Online ReportsREADING                                             MATHEMATICSIndividual Student                           ...
What is i-Ready                                                                                                           ...
READING SummaryOverview                              Phonological                                       Awareness         ...
READING                                              Student profileOverview                     Phonological             ...
READING SummaryOverview                        Instructional Grouping                      Profile 1               Profile...
READING                    Instructional Grouping SummaryOverview                Profile 1                       Profile 1...
READINGSchool Intervention ScreeningHarrington Elementary - Reading School Summary 561 out of 571 Students Tested in Test ...
Below             Overall Reading                                                     350                                 ...
READINGStudent Response to InstructionJennie O’Neil - Grade 3September 4, 2010 – May 4, 2011Progress Summary              ...
READING    RosterDistrict Reports   |                            Settings                        School Reports   |       ...
Report 16 READING    Roster                     Settings                 ReportsDistrict Reports   |      School Reports  ...
MATHEMATICS SummaryOverview                      Numbers                   and Operations           Student profile       ...
MATHEMATICS                                            Student profileOverview                        Number and Operation...
MATHEMATICS SummaryOverview             Instructional Grouping                      Profile 1               Profile 2     ...
MATHEMATICS                     Instructional Grouping SummaryOverview                Profile 1               Profile 2   ...
MATHEMATICSSchool Intervention ScreeningHarrington Elementary - Mathematics School Summary 561 out of 571 Students Tested ...
Below             Overall Reading                                                     350                                 ...
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  1. 1. Online ReportsREADING MATHEMATICSIndividual Student Individual StudentReporting ReportingStudent Profile ........................... 3 Student Profile ......................... 12 Phonics Detail .......................... 4 Number and Operations Detail ...................................... 13Small Group ReportingInstructional Grouping .............. 5 Small Group Reporting Profile 1 Detail ......................... 6 Instructional Grouping ............ 14 Profile 1 Detail ....................... 15RTI ReportingSchool Intervention RTI ReportingScreening .................................... 7 School InterventionClass Profile ............................... 8 Screening .................................. 16Student Response Class Profile ............................. 17to Instruction .............................. 9 Student Response to Instruction ............................ 18District ReportingDistrict Performance ............... 10 District ReportingUsage ........................................ 11 District Performance ............... 19 Usage ........................................ 20 Reading and AppENDIx Mathematics Diagnostic (Grades K–8) Sample Diagnostic Items (Reading & Math) .................. 21 Instruction (Grades K–6) PDF Resources for In-Class Instruction (Reading & Math) .................. 23 Automated Online Instruction (Reading & Math) ................... 25
