreGrade AddMath
Report Group
Instruction
Tips, tools, and guidance to support use of
Class/Report Group dropdown.

i-Ready
Showing 44 of Anderson,
Showing 44 of 44 Lily landerson 456487 1 —
Student NameName
Student
Last Name First Name
2 Students
Username
Username
Username
6 Students 11 Students
Student
StudentIDID
Student
1 StudentID
Tools and Tips
Grade
Grade
School
GradeVideo: Using
Math
Math Instruction
Instruction
Date of Birth
3
PrintReports
Diagnostic Results Passwords
3. Select Instruction. The corresponding pop-up Bailey
Abramson, Isabella
Abramson, Isabella
Lauren
10%
On or Above
Grade Levell
1234567890123456789
30%
One Grade
01234
iabramson
iabramson
Level Below
55%
Two or More
Grade Levels Below
5%576576
Not Completed
402741
403653
1
Kit for
Sutton Elementary
11 Using Data to Plan Instruction
Print
— K–1
08/23/2005
Login Cards
will appear. Anderson, Lily Lily

Anderson,
Password landerson
Explore Domain landerson
Placements 456487
456487
Explore Instructional Groupings
Settings
Data Analysis Guide for Diagnostic Data
11
Dashboard Learning Off
Off
Instruction Spanish
Rewards Games
On On Math: On Diagnostic: On
Bailey, Lauren
Bailey, Lauren lbailey
lbailey 567576
567576 13 On
4. Use the toggle to turn Instruction on for the Reading: Off
Edit Settings
Bell,Bell,
DeidreDeidre dbell
dbell 475374
475374 13 On
entire class/report group. Classes (6) Groups (2)

© 2020 Curriculum Associates, LLC, All Rights Reserved Terms and Conditions of Use Privacy Policy Support Feedback
456486 13
Buckland, Sonia
Buckland,
Math (3): Class A, Math Class B, Mathsbuckland
Sonia
Math C…sbuckland
There are no groups to display 456486 Developmental Levels — Edit On
4
5. Click Save. Burgess, Justin
Burgess, Justin jburgess
jburgess 453654
453654
13 Off
Off
Cameron, LisaLisa
Cameron,
Bell, Deidre
lcameron
lcameron
dbell
465467
465467
475374
13
3
—
On 5
Notes: Duncan, Donna
Duncan, Donna
Buckland, Sonia
dduncan
dduncan
sbuckland
687687
687687
456486
13
3
Off
Off
On
• If needed, you can also turn Instruction on or off for an individual student. Select Rosters from the top navigation, and
Dyer,Dyer,
Gabrielle
Gabrielle
Burgess, Justin
gdyer
gdyer
jburgess
597557
597557
453654
13
3
Off
Off
On
then select the + icon next to the student’s name to edit the Instruction settings.
Graham, Oliver
Graham, Oliver
Cameron, Lisa
ograham
ograham
lcameron
567467
567467
465467
13
3
— Off
Manning, Tracey
Manning,
Duncan, Tracey
Donna tmanning
tmanning
dduncan 454657
454657
687687 13 3 Off
Off
—
• When turning Instruction off, if any students are in another class/report group with Instruction turned on for the
Mclean, pmclean 455676 13 3 Off
Dyer,Phil
Mclean, Phil
Gabrielle pmclean
gdyer 455676
597557 Off
Off
same subject, their Instruction setting will remain on. Metcalfe, Pippa
Metcalfe, Pippa pmetcalfe
pmetcalfe 564665
564665 13 3 OnOff
Graham, Oliver ograham 567467
Morgan, Bernadette
Morgan,
Manning, Bernadette
Tracey bmorgan
bmorgan
tmanning 543548
543548
454657 13 3 Off
Off
—
Morgan, Nathan
Morgan,
Mclean, Nathan
Phil nmorgan
nmorgan
pmclean 345368
345368
455676 13 3 OnOff
Payne, Joseph
Metcalfe,
Payne, Pippa
Joseph jpayne
pmetcalfe
jpayne 403653
564665
403653 1 3 On
Off
Turning Learning Games On/Off

For a Whole Class:
Follow Steps 1–2 from Turning On/Enabling Instruction.
3
3. Select Learning Games.
4. Use the toggle to turn Learning Games 4

on or off for the whole class.
5
Student Rosters
5. Select Save.
Class/Report Group
For an Individual Student: Showing 44 of 44
Student Name Username Student ID Grade Math Instruction
Follow Steps 1–2 from Turning On/Enabling Instruction. Anderson, Lily Rosterslanderson 456487
Reports Help1 — Don Adison
Assess & Teach
3
3. Select the + icon next to the student’s name
BaileyStudent Rosters
Lauren lbailey 576576 1 Sutton Elementary 08/23/2005
to expand the drawer. When expanded, it will Class/Report Group Settings
All Students
Password Dashboard
Dashboard Learning
Math ActionsSpanish
Instruction
Reading
change to a – icon. ••••••••

Showing 44 of 44 Show Change Password
Rewards
Rewards
On
On
Games
Instruction
OnOff Math: OnOff
Diagnostic
Instruction
On
Student Name Username Student ID Grade

Reading: Off
Math Instruction 4
4. Select Edit Settings.
Edit Settings
Anderson, Lily landerson 456487 1 —
Math (3): Math Class A, Math Class B, Math C… Math (1): Bluebirds Developmental Levels Edit
Reading (3): Reading Class A, Reading Class … Reading (1): Messy Monkeys
5. Use the toggle to turn Learning Games on or off.* Bailey Lauren

lbailey
576576 1 Sutton Elementary 08/23/2005
Bell, Deidre Settings dbell 475374 3 On
6. Click Save. Buckland, Sonia

Dashboard Rewards
sbuckland
Learning Games
456486
Instruction
3 On
Spanish Diagnostic
Math Reading
*The individual student on/off feature will allow Learning Games to Burgess, Justin 5
jburgess 453654 3 On
be enabled for an individual student, even when Learning Games has

been turned off for the entire class.
Cancel Save
6
Duncan, Donna dduncan 687687 3 —
Bell, Deidre
Dyer, Gabrielle gdyer dbell 597557 475374 3 3 Off On
How Tos
© 2020 Curriculum Associates, LLC. All rights reserved. Graham, Oliver
Buckland, Sonia
Burgess, Justin
ograham
sbuckland
jburgess
567467
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453654
3
3
3
Off
On
On
| 107

Viewing Lesson Plans 1
1. Select Reports from the top navigation. Class and Class Student Batch
Diagnostic reports will show by default. Diagnostic Status Diagnostic Results

2
Instruction Standards Mastery Diagnostic Growth
Diagnostic Personalized Instruction

Summary
Instruction
2. Select Student and Instruction for the report level Standards Mastery
Analyze Performance
Historical Explore Instructional Teacher Toolbox
and category. For Families

Reading Groupings
Math
3 Instructional material and resources

Online courses that complement Teacher PD
3. Select Reading or Math under Personalized Instruction Explore how students Group students with
i-Ready Central
Summary.
placed on the Diagnostic, similar instructional
overall and by domain, and
priorities and find
Reports Help Regina Moore
compare performance resources to support Tools and Tips
across assessments. differentiated instruction.

