Teacher Training Guide

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i-Ready® Teacher Training Guidei-Ready® Diagnostic & Instruction is proven to help students make real gains in reading and mathematics. It combines a valid and reliable K–12 growth measure and personalized instruction into a single online product.

This Training Guide provides helpful information to quickly get you started with i-Ready and to ensure that your implementation is a success! Our goal is for you to be able to easily use the data from the adaptive Diagnostic to target instruction to students’ specific needs. Data-driven, differentiated instruction will improve student outcomes.

We are looking forward to supporting you and your students through this process. Now let’s get started!

Log in information:

1. Go to login.i-ready.com

2. Enter your username (NOT case sensitive)

3. Enter your password (Case sensitive)

4. Select your state from the dropdown menu

5. Click Go!

3Technical support:

[email protected] or 800-225-0248 (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)


Table of ContentsKey i-Ready Dates and Decisions .......................................................4

Administering the Diagnostic .............................................................5Getting Organized ...................................................................................................................5Preparing Your Students ........................................................................................................6During the Diagnostic .............................................................................................................7After the Diagnostic .................................................................................................................8

Key Tasks in i-Ready .............................................................................9Logging in ...................................................................................................................................9Confirming Roster/Add, Reassign, Remove Students ...................................................9Viewing/Printing Student Usernames/Passwords ........................................................ 10Setting Developmental Levels ............................................................................................ 11Reassigning the Diagnostic .................................................................................................. 11Adding Extra Lessons ........................................................................................................... 12Building Report Groups Within Your Classroom ........................................................... 13Creating Reports .................................................................................................................... 14Turning Domains On and Off .............................................................................................. 14Monitoring Student and Class Progress in Online Instruction .................................. 15

Using i-Ready Data to Differentiate Instruction ............................. 16Class Profile report ................................................................................................................ 16Instructional Grouping Profile report .................................................................................17Student Profile report ............................................................................................................ 18

Monitoring and Managing Instruction ............................................ 20Student Lesson Alerts ..........................................................................................................20Student Response to Instruction report .......................................................................... 21Class Response to Instruction report ..............................................................................22Assignments tab .................................................................................................................... 23Resources tab ........................................................................................................................ 24

Scavenger Hunt—Elementary School .............................................25

Scavenger Hunt—Middle School ......................................................30

Planning your Classroom Implementation .....................................36Preparation for Diagnostic Placement ............................................................................ 36Implementation .......................................................................................................................37Weekly Schedule for Online Instruction Implementation ......................................... 38



Key i-Ready Dates and DecisionsBuild this cycle into your calendar to ensure maximum student results:

1. Administer the Diagnostic.

2. Use key i-Ready reports to inform instructional decisions.

3. Deliver data-driven, teacher-led instruction using i-Ready guidance and tools.

4. “Ensure” Online Instruction.

5. Monitor progress using reports and data and adjust instruction accordingly.

6. Repeat. (Recommended to administer the Diagnostic test once every 12–18 weeks.) See schedule below to enter your custom dates.

Task Date 1 Date 2 Date 3 Date 4

Diagnostic Testing Windows

Reading

Math

Progress Monitoring Timeframe (e.g. Begins first Thursday of each month)

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Math

Other Important Dates/Decisions

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Administering the DiagnosticThe following steps should be used to guide preparation for test day(s).

Getting Organized1. Confirm computers are functioning properly by running our free system-check:

www.i-Ready.com/support/systemcheck

2. Confirm headphones and audio function properly.

3. Schedule computer access time: Grades K–1: two–three 15–20-minute testing periods per subject Grades 2+: two 45-minute testing periods per subject Consider strategies to assist students in grades K–2 and Special Education: Schedule additional staff to assist with logging in and monitoring.

4. Confirm accuracy of class roster(s):

A. After logging in, click the Roster tab. The Classes tab should be showing by default.

B. Click Edit next to the class name. The Edit Class window will pop up.

C. Click the Student Enrollment tab and scroll through the roster. (To add students, speak with an i-Ready admin at your school/district.)

