i-Ready Understanding Data (Initial Diagnostic) - Onsite

i-Ready Understanding Data (Initial Diagnostic) - Onsite
While we are waiting, please jot down your responses to the following questions: What has gone well with i-Ready Diagnostic & Instruction thus far? What questions do you have about i-Ready Diagnostic & Instruction? As of 8/18/14

Understanding Data & Instructional Decision Making
i-Ready Understanding Data (Initial Diagnostic) - Onsite Understanding Data & Instructional Decision Making Welcome and Overview, Handouts (slides 3-4) – 3 min Hello and welcome everyone to our follow-up training for i-Ready Diagnostic & Instruction: Understanding i-Ready Data and using it to Inform your Instructional Decision making. My name is __________ and I am an i-Ready Educational Consultant (or other title) here at Curriculum Associates and I am looking forward to helping you expand your knowledge and understanding of the i-Ready Diagnostic & Instruction program with you today. As of 8/18/14

Handouts i-Ready Understanding Data (Initial Diagnostic) - Onsite Please be sure you have your Teacher Training Guide on hand – we will refer to this during today’s training. As of 8/18/14

Objectives for Understanding Data & Instructional Decision Making
i-Ready Understanding Data (Initial Diagnostic) - Onsite Objectives for Understanding Data & Instructional Decision Making By the end of this session you will be able to: Enhance understanding and use of i-Ready Conduct an analysis of student results Use reports to differentiate instruction and make instructional decisions Monitor student progress and adjust instruction accordingly Understand Progress Monitoring and use it to inform instructional decisions Apply Diagnostic best practices to the next Diagnostic Objectives and Overview – In the Getting Started training, you should understand how the i-Ready Diagnostic works and what you need to do to prepare yourself and your students for the assessment, as well as generating the key diagnostic reports to refer to after the diagnostic. Today’s training will focus on -CLICK- enhancing your understanding of i-Ready. Specifically, understanding the diagnostic data, using it to inform your instruction, and understanding the i-Ready online instruction. -CLICK- We will begin with an analysis of your students’ results. -CLICK- and how to use those results to differentiate and inform your instruction. -CLICK- Then, we will discuss how you will monitor students as they progress through their online instruction. -CLICK- Next, we’ll go a little deeper into Progress Monitoring. -CLICK- Finally, we’ll revisit the Resources tab so that you know about even more great resources to help you get the most out of i-Ready. As of 8/18/14

What is i-Ready Diagnostic & Instruction?
i-Ready Getting Started Onsite Pinpoint each student’s needs down to the sub-skill level (K-12) Teacher-Directed Instruction: Inform whole class, small group, individual instruction (K-8) Student-Driven Online Instruction: Automated, differentiated instruction for every student Instantaneous, easily accessible reporting & progress monitoring Overview of i-Ready Diagnostic & Instruction Let’s begin with an overview of what i-Ready Diagnostic and Instruction is. It is a completely web-based, adaptive diagnostic assessment and instruction program for both Reading and Mathematics that provides instant reporting and ongoing progress monitoring, and will help you to transition to the Common Core. (CLICK) First, the valid, reliable, and predictive diagnostic assessment pinpoints each student’s needs down to the sub-skill level for grades K-12. (CLICK) The program then instantly provides instructional support in two ways: First, it provides (CLICK) individualized recommendations, guidance, and tools for teacher-directed instruction, all based on students’ diagnostic results. Next, it (CLICK) provides a customized plan of automated differentiated online instructional lessons for each student, again, based on their diagnostic results. The combination of teacher-directed instruction and online instructional lessons helps students build their skills most effectively and efficiently. (CLICK) The third component is Monitoring. You’ll be able to monitor student progress via instant reports across Diagnostics, monthly Progress Monitoring assessments, as well as student progress in the online Instruction. Version 4/30/2014

Adaptive Diagnostic i-Ready Understanding Data (Initial Diagnostic) - Onsite 12 Mechanics of the Diagnostic and Domains Let’s review what the Diagnostic did to pinpoint each of your student’s individual needs down to the sub-skill level. Basically, it pinpoints for you WHY students are struggling and then directs you to the next best steps for growth. To do that, we need to discuss how the i-Ready Diagnostic was designed and how it works. i-Ready uses a computerized adaptive Diagnostic test that was built on Common Core State Standards. The Diagnostic has thousands of questions across grades K-12. Students are placed into the Diagnostic Assessment (CLICK for first circle + arrow)- at about their grade level. Then, based on the student’s correct or incorrect answers to the questions, the Diagnostic will adapt. If the student answers the question correctly, (CLICK, then slide animation will run automatically)- they’ll get a more challenging question. Each incorrect answer will be followed by a less challenging question. The Diagnostic continues to adapt based on the student’s responses across grade levels as needed. This is important to keep in mind since it can impact how different students experience the test. For stronger students, the test might feel harder than other tests they’re used to, because they’ll keep getting higher and higher level questions. For struggling students, the test might feel easier than other tests because it will continue to adapt down to their level. Every student, regardless of how advanced they are will get questions that they cannot answer, since the Diagnostic is determining just how high their skills are. Thus, every student gets about 50% correct and 50% incorrect….why? Because the goal of the Diagnostic is to determine the student’s exact levels, not for the student to get a certain # or % correct. So, at the end of the Diagnostic, you’ll get the student’s overall performance level for that subject, reading or math. Immediately, you’ll have some great information about your students: whether they’re on level, or above/below level, and, even more importantly, where exactly their level is. For example, if you teach 4th grade, you might have some students who are performing below 4th grade…you might find that you have some students at level 3, and even some that are level 2 or below. Conversely, you might find that you have some students at the 5th grade level or higher. As you’re likely thinking, this information alone is going to help save you a lot of time because you’ll know where each student is actually performing at. Even better, (CLICK) i-Ready will also tell you each student’s level by domain. You’re probably realizing that this will be especially powerful information because it gives you insight as to why a student’s overall level might be below/above grade level….perhaps one of your 4th graders who’s performing at the 3rd grade level has struggles with Comprehension, but another student who’s performing at the 3rd grade level might be struggling with vocabulary, or even phonics. I want to assure you that you can be confident with the results that you get. Extensive reliability and validity testing has been completed with more than 100,000 students, and we’ve had over 2 million Diagnostics taken! Plus, an independent research company found that i-Ready correctly predicted student performance on the NY state assessment with 85% accuracy. NY’s test was one of the first truly common core tests, so again, you can feel confident in the Diagnostic results. (only refer to this if the school/district/state is Common Core) As of 8/18/14

School Level Reports for Administrators
i-Ready Understanding Data (Initial Diagnostic) - Onsite School Level Reports for Administrators Target areas of concern at the school and grade level Use key reports to inform your program & instruction Intervention Screener Performance by Grade and Class Needs Analysis by Grade Progress Monitoring [Hidden Slide] If you’ve gotten permission to do so from the administrator, provide overview of Key School Level Reports using Admin Login for the school as participants watch and discuss with you. If so, then unhide this slide and use the following hidden slides for scripting/talking points. If not, then keep these slides hidden. As of 8/18/14