  2. 2. What is i-Ready TM Diagnostic and Instruction?This powerful web-based program finds your students’ challenges and addresses them—it’s all youneed to get students back up to grade level. Screens all your students and helps place Provides automated differentiated them in RTI tiers instruction Gets to the root cause of student challenges Facilitates ongoing progress monitoring Delivers an instructional action plan to Addresses transition to the Common Core teachers Reading and Mathematics Diagnostic (Grades K–8) Instruction (Grades K–6) Harrington Elementary - Reading School Summary 561 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) % Students # Students 9% 48 Get the information you Tier 3: 2 or More Grades Below need to take action today Tier 2: 1 Grade Below 20% 113 The adaptive diagnostic and instructional modules generate data that is Tier 1: On or Above Level 71% 400 organized into easy-to- Detail by Grade understand reports. Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below Total # Students Student Distribution across Tiers Reports are available at the Assessed Grade K 100% (95) 95 individual, class, school, and Grade 1 72% (65) 28% (25) 90 district level. Grade 2 55% (55) 30% (30) 15% (15) 100 This book contains sample Grade 3 67% (75) 20% (22) 13% (15) 112 Grade 4 reading and math reports 67% (45) 24% (16) 10% (7) 68 Grade 5 68% (65) 21% (20) 11% (10) 96 with representative data. 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 300 Mid 3 1 Jacobs, Dan Dubey, Frank 269 Late 2 1 Richards, Fred Irving, Bobby 263 Late 2 1 Smith, Donna Carr, Jennifer 209 Early 2 1 Jacobs, Dan Hernandez, Ernie 179 Late 1 2 Richards, Fred Fields, Timothy 119 Early 1 2 Smith, Donna Issacs, Roberta Powell, Sara 2 59 89 Late K Mid K 3 3 Jacobs, Dan Richards, Fred
  3. 3. READING SummaryOverview Phonological Awareness Student profile High-Frequency Words Phonics Vocabulary Comprehension Cameron Davis - Reading - Grade 4 Overall Performance On or Above Grade 1 Grade Below 2 or more Grades Below Level 4 Test Placement Scaled Score Test 3 - 04/12/2011 Early 3 249 Test 2 - 02/12/2011 Late 1 153 Test 1 - 11/12/2010 Mid 1 107 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 Domain Placement Scaled Score Phonological Score Late 1 Foundational Skills Max 150 Awareness High-Frequency Score Early 3 Max 249 Words Score Phonics Early 2 Max 176 Vocabulary Early 4 370 Comprehension: Literature Mid 2 203 Comprehension: Mid 2 199 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 Phonological 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. Max Score Late 3 Phonics This subtest assesses how well Cameron can decode words. Cameron needs instruction and practice in decoding Early 2 inflectional endings with spelling changes, as well as decoding three-syllable words. Max Late 4 Score 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 grade level once he has mastered decoding. Comprehension: This subtest evaluates Camerons ability to understand both literary and informational text. Camerons Comprehension level Mid 2 Literature is the same for both literary and informational text. Comprehension: This subtest evaluates Camerons ability to understand both literary and informational text. Camerons Comprehension level Mid 2 Informational Text is the same for both literary and informational text. 3
  4. 4. READING Student profileOverview Phonological Awareness Words Phonics Detail High-Frequency Phonics Vocabulary Comprehension Level 4 Phonics Placement Scaled Score Score Max Phonics Early 2 176 Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800Building Phonics Skills This subtest measures the student’s ability to decode, or match sounds to letters. 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, based on the results of this assessment. Cameron can follow these lessons at his own pace to target the skills he needs. Learn More 4