Reading Math Reading Math Justin Ruiz 4
Video: Using Diagnostic Results Reports for
Grade
Districts and5Schools
4. Select the student whose lesson plan you would like Subject Date Range
to view. Reading All Activity
Current & Past Lessons Upcoming Lessons

5 Close Reading
5. View Upcoming Lessons or switch to Current &

Past Lessons. Showing 5 of 5
Order Level Lesson Estimated Time
Note: Reviewing what students are working on in Personalized 1 Mid 4 Close Reading: Supporting Inferences about Informational Texts 1h 18m
Instruction helps you plan complementary teacher-led 2 Mid 4 Close Reading: Finding Main Ideas and Details 1h 18m
instruction and check for understanding. 3 Mid 4 Close Reading: Summarizing Informational Texts 1h 18m
4 Mid 4 Close Reading: Summarizing Literary Texts 1h 18m
5 Mid 4 Close Reading: Understanding Technical Texts 1h 34m
Personalized Instruction Summary Lily Anderson Grade 3 PDF
1
Monitoring Student Progress
Subject Date Range
Reading All Activity
in Personalized Instruction Current & Past Lessons

Diagnostic Status
Upcoming Lessons
Diagnostic Results
Class Student
Instruction
Batch
2
It is important to log in to your i-Ready Connect teacher Diagnostic
Instruction
Monitor Domain Progress
Summary
account weekly to monitor your students’ Standards Mastery

Domains
Analyze Performance
Historical
Grade K
E M L
Explore Instructional
E
Grade 1
M L E
Grade 2
M L E
Grade 3
M L E
Grade 4
Teacher Toolbox
M L E
Grade 5
M L E
Grade 6
M L E
Grade 7
M L E
Grade 8
M L
Personalized Instruction in order to support their For Families

Tested Out 3
Phonological Awareness (PA) View
RostersReading Groupings
Math
Assess & Teach Reports
Help
Regina Moore
Phonics (PH) View
learning and progress in the online lesson path. Max Score

High-Frequency Words (WFH) View
Lily Anderson
Online courses that complement Teacher PD
4
Grade
i-Ready 3
Central PDF

Explore how students Group students with
1. Select Reports from the top navigation. Class

Subject Vocabulary
placed Date Range
(VOC) View
on the Diagnostic, similar instructional
overall and by domain, and priorities and find
compare performance resources to support Tools and Tips
across assessments. differentiated instruction.
Comprehension (COMP) View
and Diagnostic reports will show by default.

Video: Using Diagnostic Results Reports for
Reading Math Reading Math Districts and Schools
Close Reading (CR) View
Current
Off & Past Lessons Upcoming Lessons
On Grade Level
2. Select Student and Instruction for the report Monitor Domain Progress
Lesson Passed (YTD) Total Lesson Time-on-Task (YTD)
level and category. Activity Overview

Domains
Grade K
53/60 | 88%
E M L
Grade 1
E M L E
Grade 2
18h 34m
M L
Grade 3
E M
Grade 4
L E M L E
Grade 5
M L E
Grade 6
M L E
Grade 7
M L E
Grade 8
M L
Phonological Awareness (PA) View

Tested Out
3. Select Reading or Math under Personalized Instruction PhonicsDomains

(PH) View Passed / Completed % Lessons Passed Lesson Time-on-Task: Year to Date
Max Score
Phonological Awareness (PA) 1/1 100%
Summary. High-Frequency Words (WFH) View
Phonics (PH) 9/14 64%

6h 58m
Vocabulary (VOC) View
High-Frequency Words (HFW) __ __
4. Select the student whose lesson data you would like Comprehension (COMP) View
Vocabulary (VOC)
13/13 100% Last Week Current Week
to view.
Off
Comprehension (COMP) 8/8 100% On Grade Level 29m 32m
Close Reading (CR) __ __
5. Scroll through your student’s lessons to see their Activity Overview

Lesson Passed (YTD)
53/60 | 88%
Total Lesson Time-on-Task (YTD)
18h 34m
completed lessons and progress on certain skills. Showing 5 of 5

Domains Passed / Completed % Lessons Passed Lesson Time-on-Task: Year to Date
You may see Student Lesson Alerts. Select the + icon Alerts Domain
Level
1/1
Lesson
100%
Passed Score
Lesson
Time-on-
Task
Started Finished
6h 58m
to expand the row for further details. VOC
Phonics (PH) Emerging K9/14
Building Word
Knowledge and…
64% — — 7m 05/23/18 In Progress
5
High-Frequency Words (HFW) __ Understand __ Not
COMP Mid 3 60% 35m 05/18/18 05/18/18
Characters Passed
Last Week Current Week
Vocabulary (VOC) 13/13 100%
Understand Not
COMP Emerging K 50% 30m 05/16/18 05/18/18
Characters Passed 29m 32m
Comprehension (COMP) 8/8 100%
Building Word Not

VOC Mid 3 50% 14m 05/11/18 05/16/18
Close Reading (CR) __ Knowledge 6 __ Passed
Building Word
VOC Mid 3 Knowledge and… Pass 90% 14m 05/11/18 05/11/18
Showing 5 of 5
Lesson
Alerts Domain Level Lesson Passed Score Time-on- Started Finished
Task

|
Building Word
VOC Emerging K — — 7m 05/23/18 In Progress
108
Knowledge and…
© 2020 Curriculum
Understand
Associates,
Not
LLC. All rights reserved.
COMP Mid 3 60% 35m 05/18/18 05/18/18
Characters Passed
Understand Not
COMP Emerging K 50% 30m 05/16/18 05/18/18
Characters Passed
Tested Out
Online Instruction
Phonics (PH) View
Gabrielle Dyer
Max Score
PDF
Max Score
Subject High-Frequency Words (WFH)