Intervention Screener Report Intervention Screener The Intervention Screener report details school-wide diagnostic assessment results by performance tiers for Response to Intervention – RTI. It is similar to the teacher Class profile report in that it color-codes student performance and makes it easy to see where students are performing. Be sure to select the option Define “On Level” based on what the district/administrator has determined. Review and discuss. Are the results as expected? If time, do the other subject. Common questions: Do teachers have this report? Not exactly. They have the Class Profile report which shows the exact same color coding and overall level, but not the triangle image (but the color coding basically is the same information). Teachers also see each domain level for every student in addition to the overall level. As of 8/18/14

Performance by Grade and Class
i-Ready Understanding Data (Initial Diagnostic) - Onsite Performance by Grade and Class Performance by Grade and Class First, let’s start with the Performance by Grade and Class report. It details the average overall scale scores by grade/class and how many students are below level, on level, and above level. Generate the report, and lead the participants in a discussion of results. Are the results as expected? Have participants review Performance by Grade and Class report to identify: % percentage of students below , on and above grade level for each grade Note areas of strength and concern (grades/classes . Review reading and/or math. Common questions/things to point out: Point out that after the 2nd and subsequent Diagnostics, the administrator will be able to select two Windows (or date ranges) to compare. As of 8/18/14

School Level Reports for Administrators Target areas of concern at the school and grade level Needs Analysis by Grade The Needs Analysis by Grade report Determines domain specific instructional needs of students in each grade in your school. Review and discuss results with participants. Have participants review the Needs Analysis by Grade report to make note of: 3 Things I notice 3 Things I wonder Discuss possible considerations for poor performance: Student Rushing Not using paper/pencil on Math diagnostic Failure to read comprehension text selections in entirety Test fatigue, frustration Transition to next section, which is the teacher reports. As of 8/18/14

Using i-Ready To Inform & Differentiate Instruction
i-Ready Understanding Data (Initial Diagnostic) - Onsite Using i-Ready To Inform & Differentiate Instruction 1) Use key reports: Class Profile Instructional Grouping Profile Student Profile Teacher Training Guide page 16 After the Diagnostic - Reports Ok – please turn to page 16 of your Teacher Training Guide. This section, as you might recall from your Getting Started training is “Using i-Ready Data to Differentiate Instruction.” This section guides you through the three key reports. We’ll do that now to look at and analyze your own students’ data. Have participants log in, go to Reports. As of 8/18/14

Let’s Log in! login.i-Ready.com
i-Ready Understanding Data (Initial Diagnostic) - Onsite Username: Your username Password: Your password State Go! Logging into i-Ready [Facilitator Note: participants should already have their own log ins] [Facilitator note: Log out of the administrator log in. Ask the teachers for one of their log ins so that you can show his/her class as an example. You’ll need a reading class; ideally grade 3 or above. It’s ok for you and the teacher to be logged onto the same account.] (Facilitator note: Use the following hidden slides to walk participants through: Class Profile Instructional Grouping Student Profile Spend more time where needed based on participant needs, and the amount of time of the training. [Once most all participants are at the Teacher Home page, exit out of PPT slide show and log in to i-Ready and use the talking points in the following slides to guide your walk-through.] As of 8/18/14

Teacher Log in: Checking Test Completion
i-Ready Understanding Data (Initial Diagnostic) - Onsite Teacher Log in: Checking Test Completion Quick review of Home Page [Use this slide for scripting only. Walk participants through doing this on the live system.] Guided Walk Through Quick Overview of Home Page As you know, when you log into i-Ready with your teacher login, you will come to your home page. A dashboard alerts you of important i-Ready diagnostic and instruction activity and you will notice that your account is easily navigated using the green tabs at the top of the screen. We’ll come back to the home page a little bit later in the training. As of 8/18/14

Key Reports – Class Profile
i-Ready Understanding Data (Initial Diagnostic) - Onsite Teacher Training Guide p. 16 Refresher of Class Profile Report Define On-level The sections of the Class Profile Report Scale Scores [Use this slide for scripting only. Walk participants through doing this on the live system.] [Facilitator note: Tailor as needed based on the customer’s implementation plan (e.g., if they are requiring/recommended/not using teacher-led instructional resources; how they will use the data, etc.)] Key Reports Now that your students have finished taking the diagnostic, let’s analyze the three key reports to inform and differentiate your instruction. Orient to the Reports toolbar & thumbnail view Click the Reports tab. Remember that there are two options to choose from in the blue menu bar: Class Reports and Student Reports. We’ll start with Class Reports. You have several reports to choose from. Scroll over the names of the reports (demonstrate) , a little thumbnail image with a description of the report shows over to the right. Ok - let’s actually generate the Class Profile Report. Class Profile Walk-Through Put your pointer on the words “Class Profile Report” and click. You’ll be presented with a variety of criteria to select from on the right. Facilitator note: If the participants are using Macs, then they must click on the name of the report then move their pointer off of the name of the report to be able to see the report criteria. Select the class [Ask the volunteer teacher which reading class you should select – ideally, grade 3 or above]. Tell participants which definition of “On-Level” to use based on your conversation with the administrator. Then we click Create Report (click Create Report). Have participants look at page 16 in their TTG. Discuss Performance By Domain section. In the top section of this report, you can see a summary of how your class did on the Diagnostic, including domain-specific instructional needs of all of the students in your class. At the end of each bar you’ll see a number – these numbers are scale scores. **Remember that scale scores aren’t as important for the first Diagnostic – they will become more important as your students take more tests, either Diagnostics or Progress Monitoring tests. [Facilitator note: See below for more info on scale scores.]** More importantly for the first Diagnostic, you can see how many students are placing below level and on or above level. Wherever you see the word “level,” you can think “grade level.” Discuss Performance By Student section – use this guide your discussion. As you scroll down, we see that this report shows each student’s overall grade level and grade level for each domain. The color coding makes it especially easy to see which students are less and more than 1 grade level below. Again, when you see “level” referred to in the Diagnostic reports, these are basically grade levels. [If needed: EXPLANATION OF SCALED SCORES] i-Ready provides scale scores since the i-Ready Diagnostic assessment includes skills from several domains per subject and is adaptive across potentially a wide range of grade levels for any student. Thus, no two students will likely see the exact same questions. And, similarly, when a student takes the Diagnostic assessment multiple times throughout the year, they will also not likely see the exact same questions, especially since it’s likely that the student is getting higher and higher level questions. So, in order to be able to compare performance across Diagnostics, students, grades, schools, etc., i-Ready uses scale scores on a single continuum that spans grades K-12. Thus, if a student scores 470 on their first Diagnostic and 550 on their second, you know that the student has actually made real progress, and that their higher score wasn’t due to them seeing different questions on the assessment. When looking at these scores it’s important it’s important to note that the scale score does not equate to a grade level. For example, a scale score in the 500s does NOT mean that a student’s grade-level placement is fifth grade. For more information on scale scores, see the User Guide. As of 8/18/14

