1. Prep Notes for Facilitator This training assumes that the teachers have completed just the initial diagnostic. This training is approximately 2.0 hours long. Adjust as needed. Presentation: 1) PPT: Understanding Data and Instructional Decision Making Handouts: 1)Make copies of pgs. 16-19 from the Teacher Training Guide for each participant (It is available electronically in i-Ready > Resources tab > View Quick Start videos link > Helpful Docs tab) Sign-in Sheets 1

2. Prep Notes for Facilitator Find out/confirm in advance: 1)Confirm location. 2)Confirm that there will be enough computers/laptops for participants. 3)Ensure that the wifi bandwidth will be sufficient for the number of participants who will be using it. 4)If in a computer lab, ensure that participants know how to log onto the computer itself to access the internet. 5)Ensure that all participants have logged into their i-Ready teacher account prior to the training to confirm that they know their login. 6)Confirm that all teachers have checked to see if all students have completed the Diagnostic and have checked for “off” results or rushing alerts (refer to pg. 8 of the Teacher Training Guide). 7)Ask if there are any big areas of concern/questions that your colleagues want you to address. 2

3. 1)What has gone well with i-Ready? 2)What questions do you have about i-Ready? While we are waiting, please jot down your responses to the following questions:

4. Understanding Data & Instructional Decision Making

5. Handouts 5

6. Objectives for Understanding Data & Instructional Decision Making By the end of this session you will be able to: 1.Enhance understanding and use of i-Ready 2.Conduct an analysis of student results 3.Use reports to differentiate instruction and make instructional decisions 4.Monitor student progress and adjust instruction accordingly 5.Understand Progress Monitoring and use it to inform instructional decisions 6.Apply Diagnostic best practices to the next Diagnostic 6

7. What is i-Ready Diagnostic & Instruction? 7 Teacher-Directed Instruction: Inform whole class, small group, individual instruction (K-8) Student-Driven Online Instruction: Automated, differentiated instruction for every student (K-8) Instantaneous, easily accessible reporting & progress monitoring Pinpoint each student’s needs down to the sub-skill level (K-12)

8. Adaptive Diagnostic 8 12

9. 1) Use key reports: a)Class Profile b)Instructional Grouping Profile c)Student Profile Using i-Ready To Inform & Differentiate Instruction 9 Teacher Training Guide page 16

10. Let’s Log in! login.i-Ready.com Username: Your username Password: Your password State CA Go! 10

11. Teacher Log in: Checking Test Completion Quick review of Home Page 11

12. Key Reports – Class Profile 12 Teacher Training Guide p. 16 Refresher of Class Profile Report -Middle: Period 1 Grade 6 (Reading) or Period 1 Grade 6 (Math) Define On-level The sections of the Class Profile Report Scale Scores

13. Key Reports – Class Profile 13 Teacher Training Guide p. 16 Tested Out/ Max Score Lower results on fall Diagnostics How this report has been helpful Analyzing trends in Domains

14. Class Profile Rush Alert 14

15. Key Reports – Instructional Grouping Profile Report 15 Teacher Training Guide, p. 17 Using the data to inform instruction How this report has been useful

16. Key Report – Student Profile Report 16 Teacher Training Guide, p. 18 Sections of the Student Report – Middle: Period 1 Grade 6 (Reading) or Period 1 Grade 6 (Math) – Cary Brittian (Reading) OR Avis McFadden (Reading) – Patty Rivera (Math) Checking for off results, continued – checking for rushing warning.

