iReady Additional Information


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iReady Additional Information

  1. 1. Additional Information Overview...................................................................... 2 i-Ready Diagnostic Research.Base................................................................... 4 Math.Skills.Assessed......................................................... 7 Reading.Skills.Assessed.................................................... 8 i-Ready Instruction Case.Studies.................................................................... 10 Math.Lesson.Topics. ........................................................ 12 . Reading.Lesson.Topics..................................................... 13 Appendix System.Requirements. .................................................... 15 . Reading.and.Mathematics. . Diagnostic (Grades K–8) Instruction (Grades K–6) | 800-225-0248
  2. 2. Overview Diagnostic.. to.the.sub-skill.level Screen.your.whole.district.and.pinpoint.each.student’s.needs.. • Online diagnostic automatically diagnoses individual student strengths and weaknesses • Adaptive format meets students at their level, so they feel like they’re succeeding throughout the whole assessment • The perfect universal screening tool for all your students Reporting instruction • Screens, then identifies students who need intervention to get up to grade level—perfect for RTI! • Shows why students are struggling and at what grade level they are performing • Provides instructional recommendations for individual students and groups of students Instruction Differentiate.instruction.for.every.student • Program automatically creates—and delivers—an individualized instruction plan for every student • Explicit instruction is delivered to students at their level • Engaging, interactive format makes learning fun • Web-based—accessible anywhere and any time Progress.Monitoring • Measure gains across an entire district • See how far students have progressed in online instruction • Monitor consistency of usage • Track progress with Common Core State | 800-225-0248 2
  3. 3. i-Ready Diagnostic Grades K– | 800-225-0248 3
  4. 4. i-ReadyDiagnostic Research Base Overview of the adaptive diagnostic •. Mathematics.and.Reading,.Grades.K–8 •. – Screen all students in a district or school to determine which students need intervention – Provide detailed analysis on each student’s performance level and skill gaps and provide downloadable instructional materials to target those gaps – Automatically place students into differentiated online instruction at the levels indicated by the diagnostic – Monitor student progress following instruction •. – The diagnostic draws from a bank of thousands of items and delivers items based on a student’s response to each prior item. The diagnostic delivers more challenging questions as students get questions correct and less challenging questions as students get questions incorrect until it hones in on the student’s performance level. Teachers see each student’s scale score and grade-level performance level. Research Approach Research.Association.(AERA),.the.American.Psychological.Association.(APA),.and.the.National.Council. • Best practice adaptive test design: Based on well-accepted test theories of Rasch and Item Response Theory (IRT) Modeling • Best practice assessment development (e.g., item design, test construction): Informed by best practices in the field of educational testing, as well as the Common Core State Standards (CCSS) and current state standards • Expert advisors led assessment development: Included renowned experts in psychometrics, reading, math, special education, English language learner education, and teacher preparation • Large, diverse sample for item and scale calibration: Assessment items have been field tested with over 17,000 students across representative socioeconomic, geographic, and ethnic strata • Strong validity and reliability: The Fall 2011 technical manual will further document assessment design protocol and provide a detailed analysis of test statistics and characteristics Large, diverse sample for item and scale calibration • More than 17,000 students nationwide Demographic diversity of sample sites (approx.) • More than 33,000 reading and math African American 31% assessments administered Hispanic 12% • 18 different states represented by 58 sites Caucasian 51% Qualified for free or reduced lunch 53% Below the poverty line 19% Special Education Student 14% English Language Learner | 800-225-0248 4