Key Reports – Class Profile
i-Ready Understanding Data (Initial Diagnostic) - Onsite Teacher Training Guide p. 16 Tested Out/ Max Score Lower results on fall Diagnostics How this report has been helpful Analyzing trends in Domains [Use this slide for scripting only. Walk participants through doing this on the live system.] Performance by Student Section, cont. - Explanation of “TESTED OUT” AND “MAX SCORE” If you generated a Reading report, please look for the terms “Tested out” and “Max score.” If you generated a math report, please look up at my screen. For the foundational skills in Reading (phonemic awareness, phonological , and high-frequency words), you will likely see the terms “tested out” or “max score” for many students, grades 4+. Tested out: Remember that upper grade students won’t be shown the foundational skills in reading unless they are getting questions incorrect and the Diagnostic adapts down to lower grade levels (for example, a 5th grader would start off in Vocabulary and move on to Comprehension and not see the foundational domains of Phonological Awareness, Phonics, and High Frequency Words). If that is the case, it will say “tested out” next to these foundational domains. It means that the student’s performance indicates that they likely already know the lower-level skills and thus they didn’t need to answer questions from those foundational domains. Thus, they did not see any items in that domain. Max Score: If the student does need to be tested on these skills, but they perform above the highest level at which these skills are presented, you will see “max score.” For example, a 5th grader doesn’t perform well on Vocab and Comp, and so the Diagnostic adjusts down and starts giving them Phonics items. PA only goes up to the 3rd grade, so if that 5th grader does fine with Phonics, then they’ll get the “maximum score” in Phonics and it will show as “Max Score.” Max Score will also appear for any student who gets the maximum score in any domain, such as a 1st grader who gets the max score in Phonics. So, again, max score means that a student did see items in that domain, they just got to the highest level that’s possible in that domain. (Facilitator note: : Reading: Phon Awareness – above level 1; Phonics – above level 3; HFW – above level 2; Vocab & Comp – above level 12 Math: All domains – above level 12) Lower results on fall diagnostics: When your class takes their first Diagnostic, you may notice that they score a little lower than you expect, especially if it’s the beginning of the school year. There are couple reasons for this: Remember that the diagnostic assessment items are based on the Common Core Standards. Many skills now are expected at lower grade levels, and so your students might not know these skills if you haven’t transitioned to the Common Core yet. (do not mention if state/district/school is not Common Core) If it’s the beginning of the school year, remember that students are being compared to their grade level, so they might score a little lower because they’ve not yet learned that material. Remember that it’s important that you select the definition of “On level” that your district or school decides to use. Another possibility is that a student might have rushed or not tried his/her best. Which leads us to a critical task that you should complete after the Diagnostic, which is to look for particularly “off” results. Reminder of “off results” Remember that after the Diagnostic, we recommended that you check this report for off results. Ideally you did, and were able to re-test certain students who had particularly off results. How did that work for you? (Solicit tips/best practices from participants.) How this report has been helpful. How has this report been helpful to you in giving you information about your class? How have you used it to differentiate or inform your instruction? (Solicit tips/best practices from participants.) Analyzing trends in Domains. So, let’s dig a little deeper into our analysis. Let’s look at trends in Domains. First, let’s return to the top chart with the blue bars. Take a look at the domain performance. What are the overall strengths and domains of need in your class? (Refer to the example class as needed.) Ok, let’s focus on the domain of most need. For this class, it’s _______________. Now let’s go down to the individual student section. At the top of each column there are green up and down arrows. Sort this column by the domain of greatest need, and identify who in your class is of greatest need in that area. Generally what level are they performing at? What are your thoughts so far about how this meshes with what you’re seeing during reading? Are there enough students who need help in this domain to warrant whole-class instruction? Now that we’ve done some initial analysis, jot down some thoughts to items #1-3 (pages 16-17) in the TTG. Ok – we’ve done some initial analysis on our class, but as you know, i-Ready actually does some of this work for us and actually groups students together by their greatest needs in two key domains. Let’s go now to the Instructional Grouping Report. As of 8/18/14

Key Reports – Instructional Grouping Profile Report
i-Ready Understanding Data (Initial Diagnostic) - Onsite Teacher Training Guide, p. 17 Using the data to inform instruction How this report has been useful [Use this slide for scripting only. Walk participants through doing this on the live system.] Tailor as needed based on the customer’s implementation plan (e.g., if they are requiring/recommended/not using teacher-led instructional resources; how they will use the data, etc.). Transition to Instructional Grouping Profile Report Now that we’ve seen how our students did overall, and checked off results, let’s take a moment to look at another key class report and how we can use this data to inform our instruction. i-Ready actually does this work for us. Click on the big orange “back” button to go back to the list of Class Reports. (demonstrate) Generate the Instructional Grouping Report Click on Instructional Grouping Report – it should remember the class you just looked at in the Class Profile Report. Click on the orange Create Report button. Remember that at the top of this report there are white tabs. We’re on the first tab, which is the Overview tab, and then there’s a tab for each of the 5 profile groups. Using the Data to Inform Instruction Have participants turn to p. 17 in the TTG. Please complete items #1-3 on page 17 in the TTG. Work with your neighbor or your table to discuss your responses. After a few minutes, debrief their responses, plus: Who has used some of the Instructional Priorities? What has been your experience? Who has used the Tools for Instruction lesson plans? What has been your experience? Remember that in addition to being on the reports, the entire library of TFIs are on the Resources tab. (Have participants scroll back to the top and click on the Overview tab.) Remember that when you generate this report, it will start on the Overview tab, and then you can access each profile’s tab. Ok, we just looked at the Instructional Grouping Profile report, which is great as you saw because it gives you specific tools and guidance for small-group instruction based on the Diagnostic results. Now let’s look at the details for an individual student so that you can really understand each student’s strengths and areas of need. [If needed: Use the talking points below to refresh the groups’ understanding of this report This report will recommend 5 small groups, called profiles, based on the diagnostic results. It groups students who have similar needs in two domain areas so that you can pinpoint your small group instruction. There are 5 profiles. The key is on the right-side of the tab. For reading: Profile 1 students have below level phonics skills and they have a limited vocabulary whereas Profile 2 students also have below level phonics, but they have a larger vocabulary. As you can see, these profiles are very specific, and so the instructional guidance is going to be very targeted and efficient. [Math: Profile 1 students are 2 or more grade levels below in No. and Ops or Algebra and Alg Thinking] The Profile tabs on this report include that first layer of instruction: Teacher-directed instructional guidance and tools: Instructional Priorities are provided for each profile. These Next Steps for Instruction give you specific, detailed, instructional guidance for teacher-directed instruction that will help to guide your lesson planning. (Read one or two examples out loud.) Tools for instruction are provided. (Have participants scroll down.) Not only do we give you guidance, but we also give you actual lesson plans with which to provide that instruction. Click on any pdf that you’d like and take a look. These lesson plans are built for the Common Core, and were selected for this report based on what this specific group of students need, at the level that they need it. Minimize or close the pdf that you opened. [Facilitator note: sometimes participants won’t be able to open the PDF because their Adobe plug-in isn’t updated, or, the browser’s pop-up blockers are on. (Chrome default settings tend to be particularly restrictive.) Have them set the pop-up blocker to always allow pop-ups from the i-Ready website that is listed.] Recommended CA Products are listed. (Have participants scroll down.) Many i-Ready users also use Curriculum Associate’s print products as well, so if you have them, it tells you which product to use at which level with which lesson to support the skills that this group needs. If you don’t have them, that’s fine. You can use your own curriculum and the pdf Tools for Instruction lesson plans. (At end of training be sure that the admin has a sample of Ready Common Core.) Briefly mention the iPad apps (see the slides in this Appendix for more information).] As of 8/18/14

