1. Online Reports
READING MATHEMATICS
Individual Student Individual Student
Reporting Reporting
Student Profile ........................... 3 Student Profile ......................... 12
Phonics Detail .......................... 4 Number and Operations
Detail ...................................... 13
Small Group Reporting
Instructional Grouping .............. 5 Small Group Reporting
Profile 1 Detail ......................... 6 Instructional Grouping ............ 14
Profile 1 Detail ....................... 15
RTI Reporting
School Intervention RTI Reporting
Screening .................................... 7 School Intervention
Class Profile ............................... 8 Screening .................................. 16
Student Response Class Profile ............................. 17
to Instruction .............................. 9 Student Response
to Instruction ............................ 18
District Reporting
District Performance ............... 10 District Reporting
Usage ........................................ 11 District Performance ............... 19
Usage ........................................ 20
Reading and
AppENDIx Mathematics
Diagnostic (Grades K–8)
Sample Diagnostic Items
(Reading & Math) .................. 21 Instruction (Grades K–6)
PDF Resources for
In-Class Instruction
(Reading & Math) .................. 23
Automated Online Instruction
(Reading & Math) ................... 25

2. What is i-Ready
TM
Diagnostic and Instruction?
This powerful web-based program finds your students’ challenges and addresses them—it’s all you
need to get students back up to grade level.
Screens all your students and helps place Provides automated differentiated
them in RTI tiers instruction
Gets to the root cause of student challenges Facilitates ongoing progress monitoring
Delivers an instructional action plan to Addresses transition to the Common Core
teachers
Reading and
Mathematics
Diagnostic (Grades K–8)
Instruction (Grades K–6)
Harrington Elementary - Reading
School Summary
561 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011)
500 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011)
% Students # Students
9% 48
Get the information you Tier 3: 2 or More Grades Below
need to take action today Tier 2: 1 Grade Below 20% 113
The adaptive diagnostic
and instructional modules
generate data that is Tier 1: On or Above Level 71% 400
organized into easy-to-
Detail by Grade
understand reports. Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below
Total # Students
Student Distribution across Tiers
Reports are available at the
Assessed
Grade K 100% (95) 95
individual, class, school, and Grade 1 72% (65) 28% (25) 90
district level. Grade 2 55% (55) 30% (30) 15% (15) 100
This book contains sample
Grade 3 67% (75) 20% (22) 13% (15) 112
Grade 4
reading and math reports
67% (45) 24% (16) 10% (7) 68
Grade 5 68% (65) 21% (20) 11% (10) 96
with representative data. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Detail by Student
Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Student Overall Scaled Score Placement Tier Teacher
Harris, Mike 300 Mid 3 1 Jacobs, Dan
Dubey, Frank 269 Late 2 1 Richards, Fred
Irving, Bobby 263 Late 2 1 Smith, Donna
Carr, Jennifer 209 Early 2 1 Jacobs, Dan
Hernandez, Ernie 179 Late 1 2 Richards, Fred
Fields, Timothy 119 Early 1 2 Smith, Donna
Issacs, Roberta
Powell, Sara
2 59
89 Late K
Mid K
3
3
Jacobs, Dan
Richards, Fred

3. READING
Summary
Overview Phonological
Awareness
Student profile
High-Frequency
Words
Phonics Vocabulary Comprehension
Cameron Davis - Reading - Grade 4
Overall Performance
On or Above Grade 1 Grade Below 2 or more Grades Below
Level 4
Test Placement Scaled Score
Test 3 - 04/12/2011 Early 3 249
Test 2 - 02/12/2011 Late 1 153
Test 1 - 11/12/2010 Mid 1 107
Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800
Detail for Test 3 - 04/12/2011
Level 4
Domain Placement Scaled Score
Phonological
Score
Late 1
Foundational Skills
Max
150
Awareness
High-Frequency
Score
Early 3
Max
249
Words
Score
Phonics Early 2
Max
176
Vocabulary Early 4 370
Comprehension:
Literature Mid 2 203
Comprehension:
Mid 2 199
Informational Text
Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800
Placement Developmental Analysis
This combines Cameron’s scores in each of the subtests. Decoding still requires extra effort for Cameron, and this
Overall Reading
Early 3 may explain his low Overall Reading Level. His higher Vocabulary score indicates that his reading may rise to
Performance
grade level once he has mastered decoding. This result places Cameron in Instructional Grouping Profile 2.
Phonological This subtest measures how accurately students hear the individual sounds in words. Cameron’s maximum score (Grade 1)
Awareness Late 1 indicates that he is achieving mastery of the final set of Phonological Awareness skills that emerging readers need.
Max
Score Late 1
Foundational Skills
High-Frequency This subtest assesses how well students recognize frequently occurring words. Cameron has begun mastering
Words Early 3 High-Frequency Words at the Grade 3 level and is ready for additional practice with these words.
Max
Score Late 3
Phonics This subtest assesses how well Cameron can decode words. Cameron needs instruction and practice in decoding
Early 2
inflectional endings with spelling changes, as well as decoding three-syllable words.
Max Late 4
Score
Vocabulary This subtest evaluates both word knowledge and word-learning strategies. Cameron’s Vocabulary level is higher than his
Early 4 Comprehension level. His performance is still lower than his grade level, but his score indicates that his reading can rise to
grade level once he has mastered decoding.
Comprehension: This subtest evaluates Cameron's ability to understand both literary and informational text. Cameron's Comprehension level
Mid 2
Literature is the same for both literary and informational text.
Comprehension: This subtest evaluates Cameron's ability to understand both literary and informational text. Cameron's Comprehension level
Mid 2
Informational Text is the same for both literary and informational text.
3