Date Range
View
Reading Academic YTD

Vocabulary (VOC) ViewRosters Assess & Teach Reports Help Regina Moore
Turning Domains On
Current & Past Lessons Upcoming Lessons
Personalized Instruction Summary Lily Anderson Grade 3 PDF

Off
If students are struggling with lessons and have failed two DomainDate
Progress
Subject Range On Grade Level

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
consecutive lessons twice each within one domain, that

Domains
E M L E M L E M L E M L E M L E M L E M L E M L E M L
Phonological Awareness (PA) View Lesson Passed Time on Task (Year to Date)
Activity
Current PastOverview
& Out Lessons Upcoming Lessons
domain will shut off automatically. After teachers have taken

Tested 53/60 | 88% 18h 34m
Phonics (PH) View Max Score
Max Score
action in response, they may then turn that domain back on. Monitor Domain Progress
Domains
High-Frequency Words (WFH) View Passed / Completed % Lessons Passed Year to Date
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Domains
Phonological Awareness (PA) 1/1 100%
Vocabulary (VOC) View E M L E M L E M L E M L E M L E M L E M L E M L E M L
6h 58m
There are two ways to do so: Phonological Awareness (PA) View
TestedPhonics
Out
Comprehension
(PH)
(COMP) View 9/14 64%
Phonics (PH) View

Close
Max Reading (CR) ViewWords (HFW)
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Vocabulary (VOC) 13/13 100% On Grade Level Last Week Current Week
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and…Comprehension, and will receive no further online instruction
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COMP Lily failedMid
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3 twice each within
Understand Comprehension, and Not
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70%online 30m
50% 20m 05/16/18
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Characters
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MA.8.8.F.3 in their
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1
Adding Teacher-Assigned Lessons
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2. Select the Instruction category at left.
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3. Select Reading or Math under Personalized Instruction.
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need to select the appropriate School.
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5. Click Assign Lessons. The corresponding pop-up will Lesson Assign to Select Popuation Schedule & Confirm
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6 Classes/Report Groups Students
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7 Student Student ID Classes
Baker, Danielle baker_danielle Grade 5, Section 1
8. Select an Available Date for the lesson(s). Make sure to Bowers, Tara
Choi, Isabelle
bowers_tara
choi_isabelle
Grade 5, Section 1
Grade 5, Section 1
assign the lesson at least a day in advance of when you Cochran, Damon cochran_damon Grade 5, Section 1
Hess, Michael hess_michael Grade 5, Section 1
want it to appear for students. Lowe, Noah lowe_noah Grade 5, Section 1
Malone, Carla malone_carla Grade 5, Section 1
McDonald, Kal mcdonald_kal Grade 5, Section 1
! Make
sure you add available dates for all the lessons you’ve Patel, Mia patel_mia
8
Grade 5, Section 1
9
selected to assign. You may need to scroll down to enter dates for Powell, Elijah powell_elijah Grade 5, Section 1
Ramirez, Gabriella ramirez_gabriella Grade 5, Section 1
all lessons.
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9. Enter a Due Date for the lesson(s) you are assigning.

• If no Due Date is selected, the assignment will appear
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any Teacher-Assigned Lessons, or to change assignment View Class Progress Turn Domain On/Off Adjust Lesson Placement
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A You may preview all the lessons or assign some as supplementary lessons to address specific skills.
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Managing Teacher-Assigned Lessons continued on the next page. Count up to 3 Objects English Number and Operations Early K
Count up to 5 Objects English Number and Operations Early K

Teacher SuccessEarlyGuide
| Count up to 10 Objects in Rows or Arrays English Number and Operations K
110 © 2020 Curriculum

Practice: Count up to 10 Objects in Rows or Arrays Associates,
English LLC.
Number and Operations reserved.
All rights Early K
Count up to 10 Objects in Different Arrangements English Number and Operations Early K
Practice: Count up to 10 Objects, Part 1 English Number and Operations Early K

Managing Teacher-Assigned Lessons Personalized Instruction
Cont’d. Subject
Math
MA Math Standards Correlations to Personalized Instruction
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Monitor Instruction Adjust Instruction
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based on their Diagnostic performance. Monitor students' progress to
After monitoring instruction, if you identify a student not working on
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inform how to support their learning. placement and/or the domains they are working in.
B2. Enter or use the calendar to select the new View Class Progress Turn Domain On/Off Adjust Lesson Placement
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School
Cedar Elementary
C1. Select Edit below the Available Date. Create Assignments Manage Schedule
E
C2. Enter or use the calendar to select the new Students will be automatically assigned a subset of i-Ready lessons based on their Diagnostic performance.
You may preview all the lessons or assign some as supplementary lessons to address specific skills.
Available Date on the Edit Schedule screen. Showing 21 of 405 C1 B1 Assign Lessons
Note: If the assignment is already available for the Lesson Name Language Domain Grade
student, the Available Date cannot be edited. Count up to 3 Objects English Number and Operations Early K
Count up to 5 Objects English Number and Operations Early K
To remove the assignment entirely: Count up to 10 Objects in Rows or Arrays English D

Number and Operations Early K
Practice: Count up to 10 Objects in Rows or Arrays English Number and Operations Early K
D. Select Cancel for All Students. Count up to 10 Objects in Different Arrangements
Practice: Count up to 10 Objects, Part 1

English
English

Early K
Early K
To remove assignments for individual students: Make Groups of up to 10 Objects English Number and Operations Mid K
Practice: Count and Make Groups to 10, Part 1 English Number and Operations Mid K
E. Select Cancel by Students above the lesson Order Numbers to 10

C2 English B2
Number and Operations Mid K
assignment table. Follow the steps in the corresponding More English Number and Operations Mid K
Cuenta hasta 3 objetos Spanish Number and Operations Extra K
pop-up to select one or more individual student Cuenta hasta 5 objetos Spanish Number and Operations Extra K
assignments to cancel. (Steps not pictured.) Cuenta hasta 10 objetos organizados en filas o matrices Spanish Number and Operations Extra K
Práctica: Cuenta hasta 10 objetos organizados en filas o matrices Spanish Number and Operations Extra K
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Práctica: Cuenta y forma grupos hasta 10, parte 1 Spanish Number and Operations Extra K
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1
Teacher-Led Instruction
2
Accessing Tools for Instruction
There are three different ways to access Tools for 3
Instruction.
A. Search across all Tools for Instruction:

4
2. Select Resources at left.
3. Select Reading or Math under Tools for Instruction.
4. Select the Grade and Domain to filter Tools for

