I-Ready Diagnostic & Instruction: Teacher's Guide - Plain ... (2024)

i-Ready Diagnostic & Instruction: Teacher’s Guide©2012 Curriculum Associates, LLC 08/1/2012 Version 4.1

Diagnostic & InstructionTable of Contents PageIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Chapter 1: Getting Started with i-Ready Diagnostic & Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5The Major Components of i-Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Logging in for the First Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Getting to Know the Teacher Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Getting to Know the Student Application. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Before You Begin Using i-Ready: Important Items to Address. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Ensure that All Students Are in the System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 INSTRUCTION Enabling/Disabling Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Chapter 2: The i-Ready Diagnostic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Background Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Understanding the i-Ready Diagnostic Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 How Long Does the Test Take?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Stopping, Restarting, and Resetting Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 How Often Can the Diagnostic Be Administered?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Skills Assessed by the Diagnostic Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16The Student Test-Taking Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Diagnostic Assessment Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Answering Assessment Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Reading Passages with Multiple Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Items with Audio Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Prior to Test Day: Preparing to Administer the Diagnostic Assessment . . . . . . . . . . . . . . . . . . . . 21 Getting Organized. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Preparing Your Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Test Day: Administering the Diagnostic Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 The Morning of Test Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 During the Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 After the Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25©2012 Curriculum Associates, LLC Table of Contents - 1 08/1/2012 Version 4.1

PageFrequently Asked Diagnostic Assessment Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Teacher Diagnostic Assessment FAQs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Student Diagnostic Assessment FAQs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Chapter 3: Using Reports to Analyze Diagnostic Assessment Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Understanding Test Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Scale Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Placement Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Math Overall Scale Score Placement Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Reading Overall Scale Score Placement Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Using Reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 i-Ready Reports At-A-Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Class Profile Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Student Profile Report (Overview Tab & Domain-Specific Tabs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Instructional Grouping Profile Report (Overview Tab & Profile-Specific Tabs). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 INSTRUCTION Class Response to Instruction (RTI) Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 INSTRUCTION Student Response to Instruction (RTI) Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Parent Report (PDF only) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 State Standards Performance Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Common Core State Standards (CCSS) Performance Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Chapter 4: Using Diagnostic Assessment Data to Make Instructional Decisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 INSTRUCTION i-Ready Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 How Are Online Lessons Assigned?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 How the Online Lessons Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Enabling/Disabling i-Ready Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Teacher-led Classroom Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 How to Use i-Ready Report Data to Differentiate Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 How to Use the Tools for Instruction in Your Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 How to Incorporate STARS®, STAMS®, and Other Curriculum Associates Products. . . . . . . . . . . . . . . . . . . . . . . . 50Monitoring Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 The Cycle of i-Ready Diagnostic & Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51©2012 Curriculum Associates, LLC Table of Contents - 2 08/1/2012 Version 4.1

PageAppendix A: Step-by-Step Instructions for Navigating the Teacher ApplicationThe “Home” Tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1 The “Tests” Sub-tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1 INSTRUCTION The “Assignments” Sub-tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1The “Roster” Tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2 The “Students” Sub-tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2 The “Classes” Sub-tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-3 The “Report Groups” Sub-tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-5The “Settings” Tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-7The “Assignments” Tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-7 The “Class Management” Sub-tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-7 The “Tests” Sub-tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-11 INSTRUCTION The “Student Lesson Plan” Sub-tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-12 INSTRUCTION The “Extra Lessons” Sub-tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-14 INSTRUCTION The “Completed Lessons” Sub-tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-16The “Reports” Tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-17The “Resources” Tab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-19Appendix B: Reproducibles for Modeling i-Ready Login and Student Application Screens Figure B-1: Login Screen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1 Figure B-2: Study Buddy Selection Screen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-2 Figure B-3: Theme Selection Screen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3 Figure B-4: Subject Selection Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-4 Figure B-5: Start Test Screen A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-5 Figure B-6: Start Test Screen B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-6 Figure B-7: Student Application Landing Page A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-7 Figure B-8: Student Application Landing Page B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-8Appendix C: Reproducibles for Modeling the i-Ready Diagnostic Assessment Figure C-1: Math Item Navigation Screen 1, with Audio Buttons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1 Figure C-2: Math Item Navigation Screen 2, with Audio Buttons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-2 Figure C-3: Reading Item Navigation Screen 1, with Audio Buttons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3 Figure C-4: Reading Item Navigation Screen 2, with Audio Buttons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-4 Figure C-5: Reading Passage with Multiple Questions Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-5©2012 Curriculum Associates, LLC Table of Contents - 3 08/1/2012 Version 4.1