4. READING
Student profile
Overview
Phonological
Awareness Words
Phonics Detail
High-Frequency
Phonics Vocabulary Comprehension
Level 4
Phonics Placement Scaled Score
Score
Max
Phonics Early 2 176
Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800
Building Phonics Skills
This subtest measures the student’s ability to decode, or match sounds to letters. This subtest is designed to identify which skills a student
already knows and which need targeted instruction.
What Cameron Can Likely Do Next Steps for Instruction
Results indicate that Cameron is developing an understanding Results indicate that Cameron will benefit from instruction and
of the skills shown below. practice in the skills shown below.
Beginning Consonant Sounds Prefixes and Suffixes
Matches consonant sounds to letters in isolation (soft c, soft g). Decodes two-syllable words with common prefixes and suffixes.
r-Controlled Vowels Two-Syllable Words with Long Vowels
Decodes words with r-controlled vowels. Decodes regularly spelled two-syllable words with long vowels.
Inflectional Endings Three-Syllable Words
Decodes words with common inflectional endings -es, -ed, -in, Decodes 3-syllable words
and no spelling changes.
Inflectional Endings
Dividing Words into Syllables Decodes words with inflectional endings (verb tenses, plurals,
Identifies syllable boundaries of 2-syllable words. possessives) that include spelling changes.
Two-Syllable Words
Decodes 2-syllable words following basic patterns by breaking
the words into syllables.
Complex Vowel Digraphs
Decodes words with other vowel patterns (digraphs &
diphthongs): oo (moon), ew (blew), oo (foot), ou (out),
ow (cow), oy (boy), oi (oil), aw (law), au (author).
Tools for Instruction
ROUTINE ROUTINE RESOURCE RESOURCE RESOURCE ROUTINE
Decoding Blending Sound-Spelling Six Basic Syllable Rime Patterns Blending
Longer Words Cards Patterns
Preview Preview Preview Preview Preview Preview
If you have this product . . . Use these lessons . . .
Phonics for Reading Inflectional Endings: Lesson 13, pp. 48–53 PHONICS
for Reading
Prefixes and Suffixes: Lesson 14, pp. 54–57 Second Level
Two-Syllable Words: Lesson 16, pp. 62–55
Three-Syllable Words: Lesson 17, pp. 66–69
Anita Archer
James Flood
Diane Lapp
Linda Lungren
Learn More
i-Ready Instruction i-Ready Instruction can generate a schedule of online Vocabulary lessons,
based on the results of this assessment. Cameron can follow these lessons
at his own pace to target the skills he needs.
Learn More
4

5. READING
Summary
Overview
Instructional Grouping
Profile 1 Profile 2 Profile 3 Profile 4 Profile 5
Mrs Gates - Grade 4 - Reading
Profile Overview
500out of 40 Students Tested in in Test Window (11/15/2010-01/01/2011)
31 out of 571 Students Tested Test Window 1 1 (11/15/2010-01/01/2011)
30
Profile 1 Limited vocabulary
Inaccurate
Decoding
24 Profile 2 Larger vocabulary
18 Profile 3 Limited vocabulary and low comprehension
Accurate
11 Profile 4 Larger vocabulary and low comprehension
12
Decoding
6 Profile 5 Reading on or above level
5 5
6 4
0 Profile 1 Profile 2 Profile 3 Profile 4 Profile 5
Students in Each Grouping Profile
Profile 1 Profile 2 Profile 3 Profile 4 Profile 5

Avery, John Garcia, Roberto Anderson, Calvin Martin, Ernie Cooper, Beth
Carr, Jennifer Harrington, Sean Avery, Lana Shepozov, Miranda Perry, Walter
Dubey, Frank Marshall, Johnny Richards, Destiny Smith, George Peterson, Aubrey
Fields, Timothy Singh, Reema West, Dante Torres, Jesus Portenova, Rachel
Graham, Marilyn Walker, Monica Ules, Maria Zenith, Mary
Hernandez-Cullison,
Wheeler, Calvin
Ernesto
Mathers, John
Nelson, Owen
Patrick, Page
Penny, Harold