Instruction. 5
5. As needed for K–8 Math, select Tools for
Instruction in Spanish.
How Tos
Bowers, Tara 472 Grade 4 Early 5 Grade 4 Grade 4 Grade 4
Choi, Isabelle 470 Grade 4 Grade 4 Grade 4 Grade 4 Grade 4
Lowe, Noah 470 Grade 4 Grade 4 Grade 4 Early 5 Grade 4
Powell, Elijah 470 Grade 4 Grade 4 Grade 4 Grade 4 Grade 3
1
B. Find Tools for Instruction recommended Ramirez, Gabriella Spanish 472 Grade 4 Grade 4 Mid 5 Grade 4 Grade 4
Ruiz, Justin 450 Grade 4 Grade 4 Grade 4 Grade 3 Grade 3
for small group instruction: Singh, Brian 463 Grade 4 Grade 4 Grade 4 Early 5 Grade 4
Vo, Isaiah 484 Early 5 Grade 4 Early 5 Mid 5 Early 5
1. Select Reports from the top navigation. Class Warren, Santino 491 Early 5 Mid 5 Grade 4 Mid 5 Mid 5
and Diagnostic reports will show by default. – Hide Grouping Description
Students in this Grouping are One GradeManagement

Level Below in Number Assess
and Operations
& Teachor Algebra and Algebraic Thinking.
Reports Help
2 Don Adison
2. Select Reading or Math under Instructional

Instructional Priorities
Groupings. Subject Class/Report Group Diagnostic Grade
concepts related Math
to fractions and whole number
Gradeoperations,
5, Sectionor
1 they may struggle withWindow
Diagnostic algebraic
2 concepts related
5 to factors and multiples, or both. Key
3. Select a Grouping tab to view that Grouping’s Those students with a low score in Number and Operations are probably most challenged
11/30/19 by fractions. They will need to focus on foundational
- 12/30/19
fraction concepts in order to understand that a fraction is one number that represents a quantity, not just "one number over another number." They
instructional priorities and recommendations for 3

Those students with a low
View
Grouping 1 Grouping 2 Grouping 3 Grouping 4
score in Algebra and Algebraic Thinking probably lack a sound understanding of the relationship between factors and
All Groupings
Grouping 5
5 Students
concepts and skills described below in the section Algebraic Thinking. In addition to daily practice to develop fluency with basic multiplication and
teacher-led instruction. division facts, all students in this profile areCochran,

also likely to need reinforcement
Damon
Hess, Michael
of essential vocabulary.
Baker, Danielle
Bowers, Tara
Patel, Mia McDonald, Kal
Singh, Brian Sanchez, Abby
Recommendations for Teacher-Led Instruction
Simmons, Tristan Choi, Isabelle
Lowe, Noah
4 Resources Wade, Kiara Stanton, Geena
Tan, Melanie
4. Scroll down to Resources on the right-hand side Operations

• Add and subtract multi-digit numbers.
Malone, Carla
Powell, Elijah
Vo, Isaiah
and select a recommended Tool for Instruction • Multiply three-digit numbers by one-digit numbers.
• Divide three-digit numbers by one-digit numbers.
Ramirez, Gabriella
Ruiz, Justin
Place Value through Hundred Millions
to focus on with your grouping. Rosters

Warren, Santino
Assess & Teach
Students who struggle with operations involving regrouping in any of the four
Reports Multiply by One-Digit Numbers
Help
Regina Moore
operations often lack the conceptual understanding that drives the algorithms. These Numbers
students may benefit from working with concrete or visual models, or alternative
Divide by One-Digit Numbers
algorithms,Diagnostic on the place valueDanielle
in order to focusResults Baker
concepts behind the process.Grade
Once 5 PDF
Fractions as Sums
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 Compare Fractions
Subject Diagnostic Placement Definition Equivalent Fractions
alone.
Reading Diagnostic 1 (09/14/19) Standard View Write Fractions as Decimals Key
Number–Fractions
• Decompose a fraction into a sum of fractions with like denominators. Tools for Instruction in Spanish
Mid On Grade Level (609) Algebra and Algebraic Thinking
• Write equivalent fractions, including fractions in simplest terms. Factors
Diagnostic
• Write fractions 1
with denominators of 10 or 100 as decimals. Overall
Multiples
Grade 4 (560)
640
• Add and subtract fractions and mixed numbers with like denominators.
Typical Growth Additional Resources
Use models to The
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C. Find Tools for Instruction recommended Typical 576

means two copies of one third. Use a variety of manipulatives to assist students in
Stretch Growth
Provide frequent practice adding like fractions, comparing unlike fractions, and finding
Learn More
Vocabulary
GradeComprehension:
4
Grade 4
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Literature Grade 4
for individual students:

Reading
equivalent An ambitious
fractions but attainable
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level students on a path to 520 Lesson 2: Compare Whole Numbers
achieve/maintain advanced Diagnostic 1 Lesson 3: Add and Subtract Whole
• Identify factor pairs for numbers to 100. * Foundational Domains
Diagnostic Numbers
Diagnostic
proficiency levels. Diagnostic
Diagnostic Results 560 Growth
Diagnostic
Online Instruction Growth Monitoring
Standards Diagnostic
CCSS Performance
• Identify multiples of whole numbers with products to 100. Lesson 4:Mastery
1. Select Reports from the top navigation. Class
Grade 4 Results Round Whole Numbers
Instruction
• Identify number patterns. 09/14/19
Lesson 5: Understand Multiplication
1 2
Standards Mastery Lesson 6: Multiplication and Division in
and Diagnostic reports will show by default.

Growth Measures.
Word Problems
common Historical
factor to simplify fractions, and finding a common multiple to add or subtract Lesson 7: Multiples and Factors
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unlike fractions. The
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Lesson 9: Model Multi-Step Problems
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determine the factor pairs for a given number in various situations, such asLexile
finding measure
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2. Select Student for the report level.
National Norm:
Overall
side lengths 38th Percentile
Placement
of all rectangles
Diagnostic Results 4
the terms factor and multiple with each other; encourage students to use their
830L,
“Findown
range
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Danielle Baker Grade best
a Book,
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Lesson 11: Multiply Whole Numbers
i-Ready” enables you to build custom reading lists. Based on the student's Lexile®
Lesson
measure and personal insterests. Search 12: Divide
for books Whole Numbers
now at www.Lexile.com/Fab/i-Ready.
PDF
strategies for learning the difference.