5. Print student login information for each class:

D. Click the Print Passwords button at the bottom of the window. A PDF file will open in a new internet browser window. Go up to the File dropdown menu and select Print to print this file.

6. Gather paper and pencils for each student taking the math diagnostic.

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Preparing Your Students1. Review test procedures with students:

• Explain how the results will be used

• Explain that each student’s test is unique (For example, “Everyone’s test is unique. If you answer a question correctly, you will get a harder question and if you miss a question, you will receive an easier question. This is how i-Ready determines your skill levels.”)

• Encourage students to take each question seriously and to take their time

• Remind students that paper and pencil should be used for computation on the math diagnostic

• Explain that test breaks will appear at different times for each student. Grades K–5 will have short games to play. Grades 6+ will take short, guided breaks.

2. Show the beginning screens of the diagnostic and the test questions that are found in the User Guide (available under the Resources tab in i-Ready).

• Beginning Screens of the Diagnostic: see Appendix C.

• Sample Test Questions: see Appendix D.

• If you need Additional Sample Test Questions you will find them under the Resources tab. Click the Reading Resources or Mathematics Resources buttons. The Resources window will appear and under More Resources, you will find Sample Diagnostic Items—Reading and Sample Diagnostic Items—Math.

• Explain that they will select a Study Buddy, Theme, and Subject

• Point out the speaker icon ( )

• Review how to repeat audio (hold mouse over speaker icon)

• Remind the students that the test is not timed and that they can start and stop by clicking on the X ( ) in the top right corner of each test question.

• Point out how an answer is selected and how to change the selection

• Stress that answers cannot be changed after students click the Done button

• Tell students to scroll through the reading passages that are longer than one page (use the yellow triangles [ ] at the bottom of the passages to go forward and backward within the passage).

• For K–2 and Special Education students, conduct a lesson that teaches students how to log in.

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3. Prepare activities for students who complete the Diagnostic:

• Inform students of post-diagnostic expectations

4. If you have i-Ready Instruction, turn it on (“enable” it). You only have to do this once per year when beginning the program.

A. After logging in, click the Assignments tab. Class Management should be showing by default.

B. Choose your class with the dropdown menu.

C. Select Enable Instruction in the chart below.

During the Diagnostic1. Actively monitor students.

2. If a student is rushing/not trying his/her best, but has not completed the Diagnostic, reset his/her Diagnostic test.

A. Once logged in, click the Assignments tab. Class Management should be showing by default.

B. Select your Class from the dropdown menu.

C. In the chart that loads below, select the checkbox next to Add Diagnostic Test. A chart to the right will load.

D. Select the student(s) from this list using the checkboxes on the left.

E. Click Go. The Add Diagnostic Test Confirmation window will open.

F. Click Yes.

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After the Diagnostic1. Check for completion

• After logging in, click the question on the Home screen, “Which students still need to complete the Diagnostic?”

2. Check for rushing

• Request a Diagnostic Export report from your i-Ready admin for a full list of students who rushed through the Diagnostic.

• On the Class Profile report look for any students whose data looks highly inaccurate.

• Look at their Student Profile report to check for an “alert hand” which indicates the student rushed. If the student rushed and/or you feel the student didn’t try his/her best, consider retesting the student.

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LOGGING IN

1. Go to login.i-ready.com

2. Enter your username (NOT case sensitive)

3. Enter your password (case sensitive)

4. Select your state from the dropdown menu

5. Click Go!

If you have access to more than one i-Ready account, you will be asked to select one.

When your students log in, they will also need to select Math or Reading.

CONFIRMING ROSTER/ADDING, REASSIGNING, REMOvING STUDENTS

1. After logging in, click the Roster tab. The Classes sub-tab should be showing by default.

2. Click Edit next to the class name. The Edit Class window will pop up.

3. Click the Student Enrollment tab and scroll through the roster.

ADDING STUDENTS: Speak with an i-Ready admin at your school/district.

Key Tasks in i-ReadyBelow are the top things you should know how to do in i-Ready. For the full User Guide, click the Resources tab.