Flexible Grouping
You have other important information about the needs and performance of your students that you might use in making decisions about instructional grouping. Monitor
students between test administrations and consider adjusting grouping assignments based on growth.
5

6. READING
Instructional Grouping
Summary
Overview Profile 1 Profile 1 Detail
Profile 2 Profile 3 Profile 4 Profile 5
Test Window 1 (11/15/2011)
Priorities for Profile 1
Phonics
Students in this profile are experiencing difficulty reading words accurately. Although balance is important
Below On or
for reading development, Phonics should be a priority for small-group instruction with these students. Level Above Level
Phonics
Vocabulary
Vocabulary
These students are likely to struggle not only with word meanings but also with concepts in both literary
and informational texts. For this reason, they are likely to remain below level in Comprehension once they
develop both accuracy and fluency in decoding. Thus, word meanings, word relationships, and word parts
should also be a focus of small-group instruction.
Students in Profile 1
Needs Analysis
Overall
Overall Scaled Score Phonics Vocabulary
Placement

Dubey, Frank 179 Late 1 Early 2 Early 2
West, Dante 177 Late 1 Late K Late 1
Avery, John 174 Late 1 Late 1 Mid 1
Penny, Harold 149 Mid 1 Mid 1 Early 1
Graham, Marilyn 149 Mid 1 Mid 1 Mid 1
Hernandez-Cullison, Ernesto 148 Mid 1 Mid 1 Early 1
Nelson, Owen 148 Mid 1 Mid 1 Mid 1
Carr, Jennifer 147 Mid 1 Mid 1 Mid 1

Tools for Instruction
ROUTINE ROUTINE RESOURCE RESOURCE RESOURCE ROUTINE
Decoding Blending Sound-Spelling Six Basic Syllable Rime Patterns Blending
Longer Words Cards Patterns
Preview Preview Preview Preview Preview Preview
Instructional Priorities for Profile 1
Phonics
Review Decoding two-Syllable Words
• Provide targeted instruction and practice decoding two-syllable words with long vowels (open syllables, vowel pair syllables, CVCe syllables).
• Provide practice identifying syllable boundaries of two-syllable words.
Focus on Decoding Longer Words
• Provide plenty of opportunities to practice decoding 3-4 syllable words. Create word lists using 10-15 longer words and repeating each five times. Then have
students practice reading them aloud.
• Provide practice identifying syllable boundaries of a word based on morphemic units (prefixes, suffixes, base words, and/or root words).
• Provide targeted instruction and practice on decoding longer words with prefixes and suffixes.
Support for English Learners Be explicit. Teach and reinforce all vocabulary as lessons take place. Encourage exploration and discussion of the concepts
named by each word. Use graphics or objects to reinforce understanding wherever possible.
Vocabulary
6
Use Read Alouds

7. READING
School Intervention Screening
Harrington Elementary - Reading
School Summary
561 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011)
500 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011)
% Students # Students
Tier 3: 2 or More Grades Below 9% 48
Tier 2: 1 Grade Below 20% 113
Tier 1: On or Above Level 71% 400
Detail by Grade
Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below
Total # Students
Student Distribution across Tiers Assessed
Grade K 100% (95) 95
Grade 1 72% (65) 28% (25) 90
Grade 2 55% (55) 30% (30) 15% (15) 100
Grade 3 67% (75) 20% (22) 13% (15) 112
Grade 4 67% (45) 24% (16) 10% (7) 68
Grade 5 68% (65) 21% (20) 11% (10) 96
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Detail by Student
Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Student Overall Scaled Score Placement Tier Teacher
Harris, Mike 300 Mid 3 1 Jacobs, Dan
Dubey, Frank 269 Late 2 1 Richards, Fred
Irving, Bobby 263 Late 2 1 Smith, Donna
Carr, Jennifer 209 Early 2 1 Jacobs, Dan
Hernandez, Ernie 179 Late 1 2 Richards, Fred
Fields, Timothy 119 Early 1 2 Smith, Donna
Issacs, Roberta 89 Late K 3 Jacobs, Dan
Powell, Sara 59 Mid K 3 Richards, Fred
West, Dante 29 Early K 3 Smith, Donna
7

