Teacher Training Guide for New & Practicing Users - Lewis BOE

 
Teacher Training Guide for New & Practicing Users - Lewis BOE
Teacher
Training Guide
for New & Practicing Users
Teacher Training Guide for New & Practicing Users - Lewis BOE
A Letter from Curriculum
                                                                   Associates CEO Rob Waldron
                                                                   Curriculum Associates was founded
                                                                   nearly 50 years ago by a small group of
                                                                   passionate educators with a singular focus:
                                                                   to create world-class materials that make
                                                                   classrooms better places for students
                                                                   and teachers. Today, this mission lives on,
                                                                   driving continuous innovation in support of
                                                                   students and teachers.

                     Rob Waldron, right, with company              As a privately held company, we don’t
                         founder Frank Ferguson                    answer to Wall Street or private equity
                                                                   investors—our business decisions focus
                                                                   on doing what’s right for you and your
                   students. While we’ve grown over the decades, our commitment to creating world-class,
                   research-based materials and supporting the educators who use them is stronger than
                   ever. Our materials are built from scratch in our headquarters in Billerica, MA and offices in
                   Chicago, Iowa, and Florida.

                   We pride ourselves on being a company that, as one customer put it, “is large enough
                   to meet all our needs, and small enough to know us.” You are our priority, and we are
                   honored to have the opportunity to serve you.

                   Our team is here to support your success in any way we can. Please don’t hesitate to reach
                   out to us at any time.

                   We look forward to supporting your success and learning with you.

                   Best,

                   Rob Waldron
                   CEO, Curriculum Associates

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ii   Want to learn more? Go to i-ReadyCentral.com
                                                                                                  © 2016 Curriculum Associates, LLC. All Rights Reserved.
Teacher Training Guide for New & Practicing Users - Lewis BOE
Login Information:
   1. Go to login.i-ready.com

   2. Enter your username
       (NOT case sensitive)

   3. E nter your password
       (Case sensitive)

             4. Select your state from the dropdown menu

             5. Click Go!

24/7 Support at
i-ReadyCentral.com!
i-Ready Central is the destination for everything teachers, site leaders, and
district leaders need to successfully implement i-Ready. Packed with helpful
resources, this new site provides 24/7 access to the following:

  • Quick-start training videos
  • Email templates
  • “How-to” guides
  • Report “cheat sheets”
  • Planning tools
  • Certificates, sticker templates,
    and other fun stuff

                                                                                      Technical support:
                                                                 i-ReadySupport@cainc.com or 800-225-0248
                                                                       (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)
                                                                                                              iii
Teacher Training Guide for New & Practicing Users - Lewis BOE
i-Ready® Professional Development
         i-Ready is proven to help students make real gains in reading and mathematics. It combines a powerful,
         comprehensive assessment system that offers a complete picture of student growth and performance with
         personalized instruction in a single product.

         Since its creation in 2011, this robust program has been continually updated to predict and improve student
         proficiency, unlock additional insights from data for teachers and administrators, and enhance the user
         experience for all.

         Our professional development is also continually updated to reflect educator feedback, product
         enhancements, and best practices for using i-Ready in daily instruction and decision-making.

         i-Ready Recent Release Timeline
            January 2015:                           July 2015:                                                           December 2015:
            Door 24® Plus                           • Launch of i-Ready Central: A new resource for                      • Class Instructional Usage
            app released:                             everything teachers, site leaders, and district leaders              report: View each student’s overall
            Students take a                           need to successfully implement i-Ready.                                time spent on lessons.
            quick assessment                        • New administrator dashboard: reorganized                           • Student Item Analysis report:
            and then head                             to include the most critical reports and exports                       View an individual student’s results
            into practice for
                                                    • 18 new Close Reading lessons                                           on each assessment.
            fact fluency or
            computational                           • Diagnostic progress bar: Students are able to                      • Standards Mastery instructional
            fluency.                                  see their progress based on the maximum number                       recommendations:
                                                      of possible items they have left at each point in the                  recommendations for instruction
                                                      adaptive assessment.                                                   for each skill assessed
                                                    • Explanation of parent reports in Spanish

2015                                                                                                                                                        2016

                                      April 2015:                                October 2015:                                                January 2016:
                                      Launch of Close                            • Standards Mastery                                          Diagnostic &
                                      Reading: The next                            assessments: targeted insight into                         Instruction Data
                                      generation of i-Ready                         students’ mastery of individual grade-                    export: Download the
                                      Instruction, Close                            level standards                                           data for all students in a
                                      Reading lessons are                        • Instructional Usage export:                                district to perform custom
                                      thoroughly immersive                          View student-level instructional usage                    analysis, evaluate student
                                                                                    for all students in a district or school.                 gains by subgroup, and
                                      and brought to life
                                                                                                                                              identify trends across
                                      through innovative                         • Lesson resume functionality:                               classes, grades, and
                                      interactivity.                                enables lessons to be paused and                          schools.
                                                                                    resumed

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                                                                                                                     © 2016 Curriculum Associates, LLC. All Rights Reserved.
Teacher Training Guide for New & Practicing Users - Lewis BOE
February 2016:               June 2016:                                                September 2016:                         Early 2017:
Instructional                • Diagnostic Completion export: Track                     • iPad® access for new                  All new K–2
Usage reports:                  the progress of a Diagnostic by school and grade;        student dashboard                     Math lessons:
See instructional               see if students who rushed the Diagnostic need           See p. 83 for details.                Will replace our
usage at the school             to be retested.                                                                                current mathematics
                                                                                       • K Corner on i-Ready                   lessons and expand
and district levels to       • Export Queue: Request multiple reports to
ensure students are
                                                                                         Central: Support for the              instructional and
                                be processed concurrently.                               Kindergarten classroom will
spending enough                                                                                                                practice hours
                             • Standards Performance Year-to-Date                        include teaching tips and             See p. 81 for details.
time in i-Ready
                               (YTD) reports & export: See how students                  resources to help teachers
Instruction in
                                are progressing toward mastering grade-level             get their children ready for
order to realize the
                                standards with an aggregate view from every              i-Ready Instruction.
greatest gains.
                                Standards Mastery assessment from the school             See p. 82 for details.
                                year.

                                                                                                                              2017

March 2016:                                             July 2016:                            Fall 2016:
• Brain Breaks: ability to assign one-minute            Student Dashboard                     • Predicted Proficiency on State
  relaxation exercises instead of games for the         redesign: Personalized by               Summative Assessments report:
  short breaks during the Diagnostic                    age segment (K–2, 3–5, 6–8),             provides accurate prediction rates on
                                                        the new student dashboard is             year-end assessments allowing early
• 400+ new Diagnostic reading
                                                        designed to advance student              action and intervention
  items                                                 engagement and empower                   See p. 78 for details.
• 21 new Close Reading lessons                          them to understand their
                                                        learning path.                        • All new K–2 ELA lessons: Will
• Embedded report training videos:                                                               replace our current English language
                                                        See p. 83 for details.
  Get training on a report right as you want                                                     arts foundational skills lessons.
  to use it.                                                                                     See p. 80 for details.

                                                                                                                                       Technical support:
                                                                                                                  i-ReadySupport@cainc.com or 800-225-0248
                                                                                                                        (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)
                                                                                                                                                               v
Teacher Training Guide for New & Practicing Users - Lewis BOE
Assess less with one system
     We’ve designed i-Ready to efficiently meet many needs by combining multiple measurement tools into one powerful
     and comprehensive online assessment system: an adaptive Diagnostic provides a global view of K–12 skills and growth,
     while a fixed-form standards mastery measure tracks student
     progress on grade-level standards.
     i-Ready provides a complete picture of student performance             “With i-Ready,
     while reducing time spent testing. The powerful data from
     this single system enables educators to focus on adapting         we eliminated
     teaching and learning for maximum impact.
                                                                       105 assessments
                                                                        restoring, on average,
                                                                        900 minutes of instructional time
                                                                       		              at each grade.”

