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R U Ready for the Common Core? ...

R U Ready for the Common Core?
Common Core is coming…are you, your teachers and your students ready? What goals will you need to target for student comprehension of the new standards? This session will demonstrate a web-based program and will discuss ways to utilize the results for more effective and efficient planning for Common Core.

Marlyn Smith & Pam Daniels
Curriculum Associates

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iReady Diagnostic & Instruction iReady Diagnostic & Instruction Document Transcript

  • Ne wf or 201 1! Uncover student challenges and solve themReading andMathematicsDiagnostic (Grades K–8)Instruction (Grades K–6)Built to address transition to the Common Core!
  • What’s InsideIntroduction ........................1Diagnostic............................9Reporting...........................13Instruction.........................23Progress Monitoring......29 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • ?Raising achievement and closing gapsfor all students is a challengeHow can I quickly determine not only what students need to learn, but why they are struggling? How can I provide true differentiated instruction so each student is working at How do I prepare for the right pace the transition to the and level? Common Core? How can I easily monitor progress to How can I make sure make sure my students are all grades, classes, responding to instruction? and reporting groups are tracking against standards? How can I meet the needs of students in all three RTI tiers? i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Introduction 1
  • i-Ready Diagnostic and Instruction: the web-based solution that raises student achievement Reading and Mathematics Diagnostic (Grades K–8) Instruction (Grades K–6)2 Introduction i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • A powerful web-based program thatfinds your students’ challenges and fixesthem—it’s all you need to get studentsup to grade level. Screens all your students and helps place them in RTI tiers Gets to the root cause of student challenges Delivers an instructional action plan to teachers Provides automated differentiated instruction Facilitates ongoing progress monitoring Addresses transition to the Common Core i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Introduction 3
  • 1:1 The student-tutor ratio you’ll get with this powerful program Find the problem and fix it The easy-to-use, completely automated i-Ready Diagnostic and Instruction program includes a powerful diagnostic, instant reporting, and engaging online instruction modules that all work together to give your students the one-to-one attention they need to accelerate their learning. Diagnostic Reporting Screen your whole district Get data to help you make and pinpoint each student’s district-level decisions and needs to the sub-skill level to drive instruction • Online diagnostic • Screens, then identifies automatically diagnoses students who need individual student strengths intervention to get up to and weaknesses grade level—perfect for RTI! • Adaptive format meets • Shows why students are students at their level, struggling and at what grade so they feel like they’re level they are performing succeeding throughout the • Provides instructional whole assessment recommendations for • The perfect universal individual students and screening tool for all your groups of students students4 Introduction i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • Progress Instruction MonitoringDifferentiate instruction Track district-widefor every student response to instruction • Program automatically • Measure gains across an creates—and delivers—an entire district individualized instruction • See how far students plan for every student have progressed in online • Explicit instruction is instruction delivered to students at their • Monitor consistency of level usage • Engaging, interactive format • Track progress with makes learning fun Common Core State • Web-based—accessible Standards anywhere and any time i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Introduction 5
  • A highly effective program, great for RTI and Perfect for RTI i-Ready Diagnostic and Instruction is the fastest, easiest way to move the greatest number of students up to grade level. Universal screener • Quickly and automatically identifies which students are at risk so you can place students in tiers and most effectively allocate resources to help those students get up to grade level Automated specialist • Diagnoses why students are at risk • Groups students by need for effective remediation • Provides individualized instruction plan for every student Automated expert tutor • Delivers expert, one-on-one online instruction in all reading and math levels • Uses an explicit instructional approach proven to help struggling learners • Boosts confidence by working with students at their level Ongoing progress monitoring • Continually assesses with each lesson to check for mastery • Teachers and administrators can see reports at any time to view student growth6 Introduction i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • d so much more • Individualized and explicit online instruction builds TIER 5% 3 skills for students who need intensive intervention • Intensive progress monitoring capabilities determine 15% if students are responding to instructional intervention • Reports show why at-risk students are struggling TIER 2 and how to remediate in class and with small groups • Individualized and explicit online instruction prevents academic failure 80% • Instant reporting helps monitor response to instruction TIER • Universal screener identifies at-risk students 1 • Instruction supports on-level and advanced students RTI Model • Instant reporting helps monitor progress for all students Also perfect for ELL and Special Education, as well as on- and above-level students The adaptive nature of the diagnostic and the automated differentiated instruction means that every student will work exactly at their level. Use it in: • School-wide improvement for all students • Summer school • After-school and extended day • Title I i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Introduction 7