  5. 5. READING SummaryOverview Instructional Grouping Profile 1 Profile 2 Profile 3 Profile 4 Profile 5Mrs Gates - Grade 4 - ReadingProfile Overview500out of 40 Students Tested in in Test Window (11/15/2010-01/01/2011)31 out of 571 Students Tested Test Window 1 1 (11/15/2010-01/01/2011)30 Profile 1 Limited vocabulary Inaccurate Decoding24 Profile 2 Larger vocabulary18 Profile 3 Limited vocabulary and low comprehension Accurate 11 Profile 4 Larger vocabulary and low comprehension12 Decoding 6 Profile 5 Reading on or above level 5 5 6 4 0 Profile 1 Profile 2 Profile 3 Profile 4 Profile 5Students in Each Grouping Profile Profile 1 Profile 2 Profile 3 Profile 4 Profile 5  Avery, John Garcia, Roberto Anderson, Calvin Martin, Ernie Cooper, Beth Carr, Jennifer Harrington, Sean Avery, Lana Shepozov, Miranda Perry, Walter Dubey, Frank Marshall, Johnny Richards, Destiny Smith, George Peterson, Aubrey Fields, Timothy Singh, Reema West, Dante Torres, Jesus Portenova, Rachel Graham, Marilyn Walker, Monica Ules, Maria Zenith, Mary Hernandez-Cullison, Wheeler, Calvin Ernesto Mathers, John Nelson, Owen Patrick, Page Penny, Harold Flexible Grouping 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. 5
  6. 6. READING Instructional Grouping SummaryOverview Profile 1 Profile 1 Detail 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  Dubey, Frank 179 Late 1 Early 2 Early 2 West, Dante 177 Late 1 Late K Late 1 Avery, John 174 Late 1 Late 1 Mid 1 Penny, Harold 149 Mid 1 Mid 1 Early 1 Graham, Marilyn 149 Mid 1 Mid 1 Mid 1 Hernandez-Cullison, Ernesto 148 Mid 1 Mid 1 Early 1 Nelson, Owen 148 Mid 1 Mid 1 Mid 1 Carr, Jennifer 147 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. Vocabulary 6 Use Read Alouds
  7. 7. READINGSchool Intervention ScreeningHarrington Elementary - Reading School Summary 561 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) % Students # Students Tier 3: 2 or More Grades Below 9% 48 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) 24% (16) 10% (7) 68 Grade 5 68% (65) 21% (20) 11% (10) 96 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 300 Mid 3 1 Jacobs, Dan Dubey, Frank 269 Late 2 1 Richards, Fred Irving, Bobby 263 Late 2 1 Smith, Donna Carr, Jennifer 209 Early 2 1 Jacobs, Dan Hernandez, Ernie 179 Late 1 2 Richards, Fred Fields, Timothy 119 Early 1 2 Smith, Donna Issacs, Roberta 89 Late K 3 Jacobs, Dan Powell, Sara 59 Mid K 3 Richards, Fred West, Dante 29 Early K 3 Smith, Donna 7
  8. 8. Below Overall Reading 350 8 8 3 01 Early 1 5 6 3 Phonological Awareness 300 15 0 4 0READING Phonics 400 2 1 9 7 High-Frequency Words 350 8 8 3 0 Vocabulary Class profile 350 4 7 1 7 Comprehension 325 12 6 1 0Mrs. Coopers Grade 3 Reading ClassPerformance by Student On or Above 1 Grade 2 or More Grade Below Grades Below Placement by Domain Phonological Phonics High- Vocabulary Comprehen- Awareness Frequency sion Average Scale Score Placement Words Tested Mid 3 Late 3 Late 3 Harris, Mike 300 Mid 3 Early 3 Out Tested Mid 3 Dubey, Frank 284 Early 3 Early 2 Late 3 Late 2 Out Tested Mid 4 Mid 3 Mid 2 Irving, Bobby 278 Early 3 Out Late 2 Tested Mid 3 Late 2 Early 4 Carr, Jennifer 269 Late 2 Late 2 Out Hernandez, Ernie 266 Late 2 Mid 1 Late 2 Late 2 Early 3 Late 2 Fields, Timothy 233 Mid 2 Late 1 Mid 2 Late 1 Early 3 Late 1 Issacs, Roberta 231 Mid 2 Mid 1 Late 2 Late 2 Early 2 Late 1 Liu, Mai 230 Mid 2 Mid 1 Late 1 Mid 2 Early 3 Mid 2 Jackson, Wendy 227 Mid 2 Late K Mid 2 Mid 2 Early 3 Mid 2 Marendello, Sarah 207 Early 2 Mid 1 Late 1 Mid 2 Early 3 Mid 1 Powell, Sara 174 Late 1 Late 1 Early 2 Early 2 Early 2 Late 1 West, Dante 172 Late 1 Late K Late K Late 1 Late 1 Mid 1 Avery, Lana 170 Late 1 Mid 1 Late 1 Late 1 Mid 1 Mid 1 Richards, Destiny 124 Mid 1 Mid 1 Mid 1 Mid 1 Early 1 Early 1 Anderson, Calvin 121 Mid 1 Mid 1 Mid 1 Early 1 Mid 1 Early 1 Shepozov, Miranda 117 Early 1 Early 1 Early 1 Early 1 Late K Late K Torres, Jesus 109 Early 1 Late K Early 1 Early 1 Mid K Mid K Ules, Maria 88 Late K Late K Late K Late K Mid K Mid K  8