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REASSIGNING STUDENTS:

4. Click the Reassign Students button. The Reassign Students… window will open.

5. Select which students you wish to reassign using the checkboxes on the left.

6. Click OK.

REMOvING STUDENTS:

4. Select which students you wish to remove using the checkboxes on the right.

5. Click the Remove Selected Students button. A window will pop up asking you to confirm that you want to complete this action.

6. Click OK.

vIEwING/PRINTING STUDENT USERNAMES/PASSwORDS

1. Once logged in, click the Roster tab.

2. Click the Classes sub-tab.

3. Click the word EDIT next to the class name. The Edit Class window will open.

4. Click the Print Passwords button at the bottom of the window. A PDF file will open in a new browser window. Go up to the File dropdown menu and select Print to print this file.

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SETTING DEvELOPMENTAL LEvELS

1. Once logged in, click the Roster tab.

2. Click the Students sub-tab.

3. Click the word EDIT next to the student’s name.

4. Click the Set Development Levels… button.

5. Select the appropriate levels and click Save & Close.

REASSIGNING THE DIAGNOSTIC

1. Once logged in, click the Assignments tab. Class Management should be showing by default.

2. Select your Class from the dropdown menu.

3. In the chart that loads below, select the checkbox next to Add Diagnostic Test OR Remove Diagnostic Test. A chart to the right will load.

4. Select one or more students from this list using the checkboxes on the left.

5. Click Go when done. The Add Diagnostic Test Confirmation window will open.

6. Click Yes.

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ADDING EXTRA LESSONS

FOR AN INDIvIDUAL STUDENT:

1. Once logged in, click the Assignments tab.

2. Click Extra Lessons.

3. Select your Class and Student from the dropdown menus.

4. Click the Add Lessons button. The Add Lesson window will open.

5. Select the domain using the checkboxes on the left.

6. Click Next. The window for that domain will open.You may preview a lesson by clicking the name of the lesson.

7. Select which lesson(s) you would like to add using the checkboxes on the left.

8. Click Add. The Confirm window will open.

9. Click Yes.

FOR MULTIPLE STUDENTS:

1. Once logged in, click the Assignments tab. Class Management should be showing by default.

2. Select your Class from the dropdown menu.

3. In the chart that loads below, select the checkbox next to Add Extra Lessons. A chart to the right will load.

4. Select students from this list using the checkboxes on the left.

5. Click Go. The Add Lesson window will open. Follow steps 5–9 from above.

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BUILDING REPORT GROUPS wITHIN YOUR CLASSROOM

1. After logging in, click the Roster tab.

2. Click the Report Groups sub-tab.

3. Click the Add New Report Group… button. The Report Group Information window will open.

4. Type a name for the report group in the Report Group Name field.

5. Add students to this report group using the Add buttons to the left. The students you choose should populate in the chart below.

6. Click the Assign Permissions tab.

7. Click the checkboxes next to the subjects you want this report group to create reports in.

8. Click Save.

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CREATING REPORTS

1. After logging in, click the Reports tab.

2. Choose Class Reports OR Student Reports.

3. Choose the report you would like to create in the box on the left.

4. Use the dropdown menus on the right to choose the options for the report.

5. Click the Create Report button.

TURNING DOMAINS ON AND OFF

FOR INDIvIDUAL OR MULTIPLE STUDENTS:

1. After logging in, click the Assignments tab. Class Management should be showing by default.

2. Select Class from the dropdown menu.

3. In the chart that loads below, select the checkbox next to Turn Domains On OR Turn Domains Off. A chart to the right will load.

4. Select the students for which you would like to turn domains on or off using the checkboxes on the left.

5. Click Go. The Turn Domains On OR Turn Domains Off window will open.

6. Select domain(s) using the checkboxes on the left.

7. Click the Confirm button.

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MONITORING STUDENT AND CLASS PROGRESS IN ONLINE INSTRUCTIONIt is important to log in to your i-Ready teacher account 1–2 times a week to monitor and manage your students’ Online Instruction to support their progress.