  • Diagnostic Quickly and automatically Grades K–8 pinpoint student needs down to the sub-skill level8 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • Understand why a student is strugglingThe adaptive nature of the diagnostic provides a much more comprehensiveanalysis of student strengths and weaknesses in reading and math than agrade-level assessment would. • School intervention screener identifies students at risk of academic failure • Program drills down to sub-skill level to help teachers understand the reasons behind a student’s difficulty with a particular strand • Students feel like they are succeeding throughout the whole assessment • Assessment can be administered up to four times per year to measure gains i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Diagnostic 9
  • Powerful diagnostic assessment gets to the Using an adaptive assessment is a win-win for educators and students. By selecting from thousands of items, it allows you to quickly, precisely, and accurately determine grade/skill level across key strands, while at the same time making students feel successful. How the adaptive assessment works for a sample strand High High Correct response Incorrect response Correct response Incorrect response Actual Performance Level Actual Performanceor Questions get harder Level Start easier based on a student’s Question Difficulty Start answer to a previous Question question. For example, if a Difficulty student answers a question incorrectly, the next question is easier. By constantly moving with a student through the questions, the program is able to precisely pinpoint a student’s actual skill level. Low Low How the diagnostic could adapt for a specific student in all reading strands Phonological Phonics High-Frequency Vocabulary Comprehension Awareness Words Phonological Phonics High-Frequency Vocabulary Comprehension Awareness Words Individualized instruction plan based on student skill level10 Diagnostic i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • root of student challenges Diagnostic specifically built to address transition to Common Core It’s never too early to start preparing for the Common Core State Standards, and the i-Ready Diagnostic was designed with the CCSS in mind. It will assess your students on all of the Common Core foundational skills, including comprehension for literary and informational text. Assesses critical Common Core strands and domains Reading Mathematics Grades K–5 Foundational Skills Counting and Cardinality Phonological Awareness Operations and Algebraic Thinking Phonics Number and Operations in Base Ten High-Frequency Words Number and Operations—Fractions Vocabulary Measurement and Data Comprehension: Informational Text Geometry Comprehension: Literature Grades 6–8 The Number System Ratios and Proportional Relationships Expressions and Equations Functions Statistics and Probability Geometry i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Diagnostic 11
  • Reporting Immediately get the data you need to drive instruction12 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • See exactly where each student, class, grade, andschool standsResults from the diagnostic are immediately available to teachers, administrators,and parents in easy-to-understand reports that give you a “prescription plan.” • Needs Analysis: Gives administrators insight into the scope of challenges facing their entire district • School Intervention Screener: Identifies which students need intervention and helps teachers place them into RTI tiers • Student Profile: Tells teachers why students are struggling and gives them an instructional action plan • Instructional Grouping Profile: Helps teachers quickly and effectively group students for instruction by specific needsCheck out full examples of reports ati-Ready.com/empower i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Reporting 13
  • Monroe County School District Grade 2 Number of Students Assessed: 162 Total Number of Students: 185 Test Window 1 - 09/01/2011 - 12/01/2011 Students Below Grade Needs Analysis and School Intervention Screene Average Scaled Score %2 Grades or More Below %1 Grade Below Overall Reading Level 350 20% (57) 10% (5) Screen your entire district and determine intervention needs Phonological Awareness 300 20% (57) 20% (57) The Needs Analysis and School Intervention Screener reports show administrators the Phonics 400 10% (5) 10% (5) percentage of students performing below, on, and above grade level—giving essential insight into the scope of the challenges facing a school or district. Use these reports for (57) 20% (57) High-Frequency Words 350 20% accurate, early detection of students who are at risk of academic failure and to place individual students Vocabulary 300 15% (14) 15% (14) in appropriate RTI tiers. Comprehension 300 30% (89) 30% (89) Monroe County School District Monroe County School District Grade 3 Grade 2 Grade 2 Number of Students Assessed: 285 Number of Students Assessed: 162 Number of Students Assessed: 162 Total Number ofof Students: 300 Total Number Students: 185 Total Number of Students: 185 Test Window 1 - 09/01/2011 - 12/01/2011 Students Below Grade Test Window 1 - 09/01/2011 - 12/01/2011 Stude Test Window 1 - 09/01/2011 - 12/01/2011 Students Below Grade %2 Grades %1 Grade %2 G Average Scaled Score Average Scaled Score or More Below %2 Grades %1 Grade or M Below or More Below Be Average Scaled Score Below Overall Reading Level 350Overall Reading Level 350 20% (57) 10% (5) 20% Overall Reading Level 350 20% (57) 10% (29) Phonological Awareness 300 Phonological Awareness 300 20% (57) 20% (57) 20% Phonological Awareness 300 20% (57) 20% (57) Phonics Phonics 400 400 (5) 10% 10% (5) 10% Phonics 400 10% (29) 10% (29) High-Frequency Words 350 High-Frequency Words 350 20% (57) 20% (57) 20% High-Frequency Words Vocabulary 300 Vocabulary 350 300 15% (14) 15% (14) 20% (57) 20% (57) 15% Comprehension Vocabulary 300 Comprehension 300 30% (89) 30% (89) 15% (43) 30% 300 15% (43) Comprehension 300 30% (86) 30% (86) Grade 3 Grade 3 Number of Students Assessed: 175 Number of Students Assessed: 175 Total Number of Students: 154 Total Number of Students: 154 Gives administrators a clear indication of where Test Window 1 - 09/01/2011 - 12/01/2011 Test Window 1 stand by -showing the percentage of students - 09/01/2011 12/01/2011 Below Grade Students Stude students performing belowGrade level. %2 Grades %1 grade or More %2 G or M Average Scaled Score Average Scaled Score Below Below Be Overall Reading Level 350Overall Reading Level 350 20% (57) 10% (5) 20% Phonological Awareness 300 Phonological Awareness 300 20% (57) 20% (57) 20% Phonics Phonics 400 400 (5) 10% 10% (5) 10% High-Frequency Words 350 High-Frequency Words 350 20% (57) 20% (57) 20% Vocabulary 300 Vocabulary 300 15% (14) 15% (14) 15%14 Reporting i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Comprehension 300 Comprehension 300 30% (89) 30% (89) 30%