  9. 9. READINGStudent Response to InstructionJennie O’Neil - Grade 3September 4, 2010 – May 4, 2011Progress Summary Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8Domain Early K Mid K Late K Early 1 Mid 1 Late 1 Early 2 Mid 2 Late 2 Early 3 Mid 3 Late 3 Early 4 Mid 4 Late 4 Early 5 Mid 5 Late 5 Early 6 Mid 6 Late 6 Early 7 Mid 7 Late 7 Early 8 Mid 8 Late 8 Phonological Tested Awareness Out High-Frequency Words Phonics Vocabulary Comprehension Grade 3Detail by Domain Lessons Domain Passed Completed Pass Rate Time on Task Domain Status Overview 20 31 65% 10 hr 5 min Phonological Awareness Tested Out Off Phonics 9 56% 3 hr 02 min 5 On High-Frequency 5 6 83% 2 hr 01 min On Words Vocabulary 6 8 75% 2 hr 40 min On Comprehension 4 8 50% 2 hr 22 min OnDetail by Lesson Phonics Time on Extra Date Lessons Pass / Fail Score Task Lesson 02/02/11 Dipthongs: aw, au Pass 80% 15 min 02/02/11 Vowel Digraphs Pass 85% 25 min 02/01/11 Consonant Digraphs Pass 90% 20 min Show/Hide Vocabulary Time on Extra Date Lessons Pass / Fail Score Task Lesson 02/01/11 Homophones CC Fail 20% 15 min 01/30/11 Synonyms and Antonyms Pass 80% 25 min 01/30/11 Consonant Dipgraphs Pass 90% 20 min Yes Show/Hide Students 9
  10. 10. READING RosterDistrict Reports | Settings School Reports | Reports Class ReportsPerformance by District performance District: Monroe County Back Subject: MathematicsSchool and Grade 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% 75 115 123 Grade K 85% - 15% 35% 50% 63 115 118 44% - 56% 19% 25% 106 112 124 Grade 1 38% - 62% 19% 19% 97 112 120 75% 8% 17% 42% 33% 221 110 123 Grade 2 45% 10% 45% 30% 15% 184 110 118 77% 6% 40% 27% 50% 311 105 124 Grade 3 50% 17% 33% 17% 33% 278 105 120 67% 0% 33% 33% 34% 407 110 124 Grade 4 60% 7% 33% 27% 33% 392 110 118 60% 20% 20% 30% 30% 479 100 124 Grade 5 50% 5% 45% 25% 25% 460 100 118 75% 5% 20% 50% 25% 569 101 123 Grade 6 35% 20% 45% 25% 10% 508 101 118 66% 1% 33% 33% 33% 667 106 123 Grade 7 50% 25% 25% 25% 25% 622 106 118 42% 18% 40% 27% 15% 690 110 123 Grade 8 34% 16% 50% 24% 10% 680 110 118 Harrington Elementary 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% 75 115 123 Grade K 85% - 15% 35% 50% 63 115 118 44% - 56% 19% 25% 106 112 124 Grade 1 38% - 62% 19% 19% 97 112 120 75% 8% 17% 42% 33% 227 110 123 Grade 2 45% 10% 45% 30% 15% 184 110 118 77% 6% 40% 27% 50% 311 105 124 Grade 3 50% 17% 33% 17% 33% 278 105 120 67% 0% 33% 33% 34% 407 110 124 Grade 4 60% 7% 33% 27% 33% 392 110 118 Lincoln Middle 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 % Students On or Above Grade Level Performance or More Below Grade Grade Scale Students Total Below Score Assessed Students 60% 20% 20% 30% 30% 479 100 124 Grade 5 50% 5% 45% 25% 25% 460 100 118 75% 5% 20% 50% 25% 569 101 123 Grade 6 35% 20% 45% 25% 10% 508 101 118 66% 1% 33% 33% 33% 667 106 123 Grade 7 50% 25% 25% 25% 25% 622 106 118 42% 18% 40% 27% 15% 606 110 123 Grade 8 34% 16% 50% 24% 10% 585 110 118 10
  11. 11. Report 16 READING Roster Settings ReportsDistrict Reports | School Reports | Class ReportsUsage School: Harrington Elementary Back Usage Subject: Mathematics View By: Grades Print/Save Show: All Activity  Harrington Elementary School Summary Overall Reading Lessons Passed Lessons Completed Time on Task Total Pass Students All Per Grade All Per Grade All Per Grade Rate 450 10,741 1,772 13,427 2,215 3,870h 10m 815h 20m 80% Details Lessons Completed Lessons Passed Time on Task Total Per Per Per Per Per Per Pass Students Grade Student Grade Student Grade Student Rate Grade K 115 2300 20 1725 15 766h 40m 6h 40m 75% Mrs. Smith Grade K 40 800 20 560 14 255h 40m 5h 00m 70% Reading Mrs. Tanner Grade K 40 760 19 570 14 260h 00m 6h 00m 75% Reading Mr. Wallace Grade K 35 740 21 595 17 251h 00m 8h 00m 80% Reading Grade 1 112 2128 19 1745 16 709h 20m 6h 20m 82% Mrs. Gates Grade 1 40 850 21 700 18 236h 20m 5h 00m 82% Reading Mrs. Lions Grade 1 40 800 20 670 17 240h 00m 6h 20m 84% Reading Mr. Lacey Grade 1 Reading 32 478 15 375 12 233h 00m 8h 00m 78% Grade 2 100 2750 28 1650 17 916h 40m 9h 36m 60% Mrs. Anderson Grade 2 40 950 24 590 15 305h 40m 9h 00m 62% Reading Mrs. Kinchen Grade 2 40 950 24 550 14 330h 00m 8h 00m 58% Reading Mr. Lancaster Grade 2 Reading 20 850 43 510 26 281h 00m 8h 20m 60% Grade 3 105 2100 20 1785 17 700h 00m 6h 40m 85%  11