                                                                                       Laura M. Parker, Ph.D.,
                                                                                       Director of Assessment and Performance Management
                                                                                       Vancouver, WA Public Schools

     The                                  approach
     i-Ready combines an understanding of each student’s specific learning needs and whether they are on track to meet
     annual goals with a grade-specific view of how well they’ve learned recently taught content.

                Adaptive Diagnostic                                             Standards Mastery
                & Growth Monitoring
          Captures comprehensive insight into student                   Provides flexible, user-controlled assessments
         learning using a vertical scale across K–12 skills.              to evaluate specific grade-level standards.

                                                               +
            Diagnoses learning needs                                      Delivers real-time visibility into students’
                                                                          performance
            Personalizes individual learning paths
            Identifies at-risk students                                   Focuses instructional priorities and intervention
                                                                          strategies
            Groups students for differentiated instruction
                                                                          Measures progress through instruction
            Monitors growth
                                                                          Uncovers common errors and misconceptions
            Predicts end-of-year proficiency
            Recommends targeted instructional resources                   Recommends targeted instructional resources

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vi     Want to learn more? Go to i-ReadyCentral.com
                                                                                                 © 2016 Curriculum Associates, LLC. All Rights Reserved.
Teacher Training Guide for New & Practicing Users - Lewis BOE
Know more with powerful reports
i-Ready shows results in intuitive, easy-to-read reports with recommendations to focus instruction in the classroom and
                                                                                                                                                                                                                                                                                                                                                                                                                                                               Jasmine Wells - Reading - Grade 5
enable administrators to drive decisions.                                                                                                                                                                                                                                                                                                                                                                                                                       Test 1-09/12/2014
                                                                                                                                                                                                                                                                                                                                                                                                                                                                Comprehension:
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            Placement           Scale Score

                                                                                                                                                                                                        Tabitha Fernandez - Mathematics - Grade 5
                                                                                                                                                                                                                                                                                                                                                                                                                                                                Informational Text
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                Level 3                                                                                                                                               532

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

                                                                                                                                                                                                                                                                                                                                                                                                                                                               Building Comprehension: Informational Text Skills
                                                                                                                                                                                                                                                                                                                                                                                                                                                                The State Standards expect students at this level to engage closely and actively with the details of informational text and to begin drawing
                                                                                                                                                                                                                                                                                                                                                                                                                                                                inferences out of these textual details. A prerequisite to success with these standards is a strong base in comprehension skills and strategies.
                                                                                                                                                                                                        Test 1 - 09/10/2014 Placement                                                                                          Scale Score ?                                                                                                                    This subtest measures these prerequisite skills as they apply to informational text.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                What Jasmine Can Do                                                                             Next Steps for Instruction

   Presents Easy-to-Interpret Results                                                                                                                                                                   Number and
                                                                                                                                                                                                                    Provides Level
                                                                                                                                                                                                                              Meaningful Details                                                                                                                                                                                                                           Links Directly to Instructional
                                                                                                                                                                                                                                                                                                                                                                                                                                                                Results indicate that Jasmine can likely do the                                                 Results indicate that Jasmine will benefit from instruction and practice in the skills

                                                                                                                                                                                                                                   3
                                                                                                                                                                                                                                                                                                                                                                                                                                                                skills shown below.                                                                             shown below.
                                                                                                                                                                                                                                                                                                                                                                                                                                                            459
                                                                                                                                                                                                        Operations                                                                                                                                                                                                                                              Results show that this student is developing
                                                                                                                                                                                                                                                                                                                                                                                                                                                                proficiency in reading comprehension skills such
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                Teach text features.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                • Use informational texts to point out the functions of headings, graphics, captions,
    Mrs. Thompson’s Grade 5 Reading Class

      With intuitive color-coding and clear
    Performance by Student                                                       i-Ready reports are carefully constructed to
                                                                                                                                                                                                                                        Scale Score                                                                0                            50                           100                       150            200    250     300   350      400      450        500
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     Resources
                                                                                                                                                                                                                                                                                                                                                                                                                                                                as sequencing events, identifying cause-and-
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     550            600
                                                                                                                                                                                                                                                                                                                                                                                                                                                                effect relationships, comparing and contrasting,
                                                                                                                                                                                                                                                                                                                                                                                                                                                                and sorting information into categories.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     Answer questions about key ideas and
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         650                                      and boldfaced or italicized print.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                700        750
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                • Discuss how           800 make it easier for readers to locate key facts or information.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              these features
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                Teach making inferences based on textual evidence.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                • Using the text, demonstrate how readers use evidence to support their inferences.
                                                                               Building Number and Operations Skills                                                                                                                                                                                                                                                                                                                                                 details. Answer such questions as who,                                                       Explain that evidence includes words or phrases from the text, details from pictures

   labeling, reports are designed with ease                                        help teachers see more than a score and
    Number of Students Assessed: 19                                                                                                                                                                                                                                                                                                                                                                                                                                  what, where, when, why, and how to                                                           and illustrations, and one’s own knowledge and experience.
    Total Number of Students: 19

                                                                                                                                                                              i-Ready reports provide key insights into
                                                                                 Number and Operations in grades K–8 focuses on representing, comparing, and performing operations with numbers. As in the CCSS, this
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     demonstrate understanding of key details
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     in literary or informational text.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                • Point out that readers often revise inferences as they read and gather more information.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  They consider new details and ask themselves, “Does my previous inference still make
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  sense with what I know now?”

     of interpretation forTabitha        data novices        and - Mathematics   domaintruly    help     drive     focused         instruction.
                                      On or Above        1 Level

                                                     Fernandez                              - Grade        5 decimals,
                                                                                                                              Placement by Domain

                                                                                                                                                                                 learning       needs       and deliver      targeted,
                                      Level              Below                   Below                                                                                                                                                                                                                                                                                                                                                                               Connect text and visuals in informational                                                  Teach identifying author’s purpose. When reading the text, model the following:
                                                                                        includes
                                                                                    Overall
                                                                                                  whole numbers,
                                                                                              Phonological
                                                                                                                            fractions,
                                                                                                                              High-    integers, and irrational numbers, and emphasizes
                                                                                                                                                      Comprehension:
                                                                                                                                                                       Comprehension:   both conceptual  understanding  and                                                                                                                                                                                                                                          text. Use details from illustrations and from
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     text to describe key ideas.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                • Determining an author’s purpose for writing an informational text, including to inform, to
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  persuade, and to entertain.
    Mrs. Thompson’s Grade 5 Reading Class
                                  Overall Scale Score                                                         Phonics       Frequency    Vocabulary                     Informational
                                                                                 computation. In grades 3–5, students gain an understanding of fractions and decimals and develop fluency with all four operations involving
                                                                                  Placement    Awareness
                                                                                                                              Words
                                                                                                                                                        Literature
                                                                                                                                                                             Text                                                                                                                                                                                                                                                                                                                                                                               • Determining an author’s point of view in an informational text by looking for stated opinions.

                          experts Test   alike.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     Identify sequence of events. Identify the                                                  • Distinguishing one’s own point of view from that of the author of the text.