Understanding Lexile Measures
While Lessoncomplete
your students 13: Understand Equivalent
the Diagnostic,
Subject Diagnostic Placement Book, i-Readyhere are some
Find aDefinition Fractions
resources:
3. Select Reading or Math under Diagnostic Results. Fluency

Reading Diagnostic 1 (09/14/19) Standard View Lesson 14: Compare Fractions
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2020 MetaMetrics, Inc. Understanding
LessonData
15: Understand Fraction Addition
Key
• Know multiplication and division fact families through 100. All rights reserved.
and Subtraction
Making Lesson 16: Add and Subtract Fractions
Small Groups
Placement by have
Domain
4. Select a student from the top dropdown menu.
Mid On Grade Level (609)
The students in this group may difficulty recalling basic multiplication facts. Lesson 17: Add and Subtract Mixed
Discuss with them in strategies for remembering facts, or recalling facts basedOn Grade Level (581 - 640)
on other Numbers
Use Data to Differentiate Instruction
Diagnostic
Results
30% Phonics1 indicate
10% that Danielle
55%has difficulty decoding
5% words accurately. Vocabulary is another cause for concern. This
Overall score indicates that DanielleGrade 4 (560)
has gaps in
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Ongrade-level Onesmaller goals for
Grade Targeting
word knowledge. Tworemembering
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640 starting first
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is the way to support thisLesson
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growth Fraction
as a reader. Taken together, this information
Grade Level Level Below Grade Levels Below Multiplication
2s, 5s, and 10s, then
places moving
Danielle on to theGrouping
in Instructional more difficult-to-recall
1. facts. Remind students
that once they know Growth
Typical one fact in a family, they can use that fact to recall the other facts Lesson 19: Multiply Fractions
5. Scroll down to Placement by Domain and select in the family.

ViewProvide
Domaindaily practice as necessary.
Placements
The average annual growth for a
record of whichPhonological
View Have
facts they know and whichPhonics
student at this grade and
each student
Instructional keep a personal
Groupings
they still need to learn.
High-Frequency
Lesson
Vocabulary
20: Fractions
Phonics * as Tenths and
Hundredths Comprehension:
Grade 3
Comprehension:
5
Stretch 590
Awareness Words Lesson 21: RelateLiterature
High-Frequency Decimals
Words * Informational
and Fractions Text
Tested Out
a domain tab to view this student’s Can Dos and placement level.
Tested Out
Essential Vocabulary Grade 3 Typical 576
514
Tested Out Grade Lesson
561
4
STAMS
22: Compare
Vocabulary
547
Decimals
Grade 4 Grade 3
Grade 4
519
• Mathematics Stretch
termsGrowth
related to essential concepts at this level include fraction,
Next Steps & Resources for Instruction. numerator, denominator,

and divisor.
equivalent, factor, multiple,
An ambitious but attainable level of
product, quotient, dividend, Book Comprehension:
D Literature
Lesson 1: Multiplication Properties

Grade 4
Developmental Analysis Comprehension: Informational Text

Lesson 2: Multiply Mentally
Grade 3
level students on a path to 520
This
Fluency with achieve/maintain
domain
select addressesadvanced
mathematics Danielle's understanding
vocabulary of informational
terms enables studentstext.toResults indicate
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understand 1 that Danielle needs Lesson 3: Multiply
instruction by 1-Digit
in Grade-Level Numbers
3 informational
* Foundational Domains
6. Select the + icon for one of the Next Steps you instruction,skills
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and directions,
strategies,
proficiency
follow
Helpa students
such
levels. as identifying
process
variety of informational
and evaluating
and discuss
genres,
build essential
an author's
mathematical
including biographies,
mathematics
pointand
ideas, 560
of view
autobiographies,
vocabulary,
workor more
Grade
especially by and
09/14/19
purpose, as well as analyzing
Lessoncause-and-effect
4 newspaper or magazine articles.
4: Multiply by relationships.
2-Digit Numbers
Lesson 5: Relate Division to Multiplication
encouraging them to use the words in discussions. Lesson 6: Divide without Regrouping
want to focus on with the student. When expanded, Can Do

Next Steps & Resources forLesson
Growth Measures. Instruction
7: Divide with Regrouping
it will change to a – icon. Danielle is developing

National
Norm and
Norm proficiency
Lexile with below-grade
andPerformance
Lexile ®
Performance
6 — Teach about author's point of Lesson
view and purpose.
9: Simplify
Lesson 8: Equivalent Fractions
Fractions
Support Danielle in applying these skills to Grade-Level 3 text:
level informational texts in skills such as: Lesson 10: Decimal Place Value
• Determine an author's point of view in an informational text by looking for stated opinions.
• Sequencing events Lexile
• Distinguish measure
one's & range:
own point Lesson
of view from 11:
that of theCompare andtext.
author of the Order Decimals
National Norm:
• Identifying cause-and-effect relationships
38th Percentile 830L,
• Determine range purpose
an author's 730L-880L for writing
Lessonan informational text, including
12: Relate Decimals to inform, to
to Fractions
• Demonstrating understanding of key ideas persuade, and to entertain.
7. Select one of the Tools for Instruction