8. Below
Overall Reading 350 8 8 3 01
Early 1 5 6 3
Phonological Awareness 300 15 0 4 0
READING
Phonics 400 2 1
9 7
High-Frequency Words 350
8 8 3 0
Vocabulary
Class profile
350 4 7 1
7
Comprehension 325 12 6 1 0
Mrs. Cooper's Grade 3 Reading Class
Performance by Student
On or Above 1 Grade 2 or More
Grade Below Grades Below Placement by Domain
Phonological Phonics High- Vocabulary Comprehen-
Awareness Frequency sion
Average Scale Score Placement Words
Tested Mid 3 Late 3 Late 3
Harris, Mike 300 Mid 3 Early 3
Out
Tested Mid 3
Dubey, Frank 284 Early 3 Early 2 Late 3 Late 2
Out
Tested Mid 4 Mid 3 Mid 2
Irving, Bobby 278 Early 3 Out Late 2
Tested Mid 3 Late 2 Early 4
Carr, Jennifer 269 Late 2 Late 2
Out
Hernandez, Ernie 266 Late 2 Mid 1 Late 2 Late 2 Early 3 Late 2
Fields, Timothy 233 Mid 2 Late 1 Mid 2 Late 1 Early 3 Late 1
Issacs, Roberta 231 Mid 2 Mid 1 Late 2 Late 2 Early 2 Late 1
Liu, Mai 230 Mid 2 Mid 1 Late 1 Mid 2 Early 3 Mid 2
Jackson, Wendy 227 Mid 2 Late K Mid 2 Mid 2 Early 3 Mid 2
Marendello, Sarah 207 Early 2 Mid 1 Late 1 Mid 2 Early 3 Mid 1
Powell, Sara 174 Late 1 Late 1 Early 2 Early 2 Early 2 Late 1
West, Dante 172 Late 1 Late K Late K Late 1 Late 1 Mid 1
Avery, Lana 170 Late 1 Mid 1 Late 1 Late 1 Mid 1 Mid 1
Richards, Destiny 124 Mid 1 Mid 1 Mid 1 Mid 1 Early 1 Early 1
Anderson, Calvin 121 Mid 1 Mid 1 Mid 1 Early 1 Mid 1 Early 1
Shepozov, Miranda 117 Early 1 Early 1 Early 1 Early 1 Late K Late K
Torres, Jesus 109 Early 1 Late K Early 1 Early 1 Mid K Mid K
Ules, Maria 88 Late K Late K Late K Late K Mid K Mid K

8

9. READING
Student Response to Instruction
Jennie O’Neil - Grade 3
September 4, 2010 – May 4, 2011
Progress Summary
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Domain Early K Mid K Late K Early 1 Mid 1 Late 1 Early 2 Mid 2 Late 2 Early 3 Mid 3 Late 3 Early 4 Mid 4 Late 4 Early 5 Mid 5 Late 5 Early 6 Mid 6 Late 6 Early 7 Mid 7 Late 7 Early 8 Mid 8 Late 8
Phonological Tested
Awareness Out
High-Frequency
Words
Phonics
Vocabulary
Comprehension
Grade 3
Detail by Domain
Lessons
Domain Passed Completed Pass Rate Time on Task Domain
Status
Overview 20 31 65% 10 hr 5 min
Phonological Awareness Tested Out Off
Phonics 9 56% 3 hr 02 min
5 On
High-Frequency
5 6 83% 2 hr 01 min On
Words
Vocabulary 6 8 75% 2 hr 40 min On
Comprehension 4 8 50% 2 hr 22 min On
Detail by Lesson
Phonics
Time on Extra
Date Lessons Pass / Fail Score
Task Lesson
02/02/11 Dipthongs: aw, au Pass 80% 15 min
02/02/11 Vowel Digraphs Pass 85% 25 min
02/01/11 Consonant Digraphs Pass 90% 20 min
Show/Hide
Vocabulary
Time on Extra
Date Lessons Pass / Fail Score
Task Lesson
02/01/11 Homophones CC Fail 20% 15 min
01/30/11 Synonyms and Antonyms Pass 80% 25 min
01/30/11 Consonant Dipgraphs Pass 90% 20 min Yes
Show/Hide Students
9