Key Report – Student Profile Report
i-Ready Understanding Data (Initial Diagnostic) - Onsite Teacher Training Guide, p. 18 Sections of the Student Report Checking for off results, continued – checking for rushing warning. [Have participants turn to page 18 of the TTG] Scroll back up and click on Student Reports in the blue menu bar. As you likely have noticed, there are many student reports. Let me orient you to how they are organized. First, you’ll see two blue sub-headings. Find “Batch Reports” – you’ll use “Batch reports” when you want to print out individual reports for all of the students in your class in one big batch. We’re not going to do that right now since it creates a huge PDF file. Now find “Individual Reports” – this is for when you want to generate a report for just one student. Today we’re going to focus on one key Student report – the Student Profile Report. (Ask the volunteer teacher for a student to show) click Create Report.) Go ahead and select a class and student from the criteria dropdowns and click on Create Report. Student Profile Report Note, that like the Instructional Grouping Report, this report also has white tabs at the top. We’re on the Overview tab. At the top is a summary of the student’s performance on the Diagnostic. As you can see, this student is in the _____grade, and performing at the ______grade level overall. The green shaded area indicates where her scale score would have fallen if she/he was performing on grade level. (If needed: explain the rushing warning icon.) Please complete items #1-5 in the TTG (pages 18-19). Again, feel free to discuss with your neighbor. Give participants a few minutes. Debrief, and point out some examples from the student you’re looking at. Summary of 3 key reports: We just went through 3 key reports in order to more deeply analyze your Diagnostic results: the Class Profile, the Instructional Grouping Profile, and the Student Profile reports. Click on the orange Back button. If needed: Use the talking points for the Student Profile Report Domain tabs based on the needs of the group: Back at the top, you can see separate tabs for each domain. When you click on a domain tab you can see exactly what the student can do (which is great to be able to share with parents and is correlated to your state standards), and what should happen next for instruction. Just like the Instructional Grouping Profile report, this is where i-Ready gives you guidance and tools for teacher-led instruction. Notice how detailed it is and tells you exactly what needs to happen Further down, just like the Instructional Grouping Report are the Tools for Instruction. These are the downloadable lesson plans and activities that were selected specifically for this student’s needs based on their diagnostic results. Then, if you scroll down, again you’ll see suggestions for lessons that you can use if you already have some of our print products. Student Profile Report – Lexile/Quantile Performance tab (Scroll back to top, point out white tabs and click on the Lexile/Quantile tab.) Another really great and useful tool in the Student Performance Report is the Lexile Performance tab which is available for Reading, and for math, there will be the Quantile Perormance tab. Reading: Click this tab to see a student’s Lexile Measure and Lexile Range. And, even better, you can click the “Find a Book, i-Ready” link to access a website that will use the student’s Lexile measure and categories of interest to find a list of books appropriate for that student based on the student’s categories of interest! We don’t have time to look at this in detail right now, but I strongly encourage you to explore the Find a Book website. We also have a two-page parent handout on the Resources tab that you can send to parents to have them do this at home with their child. Math: Click this tab to see a student’s Quantile Measure. Quantiles are a great way to know what skills a student is ready to learn. Scroll down a bit – you’ll see the link to the Quantile website. It’s a really great website that allows you to use students’ Quantile measures to help you plan instruction. As of 8/18/14

Other reports i-Ready Understanding Data (Initial Diagnostic) - Onsite Parent Report Standards Report If time – include a discussion of the Parent and Standards Report: As you’ve noticed in the list of individual student reports, there are several other reports available. Let’s discuss two other reports that you can generate right after the Diagnostic. Parent Report – (generate) Another great report that you can generate immediately after the diagnostic is the Parent Report. We hear from teachers that they like this report because it is summarizes the diagnostic results in just 3-4 pages, and it includes a nice explanation of each domain in parent-friendly language. It automatically generates a pdf that makes it easy to print. Who has used the Parent Report? What are your thoughts/tips? We strongly recommend that if you use this report, you share it in person so that you can address questions. Note that this report is available in the Batch Reports if you want to print it for your whole class. Standards reports – The standards report will compare each student’s diagnostic results with standards, specifically Common Core State Standards, and for some states, state-specific standards. These reports are a great way to see student’s strengths and needs as compared to standards, and to see their progress over time. Let’s take a look. As you can see, in the criteria, it allows you to select a grade range of standards. (Generate the Common Core report if in a CC state– be sure to select a small grade range of standards that fits the example student you’ve been showing. For example, if you’ve been looking at a 4th grade student whose reading domains span 2nd-5th grade, then select 1st grade – 5th grade) First, note that the standards are listed. If i-Ready doesn’t test a standard, then it is not listed. Next, note the column to the right. You’ll see either an empty cell, a white check, or a green check mark. Read the explanation at the top. Now, find a little blue button icon and click on it. As you can see, it tells you how i-Ready tested that standard. Because many CC/State standards are rather packed with many skills and concepts, we separated them out into “i-Ready Indicators.” For more details on the standards report, please refer to the User Guide on the Resources tab. [Return to PPT ] As of 8/18/14

Using i-Ready To Inform & Differentiate Instruction
i-Ready Understanding Data (Initial Diagnostic) - Onsite Using i-Ready To Inform & Differentiate Instruction Monitor and Manage Online Instruction Follow the “Managing Instruction” directions Check Student Alerts! Use Response to Instruction Reports Extra Lessons Turn Domains On and Off Teacher Training Guide pages 20-23 Monitoring and Managing the Online Instruction Have participants turn to the TTG pages We’re going to dive into the details of monitoring and managing the online instruction. Before we do, though, let’s do a quick review of how i-Ready assigns lessons, and what your students see. As of 8/18/14

Automated, Differentiated Instruction
i-Ready Getting Started Onsite Number & Ops Late 5 Algebra & AT Level 6 Meas & Data Geometry Mid 5 Key Features of Online Instruction Based on the results of the i-Ready Diagnostic, students are automatically placed into online lessons at their level. Each student receives lessons starting at that level in each domain, meaning that each student has their own learning path. You didn’t need to do anything to set this up – it’s all automatic! So, for example, this student Rachelle is in 5th grade. -CLICK- Based on her diagnostic results, she will begin with lessons at the 5th grade level in some domains, but is ready for enrichment and challenge in Algebra and Algebraic Thinking so she will start with lessons in the 6th grade level there. Another student in that same 5th grade class is struggling, -CLICK- so she will start with lessons at the 2nd grade level in Measurement and Data, 3rd grade in Number and Operations and Algebra, and at the 4th grade level in Geometry. Common questions: Can I (a teacher) adjust the student’s automatic plan? See talking points on the “Student Lesson Plan” slide for information. Meas & Data Level 2 Geometry Level 4 Num & Ops Level 3 Algebra & AT Version 4/30/2014