Lesson
“Find a Book, i-Ready” enables you to 17: Multiply
build custom 3-Digit
reading lists. Numbers
Based on the student's Lexile
®
7
and details measure and personal insterests. Search for books now at www.Lexile.com/Fab/i-Ready.
Tools for Instruction Lesson 18: 1-Digit Divisors
• Comparing and contrasting Understanding Lexile Measures
Determine Author’s Purpose
• Identifying main idea Find a Book, i-Ready Lesson 19: Add and Subtract Like
recommended for that Next Step. • Retelling the most important ideas
Standards
Reading
INSTRUCTION3
®
Fractions
Ready Reading instruction STAMS or
digital access to Ready through Teacher Toolbox
Solve
Learn More
Book D
• Grade 3
Practice 1: Multiplication Properties
Placement by Domain Lesson 11: Author's Point of View
Practice 2: Multiply Mentally
Practice
Results in Phonics indicate that Danielle has difficulty decoding words accurately. Vocabulary is another cause 3: Multiply
for concern. This by 1-Digit
score Numbers
indicates that Danielle has gaps in
—instruction
grade-level word knowledge. Targeting Phonics and Vocabulary Provideisadditional
the best way strategies
to support thisfor determining
student’s
Practice growth
4: as aword
Multiply
meaning.
reader. Taken
by 2-Digit together, this information
Numbers
places Danielle in Instructional Grouping 1. Support Danielle in using these steps to figure out the meaning of unfamiliar words in
Grade-Level 3 text: Practice 5: Relate Division to Multiplication
• Look around the word for context clues. Practice 6: Divide without Regrouping
• Break the word apart and look for clues in the parts (base word, prefix, suffix).
Phonological Phonics High-Frequency Practice 7: Divide with Regrouping Comprehension:
• Guess the meaning of the Vocabulary
word. Comprehension:
Awareness • Words Practice
Try out the meaning in the original sentence and8:see
Equivalent
makesFractions
if itLiterature
sense in context.Informational Text
• Use the dictionary, if needed, to confirm this meaning.
Practice 9: Simplify Fractions
Tested Out Grade 3 Tested Out Grade 4 Grade 4 Grade 3
514 Tools for Instruction 561 Practice 10: Decimal
547Place Value 519
Teach New Word Meanings Practice 11: Compare and Order Decimals
Use Context to Find Word MeaningPractice 12: Relate Decimals to Fractions
Developmental Analysis Additional Resources Practice 17: Multiply 3-Digit Numbers
Practice
Ready Reading instruction 18: 1-Digit
or digital accessDivisors
to Ready through Teacher Toolbox
This domain addresses Danielle's understanding of informational text. Results
3 indicate that Danielle needs instruction in Grade-Level 3 informational
Reading
INSTRUCTION
Learn More
Practice 19: Add and Subtract Like
skills and strategies, such as identifying and evaluating an author's point of view or purpose, as well as analyzing cause-and-effect relationships.
• Grade 3 Fractions
Teach a variety of informational genres, including biographies, autobiographies, and newspaper or magazine articles.
Lesson 9: Unfamiliar Words
Book D Teacher Guide
Lesson 12: Words in Context
Practice 20: Multiplicative Comparisons
Can Do Next Steps & Resources for Instruction
— Build understanding of how toiPad
connect
® text and
is a registered visuals.
trademark of Apple, Inc.
— Explain
Teachthat readers get information from words in a text as well as from pictures,
about author's point of view and purpose.
photographs, maps, and other types of illustrations.
Danielle is developing proficiency with below-grade
Support Danielle in applying these skills to Grade-Level 3 text:
level informational texts in skills such as: • Using a Grade-Level 3 informational text containing plenty of visuals, model thinking about how the
• visuals
Determine an author's
support the textpoint
and of view in angive
sometimes informational
additional text by looking
information thatfor stated
does notopinions.
appear in the text.
• Sequencing events •• Prompt
Distinguish one'stoown point the
of view
text from that of the
Askauthor of the text.
Danielle connect and visuals. questions such as, “What do you see in the
|
• Identifying cause-and-effect relationships • illustration
Determine an thatauthor's
matchespurpose
what we forjust
writing
readan informational
about? text, in
What details including to inform,
this illustration telltoyou more
persuade,
about whatand
weto entertain.
just read?”
112
• Demonstrating understanding of key ideas
and details
• Comparing and contrasting
© 2020 Curriculum
Additional Associates,
Resources
Determine Author’s
LLC. All rights reserved.
Purposeinstruction or digital access to Ready through Teacher Toolbox
Ready Reading 3 Reading
• Identifying main idea
INSTRUCTION
Learn More
• Retelling the most important ideas Additional Resources
• Grade
® 3
Ready Reading instruction or digital access to Ready through Teacher Toolbox
Standards 3 Reading
INSTRUCTION
Lesson 17: Connecting Words and Pictures in Informational Text

Learn More
Lesson 21: Connecting Words and Pictures in Stories
• Grade 3
1
Building Report Groups
Math
Student Rosters
Report groups enable you to create custom groups of
students for the convenience of assignment and student Diagnostic Status
Class/Group
All StudentsDiagnostic Results Instruction Standards Mastery DiagnosticActions

Growth
and class reporting. Showing 44 of 44 Add Class
Student Name Username Student ID Grade 2 Add Report Group

Math Instruction
1. Select Rosters from the top navigation. Overall Placement

Abramson, Isabella iabramson Key 403653
Online 1
Educator Learning
—
Anderson, Lily landerson 456487 1 Off

i-Ready Central
Tips, tools, and guidance to support use of
2. Select Add Report Group from the Actions Bailey, Lauren
3
lbailey 567576
i-Ready 3 On
dropdown. The corresponding pop-up will appear. Bell, Deidre dbell 475374
Tools and Tips
3 On
2 Students Buckland, Sonia

6 Students 11 Students sbuckland
1 Student 456486 3 On
Video: Using Diagnostic Results Reports
10% 30% 55% 5%
On or Above One Grade Two or More Not Completed
Grade Levell Burgess,
Level BelowJustin Grade Levels Below jburgess Kit 453654 3 Instruction
for Using Data to Plan Off
Cameron, Lisa lcameron Data Analysis Guide for3Diagnostic Data —

465467
Explore Domain Placements Explore Instructional Groupings
3. Select Create New Report Group. You may also 4 Duncan, Donna dduncan 687687 3 Off
duplicate an existing report group of the same Dyer, Gabrielle gdyer 597557 3 Off
students. Graham, Oliver
© 2020 Curriculum Associates, LLC, All Rights Reserved

ograham 567467
Terms and Conditions of Use Privacy Policy

3
Support Feedback
—
Manning, Tracey tmanning 454657 3 Off
5
4. Input report group information. Mclean, Phil pmclean 455676 3 Off
Metcalfe, Pippa pmetcalfe 564665 3 On
5. Use the checkboxes to select students and the Morgan, Bernadette bmorgan 543548 3 Off

arrows to add or remove them from the report Payne, Joseph jpayne 403653
group.
6. Use the checkboxes to select teachers and the

arrows to add or remove them from the report 6
group.
7. Click Save & Close to exit.
Note: Students must be in a class before they can be in a

report group.
1
Viewing Upcoming Diagnostic and Rosters Rosters Assess & Teach
Assess & Teach Reports Reports
Help Help Regina Moor
Growth Monitoring Assessments Math

Resources Diagnostic &
Standards Mastery
Instruction
1. Select Assess & Teach from the top navigation. 2 Assessment

Diagnostic Status Diagnostic Results Instruction
Comprehension
Check
3 Reading Math
2. Select the Assessment category at left. Rosters Assess & Reports Help Ms. Greene
Assessment Diagnostic Progress Resources

Current Diagnostic Window: Andrew’s Math Club Diagnostic: 09/01/17-09/29/17
3. Select Reading or Math under Diagnostic or Subject How to Fit in 45 Minutes per Week
Actions
Diagnostic & Standards Mastery.
Math Understanding i-Ready Lesson Sequence
2 8 4 10 Having Data Chats with Students