IntroductionThe i-Ready Diagnostic & Instruction program is a two-part product that includes an online Diagnostic Assessmentand online Instruction. School or district administrators can choose to purchase the entire program to assess mathand reading skills and generate unique instruction plans for every student. But the program is also available withoutthe online Instruction component.The Diagnostic assessment will pinpoint your student’s needs in reading and math down to the domain and .sub-skill level by using sophisticated adaptive logic, and a bank of thousands of test items. Chapter 2 in this guidecan help you prepare yourself and your students for the reading and math assessments.Once the assessments have been completed, the Instruction component of the i-Ready program takes over,automatically placing students in lessons targeted to their specific needs.If you do not have the i-Ready Instruction component, you will still find the numerous reports, and classroominstructional resources derived from the Diagnostic of great value in differentiating instruction for your students.If You Have Only i-Ready DiagnosticIf your district or school system purchased only the Diagnostic portion of the i-Ready Diagnostic & Instruction program,you will have access to the Diagnostic Assessment, Reports, and Resources, but not to the i-Ready Instruction lessons.You’ll still have access to Tools for Instruction and other teacher-led instructional guidance. That also means thatyou will only need to reference particular parts of this Teacher’s Guide. Look for this symbol INSTRUCTION throughoutthe Teacher’s Guide, which indicates sections that you can bypass. Those of you who have the complete i-ReadyDiagnostic & Instruction program may ignore this logo, since the entire Teacher’s Guide applies to you.This Guide Is Your Reference ToolDon’t feel you have to read this guide cover to cover just to get started with i-Ready. The program is user-friendlyfor both teachers and students. Refer to the appropriate chapter of this guide to get yourself oriented, and to findanswers to specific questions: • Chapter 1 presents a brief overview of the i-Ready Diagnostic & Instruction program, as well as some important items to note before you begin using i-Ready. • Chapter 2 provides some background on the development and design of the i-Ready Diagnostic, describes in detail how to prepare to administer it, and offers tips and checklists to help you before, during, and after administering it. • Chapter 3 explains how to read student results from the Diagnostic, and gives detailed descriptions of the various reports and how to use them. • Chapter 4 describes how the data obtained from the Diagnostic is used by the i-Ready Instruction component to create a unique plan for each student. If you have only the Diagnostic portion of the program, the Diagnostic results can still be very helpful in creating differentiated instruction for your students. • Chapter 5 provides detailed, step-by-step information on every aspect of the Teacher Application in i-Ready.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 4 08/1/2012 Version 4.1

Chapter 1: Getting Started with i-Ready Diagnostic & InstructionThis chapter provides a brief overview of the i-Ready program, as well as some important items to note beforestarting.The Major Components of i-ReadyDiagnostic Assessment • Built on the Common Core State Standards, but also reports out on individual state standards. • Diagnostic Assessment is adaptive to each student and automatically diagnoses individual student strengths and weaknesses. • Serves as an ideal universal screening tool by pinpointing each student’s needs down to the level of discrete sub-skills. • For more information on the Diagnostic Assessment (i.e., how it works, how to assign it, how long it takes) . see Chapter 2.Reporting • Provides critical information to drive decision-making about online and teacher-led classroom instruction. • Shows which students are struggling and what skill areas need improvement. • Provides instructional recommendations for individual students and groups of students. • Provides tools to communicate with families about student performance and progress. • For more information on Reports (i.e., accessing reports, using reports) see Chapter 3.Instruction • Differentiates instruction and delivers an individualized online instruction plan for each student. • Provides teacher-led classroom instruction resources, such as Tools for Instruction (hundreds of PDFs containing lesson plans for skill-focused in-class instruction). • Motivates learners with engaging, interactive online lessons that are tailored for each grade level to be age appropriate • Provides guided practice and progress monitoring. • For more information on online instruction and teacher-led classroom instruction, see Chapter 4.Progress Monitoring • Measures gains in your classroom with the Diagnostic Assessment and online instruction. • Tracks progress with Common Core State Standards and/or your state’s unique standards. • For more information about how i-Ready builds Progress Monitoring into the Diagnostic Assessment and online instruction, see the “Monitoring Progress” section of Chapter 4.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 5 08/1/2012 Version 4.1

Logging in for the First TimeStep 1: • Before logging in for the first time, make sure you have received your username and password from your i-Ready administrator. You will need them in order to access the program.Step 2: Go to the i-Ready Website. • Type the following URL into a Web browser: . http://www.i-Ready.com. • Click on “Log in now!” • Type in your username and your password . (remember that passwords are case-sensitive). • Choose your state from the drop-down menu. • Click the “Go!” button.Step 3: Choose a Program. • If you have access to more than one . i-Ready program, you will be asked to choose a program. • You have arrived at the “Home” tab. Notice . there are six total tabs. The next section . will walk you through these six tabs of the . Teacher Application.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 6 08/1/2012 Version 4.1

Getting to Know the Teacher ApplicationNear the top of the Teacher Application you’ll see a row of tabs. This section describes them briefly. For detailed,step-by-step information on every aspect of the Teacher Application in i-Ready, refer to Chapter 5.The “Home” TabThe “Home” tab displays aggregated information for all of your students’ tests and assignments. “Student Alerts” listsany students who have recently failed one or two lessons. “Student Alerts” lists any students who have recently failed one or two lessons. Two sub-tabs display summary information about class tests and assignments. For more detailed information on how to navigate any of the tabs in the Teacher Application, see Appendix A.The “Roster” TabClick on the “Roster” tab to view class and student lists and information, and to edit student passwords. View all students in your school and edit student passwords. Sort by last name, grade, and school to see your students. Easily view all your classes in the “Classes” sub-tab.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 7 08/1/2012 Version 4.1