    Performance
     Chavez, Avis by Student                                           643
                                                                                 whole numbers, fractions, and decimals.
                                             1 - 09/10/2014 Placement Scale Score ? Mid 5     Tested Out     Tested Out     Tested Out     Mid 5         Level 6              rigorous instructional resources—saving
                                                                                                                                                                           Mid 5
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     sequence of events (beginning, middle,
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     end) in literary or informational text.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                     Identify cause-and-effect relationships.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                Teach retelling.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                • Explain that a good retelling of an informational text includes a brief description of the
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  key details such as people, places, and events. It also includes a brief description of

                                                                                                                                                                                            teachers valuable time.
    Number of Students Assessed: 19                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               these details in the order in which the author presents them.
    Total Number of Students: 19                                                                                                                                                                                                                                                                                                                                                                                                                                     Identify cause-and-effect relationships in
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                • After reading the informational text, ask Jasmine: “What is the text mostly about?”
    DelRosario, Naomi
                                         Number and                                                                                                                                                                                                                                                                                                                                                                                                                  literary or informational text.
                                                                      633           Mid 5     Tested Out     Tested Out     Tested Out     Mid 5          Late 5           Mid 5
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  “What is an important detail that tells more about a key idea?”
                                                               Level 3           What Tabitha Can Do                                                     Next Steps for Instruction                                                                                                                            459                                                                                                                                                   Categorize and classify information in                                                     • Guide the student to retell the text orally, using a sequence graphic organizer as an
                                      On or Above        1 Level
                                                                                                  Operations                  Placement byEarly
                                                                                                                                           Domain                                                                                                                                                                                                                                                                                                                    informational text. Categorize or classify                                                   aid in the retelling.

                                                                                                                                                                                                         Results    indicate  that Tabitha can500likely  do600
                                                                                                                                                                                                                                                            the 650                                                                                                                                                                Results  indicate that Tabitha will benefit from
    Ishikawa, Lakisha                 Level              Below 6 2 5               Early 5
                                                                                 Below        Tested Out     Tested Out     Tested Out          5          Mid 5           Early 5
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     individuals, ideas, events, or facts.                                                      Teach interpreting figurative language. Guide Jasmine to apply these skills to the text:

                                  Overall Scale Score
                                                                                    Overall   Phonological
                                                                                                           Phonics
                                                                                                                               High-
                                                                                                                             Frequency   Vocabulary
                                                                                                                                                       Scale Score
                                                                                                                                                               Comprehension:
                                                                                                                                                      Comprehension:
                                                                                                                                                                Informational
                                                                                                                                                                              0            50     100     150   200   250  300  350  400 450         550                                                                                                                                                                    700    750  800                          Compare and contrast informational
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                • Interpret similes and metaphors. Use the clue words like and as to identify similes.

                                                                                                                                                                                                         skills shown below.                                                                                                                                                                                                       instruction and practice in the skills shown below.
                                                                                  Placement    Awareness                                                Literature                                                                                                                                                                                                                                                                                                                                                                                              • Analyze the impact of figurative language on mood. Examine how the images created
    Byrd, Deirdre                                                  607             Early 5    Tested Out Tested Out         Tested Out
                                                                                                                               Words      Early 5        Early 5           Early
                                                                                                                                                                            Text5                                                                                                                                                                                                                                                                                    text. Compare or contrast key details about                                                  by the language choices convey a certain feeling.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                     people and/or events in informational text.

    Herrera, Patty
    Chavez,  Avis                                                  6 0 56 4 3      Early
                                                                                    Mid 55
                                                                                               Building Number and Operations Skills
                                                                                              Tested Out     Tested Out     Tested Out    Early
                                                                                                                                           Mid 55         Mid 56
                                                                                                                                                         Level            Level
                                                                                                                                                                           Mid 54
                                                                                                                                                                                                                                                                                                                                                                                                                                                               Tools for Instruction
                                                                                                                                                                                                                   Base Ten                                                                                                                                                                                                        Base Ten
    Campbell, Jorge
    DelRosario, Naomi                                           600
                                                                  633
                                                                                   Early 5
                                                                                   Mid 5
                                                                                                   Number
                                                                                              Tested Out
                                                                                              Tested Out
                                                                                                                   and Operations
                                                                                                         Tested Out Tested Out
                                                                                                         Tested Out Tested Out
                                                                                                                               Level 4
                                                                                                                                Mid 5
                                                                                                                                         in grades
                                                                                                                                        Mid 5
                                                                                                                                       Late 5
                                                                                                                                                   Level 4
                                                                                                                                                    Mid 5
                                                                                                                                                           K–8 focuses on representing, comparing, and performing operations with numbers. As in theAddCCSS,    this numbers.
                                                                                                                                                                                                                                                           multi-digit              Use Text Features  Make Inferences                                                                                                                                                                                                                                                                                                     Determine Author’s                                    Retell Details

                                                                                                   domain includes whole numbers, decimals, fractions, integers,                  Model
                                                                                                                                                                                     andthree-digit   numbers.
                                                                                                                                                                                          irrational numbers, and emphasizes both conceptual understanding
                                                                                                                                                                                                                                                      Subtract and
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           Purpose                                               and Events

    Ishikawa, Lakisha                                               625            Early 5    Tested Out Tested Out Tested Out Early 5  Mid 5      Early 5
                                                                                                                                                                                                                                                                 multi-digit numbers.
    Hernandez, Heath                                           577                 Level 4
                                                                                                   computation. In grades
                                                                                              Tested Out Tested Out Tested Out Level 4
                                                                                                                                       3–5,
                                                                                                                                       Early 5
                                                                                                                                                students
                                                                                                                                                   Level 4
                                                                                                                                                             gain an understanding of fractions and decimals and develop fluency with all four operations involving
                                                                                                                                                                                                                                                      Multiply 10 or a multiple of 10 by a one-digit number.                                                                                                                                                                    (1 of 7)                                                                        (2 of 7)                                                                  (3 of 7)                                   (4 of 7)

    Byrd, Deirdre                                                  607             Early 5         whole
                                                                                              Tested Out Testednumbers,
                                                                                                                Out Tested Out fractions,
                                                                                                                               Early 5 Early 5and decimals.
                                                                                                                                                   Early 5                                                                                            Multiply three-digit numbers by one-digit numbers.
    Miller, Leigh                                          570                     Level 4    Tested Out     Tested Out     Tested Out    Early 5        Level 4          Level 3                                  Compare and order three-digit numbers.                                                                                                                                                                                                      Recommended Products from Curriculum Associates
                                                                                                                                                                                                                                                                                                                                                                                                                                   Know division facts through 81 ÷ 9.
    Herrera, Patty                                                 605             Early 5    Tested Out     Tested Out     Tested Out    Early 5         Mid 5           Level 4
                                                                                                                                                                                                                                                                                                                                                                                                                                   Divide up to three-digitIf you
                                                                                                                                                                                                                                                                                                                                                                                                                                                              numbers        by one-digit
                                                                                                                                                                                                                                                                                                                                                                                                                                                                  have this product...
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          numbers.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       Use...
    Good, Cary
    Campbell, Jorge
                                                          554
                                                                600
                                                                                   Level 4
                                                                                   Early 5
                                                                                                   What Tabitha Can Do
                                                                                              Tested Out
                                                                                              Tested Out
                                                                                                             Tested Out
                                                                                                             Tested Out
                                                                                                                            Tested Out
                                                                                                                            Tested Out
                                                                                                                                          Level 4
                                                                                                                                          Level 4
                                                                                                                                                          Level 4
                                                                                                                                                           Mid 5
                                                                                                                                                                          Level 4
                                                                                                                                                                          Level 4
                                                                                                                                                                                                                              Next Steps for Instruction                                                                                                                                                                                                        Ready® Reading Instruction                         Grade 3

    Frasier, Ian                                          553                      Level 4         Results indicate that Tabitha can likely do the Know multiplication
                                                                                              Tested Out     Tested Out     Tested Out    Early 5          Results indicate
                                                                                                                                                         Level 3          Level 3that9 Tabitha
                                                                                                                                                                       facts through   x 9.    will benefit from                                                                                                                                                                                                                                                Or
                                                                                                                                                                                                                                                                                                                                                                                                                                                                Digital access to Ready®
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   Lesson 9: Unfamiliar Words in Informational Text, p. 87
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   Lesson 10: Text Features in Informational Text, p. 95
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   Lesson 11: Author’s Point of View in Informational Text, p. 103