  12. 12. MATHEMATICS SummaryOverview Numbers and Operations Student profile Algebra and Algebraic Thinking Geometry Measurement and Data Cameron Davis - Mathematics - Grade 4 Overall Performance On or Above Grade 1 Grade Below 2 or more Grades Below Level 4 Test Placement Scaled Score Test 3 - 04/12/2011 Mid 3 310 Test 2 - 02/12/2011 Early 2 199 Test 1 - 11/12/2010 Mid 1 103 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 Domain Placement Scaled Score Number and Early 3 272 Operations Algebra and Algebraic Late 2 248 Thinking Geometry Mid 4 401 Measurement and Data Mid 3 318 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. 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 numbers and understands basic fraction concepts. He needs to begin to develop his understanding of multi-digit numbers and more advanced fraction concepts. 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 measuring perimeter and area. 12
  13. 13. MATHEMATICS Student profileOverview Number and Operations Detail Numbers and Operations Algebra and Algebraic Thinking Geometry Measurement and Data Level 4Number and Operations Placement Scaled ScoreNumber and Early 3 272 270Operations Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800Building Number and Operations Skills In the Base Ten domain, 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 i-Ready Instruction can generate a schedule of online Vocabulary lessons, based on the results of this assessment. Cameron can follow these lessons at his own pace to target the skills he needs. Learn More 13
  14. 14. MATHEMATICS SummaryOverview Instructional Grouping Profile 1 Profile 2 Profile 3 Profile 4 Profile 5Mrs Gates - Grade 4 - MathematicsProfile Overview500out of 40 Students Tested in in Test Window (11/15/2010-01/01/2011)31 out of 571 Students Tested Test Window 1 1 (11/15/2010-01/01/2011)30 Profile 1 Weak in Significant deficits in number or algebra concepts. Number and24 Operations Profile 2 Some deficits in number or algebra concepts. or Algebra Significant deficits in geometry or measurement18 Profile 3 and data. Strong in 11 Number and Some deficits in geometry or measurement and Profile 4 Operations12 data. or Algebra 6 Profile 5 At or above grade level in all domains. 5 5 6 4 0 Profile 1 Profile 2 Profile 3 Profile 4 Profile 5Students in Each Grouping Profile Profile 1 Profile 2 Profile 3 Profile 4 Profile 5  Avery, John Garcia, Roberto Anderson, Calvin Martin, Ernie Cooper, Beth Carr, Jennifer Harrington, Sean Avery, Lana Shepozov, Miranda Perry, Walter Dubey, Frank Marshall, Johnny Richards, Destiny Smith, George Peterson, Aubrey Fields, Timothy Singh, Reema West, Dante Torres, Jesus Portenova, Rachel Graham, Marilyn Walker, Monica Ules, Maria Zenith, Mary Hernandez-Cullison, Wheeler, Calvin Ernesto Mathers, John Nelson, Owen Patrick, Page Penny, Harold Flexible Grouping 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. 14
  15. 15. MATHEMATICS Instructional Grouping SummaryOverview Profile 1 Profile 2 Profile 1 Detail Profile 3 Profile 4 Profile 5Test Window 1 (11/15/2011)Priorities for Profile 1Number and Operations and Algebra and Algebraic Thinking On or 2 Grades 1 GradeStudents in this profile are struggling with foundational number topics and are likely to have gaps in both of or More Below Above Below Gradethese closely related domains. They may struggle with basic place value concepts, especially as thisapplies to addition and subtraction and may not grasp the relationship between the operations. It’s likely Numbers andthey also lack quick recall of basic facts. For these students, developing mastery of Number, Operations, Operations and/orand Algebraic Thinking skills is key to progress in mathematics. Algebra and Algebraic ThinkingStudents in Profile 1 Needs Analysis Overall Number and Algebra and Overall Scaled Score Placement Operations Algebraic Thinking  Dubey, Frank 269 Late 2 Late 2 Mid 2 West, Dante 269 Late 2 Late 2 Mid 2 Avery, John 239 Mid 2 Late 