  • Harrington Elementary - Reading School Summary 560 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011) 500 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011)er Tier 3: 2 or More Grades Below % Students 8% # Students 47 Tier 2: 1 Grade Below 20% 113 Tier 1: On or Above Level 71% 400 Detail by Grade Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below Total # Students Student Distribution across Tiers Assessed Grade K 100% (95) 95 Grade 1 72% (65) 28% (25) 90 Grade 2 55% (55) 30% (30) 15% (15) 100 Grade 3 67% (75) 20% (22) 13% (15) 112 Grade 4 67% (45) 23% (16) 10% (7) 68 Grade 5 68% (65) 27% (20) 4% (10) 95 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Detail by Student Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Student Overall Scaled Score Placement Tier Teacher Harris, Mike 345 Mid 3 1 Jacobs, Dan Dubey, Frank 332 Late 2 1 Richards, Fred Irving, Bobby 334 Late 2 1 Smith, Donna Carr, Jennifer 235 Early 2 1 Jacobs, Dan Hernandez, Ernie 234 Late 1 2 Richards, Fred Fields, Timothy 189 Early 1 2 Smith, Donna Issacs, Roberta 186 Late K 3 Jacobs, Dan Powell, Sara 121 Mid K 2 Richards, Fred Helps teachers quickly identify which students West, Dante 103 their classes need intervention. Late PK in 3 Smith, Donna i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Reporting 15
  • Student Profile (Mathematics) Helps teachers take action The Student Profile report shows teachers students’ performance levels for each strand and why they are struggling. Plus, it provides detailed recommendations and resources to Summarysupport teacher-ledand Overview Numbers Algebra instruction. Measurement Geometry and Operations Algebraic Thinking and Data Cameron Davis - Mathematics - Grade 4 Overall Performance On or Above Grade 1 Grade Below 2 or more Grades Below Level 4 Standard Test Performance Scaled Score Error Test 3 - 04/12/2011 Mid 3 315 +/- 25 Test 2 - 02/12/2011 Early 2 200 +/- 25 Test 1 - 11/12/2010 Mid 1 100 +/- 25 Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800 Detail for Test 3 - 04/12/2011 Level 4 Standard Domain Performance Scaled Score Error Number and Early 3 270 +/- 10 Operations Algebra and Late 2 250 +/- 10 Algebraic Thinking Geometry Mid 4 400 +/- 10 Measurement and Data Mid 3 318 +/- 10 Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800 Placement Developmental Analysis This combines Cameron’s scores in each of the subtests. His overall score placed him about one level below Overall Mathematics Mid 3 grade level. His greatest strength is in Geometry while his greatest need is in Algebra and Algebraic Thinking. This Performance result places Cameron in Instructional Profile Grouping 1. Drill down to see the Number and This subtest assesses students use of both whole numbers and decimal numbers to compare, round, and compute. Operations Early 3 It also measures facility with fractions from writing fractions to computing. Cameron can add and subtract two-digit performance numbers and understands basic fraction concepts. He needs to begin to develop his understanding of multi-digit details for numbers and more advanced fraction concepts. each domain Algebra and This subtest assesses students’ use of algorithms and symbolic notation for computation and ability to solve word Algebraic Thinking Late 2 problems. Cameron can solve problems involving addition and subtraction. He needs to develop his understanding of using multiplication to solve problems. Geometry This subtest assesses students’ ability to reason with two- and three-dimensional shapes and their attributes. Mid 4 Cameron can use attributes of lines and angles to sort and classify plane figures including triangles. He is on grade level in Geometry. Measurement and This subtest assesses skills with measurement units and tools, and with collecting and analyzing data. Cameron Data Mid 3 can choose the best unit for measuring various attributes of objects. He needs to develop his understanding of Detailed analysis of student needs provides the same measuring perimeter and area. information that a math specialist would, but with i-Ready Diagnostic and Instruction, it’s completely automated.16 Reporting i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • Numbers Algebra and MeasurementOverview Geometry and Operations Algebraic Thinking and Data Level 4 Shows each student’s zone of proximal development StandardNumber and Operations Placement Scaled Score so teachers know what to concentrate on next. ErrorTest 3 - 04/12/2011 Mid 4 400 +/- 10 Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800Building Number and Operations Skills Connecting to Common Core In the Base Ten domain, the Common Core State Standards expect that students use place value understanding and properties of operations to perform three-digit addition and subtraction by the end of grade 3. They must also understand multiplication concepts and are learning multiplication and division facts. In the Fractions domain, students build on their understanding of fractions as parts of a whole or parts of a set to develop an understanding of fractions as numbers on the number line. They recognize that the denominator tells the size of the equal parts and the numerator how many of those parts. What Cameron Can Likely Do Next Steps for Instruction Results indicate that Cameron is developing an understanding Results indicate that Cameron will benefit from instruction and of the skills shown below. practice in the skills shown below. Base Ten Base Ten Round whole numbers to the nearest ten and hundred. Compare Add two 3-digit numbers with regrouping. and order numbers to hundred thousands. Subtract two 3-digit numbers with regrouping. Identify the value of each digit in whole numbers to hundred thousands; write and understand expanded form and standard form. Identify the value of each digit in whole numbers to thousands; write and understand expanded form and standard form. Fractions Fractions Picture and name a fraction of a whole. Identify and name fractions as part of a whole with denominators including 2, 3, 4, 5, 6, 8, 10, 12. Picture a fraction of a set. Identify and name fractions as part of a set with denominators including 2, 