My Start When students finish the Diagnostic and instruction has been enabled, they’ll come back to their home page and see a big red “Start Lessons” button in the My Start area. As of 8/18/14

Lesson Resume As students are working on lessons, they might see the ability to pause a lesson (not all lessons have the pause feature). But, if they need to log out of a lesson before the lesson is finished, it’s ok. They can close the lesson. When they come back, they’ll be prompted to go back to about where they were (not mid-sentence). They also have the option to start the lesson over, which might be helpful if they haven’t logged on in a while. We’ll get to more details about lesson length in just a bit. [Facilitator note: Lessons that are longer than 12 minutes have the “resume” feature where it takes the student back very close to where they left off. Lessons shorter than 12 minutes will either take the student back to the start of the lesson segment they were on, or the beginning of the lesson, depending on how the lesson is segmented.] As of 8/18/14

My Progress – Summary You’ve likely seen this graph- it shows students how many lessons they’ve passed, thus how many credits they’ve earned. As of 8/18/14

My Progress Detail Clicking on the Detail link shows students exactly which lessons they’ve completed, the date on which they completed it, whether or not they’ve passed it, and their quiz score. Common questions: What happens if a student fails a lesson? The details of that are covered in this training, a little later. As of 8/18/14

My Stuff In the My Stuff section, students can spend 50 credits to play 1 game. The games last no more than 4 minutes. They can also change their theme and their buddy. If you feel like this is too distracting, you can turn off My Stuff (teacher log in > Settings), for one student, a group of students, or even your whole class. You can turn it on/off as often as you’d like. Students will still earn credits, they just won’t have access to the credits until you turn access back on. As of 8/18/14

i-Ready Online Instruction
i-Ready Understanding Data (Initial Diagnostic) - Onsite What has your students’ experience been in the online lessons? Lead group through a quick discussion of their students’ experiences so far. Some questions to consider asking: How many minutes per subject are students averaging on i-Ready? We recommend 1 hour per week per subject. Are students engaged? What do students say about the lessons? Common questions: What happens if a student can’t finish a lesson in one sitting? As of 8/10/14: see talking points on the Lesson Resume slide. My students say that lessons repeat – why is this happening? Students might THINK they see the same lesson over if: Some lessons (especially at the lower grades in the more foundational skills) have the same structure – they feel the same, but aren’t really the same. Some lessons have the same cast of characters/same intro, but the lesson itself is different The student didn’t actually complete the lesson and when they logged back in, they selected “start over.” Students will ACTUALLY see the same lesson over if: They failed the lesson. They should see it only once again. The teacher goes in and manually adjusts the domain level lower, and the same lesson is then repeated. The teacher adds the a lesson that the student has already completed as an Extra Lesson The student took another Diagnostic, and placed lower than the first Diagnostic. His/her lesson levels have been reset to the new Diagnostic and thus they’ll eventually see the same lesson(s). **If the student is indeed seeing the same completed lessons over again and none of the above explanations apply, then the customer should call Tech Support. As of 8/18/14

Viewing Student Lesson Plans
i-Ready Understanding Data (Initial Diagnostic) - Onsite [Walk participants through doing this on the live system. Use this slide for scripting only.] Assignments – Student Lesson Plan A nice feature in i-Ready is that you as a teacher can see each student’s automated Lesson Plan at any time so that you see which lessons they’ll be getting, and in which order. From the teacher home page, click on the Assignments tab, then the Student Lesson Plan link in the blue menu bar, and then select a class and student. As a teacher, you’ll be able to see each student’s unique pathway. Specifically, you’ll be able to see the next 20 lessons in each student’s unique lesson plan pathway. You can do this by going into the Assignments tab, clicking Student Lesson Plan and then selecting the student that you want to see. Because the diagnostic is so specific and determines exactly what each student needs, we recommend that you not make any adjustments to this automated plan. However, you do have some control over the lessons your students see. Specifically, you can assign Extra Lessons to students from the entire i-Ready K-8 lesson bank. We’ll discuss this in a bit. If you click on the name of the lesson you’ll get the “Lesson Preview” pop-up box. Go ahead and do that now. In this pop-up you’ll see the objective, supported standards, and other key information. Another great feature is that you can actually see the lesson – if you look to the left, you’ll see the different components of the lesson. Different lessons have different lengths, and number of components, but again, each lesson has explicit instruction, guided practice, and a quiz. Some lessons at the lower level in the more foundational domains are as quick as 6-7 minutes. Other, more difficult concepts, especially at the upper grades can be as long as an hour. But, remember that if a student needs to log out before the lesson is finished, it’s ok, they’ll come back to about where they left off. [Facilitator note: Some participants will actually click on the “view” links and start lessons, so it might get a little noisy. The lessons will open in a new browser tab/window, so just ask participants to close the tab/window to make the lesson stop.] As of 8/18/14

Monitoring and Managing Online Instruction
i-Ready Understanding Data (Initial Diagnostic) - Onsite Student Alerts Response to Instruction Reports Teacher Training Guide pages 20-23 Highlights of Monitoring and Managing Online Instruction Now that you’re familiar with how the system assigns lessons to students and what the students see, it is critical that you monitor and manage your students in the online instruction. We highly recommend that you log in with your teacher log in at least once to twice a week to monitor and manage you students through the online instruction. It’s critical that you monitor your student’s progress because if they fail too many lessons in a domain, the system will shut off the domain and it won’t turn back on until either the teacher turns it back on, or the student takes their next Diagnostic! Let’s practice… As of 8/18/14

Monitoring and managing Online Instruction
i-Ready Understanding Data (Initial Diagnostic) - Onsite Participants complete pages 20-23 Have participants complete pages in Monitoring/Managing Instruction After about 10 min: Debrief their responses, and summarize the process: Check Student Alerts Identify students who have failed lessons (especially with orange warning signs). Look at their Student Response to Instruction Report for more details. Look at Class Response to Instruction for the big-picture of the class’ work. Use the following information for support in answering questions. Alerts (this information is also in the TTG) Monitoring and Managing Student Instruction: Student Alerts Student Alerts shows you which students are failing consecutive lessons. When a student fails a lesson, let’s pretend “Lesson A” in Vocabulary, meaning they scored less than 70% (or other %– check with admin) on the quiz, they’ll be given that same lesson over again. Because the instruction is so explicit and step-by-step, they often pick up a lot more the second time. They’ll then have a slightly different guided practice experience since they’re likely getting more correct. When they get to the quiz, they will see different questions so you can be confident that they are actually mastering the skill instead of just remembering the questions. However, if the student fails that lesson again (so the student has failed this same Vocabulary “Lesson A” twice) a yellow alert will appear here in the Alerts. The system will proceed to the next lesson in that domain, let’s pretend Vocabulary “Lesson B”. But since you know that the student failed Lesson A twice, it’s important to investigate and provide that student with intervention at this point. So, let’s say that the student now fails Vocabulary Lesson B. So, again, they’ll see Lesson B again. If the student fails Lesson B again (so the student has now failed Lesson B twice), an orange alert will show here and the system will **automatically turn off that specific domain,** since it’s obvious that the student needs more intensive intervention from you. Thus, when a student fails two consecutive lessons in the same domain, and fails them twice each, then the domain is shut off and you’ll see the orange alert. For the students who show up in your Student Alerts section, you’ll want to check the Class and Student Response to Instruction reports that we just reviewed to identify the exact area of need to provide intervention. Then, for students who have domains turned off, when you feel that the student is ready to do more online instructional modules in that domain, you can go in and turn it back on. Instructions for turning the domain back on are included in the User Guide and in the TTG. Student Response to Instruction Report This report shows you the progress each student has made. The arrow begins where instruction started and shows how much progress has been made. If an arrow is dotted/dashed, it means that a student skipped over that level of lessons. This can happen in certain situations: The student has taken more than one Diagnostic in the timeframe selected, and based on the most current Diagnostic, was “bumped up” and thus skipped over some lessons. The teacher went in and manually adjusted the student higher, thus skipping over some lessons. i-Ready doesn’t have lessons at that level (not common). The report also lets you see the details of each lesson, such as the name of the lesson, whether they passed or failed, their score, how long they took, and whether or not it was assigned as an Extra Lesson. This is a great report to share with families at Parent Teacher Conferences. As of 8/18/14

