Evidence of Application with Students

Tool utilized: iReady online reading and math program. Corresponding iReady reading and math
lessons using workbooks, manipulatives, and powerpoint presentations.

How instruction was differentiated for individual learners: Based on the results of the i-Ready
Diagnostic test, students are placed into student instruction customized to their placement
levels. These online lessons provide a consistent best-practice lesson structure and build
conceptual understanding, in addition to being engaging and fun for learners of all levels.

Reflection:
A) How students accessed the online content: Students were all given a username (their first
initial and first 4 letters of their last name) and a password (wallin) in October. Students
would log onto their account by going to the iReady website https://login.i-ready.com/ (see
below)

Once the student logged onto their iReady account they were shown a screen to
choose a math or reading lesson. (see below)

Once they choose math, they would be shown a screen to pick which lesson to
complete. They would have the choice between their regular learning path lessons (red
lessons) or the extra lessons I assigned (blue lessons).

Once the students choose whichever lesson to complete, they would be shown a screen
that explained the lesson name and objective. (see below)

The lesson would start off with a tutorial that explained how to complete the lesson. These
lessons always had a fun character to explain the concept to the student. The lessons were
always very colorful and interesting. (see below)

Once the students completed the tutorial part 1, they would go to tutorial part 2. This
lesson would have the same concept, but just with a different story and numbers. (see below)

Once tutorial part 2 was completed, the students would be required to take a quiz
that went over the concept they just learned in the 2 tutorials. The quiz would be 4-5
questions long and would be worded in the same format as the tutorials. (see below)

When the students get the questions correct they receive tickets. For each ticket
they get to play a game at the end of the quiz. (see below)

The games would be very short and give the kids a little break from their lesson. (see
below)

Once they were done with the quiz the students could check on their progress to
see how many lesson they had passed so far. (see below)

If the student passed the quiz they would be assigned a new lesson the next time
they logged onto their account. This lesson would follow their learning path. If they did not
pass the quiz, they would be required to redo the lesson again, but the lesson would be a
little different from the first lesson (different numbers used and different stories). They
would be required to retake the quiz again and hopefully this time they would pass. If the
student does not pass the quiz on the second time, an email would be sent to the teacher
and thats when I would re-teach the lesson in class. I would not have the student redo the
lesson a third time until I knew he/she was understanding the concept first.

B) The duration of usage: Students were given the diagnostic test in both reading and math
in October of 2014. The diagnostic test would create a learning path of lessons for the
students to complete based on their tests scores. The diagnostic test also created a
detailed report for teachers that showed the students scores and their grade levels for

each subtopic in math and reading. (see below) I have used this program in my resource
math class since October of 2014, so the duration has been 5 months so far.

Students were required to complete 1 online lesson of math on iReady each night as their
homework. Their learning paths created from the diagnostic test created lessons that were right
at their instructional level. However, I also assigned extra math lessons for my resource math
students. I would create extra lessons that would follow exactly what we were teaching in the
resource room at that time. (see below)

As a teacher I was able to create my own account and add my students in my

resource math class as an instructional group. This allowed me to check on their progress
and how they were doing on each lesson. The report would show the domain of the lesson,
the date completed, if they passed or failed the lesson, the score they received on the quiz
portion of the lesson, and the time on task. (see below) If I saw a student was struggling
on a certain topic I would then reteach the lesson as a small group in my resource class.
Then I would have them complete the online lesson again to check they understood the
concept.

In the iReady program there are progress monitoring assessments you can assign
your students to complete throughout the year. These assessments are only 20 questions
long and start at their current level. The questions get harder as the test moves on to each
question. This assessment will give the students a new level score. I assigned these tests 3
times throughout the year. This way I can see their growth and how they did on the
progress monitoring tests. You can also see if they rushed through the test (red hand
symbol). These tests showed me if my students were progressing using the iReady
program. As you can see below, this students score improved throughout the year. He
started at a 332 and ended with a score of 402. That shows a whole grade level
improvement from when he started the program!

C) Response by students, parents, and administration:

a. Students: From what I witnessed in class my students always enjoyed doing the
iReady lessons on the computer. I usually assigned the lessons as homework, but
sometimes we would have extra time during our resource math time so I would
have students log on and do 1 lesson using our classroom computers. The students
were always happy to comply and logged on right away without any complaint. This
showed to me that the students liked the lessons and did not feel they were too
hard for them. Sometimes a student would get frustrated with a certain lesson
because of the way it was explaining the concept. I would need to intervene and
reteach the lesson a different way. Then the students would understand the content
and be able to complete the lesson their own. Sometimes it just takes a different
approach and then they understand the concept completely.
b. Parents: I asked the parents of my resource math group how they liked using the
iReady program at home. All of the parents said they loved using it as a homework
tool. They love the characters and the way the lessons are presented. They all said
they enjoyed how it was very independent and they didnt have to help their
children during the lessons very much. The parents explained that their kids
seemed to enjoy the lessons at home and liked doing them as homework instead of
worksheets.
i. Example parent email: Keegan loves iReady. The only homework I don't have
to fight him to do : ) and he is able to work on his own....double thumbs up :
)

ii. Example parent email: Ty enjoys the reading part of iready. He does not like
the math portion. It is not challenging for him. As a parent I especially like
iready because he can independently do the work.
c. Administration: My administration is very happy with the program and how it has
worked with the whole school. They are happy to see the progress that students are
making in both reading and math. They said many parents come up to them after
school and say how much they enjoy it as well. I know my administration is going to
keep this program next year.
D) Plan for continuation: I definitely plan to continue to use iReady for both reading and math
for next years resource classes. I really liked the program and how individualized it is for
my kids. The kids seemed to really enjoy it and learned a lot from the online instruction.
They liked doing the online lessons instead of boring worksheets as homework each night.
My kids enjoyed playing the games that were at the end of the quizzes they passed. They
memorized their logins really quickly and never had a problem logging on to their account
on their own. This program showed them how to be independent learners. I also liked how
the students were always excited to show me their progress and how many lessons they
have passed. They really seemed to take ownership of their learning and knew they were
improving their math skills.