1. After logging in, on the Home tab, look at the Instructional Progress section. Click the bottom icon, “which students are struggling with Online lessons?” The Student Lesson Alerts window will appear.

2. Click on any student’s name. The Student Response to Instruction report for that student will generate.

3. Review the Detail by Lesson section to understand where remediation is needed.

4. Click the Back button to get back to the home screen and close the Student Lesson Alerts window.

5. In the Instructional Progress section, click the top icon, “How is my class progressing in the Online Instruction?”

6. Use the dropdown menus on the right to choose the class that you would like to view.

7. Click the Create Report button.

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Using i-Ready Data to Differentiate Instructioni-Ready makes it easy to truly differentiate instruction based on your students’ Diagnostic results. Below are three key reports that you can use immediately after the Diagnostic to inform and plan instruction based on student needs.

Class Profile report: • Details the average overall class scale scores by domain

• Details how many students are below level, on level, and above level

• Specifies domain-specific instructional levels of the individual students in your class

1. How will you address the domains in which student performance is not what you expected? ________________________________________________ ____________________________________________________________

2. On the bottom part of the report, sort one of the domains by clicking on the arrows at the top of the column. Which students are struggling in this area? ____________________________________________________________ ____________________________________________________________




3. What steps will you take to remediate their skills? ______________________ ____________________________________________________________ ____________________________________________________________

Instructional Grouping Profile report: • Groups students by areas of need

• Provides the teacher with instructional recommendations and resources for each group to facilitate teacher-led, small group instruction

1. Which Profiles have the most students? _____________________________ ____________________________________________________________

2. Click on the tab for a Profile Group. What are the first skills you will focus on for this group? ___________________________________________________ ____________________________________________________________

3. Look at the Tools for Instruction PDFs. Which lessons will you begin with? ____________________________________________________________ ____________________________________________________________



Student Profile report:• Shows individual student performance levels and scale scores for each domain

• Explains student strengths and areas of need

• Provides customized recommendations and resources to support teacher-led instruction

1. Select one student. Using the overview, note his/her strengths. ___________ ____________________________________________________________ ____________________________________________________________

2. What are the student’s areas of need? ______________________________ ____________________________________________________________ ____________________________________________________________

3. Looking at the Developmental Analysis at the bottom of the overview, are you able to find ideas on which skills to target for this student? YES | NO




4. Examine this student’s specific needs within a domain (click on the Domain tab at the top of the report). Notice what the student can do and write what your next steps for instruction will be. __________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

5. Open one of the Tools for Instruction lessons and think of how you could incorporate this into your instruction for this student. ___________________ ____________________________________________________________ ____________________________________________________________

6. When viewing a student’s Reading Profile, click on the Lexile® Performance tab. How can you use this information? _____________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________



Monitoring and Managing InstructionIt is important to log in to your i-Ready teacher account 1–2 times a week to monitor and manage your students’ Online Instruction to support their progress.

Student Lesson Alerts: Show which students are failing i-Ready Online Instruction lessons.

Go to your Home tab. Look at the Instructional Progress section. Click the bottom section, “which students are struggling with Online lessons?” The Student Lesson Alert pop-up will appear.

1. Do you have any students listed with a yellow alert? YES | NO (NOTE: The yellow alert means the student has failed one lesson twice.) Student name ________________________________________________

2. Do you have any students listed with an orange alert? YES | NO (NOTE: The orange alert means the student has failed two lessons—in a row, in the same domain—twice each. i-Ready will have turned off this domain.) Student name ________________________________________________




Use the directions below to look at each of these students’ Student Response to Instruction report to determine which domain they are struggling with and to plan appropriate intervention.

1. If you have any students listed with a yellow or orange alert, click on any of the names listed. This will bring you directly to the selected student’s Student Response to Instruction report.

2. If you DO NOT have any students listed with a yellow or orange alert, click on the Reports tab. Click Student Reports. Select Student Response to Instruction report and select a student to view.