The “Settings” TabThis tab lets you control the choices that appear on the students’“My Stuff” module, which allows students to playgames between lessons, change study buddies, and change themes. You can easily control access to these featuresfor individual students or the entire class at any time. Turn game/theme/buddy selection on/off for your whole class or for individual students, as needed. The student “My Stuff Module”The “Assignments” TabThis tab presents an array of classroom-based tools that allow you to do the following: • Enable or disable student-instruction modules. • See what lessons are scheduled for your students and/or adjust student lesson plans. • Assign extra lessons to students. • View which lessons have been completed. • Assign tests.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 8 08/1/2012 Version 4.1

The “Reports” TabClick on this tab to generate, view, and print detailed reports for an entire class or for individual students. Use reports to help drive instruction and monitor progress.The “Resources” TabClick on the “Resources” tab to access: user guides, Tools for Instruction (PDFs containing skill-based lesson plans forclassroom use), reading and math lesson lists, lists of standards lessons aligned with your state and/or CCSS, lettersand guides for parents, research documentation about i-Ready, and other helpful documents. The “Resources” tab contains useful instructional tools, such as the Tools for Instruction, lists of standards aligned to online lessons, and best online lessons to use for whole-class instruction.“My Account” ButtonClick the “My Account” button to view your account information and to change your username and/or password. Change your username and/or password at any time.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 9 08/1/2012 Version 4.1
Getting to Know the Student ApplicationThis section describes both the Student Application and how to help students get oriented to i-Ready.Student LoginStep 1: • Students have the same login page as teachers. • Students should go to http://www.i-Ready.com. • Click on “Log in now!” • Enter login information and click “Go!”Step 2: Choosing a Study Buddy and ThemeWhen students log in for the first time, they are .prompted to choose a Study Buddy and a .background theme. Both selections can be .changed at any time.Step 3: Choosing a SubjectDepending on your class setup, students may .have to choose either Math or Reading. You will .need to inform them which subject to choose if .you wish them to specifically pick Math or Reading.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 10 08/1/2012 Version 4.1
Step 4: Student Diagnostic AssessmentWhen students first enter the program, they willsee a screen with a “Start Test” button in the center.This is the button that will begin the DiagnosticAssessment. Before you have your students start the .Diagnostic, review the “Prior to Test Day” section of .Chapter 2.Step 5: After the Diagnostic AssessmentAfter students have completed the DiagnosticAssessment, their screens will show the followingthree modules, which can be accessed from the tabsat the top of the screen: • My Start—Shows buttons for starting the next lessons. • My Stuff—Allows students to choose buddies and themes, and to play games with credits . earned by completing lessons. • My Progress—Shows each student the number of lessons passed and credits earned, and gives a breakdown of scores achieved for . all lessons taken.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 11 08/1/2012 Version 4.1
Before You Begin Using i-Ready: Important Items to AddressEnsure that All Students Are in the SystemBefore you begin exploring the i-Ready Diagnostic, it’s a good idea to make sure that all of your students are in thesystem. Students are often placed in the system via an automated process run by the i-Ready Customer Supportteam, in conjunction with school and district administrators.To ensure that your students are in the system: 1. Log in to i-Ready. 2. Choose Diagnostic & Instruction, if you have more than one program. 3. Click on the “Rosters” tab. 4. Click on the “Classes” sub-tab. 5. Click “EDIT” to the left of the name of the class you wish to view. 6. Your students should appear in the “Student Enrollment” sub-tab. 7. Repeat steps 3–6 for any other classes you have in the system. INSTRUCTION Enabling/Disabling InstructionEnabling Instruction is the feature that makes online lessons available to students immediately upon completionof the Diagnostic Assessment. If you have access to Instruction, you can decide when to make the online lessonsavailable to your students. Note that if you do not take any action, Instruction is disabled by default. To enablei-Ready Instruction: • Go to the “Assignments” tab and click on the “Class Management” section. For more information on Then click “Enable Instruction.” enabling/disabling instruction • In the box on the right side, click on the student, group of students, or or if you have questions class for whom you wish to enable Instruction. about navigating the Teacher • If you click “Enable Instruction,” students will have access to their Application, see Appendix A. individualized i-Ready lesson plan immediately after finishing the Diagnostic and can start immediately on their personalized lesson plan. This will also give them immediate access to games, themes, and study buddies. • If you leave instruction disabled (default setting), students who have finished the Diagnostic will simply receive a message stating, “You do not have any lessons assigned,” and will not be able to go any further in the program. You may choose this option if you want to review test results first.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 12 08/1/2012 Version 4.1