10. READING
Roster
District Reports |
Settings
School Reports |
Reports
Class Reports
Performance by
District performance
District: Monroe County Back
Subject: Mathematics
School and Grade Show: Test Window 1
Print/Save
Compare to: Test Window 2
Monroe County School District
All Schools
Test Window 1 - 09/01/2011 - 12/01/2011 Students Below Grade Students On or Above
Level Performance Grade Level Performance
Test Window 2 - 01/01/2012 - 03/01/2012
%2 Grades %1 Grade % On % Above Average Number of Number of
or More Below Grade Grade Scale Students Total
% Students On or Above Grade Level Performance
Below Score Assessed Students
100% - 0% 40% 60% 75 115 123
Grade K
85% - 15% 35% 50% 63 115 118
44% - 56% 19% 25% 106 112 124
Grade 1
38% - 62% 19% 19% 97 112 120
75% 8% 17% 42% 33% 221 110 123
Grade 2
45% 10% 45% 30% 15% 184 110 118
77% 6% 40% 27% 50% 311 105 124
Grade 3
50% 17% 33% 17% 33% 278 105 120
67% 0% 33% 33% 34% 407 110 124
Grade 4
60% 7% 33% 27% 33% 392 110 118
60% 20% 20% 30% 30% 479 100 124
Grade 5
50% 5% 45% 25% 25% 460 100 118
75% 5% 20% 50% 25% 569 101 123
Grade 6
35% 20% 45% 25% 10% 508 101 118
66% 1% 33% 33% 33% 667 106 123
Grade 7
50% 25% 25% 25% 25% 622 106 118
42% 18% 40% 27% 15% 690 110 123
Grade 8
34% 16% 50% 24% 10% 680 110 118
Harrington Elementary
Test Window 1 - 09/01/2011 - 12/01/2011 Students Below Grade Students On or Above
Test Window 2 - 01/01/2012 - 03/01/2012 Level Performance Grade Level Performance
%2 Grades %1 Grade % On % Above Average Number of Number of
% Students On or Above Grade Level Performance or More Below Grade Grade Scale Students Total
Below Score Assessed Students
100% - 0% 40% 60% 75 115 123
Grade K
85% - 15% 35% 50% 63 115 118
44% - 56% 19% 25% 106 112 124
Grade 1
38% - 62% 19% 19% 97 112 120
75% 8% 17% 42% 33% 227 110 123
Grade 2
45% 10% 45% 30% 15% 184 110 118
77% 6% 40% 27% 50% 311 105 124
Grade 3
50% 17% 33% 17% 33% 278 105 120
67% 0% 33% 33% 34% 407 110 124
Grade 4
60% 7% 33% 27% 33% 392 110 118
Lincoln Middle
Test Window 1 - 09/01/2011 - 12/01/2011 Students Below Grade Students On or Above
Level Performance Grade Level Performance
Test Window 2 - 01/01/2012 - 03/01/2012
%2 Grades %1 Grade % On % Above Average Number of Number of
% Students On or Above Grade Level Performance or More Below Grade Grade Scale Students Total
Below Score Assessed Students
60% 20% 20% 30% 30% 479 100 124
Grade 5
50% 5% 45% 25% 25% 460 100 118
75% 5% 20% 50% 25% 569 101 123
Grade 6
35% 20% 45% 25% 10% 508 101 118
66% 1% 33% 33% 33% 667 106 123
Grade 7
50% 25% 25% 25% 25% 622 106 118
42% 18% 40% 27% 15% 606 110 123
Grade 8
34% 16% 50% 24% 10% 585 110 118
10

11. Report 16
READING
Roster Settings Reports
District Reports | School Reports | Class Reports
Usage School: Harrington Elementary Back
Usage
Subject: Mathematics
View By: Grades
Print/Save
Show: All Activity

Harrington Elementary School
Summary
Overall Reading
Lessons Passed Lessons Completed Time on Task
Total Pass
Students All Per Grade All Per Grade All Per Grade Rate
450 10,741 1,772 13,427 2,215 3,870h 10m 815h 20m 80%
Details
Lessons Completed Lessons Passed Time on Task
Total Per Per Per Per Per Per Pass
Students Grade Student Grade Student Grade Student Rate
Grade K 115 2300 20 1725 15 766h 40m 6h 40m 75%
Mrs. Smith Grade K 40 800 20 560 14 255h 40m 5h 00m 70%
Reading
Mrs. Tanner Grade K 40 760 19 570 14 260h 00m 6h 00m 75%
Reading
Mr. Wallace Grade K
35 740 21 595 17 251h 00m 8h 00m 80%
Reading
Grade 1 112 2128 19 1745 16 709h 20m 6h 20m 82%
Mrs. Gates Grade 1
40 850 21 700 18 236h 20m 5h 00m 82%
Reading
Mrs. Lions Grade 1
40 800 20 670 17 240h 00m 6h 20m 84%
Reading
Mr. Lacey Grade 1
Reading 32 478 15 375 12 233h 00m 8h 00m 78%
Grade 2 100 2750 28 1650 17 916h 40m 9h 36m 60%
Mrs. Anderson Grade 2
40 950 24 590 15 305h 40m 9h 00m 62%
Reading
Mrs. Kinchen Grade 2
40 950 24 550 14 330h 00m 8h 00m 58%
Reading
Mr. Lancaster Grade 2
Reading 20 850 43 510 26 281h 00m 8h 20m 60%
Grade 3 105 2100 20 1785 17 700h 00m 6h 40m 85%