Student Response to Instruction report: Monitors individual student progress by domain and lesson of the instructional program.

1. Looking at the arrow at the top of the report, has the student made gains in his/her level of work? YES | NO

2. Notice how much time a particular student is spending total on his/her instruction. Has the student failed any lessons? YES | NO



A. If the student has failed one lesson twice, the student will move on to the next lesson in the domain, but you should provide some teacher-led intervention. What specific intervention will you provide? (Consider using Tools for Instruction and adding Extra Lessons. See Assignments tab, below.) ___________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

B. If the student has failed two lessons in the same domain, in a row, twice each, i-Ready has turned this domain off. You need to provide some teacher-led intervention and then turn the domain back on when you are confident that the student is ready for more lessons. What specific intervention will you provide? (Consider using Tools for Instruction and adding Extra Lessons. See Assignments tab, below.) _________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Class Response to Instruction report: Monitors class progress by domain and lesson of the instructional program.




In the Show report criteria selection, be sure to set the time period for the dates you want to view.

1. Review the list of your students. Which students have a low Overall Pass Rate (<70%)? ____________________________________________________________ ____________________________________________________________

2. Click on those students’ names to see their individual Student Response to Instruction reports. What follow-up/intervention will you provide to support those students? _______________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Assignments tab:You can also monitor each student’s automatic lesson plan.

Click the Student Lesson Plan sub-tab. Select a class and student.

1. The student’s automatic lesson plan shows the next 20 lessons.

2. Click on the name of a lesson to see the Lesson Preview pop-up and to see key information about the lesson and to preview its components.

Click the Class Management sub-tab. Select Add Extra Lessons, student, domain.

1. Can you find Extra Lessons that are appropriate for this student? YES | NO



Resources tab:The Resources tab has a host of informative and helpful tools and information to help you get the most out of i-Ready.

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1. Click on the User Guide to find your complete guide to i-Ready.

2. Click on view Quickstart Training videos or register for Training webinars to open a library of additional training resources. Here you can watch short, on-demand videos to guide your implementation and register for live webinars.

3. Tools for Instruction provide you with the entire library of the downloadable, printable PDF lesson plans.

4. Click on the Reading or Mathematics buttons to access documents which detail i-Ready Instruction.

5. Click on the For Parents button to access resources that can be used to inform families about i-Ready and to find the “Parent Handout for Find-a-Book, i-Ready.”

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Scavenger Hunt—Elementary SchoolDIRECTIONS: Log in to the sample account and answer the questions.

Log in to the sample account• Go to login.i-ready.com

• Enter username and password

• Select your state from the dropdown menu

• Click Go!

DIAGNOSTIC QUESTIONS

Click the Reports tab:

1. Run the Class Profile report for Class Grade 5 Math or Reading:

A. How many students are on level in Geometry OR Comprehension Informational Text? _____

B. Which student has the highest Overall Scale Score? _________________

C. Which student has the lowest Overall Scale Score? __________________ (Hint: use the small arrows)

D. Which student(s) performed the highest in Measurement and Data OR Vocabulary? _______________________________________________ (Hint: use the small arrows)

2. Why should you use the Back button in the program and NOT your browser back button to go to the reports home page? _________________________ ____________________________________________________________

3. Run the Student Profile report for Stefanie Boll in Class Grade 4 Reading or Tabitha Fernandez in Class Grade 5 Math.

A. Is she performing below grade level? YES | NO



B. Choose one of the student’s areas of need and click that tab at the top of the report. List one Next Step for Instruction. ______________________ _________________________________________________________

C. Take a look at the Tools for Instruction. How can you envision using them? _________________________________________________________ _________________________________________________________

D. If you chose Stefanie Boll in Class Grade 4 Reading, what is Stefanie’s Lexile Measure? ____________________________________________

E. “Find a book” for Stefanie using the Lexile tool.

4. Run the Instructional Grouping Profile report for Class Grade 4 Reading or Class Grade 5 Math:

A. Click on the Profile 3 tab at the top of the report and list two Instructional Priorities for this group: _________________________________________________________ _________________________________________________________

