iReady Diagnostic & Instruction

Ne
wf
or
201
1!

Uncover student challenges
and solve them

Reading and
Mathematics
Diagnostic (Grades K–8)
Instruction (Grades K–6)

Built to address transition to the Common Core!

What’s Inside
Introduction ........................1
Diagnostic............................9
Reporting...........................13
Instruction.........................23
Progress Monitoring......29

i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

?
Raising achievement and closing gaps
for all students is a challenge
How 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 that
finds your students’ challenges and fixes
them—it’s all you need to get students
up 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


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
students


Progress
Instruction Monitoring
Differentiate instruction Track district-wide
for 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


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 growth


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


Diagnostic
Quickly and automatically
Grades K–8

pinpoint student needs down
to the sub-skill level

8 i-Ready Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Understand why a student is struggling
The adaptive nature of the diagnostic provides a much more comprehensive
analysis of student strengths and weaknesses in reading and math than a
grade-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 level

10 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 instruction


See exactly where each student, class, grade, and
school stands
Results 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 needs

Check out full examples of reports at
i-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)

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 Stude
%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%

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


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.

Numbers Algebra and Measurement
Overview Geometry
and Operations Algebraic Thinking and Data

Level 4
Shows each student’s zone of proximal development Standard
Number and Operations Placement Scaled Score
so teachers know what to concentrate on next. Error

Test 3 - 04/12/2011 Mid 4 400 +/- 10

Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800

Building 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.

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 Cameron's ability to understand both literary and informational text. Cameron's Comprehension level

18 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 Cameron's ability to understand both literary and informational text. Cameron's Comprehension level

Phonological High-Frequency
Overview 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 Asset

Building 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).


ROUTINE ROUTINE RESOURCE RESOURCE RESOURCE ROUTINE

Decoding Blending Sound-Spelling Six Basic Syllable Rime Patterns Blending
Longer Words Cards Patterns

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
at his own pace to target the skills he needs.
remediate students.

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.


Summary
Overview Profile 1 Profile 2 Profile 3 Profile 4 Profile 5

Test Window 1 (11/15/2011)
Priorities for Profile 1
Phonics
Students in this profile are experiencing difficulty reading words accurately. Although balance is important
Below On or
for reading development, Phonics should be a priority for small-group instruction with these students. Level Above Level

Phonics
Vocabulary
Vocabulary
These students are likely to struggle not only with word meanings but also with concepts in both literary
and informational texts. For this reason, they are likely to remain below level in Comprehension once they
develop both accuracy and fluency in decoding. Thus, word meanings, word relationships, and word parts
should 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



ROUTINE ROUTINE RESOURCE RESOURCE RESOURCE ROUTINE

Decoding Blending Sound-Spelling Six Basic Syllable Rime Patterns Blending
Longer Words Cards Patterns

Instructional 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
remediate students.
Vocabulary

Instruction
It’s like having 30 expert
Grades K–6

tutors in one classroom


Explicit, online instruction customized for every student
Today’s students need individual support to meet grade-level requirements. Now
you can give them the explicit instruction they need in a way that is appealing to
them, too. i-Ready Diagnostic and Instruction brings instruction to life and teaches
students 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/empower

24 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 helps
3 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%.


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/empower

26 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.


Progress
Monitoring
Track how students are
responding to instruction


It’s easy to monitor progress for each student, class,
grade, and school
The powerful reporting capabilities help you understand how students across the
district are responding to classroom and online instruction—giving you deep insight
into 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 consistently

Check out full examples of reports at
i-Ready.com/empower

Progress Monitoring 29

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


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

Phonics
30 Progress Monitoring Diagnostic & Instruction • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
i-Ready

Time on Extra

Algebraic Thinking

Geometry

Measurement
and Data

Grade 4

Detail 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 On

Detail 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

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

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% 330 115 118
32 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 Instruction
Always know if students are getting the right amount of instruction
It’s important to see how classes are progressing and to monitor the amount of time your
students are spending in i-Ready Instruction. The Class Response to Instruction reports allow
you 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 studies


Expert Advisory Panel
A 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 was
the 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.”


