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I2PM Instruc�onal Progress Management Report

Background Informa�on

Teacher's Name: L. Morris Class/Subject: LM 2013-14 Report Date: 01/09/2015

School: Bailey District: South Lane State: Oregon CC

What is I2PM and why use it?

The I2PM system was designed to enhance teachers' instruc�onal progress management. This report integrates your self-reported MyiLOGS data

on instruc�onal ac�ons with easyCBM interim assessment results for your students. The report is comprehensive, personalized, and

goal-focused. As you examine the I2PM Report, keep the following points in mind:

1. MyiLOGS is a new measure that yields descrip�ve scores. The MyiLOGS data reported are based on your instruc�onal efforts. Data for 40 days

or more, whether for an en�re class or for a subsample of students, is likely representa�ve for that par�cular group of students. The data

reported are considered to be accurate for purposes of self-improvement planning. Like any measure of human performance, however, the

resul�ng scores include measurement error. From the resul�ng MyiLOGS data, you should be able to iden�fy instruc�onal content that you

would like to emphasize, types of cogni�ve demands that might be changed to improve processing, and instruc�onal prac�ces that could be

changed to improve instruc�onal effec�veness. (visit www.myilogs.com for more informa�on)

2. The easyCBM math tests were developed using the Na�onal Council of Teachers of Mathema�cs (NCTM) Focal Points Standards and the

Common Core State Standards (CCSS). Based on a number of students easyCBM has been demonstrated to yield reliable and valid test scores

sensi�ve to changes in students' academic performances. (visit www.easycbm.com for more informa�on)

Ques�ons You Wanted Answered

The ques�ons you selected from those I2PM is designed to answer were as follows:

1. The Content Ques�on: What do my students need to learn?

2. The Alignment Ques�on: Do I cover the content in academic standards and assessed by achievement tests?

3. The Instruc�onal Time Ques�on: What percentage of my allocated class �me do I typically use for delivering instruc�on?

4. The Instruc�onal Approaches Ques�on: What instruc�onal approaches do I typically use to facilitate my students' learning?

5. The Instruc�onal Differen�a�on Ques�on: How do I differen�ate classwide instruc�on for individual students? Specifically, on what

dimensions - cogni�ve emphasis, instruc�onal prac�ces, grouping format, materials used - do I typically differen�ate instruc�on?

6. The Student Knowledge Ques�on: What do my students currently know and how well do they perform; what knowledge and skills

are students having difficulty learning/mastering?

7. The Achievement Ques�on: What were the achievement levels for my students throughout the year?

8. The Instruc�onal Outcomes Ques�on: What is the rela�on between my instruc�on and students' achievement?

9. The Professional Development Ques�on: What can I do to improve instruc�on for my students?

Your Instruc�onal Goals

The goals you elected to set regarding your instruc�on and student achievement were as follows:

For Percentage of Allocated Instruc�onal Time Used per class, I set the goal of

1st period - 30% Allocated Instruc�onal Time.

2nd period - 40% Allocated Instruc�onal Time.

3rd period - 60% Allocated Instruc�onal Time.

4th period - 80% Allocated Instruc�onal Time.

For Percentage of the Intended Curriculum Content Covered per period, I set the goal of

1st period - 40% Content Covered.

2nd period - 50% Content Covered.

3rd period - 60% Content Covered.

4th period - 90% Content Covered.

For Average Class Achievement in mathema�cs per period, I set the goal of

1st period - 20% �le achieved.

2nd period - 30% �le achieved.

3rd period - 85% �le achieved.

4th period - 95% �le achieved.

1. The Content Ques�on: What do my students need to learn?

2. The Alignment Ques�on: Do I cover the content in academic standards and assessed by achievement tests?

Intended Planned Enacted Assessed Aligned

Clusters & Standards Q1 Q2 Q3 Q4 % of Total Time Standards Standards

G Draw and iden�fy lines and angles, and

classify shapes by proper�es of their lines and

angles.

4.G.A.1 Draw parts of 2-D figures

4.G.A.2 Classify 2-D figures

4.G.A.3 Line of symmetry

MD Solve problems involving measurement and

conversion of measurements from a larger unit

to a smaller unit.

2 hrs 0 mins

4.MD.A.1 Single system of measurement 0 hrs 40 mins

4.MD.A.2 Solve word problems

4.MD.A.3 Real word area/perimeter 1 hrs 20 mins

MD Represent and interpret data.

4.MD.B.4 Line plot for frac�ons

MD Geometric measurement: understand

concepts of angle and measure angles.

1 hrs 20 mins

4.MD.C.5 Concepts of angles 1 hrs 20 mins

4.MD.C.5a Angle measurement with reference

circle

4.MD.C.5b N degree angles

4.MD.C.6 Measure angles in degrees

4.MD.C.7 Solve problems with angles

NBT Generalize place value understanding for

mul�-digit whole numbers.

0 hrs 30 mins

4.NBT.A.1 Place value recogni�on 0 hrs 30 mins

4.NBT.A.2 Read and write numbers

4.NBT.A.3 Rounding with place value

NBT Use place value understanding and

proper�es of opera�ons to perform mul�-digit

arithme�c.

7 hrs 45 mins

4.NBT.B.4 Fluently add and subtract 4 hrs

25 mins

4.NBT.B.5 Mul�ply to 4 digits 2 hrs 0 mins

4.NBT.B.6 Remainders 1 hrs 20 mins

NF Extend understanding of frac�on

equivalence and ordering.

