Teacher i-Ready Diagnostic Results

Dear Teachers,

i-Ready is an online learning program focused on reading and math. Your student has recently taken an i-Ready assessment at school. i-Ready Diagnostic & Instruction begins by giving students an adaptive assessment in reading or math. An adaptive assessment is a test that automatically adjusts the difficulty of the questions according to each student’s performance in order to determine his or her abilities in reading or math. This report gives you a snapshot of your student's performance.

Kind Regards,

Vickie Smith

i-Ready Diagnostic & Instruction assesses and teaches the following skill areas or domains:

Reading:

• Phonological Awareness

• Phonics

• High-Frequency Words

• Vocabulary

• Comprehension

Math:

• Number and Operations

• Algebra and Algebraic Thinking

• Measurement and Data

• Geometry

The scale scores that result from the Diagnostic measure all students on the same scale so you can see which K–12 skills your student has mastered, regardless of their grade level. Student performance is measured on a scale of 100–800, with your student’s current score indicating the skills they have mastered up to that point in the school year and the skills they still need to work on moving forward.

Scale scores help your student’s teacher determine their placement level (within their current grade level, one grade level below their current grade, or two grade levels below their current grade). However, scale scores alone do not tell the whole story of your student’s skills mastery. The information on their Grade-Level Placement, domain-specific placement, areas of strength, areas for growth, and growth from one Diagnostic to another provides greater insight into your student’s academic progress.

In the table below, the number ranges in the unshaded rows of columns A–C are i‐Ready Diagnostic scale score ranges that students should achieve to be on track for progressing toward becoming proficient readers in grade 3. Students with scores below these ranges may be “at risk” for not reaching proficiency in reading by the spring of grade 3. The single bolded numbers in the shaded rows are for students who likely have significant reading deficiencies. Students with scale scores on i‐ Ready Diagnostic at or below these numbers will likely need intensive intervention to get back on track to ensure proficiency in reading by the spring of grade 3.

Typical Growth

Typical Growth: The average annual growth for a student at this grade and initial placement level.

Stretch Growth

Stretch Growth: An ambitious, but attainable, level of annual growth that puts students who are below grade level on a path to proficiency.

Placement Levels are used to guide instruction in the classroom. Placement levels are based on the student's level of performance overall and on each subtest, and they describe the optimum instruction level.The four possible placement levels are:

• Above Grade Level
• At Grade Level
• Approaching Grade Level
• Needs Improvement

The second grade student above tested at a Kindergarten level in 4 of the six areas, so this student is performing below beginning second grade level. The student is on level in one of the skill areas, high frequency words, as shown with the green dot and grade 2. The student needs improvement in vocabulary as shown with the red dot and Grade K. Overall, this student is at a kindergarten level, but all is not lost. With participation and regular attendance in whole class and small group instruction, as well as completion of assignments, reading at home, and being read to, this student can improve significantly. With teamwork between the school and families, this student can be successful! That is our mutual goal!

National Norm - The second grade student is in the 7th percentile, which means that nationally, 83% of students in the same grade level who took the test in the fall scored above this student.

Lexile Measure - The second grade student's Lexile Measure is 30L and a Lexile Range of BR70L-80L. This means that the student is a beginning reader and books on that level will increase this student's comprehension and vocabulary development.

"Lexile measures help you find books for your child’s independent reading. You can match your child’s Lexile measure with a book in the comprehension “sweet spot” (100L below to 50L above your child’s reported Lexile measure) to find materials that are just right for your child to read on their own."

(https://lexile.com/wp-content/uploads/2019/12/Lexile-Parent-Guide.pdf)

Results indicate that the student has not acquired fundamental decoding skills and is below grade level in Phonics. The Vocabulary score indicates gaps in grade-level word knowledge. Instruction in Phonics is a priority. This child will also benefit from rich, engaging oral-language activities that target Vocabulary.

2 This placement chart visually represents a fifth grade student’s performance on the fall Diagnostic Math Test and progress toward their growth measures.

• 2a The green band shows the On Grade Level range for this grade and subject.
• 2b The dark green line represents the Mid On Grade Level scale score for the student’s grade level.
• 2c The solid gray line shows the student’s Typical Growth measure, and the dashed gray line shows the student’s Stretch Growth measure. Both measures are based on the initial Diagnostic placement level.
• 2d The blue bar shows the student’s score and placement level for the Diagnostic

3 Placement by Domain: This shows the student’s grade-level placement for each subject domain

5 National Norm and Quantile® Performance: This shows the National Norm and Quantile measure and range for the student.

• 5a National Norm: Specifies the student’s position relative to a group of nationally representative students who are in the same grade and who took the tests at the same time of year as the student. For example, if a student’s percentile rank is 90%, this means the student scored better than or equal to 90% of their peers.
• 5b Quantile Measure and Range: The Quantile® Framework for Mathematics uses one scale to measure students’ mathematics ability and help identify resources for mathematics instruction. Quantiles help you identify targeted lessons and supplemental math materials based on each student’s ability. A student’s Quantile measure is their math ability score. The Quantile range indicates the range of math materials that will be easy to more challenging for the student. Students’ Diagnostic for Mathematics scores are used to approximate Quantile measures and ranges.