    Hernandez, Heath
    Favreau, Abigail                                     545
                                                           977                     Level 4
                                                                                                   skills shown below.
                                                                                              Tested Out     Tested Out     Tested Out    Level 4
                                                                                                                                                           instruction and practice in the skills shown below.
                                                                                                                                                         Early 5
                                                                                                                                                         Level 3          Level 4
                                                                                                                                                                                                                                                                                                                                                                                                                                                                through Teacher Toolbox                            Lesson 17: Connecting Words and Pictures in Informational Text, p. 171

    Miller,
    Wells, Leigh
            Jasmine                                     5 4507 0                   Level 4
                                                                                         3    Tested Out     Tested  Base
                                                                                                              Level Out
                                                                                                                    3         TenEarly
                                                                                                                       Tested Out Level 53               Level 4          Level 3
                                                                                                                                                                                                                   FractionsBase Ten                                                                                                                                                                                               Fractions                                                                                                                                                                                                                                          Learn More

                                                                                                                                                                                                                              Add multi-digit numbers.                                                                                                                                                                             Identify fractions shown on a number line.
    Fussell,Cary
    Good,    Tameka                                    5 3535 4                          3
                                                                                   Level 4    Tested Out             Model
                                                                                                              Level Out
                                                                                                             Tested 3          three-digit
                                                                                                                       Tested Out Level 4   numbers.
                                                                                                                                          Level 4       2
                                                                                                                                                  Level 4
                                                                                                                                                                                                                   Identify fractions
                                                                                                                                                                                                                               Subtract(1multi-digit
                                                                                                                                                                                                                                         /2, 1/4, 3/4) as parts of a whole
                                                                                                                                                                                                                                                       numbers.                                                                                                                                                                    Use models to find equivalent fractions.
    Alford, Tonia
    Frasier, Ian                                       5 35 25 3                         3
                                                                                   Level 4    Tested Out      Level Out
                                                                                                             Tested 3       Tested Out    Level 3
                                                                                                                                          Early 5              4
                                                                                                                                                         Level 3          Level 3
                                                                                                                                                                                                                               Multiply 10 or a multiple of 10 by a one-digit number.
                                                                                                                                                                                                                   using pictures.                                                                                                                                                                                                 Write equivalent fractions, including fractions in simplest form.
                                                                                                                                                                                                                              Multiply three-digit numbers by one-digit numbers.                                                                                                                                                   Express fractions with denominators of 10 or 100 as decimals.
                                                                                                                     Compare       and    order     three-digit numbers.                                                       Know division     facts part
                                                                                                                                                                                                                                                       through
    Ackles, Ben
    Favreau, Abigail                                  5 1574 9                           3
                                                                                   Level 4    Tested Out      Level Out
                                                                                                             Tested 3  Tested Out Level 3
                                                                                                                                        4   Level 3           2
                                                                                                                                                        Level 4                                                    Identify fractions   that name           of a81 ÷ 9.
                                                                                                                                                                                                                                                                 whole                                                                                                                                                             Decompose a fraction into a sum of fractions with like denominators.
                                                                                                                                                                                                                               Divideofup2,to3,three-digit
                                                                                                                                                                                                                   (denominators                4, 5, 6, 8,numbers
                                                                                                                                                                                                                                                            10, 12).by one-digit numbers.
    Burt, Blaine
    Wells, Jasmine                                   5 0594 0                      Level 3    Tested Out      Level 3       Tested Out    Level 4
                                                                                                                                                3              3
                                                                                                                                                         Level 4                2
                                                                                                                                                                          Level 3
                                                                                                                                                                                                                                                                                                                                                                                                                                   Add and subtract fractions with like denominators.
                                                                                                                     Know multiplication facts through 9 x 9.
    Gonzalez,
    Fussell,   Tia
             Tameka                                  5 0553 3                      Level 3    Tested Out      Level 3       Tested Out    Level 4              2
                                                                                                                                                         Level 4          Level 2

    Alford,
    Bridger,Tonia
             Gordon                                 4 9553 2                       Level 3
                                                                                         2    Tested Out      Level 3
                                                                                                                    2       Tested Out
                                                                                                                     Fractions
                                                                                                                                          Level 3        Level 4
                                                                                                                                                               2          Level 3
                                                                                                                                                                                2
                                                                                                                                                                                                        Tools for Instruction
                                                                                                                                                                                                                     Fractions
    Ackles,Yash
    Burris, Ben                                     4 95 1 7                             2
                                                                                   Level 3    Tested Out      Level 3       Tested Out    Level 3              1
                                                                                                                                                         Level 3          Level 2                                             Identify fractions shown on a number line.
                                                                                                                   Identify fractions (1/2, 1/4, 3/4) as parts of a whole                                                     Use models to find equivalent fractions.
    Burt, Blaine                                     509                           Level 3    Tested Out
                                                                                                                   using pictures.
                                                                                                              Level 3 Tested Out Level 4 Level 3 Level 2
                                                                                                                                                                                                                             Write equivalent fractions, including
                                                                                                                                                                                                                       Know Division                               fractions in simplest form.
                                                                                                                                                                                                                                                              Add Multi-Digit                                                                                                                                                                    Subtract                                                                         Divide by
    Gonzalez, Tia                                    505                           Level 3    Tested Out      Level 3       Tested Out    Level 4        Level 2          Level 2
                                                                                                                                                                                                                       Facts Express fractions with denominators
                                                                                                                                                                                                                                                              Numbers
                                                                                                                                                                                                                                                                    of 10 or 100 as decimals.                                                                                                                                                    Multi-Digit                                                                      One-Digit
                                                                                                                    Identify fractions that name part of a whole                                                              Decompose a fraction into a sum of fractions with like denominators. Numbers                                                                                                                                                                                                                        Numbers
                                                                                                              Level (denominators         ofLevel
                                                                                                                                              2,2 3, 4,Level
                                                                                                                                                        5, 26, 8, 10, 12).
    Bridger, Gordon                                 495                            Level 2    Tested Out            2  Tested Out Level 3
                                                                                                                                                                                                                              Add and subtract fractions with like denominators.
    Burris, Yash                                    491                            Level 2    Tested Out      Level 3       Tested Out    Level 3         Level 1         Level 2
                                                                                                                                                                                                                             (1 of 6)                                                                                                                                                                (2 of 6)                                             (3 of 6)                                                                                               (4 of 6)

Adapt teaching in a connected learning environment                                             Tools for Instruction

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                                                                                                                                                                                                 Add Multi-Digit                                             Subtract                                                                                                                                                 Divide by

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and equips teachers with the insights needed to differentiate teaching for every student. Purposefully designed to                       (1 of 6)
                                                                                                                                                                                                         Math
                                                                                                                                                                                                         (2 of 6)
                                                                                                                                                                                                                  Instruction                                                                          (3 of 6)
                                                                                                                                                                                                                                                                                                                               Lesson 4: Understand the Meaning of Division, p. 30
                                                                                                                                                                                                                                                                                                                                                           (4 of 6)
                                                                                                                                                                                                                                                                                                                               Lesson 5: Understand How Multiplication   and Division Are Connected, p. 36
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                                                                                                                                                                                                                                                                                                                               Lesson 15: Understand Fractions on a Number Line, p. 138
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                                                                                                    Ready® Common Core                                                                  Grade 3
                                                                                                    Math Instruction                                                                    Lesson 4: Understand the   Meaning of Division, p. 30
                                                                                                                                                                                                       Door 24
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                                                                                                                                                                                        Lesson 6: Multiplication and focusing    on p. 42
                                                                                                                                                                                                                      Division Facts,                Have the student play and replay all of the sets of activities in Level C.
                                                                                                                                                                                                       computational
                                                                                                                                                                                        Lesson 15: Understand    Fractionsfluency)
                                                                                                                                                                                                                            on a Number Line, p. 138 Students can customize difficulty in each Level by selecting Easy, Medium,
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                                                                                                                                                                                                                                   Lesson 15                                                                                                                                                                                                                                                                                                                    Tools for Instruction
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           ®
                                                                                                                                                                                                                                                                                                                                                                                                     4.NF.B.3a
                                                                                                                                                                                                                                               Introduction                                                                                                                                          4.NF.B.3b