Chapter 2: The i-Ready Diagnostic AssessmentThis chapter provides some background on the development and design of the i-Ready Diagnostic Assessment,describes in detail how to prepare to administer it, and offers tips and checklists to help you before, during, and afteradministering it.Background InformationThe following functions and features of the i-Ready Diagnostic make it unlike many other assessments you may haveused before.Information Provided by the Diagnostic Assessment. • The i-Ready Diagnostic Assessment is designed to help teachers pinpoint their students’ strengths and areas of need down to the sub-skill level for grades K–8. • The results of this assessment are immediately available to show you what your students understand . and what they don’t understand, both for on-grade level skills and off-grade. • Most importantly, the Diagnostic will help you determine how to approach instruction, monitor progress, and build student success in your classroom.How the Diagnostic Assessment Adapts. • The i-Ready Diagnostic Assessment will keep adapting, or adjusting, until it finds exactly the level at which your students need to receive instruction. • When students answer questions correctly, i-Ready gives them more challenging questions. When students answer questions incorrectly, i-Ready gives them questions that are easier. • This process continues until i-Ready pinpoints which skills each student seems to know well and which need improvement.A schematic of how the Diagnostic Assessment adapts to student performance©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 13 08/1/2012 Version 4.1
It Provides an Action Plan.The i-Ready Diagnostic is different from other assessments because it gives you, the teacher, an action plan. • While a state test may explain that a 4th grader is struggling with 4th grade skills, it won’t usually tell you why. The Diagnostic Assessment adapts to allow educators to see, for example, if that 4th grader is struggling because she never mastered phoneme blending and segmentation skills from grade 1. • Reports provide detailed information about individual students and help you group students for instruction. • Reports also provide helpful resources to support your classroom practice: – Tools for Instruction: hundreds of lesson plans available as PDFs in the “Resources” tab, and recommended based on student needs in the Student Profile Report and Instructional Grouping Profile Report. – Specific recommendations for using other Curriculum Associates products you may already have in . your classroom. Particular products and lessons are recommended for particular students. • INSTRUCTION If your school has purchased i-Ready Diagnostic & Instruction, the Diagnostic will place your students automatically into an individualized and automated online instruction program.Understanding the i-Ready Diagnostic AssessmentThe Diagnostic is designed to keep students engaged. Each test (Math and Reading) has an opening sequence .that grabs students’ attention and explains how to answer test items. During their tests, students are provided .with intermittent games that give them a short break, but also promote their investment and engagement with .the assessment.Opening sequence of the Math Assessment Opening sequence of the Reading Assessment©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 14 08/1/2012 Version 4.1
Reading Diagnostic Game Math Diagnostic GameHow Long Does the Test Take? • We strongly recommend that you allocate two 40- to 45-minute class periods per subject for students to take the Diagnostic, so they don’t feel rushed. For younger or special education students, you may want to provide shorter test sessions. Teachers report that the less rushed students feel when taking the test, the more accurate their scores are. • The Diagnostic takes approximately 35–60 minutes per subject. • The Diagnostic Assessment is not timed. • Bear in mind that all students test at their own speed, so there may be some variation in these testing times.Stopping, Restarting, and Resetting Tests • Students can stop a test one day and pick it up where they left off the next day. • The system will save student data, even if the Internet browser closes accidentally. • Resetting tests to start at the beginning is only possible if a test is in progress. Once a test has been submitted as complete, it can no longer be reset. That’s why it is important to make sure your students are adequately prepared for taking the test (see below). For more information on resetting tests, see Appendix A. • Please note that if a student does not complete a test within 21 days, the test will expire. This is in line with best practices in educational research to limit the window of time in which an assessment is in progress to protect the validity of test results and the integrity of your data. No action is needed on your part to expire the test. The student will receive a new test in the event the test expires.How Often Can the Diagnostic Be Administered?We recommend administering the Diagnostic Assessment every 12–18 weeks. Allowing for this window ensuresthat students have sufficient exposure to Instruction (i-Ready or classroom) and can demonstrate growth. For more Frequently Asked Questions about the Diagnostic Assessment, see the “Frequently Asked Diagnostic Assessment Questions” section later in this chapter.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 15 08/1/2012 Version 4.1
Skills Assessed by the Diagnostic AssessmentThe following two charts outline the domains in Reading and Math that are assessed by the Diagnostic, .as well as the grade-level difficulty of the skills.Reading Skills Domain (Grade-Level Difficulty of Questions) Skills Assessed • Rhyme Recognition • Phoneme Identity and Isolation Phonological Awareness . • Phoneme Blending and Segmentation (Grades K−1) • Phoneme Addition and Substitution • Phoneme Deletion • Letter Recognition • Beginning Consonant Sounds Foundational Skills • Short and Long Vowels • Decoding One- and Two-Syllable Words Phonics (Grades K−3) • Inflectional Endings; Prefixes and Suffixes • Digraphs and Diphthongs • Vowel Patterns • Decoding Longer Words High-Frequency Words . • Words from Dolch and Fry lists (Grades K−3) • Academic and Domain Specific Vocabulary Vocabulary (Grades K−8) • Word Relationships • Prefixes, Suffixes, Base and Root Words • Author’s Purpose • Categorize and Classify • Cause and Effect • Drawing Conclusions/Making Inferences • Fact and Opinion Comprehension: Informational Text (Grades K−8) • Main Idea and Details • Message • Summarizing/Retelling • Text Structure • Determining Word Meaning • Point of View and Purpose • Cause and Effect • Drawing Conclusions/Making Inferences • Figurative Language Comprehension: Literary Text (Grades K−8) • Story Elements • Summarizing/Retelling • Theme/Mood • Analyzing Character • Determining Word Meaning©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 16 08/1/2012 Version 4.1
