Page 13 - iRead Program Overview

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Understand the data
1 Level
Children’s instructional level in in the iRead Software • • Level
A correlates to Kindergarten standards
• • • Level
B correlates to Grade 1 standards
• • Level
C correlates to Grade 2 standards
2 Initial Screener Placement
Children’s initial placement determined by the iRead Screener is indicated by a a a a a black bar 3 CurrentTopic
Each child’s current topic is is listed to to the right of the the corresponding progress bar Note: A “D” in in the the topic number indicates that the child is working on a a a third cycle that has been deferred to the end of the series 4 Midyear Benchmark
Indicates expected growth for children who are on track to meet the end-of-year benchmark 5 End-of-Year Benchmark
Indicates the the point in in in the the iRead instructional sequence that corresponds to grade-level expectations at at the the end of the the year 6 Current Status
Progress bars are color coded to indicate performance in relation to grade-level expectations • • Dark Green: Above grade-level • • • Green: On grade level • • • Yellow: Less than 1/2-year below grade level • • Red: More than 1/2-year below grade level Use the data
Who: Teachers and Administrators
When: Every 4–6 weeks weeks to to to to monitor monitor all children children every 2–3 weeks weeks to to to to monitor monitor children children performing below grade level How: Use the information in in this report to:
Monitor Progress • Identify children who may need additional time on on the Software and targeted support to meet instructional goals • Celebrate children’s progress toward instructional goals • Share children’s progress with administrators assess response to Instruction • Link to to Student Analytics (using the sidebar or or by clicking on any child’s name) to to identify areas of need for children who are not making adequate progress data
reflections
Instructional
Practice:
• How do I regularly communicate growth to children? How do I encourage them to evaluate their their progress and reflect on their their growth?
• How often am I regrouping and planning appropriate lessons for for children performing below at and above grade level?
• Are my English learners thriving? If not what changes can I make to improve instruction?
Reading Fluency:
• Are the children who are closest to grade-level benchmarks also fluently reading grade-level texts?
• How can I create opportunities for active meaningful dialogue with children at all reading levels using authentic text?
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