3, 4, 5, 6, 8, 10, 12. Tools for Instruction ACTIVITY ACTIVITY ACTIVITY ACTIVITY RESOURCE ROUTINE Fraction Circles Subtracting with Adding with Representing Base Ten Blocks Fraction Regrouping Regrouping Fractions Circles Preview Preview Preview Preview Preview Preview If you have this product . . . Use these lessons . . . STAMS® Series Add and Subtract: Lesson 2, pp. 42–49 Instruction STAMS® series C S trategies To (Strategies to Achieve Fraction Concepts: Lesson 8, pp. 90–97 A chieve M athematics S uccess Mathematics Success) Model Equivalent Fractions: Lesson 9, pp. 98–105 Name Learn More i-Ready Instruction Coming Soon! Downloadable instructional PDFsonline Vocabulary lessons, i-Ready Instruction can generate a schedule of based on based on the results of this assessment. Cameron can follow these lessons every student’s unique needs provide support to teachers to at his own pace to target the skills he needs. remediate students. i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Reporting 17
  • Student Profile (Reading) Helps teachers take action The Student Profile report shows teachers students’ performance levels for each strand and why they are struggling. Plus, it provides detailed recommendations and resources to Summarysupport teacher-led instruction. Overview Phonological High-Frequency Phonics Vocabulary Comprehension Awareness Words Cameron Davis - Reading - Grade 4 Overall Performance On or Above Grade 1 Grade Below 2 or more Grades Below Level 4 Standard Test Performance Scaled Score Error Test 3 - 04/12/2011 Early 3 250 +/- 25 Test 2 - 02/12/2011 Late 1 150 +/- 25 Test 1 - 11/12/2010 Mid 1 100 +/- 25 Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800 Detail for Test 3 - 04/12/2011 Level 4 Standard Domain Performance Scaled Score Error Phonological Score Late 1 Foundational Skills Max 150 +/- 10 Awareness High-Frequency Score Early 3 Max 250 +/- 10 Words Score Phonics Early 2 Max 150 +/- 10 Vocabulary Early 4 370 +/- 10 Comprehension: Literature Mid 2 200 +/- 10 Comprehension: Mid 2 200 +/- 10 Informational Text Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800 Placement Developmental Analysis This combines Cameron’s scores in each of the subtests. Decoding still requires extra effort for Cameron, and this Overall Reading Early 3 may explain his low Overall Reading Level. His higher Vocabulary score indicates that his reading may rise to Performance grade level once he has mastered decoding. This result places Cameron in Instructional Grouping Profile 2. Phonological This subtest measures how accurately students hear the individual sounds in words. Cameron’s maximum score (Grade 1) Awareness Late 1 indicates that he is achieving mastery of the final set of Phonemic Awareness skills that emerging readers need. Max Score Late 1 Foundational Skills High-Frequency This subtest assesses how well students recognize frequently occurring words. Cameron has begun mastering Words Early 3 High-Frequency Words at the Grade 3 level and is ready for additional practice with these words. Drill down Max Score Late 3 to see the Phonics This subtest assesses how well Cameron can decode words. Cameron needs instruction and practice in decoding performance Early 2 inflectional endings with spelling changes, as well as decoding three-syllable words. details for Max Score Late 4 each domain Vocabulary This subtest evaluates both word knowledge and word-learning strategies. Cameron’s Vocabulary level is higher than his Early 4 Comprehension level. His performance is still lower than his grade level, but his score indicates that his reading can rise to Detailed analysis of student needs provides the same grade level once he has mastered decoding. Comprehension: Late 2 information that a reading specialist would, but with i-Ready This subtest evaluates Camerons ability to understand both literary and informational text. Camerons Comprehension level18 Reporting Literature Diagnostic and Instruction, it’s completely automated. i-Ready Diagnostic same for both literary and informational text. is the & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Comprehension: This subtest evaluates Camerons ability to understand both literary and informational text. Camerons Comprehension level
  • Phonological High-FrequencyOverview Phonics Vocabulary Comprehension Awareness Words Level 4 Phonics Performance Scaled Score Shows each student’s zone of proximal development Standard Error so teachers know what to concentrate on next. Score Test 3 - 04/12/2011 Max Early 2 +/- 25 Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800 Art AssetBuilding Phonics Skills Connecting to Common Core This subtest measures the students’s ability to decode, or match sounds to letters. The Common Core State Standards emphasize the importance of differentiated instruction in Phonics, as well as the other Foundational Skills. This subtest is designed to identify which skills a student already knows and which need targeted instruction. What Cameron Can Likely Do Next Steps for Instruction Results indicate that Cameron is developing an understanding Results indicate that Cameron will benefit from instruction and of the skills shown below. practice in the skills shown below. Beginning Consonant Sounds Prefixes and Suffixes Matches consonant sounds to letters in isolation (soft c, soft g). Decodes two-syllable words with common prefixes and suffixes. r-Controlled Vowels Two-Syllable Words with Long Vowels Decodes words with r-controlled vowels. Decodes regularly spelled two-syllable words with long vowels. Inflectional Endings Three-Syllable Words Decodes words with common inflectional endings -es, -ed, -in, Decodes 3-syllable words and no spelling changes. Inflectional Endings Dividing Words into Syllables Decodes words with inflectional endings (verb tenses, plurals, Identifies syllable boundaries of 2-syllable words. possessives) that include spelling changes. Two-Syllable Words Decodes 2-syllable words following basic patterns by breaking the words into syllables. Complex Vowel Digraphs Decodes words with other vowel patterns (digraphs & diphthongs): oo (moon), ew (blew), oo (foot), ou (out), ow (cow), oy (boy), oi (oil), aw (law), au (author). Tools for Instruction ROUTINE ROUTINE RESOURCE RESOURCE RESOURCE ROUTINE Decoding Blending Sound-Spelling Six Basic Syllable Rime Patterns Blending Longer Words Cards Patterns Preview Preview Preview Preview Preview Preview If you have this product . . . Use these lessons . . . Phonics for Reading Inflectional Endings: Lesson 13, pp. 48–53 PHONICS for Reading Prefixes and Suffixes: Lesson 14, pp. 54–57 Second Level Two-Syllable Words: Lesson 16, pp. 62–55 Three-Syllable Words: Lesson 17, pp. 66–69 Anita Archer James Flood Diane Lapp Linda Lungren Learn More i-Ready Instruction i-Ready Instruction can generate a schedule of online Vocabulary lessons, Coming Soon! Downloadable instructional PDFs based on these lessons based on the results of this assessment. Cameron can follow every student’s unique needs provide support to teachers to at his own pace to target the skills he needs. remediate students. i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Reporting 19