  5. 5. i-ReadyDiagnostic Research Base (cont.) Score Definitions’ The two main types of scores are: • Scale Scores: Because the adaptive diagnostic adjusts to each individual student’s levels, every student sees a different combination of items. To make all tests comparable, and in order to provide a basis for deriving grade-level performance scores, all of the results of the i-Ready Diagnostic are converted to a common scale. • Grade-Level Placement: A grade-level placement is provided for each student for each strand assessed and indicates the grade level at which the student should begin receiving instruction. For example, if a fifth-grade student’s score in number and operations is “early grade 4,” this student would benefit from instruction in the skills that are typically taught at the beginning of the fourth grade in order to address his skill gaps. The program then outlines the specific skills to focus on. Validity/Reliability Validity • Item development based on expert content knowledge, the CCSS, current state standards, and established best practices • Item paneling with expert advisors, panels of teachers, and content specialists; iteratively reviewed both internally and externally • Test development informed by the standards as set by the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME) • Item and test development also informed by established and new research in the field on best practices for online test development for grades K–8 to ensure item accuracy in measurement of skills Reliability • Test design based on Item Response Theory (IRT) and Computer Adaptive Test (CAT) modeling, reducing error in student ability measurement • Large bank of items of varying difficulty across all strands allows the test to present students with appropriate items to accurately measure their ability • Ongoing and iterative rigorous item analysis and review process identifies poor-performing items for revision or | 800-225-0248 5
  6. 6. i-ReadyDiagnostic Research Base (cont.) Assessment development informed by expert advisors Psychometrics Mathematics Reading Dr..Richard.Brown Dr..Richard.Bisk Dr..David.Chard Associate Professor at Chair and Professor of Mathematics Dean of the Annette the Rossier School of at Worcester State University Caldwell Simmons School Education at the University • Advisor to the Massachusetts Department of Education and Human of Southern California of Education in the development of Development at Southern • Works with the California the “Guidelines for the Mathematical Methodist University Department of Education (CDE) Preparation of Elementary Teachers” • Research review panelist at on testing and assessment in • Expert on Singaporean mathematics both state and national levels, the California public school education including panels of the National system Science Foundation and U.S. • Previously, Senior Researcher Department of Education at the National Center for Dr..David.Chard • Awarded more than $11 million Research on Evaluation, Dean of the Annette Caldwell in deferral, state, and private Standards, and Student Testing Simmons School of Education and grants since 1993 (CRESST) at UCLA Human Development at Southern Methodist University Dr..Lori.Helman • Research review panelist at both state and national levels, including panels of Associate Professor in the the National Science Foundation and U.S. Department of Curriculum Department of Education and Instruction at the • Awarded more than $11 million in deferral, University of Minnesota state, and private grants since 1993 • Many years of bilingual teaching experience at the Dr..Cathy.Seely early grades; leads new teacher induction programs Senior fellow at the Charles A. Dana • Co-Director of the Minnesota Center at the University of Texas at Center for Reading Research Austin • Veteran mathematics educator and change facilitator with 35 years of experience at the local, state, and national levels; works on state and national policy and improvement efforts in mathematics education • Prior president of the National Council of Teachers of Mathematics (NCTM) from 2004 through 2006, and currently an active member of the | 800-225-0248 6