4. Review the recommended Diagnostic Windows Recommended Testing Windows Upcoming Tests
and the upcoming Growth Monitoring Schedule. 07/20/19 - 08/20/19
11/30/19 - 12/30/19
Diagnostic Window…
Diagnostic Window…
VIEW STATUS
Track Student Status
Your account currently has no Growth Monitoring assessments automatically
scheduled.
05/30/20 - 06/30/20 Diagnostic Window…
Notes:
• To monitor progress on current Diagnostic and Growth Monitoring assessments directly from the screen shown,
select View Status. To view assessment status from any other screen in i-Ready Connect, follow the Viewing
Assessment Status instructions that follow.
• Growth Monitoring is not used in all cases. You will only see the assessments that are applicable to you and your
students.
How Tos
1
Viewing Assessment Status
Diagnostic and Growth Monitoring
Diagnostic reports will show by default. A2
To view Diagnostic Status:

A2. Select Reading or Math under Diagnostic Status. B2
Diagnostic Status
A3. Review the list of students to see progress and

PDF
Subject
Rosters
Class/Report Group
Assess & Teach
Diagnostic
Reports Help
Regina Moore Rosters Assess & Teach Reports Help Regina Moore
assigned assessments.
Math Math Class A Diagnostic 1 Standard View Key
Diagnostic Status 08/03/19 - 08/31/19 PDF Growth Monitoring Status PDF
Subject Class/Report Group Diagnostic Placement Definition Subject Class/Report Group Date Range
Math Math Class A Diagnostic 1 Standard View Key Reading Reading Class A Most Recent 2 Weeks
08/03/19 - 08/31/19
Note: To see results for completed assessments, 2 8 10 2 8 10

use the dropdown arrow in the blue bar to switch to Not Started In Progress Completed Not Started In Progress Completed
2 Expiring Soon 2 Rushed 2 Rushed 2 Expiring Soon
2 8 10
the Diagnostic Results report. Showing 22 of 22
Alerts
Not Started
Student
A3 Status
In Progress
2 Expiring Soon
Completed
Diagnostic Language
2 Rushed 2 Rushed
Placement
Showing 22 of 22
Alerts
B3
Student Name Status
Kimball, Emerson Unassigned — — Kimball, Emerson Unassigned

Showing 22 of 22
Smith, Michael Unassigned — — Smith, Michael Unassigned
Alerts Student Status Diagnostic Language Placement
Gonzalez, Lisa Not Started — Cameron, Lisa Not Started
To view Growth Monitoring Status: Kimball, Emerson Unassigned — —

Welch, Rebecca Not Started Spanish — Welch, Rebecca Not Started
Smith, Michael Unassigned — —
Bell, Deidre 13% In Progress — Bell, Deidre 13% In Progress
Gonzalez, Lisa Not Started —
B2. Select Reading or Math under Growth Monitoring 3d Anderson, Lily

Welch, Rebecca
Morgan, Addison
Bell, Deidre
20% In Progress
Not Started
36% In Progress
13% In Progress
Spanish
—
—
—
—
3d Anderson, Lily
Morgan, Bernadette
20% In Progress
36% In Progress
Status. 3d
Rampling, Joshua
Anderson, Lily
Burgess, Justin
42% In Progress
20% In Progress
51% In Progress
—
—
—
Rampling, Joshua
Burgess, Justin
42% In Progress
51% In Progress
Morgan, Addison 36% In Progress —
Graham, Oliver 60% In Progress — Graham, Oliver 60% In Progress
Rampling, Joshua 42% In Progress —
B3. Review the list of students to see progress and assigned assessments. 2d
Payne, Joseph
Burgess, Justin
Taylor, Justin
Graham, Oliver
75% In Progress
51% In Progress
84% In Progress
60% In Progress
—
—
—
—
2d
Payne, Joseph
Taylor, Justin
75% In Progress
84% In Progress
Duncan, Donna Completed 08/04/20 Mid 2 Duncan, Donna Completed 10/05/20

Payne, Joseph 75% In Progress —
Notes:
Williams, Dante Completed 08/04/20 Mid 2 Mclean, Phil Completed 10/05/20
2d Taylor, Justin 84% In Progress —
Bailey, Lauren Completed 08/04/20 Grade 1 Bailey, Lauren Completed 10/05/20
Duncan, Donna Completed 08/04/20 Mid 2
Lopez, Isabella Completed 08/04/20 Grade 1 Metcalfe, Pippa Completed 10/05/20
• To see results for completed assessments, use the dropdown arrow in the blue bar to switch to the Growth Monitoring
Williams, Dante Completed 08/04/20 Mid 2
Pullman, Maria Completed 08/10/20 Late 2 Pullman, Maria Completed 10/12/20
Bailey, Lauren Completed 08/04/20 Grade 1
Buckland, Sonia Completed 08/10/20 Grade 1 Buckland, Sonia Completed 10/08/20
Results report.
Lopez, Isabella Completed 08/04/20 Grade 1
Sanderson, Carl Completed 08/10/20 Grade 1 Sanderson, Carl Completed 10/08/20
Pullman, Maria Completed 08/10/20 Late 2
Dyer, Gabrielle Completed 08/10/20 Grade 1 Dyer, Gabrielle Completed 10/09/20
Buckland, Sonia Completed 08/10/20 Grade 1
• Growth Monitoring and Standards Mastery are not used in all cases. You will only see status details for the assessments
Manning, Tracey Completed 08/10/20 Late 2 Manning, Tracey Completed 10/09/20
Sanderson, Carl Completed 08/10/20 Grade 1
Morgan, Nathan Completed 08/12/20 Grade 1 Morgan, Nathan Completed 10/12/20
Dyer, Gabrielle Completed 08/10/20 Grade 1
that are applicable to you and your students. Talk to your school leader if you have questions about use of these
Manning, Tracey Completed 08/10/20 Late 2
Morgan, Nathan Completed 08/12/20 Grade 1
assessment features.
Standards Mastery 1
Rosters Assess & Teach Reports Help Don Adison
If applicable, teachers can view information about current
Standards Mastery assessments that school or district Reading
Class Student Batch
administrators have made for their students. Diagnostic

Standards Mastery Standards Mastery
Online Instruction Standards Mastery Diagnostic
Status Results by Test
Instruction
1 2
1. Select Reports from the top navigation. Class and 2 Standards Mastery
Historical
Diagnostic reports will show by default. Rosters