1 Early 2 Penny, Harold 233 Mid 2 Early 2 Late 2 Graham, Marilyn 233 Mid 2 Mid 2 Mid 2 Hernandez-Cullison, Ernesto 233 Mid 2 Mid 2 Late 1 Nelson, Owen 233 Mid 2 Late 1 Mid 2 Carr, Jennifer 233 Mid 2 Mid 2 Late 1  Tools for Instruction ACTIVITY ACTIVITY ACTIVITY ACTIVITY RESOURCE ROUTINE Fraction Circles Subtracting with Adding with Representing Frac- Base Ten Blocks Fraction Circles Regrouping Regrouping tions Preview Preview Preview Preview Preview PreviewInstructional Priorities for Profile 1 Number and Operations and Algebra and Algebraic Thinking Number—Base Ten • whole number place value • regrouping ones and tens Students who struggle with place value may not understand the relationship between the written numeral and the quantity it represents. The goal is for students to understand that a digit in one place represents ten times what it represents in the place to its right. Operations • addition with two- digit numbers • subtraction with two -digit numbers • multiplication concepts The standard addition and subtraction algorithms provide students with a reliable system for easily computing sums and differences. Guide students to use place value understanding and regrouping concepts to add and subtract using the standard algorithm. Algebra • relationships between operations • addition and subtraction word problems Use concrete or visual models to help students understand the relationship between addition and subtraction, as well as the relationship between addition and multiplication, and use this to solve word problems. Fluency • basic addition and subtraction facts 15
  16. 16. MATHEMATICSSchool Intervention ScreeningHarrington Elementary - Mathematics School Summary 561 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) % Students # Students Tier 3: 2 or More Grades Below 9% 48 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) 24% (16) 10% (7) 68 Grade 5 68% (65) 21% (20) 11% (10) 96 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 300 Mid 3 1 Jacobs, Dan Dubey, Frank 269 Late 2 1 Richards, Fred Irving, Bobby 263 Late 2 1 Smith, Donna Carr, Jennifer 209 Early 2 1 Jacobs, Dan Hernandez, Ernie 179 Late 1 2 Richards, Fred Fields, Timothy 119 Early 1 2 Smith, Donna Issacs, Roberta 89 Late K 3 Jacobs, Dan Powell, Sara 59 Mid K 3 Richards, Fred West, Dante 29 Early K 3 Smith, Donna 16
  17. 17. Below Overall Reading 350 8 8 3 01 Early 1 5 6 3 Phonological Awareness 300 15 0 4 0MATHEMATICS Phonics 400 2 1 9 7 High-Frequency Words 350 8 8 3 0 Vocabulary Class profile 350 4 7 1 7 Comprehension 325 12 6 1 0Mrs. Coopers Grade 3 Mathematics ClassPerformance by Student On or Above 1 Grade 2 or More Grade Below Grades Below Placement by Domain Number Algebra and Geometry Measurement Comprehen- and Algebraic and Data sion Operations Thinking Average Scale Score Placement Harris, Mike 300 Mid 3 Mid 3 Mid 3 Late 3 Late 3 Early 3 Early 3 Early 3 Early 2 Late 3 Mid 3 Late 2 Dubey, Frank 284 Irving, Bobby 278 Early 3 Mid 3 Mid 4 Mid 3 Mid 2 Late 2 Carr, Jennifer 269 Late 2 Mid 3 Mid 3 Late 2 Early 4 Late 2 Hernandez, Ernie 266 Late 2 Mid 1 Late 2 Late 2 Early 3 Late 2 Fields, Timothy 233 Mid 2 Late 1 Mid 2 Late 1 Early 3 Late 1 Issacs, Roberta 231 Mid 2 Mid 1 Late 2 Late 2 Early 2 Late 1 Liu, Mai 230 Mid 2 Mid 1 Late 1 Mid 2 Early 3 Mid 2 Jackson, Wendy 227 Mid 2 Late K Mid 2 Mid 2 Early 3 Mid 2 Marendello, Sarah 207 Early 2 Mid 1 Late 1 Mid 2 Early 3 Mid 1 Powell, Sara 174 Late 1 Late 1 Early 2 Early 2 Early 2 Late 1 West, Dante 172 Late 1 Late K Late K Late 1 Late 1 Mid 1 Avery, Lana 170 Late 1 Mid 1 Late 1 Late 1 Mid 1 Mid 1 Richards, Destiny 124 Mid 1 Mid 1 Mid 1 Mid 1 Early 1 Early 1 Anderson, Calvin 121 Mid 1 Mid 1 Mid 1 Early 1 Mid 1 Early 1 Shepozov, Miranda 117 Early 1 Early 1 Early 1 Early 1 Late K Late K Torres, Jesus 109 Early 1 Late K Early 1 Early 1 Mid K Mid K Ules, Maria 88 Late K Late K Late K Late K Mid K Mid K  17

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