Class Response to Instruction report
i-Ready Understanding Data (Initial Diagnostic) - Onsite Guided walk-through Class Response to Instruction Report Let’s do a quick walk through of the Class response to instruction report: Click on Class Response to Instruction: The Class Overview shows you cumulatively how many lessons the class has passed and how many have been completed. You can see this overall by subject as well as by domain. It will also show you the pass rate and time on task. Pass rate = # of lessons passed out of total # of lessons completed (based on the date range selected in the criteria). For example, if a student completes 10 lessons, and passes 8 of them, their pass rate is 80%. (Facilitator note: Their average quiz score is not reported.) Below the overview, you can see this information summarized for your entire class. Come back to the PPT. As of 8/18/14

Providing Intervention
i-Ready Understanding Data (Initial Diagnostic) - Onsite TTG page 23 Assigning Extra Lessons Providing Intervention One of the questions in the TTG is how will you provide intervention to students who are failing lessons? There are several options: Use the Student Profile Report for teacher-directed instructional guidance and Tools for Instruction Use your classroom curriculum to provide intervention Assign Extra Lessons Extra Lessons Let’s discuss Extra Lessons… You can add any lesson at any level in any domain to any student at any time, either individually or as a group/class. Ask participants to follow along with their log in – they don’t have to actually save their changes, but should practice the steps. In the TTG, follow the directions on page 12 to add an Extra Lesson to either an individual student or group of students. Note that if you use the Class Management route, you can always see and manage each individual student’s Extra Lessons by going through Assignments > Extra Lessons. You can re-order their Extra Lessons and add/remove Extra Lessons. Guidance: Be sure to give clear direction to the students about which lessons you want them to complete (e.g., one Extra Lesson, then two red-button lessons) To help you know which lesson you might want to chose, there’s a document on the Resources tab that lists the lessons by domain and grade, and also shows the lesson’s objective. We’ll take a look at it a little later in the training. Common questions: Can I assign as an Extra Lesson a lesson that the student failed twice in their automated plan? I want to be sure the student is ready for more lessons. Yes! Many teachers do this. Can I assign Extra Lessons at the student’s actual grade level to reinforce what I’m teaching at grade level to the whole class? Yes, you can assign any lesson at any level to any student. A word of caution/best practice: Be thoughtful and strategic when assigning Extra Lessons – be sure to give the student enough time on their automated lesson plan as well as their Extra Lessons. Remember that part of the power of i-Ready is that it is providing differentiated instruction to students at their level so that if they have gaps, they can work up to/more readily “access” grade-level content. As of 8/18/14

Show what students see when an Extra Lesson is added. Common questions: Do Extra Lessons show on the RtI Reports? Yes and no. On the Student RTI Report: Extra Lessons don’t show up in the arrow section (at the top) because you could assign lessons that are at a completely different level than the student’s automated plan (and thus it would be too difficult to show on the graph). Extra Lessons do show up in the details of each domain section. There is an “extra lesson” column. Yes on the Class Response to Instruction report. Extra Lessons are counted in the totals. As of 8/18/14

Providing Intervention
i-Ready Understanding Data (Initial Diagnostic) - Onsite Turning domains back on Turning Domains Back On Ok, let’s say you have a student whose domain has been turned off, and you’ve provided some teacher intervention and had them do some Extra Lessons at a lower level, and how you’re confident they’re ready for more lessons in that domain. You need to turn that domain back on. Turn to page 14 in your TTG to follow the directions to turn the domain back on. If time, walk through on live site. As of 8/18/14

Online Instruction Review
i-Ready Understanding Data (Initial Diagnostic) - Onsite Online lessons are assigned automatically to each student, differentiated based on the student’s Diagnostic domain results Recommended usage: 1 – 2.5 hrs/ week/ subject Monitor student progress! Student Alerts (home page) Response to Instruction Reports Provide Intervention Add Extra Lessons Turn domains back on Online Instruction Review – Teacher Training Guide pages 20-23 As of 8/18/14

What is i-Ready Diagnostic & Instruction?
i-Ready Getting Started Onsite Pinpoint each student’s needs down to the sub-skill level (K-12) Teacher-Directed Instruction: Inform whole class, small group, individual instruction (K-8) Student-Driven Online Instruction: Automated, differentiated instruction for every student Instantaneous, easily accessible reporting & progress monitoring Transition to Monitoring Progress Let’s now discuss the three main ways in which you will monitor progress (CLICK ) with i-Ready. Version 4/30/2014

3 ways to Monitor Progress
i-Ready Understanding Data (Initial Diagnostic) - Onsite Big picture progress: Diagnostics 3-4 times across the year Monthly temperature check: Progress Monitoring Assessments Daily/weekly progress: Response to Instruction Reports to see progress through the online Instruction (CLICK ) Diagnostics – remember that we recommend weeks in between Diagnostics (CLICK ) Monthly PM Assessments – we are going to talk about these next (CLICK ) Online instruction – remember to look at the Response to Instruction reports at least 1-2 times a week! As of 8/18/14

Measuring Student Growth Across Diagnostics
You’ve just finished your first Diagnostic, but when your students complete their subsequent Diagnostics across the year, you’ll be able to see those Diagnostics on the Student Profile report so that you can really see the growth. First, you’ll be able to see if they are advancing up a level or more. Next, you’ll be able to see the difference in scale score growth. You might be wondering how much scale score growth is “good growth” or “enough growth.” See the Scale Score section of the User Guide for more information about how much growth you should expect to see across an entire academic year. We won’t go into the details of this since right now you just have data from just one Diagnostic.