B. Are the Tools for Instruction available for each Profile group? YES | NO

5. Are you able to print and/or save i-Ready reports? YES | NO

6. Run the Parent report for a student. How can you envision using this report? ____________________________________________________________

7. Run your state’s Standards Performance report for Class Grade 4 for Stefanie Boll for Grades K–4 OR Class Grade 5 for Tabitha Fernandez for Grades K–5. Has Stefanie OR Tabitha met all the standards through her grade level? YES | NO

Click the Resources tab:

8. Spend some time looking through the resources available. List two resources you will most likely use: ____________________________________________________________ ____________________________________________________________




Click the Roster tab:

9. Are you able to print the students’ usernames and passwords? YES | NO (Hint: Click the Classes sub-tab and Edit next to the Class Name.)

10. Look at the Student Roster and click Edit next to any student’s name. Look at the Developmental Level setting. When might you use this? _____________ ____________________________________________________________

11. Toggle your mouse over the question mark next to the Report Groups sub-tab title for a description of Report Groups. Practice creating a Report Group. What is one way you can envision using a Report Group? ____________________ ____________________________________________________________ (Note: in this sample account, you cannot save a Report Group.)

Click the Assignments tab:

12. Click on the Tests sub-tab. Select Class Grade 2 (Math). What was Rachelle Ahn’s:

A. Scale score _____

B. Placement level ______ , and

C. When did she finish the test? ______

INSTRUCTION QUESTIONS

Click the Home tab:

1. Look at the Instructional Progress section. Click the image that says, “which students are struggling with Online lessons?”

A. What can you see here? ______________________________________ _________________________________________________________

B. What do the different colored triangles mean? _____________________ _________________________________________________________




2. Click on the Student Lesson Plan sub-tab. Select Class Grade 3 (Reading) and Jasmine Brittian. Are you able to view the standard addressed for each lesson? YES | NO

3. From the Student Lesson Plan for Jasmine Brittian, click on the domain of Phonics.

A. How many components are in the lesson “Dipthongs aw, au”? _________ (Hint: Click on the title of the lesson)

B. On average, how long will it take a student to finish the entire lesson? _________________________________________________________

4. What domain did Jasmine test out of? _______________________________ What does “tested out of” mean? __________________________________

5. What lesson did Jasmine start with in Comprehension? _________________ (Hint: Click the domain Comprehension)

6. Adjust where Jasmine’s lessons start in a domain. (Hint: Click on the Domain button next to any lesson. Read the directions on the left side of the page)

7. Click on the Class Management sub-tab. Are you able to turn an entire domain on or off for a student or a class? YES | NO

8. Click on the Completed Lessons sub-tab and select Class Grade 4 (Reading). What was Stefanie Boll’s score for the Building Word Knowledge? _________




9. Click on the Extra Lessons sub-tab. Before adding an Extra Lesson, can you successfully preview a couple of lessons? YES | NO Check the lessons below that you preview.

Reading Mathematics

F Reading Comprehension, Mid Grade 3, Distinguish Points of View in a Story

F Reading Comprehension, Early Grade 5, Finding Main Ideas and Details in Informational Texts

F Vocabulary, Mid Grade 3, Understand Literal and Nonliteral Meanings

F Vocabulary, Early Grade 4, Determine Word Meanings Using Context Clues

F Phonics, Early Grade 1, Consonant Digraphs

F Algebra and Algebraic Thinking, Late Grade K, Acting Out Addition and Subtraction

F Algebra and Algebraic Thinking, Mid Grade 3, Understand Division, Part 2

F Number and Operations, Early Grade 3, Use Place Value to Round Numbers

F Number and Operations, Mid Grade 4, Understand Adding and Subtracting Fractions

F Geometry, Early Grade 1, Decomposing Two-Dimensional Shapes


10. Using the Class Response to Instruction report for Class Grade 2 Math, how much time on task has the class spent on Measurement and Data? ________

11. How long did it take Darren Baek to complete the Counting to 20 lesson the first time? ______ (Hint: Click on Darren’s name at the bottom of the Class Response to Instruction Report) Did he pass? YES | NO



Scavenger Hunt—Middle SchoolDIRECTIONS: Log in to the sample account and answer the questions.