Math Skills Domain (Grade-Level Difficulty of Questions) Skills Assessed • Counting and Cardinality • Base Ten—Whole Numbers and Decimals – place value, compare, add, subtract, multiply, divide Number and Operations (Grades K–8) • Fractions – model, compare, add, subtract, multiply, divide • Rational Numbers – model, compare, add, subtract, multiply, divide • Operations and Algebraic Thinking – fluency, number relationships, properties, solving word problems • Expressions and Equations Algebra and Algebraic Thinking (Grades K–8) – variables, exponents, solving word problems • Ratio and Proportional Relationships – percent, rate, lines and slope • Functions – linear and non-linear • Two-Dimensional Shapes • Three-Dimensional Shapes • Lines, Segments, Points, Rays, and Angles Geometry (Grades K–8) • Symmetry and Transformations • Congruence and Similarity • Coordinate Geometry • Pythagorean Theorem • Measurement Units and Tools: Customary . and Metric • Time, Money, Length, Capacity, Weight and Mass • Geometric Measurement Measurement and Data (Grades K–8) • Area, Perimeter, Surface Area, Volume • Creating and Interpreting Graphs • Data Analysis and Statistical Measures • Probability Concepts©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 17 08/1/2012 Version 4.1
The Student Test-Taking ExperienceDiagnostic Assessment Items • All test questions are multiple choice. • In Reading, some questions are grouped as a set with a single reading passage. (See “Reading Passages with Multiple Items,” on the next page.) • Depending on a question’s level of difficulty, there will be three or four answer choices. • To view sample questions for each domain and grade level, go to the “Resources” tab.Sample Math question Sample Reading questionAnswering Assessment Items • To answer an item, students simply click on the answer they think is correct, Reproducibles are available and then click the “DONE” button to move on to the next question. Note to help you introduce that an answer will highlight blue when it is hovered over, and will turn students to the Diagnostic orange when it is clicked. Assessment. See Appendix C. Hover over an answer. Click answer. Click “DONE.”©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 18 08/1/2012 Version 4.1
• If a student changes her mind about an answer before she clicks “DONE,” she simply clicks the answer she wants and then clicks “DONE.” Hover over new answer. Click new answer. Click “DONE.”Reading Passages with Multiple Items • In the Reading Diagnostic Assessment, some groups of questions refer to a single reading passage. These reading passages usually have multiple pages. • Students have to click the arrow at the bottom of the reading passage to flip through the pages. • The same question remains displayed as they flip through the pages. • Students choose their answer and click “Done.” • A new question about the same passage will then load. Students can use the arrows to reread the passage as needed to answer the new question. If there is more than one question, the next question will load after students select an answer and click “DONE.” Use arrows to flip through the pages.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 19 08/1/2012 Version 4.1
Items with Audio SupportAudio support is provided for some Math questions and for some Reading questions. In Math for grades K–5, .all questions have optional sound to ensure the test is assessing math skills, not reading skills. Sound is providedwith reading questions that test students’ foundational skills. When a question has audio support, you will see anaudio button.Audio buttons look like this at first.      When hovered over, they look like this. When the cursor hovers over an audio button, the button will play audio prompts for students. Students .do not have to click audio buttons to hear sound.Diagnostic Domains That Have Sound Question Reading Grade Level(s) Reason for Sound Reading Comprehension K To assess listening comprehension Phonological Awareness K–2 This domain typically is taught in earlier grades, where audio prompts are helpful in assessing a student. Phonics K–2 This domain typically is taught in earlier grades, where sound may be necessary to support learning. High-Frequency Words K–2 This domain typically is taught in earlier grades, where sound may be necessary to support learning. Vocabulary K–2 It is important to assess vocabulary knowledge independently of decoding ability. Question Math Grade Level(s) Reason for Sound All Domains K–5 Audio prompts are utilized to ensure that items are accurately assessing math skills, not reading skills.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 20 08/1/2012 Version 4.1