  7. 7. i-ReadyDiagnostic Math Skills Assessed Number.and.Operations Geometry Counting.and.Cardinality Two-Dimensional.Shapes Base.Ten—Whole.Numbers.and.Decimals Three-Dimensional.Shapes Place value, compare, add, subtract, multiply, divide Lines,.Segments,.Points,.Rays,.and.Angles Fractions Model, compare, add, subtract, multiply, divide Symmetry.and.Transformations Rational.Numbers Congruence.and.Similarity Model, compare, add, subtract, multiply, divide Coordinate.Geometry Pythagorean.Theorem Algebra.and.Algebraic.Thinking Measurement.and.Data Operations.and.Algebraic.Thinking Measurement.Units.and.Tools:. Fluency, number relationships, properties, solving Customary.and.Metric word problems Time, money, length, capacity, weight, and mass Expressions.and.Equations Geometric.Measurement Variables, exponents, solving word problems Area,.Perimeter,.Surface.Area,.Volume Ratio.and.Proportional.Relationships Percent, rate, lines, and slope Creating.and.Interpreting.Graphs Functions Data.Analysis.and.Statistical.Measures Linear and non-linear | 800-225-0248 7
  8. 8. i-ReadyDiagnostic Reading Skills Assessed Foundational.Skills Comprehension Phonological.Awareness Informational.Text Rhyme Recognition Author’s Purpose Phoneme Identity and Isolation Categorize and Classify Phoneme Blending and Segmentation Cause and Effect Phoneme Addition and Substitution Drawing Conclusions/Making Inferences Phoneme Deletion Fact and Opinion Main Idea and Details Phonics Message Letter Recognition Summarize Beginning Consonant Sounds Text Structure Short and Long Vowels Vocabulary in Context Decoding One- and Two-Syllable Words Inflectional Endings; Prefixes and Suffixes Digraphs and Diphthongs Vowel Patterns Decoding Longer Words High-Frequency.Words Vocabulary Literature Academic and Domain Specific Vocabulary Author’s Purpose Word Relationships Cause and Effect Word-Learning Strategies Drawing Conclusions/Making Inferences Figurative Language Story Structure Summarize Theme/Mood Understanding Character Vocabulary in | 800-225-0248 8
  9. 9. i-Ready Instruction Grades K– | 800-225-0248 9
  10. 10. i-ReadyInstruction Case StudiesResearch shows Educators everywhere agree—it works! online instruction leads to progress in just weeks! ‘‘ …I know my students’ reading skills have improved over the ‘‘ 12 weeks. I have seen “At-Risk” Reading Students ‘‘ it with my own eyes! Broward County Public Schools participated in a documented pilot to determine if the first-generation web-based differentiated explicit instruction program would serve “at-risk” students better than systems currently used I would recommend this ‘‘ in the county. program to any teacher ‘‘ Who: 162 third-grade students and any school. When: Four-week (13 school days) summer break program Usage: Daily 60-minute online reading instruction sessions for an average [It] gave my low students of 10 hours per student Summary of Results: Students made an average of three to eight months of progress in just 13 days. (especially ESOL) an engaging, meaningful ‘‘ chance to reinforce skills ‘‘ and vocabulary. Mean Gains in Reading Mean Gains in Reading 1.0 1.0 ‘‘ [It was a] resource thatAverage Grade Level Gains (Years) Average Grade Level Gains (Years) 0.9 0.9 0.8 0.8 0.87 helped me meet the 0.83 0.7 0.76 0.7 needs of my diverse ‘‘ 0.6 0.6 learners. 0.60 0.5 0.5 0.54 0.4 0.3 0.2 0.46 0.32 0.4 0.3 0.2 [It is] an exceptional educational tool...It ‘‘ reinforces and expands 0.1 0.1 0 0 the horizons of students. Phonics Sight Words Vocabulary Comprehension Phonics Sight Words Vocabulary Com Skill Area Skill Area i-Ready™ Diagnostic and Instruction is an adaptive diagnostic that analyzes student performance and automatically delivers individualized, differentiated instruction. Research demonstrates that the first generation of i-Ready Diagnostic and Instruction significantly improves student achievement and meets the diverse needs of all students, including English Language Learners, special education students, and at-risk students. A series of pilot studies examined the impact of online instructional modules from the first-generation i-Ready Diagnostic and Instruction product, known as Smart Tutor™. These instructional modules are the foundation of the next-generation i-Ready Diagnostic and Instruction program being released in July | 800-225-0248 10