Log in to the sample account• Go to login.i-ready.com

• Enter username and password

• Select your state from the dropdown menu

• Click Go!

DIAGNOSTIC QUESTIONS


1. Run the Class Profile report for Period 2 Grade 7 Math or Reading:

A. How many students are on level in Geometry OR Comprehension Informational Text? YES | NO

B. Which student has the highest Overall Scale Score? _________________

C. Which student has the lowest Overall Scale Score? __________________ (Hint: use the small arrows)

D. Which student(s) performed the highest in Measurement and Data OR Vocabulary? _______________________________________________ (Hint: use the small arrows)

2. Why should you use the Back button in the program and NOT your browser back button to go to the reports home page? _________________________

3. Run the Student Profile report for Rachelle Abood in Period 2 Grade 7 Reading or Emilia Del Rosario in Period 2 Grade 7 Math.

A. Is she performing below grade level? YES | NO

B. Choose one of the student’s areas of need and click that tab at the top of the report. List one Next Step for Instruction. ______________________ _________________________________________________________




C. Take a look at the Tools for Instruction. How can you envision using them? _________________________________________________________

D. If you support reading, run the Student Profile report for Rachelle Abood in Period 2 Grade 7 Reading. What is Rachelle’s Lexile level? ____________

E. “Find a book” for Rachelle using the Lexile tool.

F. If you support math, run the Student Profile report for Emilia Del Rosario in Period 2 Grade 7 Math. What is Emilia’s Quantile Measure? ____________

4. Run the Instructional Grouping Profile report for Period 2 Grade 7 Reading or Period 2 Grade 7 Math:

A. Click on the Profile 4 tab at the top of the report and list two Instructional Priorities for this group: _________________________________________________________ _________________________________________________________

B. Are the Tools for Instruction available for each Profile group? YES | NO

5. Are you able to print and/or save i-Ready reports? YES | NO

6. Run the Parent report for a student. How can you envision using this report? ____________________________________________________________ ____________________________________________________________

7. Run your state’s Standards Performance report for grades 6–8 for Rachelle OR Emilia. Has Rachelle OR Emilia met all the standards through her grade level? YES | NO

Click the Resources tab:

8. Spend some time looking through the resources available. List two resources you will most likely use. ____________________________________________________________ ____________________________________________________________



Click the Roster tab:

9. Are you able to print the students’ usernames and passwords? YES | NO (Hint: Click the Classes sub-tab and Edit next to the Class Name.)

10. Look at the Student Roster and click Edit next to any student’s name. Look at the Developmental Level setting. When might you use this? _____________ ____________________________________________________________

11. Toggle your mouse over the question mark next to the Report Groups sub-tab title for a description of Report Groups. Practice creating a Report Group. What is one way you can envision using a Report Group? ____________________ ____________________________________________________________ (Note: in this sample account, you cannot save a Report Group.)


12. Click on the Tests sub-tab. Select Middle After School (Reading). What was Sam Batie’s:

A. Scale score _____

B. Placement level ______ , and

C. When did he finish the test? ______




INSTRUCTION QUESTIONS

Click the Home tab:

1. Look at the Instructional Progress section. Click the image that says, “which students are struggling with Online lessons?”

A. What can you see here? ______________________________________ _________________________________________________________

B. What do the different colored triangles mean? _____________________ _________________________________________________________


2. Click on the Student Lesson Plan sub-tab. Select Middle After School (Reading) and Leola Bailey.

A. Are you able to view the standard addressed for each lesson? YES | NO

B. How many components are in the lesson “Evaluating Arguments in Informational Text”? ______ (Hint: Click on the title of the lesson)

C. On average, how long will it take a student to finish the entire lesson? _________________________________________________________

3. What domain did Leola test out of? _________________________________ What does “tested out of” mean? __________________________________