Monthly Progress Monitoring Feature
i-Ready Understanding Data (Initial Diagnostic) - Onsite “How much growth should my student make?” Progress Monitoring (highlights) Ok – let’s talk more about the monthly Progress Monitoring feature in i-Ready. Let’s review what it is and how we built it the way that we did. Before we built a progress monitoring feature, we worked with our Teacher and Administrator Advisory Groups, as well as our assessment experts to understand what kind of progress monitoring feature would be helpful to teachers and administrators. As a result of those discussions, the Progress Monitoring feature was designed and developed to answer two key questions (CLICK) “How much growth should a student make?” and “Is a student on track to make that progress?” These questions are very similar to what we just discussed with looking at progress across Diagnostics. And, indeed, the Progress Monitoring feature was created in order to be able to answer those questions more quickly, even before a mid-year Diagnostic, if possible. “Is my student on track?” As of 8/18/14

Progress Monitoring Assessments
i-Ready Getting Started Onsite Progress Monitoring Assessments Grades: K-8 Subjects: Math & Reading Looks and acts like a Diagnostic test Starts based on the last test’s levels Adaptive Short: about 15 minutes, about 20 questions per subject Automatically assigned once a month Students see “Mini Test” button Progress Monitoring Assessments These assessments are applicable for grades K-8, reading and math. As you’ve seen, the PM assessments are basically mini-diagnostics that take about 15 minutes (approx 20 questions). Because they’re like the Diagnostic, the PM assessments are adaptive, so it will adjust up and down based on the student’s responses. The starting level for the first PM is wherever the student placed on their diagnostic. Subsequent PMs will always look to the last test’s levels (whether PM or Diagnostic). Progress Monitoring assessments have been automatically assigned to students once a month, reading and math. Your administrator has the ability to adjust the PM schedule, but overall, your students will see them once a month. [Facilitator note: In advance, try to ask the admin what their schedule is (i.e., math PM = 2nd Tuesday of the month).] (CLICK) You’ve all likely seen the green button to “Start Mini Test.” Version 4/30/2014

Progress Monitoring Scores
i-Ready Understanding Data (Initial Diagnostic) - Onsite Global outcome measure that give an overall reading and an overall math scale score (essentially a mini-diagnostic) Will not: Give domain-specific information Adjust the information on the Diagnostic reports Adjust the student’s online Instruction lesson plan Progress Monitoring Scores When students finish a PM test, you’ll get their score. It’s very important to note: The score is a global outcome measure, meaning that you’ll get an overall scale score which you can compare to other scale scores in i-Ready from Diagnostics and other PMs. Over time, you’ll be able to see how students are tracking toward their target growth. PMs will NOT: give domain or skill-specific information adjust any info on the Diagnostic reports. PMs have their own reports that I’ll highlight next. adjust students’ online lesson plans (only Diagnostics do this) Remember, that the purpose of the progress monitoring report is not to provide granular information like the diagnostic. It’s a much shorter assessment, so the goal is to take a temperature check and decide whether to intervene more intensively. PMs should be completed monthly. As of 8/18/14

Progress Monitoring Report
i-Ready Getting Started Onsite Student Progress Monitoring Report [Facilitator note: the PM reports will be updated in fall 2014 and its formatting will change and be improved. However, the main purpose of the report will be the same.] For each student, you’ll be able to generate an individual report. The report is going to answer those two questions: 1) How much growth students should be making; and 2) A student’s likelihood to meet target growth. This key information is provided for you in the chart at the top of the report. Once a student completes Diagnostics and PM assessments, you’ll be able to compare his/her performance to a couple of different metrics. Here, on this individual student’s report you can see that she took two Diagnostics (refer to the chart on the bottom “D”) and five PMs. Based on these data points, i-Ready calculates the student’s projected growth trajectory (the dotted line) at the end of the year. Important: The estimated growth line will only be calculated when there are three months of data (either Diagnostic and/or PM tests; i.e. Diagnostic is completed in September, PMs taken in October and November). You’ll be able to compare the student’s estimated trajectory to three/four metrics [Facilitator note: Find out in advance if the district/school is using the internal Growth Target, and if so, what it is for each subject and grade.] Grade level: First, you can compare the student’s performance and estimated growth to grade level – grade level is represented by the horizontal shaded band. (Point to the horizontal shaded band) Average i-Ready Student: Second, you can compare the student’s performance and estimated growth to other students in i-Ready (point to turquoise line). The turquoise line shows the average (or 50th %ile) student’s progress in i-Ready – approximately where they scored on the first diagnostic, and about where they scored on their last Diagnostic. Since we have tens of thousands of students across the country in i-Ready at each grade level and subject, we can see what the average student did over the course of a year. So, you can see how your student compares to the beginning and ending levels of the average student. For many grades, the average student started below grade level (because it’s the beginning of the year and because of the CCSS) Average amount of growth: Third, you can compare the student’s estimated growth to the amount of growth of the average student in i-Ready. You might have a student who is very significantly behind grade level, and thus comparing them to grade level and even to the average i-Ready student is just too far of a stretch. So, you might want to see if they’re on track for making the same amount of growth as the average i-Ready student, regardless of where they started. Thus, you can look at the turquoise square. (point to the turquoise square.) The turquoise square takes your student’s starting scale score and adds on the amount of growth that we expect the typical student to make in that grade and subject. Let’s say 30 points of scale score growth (Facilitator note: that this same amount of scale score growth is the difference between the starting and ending points of the turquoise line) So, the report will show a turquoise square to represent where the student should be performing if he/she makes the same amount of growth as we expect the typical student in that subject and grade to make. As you can see, this is a fantastic way to track and celebrate growth for even very low students. Internal growth targets: Fourth, you can compare the student’s estimated growth to your district’s (or school’s if the school is a standalone account) internal growth target. (point to the black line) The target can be set differently for each subject and grade. Also on the report are tables that show you the student’s actual Diagnostic and Progress Monitoring overall scale scores (point to the bottom chart). And, it will note if a student rushed or not. Version 4/30/2014

Class Progress Monitoring Report
i-Ready Getting Started Onsite Progress Monitoring Class Report Next, instead of having to look at each student’s report, you have access to a class report. The class report is a summary of everything that you saw on the student report, just without the graph and lines. (Facilitator: If the customer has at least 2-3 PM assessments completed, then consider going onto the live site and show a real example, or use this screen shot.) Note that this report will have more columns if the account has set internal Growth Targets.) Additional background information – use as needed: There is information about the average target for each of the three targets, as well as the % of students in the class likely to meet their targets. Then the student detail provides information on every student in the class. This mirrors what is in the data table in the student report. If a teacher wants to see more specific information about a student, they can click through to that student’s report using the student’s name (an active link). This will bring up the student’s PDF report. Those without enough data (either too few tests or poor fit, their targets are shown if they have at least one Diagnostic, but their “on target” status shows More Data Required) The final column shows the most recent assessment and whether it was a Diagnostic or PM assessment Version 4/30/2014

Progress Monitoring of Instruction
i-Ready Understanding Data (Initial Diagnostic) - Onsite The third way to monitor progress is progress through the online instructional lessons. We looked at the Response to Instruction reports earlier in this training. So again, those are the three ways in which i-Ready helps you monitor student progress: Across Diagnostics Monthly Progress Monitoring Anytime to look at student progress in the online lessons As of 8/18/14