  11. 11. i-ReadyInstruction Case Studies (cont.) Title I and LEP Students Mean Gains in Reading 1.0 The Boys & Girls Clubs of Palm Beach County hosted an % of Students Achieving Proficiency (Years) 0.9 Proficiency on State Tests extended day program for students enrolled in eight different 60% 0.8 0.83 Average Grade Level Gains schools. The program, funded by a 21st Century Community 0.7 0.76 Reading 50% 0.6 53% Learning Center Grant, tested whether the first-generation Math 0.5 program would increase scores on the state test (FCAT). 40% 0.4 0.46 0.3 37% Who: 81 students (Grades 3–5) 30% 0.2 0.32 When: 2003–2004 and 2004–2005, two full school years 0.1 28% 20% 0 Summary of Results: Students made significant gains in reading Phonics Sight Words Vocabulary Comprehension and math. The number of students that scored an achievement 10% Skill Area 12% level of 3 or above on the FCAT rose by 200% in math and 0% 87% in reading from 2004 to 2005. 2004 2005 2004 2005 Special Education Students Mean Gains in Reading Special education students participated in a documented pilot to Mean Gains in Reading 1.0 1.0 Average Gains by Grade Level Average Grade Level Gains (Years) Average ScaledGrade Level Gains (Years) determine if the first-generation web-based differentiated explicit 0.9 22 0.9 instruction program would help these students achieve gains in 0.8 0.8 20 0.87 20.8 0.83 0.7 0.76 0.7 reading and math. (Third-party research conducted by West Coast 18 0.67 0.6 0.6 Average Score Gains 17.9 17.7 Analytics.) 0.5 16 0.5 0.60 Reading 0.54 14 Math Who: 393 reading students and 323 math students 0.4 0.46 0.4 14.0 15.0 0.3 0.3 12 (Grades 1–5) 0.32 11.5 0.2 0.2 10 When: Throughout the 2009–2010 academic year 0.1 0.1 9.9 0 80 Summary of Results: Student gainsSight Words Vocabulary Comprehension Phonics varied across grade levels, 6 Phonics Sight Words Vocabulary Comprehension 6.3 with math gains as high as 20.8 points andSkill Area gains as high reading 4 Skill Area as 17.9 points. 2 1.2 -0.8 0 First Second Third Fourth Fifth Grade Level Lowest Quartile Students At Highland Elementary School Average Gains byFlorida, students in Lake Worth, Grade Level Mean Gains in Reading 22 identified as part of the lowest 25th percentile participated in a 1.0 Average Grade Level Gains (Years) 20 20.8 0.9 documented pilot to determine if the first-generation web-based 18 0.8 differentiated explicit instruction program would help them Average Scaled Score Gains 17.9 17.7 0.7 16 0.71 achieve gains in reading. Reading 0.6 14 15.0 Math 0.5 Who: 67 students (Grades 3 and 4) 14.0 12 0.4 0.39 When: 6 weeks (30 school days) 10 11.5 0.3 0.35 0.31 9.9 0.2 Usage: Daily 40-minute sessions for an average of 11.25 hours 8 0.1 per student 6 6.3 0 Phonics Sight Words Vocabulary Comprehension 4 Summary of Results: Students made from three to seven months Skill Area of progress in less than212 hours. 1.2 -0.8 | 800-225-0248 11
  12. 12. i-ReadyInstruction Lesson TopicsMathematics Lessons: Topics by Domain Domain Grades.K.–1 Grades.2–3 Grades.4–5 Grade.6 Number.and. • Numerals and Counting • Reading and Writing • Comparing and Ordering • Prime Factors, Greatest • Counting and Numbers Numbers Whole Numbers to One Common Factor, and Operations Million or More Least Common Multiple • Ordinal Numbers • Place Value: Ones, Tens, • Before and After and Hundreds • Rounding Whole • Multiplication and Division • Comparing and Ordering Numbers and Decimals of Decimals by Positive • More Than, Less Than, Whole Numbers to • Multi-Digit Addition and Powers of Ten or the Same 100,000 Subtraction • Multiplication of Decimals • Counting Forward • Rounding Whole Numbers • Multiplication and • Division of Whole • Counting Backward • Addition and Subtraction Division Facts Numbers • Comparing and Ordering Facts • Multi-Digit Multiplication • Division of Decimals • Place Value: Ones and Tens and Division Volume 1 • Meanings of Subtraction • Meanings of Addition • Comparing and Ordering • Division of Decimals • Adding 3 or More • Meanings of Subtraction One-Digit Numbers Fractions Volume 2 • Addition and Subtraction • Two-Digit Addition and • Equivalent Fractions • Division of Fractions Facts Subtraction • Fractions Greater Than 1 • Rational Numbers, • Adding 3 One-Digit • Multi-Digit Addition and and Mixed Numbers Number Line, Order and Numbers Subtraction • Least Common Comparison, and • Two-Digit Plus One-Digit • Meanings of Multiplication Denominator Absolute Value Addition • Greatest Common Factor • Coordinate Plane - • Meanings of Division • Two-Digit Addition and • Adding and Subtracting Graphing Points and • Multiplication and Subtraction Like and Unlike Fractions Finding Distance Using Division Facts • Fractions as Part of a Absolute Value • Multiples and Factors • Multiplying and Dividing Whole and a Set Fractions • Fractions as Part of a Whole and a Set • Renaming Fractions as • Comparing and Ordering Decimals Fractions • Adding and Subtracting • Equivalent Fractions Decimals • Decimal Notation • Multiplying and Dividing Decimals • Comparing and Ordering Decimals • Meanings of Percent • Percents, Fractions, and Decimals • Ratios and Proportions Algebra.and.. • Composing and • Even and Odd Numbers • Properties of • Concept of Ratio and Decomposing Numbers • Addition and Subtraction Multiplication Proportion Algebraic.. • Word Problems Fact Families • Factors and Multiples • Concept of Percents Thinking • Writing Addition and • Multiplication and Division • Prime and Composite • Problem Solving with Ratio Subtraction Equations Fact Families Numbers and Percent • Solving Addition and • Word Problems • Solving One- and Two-Step • Concept of Rate and Subtraction Equations • Addition and Subtraction Word Problems Problem Solving with • Counting On and Counting Equations • Writing and Evaluating Rate Back • Multiplication and Division Expressions • Numerical Expressions • Counting by 2, 5, or 10 Equations • Equations and Inequalities and Order of Operations • Numeric Patterns • Function Tables and Rules • Algebraic Expressions • Equivalent Expressions • Solving Equations • Solving Inequalities • Using Equations to Solve Problems • Relationships between Variables in | 800-225-0248 12
  13. 13. i-ReadyInstruction Lesson Topics (cont.)Mathematics Lessons: Topics by Domain (cont.) Domain Grades.K.–1 Grades.2–3 Grades.4–5 Grade.6 Geometry • Two-Dimensional Shapes • Lines and Angles • Two-Dimensional Shapes • Polygons in the Coordinate • Spatial Relationships • Two-Dimensional Shapes • Transformations Plane • Three-Dimensional Shapes • Quadrilaterals • Rotational Symmetry • Area Volume 1 • Triangles • Three-Dimensional • Area Volume 2 • Circles Shapes • 2D Nets and Surface Area • Line Symmetry • Nets • Volume with Fractional • Coordinate Geometry Length Measurement.. • Telling Time to the Hour • Money: Value of Coins • Making Change • Measurement of Center and Half Hour and Bills • Measuring Angles and Spread and.Data • Comparing Time • Time to 15 Minutes, • Customary and Metric • Line Plots • Measuring and Comparing 5 Minutes, and to the Length • Histograms Length Minute • Customary Weight and • Box Plots • Picture Graphs • Elapsed and Estimated Metric Mass • Choosing Data Displays Time • Customary and Metric • Customary and Metric Capacity Length • Converting and Comparing • Estimating and Comparing Units Length • Perimeter and Area • Customary Weight and • Surface Area and Volume Metric Mass • Line Plots • Customary and Metric • Bar and Double-Bar Capacity Graphs • Measurement Tools • Line Graphs and Double- • Perimeter and Area Line Graphs • Picture Graphs and Bar Graphs • Line Plots (Dot Plots)Reading Lessons: Topics by Domain Domain Grades.K.–1 Grades.2–3 Grades.4–5 Grade.6 Phonological.. • Adding Sounds to Words • Adding Sounds to Words • N/A • N/A Awareness • Blending Sounds • Blending Sounds • Breaking Words into • Breaking Words into Sounds Sounds • Categorizing Sounds • Categorizing Sounds • Deleting Sounds from • Deleting Sounds from Words Words • Isolating Sounds • Isolating Sounds • Recognizing Same Sounds • Recognizing Same Sounds • Rhyming Sounds • Rhyming Sounds • Substituting Sounds in • Substituting Sounds in Words | 800-225-0248 13