                                                                                                                                                                                                                                   Understand Fraction Addition and Subtraction
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             Fractions as Sums
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 Objective Understand a fraction as a sum of other fractions.                        Materials Strips of paper, scissors, crayons or markers
                                                                                                                                                                                                                                             Think It Through                                                                                                                                                                                                                                                   This activity builds on prior skills with expressing a number as the sum of other numbers, for example, 7 as the
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                sum of 4 and 3; of 4, 1, 1, and 1; or of 2 and 5. It extends this understanding to fractions. The fundamental idea
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                is that a fraction ba is not a random pairing of digits, but has a meaning. For example, b2 means two of b1 , and b3
                                                                                                                                                                                                                                           What’s really going on when we add numbers?                                                                                                                                                                                                                                              ··                                                                        ··                  ··    ··
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                means three of b1 , and in general ba means a of b1 . From this general understanding, students come to see that any
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  ··                  ··            ··
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                fraction can be written as the sum of other fractions in various combinations. For example, 46 is the sum of unit
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         ··
                                                                                                                                                                                                                                          Adding means joining or putting things together.                                                                                                                                                                                                                      fractions (61 1 61 1 61 1 61) or of non-unit fractions ( 62 1 62), or a combination of the two ( 61 1 63). While students will
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            ·· ·· ·· ··                                 ·· ··                                    ·· ··
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                later develop the skill of adding fractions, the focus here is on the concept of a fraction as representing a number
                                                                                                                                                                                                                                          Think about how you could explain adding 2 1 3 to a first grader. You could start                                                                                                                                                                                     of parts in a whole.
                                                                                                                                                                                                                                          at 2, count on 3 more, and see where you end up: 2 . . . 3 . . . 4 . . . 5.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             Step by Step                                 20–30 minutes
                                                                                                                                                                                                                                          Or, you could put a segment with a length of 2 and a segment with a length of 3 next                                                                                                                                                                                1 Make a model of fourths.
                                                                                                                                                                                                                                          to each other on a number line to show 2 1 3.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  • Model and have the student fold a strip of paper into fourths.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  • Ask the student to identify the fraction represented by one section. Have the student label each section as 41.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                ··
                                                                                                                                                                                                                                                        1            1            1        1           1
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              2 See four fourths as one whole.
                                                                                                                                                                                                                                                    0        1           2            3            4       5       6       7       8            9        10                                                                                                                                                       • Ask: How many fourths are in one whole? Have the student point to each fourth and write the sum as he
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    adds: 41 1 41 1 41 1 41 5 44. Guide the student to conclude that there are four fourths in one whole.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            ··        ··        ··         ··   ··
                                                                                                                                                                                                                                          When you add 2 1 3, you are putting ones together.                                                                                                                                                                                                                      • Emphasize that 44 represents 1 whole, so 44 5 1.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     ··                              ··

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              3 Put fourths together.
                                                                                                                                                                                                                                          Think             Adding fractions means putting together parts of the same whole.                                                                                                                                                                                      • Have the student shade 24. Ask him to identify how to add the two sections to make 24. Write 14 1 14 5 24 on
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           ··                                                          ··        ·· ·· ··
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    the board.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  • Write 24 1 14 on the board. Instruct the student to shade another section in a different color and identify the
                                                                                                                                                                                                                                          You can put a segment with a length of 2 and a segment                                                                                                                                                                                                                           ·· ··
                                                                                                                                                                                                                                                                                   ··
                                                                                                                                                                                                                                                                                   4                                                                                                                                                                                                                                fraction represented by the total shaded section. (43)
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                ··
                                                                                                                                                                                                                                          with a length of 3 next to each other to show 2 1 3.                                                                                                                                                                                                                    • Explain that 34 can be thought of as the combination of 24 and 14, or as the sum of 14 1 14 1 14.
                                                                                                                                                                                                                                                                             ··
                                                                                                                                                                                                                                                                             4                                                         ··
                                                                                                                                                                                                                                                                                                                                       4            ··
                                                                                                                                                                                                                                                                                                                                                    4                                                                                                                                                                                      ··                                                         ··      ··                     ··    ··   ··
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  • Ask the student to identify different ways to add fourths to make a whole. The student may give answers
                                                                                                                                                                                                                                                        1                1             1               1       1                                                                                                                                                                                                    such as 42 1 42 5 44, 42 1 41 1 41, or 43 1 41.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 ··        ··        ·· ··      ··   ··    ··   ··
                                                                                                                                                                                                                                                        4                4             4               4       4

                                                                                                                                                                                                                                                    0            1                2            3           4           5       6            7            8                         Underline the                                                                                                              4 Practice decomposing fractions.
                                                                                                                                                                                                                                                    4            4                4            4           4           4       4            4            4                                                                                                                                                        • Instruct the student to fold a few strips of paper into eighths.
                                                                                                                                                                                                                                                                                                                                                                                sentence that explains
                                                                                                                                                                                                                                                    0                                                      1                                             2                      what adding fractions                                                                                                             • Ask the student to take one strip of eighths and use one color to shade and represent 85 as a sum of fractions.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          ··
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    Then have him write the addition shown.
                                                                                                                                                                                                                                                                                                                                                                                means.
                                                                                                                                                                                                                                          When you add 2 1 3 , you are putting one-fourths together.                                                                                                                                                                                                              • Have the student repeat with two or three models, using a different color and different representation of 85
                                                                                                                                                                                                                                                                         ··
                                                                                                                                                                                                                                                                         4            ··
                                                                                                                                                                                                                                                                                      4                                                                                                                                                                                                                                                                                                                                       ··
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    each time.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            www.i-ready.com                                                                 Number and Operations I Level 4 I Fractions as Sums I Page 1 of 2
                                                                                                                                                                                                                                  160   Lesson 15 Understand Fraction Addition and Subtraction                                                                ©Curriculum Associates, LLC Copying is not permitted.                                                                                       ©2016 Curriculum Associates, LLC

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                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        vii
Teacher Training Guide for New & Practicing Users - Lewis BOE
i-Ready Teacher Training Guide           ®

       This Training Guide provides helpful information to get started with i-Ready quickly and ensure a successful
       implementation. Our goal is for you to be able to use i-Ready data to target instruction to students’ specific needs,
       driving differentiated instruction to improve student outcomes.
       We are looking forward to supporting you and your students through this process. Now let’s get started!