Contact your local representative for more details!
Alabama Florida Louisiana (cont.) New Mexico South Carolina Regional Sales Managers
800-225-0248 Central and Southern Gail Boyet Kim Marion Eastern
Southeast
Sharon DeMuth-Womble 225-644-7155 972-904-9725 Marlyn Smith
Alaska 800-741-6997
AL, DC, FL, GA, MD, MS,
gail@lllofla.com KMarion@CAinc.com (See NC-Eastern) NC, SC, TN, VA
Kara Hatch (See WA) sharondemuth@earthlink.net
Maine New York Western Cathryn Harvey
Arizona Wendy Feikert Frank Byrne (See MA) Pam Daniels 978-884-4468
New York City
Brite Lee-Gonzalez 800-741-6997 (See NC-Western) CHarvey@CAinc.com
Lois Sharzer
480-361-5136 feikert@earthlink.net Maryland
BLGonzalez@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 Krabbenhoft
Arkansas 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 Island
California
866-235-4480 Tennessee DCullison@CAinc.com
thecoles@flrep.com Massachusetts Grace Andresini
Greater Bay Area, 631-242-8452
Tracy Weber Northeast and
Sonoma, and Monterey Northeast, North Central, Frank Byrne GAndresini@CAinc.com
865-274-3353
Midwest
Panhandle; Brevard, 978-995-4228 TWeber@CAinc.com
Cynthia 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 Texas
CAusten@CAinc.com Michigan PA, RI, VT, WV
877-750-9827 or Carolee DeRollo-Whalen Central Texas, Rio Grande
LAUSD, Western L.A., Rosemary Lynch 315-466-3900 Valley, and El Paso Areas Don Masters
904-471-5995 315-350-4988
Ventura, Santa Barbara, (See IA) CWhalen@CAinc.com Gary Tipton
PGarretson@CAinc.com DMasters@CAinc.com
San Luis Obispo, Kern, 512-919-4776
and Tulare Counties Southeast Minnesota Southeastern New York GTipton@CAinc.com
Carolyn Bell (See CT) Midwest
Ann 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, WI
ASamsel@CAinc.com m.ariano@comcast.net Eastern Marsha Krabbenhoft
Pat McGee
Los Angeles County and Georgia Mississippi Marlyn Smith 817-903-3825 402-517-8883
San Bernardino County Susan Cherry 800-225-0248 919-859-2605 PMcGee@CAinc.com MKrabbenhoft@CAinc.com
Birch Carlson 678-584-5265 MSmith@CAinc.com Southeast and East Texas Western and
626-577-8551
Missouri
SCherry@CAinc.com Western Karen Goins
birchcarlson@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 Canada
Counties 877-274-8398 Montana Utah Tod Diamond
Frankie Mata
BLGonzalez@CAinc.com
Chip Jones North Dakota Chip Jones (See MT) 831-737-3538
949-303-3676 Idaho 406-626-4696 Marsha Krabbenhoft
Vermont TDiamond@CAinc.com
FMata@CAinc.com Chip Jones (See MT) cmjones@cmjones.net (See NE)
Frank Byrne (See MA) Educational
Redding, Sacramento,
Illinois Nebraska Ohio Consultant
Stockton, Merced, Northern Virginia
Marsha Krabbenhoft
Modesto, and Fresno Areas Bonnie Wanzo Cristal Doherty Corey Good Lauren Armour,
312-282-7353 402-517-8883 Manager
Lori Ogden 804-364-4852
BWanzo@CAinc.com MKrabbenhoft@CAinc.com 216-548-7601 800-225-0248, Ext. 264
916-397-1285 CDoherty@CAinc.com CGood@CAinc.com
LOgden@CAinc.com Indiana Nevada Washington
LArmour@CAinc.com
Excluding Carson City, Southern
Canada Rita Cook (See KY) Kara Hatch Instructional
Douglas, Storey and Morgan Bennett King Technology
Patti Walker-Swain Iowa Washoe 614-296-2356 206-542-0996
877-850-2665 karahatch@msn.com Consultants
Rosemary Lynch Brite Lee-Gonzalez MBennett@CAinc.com
patti@marathonlearning.com 319-887-1033 702-755-5569
Robin Hadden
Oklahoma West Virginia 704-770-8002
RLynch@CAinc.com BLGonzalez@CAinc.com
Colorado Diana Cullison Morgan Bennett King RHadden@CAinc.com
Linda Allen Kansas Carson City, Douglas, 405-334-6006 (See OH) Maria LoRusso
303-562-5155 800-225-0248 Storey and Washoe DCullison@CAinc.com
LAllen@CAinc.com Lori Ogden (See CA) Wisconsin 800-225-0248, Ext. 339
Kentucky Oregon Sheri Palmer (See MN) MLoRusso@CAinc.com
Connecticut Rita Cook New Hampshire Kara Hatch (See WA) Sue Ritchie
Carolyn Bell Frank Byrne (See MA) Wyoming 800-225-0248, Ext. 296
317-270-8118
203-270-6323 RCook@CAinc.com
Pennsylvania Linda Allen (See CO) SRitchie@CAinc.com
CBell@CAinc.com New Jersey Eric Gartenberg
Louisiana Charlie Eisenberger 215-508-0366 Yvonne Ruwe
Delaware Bobby Boyet 732-257-4115 EGartenberg@CAinc.com 918-935-5860
Eric Gartenberg (See PA) 225-753-4396 chaseisen@aol.com YRuwe@CAinc.com
Rhode Island
District 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 outcomes

Two 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

iReady Diagnostic & Instruction

More Related Content

What's hot

Similar to iReady Diagnostic & Instruction

More from North Carolina Association for Middle Level Education

Recently uploaded

iReady Diagnostic & Instruction