Understanding Growth:

Typical Growth and Stretch Growth measures are provided for each student based on their placement on the first Diagnostic assessment of the year.

• Typical Growth is the average annual growth for students at this grade and placement level.
• Stretch Growth for below-grade level students is an ambitious but attainable level of annual growth that puts below-grade level students on a path toward proficiency. Stretch Growth for on- or above-grade level students is an ambitious but attainable level of annual growth that puts on-grade level students on a path to achieve/maintain advanced proficiency levels.

The Diagnostic covers these Reading domains:

Phonological Awareness is the understanding that a spoken word is made up of different parts and that each of these parts makes a sound. For example, the word bat includes the sounds /b/, /a/, and /t/, and the word batter can be broken into two syllables that make the sounds /bat/ and /ter/. Phonological Awareness is an important building block for Phonics. Readers need to be able to distinguish, or make out, the individual sounds in spoken words before they can fully master matching sounds to letters.

Phonics instruction teaches students how to connect the sounds they hear in spoken words to the letters they see in written words. For example, a student who can connect sounds to letters knows to read “th” in then as a single sound /th/, rather than the sound /t/ and the sound /h/. Students have to learn many different connections between sounds and spelling patterns. In fact, there are so many connections that learning Phonics can feel like learning the rules to understand a hidden code. But this skill is mastered by taking one step at a time, learning one rule and then another, and so on. Once students can make these connections quickly and easily, they can really start to read for meaning.

High-Frequency Words are the words that appear most often in what students read. Words such as the, and, and it are high-frequency words. Because these words appear so often, readers must learn to recognize them automatically. Also, these words are often spelled in ways that can be confusing. Words such as could and there do not follow the rules that connect sounds to letters in most words. Learning to recognize these words automatically helps students read more quickly and easily, which gives them a better opportunity to understand what they are reading.

Vocabulary is the name for the words a student knows. The more words a student knows, the easier it is to understand what they read. Good readers know the meanings of many words. Students grow their vocabularies by hearing and reading new words, talking about words, and being taught specific words.

Comprehension: Literature describes a student’s ability to understand types of writing that are usually made up, or fictional. Stories are the literary texts that students read most often, but plays and poems are also examples of literary texts. A student who understands literature might identify the sequence of events in a story, discuss the meaning of a poem, or explain the lines a character speaks in a play. As a student develops as a reader, the student is able to understand stories, plays, and poems that are increasingly complicated.

Comprehension: Informational Text describes a student’s ability to understand types of writing that are usually true. Books about science or history are examples of informational text, as are newspaper articles or magazine articles. This kind of writing is often structured differently than literary texts. Informational text often does not tell a story, and it is usually organized into sections with headings. Additionally, it might contain charts, diagrams, and graphs that are important to understanding. A student who understands informational text might identify the main idea and supporting details, describe the way the writing is organized, or draw information out of a photograph or diagram.

The Diagnostic covers these Mathematics domains:

Number and Operations in Grades K–8 refers to the mathematics skills often thought of as arithmetic, from reading and writing numbers to adding, subtracting, multiplying, and dividing different types of numbers. This includes whole numbers, decimals, fractions, integers, and irrational numbers.

Algebra and Algebraic Thinking in Grades K–8 refers to mathematics skills related to seeing number patterns, understanding the meaning of addition, subtraction, multiplication, and division, and using symbols to write and solve equations including those used to solve word problems. In the high school grades, this domain covers the Algebra topics related to using functions, equations, and inequalities to model mathematical situations and solve problems by reasoning quantitatively and extending the understanding of operations beyond the real number system.

Measurement and Data in Grades K–8 is a wide range of mathematics skills related to collecting, organizing, and interpreting numerical information, from telling time or using a ruler to measure the length of an object to using formulas to find volume or surface area. It also includes understanding tables and graphs, and in later grades, statistics and probability.

Geometry in Grades K–8 refers to a variety of skills related to analyzing two- and three-dimensional shapes. These include naming and classifying shapes using characteristics such as symmetry, number of sides, and angle measures, and in later grades, using congruence and similarity. In the high school grades, this domain covers Geometry and Measurement topics related to developing spatial geometric reasoning, connecting geometric properties and equations, writing proofs, and using statistics and probability concepts to analyze data.