Prior to Test Day: Preparing to Administerthe Diagnostic AssessmentGetting OrganizedFollow these steps to make sure administration goes smoothly.1. Ensure Compatibility and System Requirements Have Been Checked Your school or district has likely performed this compatibility check prior to purchasing i-Ready Diagnostic & Instruction. You should ensure a system check was run on the exact computers students will be using for the Diagnostic. If not, information on how to check compatibility and system requirements can be found by going to http://www.i-ready.com/support and clicking on “System Requirements,” which opens a brief, 6-page, easy- to-use document. This document describes how to run a simple system check.2. Gather Materials Needed For a checklist to help you Make sure the following will be available for all students on test day: prepare to administer the • Headphones for every student Diagnostic Assessment, see the “Test Day: Administering • Scrap paper and pencils for Math assessment the Diagnostic Assessment” • Calculators should not be allowed, as this can lead to an inaccurate . section later in this chapter. representation of a student’s ability. • Materials for students who finish early (silent reading book, etc.) • Print student usernames and passwords. To do this: – Login to i-Ready. – Click on the “Roster” tab. – Click on the desired class. – Click the “Print Passwords” button at the bottom of the pop-up. – This will print sheets of paper slips containing student usernames and passwords . that can be cut out and given directly to students.3. Prepare for Special Considerations Consider whether any special education accommodations or modifications are required, and make any necessary preparations.4. Schedule the Test • The Diagnostic Assessment will automatically be assigned to all students in your classes. • Note that your administrator may set a recommended testing window within which you will need to administer the test. To find out whether a recommended window has been assigned: – Log in. – Click on the “Home” tab. – Click on the “Tests” sub-tab. – In the chart for each Diagnostic (Math and Reading) you see the recommended testing window.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 21 08/1/2012 Version 4.1
5. Computer Lab Logistics • Be sure to schedule your computer lab well in advance, if needed for this test. • The Diagnostic for each subject takes students anywhere from 35 to 60 minutes. We strongly recommend blocking off two 40- to 45-minute periods for each student to take each test (total of four, 40–45 minute periods in computer lab).6. INSTRUCTION Decide Whether to Enable Instruction As previously mentioned, you should decide in advance if you wish to enable Instruction so that students can begin lessons immediately after the test. Remember that Instruction is disabled by default, unless you take action. For more information on this, refer back to the “Enabling/Disabling Instruction” portion of Chapter 1.Preparing Your StudentsThe following information can help to make students more comfortable with the Diagnostic Assessment.1. Frame the Diagnostic for students. Set student expectations prior to the Diagnostic by having a discussion about the test. It’s helpful to make the following points clear to students: • “The i-Ready Diagnostic gives each student an individualized test, based on how you answer each question. If you answer a question correctly, i-Ready will give you a harder question, and if you miss a question, i-Ready will give you an easier question. That’s how it determines your skill levels. It’s kind of like trying on shoes—you try on several sizes and styles until you find a pair that fits. Try your best! You might not yet have learned some of the content you will encounter on the test and that is okay.” • “Also, based on how you do in i-Ready, I will know exactly what you have learned already and what you need to learn, so I can make the best use of your time in my class.” • “It is important to take your time and not rush, otherwise you may need to retake the test.” • INSTRUCTION “Then, based on how you do in the assessment, you will automatically be assigned the lessons that are designed to build your skills. Each of you will work on the lessons you need. When you take lessons, you can earn credits to play games. Everyone will get to see the games, but you may see them at different times.”2. Review computer lab or classroom computer procedures. You may want to consider the following prior to test day: • If using laptops, ensure they are fully charged and/or have a power source. • Bookmark the i-Ready login page (www.i-Ready.com) on every computer. • The total amount of time provided for testing periods. In order to assure students that they don’t need to rush, you might say something like this: “We have X number of minutes to work on this test today. However, we will also have X minutes tomorrow to finish up this (subject) test, so there is no need to rush.” Again, once completed, tests cannot be reset. • For younger students, we recommend having more than one adult present during the test session. • Students will need to have paper and pencil for the Math Diagnostic.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 22 08/1/2012 Version 4.1
3. Model and discuss the test-taking experience. Reproducibles are available to • Show the example(s) of the: help you introduce students to – Login screen (Figure B-1). the Diagnostic Assessment. See – Study buddy (Figure B-2) and theme selection screen (Figure B-3). Appendix B and Appendix C. – Subject selection screen (Figure B-4). – “Start Test” Screens (Figure B-5 and/or Figure B-6). Choose the background theme that seems most age appropriate. – Student Application Landing Page Screens (Figure B-7 and/or Figure B-8). Choose the background theme that seems most age appropriate. – Math Item Navigation Screens, with Audio (Figures C-1 and C-2). – Reading Item Navigation Screens, with Audio (Figures C-3 and C-4). – Reading Passage with Multiple Questions Screen (Figure C-5).4. Use the following checklist to ensure you and your students are ready for the Diagnostic Assessment. Checklist: Preparing for the Diagnostic Assessment Have you... ...framed the Diagnostic for students? ...reviewed procedures for the computer lab or use of classroom computers? Seating plan Bathroom breaks Total testing time for this session Extra test proctors needed/available? ...modeled and discussed the Test-Taking Instructions? Where to get usernames and passwords How to log in How/when to begin the test How to answer a question and move on to next one How to navigate reading passages that span multiple pages Use of scrap paper and pencil for Math assessment Calculators are not allowed for this test. Encourage students not to rush and allow enough testing time so they do not feel a need . to rush. Remind students: Try your best! You might not yet have learned some of the content you will encounter on the test, and that is okay! If you wish to ensure the assessment has been completed, tell students: Please do not log out after you finish the assessment. ...checked materials? Headphones for all students Scrap paper and pencils for Math test Materials for students to work on if they finish early Laptops are charged and/or have power source©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 23 08/1/2012 Version 4.1