  • Instructional Grouping Profile Creates instructional groupings for students with similar needs The Instructional Grouping Profile report shows teachers exactly how to group students so that students who are struggling with the same skills get the most out of small group instruction. The report also gives effective instructional recommendations and resources for each group profile. Summary Overview Profile 1 Profile 2 Profile 3 Profile 4 Profile 5 Mrs. Gates - Grade 4 - Reading Profile Overview 500out of 30 Students Tested in in Test Window (11/15/2010-01/01/2011) 25 out of 571 Students Tested Test Window 1 1 (11/15/2010-01/01/2011) Drill down to see 30 Profile 1 Inaccurate Limited vocabulary instructional 24 Decoding Larger vocabulary priorities Profile 2 and tools 18 Profile 3 Limited vocabulary and low comprehension for profiles Accurate 11 Profile 4 Larger vocabulary and low comprehension 12 Decoding Profile 5 Reading on or above level 5 5 6 4 0 0 Profile 1 Profile 2 Profile 3 Profile 4 Profile 5 Students in Each Grouping Profile Profile 1 Profile 2 Profile 3 Profile 4 Profile 5  Avery, John There are no students Anderson, Calvin Martin, Ernie Cooper, Beth in this profile Carr, Jennifer Avery, Lana Shepozov, Miranda Perry, Walter Dubey, Frank Richards, Destiny Smith, George Peterson, Aubrey Fields, Timothy West, Dante Torres, Jesus Portenova, Rachel Graham, Marilyn Ules, Maria Zenith, Mary Hernandez-Cullison, Ernesto Mathers, John Nelson, Owen Patrick, Page Penny, Harold  Flexible Grouping Quickly see how your class breaks down by skill and level of instructional need. You have other important information about the needs and performance of your students that you might use in making decisions about instructional grouping. Monitor students between test administrations and consider adjusting grouping assignments based on growth.20 Reporting i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • SummaryOverview Profile 1 Profile 2 Profile 3 Profile 4 Profile 5Test Window 1 (11/15/2011)Priorities for Profile 1PhonicsStudents in this profile are experiencing difficulty reading words accurately. Although balance is important Below On orfor reading development, Phonics should be a priority for small-group instruction with these students. Level Above Level PhonicsVocabulary VocabularyThese students are likely to struggle not only with word meanings but also with concepts in both literaryand informational texts. For this reason, they are likely to remain below level in Comprehension once theydevelop both accuracy and fluency in decoding. Thus, word meanings, word relationships, and word partsshould also be a focus of small-group instruction.Students in Profile 1 Needs Analysis Overall Overall Scaled Score Phonics Vocabulary Placement  Powell, Sara 300 Late 1 Early 2 Early 2 West, Dante 300 Late 1 Late K Late 1 Avery, Lana 300 Late 1 Late 1 Mid 1 Richards, Destiny 250 Mid 1 Mid 1 Early 1 Anderson, Calvin 250 Mid 1 Mid 1 Mid 1 Zaya, Carol 250 Mid 1 Mid 1 Early 1 Breaux, Albert 250 Mid 1 Mid 1 Mid 1 Tate, Michelle 250 Mid 1 Mid 1 Mid 1  Tools for Instruction ROUTINE ROUTINE RESOURCE RESOURCE RESOURCE ROUTINE Decoding Blending Sound-Spelling Six Basic Syllable Rime Patterns Blending Longer Words Cards Patterns Preview Preview Preview Preview Preview PreviewInstructional Priorities for Profile 1 Phonics Review Decoding two-Syllable Words • Provide targeted instruction and practice decoding two-syllable words with long vowels (open syllables, vowel pair syllables, CVCe syllables). • Provide practice identifying syllable boundaries of two-syllable words. Focus on Decoding Longer Words • Provide plenty of opportunities to practice decoding 3-4 syllable words. Create word lists using 10-15 longer words and repeating each five times. Then have students practice reading them aloud. • Provide practice identifying syllable boundaries of a word based on morphemic units (prefixes, suffixes, base words, and/or root words). • Provide targeted instruction and practice on decoding longer words with prefixes and suffixes. Support for English Learners Be explicit. Teach and reinforce all vocabulary as lessons take place. Encourage exploration and discussion of the concepts named by each word. Use graphics or objects to reinforce understanding wherever possible. Coming Soon! Downloadable instructional PDFs based on every student’s unique needs provide support to teachers to remediate students. i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Reporting 21 Vocabulary
  • Instruction It’s like having 30 expert Grades K–6 tutors in one classroom22 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • Explicit, online instruction customized for every studentToday’s students need individual support to meet grade-level requirements. Nowyou can give them the explicit instruction they need in a way that is appealing tothem, too. i-Ready Diagnostic and Instruction brings instruction to life and teachesstudents the way they want to learn—in a fun, exciting environment. • Boosts student confidence by delivering explicit instruction at their level • Immediate corrective feedback supports students every step of the way • Students are assessed at the end of each lesson, allowing for ongoing progress monitoring • Flexible—automatically places students in appropriate lessons, or teachers can choose which lessons students work on Lessons instruct on CCSS and your state standards i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Instruction 23
