i-Ready Data Data Analysis- 404

1. Review the Performance by Domain section.

>2 Levels Below 1-2 Levels Below On, Above, or Emerging

(list students) (list students) (list students)

Level 1: Level 2: Level 3:

Flores, Pedro Guevara-O, Katie
Pagan Arevelo, Gianny Millward, Ruby
Hernandez, Anthony Harris, Kimora
Cruz, Irving Ballesteros-G, Luis
Maxie, Breaisa
Reyes, Gustavo
Sarvis, Timmia
Mendieta, Karen
Osorio, Gitzelle
Quintanilla, Esmeralda
Tapia-G, Juan
Medrano, Jennifer
Early 4:
Owolabi, Emmanuel
Ricks, Desmond
Bennett, Idris
Castillo, Ibeth
Goodman, Gavin
Guzman, Camila
Mid 4:
Sanchez L, Roberto

Do rush alerts appear next to any names?

N/A

Find the domain(s) with the lowest Average Scale Score. What are they?

Geometry Lowest
Number and Operations- Second lowest
 2. Explore the Instructional Grouping Profile Report

From the Class Profile report, click the orange Back button to return to the main Reports tab and Class Reports
sub-tab. Select Instructional Grouping Profile from the Choose a Report menu. Under Choose Report
Criteria, your previous selections should populate automatically, taking you to the Instructional Grouping Profile for
the class you just viewed. Click Create Report.

Profile 1 Profile 2 Profile 3 Profile 4 Profile 5

(list students) (list students) (list students) (list students) (list students)

Flores, Pedro Cruz, Irving Ballesteros-Grano, Bennett, Idris Castillo, Ibeth

Hernandez, Anthony Goodman, Gavin Luis Guevara-Ochoa, Guzman, Camilia
Medrano, Jennifer Harris, Kimora Katie Owolabi, Emmanuel
Pegan, Gianny Maxie, Breasia Ricks, Desmond
Quintanilla, Mendieta, Karen Sanches Lopez,
Esmeralda Millward, Ruby Roberto
Osorio, Gitzelle
Reyes, Gustavo
Sarvis, Timmia
Tapis-G, Juan

Look at AND PRINT Instructional Priorities in each Profile tab (top middle tabs)
What does each Profile need according to iReady?
*** How will this impact our Enrichment and small group instruction plans? ***

Students here are
struggling with skills
and concepts related
to addition and
subtraction. They
also struggle with
place value
understanding.
They will benefit
from instruction on:
Number-base Ten
Operations
Algebraic thinking
Fluency
Essential Vocab
Compare and order 3 digit
numbers
-Add and subtract 2 digit
numbers w/o regrouping
-Write x sentences for equal
groups
-Add and sub fact families
-Add and sub word problems
-Fluency add and sub
Students in this
profile are having
difficulty with skills
and concepts related
to quantitative
reasoning, they will
benefit from
instruction on:
Number-base Ten
Number- Fractions
Algebraic Thinking
Fluency
Essential
Vocabulary
Rounding
-Add and sub w/ regrouping
-Mult and divide w/I 100
-Multiply single digit
numbers by 10 and multiples
of 10
-Use fractions to name parts
of a whole or set
-Fractions on a # line
-Use models to show
equivalent fractions
-Express fractions w/ den of
10 or 100 as decimals
-recognize and draw Above grade These students
shapes w/ certain Focus on: need challenge and
attributes Geometry motivation to further
-find the area of a Measurement excel with problem-
rectangle by Data solving assignments
counting squares Essential that require critical
-measure length of Vocabulary thinking
objects - They can benefit
-tell time to 5 -recognize and draw from:
examples of quadrilaterals
minutes -divide shapes into equal - Solving Challenges
-use data to draw areas and name each
picture graphs and section as a fraction of the -problem solving challenges
whole -angle sums
bar graphs -tell time to minute -rotational symmetry
-elapsed time -divisibility rules
-find mass and liquid volume
-find area of rectangles
-use data to draw graphs
and line plots
 -Decompose fractions into a
sum of fractions w/ like
denominators
-Add and subtract fractions
w/ like denominators
-write x sentences to
represent equal groups and
repeated addition
-solve problems using
partitioning
-indentify remainders
-know mult fact families

-fluency mult and division

through 100

3. Response to Data

4 Week Intervention Calendar (what will change in small group instruction, intervention, etc.?)

Number-Base Ten: Number-base ten:
-Compare and order -Students will
three-digit numbers practice on rounding
-practice PV while numbers to the
nearest ten
thousand or hundred
Number-base ten: Focus on geometry, Use real-life
-Students will divide shapes into examples to problem
practice on rounding equal areas and solve
while numbers to the name each section
nearest ten as a fraction of the
thousand or hundred whole

Practice PV using Number-base ten: Practice PV using Measurement: Use real-life

manipulatives so practice adding and manipulatives so Tell time to nearest examples to problem
that students can subtracting multi- that students can min and find elapsed solve, make
visualize the number digit numbers with visualize the number time problems a bit more
regrouping challenging

Work on algebraic Practice fractions, Practice fractions, Practice on data Practice with
thinking: show fractions on a show fractions on a skills: problems that
-Write multiplication number line. Use number line. Use Use data to draw require critical
sentences for models to show models to show picture graphs, bar thinking
situations involving equivalent fractions equivalent fractions graphs, and line
equal groups plots

Work on algebraic Work on algebraic
thinking: thinking:
-Know addition and -Write multiplication
subtraction fact sentences for
families situations involving
equal groups
Work on algebraic Practice on our math Practice that
thinking: terms related to connects number
-Know addition and essential concepts and algebraic
subtraction fact thinking
families
 How are you planning to share this data with students?

IReady board in classroom, they will be able to see their progression throughout the year.
I will give each student a index card with their scale score. They will use the score to find their grade level. They
will post their SID on a number line next to their grade level. We will do a GM between BOY and MOY and MOY
and EOY. So they will get their card 5 times throughout the year and move their SID on the data board according
to how they are doing.

How will you set goals with students?

I will have students write down their math goals and the IReady level that they are wanting to work towards.

Also, all students will have a goal of 1 years growth.

How will you monitor their progress?

During enrichment students can practice in the areas that they are struggling with.
Using the iReady diagnostics and growth monitoring. Also will monitor their skill progression with pretests and
class assessments.

How will you share that progress with students?

Student-Teacher meetings, IReady board posted in classroom

In individual student conferences, during data conversations, at the end of the MP, etc.