Test Day: Administering the Diagnostic AssessmentFollow these helpful suggestions to make test day go smoothly.The Morning of Test Day1. Check your materials. • Do you have headphones for each student? • If your students are taking the Math test, do they have scrap paper and pencils? • Have you reminded students that they cannot use calculators? • Do you have a backup plan for early finishers? Consider having books available to read silently. • If you have enabled Instruction for each student, you might allow students to begin working on instructional lessons and exploring the student homepage (study buddies, themes, and games) immediately after the test. Note that this could be distracting to other students who are still working on the assessment.2. Present Test-Taking Instructions. • We recommend giving students a brief refresher on classroom/testing procedures and instructions, and letting them ask any questions they might have. Use the Test-Taking Instructions provided in the checklist on the previous page. • The test is not timed on the computer, but you should explain what window of time you have allotted for each session (Reading and Math).During the TestResist the urge to help.The test is designed to measure students’ strengths and weaknesses, so it’s best to allow students to simply try theirbest without teacher help.Ending a test before completion.If a student does not finish in the allotted time, or if a student has to stop his test for any other reason, you cansimply click on the white “X” on the upper right corner of the screen (see screenshot below) and then have thestudent log out. The next time the student logs in and clicks “Start Test,” he will be taken to the exact spot where hepreviously left off. Click here to end test early.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 24 08/1/2012 Version 4.1
After the Test1. Check test completion. It’s helpful to ask students to stay logged in after they have finished with the assessment. That way you can take a look at their screen to ensure they have completed the Diagnostic. Students’ screens will show the student application page, with a message stating: . “You do not have any lessons assigned” . if Instruction is disabled. Students’ screens will show the student application page, with a “Start Lessons” button showing if Instruction is enabled.2. Look at reports. See Chapter 3 to learn how you can obtain a wide variety of information about student performance by using the i-Ready Reports. These reports will enable you to immediately plan appropriate instruction.3. Discuss test results with students. After students complete the assessment, you may wish to show them one or more of their Student Profile reports in a private conference. Bringing the students into the process helps them understand that this is an important tool that you will use to drive instruction that helps them learn and grow academically. Point out to them what they do know, and then show them what they will be working on as they move forward in their instruction. For more information about all i-Ready Reports, see the “Using Reports” section of Chapter 3.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 25 08/1/2012 Version 4.1
Frequently Asked Diagnostic Assessment QuestionsTeacher Diagnostic Assessment FAQsThe following table answers the questions teachers ask most frequently. Teacher Question Answer Why are some questions so hard? To enable a precise assessment, the Diagnostic is designed so that students will answer some questions incorrectly. That’s why it will challenge them with a more difficult question after each correct answer. Thus, high-performing students who are accustomed to scoring well on tests may feel particularly challenged. Further, many items associated with a particular grade will match current expectations, but the Common Core State Standards (CCSS) have a lot of additional expectations. Questions based on those additional expectations may feel more rigorous to students. Can my students skip questions? No, students are not able to skip questions. It is critical to the test design that students answer every question so that the test can adapt with an easier or more difficult question. The test needs to be able to see what students know and don’t know to accurately pinpoint their unique needs. Why are my student scores lower than Most students take the Diagnostic at the beginning of the expected at the start of the school year? school year, when “last year’s content” is the latest they’ve received. For example, if a new fourth grader scores at a third- grade level, this is likely because he has not yet been exposed to fourth-grade content. Why are my students seeing content that The Diagnostic Assessment adapts based upon what students they haven’t learned yet? should know according to the Common Core State Standards. Some states teach concepts in different grades, and the criteria for grade-level success might be more rigorous than the criteria applied by your state. Is the Diagnostic Assessment a timed test? No, however you may want to create your own allotted time windows for the test. We recommend two 45-minute class periods per subject.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 26 08/1/2012 Version 4.1