          New Users
       Getting Started with i-Ready Course                                                                                                                                                                                                                                                              1
       i-Ready Implementation Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
       Key i-Ready Dates and Decisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
       Using i-Ready. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
           Administering the Diagnostic.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4
           Delivering Differentiated Instruction.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7
           Tracking Student Progress.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8
       Key Tasks in i-Ready. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
           Logging in.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9
           Reviewing Roster/Adding and Removing Students.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9
           Obtaining Student Login Information.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
           Setting Developmental Levels .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
           Adding/Removing a Diagnostic.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
           Enabling Instruction. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
           Adding Extra Lessons. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
           Building Instructional Groups .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
           Creating Reports.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
           Turning Domains On and Off .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
           Managing Diagnostic and Growth Monitoring .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
           Managing Standards Mastery Assessments .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
           Accessing Tools for Instruction. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 17
           Monitoring Student and Class Progress In Online Instruction.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
       Activity: Exploring i-Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
           Logging In.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
           On the Reports tab.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
                Exploring the Instructional Grouping Profile Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
                Exploring the Student Profile Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
                Exploring Tools for Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
                Exploring Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
                Exploring i-Ready Navigation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

         Log in to i-Ready: login.i-Ready.com
viii     Want to learn more? Go to i-ReadyCentral.com
                                                                                                                                                                                                                                       © 2016 Curriculum Associates, LLC. All Rights Reserved.
Teacher Training Guide for New & Practicing Users - Lewis BOE
Understanding Data Course                                                                                                                                                                                                                                                   29
Using i-Ready Data to Differentiate Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
    Class Profile Report. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 30
    Instructional Grouping Profile Report.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 32
    Student Profile Report.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 34
Application Activity: Interpreting Results & Analyzing Growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Monitoring and Managing Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
    Student Lesson Alerts. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 38
    Student Response to Instruction Report .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 39
    Student Alerts on Student Response to Instruction Report.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40
    Class Response to Instruction Report.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40
    On the Assignments tab .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 41
Planning Instruction and Providing Intervention After Subsequent Diagnostics. . . . . . . . . . . . . 42
Application Activity: Planning Instruction and Providing Intervention
  After Subsequent Diagnostics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

  Practicing Users
Instructional Planning Course                                                                                                                                                                                                                                                49
Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Activity: Differentiate with the Instructional Grouping Profile Report and Tools for Instruction . . . . . 51
Activity: Explore How the Online Lesson Path Personalizes Learning. . . . . . . . . . . . . . . . . . . . . . . 54
    How To: Understanding the Online Lesson Sequence (Reading). .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 54
    How To: Understanding the Online Lesson Sequence (Mathematics).  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 55
K–8 Classroom Profiles: i-Ready Online Instruction Scheduling & Implementation. . . . . . . . . . . 56
    Elementary School Classroom Profiles. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 56
    Middle School Classroom Profiles.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 61

                                                                                                                                                                                                                                                 Technical support:
                                                                                                                                                                                                         i-ReadySupport@cainc.com or 800-225-0248
                                                                                                                                                                                                               (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)
                                                                                                                                                                                                                                                                                       ix
Teacher Training Guide for New & Practicing Users - Lewis BOE
Helping All Learners Succeed Course                                                                                                                                                                                                                 65
Activity: Differentiated Instruction Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Activity: Adjust Instruction Based on Monitoring Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
i-Ready Growth Monitoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
    Class Growth Monitoring Report.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 68
    Student Growth Monitoring Report .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
i-Ready Standards Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
    Key for Class-Level Standards Mastery Reports .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 70
    Class Standards Mastery Results by Test.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 71
Activity: Intervene when Students Struggle with Online Instruction . . . . . . . . . . . . . . . . . . . . . . . 72
Activity: Use Extra Lessons Strategically. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Activity: Are you Striving for 45?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
    Class Instructional Usage Report. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 76

Featured Updates
i-Ready is continually being updated. While the courses in this guide include up-to-date training on the
enhancements you can start using today, there are many more that will be added throughout the year.
Check out the new features below that are coming soon!

      Predict Proficiency on State                                                           i-Ready Standards Mastery!                                                                  New K–2 ELA Lessons!
       Summative Assessments!

                                                                     78                                                                                    79                                                                                     80

          New K–2 Math Lessons!                                                           K Corner on i-Ready Central!                                                                New student dashboard!

                                                                     81                                                                                    82                                                                                     83
New

   New Users:
Getting Started with
  i-Ready Course
New

            i-Ready Implementation Calendar
                         Beginning of Year PD                       Post-Diagnostic #1 PD
                         Teachers/Leaders prepare                   Teachers/Leaders learn to         Ongoing PD and Coaching
                         for implementation                         use data to plan instruction

                          Month 1: ____________                    2: ____________                    3: ____________                             4: ____________

                                                11 Diagnostic #1                  i-Ready Instruction
              Overview

                                           • Starts 2–3 weeks             Student-driven (online) and teacher-led
                                             into school year
                                                                           • 12–18 weeks of instruction between Diagnostic #1 and #2
                                             (recommended)
                                                                           • Students receive Online Instruction (45 minutes per subject per
                                           • Length of window not
                                                                             week recommended)
                                             to exceed 4 weeks
                                                                           • i-Ready Standards Mastery or Growth Monitoring administered
                                           • All students tested
                                             during window

                         • Begin          • Review student roster,        • Continue whole class instruction with Ready resources from the Teacher
                            whole class      obtain student login            Toolbox, adapting instruction in response to class Diagnostic data
                            instruction      information                   • Deliver differentiated small group or individualized instruction using the
                            using Ready    • Prepare students for            Instructional Grouping Profile and other key reports
                            Instruction,     Diagnostic
                            Interactive                                    • Use i-Ready Tools for Instruction and prerequisite Ready lessons from the
              Teachers

                            Tutorials,     • Monitor student                 Teacher Toolbox to address learning gaps
                            and Interim      completion of                 • Use/review i-Ready reports in data meetings
                            Assessments      Diagnostic
                                                                           • Monitor Online Instruction via student lesson alerts, Response to
                            from the       • Check for rush flags,           Instruction reports, and the Instructional Usage report. Prioritize and
                            Online           and consider retesting          adjust Online Instruction plans as needed to help students meet goals.
                            Teacher          students who took the
                            Toolbox          Diagnostic too quickly

            Key i-Ready Dates and Decisions
             Administer Diagnostic: 
                                                                                                    Growth Monitoring Schedule OR
                                                                                                   
             Administer the Diagnostic to measure progress versus baseline.
                                                                                                    i-Ready Standards Mastery Schedule
             We recommend beginning, middle, and end of year.

                                 Diagnostic 1       Diagnostic 2        Diagnostic 3
                                   Window             Window              Window                    Reading

               Reading

                                                                                                     Math
                 Math

          Log in to i-Ready: login.i-Ready.com
2         Want to learn more? Go to i-ReadyCentral.com
                                                                                                                      © 2016 Curriculum Associates, LLC. All Rights Reserved.
Getting Started with i-Ready

                                                                            Ongoing PD and Coaching
                                        Growth                                                                                               Growth
                                        Report                                                                                               Report

5: ____________         6: ____________          7: ____________           8: ____________           9: ____________            10: ___________

         2 Diagnostic #2                    i-Ready Instruction                                                   3 Diagnostic #3

        • Length of window not to    Student-driven (online) and teacher-led                                    • Length of window not to
          exceed 4 weeks                                                                                          exceed 4 weeks
                                     • 12–18 weeks of instruction between Diagnostic #2 and #3
        • All students tested                                                                                   • All students tested during
                                     • Students receive Online Instruction (45 minutes per subject
          during window                                                                                           window
                                       per week recommended)
                                     • i-Ready Standards Mastery or Growth Monitoring administered

        • Prepare students for       • Continue whole class instruction with Ready resources from the           • Prepare students for
          Diagnostic #2                Teacher Toolbox                                                            Diagnostic #3
        • Monitor student            • Deliver differentiated small group or individualized instruction         • Monitor student
          completion of Diagnostic     using the Instructional Grouping Profile and other key reports             completion of Diagnostic
        • Check for rush flags,      • Use i-Ready Tools for Instruction and prerequisite Ready lessons         • Check for rush flags,
          and consider retesting       from the Teacher Toolbox to address learning gaps                          and consider retesting
          students who took the      • Based on results of mid-year Diagnostic, make adjustments to               students who took the
          Diagnostic too quickly       teacher-led instruction as necessary                                       Diagnostic too quickly
        • At end of Diagnostic       • Continue to use/review i-Ready reports in data meetings                  • At end of Diagnostic #3,
          #2, participate in                                                                                      participate in End-of-Year
          Mid-Year Student Data      • Continue to monitor Online Instruction via student lesson alerts,          Student Data Review
          Review                       Response to Instruction reports, and the Instructional Usage
                                       report. Prioritize and adjust Online Instruction plans as needed to      • Begin planning for next
                                       help students meet goals.                                                  year’s implementation

                                                 Other Important Dates and Decisions

                                                                                                                                  Technical support:
                                                                                                             i-ReadySupport@cainc.com or 800-225-0248
                                                                                                                   (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)
                                                                                                                                                          3
New

     Using i-Ready
     Administering the Diagnostic
     The following steps should be used to guide preparation for test day(s).