3
Assess & Teach
Reading Math Use Diagnostic
Reports
Data
Reading Math
Help Ms. Greene
Overall Placement Tips

Standards Mastery Status
2. Select Standards Mastery for the category. While your students complete the Diagnostic,
here are some resources:
Subject Class/Report Group
Math Grade 5, Section 1 Understanding Data Key
3. Select Reading or Math under Standards Mastery Making Small Groups
Status.
Showing 5 of 5 Use Data to Differentiate Instruction
4 Alerts
30%
On or Above
Grade Level
Student
10%
One Grade
Level Below Assessment
55%
Two or More
Grade Levels Below
5%
Not Completed
Available On Status
Assessment
Language
Assessment
Score
View Domain Placements View Instructional Groupings

ROSEBERRY, 0461_4A_Math_CFA1a
4. Review the list of students to see progress

10/17/19 Not Started —
FRANKISS Covers: MAFS.4.NBT.1.1, MAFS.4.NB…
1st quarter 10/04/17
and assigned assessments. BUCHTEL, KEANAN

Covers: 5.NBT.A.1, 5.NBT.A.3a, 5.NBT…
Grade 5 Math NBT2.7.2 (1/23…

LENIGAN, BARRETT 01/22/20 Not Started —
Covers: MAFS.5.NBT.2.7-2
Note: To see results for completed assessments, use the BELLION,

WALLBANK
Grade 4 Math NF.2.3 (1/14/19)
Covers: MAFS.4.NF.2.3.a, MAFS.4.NF…
01/14/20 Not Started Spanish —
dropdown arrow in the blue bar to switch to the Standards GARGAN, DEMICA
Grade 4 Math NF.2.3 (1/14/19)
01/14/20 Not Started Spanish —
Covers: MAFS.4.NF.2.3.a, MAFS.4.NF…
Mastery Results by Test report. ROSEBERRY, Grade 5 Math NBT2.7.2 (1/23…

FRANKISS Covers: MAFS.5.NBT.2.7-2

1
Additional Assessment Tools Rosters Assess & Teach Reports Help
Math
Accessing Materials for i-Ready Oral Reading Resources
Instruction
Diagnostic &
Standards Mastery
Oral Reading
Fluency Assessments
Fluency Assessments 2 Assessment

Diagnostic Results Instruction
Comprehension
Check
Standa
Reading Math Resources 3

These materials can help you assess your students’ oral reading Rosters Assess & Teach Reports Help Regina Moore
fluency. While the Oral Reading Fluency Assessments are available

i–Ready Dyslexia
Screener
Oral Reading Fluency Assessment
Diagnostic Progress
for use by classroom teachers, you will want to check with your Materials Current Diagnostic Window: Andrew’s Math Club Diagnostic: 09/01/17-09/29/17
4
administrator before assessing students, as your district or school Read the Administration Manual first
to find out how these resources
can be used in the classroom.
Administration
Manual
Retell
Rubric
Prosody
Rubric
Record
Sheet
How
Und
may have a structured plan for use of these assessments. See the
2 8 10 Hav
Oral Reading Fluency Administration Manual for full details.

Grade Level Passage Student Passages Scoring Sheets

1 Benchmark 1 So Many Trucks, Jill's School Bag
1 Benchmark 2 We Got a Dog, What Does Li See?
1. Select Assess & Teach from the top navigation. 1 Benchmark 3 Hot Air Balloon, Story of a Seed
Track Student Status
1 Formative A What's the Weather?
2. Select the Assessment category at left. 1 Formative A Robin Flies
1 Formative A Beach Day
3. Click Resources under Oral Reading Fluency Assessment. 1 Formative A Dan Duck Swims
1 Formative A What Will You Write With?
4. In the Oral Reading Fluency Assessment view, download the Administration Manual. The Administration
1 Formative A At the Store
Manual will walk you through options for administering the Benchmark Assessment and/or Formative
1 Formative B A Day in the Life of a Bee
Assessment, including what additional materials you will need to download from this page.
1 Formative B The Best Walk
Note: The Oral Reading Fluency Benchmark Assessment is intended for use with students enrolled in Grades 1–4. The
Formative Assessment, however, can be used with students at developmental reading levels from Grades 1–4. For
example, a Grade 5 or Grade 6 student reading below their grade level could be assessed with the Formative Assessment.
How Tos
Notes:

Notes:

Notes:

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Teacher Success Guide

Making the Most of Your Year with i-Ready. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Top Teacher Actions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Use Data to Plan Instruction.................................................................................25

Actively Monitor and Respond.............................................................................41

Deliver Differentiated Instruction........................................................................47

Set Goals and Engage Students............................................................................59

What’s New in i-Ready.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

How Tos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

© 2020 Curriculum Associates, LLC. All rights reserved. | iii

and useful items:

Downloadable Ideas from Other Educators

Tips, tools, and ideas from

other educators in the i-Ready

Find tools and templates

Use Data to Plan Instruction

Review Diagnostic reports to inform instructional

Set clear goals with students and celebrate growth and

Check off a strength.

F Take my time F Show my work

much more. Download

Comprehension: Informational Notes:

most popular. You can also submit

and print these essential

F Measurement and Data

10% 20% 30% 40% 50% 60% 70% 80%

strategies that are working in your

10% 20% 30% 40% 50% 60% 70%

80% 90% 100% resources to help you

10% 20% 30% 40% 50% 60% 70%

80% 90% 100%

utilize i-Ready to its fullest classroom.

© Curriculum Associates, LLC. All Rights Reserved. 2

What is a student growth measure?

How can I use i-Ready as a student growth measure?

information, strategies, and how it works. Explanations

and resources that are

and examples of common features

most useful in driving and terminology help put data and

student growth and instructional recommendations

Rosters Assess & Teach Reports Help Regina Moore

Take Courses Find Resources Get Help

Overall Placement Key Teacher Toolbox

iv | Online Educator Learning

Making the Most of Your Year with i-Ready

See Students Grow Components

Teacher Success Guide

Making the Most of Your Year with i-Ready

Third-Party Correlations between i-Ready Diagnostic

Additional linking studies have been conducted in:

Our validity research is ongoing. If your state is

Teacher Success Guide

Score Gains for Students Receiving i-Ready Personalized Instruction

n = 986.8K n = 936.2K n = 86.7K n = 83.1K n = 62.9K n = 61.7K n = 124.1K n = 129K

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Get organized and administer each assessment:

Create and maintain schedules that 

Review Diagnostic reports to inform instructional