Student Diagnostic Assessment FAQsThe following chart suggests how you might respond to the questions students frequently ask. Student Question Answer What is i-Ready? or Why do we have to The i-Ready Diagnostic gives each student an individualized take this test? test, based on how you answer each question. If you answer a question correctly, i-Ready will give you a harder question. If you miss a question, i-Ready will give you an easier question. The process continues in this way, until i-Ready determines your skill levels. It’s kind of like trying on shoes—you try on several sizes and styles until you find a pair that fits. Also, based on how you do in i-Ready, I will know exactly what you have learned already and what you still need to learn, so I can make the best use of your time in my class. INSTRUCTION Then, based on how you do in the assessment, you will automatically be assigned the lessons that are designed to build your skills. Each of you will work on the lessons you need. Does this count for our grade? This doesn’t count towards your grade, but it does help me figure out what sorts of assignments to give you later, and those may be part of your grade. Can we play games or do INSTRUCTION If disabling Instruction on test day: You won’t be able to play lessons after the test? games or start lessons today, because today is only for testing. But we will be starting work on lessons and playing games . really soon. If enabling Instruction on test day: You may check out the student homepage right after you finish your test. Check out all the themes and study buddies you can pick. Then, you can start your first lesson, where you can earn credits for playing games! Can I ask for help during the test? I can’t help you help on test questions because I want to see what you know on your own. You should just give each question your best shot. What happens if I don’t understand what Just try your best. You might not yet have learned some of the a question is asking me? content you encounter on the test, but that’s okay because that’s how this test is designed. Remember, this test is different from other tests you’ve taken. Can I skip a question? No. This test is designed so you have to answer every question. Always select what you think is the best answer, even if you aren’t completely sure.©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 27 08/1/2012 Version 4.1
Chapter 3: Using Reports to Analyze Diagnostic Assessment ResultsIn this chapter you’ll learn how to read student results from the Diagnostic, and get detailed descriptions of thevarious reports and how to use them.Understanding Test ScoringScale ScoresScale scores allow us to put everything on a single continuum so that we can compare across grade levels. Scalescores are a metric indicating that a student has mastered skills up to a certain point, and still needs to work on skillsthat come after that point. The scale score is a common language across grades and schools. When looking at thesescores, it’s important to note that the first number in a scale score does not equate to a grade level. For example, ascale score in the 500s does NOT mean that a student’s grade-level placement is fifth grade. Scale Score and Placement Level as seen in the Student Profile ReportPlacement LevelsThe placement level is the practical day-to-day language that helps teachers determine what level of skills to .focus on with a particular student. Placement levels can be simply “Level 4,” or can be ranked as early, mid, or lateLevel 4. Placement levels indicate where students should be receiving instruction, either online or in the classroom(e.g., students that fall within a particular scale score range need to work on early-fourth grade skills).Math Overall Scale Score Placement TableOverall -­‐ Math Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Below K 0 -­‐ 402 0 – 387 NA NA NA NA NA NA NA Level K 403 -­‐ 499 388 -­‐ 424 0 -­‐ 409 0 -­‐ 409 0 -­‐ 409 0 -­‐ 409 0 -­‐ 409 0 -­‐ 409 0 -­‐ 409 Level 1 500 -­‐ 533 425 -­‐ 533 410 -­‐ 446 410 -­‐ 431 410 -­‐ 431 410 -­‐ 431 410 -­‐ 431 410 -­‐ 431 410 -­‐ 431 Level 2 534 -­‐ 569 534 -­‐ 569 447 -­‐ 569 432 -­‐ 468 432 -­‐ 453 432 -­‐ 453 432 -­‐ 453 432 -­‐ 453 432 -­‐ 453 Level 3 570 -­‐ 800 570 -­‐ 578 570 -­‐ 578 469 -­‐ 578 454 -­‐ 489 454 -­‐ 474 454 -­‐ 474 454 -­‐ 474 454 -­‐ 474 Level 4 NA 579 -­‐ 800 579 -­‐ 588 579 -­‐ 588 490 -­‐ 588 475 -­‐ 494 475 -­‐ 485 475 -­‐ 485 475 -­‐ 485 Level 5 NA NA 589 -­‐ 800 589 -­‐ 598 589 -­‐ 598 495 -­‐ 598 486 -­‐ 523 486 -­‐ 508 486 -­‐ 508 Level 6 NA NA NA 599 -­‐ 800 599 -­‐ 609 599 -­‐ 609 524 -­‐ 609 509 -­‐ 542 509 -­‐ 527 Level 7 NA NA NA NA 610 -­‐ 800 610 -­‐ 618 610 -­‐ 618 543 -­‐ 618 528 -­‐ 551 Level 8 NA NA NA NA NA 619 -­‐ 800 619 -­‐ 628 619 -­‐ 628 552 -­‐ 628 Above 8 NA NA NA NA NA NA 629 -­‐ 800 629 -­‐ 800 629 -­‐ 800 On Level Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Ranges Early 403 -­‐ 430 425 -­‐ 450 447 -­‐ 485 469 -­‐ 495 490 -­‐ 516 501 -­‐ 527 524 -­‐ 548 543 -­‐ 563 552 -­‐ 573 Mid 431 -­‐ 478 451 -­‐ 501 486 -­‐ 523 496 -­‐ 543 517 -­‐ 563 528 -­‐ 574 549 -­‐ 584 564 -­‐ 599 574 -­‐ 604 Late 479 -­‐ 499 502 -­‐ 533 524 -­‐ 569 544 -­‐ 578 564 -­‐ 588 575 -­‐ 598 585 -­‐ 609 600 -­‐ 618 605 -­‐ 628 ©2012 Curriculum Associates, LLC i-Ready Diagnostic & Instruction: Teacher’s Guide - 28 08/1/2012 Version 4.1
I-Ready Diagnostic & Instruction: Teacher's Guide - Plain ... (2024)
Top Articles
Latest Posts
Article information

Author: Zonia Mosciski DO

Last Updated:

Views: 5807

Rating: 4 / 5 (51 voted)

Reviews: 82% of readers found this page helpful

Author information

Name: Zonia Mosciski DO

Birthday: 1996-05-16

Address: Suite 228 919 Deana Ford, Lake Meridithberg, NE 60017-4257

Phone: +2613987384138

Job: Chief Retail Officer

Hobby: Tai chi, Dowsing, Poi, Letterboxing, Watching movies, Video gaming, Singing

Introduction: My name is Zonia Mosciski DO, I am a enchanting, joyous, lovely, successful, hilarious, tender, outstanding person who loves writing and wants to share my knowledge and understanding with you.