11

12. MATHEMATICS
Summary
Overview
Numbers
and Operations Student profile
Algebra and
Algebraic Thinking Geometry
Measurement
and Data
Cameron Davis - Mathematics - Grade 4
Overall Performance
On or Above Grade 1 Grade Below 2 or more Grades Below
Level 4
Test Placement Scaled Score
Test 3 - 04/12/2011 Mid 3 310
Test 2 - 02/12/2011 Early 2 199
Test 1 - 11/12/2010 Mid 1 103
Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800
Detail for Test 3 - 04/12/2011
Level 4
Domain Placement Scaled Score
Number and Early 3 272
Operations
Algebra and Algebraic Late 2 248
Thinking
Geometry Mid 4 401
Measurement and
Data Mid 3 318
Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800
Placement Developmental Analysis
This combines Cameron’s scores in each of the subtests. His overall score placed him about one level below
Overall Mathematics
Mid 3 grade level. His greatest strength is in Geometry while his greatest need is in Algebra and Algebraic Thinking. This
Performance
result places Cameron in Instructional Profile Grouping 1.
Number and This subtest assesses students' use of both whole numbers and decimal numbers to compare, round, and compute.
Operations Early 3 It also measures facility with fractions from writing fractions to computing. Cameron can add and subtract two-digit
numbers and understands basic fraction concepts. He needs to begin to develop his understanding of multi-digit
numbers and more advanced fraction concepts.
Algebra and This subtest assesses students’ use of algorithms and symbolic notation for computation and ability to solve word
Algebraic Thinking Late 2 problems. Cameron can solve problems involving addition and subtraction. He needs to develop his understanding
of using multiplication to solve problems.
Geometry This subtest assesses students’ ability to reason with two- and three-dimensional shapes and their attributes.
Mid 4 Cameron can use attributes of lines and angles to sort and classify plane figures including triangles. He is on
grade level in Geometry.
Measurement and This subtest assesses skills with measurement units and tools, and with collecting and analyzing data. Cameron
Data Mid 3 can choose the best unit for measuring various attributes of objects. He needs to develop his understanding of
measuring perimeter and area.
12

13. MATHEMATICS
Student profile
Overview
Number and Operations Detail
Numbers
and Operations
Algebra and
Algebraic Thinking Geometry
Measurement
and Data
Level 4
Number and Operations Placement Scaled Score
Number and Early 3 272
270
Operations
Scaled Score 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800
Building Number and Operations Skills
In the Base Ten domain, students use place value understanding and properties of operations to perform three-digit addition and subtraction
by the end of grade 3. They must also understand multiplication concepts and are learning multiplication and division facts.
In the Fractions domain, students build on their understanding of fractions as parts of a whole or parts of a set to develop an understanding
of fractions as numbers on the number line. They recognize that the denominator tells the size of the equal parts and the numerator how
many of those parts.
What Cameron Can Likely Do Next Steps for Instruction
Results indicate that Cameron is developing an understanding Results indicate that Cameron will benefit from instruction and
of the skills shown below. practice in the skills shown below.
Base Ten Base Ten
Round whole numbers to the nearest ten and hundred. Compare Add two 3-digit numbers with regrouping.
and order numbers to hundred thousands.
Subtract two 3-digit numbers with regrouping.
Identify the value of each digit in whole numbers to hundred
thousands; write and understand expanded form and standard
form.
Identify the value of each digit in whole numbers to thousands;
write and understand expanded form and standard form.
Fractions Fractions
Picture and name a fraction of a whole. Identify and name fractions as part of a whole with denominators
including 2, 3, 4, 5, 6, 8, 10, 12.
Picture a fraction of a set.
Identify and name fractions as part of a set with denominators
including 2, 3, 4, 5, 6, 8, 10, 12.
Tools for Instruction
ACTIVITY ACTIVITY ACTIVITY ACTIVITY RESOURCE ROUTINE
Fraction Circles Subtracting with Adding with Representing Base Ten Blocks Fraction
Regrouping Regrouping Fractions Circles
Preview Preview Preview Preview Preview Preview
If you have this product . . . Use these lessons . . .
STAMS® Series Add and Subtract: Lesson 2, pp. 42–49
Instruction STAMS®
series C
S trategies
To
(Strategies to Achieve Fraction Concepts: Lesson 8, pp. 90–97
A chieve
M athematics
S uccess
Mathematics Success) Model Equivalent Fractions: Lesson 9, pp. 98–105
Name
Learn More
i-Ready Instruction i-Ready Instruction can generate a schedule of online Vocabulary lessons,
based on the results of this assessment. Cameron can follow these lessons
at his own pace to target the skills he needs.
Learn More
13

14. MATHEMATICS
Summary
Overview Instructional Grouping
Profile 1 Profile 2 Profile 3 Profile 4 Profile 5
Mrs Gates - Grade 4 - Mathematics
Profile Overview
500out of 40 Students Tested in in Test Window (11/15/2010-01/01/2011)
31 out of 571 Students Tested Test Window 1 1 (11/15/2010-01/01/2011)
30
Profile 1 Weak in Significant deficits in number or algebra concepts.
Number and
24 Operations
Profile 2 Some deficits in number or algebra concepts.
or Algebra
Significant deficits in geometry or measurement
18 Profile 3
and data.
Strong in
11 Number and Some deficits in geometry or measurement and
Profile 4 Operations
12 data.
or Algebra
6 Profile 5 At or above grade level in all domains.
5 5
6 4
0 Profile 1 Profile 2 Profile 3 Profile 4 Profile 5
Students in Each Grouping Profile
Profile 1 Profile 2 Profile 3 Profile 4 Profile 5