  14. 14. i-ReadyInstruction Lesson Topics (cont.)Reading Lessons: Topics by Domain (cont.) Domain Grades.K.–1 Grades.2–3 Grades.4–5 Grade.6 • Beginning Consonants • Consonant Digraphs • Compound Words • N/A • Beginning Vowels • Diphthongs • Prefixes • Consonant Blends • R-Controlled Vowels • Suffixes • Consonant Sounds • Syllabification • Self-Monitoring • Lowercase Letters • Tricky Word Strategy Phonics • Short Vowels • Vowel Digraphs • Silent e • Using Graphophonic Cues • Using Semantic and Syntactic Cues High-Frequency.. • Grade level high-frequency • Grade level high-frequency • N/A • N/A words words Words • Compare and Contrast • Author’s Purpose • Author’s Purpose • Making Inferences About Stories • Cause and Effect • Cause and Effect Characters in Literature • Cause and Effect • Compare and Contrast • Compare and Contrast • Summarizing Literature • Draw Conclusions and Informational Text • Draw Conclusions and • Identifying Theme in Make Inferences • Compare and Contrast Make Inferences Literature • Fact and Opinion Stories • Fact and Opinion • Understanding Plot in • Fact or Fiction • Draw Conclusions and • Figurative Language Literature • Key Details Make Inferences • Main Idea • Analyzing Character • Main Idea and Details • Fact and Opinion Development in • Make Predictions • Key Details Literature • Make Predictions • Real or Make-Believe • Main Idea • Analyzing Word Choice • Reality or Fantasy • Sequence In Literature • Sequence • Make Predictions • Story Structure • Exploring Point of View • Story Characters, Setting, • Sequence • Summarize in Literature and Plot • Story Characters, Setting, • Supporting Details • Comparing and • Understanding Poetry and Plot • Understanding Contrasting Literary • Summarize Comprehension Characters Text • Understanding Poetry • Understanding Poetry • Determining Central Idea • Vocabulary in Context • Vocabulary in Context of Informational Text • Summarizing Informational Text • Developing Key Ideas in Informational Text • Analyzing the Structure of Informational Text • Determining Point of View and Purpose in Informational Text • Evaluating Arguments in Informational Text • Comparing and Contrasting Informational Text • Categorizing Words • Homophones • Prefixes and Suffixes • N/A Vocabulary • Compound Words • Prefixes and Suffixes • Synonyms and Antonyms • Multiple Meaning Words • Synonyms and Antonyms • Vocabulary Building: • Vocabulary Building: Word • Vocabulary Building: Word Meaning Lessons Meaning Lessons Word Meaning | 800-225-0248 14
  15. 15. i-Ready SystemRequirementsAppendix System Requirements1 Introductioni-Ready is web-delivered software for students, teachers, and administrators. This documentsummarizes the requirements for running Curriculum Associates’ i-Ready classroom software, alongwith procedures for checking the requirements.2 Minimum System Requirements2.1 Supported Operating Systems & Web Browsersi-Ready has been certified for the following operating systems and web browsers. Web Browser Versions Supported Operating System Microsoft Internet Apple Safari Mozilla Firefox Explorer Microsoft Windows XP SP3 7.0+ N/A 3.0+ Microsoft Windows Vista 7.0+ N/A 3.0+ Microsoft Windows 7 7.0+ N/A 3.0+ Apple OSX 10.4 N/A 4.0+ 3.0+ Apple OSX 10.5 N/A 4.0+, 5.0+ 3.0+ Apple OSX 10.6 N/A 5.0+ 3.0+2.2 Other Required Softwarei-Ready requires the following software:• Adobe Flash Player 10.2 or higher. The latest version of the Flash Player can be downloaded here:• (Windows only) Adobe Acrobat Reader. The latest version of the Acrobat Reader can be downloaded here: | 800-225-0248 15
  16. 16. Appendix System Requirements (cont.) 2.3 Browser Settings i-Ready requires the following settings for the web browser: JavaScript must be enabled. Cookies must be enabled. 2.4 Minimum Computer Hardware Requirements 2.4.1 Microsoft Windows Computers Spec Requirement CPU Intel® Pentium 4 1.7GHz, AMD Athlon 64 2800+ (or equivalent) Memory (RAM) 1 GB or more Video RAM 128 MB or more Video Resolution 1024 x 768 or greater Sound Card Yes 2.4.2 Apple Mac Computers Spec Requirement CPU Intel Core™ Duo 1.33GHz or faster processor Memory (RAM) 1 GB or more Video RAM 128 MB or more Video Resolution 1024 x 768 or greater Sound Card Yes 2.5 Network Requirements • i-Ready requires a full-time, high-bandwidth Internet | 800-225-0248 16