  • Online Reading Instructional Modules (K–6) Research-based, online instruction tailored to every student’s needs The interactive format of the instructional modules fully engages students in the learning experience so they quickly learn the foundational skills they need to move up to grade level. i-Ready Diagnostic and Instruction includes almost 300 foundational lessons that include cross-curricular content and real-world examples on the following reading topics: • Phonological Awareness • Sight Words • Phonics • Reading Comprehension • Vocabulary Sample lesson: Drawing Conclusions and Making Inferences (Level 4) 1 Students are immediately drawn into the lesson because it simulates a discussion a teacher might have with them. 2 If students don’t know the meaning of certain words, they can mouse over them and instantly see the definition. Want to see these lessons in action? Visit i-Ready.com/empower24 Instruction i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • 4 Students get immediate corrective feedback from the characters in the lesson—which research shows helps3 Lessons use real-world scenarios so that students retain information. students see how a concept connects to real life. Here, students visit the zoo, where they read a brochure and use evidence from the text to draw conclusions about tree frogs. 5 Assessments at the end of each module allow educators to measure student progress. A proven instructional approach that’s especially helpful for struggling learners All the online instructional modules follow the same structure: • Instruction: Students learn a skill through explicit instruction—systematic, clear, and precise. • Guided Practice: Once students have been taught a skill, they practice what they’ve learned and receive support along the way to reinforce understanding. • Progress Monitoring: Students are assessed at the end of each lesson, and if they score below 75%, they’ll automatically get immediate remediation. Administrators can also change the threshold to higher than 75%. i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Instruction 25
  • Online Math Instructional Modules (K–6) Research-based, online instruction tailored to every student’s needs The interactive format of the instructional modules fully engages students in the learning experience so they quickly learn the foundational skills they need to move up to grade level. i-Ready Diagnostic and Instruction includes more than 300 foundational lessons that include cross-curricular content and real-world examples on the following math topics: • Number and Operations • Geometry • Data and Measurement • Algebra and Algebraic Thinking • Statistics and Probability Sample lesson: Statistics—Line Plots (Level 3) 1 Students are introduced to certain topics by doing a fun, interactive activity that 2 The scores they achieve on the activity immediately captures their attention. translate into data that is used to illustrate a concept, like data analysis. Want to see these lessons in action? Visit i-Ready.com/empower26 Instruction i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • 4 By dragging and dropping the numbers from the table to the line plot, students see the relationship between the data in the table and the data on the line plot.3 Here, students are guided step-by-step through how to analyze and interpret data on a plot line, first by learning key definitions, like “range”, and then interacting with the line plot. 5 Students then apply what they’ve just learned to questions that build in complexity—getting helpful corrective feedback along the way. 6 Students can check their progress and get feedback at any time. i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Instruction 27
  • Progress Monitoring Track how students are responding to instruction28 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • It’s easy to monitor progress for each student, class,grade, and schoolThe powerful reporting capabilities help you understand how students across thedistrict are responding to classroom and online instruction—giving you deep insightinto how broadly instruction is impacting student achievement. • Student Response to Instruction: Shows how individual students are progressing after completing the online instructional modules • District Performance: Shows baseline and measures gains by class, grade, and school • Class Response to Instruction: Helps monitor progress and ensures students are using the program consistentlyCheck out full examples of reports ati-Ready.com/empower Progress Monitoring 29 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • Student Response to Instruction Allows for ongoing progress monitoring Report 19 Roster Settings Reports The Student Response to Instruction report shows teachers how students are progressing District Reports | School Reports | Class Reports after completing the online instructional modules. Student Response to School: Harrington Elementary Class: Mrs. Gates Reading Grade 4 Back Instruction Student: O’Neil, Jennie Show: All Activity Print/Save Jennie O’Neil - Grade 4 From 10/10/10 to 02/02/11 Progress Summary Grade 2 Grade 3 Grade 4 Grade 5 Strand Early 2 Mid 2 Late 2 Early 3 Mid 3 Late 3 Early 4 Mid 4 Late 4 Early 5 Mid 5 Late 5 Tested Phonological Awareness Out Phonics High-Frequency Words Vocabulary Comprehension Grade 4 Detail by Strand Shows teachers how an individual student has progressed in relation to where they were initially placed in the instructional modules. Lessons Time on Strand Strand Lessons Passed Pass Rate Completed Task Status Overview 21 28 73% 9 hr 5 min Phonological Awareness Details Tested Out Phonics Details 5 9 55% 3 hr 02 min On High-Frequency Words Details 5 6 83% 2 hr 01 min On Vocabulary Details 6 8 75% 2 hr 40 min On Comprehension Details 4 5 80% 2 hr 22 min On Detail by Lesson Phonics30 Progress Monitoring Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 i-Ready Time on Extra