     Before the Diagnostic
     Getting Organized
          1. Confirm that computers are functioning properly by running our free system check:
             www.i-Ready.com/support/systemcheck

          2. Confirm that headphones and audio are functioning properly.

          3. Schedule computer access time:
             Grades K–1: two–three 15–20-minute testing periods per subject
             Grades 2+: two 45-minute testing periods per subject
             Consider strategies to assist students in grades K–2 and those receiving Special Education services:
             Schedule additional staff to assist with logging in and monitoring.

          4. Review accuracy of class roster(s):                                                  A
                  A. After logging in, click the Roster tab. The
                     Classes sub-tab should be showing by
                     default.
                  B. Click Edit next to the class name.
                     The Edit Class window will pop up.                        B
                  C. Click the Student Enrollment tab and
                     scroll through the roster.
               	Note: If a district has chosen to automatically
                 sync its SIS with i-Ready, users will not be able                                       C
                 to make manual roster changes directly in the
                 i-Ready interface.
          5.   Obtain student login information for each class.
          6.   Gather paper and pencils for each student taking
               the math Diagnostic.

          Log in to i-Ready: login.i-Ready.com
4         Want to learn more? Go to i-ReadyCentral.com
                                                                                                         © 2016 Curriculum Associates, LLC. All Rights Reserved.
Getting Started with i-Ready

Preparing Your Students
 1. Review test procedures with students:
     ◦◦ Set clear expectations for student participation in the Diagnostic.
     ◦◦ Explain how the results will be used.
     ◦◦ Explain that each student’s test is unique (For example, “Everyone’s test is unique. If you answer a
        question correctly, you will get a harder question and if you miss a question, you will receive an easier
        question. This is how i-Ready determines your skill levels.”)
     ◦◦ Encourage students to try their best and to take their time.
     ◦◦ Remind students that paper and pencil should be used for computation on the math Diagnostic.
     ◦◦ Explain that test breaks will appear at different times for each student. Grades K–8 will have short games
        to play or relaxation exercises. Grades 9+ will take short, guided breaks.
 2. Show the beginning screens of the Diagnostic, sample test questions, and Diagnostic intro videos
    (available at www.i-ReadyCentral.com).
     ◦◦ Explain that they will select a Study Buddy, Theme, and Subject.
     ◦◦ Point out the speaker icon (      )
     ◦◦ Review how to repeat audio (hold mouse over speaker icon).
     ◦◦ Remind the students that the test is not timed and that they can start and stop by clicking on the X
        (   ) in the top right corner of each test question.
     ◦◦ Point out how an answer is selected and how to change the selection.
     ◦◦ Stress that answers cannot be changed after students click the Done button.
     ◦◦ Tell students to scroll through the reading passages that are longer than one page (use the yellow
        triangles [          ] at the bottom of the passages to go forward and backward within the passage).
     ◦◦ When showing Diagnostic intro videos, direct students’ attention to the navigational tools and tips
        included for their subject and grade level.
     ◦◦ For K–2 students and those receiving Special Education services, conduct a lesson that teaches students
        how to log in.
 3. Prepare activities for students who complete the Diagnostic. If you have Online Instruction, students
    may start online lessons immediately upon completion of the Diagnostic. (See page 11 for directions on
    enabling Online Instruction.)
     ◦◦ Inform students of post-Diagnostic expectations.

                                                                                                             Technical support:
                                                                                        i-ReadySupport@cainc.com or 800-225-0248
                                                                                              (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)
                                                                                                                                     5
New

     During the Diagnostic
          1. Actively monitor students.                                                                                          A
                                                                                                              B
          2. If a student is rushing/not trying his/her best, reset his/her                                       C
             Diagnostic test. Diagnostic tests can only be reset if they are                                                       D
             “In Progress.” Completed tests can not be reset or removed.
                  A. Once logged in, click the Assignments tab.                                                                                                  E
                  B. Select the Diagnostic & Growth Monitoring
                     sub-tab.
                  C. Select your Class or Instructional Group from the
                     first dropdown menu.
                  D. Select the student from the second dropdown menu.
                  E. Click Reset Test.
                     ◦◦ A confirmation pop-up box will appear, asking you to confirm this change. Click Yes.

     After the Diagnostic
          1. Check for completion
               ◦◦ After logging in, click the question on the Home screen,
                  “Which students still need to complete the Diagnostic?”

          2. Check for rushing
               ◦◦ Review the Class Profile report. An alert icon next
                  to a student’s name indicates that the student may
                  have rushed through the test. Click the icon for more
                  information. Click the student’s name to generate the
                  Student Profile report. If the student’s test results
                  seem abnormal, you may want to readminister the test.                                     Red alerts appear when the student has spent
                                                                                                         less than 11 seconds on average per item for the
               ◦◦ Request a Diagnostic Export report from your i-Ready                                   reading Diagnostic or less than 12 seconds on
                  administrator for a full list of students who rushed                                   average per item for the math Diagnostic. At this
                  through the Diagnostic.                                                                pace, the student’s score is likely lower than his/her
                                                                                                         true ability level. It’s recommended that this student
                                                                                                         retake the Diagnostic for that subject.
          3. Review key reports for teachers*—These are the most
             useful reports for understanding student performance on                                        Yellow alerts appear when the student has
                                                                                                         spent less than 15 seconds on average per item for
             the Diagnostic and planning instruction:
                                                                                                         reading or less than 21 seconds per item on average
                • Class Profile                                                                          for math. At this pace, the student’s score may be
                                                                                                         lower than their true ability. If the score is lower than
                • Instructional Grouping Profile                                                         expected, you may want to consider having him/her
                • Student Profile                                                                        retake the test.

                Other helpful Diagnostic reports for teachers:
                • Parent Report—Helps teachers easily explain to families how their students did on the Diagnostic assessment.
                • Class Norms—Identifies how your students are performing relative to their peers nationwide.
                • Predicted Proficiency (not available for all states)—Shows the percentage of students predicted to be proficient
                  on state summative assessments. Each student’s probability of proficiency will be updated after each completed
                  Diagnostic.
           *See descriptions and usage tips for these three important reports on pages 30–35 of this guide.

          Log in to i-Ready: login.i-Ready.com
6         Want to learn more? Go to i-ReadyCentral.com
                                                                                                                             © 2016 Curriculum Associates, LLC. All Rights Reserved.
Getting Started with i-Ready

Delivering Differentiated Instruction
Following the Diagnostic, i-Ready instantly provides instructional support in two ways:

Teacher-Led Differentiated Instruction
The i-Ready Diagnostic pinpoints individual student needs down to the sub-skill level. i-Ready reports, such as the
Student Profile and Instructional Grouping Profile, use this Diagnostic data to provide teachers with an action
plan for differentiated individual and small group instruction, and point them to instructional resources that best meet
individual, group, or class needs.

  1. Access and review your key reports:
      ◦◦ Class Profile report: This report gives an overview of instructional needs for an entire class.
      ◦◦ Instructional Grouping Profile report: This report provides guidance for how best to group students for
         reading and/or mathematics instruction.
      ◦◦ Student Profile report: This report identifies each student’s “can dos” and next steps for instruction.
  2. Determine instructional priorities based on these results. How will you use this data to deliver differentiated
     instruction to students?
  3. Preview recommended Tools for Instruction and other resources, and determine when/how to use with
     individual students or small groups.
  4. Remember to check reports and adjust instruction after each Diagnostic.

