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NELA Evaluation Plan


Utilization of iReady as an Tier 3 Intervention Tool
Internship Project Goals:
I. Increase student achievement in Reading
II. Students will be College and Career ready
Internship Project Strategies (What did you do?):
1. Use i-Ready diagnostic data to create individualized learning plans.
Activities:
Complete scheduled diagnostic
Assign individualized lessons to students
Evaluation Questions
Measures/Data Sources
What do you need to know?
How will you find out?
How many students completed the
diagnostic?
How closely do i-Ready Reading Lexile
levels align to Reading EOG Lexile
levels?

i-Ready Completion
Report

i-Ready Class Norms


report

Reading EOG scores

Results
What were the results?
29 (100%) of students in the sample
completed the diagnostic

Scores will be available June 2016

Of the six teachers surveyed, 50% indicate


Do the results of the diagnostic reflect
some scores match while the other 50%
the participants ability levels in
Surveys
indicate there is a close match.
Reading?
Twenty-seven students completed the survey.
Eleven (40.7%) do not believe the results of
the diagnostic reflect their ability level in
reading. The other sixteen (59.3%) believe the
results are a close match to their ability level in
reading.
Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
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Summary of Results (Interpretation of Data):


Although some students do not believe the diagnostic reflects their ability levels, most students and teachers have
confidence in the diagnostic results.
Next Steps (Action Steps):
Utilize the iReady diagnostic results to differentiate classroom instruction
Compare June EOG lexile levels to EOY iReady lexile levels

Internship Project Goals:


I.
Increase student achieving in Reading
II.
Students will be College and Career Ready
Internship Project Outcomes (Why did you do it?):
A. Reduce deficits in Reading Foundational Skills

Evaluation Questions
What do you need to know?
How many students had improved
scores in the Phonics domain at MOY?

Measures/Data Sources
How will you find out?

i-Ready Class Profile


report

Results
What were the results?
One out of six students in 6th grade improved
while one of the six remained the same.
Four of the six 6th grade students had a
decrease in their Phonics domain. Two
decreased by one level while the other two
decreased by two levels.
Five of the thirteen (38.5%) 7th grade students
improved in the Phonics domain.
Three of the thirteen (23.1%) 7th grade
students decreased in the Phonics domain.
Five of the thirteen (38.5%) 7th grade students
maintained their Tested Out level in the
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How helpful was i-Ready in improving


reading foundational skills?

Surveys

Phonics domain.
Six (60%) 8th grade students improved in the
Phonics domain.
Of the four students that stayed the same in
the Phonics domain, three (30%) maintained
their Tested Out level and one (10%)
maintained a level three in Phonics.
Four out of six teachers found iReady
somewhat helpful in improving reading
foundational skills for students while one
teacher was not sure.
Eighteen students found iReady very helpful
for improving Reading foundational skills while
nine students did not find iReady helpful.

Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data):
Based on the data, the majority of the students were able to maintain or improve their phonics skills.
Six grade students had the greatest challenge maintaining or increasing their phonics skills.
Both students and teachers have confidence in iReadys ability to help students improve Reading foundational
skills.
Next Steps (Action Steps):
Provide students struggling with phonics explicit phonics instruction

Internship Project Goals:


I. Increase student achieving in Reading
III. Students will be College and Career Ready

Internship Project Outcomes (Why did you do it?):


B. Improve reading comprehension skills
Evaluation Questions
What do you need to know?

Measures/Data Sources
How will you find out?

How much did Lexile levels increase


from BOY to MOY diagnostic?

i-Ready Class Norms


report

What was the greatest contributing


factor to improved reading
comprehension?

Student Survey

How helpful was i-Ready in improving


reading comprehension?

Student survey

Results
What were the results?
Sixth grade Lexiles changes range from a 145
increase to -325 loss. There was a net change
of zero.
Seventh grades Lexiles average change was
a -65 point loss.
Eighth grades average Lexile change was a
98 point increase. The scores ranged from a
225 point gain to a 150 point decrease.
Five credit iReady as the greatest contributing
factor to helping improve reading skills.
Fifteen students believe their ELA/Reading
teacher is the greatest contributing factor to
improved reading comprehension.
Six students believe Corrective Reading is the
greatest factor contributing to improved
reading skills.
83.3% feel it is somewhat helpful in improving
reading comprehension.
16.7% believe iReady is not helpful in
improving reading comprehension.

Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data):
Overall, there was a small increase in Lexile levels. However, there were a few significant decreases in Lexile
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levels that caused the results to be skewed.