  • Algebraic ThinkingGeometryMeasurementand Data Grade 4Detail by Domain Lessons Domain Passed Completed Pass Rate Time on Task Domain Status Overview 85 97 87% 9 hr 5 min Number and Operations 20 20 100% 3 hr 02 min On Algebra and Algebraic 15 20 75% 2 hr 01 min On Thinking Geometry 25 27 92% 2 hr 40 min On Measurement and Data 25 30 80% 2 hr 22 min OnDetail by Lesson Number and Operations Time on Extra Date Lessons Pass / Fail Score Task Lesson 02/01/11 Subtracting with Regrouping CC Pass 80% 15 min 01/30/11 Adding with Regrouping - Part 2 CC Pass 85% 25 min 01/30/11 Adding with Regrouping - Part 1 CC Pass 90% 20 min Yes Show/Hide Algebra and Algebraic Thinking Time on Extra Date Lessons Pass / Fail Score Task Lesson 02/02/11 Fractions - Part 2 CC Pass 80% 15 min 02/02/11 Fractions - Part 2 CC Fail 20% 25 min 02/01/11 Fractions - Part 1 CC Pass 90% 20 min Yes Show/Hide Drills down to show a student’s performance on Click to see which state standard and which each strand as well as each lesson and alerts Common Core State Standard each lesson covers teachers when students need further remediation. (example shown is for New York). Progress Monitoring 31 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • District Performance Measures gains across a school or district Administrators need to know—at all times—how their schools or districts are performing as a whole to inform curriculum purchases, allocate resources, and plan professional Roster Settings Reports District Reports development.| The District Performance report shows administrators the progress schools | School Reports Class Reports are making by school, grade, and teacher as measured by the diagnostic, which can be Performance by District: Monroe County Back School and Grade administered multiple times during a school year. Subject: Mathematics Show: Test Window 1 Print/Save Compare to: Test Window 2 Monroe County School District All Schools Test Window 1 - 09/01/2011 - 12/01/2011 Students Below Grade Students On or Above Level Performance Grade Level Performance Test Window 2 - 01/01/2012 - 03/01/2012 %2 Grades %1 Grade % On % Above Average Number of Number of or More Below Grade Grade Scale Students Total % Students On or Above Grade Level Performance Below Score Assessed Students 100% - 0% 40% 60% 349 115 123 Grade K 85% - 15% 35% 50% 330 115 118 44% - 56% 19% 25% 406 112 124 Grade 1 38% - 62% 19% 19% 403 112 120 52% 8% 17% 42% 10% 460 110 123 Grade 2 45% 10% 45% 30% 15% 447 110 118 67% 6% 40% 17% 50% 480 105 124 Grade 3 50% 17% 27% 17% 33% 455 105 120 67% 0% 33% 33% 34% 505 110 124 Grade 4 60% 7% 33% 27% 33% 480 110 118 60% 20% 20% 30% 30% 525 100 124 Grade 5 50% 5% 45% 25% 25% 497 100 118 75% 5% 20% 50% 25% 550 101 123 Grade 6 35% 20% 45% 25% 10% 525 101 118 66% 1% 33% 33% 33% 580 106 123 Grade 7 50% 25% 25% 25% 25% 560 106 118 42% 18% 40% 27% 15% 606 110 123 Grade 8 34% 16% 50% 24% 10% 585 110 118 Harrington Elementary Shows administrators which grades have a significant number of students below grade level. Test Window 1 - 09/01/2011 - 12/01/2011 Students Below Grade Students On or Above Test Window 2 - 01/01/2012 - 03/01/2012 Level Performance Grade Level Performance %2 Grades %1 Grade % On % Above Average Number of Number of % Students On or Above Grade Level Performance or More Below Grade Grade Scale Students Total Below Score Assessed Students 100% - 0% 40% 60% 349 115 123 Grade K 85% 15% 35% 50% 330 115 11832 Progress Monitoring Diagnostic & Instruction • Curriculum Associates LLC •- www.CurriculumAssociates.com • 800-225-0248 112 - i-Ready 44% 56% 19% 25% 406 124 Grade 1 38% - 62% 19% 19% 403 112 120
  • Class Response to InstructionAlways know if students are getting the right amount of instructionIt’s important to see how classes are progressing and to monitor the amount of time yourstudents are spending in i-Ready Instruction. The Class Response to Instruction reports allowyou to keep track of how consistently the program is being used. Mrs. Gates Class - Grade 5 - Reading September 5, 2010 - May 5, 2011 Class Overview Lessons Lessons Passed Completed Pass Rate Time on Task Overall 200 200 91% 95h 30m Phonological Awareness 40 40 100% 13h 20m Phonics 80 90 89% 30h 00m High-Frequency Words 60 65 92% 21h 40m Vocabulary 20 20 100% 6h 40m Comprehension 0 5 0% 1hr 00m Progress by Student Domain Pass Rate Lessons Overall Phonological High- Lessons Passed Compre- Pass Rate Phonics Frequency Vocabulary Time on Task Completed Awareness hension Words Adams, Carrie 10 12 86% 25% 15% 25% 15% 15% 9h 30m Bateman, Shanequa 4 12 33% 50% 20% 50% 20% 20% 9h 05m Coleman, Tyrone 5 6 87% 35% 45% 35% 45% 45% 8h 21m Dotson, Crystal 10 12 86% 25% 15% 25% 15% 15% 7h 55m Gibson, Justine 4 5 80% 50% 20% 50% 20% 20% 8h 16m Honora, Sonia 5 15 33% 20% 45% 20% 45% 45% 9h 00m Jackson, Robert 10 12 86% 25% 15% 25% 15% 15% 8h 55m Melvin, Sui 4 5 80% 50% 20% 50% 20% 20% 7h 55m Easily see time on task. Namath, Denby 5 15 33% 35% 45% 35% 45% 45% 6h 30m i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 Progress Monitoring 33 Patterson, Marlyn 10 12 86% 25% 15% 25% 15% 15% 8h 30m
  • Why it works! Based on solid research Diagnostic: • Follows guidelines outlined by the American Educational Research Association (AERA), the American Psychological Association (ARA), and the National Council on Measurement in Education (NCME) • Field tested with more than 17,000 students nationwide representing diverse demographic and geographic mix • Expert advisory panel instrumental in assessment development • Assessment development informed by best practices, as well as current state standards and the Common Core State Standards (CCSS) • Valid and reliable test, based on established research to ensure accuracy in measurement of skills and student ability Instruction: • Built using best practices for instruction, including: – Highly interactive lessons keep students focused and drive home learning – Many lessons are themed to draw students into a story and give them a purpose for learning a particular concept – Characters are modern, diverse, easy to relate to, and appealing – A number of lessons have games that become the basis of learning a new concept • Instructional modules proven to promote significant progress. Some examples include: – In Broward County Public Schools, students made an average of three to eight months of progress in reading skills in just 13 days – In Palm Beach County, the number of students scoring proficient on their state exam nearly doubled in reading and tripled in math – Ask your rep for more case studies34 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • Expert Advisory PanelA panel of experts was integrally involved in assessment development. • David Chard, PhD • Richard Bisk, PhD Dean of School of Ed at SMU; research Chair and Professor of Math, Worcester reviewer for US Dept of Ed; co-author of State University; Author of Singapore 12 books on helping at-risk students in Math Program, Psychometrician reading and math • Rich Brown, PhD • Lori Helman, PhD Associate Professor, Rossier School of Professor at University of Minnesota; ELL/ Education at the University of Southern Spelling expert; author of many ELL books California; Psychometrician • Cathy Seeley, Ed.D Past president of NCTM; Senior Fellow, Charles A. Dana Center at University of Texas See it in action! Visit i-Ready.com/FreeTrial or call 800-225-0248 today! i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 35