Personalized Online Instruction
With i-Ready’s online instructional modules, students are
automatically placed into engaging instruction at their
zone of proximal development based on i-Ready Diagnostic
results. Modules engage learners in a low-risk environment
and provide a personalized experience.

  1. Enable i-Ready Online Instruction if you or an
     administrator have not already done so.
  2. Go over what students are working on in their Online
     Instruction so you can plan complementary teacher-
     led instruction and/or check for understanding.
  3. Regularly monitor and manage students’ Online Instruction.
      ◦◦ Use instructional time to help students meet goals. Research shows that students using i-Ready for 45
         or more minutes per subject per week show significantly greater gains in math and reading than their i-Ready
         peers. When time and computer resources are limited, use your knowledge of your students to prioritize Online
         Instruction as appropriate. Use the Instructional Usage report to track students’ time in online lessons and
         determine which students need more instructional time to meet goals.
      ◦◦ Watch for Student Lesson Alerts. Identify which students are struggling with online lessons via alerts on the
         i-Ready home page.
      ◦◦ Review Student Response to Instruction reports. Determine how each of your students is performing in
         Online Instruction, if they are making progress, and where they need additional teacher support.

                                                                                                             Technical support:
                                                                                        i-ReadySupport@cainc.com or 800-225-0248
                                                                                              (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)
                                                                                                                                     7
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     Tracking Student Progress
      onitoring student progress with i-Ready is easy and consistent. In addition to providing teachers with reports
     M
     and alerts to monitor student progress through Online Instruction, i-Ready allows users to track students’ skill and
     standards-based proficiency and growth, driving clear action steps for data-driven instructional decisions. It’s all
     delivered with immediacy in easy-to-use reports.

     Big Picture Growth—i-Ready Diagnostic
          • Administered every 12–18 weeks.
          • Provides a comprehensive analysis of each student’s needs across domains on a K–12 continuum.
          • Identifies personalized learning paths and teacher-led differentiated instruction for students of all ability levels.
          • Measures annual growth.
          • Predicts end-of-year proficiency levels.

     Interim Growth Check—Growth Monitoring (optional)
     Short adaptive assessments that are administered approximately monthly.
          • Assesses all domains, for reading or math, to provide a global view on growth.
          • Provides interim checks on a student’s trajectory toward end-of-year targets, adjusting to become more precise
            with each administration.

     Interim Standards Mastery Check—i-Ready Standards Mastery (optional)
     Brief 6–10 item assessment to measure mastery of a standard. (Multiple assessments may be combined to measure
     mastery of more than one standard per test assignment).
          • Delivers timely, targeted insight into student mastery of individual, grade-level standards for a class and each student.
          • Maps to a district’s unique scope and sequence.
          • Provides detailed, item-level response analysis.
          • Offers targeted instructional recommendations linked to online and classroom instructional tools
            (i-Ready and Ready).
          • Available on iPads beginning fall 2016.

     Weekly/Daily Check—Alerts and Response to Instruction Reports
          • Student alerts on the teacher dashboard identify students struggling with Online Instruction.
          • Class and Student Response to Instruction reports track student performance on lessons by pass/fail rates,
            percentage correct on scored activities, and time on task for lessons in each domain.
          • The Instructional Usage report helps you determine whether students are trending toward usage goals or if they
            may need more instruction to be successful.
          • It’s recommended that teachers check their dashboards, Response to Instruction reports, and Instructional Usage
            report 1–2 times per week.

          Log in to i-Ready: login.i-Ready.com
8         Want to learn more? Go to i-ReadyCentral.com
                                                                                                       © 2016 Curriculum Associates, LLC. All Rights Reserved.
Getting Started with i-Ready

Key Tasks in i-Ready
Below are the top things you should know how to do in i-Ready. For the full User Guide, visit i-ReadyCentral.com.

Logging in
  1. Go to login.i-ready.com                                           1
  2. Enter your username (NOT case sensitive)
  3. Enter your password (case sensitive)
  4. Select your state from the dropdown menu                                      2
  5. Click Go!                                                                     3
If you have access to more than one i-Ready account, you will be asked to select
one. When your students log in, they will also need to select math or reading.
                                                                                   4
                                                                                   5

Reviewing Roster/Adding and Removing Students
  1. After logging in, click the Roster tab.
                                                                        1
     The Classes sub-tab should be showing
     by default.
  2. Click Edit next to the class name.
     The Edit Class window will pop up.
                                                                                   3
  3. Click the Student Enrollment tab                  2
     and scroll through the roster.

Adding Students:
                                                                                                         5
  4. Click the Add Students button.
     The Add Students window will open.
  5. Select which students you wish to add
     using the checkboxes on the left.
  6. Click OK.                                           4
                                                                                                     6

Removing Students:
  4. Select which students you wish to remove                                                       4
     using the checkboxes on the right.
  5. Click the Remove Selected Students button.
     A window will pop up asking you to confirm
     that you want to complete this action.                            5
                                                                                                             6
  6. Click OK.

                                                                                                             Technical support:
                                                                                       i-ReadySupport@cainc.com or 800-225-0248
                                                                                             (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)
                                                                                                                                    9
New

     Obtaining Student Login Information
       1. Once logged in, click the Roster tab.
                                                                                    1
       2. Click the Classes sub-tab.
                                                                            2
       3. Click the word Edit next to the class name.
          The Edit Class window will open.

                                                                        3

                                                                                1
     Setting Developmental Levels                                               2
       1. Once logged in, click the Roster tab.
       2. Click the Students sub-tab.
       3. Click the word Edit next to the student’s                         3
          name. The Edit Student window will open.
       4. Click the Set Developmental Levels…
          button. The Set Developmental Levels…
          window will open.
       5. Select the appropriate levels using the
          dropdown menus and click Save.                                                             4
       6. Be sure to click Save & Close again to exit this
          pop-up without losing your changes.
                                                                            6
     Note: Developmental Levels are for use with the i-Ready
     Diagnostic. They are designed to create a more comfortable
     testing experience for students who are known to perform
     significantly below their chronological grade level in
     Mathematics and/or Reading due to developmental
     difficulties. This feature should only be used in special cases.
                                                                                          5

       Log in to i-Ready: login.i-Ready.com
10     Want to learn more? Go to i-ReadyCentral.com
                                                                                    © 2016 Curriculum Associates, LLC. All Rights Reserved.
Getting Started with i-Ready

                                                                                      1
Adding/Removing a Diagnostic
 1. Once logged in, click the Assignments tab. Class                  2
    Management should be showing by default.
 2. Select your Class from the dropdown menu.
 3. In the chart that loads below, select the checkbox next
                                                                                                                       5
    to Add Diagnostic Test OR Remove Diagnostic Test.
                                                              3                 4
    A chart to the right will load.
 4. Select one or more students from this list using the
    checkboxes on the left.
 5. Click Go when done. The Add Diagnostic Test
    Confirmation window will open.
 6. Click Yes.

                                                                                                 6

                                                                                                     1
Enabling Instruction
 1. Once logged in, click the Assignments                                   2
    tab. Class Management should be
    showing be default.
 2. Choose your Class from the dropdown
    menu.
 3. Select Enable Instruction in the chart
    below. This will bring up a new chart.
                                                                  3
 4. Select All Students with Instruction or
    individual students.
 5. Click Go.

                                                                                               Technical support:
                                                                          i-ReadySupport@cainc.com or 800-225-0248
                                                                                (M-Th 8:30am-7pm, Fri 8:30am-5pm ET)
                                                                                                                       11
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