I use the adaptive i-Ready exam at the beginning of the year, the middle of the year, and the end of the year to see where students are overall mathematically. This also allows me to analyze students by individual sub-domains, numbers and operations, algebra and algebraic thinking, measurement and data, and geometry.
I gave all of my students the i-Ready diagnostic assessment to see where they are overall. I am able to further analyze how well they do in specific sub-domains. My students will retake this exam in the middle of the year and end of the year, which allows me to track their overall progress in mathematics. I individually conferenced with students after they took their diagnostic i-Ready assessment, and we made growth goals together for their middle of the year assessment. Every student committed to trying to grow one grade level, 13 points, by the middle of the year.
I often use the i-Ready diagnostic assessment to group students. For example, I once did a reteach of long division using place value in my math intervention class. However, not all students needed this reteach according to their i-Ready diagnostic data. I split the groups, as seen above, into those who needed help with the concept of single-digit division (Group A), those that needed help with long division (Group B), and those that did not need help with long division (Group C). I was able to use my diagnostic data to differentiate instruction accordingly.