  • Rave reviews from educators“What I liked best about the program wasthe direct-explicit instruction.” “…I know my students’ reading skills have improved over the 12 weeks. I have seen it with “I would recommend my own eyes!” this program to any teacher and any school.” “[It] gave my low students (especially ESOL) an engaging, meaningful chance to reinforce skills and vocabulary.” “[It was a] resource that helped me meet the needs of my diverse learners.” i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
  • Contact your local representative for more details!Alabama Florida Louisiana (cont.) New Mexico South Carolina Regional Sales Managers800-225-0248 Central and Southern Gail Boyet Kim Marion Eastern Southeast Sharon DeMuth-Womble 225-644-7155 972-904-9725 Marlyn SmithAlaska 800-741-6997 AL, DC, FL, GA, MD, MS, gail@lllofla.com KMarion@CAinc.com (See NC-Eastern) NC, SC, TN, VAKara Hatch (See WA) sharondemuth@earthlink.net Maine New York Western Cathryn HarveyArizona Wendy Feikert Frank Byrne (See MA) Pam Daniels 978-884-4468 New York CityBrite Lee-Gonzalez 800-741-6997 (See NC-Western) CHarvey@CAinc.com Lois Sharzer480-361-5136 feikert@earthlink.net MarylandBLGonzalez@CAinc.com Carla Deutsch Associates, Inc. South Dakota Southern Central to Polk, 212-222-5721 AR, LA, NM, OK, TX 540-657-4604 or Marsha KrabbenhoftArkansas Southwest to Collier 410-253-5909 lois@loissharzerbooks.com Diana Cullison David and Julie Cole (See NE)Bobby Boyet (See LA) CDeutsch@CAinc.com 405-334-6006 Long IslandCalifornia 866-235-4480 Tennessee DCullison@CAinc.com thecoles@flrep.com Massachusetts Grace AndresiniGreater Bay Area, 631-242-8452 Tracy Weber Northeast andSonoma, and Monterey Northeast, North Central, Frank Byrne GAndresini@CAinc.com 865-274-3353 Midwest Panhandle; Brevard, 978-995-4228 TWeber@CAinc.comCynthia F. Austen Central, Western, and CT, DE, IA, IL, IN, KY, MA, Indian River, and St. Lucie FByrne@CAinc.com ME, MI, NH, NJ, NY, OH,925-938-9006 Pat Garretson Upstate New York TexasCAusten@CAinc.com Michigan PA, RI, VT, WV 877-750-9827 or Carolee DeRollo-Whalen Central Texas, Rio GrandeLAUSD, Western L.A., Rosemary Lynch 315-466-3900 Valley, and El Paso Areas Don Masters 904-471-5995 315-350-4988Ventura, Santa Barbara, (See IA) CWhalen@CAinc.com Gary Tipton PGarretson@CAinc.com DMasters@CAinc.comSan Luis Obispo, Kern, 512-919-4776and Tulare Counties Southeast Minnesota Southeastern New York GTipton@CAinc.com Carolyn Bell (See CT) MidwestAnn Samsel Felipe and Maribel Ariano Sheri Palmer North and West Texas, KS, MN, MO, ND, NE,800-225-0248, Ext. 209 800-251-4356 651-204-0732 SPalmer@CAinc.com North Carolina Panhandle SD, WIASamsel@CAinc.com m.ariano@comcast.net Eastern Marsha Krabbenhoft Pat McGeeLos Angeles County and Georgia Mississippi Marlyn Smith 817-903-3825 402-517-8883San Bernardino County Susan Cherry 800-225-0248 919-859-2605 PMcGee@CAinc.com MKrabbenhoft@CAinc.comBirch Carlson 678-584-5265 MSmith@CAinc.com Southeast and East Texas Western and626-577-8551 Missouri SCherry@CAinc.com Western Karen Goinsbirchcarlson@earthlink.net Gigi Goodall Canadian Hawaii 618-604-9591 Pam Daniels 713-854-6166 AK, AZ, CA, CO, HI, ID,San Diego, Imperial, GGoodall@CAinc.com 704-905-1364 KGoins@CAinc.com MT, NV, OR, UT, WA, WY,Riverside, and Orange Brite Lee-Gonzalez PDaniels@CAinc.com CanadaCounties 877-274-8398 Montana Utah Tod DiamondFrankie Mata BLGonzalez@CAinc.com Chip Jones North Dakota Chip Jones (See MT) 831-737-3538949-303-3676 Idaho 406-626-4696 Marsha Krabbenhoft Vermont TDiamond@CAinc.comFMata@CAinc.com Chip Jones (See MT) cmjones@cmjones.net (See NE) Frank Byrne (See MA) EducationalRedding, Sacramento, Illinois Nebraska Ohio ConsultantStockton, Merced, Northern Virginia Marsha KrabbenhoftModesto, and Fresno Areas Bonnie Wanzo Cristal Doherty Corey Good Lauren Armour, 312-282-7353 402-517-8883 ManagerLori Ogden 804-364-4852 BWanzo@CAinc.com MKrabbenhoft@CAinc.com 216-548-7601 800-225-0248, Ext. 264916-397-1285 CDoherty@CAinc.com CGood@CAinc.comLOgden@CAinc.com Indiana Nevada Washington LArmour@CAinc.com Excluding Carson City, SouthernCanada Rita Cook (See KY) Kara Hatch Instructional Douglas, Storey and Morgan Bennett King TechnologyPatti Walker-Swain Iowa Washoe 614-296-2356 206-542-0996877-850-2665 karahatch@msn.com Consultants Rosemary Lynch Brite Lee-Gonzalez MBennett@CAinc.compatti@marathonlearning.com 319-887-1033 702-755-5569 Robin Hadden Oklahoma West Virginia 704-770-8002 RLynch@CAinc.com BLGonzalez@CAinc.comColorado Diana Cullison Morgan Bennett King RHadden@CAinc.comLinda Allen Kansas Carson City, Douglas, 405-334-6006 (See OH) Maria LoRusso303-562-5155 800-225-0248 Storey and Washoe DCullison@CAinc.comLAllen@CAinc.com Lori Ogden (See CA) Wisconsin 800-225-0248, Ext. 339 Kentucky Oregon Sheri Palmer (See MN) MLoRusso@CAinc.comConnecticut Rita Cook New Hampshire Kara Hatch (See WA) Sue RitchieCarolyn Bell Frank Byrne (See MA) Wyoming 800-225-0248, Ext. 296 317-270-8118203-270-6323 RCook@CAinc.com Pennsylvania Linda Allen (See CO) SRitchie@CAinc.comCBell@CAinc.com New Jersey Eric Gartenberg Louisiana Charlie Eisenberger 215-508-0366 Yvonne RuweDelaware Bobby Boyet 732-257-4115 EGartenberg@CAinc.com 918-935-5860Eric Gartenberg (See PA) 225-753-4396 chaseisen@aol.com YRuwe@CAinc.com Rhode IslandDistrict of Columbia bboyet@gmail.com Frank Byrne (See MA)Carla Deutsch (See MD) i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248 37
  • Fusing data and instruction to significantly improve student outcomesTwo powerful products on one robust, online platform Foundational Skillbuilding Common Core Planning i-Ready Diagnostic and Instruction i-Ready CCSS Screener identifies uncovers student challenges and trouble spots in a school or district solves them. to prepare for the Common Core. Diagnostic: Instruction: Pinpoints the standards that Screens all students Delivers online will be challenging for your with an adaptive differentiated school/district test that gets to root instruction and cause of struggles an action plan Informs future curriculum for in-class and professional development Assesses skills instruction across multiple Provides instructional grade levels Facilitates recommendations ongoing progress See inside for monitoring more info! Are you ready to make a difference? i-Ready.com 4/11 5k