Students have more confidence in their teachers' contributions to improving reading comprehension than iReady.
Next Steps (Action Steps):
Review the results of students with significant decreases to determine the domains creating the biggest challenges
in comprehension and provide intervention in those domains
Internship Project Goals:
I. Increase student achieving in Reading
II.
Students will be College and Career Ready
Internship Project Outcomes (Why did you do it?):
C. Increase interests in reading for pleasure

Evaluation Questions
What do you need to know?

Measures/Data Sources
How will you find out?

What was the interest level in reading


prior to i-Ready?

Survey

How many more books are read now in


comparison to the number read prior to
implementation of i-Ready?

Survey

Results
What were the results?
Seven students had no interest in reading prior
to iReady. Two also stated they only read
when they had to.
Fourteen students only liked to read certain
books prior to iReady.
Five students only read when they had to.
One student enjoys reading all the time.
Thirteen students had no change in their
reading habits.
Eight decreased their level of reading.
Five students had an increase in the number
of books they read.
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Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data):
iReady did not make a significant difference in encouraging students to want to read more.
Next Steps (Action Steps):
Help students find books on their reading and interest levels to encourage them to read more to improve
comprehension

Internship Project Goals:


I. Increase student achievement in Reading
II.
Students will be College and Career ready
Internship Project Strategies (What did you do?):
2. Monthly Progress Monitoring
Activities:
Students complete progress monitoring every 30 days
Assign extra lessons to address deficits identified during progress monitoring
Evaluation Questions
Measures/Data Sources
Results
What do you need to know?
How will you find out?
What were the results?
How many students completed
monthly progress monitoring
assignments?

i-Ready Progress
Monitoring report

Six (100%) 6th grade students completed


monthly progress monitoring assignments.
Eleven out of thirteen (84.6%) 7th grade
students completed the monthly progress
monitoring assignments.
Eight out of ten (80%) 8th grade students
completed the monthly progress monitoring
assignments.
Two students unaccounted for.

Four out of six (66.7%) teachers find iReady


Surveys
assignments somewhat helpful in improving
student achievement.
One out of six (16.7%) teacher does not think
iReady is helpful in improving student
achievement.
One out of six (16.7%) teacher is not sure
whether the assignments are helpful because
she did not use the assignments feature. She
noted she will explore using the feature in
subsequent nine weeks.
Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
How helpful are the i-Ready
assignments in improving student
achievement?

Summary of Results (Interpretation of Data):


The majority of the students completed monthly progress monitoring, however; the results were of little use to
teachers since they did not use the data for instruction.
Next Steps (Action Steps):
Provide teachers with training on how to use data from progress monitoring to create intervention activities and
differentiate instruction
Internship Project Goals:
I.
Increase student achieving in Reading
II.
Students will be College and Career Ready
Internship Project Outcomes (Why did you do it?):
III.

A. Provide data to adapt instruction to meet the needs of students

Evaluation Questions
What do you need to know?

Measures/Data Sources
How will you find out?

Results
What were the results?
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How many teachers used iReady data


to group students for small group
instruction?

Survey

Five teachers (83.3%) used iReady data to


group students.
One teacher (16.7%) did not use the data for
small group instruction.

Three teachers (50%) found the data very


helpful for planning instruction.
Survey
Two teachers (33.3%) found the data
somewhat helpful.
One teacher (16.7%)did not use the data to
plan instruction.
Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
How helpful was iReady data for
planning instruction?

Summary of Results (Interpretation of Data):


Overall, teachers find the data generated from iReady helpful for creating small groups.
Next Steps (Action Steps):
Provide training on various ways to use iReady to enhance instruction.

Internship Project Goals:


I.
Increase student achieving in Reading
II.
Students will be College and Career Ready
Internship Project Outcomes (Why did you do it?):
B. Improve classroom performance

Evaluation Questions
What do you need to know?

Measures/Data Sources
How will you find out?

Results
What were the results?
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How has progress monitoring helped


with classroom performance?

How many Progress Monitoring


sessions have been completed?

Report Cards

Teachers did not use data generated by


progress monitoring to assist with instruction.

Students completed two diagnostics and four


progress monitoring sessions August 2015January 2016.

Progress Monitoring
report
Decisions (Guiding Questions: What do the results mean? What are you going to do now?)

Summary of Results (Interpretation of Data):


All progress monitoring was completed. Due to the design of the program, instruction does not continue until
scheduled progress monitoring is complete.
Next Steps (Action Steps):
Provide training for teachers on how to use progress monitoring in their instructional practices.
Compare the performance of those using iReady to those receiving Corrective Reading instruction to determine if
one has a greater impact than the other

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