17. Rushing Warning Results indicate that this student tool less than x seconds per item…. 17

18. Other reports Parent Report Standards Report 18

19. Monitor and Manage Online Instruction a)Follow the “Managing Instruction” directions b)Check Student Alerts! c)Use Response to Instruction Reports d)Extra Lessons e)Turn Domains On and Off Using i-Ready To Inform & Differentiate Instruction 19 Teacher Training Guide pages 20- 23

20. Automated, Differentiated Instruction 20 Meas & Data Level 2 Geometry Level 4 Num & Ops Level 3 Algebra & AT Level 3 Number & Ops Late 5 Algebra & AT Level 6 Meas & Data Late 5 Geometry Mid 5

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26. i-Ready Online Instruction What has your students’ experience been in the online lessons? 26

27. Viewing Student Lesson Plans 27

28. Monitoring and Managing Online Instruction Student Alerts Response to Instruction Reports 28 Teacher Training Guide pages 20- 23

29. Monitoring and managing Online Instruction 29 Participants complete pages 20-23

30. Class Response to Instruction report Guided walk-through 30

31. Providing Intervention TTG page 23 Assigning Extra Lessons 31

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33. Providing Intervention Turning domains back on 33

34. Online Instruction Review Online lessons are assigned automatically to each student, differentiated based on the student’s Diagnostic domain results Recommended usage: 1 – 2.5 hrs/ week/ subject Monitor student progress! – Student Alerts (home page) – Response to Instruction Reports Provide Intervention Add Extra Lessons Turn domains back on 34 Teacher Training Guide pages 20- 23

35. 35 Teacher-Directed Instruction: Inform whole class, small group, individual instruction (K-8) Student-Driven Online Instruction (not included): Automated, differentiated instruction for every student (K-8) Instantaneous, easily accessible reporting & progress monitoring Pinpoint each student’s needs down to the sub-skill level (K-12) What is i-Ready Diagnostic & Instruction?

36. 3 ways to Monitor Progress 1)Big picture progress: Diagnostics 3-4 times across the year 2)Monthly temperature check: Progress Monitoring Assessments 3)Daily/weekly progress: Response to Instruction Reports to see progress through the online Instruction 36

37. Measuring Student Growth Across Diagnostics 37

38. Monthly Progress Monitoring Feature 38 “How much growth should my student make?” “Is my student on track?”

39. Progress Monitoring Assessments Grades: K-8 Subjects: Math & Reading Looks and acts like a Diagnostic test – Starts based on the last test’s levels – Adaptive Short: about 15 minutes, about 20 questions per subject Automatically assigned once a month Students see “Mini Test” button 39

40. Progress Monitoring Scores Global outcome measure that give an overall reading and an overall math scale score (essentially a mini-diagnostic) Will not: – Give domain-specific information – Adjust the information on the Diagnostic reports 40

41. 41 Progress Monitoring Report

42. 42 Estimated Growth Line

43. Is the student on track? 43

44. 44 Class Progress Monitoring Report

45. Progress Monitoring of Instruction 45

46. 1)“Administer the Diagnostic”  TTG pages 5-8 2)Assign the Diagnostic  TTG page 11 3)Monitor during testing – Reset if necessary 4)Check for completion 5)Check for rushing/ “off” results a)Remind your admin to run the Export Report: Diagnostic Summary 6)Determine which students to reassess Diagnostic Best Practices 46

47. Resources 47

48. 1)Use key reports after each Diagnostic  (TTG pp. 16-19) 2)Monitor and Manage the Online Instruction  (TTG pp. 20-23) 3)Check the Progress Monitoring reports after 3 months of using i-Ready. 4)Assign subsequent Diagnostics and use best practices! 5)Explore the Resources tab and User Guide Next Steps Summary 48 Don’t forget to use your Teacher Training Guide ongoing!

49. Getting Help Resources tab Your i-Ready Site Administrator: Technical issues: – (800) 225-0248 Mon-Thurs 8:30AM-7:00PM Eastern time Fri 8:30AM-5:00PM Eastern time 49

50. Success for Every Student! Thank you! 50

51. Finding Lexiles measures – Student Profile Class Norms report 51

52. 52 Finding Lexiles measures –Class Norms report

53. Using Lexile Measures – Find a Book i-Ready 53

54. Resources 54

55. There’s an iPad app for that! World’s Worst Pet Vocabulary fluency 4 th – 8 th grade Provides practice with Tier 2 academic vocabulary Literary Academic Science Social Studies 55

56. There’s an iPad app for that! Door 24 Computational Fluency 4 th – 8 th grade Develops students’ ability to think quantitatively and strategically Encourages flexibility and perseverance to solve problems 56