Avery, John Garcia, Roberto Anderson, Calvin Martin, Ernie Cooper, Beth
Carr, Jennifer Harrington, Sean Avery, Lana Shepozov, Miranda Perry, Walter
Dubey, Frank Marshall, Johnny Richards, Destiny Smith, George Peterson, Aubrey
Fields, Timothy Singh, Reema West, Dante Torres, Jesus Portenova, Rachel
Graham, Marilyn Walker, Monica Ules, Maria Zenith, Mary
Hernandez-Cullison,
Wheeler, Calvin
Ernesto
Mathers, John
Nelson, Owen
Patrick, Page
Penny, Harold

Flexible Grouping
You have other important information about the needs and performance of your students that you might use in making decisions about instructional grouping. Monitor
students between test administrations and consider adjusting grouping assignments based on growth.
14

15. MATHEMATICS
Instructional Grouping
Summary
Overview Profile 1 Profile 2
Profile 1 Detail
Profile 3 Profile 4 Profile 5
Test Window 1 (11/15/2011)
Priorities for Profile 1
Number and Operations and Algebra and Algebraic Thinking On or
2 Grades
1 Grade
Students in this profile are struggling with foundational number topics and are likely to have gaps in both of or More
Below
Above
Below Grade
these closely related domains. They may struggle with basic place value concepts, especially as this
applies to addition and subtraction and may not grasp the relationship between the operations. It’s likely Numbers and
they also lack quick recall of basic facts. For these students, developing mastery of Number, Operations, Operations
and/or
and Algebraic Thinking skills is key to progress in mathematics. Algebra and
Algebraic Thinking
Students in Profile 1
Needs Analysis
Overall Number and Algebra and
Overall Scaled Score Placement Operations Algebraic Thinking

Dubey, Frank 269 Late 2 Late 2 Mid 2
West, Dante 269 Late 2 Late 2 Mid 2
Avery, John 239 Mid 2 Late 1 Early 2
Penny, Harold 233 Mid 2 Early 2 Late 2
Graham, Marilyn 233 Mid 2 Mid 2 Mid 2
Hernandez-Cullison, Ernesto
233 Mid 2 Mid 2 Late 1
Nelson, Owen 233 Mid 2 Late 1 Mid 2
Carr, Jennifer 233 Mid 2 Mid 2 Late 1

Tools for Instruction
ACTIVITY ACTIVITY ACTIVITY ACTIVITY RESOURCE ROUTINE
Fraction Circles Subtracting with Adding with Representing Frac- Base Ten Blocks Fraction Circles
Regrouping Regrouping tions
Preview Preview Preview Preview Preview Preview
Instructional Priorities for Profile 1
Number and Operations and Algebra and Algebraic Thinking
Number—Base Ten
• whole number place value
• regrouping ones and tens
Students who struggle with place value may not understand the relationship between the written numeral and the quantity it represents. The goal is for students to
understand that a digit in one place represents ten times what it represents in the place to its right.
Operations
• addition with two- digit numbers
• subtraction with two -digit numbers
• multiplication concepts
The standard addition and subtraction algorithms provide students with a reliable system for easily computing sums and differences. Guide students to use place
value understanding and regrouping concepts to add and subtract using the standard algorithm.
Algebra
• relationships between operations
• addition and subtraction word problems
Use concrete or visual models to help students understand the relationship between addition and subtraction, as well as the relationship between addition and
multiplication, and use this to solve word problems.
Fluency
• basic addition and subtraction facts 15

16. MATHEMATICS
School Intervention Screening
Harrington Elementary - Mathematics
School Summary
561 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011)
500 out of 571 Students Tested in Test Window 1 (11/15/2010-01/01/2011)
% Students # Students
Tier 3: 2 or More Grades Below 9% 48
Tier 2: 1 Grade Below 20% 113
Tier 1: On or Above Level 71% 400
Detail by Grade
Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below
Total # Students
Student Distribution across Tiers Assessed
Grade K 100% (95) 95
Grade 1 72% (65) 28% (25) 90
Grade 2 55% (55) 30% (30) 15% (15) 100
Grade 3 67% (75) 20% (22) 13% (15) 112
Grade 4 67% (45) 24% (16) 10% (7) 68
Grade 5 68% (65) 21% (20) 11% (10) 96
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Detail by Student
Tier 1: On or Above Level Tier 2: 1 Grade Below Tier 3: 2 or More Grades Below
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Student Overall Scaled Score Placement Tier Teacher
Harris, Mike 300 Mid 3 1 Jacobs, Dan
Dubey, Frank 269 Late 2 1 Richards, Fred
Irving, Bobby 263 Late 2 1 Smith, Donna
Carr, Jennifer 209 Early 2 1 Jacobs, Dan
Hernandez, Ernie 179 Late 1 2 Richards, Fred
Fields, Timothy 119 Early 1 2 Smith, Donna
Issacs, Roberta 89 Late K 3 Jacobs, Dan
Powell, Sara 59 Mid K 3 Richards, Fred
West, Dante 29 Early K 3 Smith, Donna
16