4. What lesson did Leola start with in Comprehension? ____________________ (Hint: Click the domain Comprehension)

5. Adjust where Leola’s lessons start in a domain. (Hint: Click on the Domain button next to any lesson. Read the directions on the left side of the page)



6. Click on the Class Management sub-tab. Are you able to turn an entire domain on or off for a student or a class? YES | NO

7. Click on the Completed Lessons sub-tab and select Middle After School (Reading). What was Tameka Lee’s score for the Summarizing Literature? ____

8. Click on the Extra Lessons sub-tab. Before adding an Extra Lesson, can you successfully preview a couple of lessons? YES | NO Check the lessons below that you preview.

Reading Mathematics

F Reading Comprehension, Early Grade 7, Analyzing the Development of Theme in Literature

F Reading Comprehension, Late Grade 8, Analyzing Conflicting Information in Texts About the Same Topic

F Vocabulary, Early Grade 6, Determining Word Meaning Using Greek and Latin Roots and Affixes

F Vocabulary, Late Grade 7, Understanding the Relationship Between Words

F Algebra and Algebraic Thinking, Late Grade 6, Using Equations to Solve Problems

F Number and Operations, Mid Grade 6, Rational Numbers and Absolute Value

F Geometry, Late Grade 7, Surface Area of Composed Figures

F Measurement and Data, Mid Grade 8, Scatter Plots





9. Using the Class Response to Instruction report for Period 2 Grade 7 (Math), how much time on task has the class spent on Measurement and Data? _____

10. How long did it take Gretchen Altom to complete the Review Estimating Length, Customizing Units lesson the first time? ______ (Hint: Click on Gretchen’s name at the bottom of the Class Response to Instruction report) Did she pass? YES | NO



Planning Your Classroom Implementation

Preparation for Diagnostic PlacementList 2–3 strategies to prepare students for the Diagnostic. These strategies will help ensure accurate placement into i-Ready Instruction. (HINT: Use “Administering the Diagnostic” on p. 5). ________________________________________________ ________________________________________________________________ ________________________________________________________________

Reports

Diagnostic Reports How will You Use This Report?

Class Profile report

Class Norms report

Instructional Grouping Profile report

Student Profile report

Parent report

State Standards Performance report

Instruction Reports How will You Use This Report?

Class Response to Instruction report

Student Response to Instruction report

Class Progress Monitoring report

Student Progress Monitoring report




Implementation1. How many hours per week will students use i-Ready Online Instruction?

Students ON grade level and less than 1 grade level below: ______________ (Recommended: 1 hour of Online Instruction per subject per week.) Students performing MORE than 1 grade level below: ___________________ (Recommended: 1–2.5 hours of Online Instruction per subject per week.)

2. How will i-Ready Online Instruction be used?

F Individual Online Instruction time

F Small group Online Instruction time

F Extended learning Online Instruction time (homework, after school)

F Other _____________________________________________________

3. Which students will use it and how?

F All _______________________________________________________

F RTI ______________________________________________________

F SpEd _____________________________________________________

F ELLs _____________________________________________________

F Other ____________________________________________________

4. How will Teacher-Led Instruction tools and recommendations be used?

F Tools for Instruction __________________________________________

F Lexile® Measures ___________________________________________

F Quantile® Measures _________________________________________

F Whole class lessons _________________________________________

F Extra lessons _______________________________________________



weekly Schedule for Online Instruction ImplementationRecommendation: Students ON grade level and less than 1 grade level below: 1 hour of Online Instruction per subject per week.Students performing MORE than 1 grade level below: 1–2.5 hours of Online Instruction per subject per week.

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After school

Monday TuesdayReading Mathematics Reading Mathematics




wednesday Thursday FridayReading Mathematics Reading Mathematics Reading Mathematics

Customer Service:800-225-0248 (M–Th 8:30am–7pm, Fri 8:30am–5pm ET)

Account Manager:Name: Phone: Email:

Contact information

Technical Support:[email protected] www.i-Ready.com/support

Sales Rep:Name: Phone: Email:

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