Diagnostic Best Practices
i-Ready Understanding Data (Initial Diagnostic) - Onsite Diagnostic Best Practices “Administer the Diagnostic” TTG pages 5-8 Assign the Diagnostic TTG page 11 Monitor during testing – Reset if necessary Check for completion Check for rushing/ “off” results Remind your admin to run the Export Report: Diagnostic Summary Determine which students to reassess Diagnostic Best Practices Now that your students are working on the lessons and you’ll be using the monthly PM assessments, it’s good to remember some Diagnostic best practices for your next Diagnostic. Go through items above. #2) Note: It’s important to remember that i-Ready doesn’t automatically assign subsequent Diagnostics – someone has to assign them. Administrators can, or teachers can. It’s extremely easy and only takes about 4 clicks per subject to assign to all students in a class or even a whole school. ***It’s important to know that as soon as you assign it, the students will be prompted to take it the very next time they log in (unless the settings have been set to hide the Diagnostic during certain hours of the day/certain days a week. If the student does log in at these times they’ll just see their lessons.) #3) Note Resetting the Diagnostic: SHOW participants how to do this following these directions: Ask the student to close out of the Diagnostic and log out of i-Ready. Go to Assignments tab Select TESTS in the blue sub-tab menu bar Select the class and the student. Above the table on the right, the orange “Reset” button will be active if a student is currently in progress in the Diagnostic (i.e., not yet completed the Diagnostic). Click Reset, save. Have student log back in and start over. As of 8/18/14

Resources i-Ready Understanding Data (Initial Diagnostic) - Onsite [[Hidden slide – use for scripting]] Resources tab [Note that participants might have been logged out of i-Ready by now. They can either log back in, or just watch your screen.] To help you continue getting the most out of i-Ready, I’m going to point out some resources that will be helpful for using the online Instruction. I’m just going to highlight a few, but I encourage you to take minutes once you have your log in, to really explore the Resources tab on your own. [Point out]: User Guide (revised Aug 10, 2014)— remember that this is your complete guide! It’s 120+ pages, so download it, but think twice before you print  There are lots of details about each of the reports, Progress Monitoring, etc. Reading and Mathematics Resources – the blue buttons at the bottom have several resources for reading and math. There is one document with additional sample Diagnostic items, but all of the other resources are for the online instruction, including the “Reading Objectives” and “Math Objectives” pdfs – these are the docs that list all of the onine lessons by domain and grade along with the lesson’s objectives. These docs can be helpful in determining which lessons to add as Extra Lessons. Parent resources – We have 4 great resources each in English and Spanish, including a letter, a guide to i-Ready, and the 2-page handout for the Find a Book website using Lexile measures. Quick Start Videos and Webinars - **This is the most important resource for you after the User Guide is the Quick Start Videos and webinars. Be sure to check these out for additional guidance, especially for managing instruction: click on the Recorded Webinars tab. Watch the Understanding Data recording for a refresher of the content we covered in today’s training. Mobile resources – We have 2 free iPad apps for students working between grades The pop-up will show two docs – one for the World’s Worst Pet (Tier 2 Vocabulary app), and Door 24 (Math computational fluency app). [Return to PPT, click to next slide] As of 8/18/14

Next Steps Summary Don’t forget to use your Teacher Training Guide ongoing! Use key reports after each Diagnostic (TTG pp ) Monitor and Manage the Online Instruction (TTG pp ) Check the Progress Monitoring reports after 3 months of using i-Ready. Assign subsequent Diagnostics and use best practices! Explore the Resources tab and User Guide Next Steps – Summary As of 8/18/14

Getting Help i-Ready Understanding Data (Initial Diagnostic) - Onsite Resources tab Account Manager Jessica Vitale Technical issues: (800) Mon-Thurs 8:30AM-7:00PM Eastern time Fri 8:30AM-5:00PM Eastern time Getting Help – Also, remember that the following resources are always available to you. Take advantage of the great i-Ready support team that is available to you. We are happy to help! (Update slide if needed.) Remind the administrator who their Account Manager is. As of 8/18/14

i-Ready Getting Started Onsite
Success for Every Student! Thank you! Thank you! and Close Thank you for your time today. I hope you’re excited to get started with i-Ready. Good luck, and again, don’t hesitate to contact us if you need any technical or other support. We look forward to hearing your and your students’ experience with i-Ready Diagnostic & Instruction! (****Collect sign-in sheet(s).****) Version 4/30/2014

Finding Lexiles measures – Student Profile Class Norms report
i-Ready Understanding Data (Initial Diagnostic) - Onsite Finding Lexiles measures – Student Profile Class Norms report As of 8/18/14

Finding Lexiles measures –Class Norms report As of 8/18/14

Using Lexile Measures – Find a Book i-Ready
i-Ready Understanding Data (Initial Diagnostic) - Onsite Using Lexile Measures – Find a Book i-Ready As of 8/18/14

i-Ready Getting Started Onsite
Resources i-Ready Getting Started Onsite Resources tab Here’s the Resources tab. For the directions to the Find a Book website, (CLICK) click on the blue For Parents button, and there will be a link to the (CLICK) directions for using Lexiles on the Find a Book website. So, that was a quick highlight of the rest of the i-Ready system, and again, some of you will learn more about these features during the Summer School training. Version 4/30/2014

There’s an iPad app for that!
i-Ready Understanding Data (Initial Diagnostic) - Onsite World’s Worst Pet Vocabulary fluency 4th – 8th grade Provides practice with Tier 2 academic vocabulary Literary Academic Science Social Studies [Hidden slide – use as needed] i-Ready i-Pad apps – Reading World’s Worst Pet: Grades 4-8 Addresses Common Core focus on Tier 2 vocabulary (Tier 2 Vocabulary as defined by Common Core Academic vocabulary that appears across a wide range of texts.) Domain-specific vocabulary: Science and Social Studies Delivers multiple exposures and robust practice Supports the development of comprehension Description: The BakeStars' new pet is out of this world…literally! After adopting this creature from outer space, the BakeStars find out it has a taste for danger and loves to get into all kinds of trouble. Even though it may be the world’s worst pet—Jake and friends still need your help to keep it safe! Logistics: Only for i-Pads Available in the i-Pad app store FREE (for now!) Users do NOT need to have an i-Ready log in, so ANYONE with an i-Pad can download! As of 8/18/14

There’s an iPad app for that!
i-Ready Understanding Data (Initial Diagnostic) - Onsite Door 24 Computational Fluency 4th – 8th grade Develops students’ ability to think quantitatively and strategically Encourages flexibility and perseverance to solve problems [Hidden slide – use as needed] i-Ready i-Pad apps – Math Door 24: Grades 4-8 Addresses Common Core fluency requirements Develops students’ abilities to think quantitatively and strategically Encourages flexibility and perseverance in solving problems Develops concepts, skills, and strategies as targeted by the Common Core: Number sense and computational fluency; Expressions, equations, and algebraic thinking Description: There's trouble in Bella's Cella! Victor the robot fried his circuits to a crisp when he spied shocking things behind the mysterious Door 24. Was it a bevy of itsy bitsy brothers? Cranium craving creatures from outer space, voracious viral vampires, or worse?! Only the players can help Bella and Beau fix Victor's circuits and solve the secret of Door 24! Logistics: Only for i-Pads Available in the i-Pad app store FREE (for now!) Users do NOT need to have an i-Ready log in, so ANYONE with an i-Pad can download! As of 8/18/14

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