17. Below
Overall Reading 350 8 8 3 01
Early 1 5 6 3
Phonological Awareness 300 15 0 4 0
MATHEMATICS
Phonics 400 2 1
9 7
High-Frequency Words 350
8 8 3 0
Vocabulary
Class profile
350 4 7 1
7
Comprehension 325 12 6 1 0
Mrs. Cooper's Grade 3 Mathematics Class
Performance by Student
On or Above 1 Grade 2 or More
Grade Below Grades Below Placement by Domain
Number Algebra and Geometry Measurement Comprehen-
and Algebraic and Data sion
Operations Thinking
Average Scale Score Placement
Harris, Mike 300 Mid 3 Mid 3 Mid 3 Late 3 Late 3 Early 3
Early 3 Early 3 Early 2 Late 3 Mid 3 Late 2
Dubey, Frank 284
Irving, Bobby 278 Early 3 Mid 3 Mid 4 Mid 3 Mid 2 Late 2
Carr, Jennifer 269 Late 2 Mid 3 Mid 3 Late 2 Early 4 Late 2
Hernandez, Ernie 266 Late 2 Mid 1 Late 2 Late 2 Early 3 Late 2
Fields, Timothy 233 Mid 2 Late 1 Mid 2 Late 1 Early 3 Late 1
Issacs, Roberta 231 Mid 2 Mid 1 Late 2 Late 2 Early 2 Late 1
Liu, Mai 230 Mid 2 Mid 1 Late 1 Mid 2 Early 3 Mid 2
Jackson, Wendy 227 Mid 2 Late K Mid 2 Mid 2 Early 3 Mid 2
Marendello, Sarah 207 Early 2 Mid 1 Late 1 Mid 2 Early 3 Mid 1
Powell, Sara 174 Late 1 Late 1 Early 2 Early 2 Early 2 Late 1
West, Dante 172 Late 1 Late K Late K Late 1 Late 1 Mid 1
Avery, Lana 170 Late 1 Mid 1 Late 1 Late 1 Mid 1 Mid 1
Richards, Destiny 124 Mid 1 Mid 1 Mid 1 Mid 1 Early 1 Early 1
Anderson, Calvin 121 Mid 1 Mid 1 Mid 1 Early 1 Mid 1 Early 1
Shepozov, Miranda 117 Early 1 Early 1 Early 1 Early 1 Late K Late K
Torres, Jesus 109 Early 1 Late K Early 1 Early 1 Mid K Mid K
Ules, Maria 88 Late K Late K Late K Late K Mid K Mid K

17

18. MATHEMATICS
Student Response to Instruction
Jennie O’Neil - Grade 3
September 4, 2010 – May 4, 2011
Progress Summary
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Domain Early K Mid K Late K Early 1 Mid 1 Late 1 Early 2 Mid 2 Late 2 Early 3 Mid 3 Late 3 Early 4 Mid 4 Late 4 Early 5 Mid 5 Late 5 Early 6 Mid 6 Late 6 Early 7 Mid 7 Late 7 Early 8 Mid 8 Late 8
Number and
Operations
Algebra and
Algebraic Thinking
Geometry
Measurement
and Data
Grade 3
Detail by Domain
Lessons
Domain Passed Completed Pass Rate Time on Task Domain
Status
Overview 81 97 84% 31 hr 12 min
Number and Operations 16 20 80% 6 hr 06 min On
Algebra and Algebraic 15 20 75% 6 hr 06 min On
Thinking
Geometry 25 27 93% 9 hr 0 min On
Measurement and Data 25 30 83% 10 hr 0 min On
Detail by Lesson
Number and Operations
Time on Extra
Date Lessons Pass / Fail Score
Task Lesson
02/01/11 Subtracting with Regrouping Pass 80% 15 min
01/30/11 Adding with Regrouping - Part 2 Pass 85% 25 min
01/30/11 Adding with Regrouping - Part 1 Pass 90% 20 min
Show/Hide
Algebra and Algebraic Thinking
Time on Extra
Date Lessons Pass / Fail Score
Task Lesson
02/02/11 Fraction of a Set Fail 20% 15 min
02/02/11 Fractions - Part of a Whole in Real-World Problems Pass 80% 25 min
02/01/11 Fractions - Part of a Whole Pass 90% 20 min
Show/Hide
18