2 hrs 40 mins

4.NF.A.1 Equivalent frac�ons 2 hrs 0 mins

4.NF.A.2 Comparing frac�ons 0 hrs 40 mins

NF Build frac�ons from unit frac�ons by

applying and extending previous

understandings of opera�ons on whole

numbers.

0 hrs 40 mins

4.NF.B.3 Understand frac�ons 0 hrs 40 mins

4.NF.B.3a Addi�on & subtrac�on of frac�ons

4.NF.B.3b Decompose frac�ons

4.NF.B.3c Add & subtract mixed numbers with

like denom

4.NF.B.3d Solve WP with frac�ons

4.NF.B.4 Mul�ply fac�ons by whole numbers

4.NF.B.4a Understand frac�ons as mul�ples

Intended Planned Enacted Assessed Aligned

4.NF.B.4b Understand mul�ples of frac�ons

4.NF.B.4c Solve WP with frac�ons

NF Understand decimal nota�on for frac�ons,

and compare decimal frac�ons.

2 hrs 40 mins

4.NF.C.5 Equivalent frac�ons/100 0 hrs 40 mins

4.NF.C.6 Decimal nota�on for frac�ons 0 hrs 40 mins

4.NF.C.7 Compare decimals to hundredths 1 hrs 20 mins

OA Use the four opera�ons with whole

numbers to solve problems.

4 hrs 0 mins

4.OA.A.1 Interpret mult. Equa�on 2 hrs 0 mins

4.OA.A.2 Solve word problems

4.OA.A.3 Mul�step word problems 2 hrs 0 mins

OA Gain familiarity with factors and mul�ples. 2 hrs 50 mins

4.OA.B.4 Factor pairs 2 hrs 50 mins

OA Generate and analyze paAerns.

4.OA.C.5 Number or shape paIern

Q1 Q2 Q3 Q4

Figure Q1+2. Curriculum Content Alignment Chart

This chart provides data concerning the Cluster and Standard levels content from the Common Core State Standards as the Intended

Curriculum. Using the Intended Curriculum as the reference framework, the chart documents (a) the standards you Planned to

Teach in each quarter of the year, (b) the amount of �me you actually Enacted Instruc�on in each quarter for a specific standard

and domain, (c) whether a standard is Assessed according to the tes�ng blueprint for your state achievement test, and finally, (d)

whether your Enacted Instruc�on is Aligned with the Assessed content on your state achievement test.

To answer the Content Ques�on concerning what your students need to learn, inspect the Planned column in the chart to get

informa�on on the percentage of the Intended Curriculum you deemed appropriate for all you students to learn.

To answer the Alignment Ques�ons concerning coverage of content in the academic standards and those assessed by a state

achievement test, inspect the Aligned column. The Yes indicates an alignment between your Enacted Instruc�on and the content

Assessed on the state's achievement test. A No indicates alignment did not occur because either you did not enact instruc�on for a

given standard but the standard was assessed. Finally, an NA (not applicable) indicates you did enact instruc�on for a given

standard, but the standard was not assessed on the state achievement test.

3. The Instruc�onal Time Ques�on: What percentage of my allocated class �me do I typically use for delivering instruc�on?

08/13 09/13 10/13 11/13 12/13 01/14 02/14 03/14 04/14 05/14 06/14 07/14

Time on Standards* — 76% 80% 50% 0% 69% 65% 56% 89% 8% 0% —

Time on Custom Standards* — 21% 4% 47% 96% 20% 23% 18% 0% 77% 79% —

Time on N/A* — 3% 15% 11% 11% 11% 11% 27% 11% 15% 21% —

Total Time on Standards — 13.8 hrs 13.3 hrs 12.3 hrs 6.5 hrs 12 hrs 12.7 hrs 8.3 hrs 14.7 hrs 13.4 hrs 5.3 hrs —

*All three �me indices should sum to 100% of the scheduled class length. Please review discrepancies, as they may reflect repor�ng errors or

legi�mate adjustments in school �me that may occur occasionally.

Figure Q3a. Monthly Time & Standards Chart

To answer the Instruc�onal Time Ques�on, this stacked bar chart summarizes the percentage of �me you spent each month on

intended content standards and custom skills, and also indicates the percentage of �me not available (N/A) for instruc�on. Ideally,

these three �me indices should sum to 100% of the available �me allocated for a class, but because you reported �me as an

es�mate in minutes, it is possible that in some cases the total percentage was slightly less than 100%. The data in this figure are

based on all days MyiLOGS informa�on was logged during the school year.

Because some teachers prefer data tables to bar charts, we also provide a table below the bar chart that translates each bar

component in to specific percentages and provides a summary of the actual number of hours spend on standards.

Figure Q3b. Time Instruc�on Enacted for Content Clusters

To provide a more detailed answer to the Instruc�onal Time Ques�on, this pie chart summarizes percentage of instruc�onal �me

used for each content cluster within a content area. Note that the percentage of �me not available for instruc�on in the content

area is also provided as part of the total �me available. The data in this figure are based on all days MyiLOGS informa�on was

logged during the school year.

4. The Instruc�onal Approaches Ques�on: What instruc�onal approaches do I typically use to facilitate my students' learning?

Based on 60 Detail Days

Legend: AIend Remember Understand/Apply Analyze/Evaluate Create

Order of Processes is LeE to Right

Substandard Percentage and Time

4.MD.A.1 Single system of measurement 0 hrs 40 mins

4.MD.A.3 Real word area/perimeter 1 hrs 20 mins

4.MD.C.5 Concepts of angles 1 hrs 20 mins

4.NBT.A.1 Place value recogni�on 0 hrs 30 mins

4.NBT.B.4 Fluently add and subtract 4 hrs 25 mins

4.NBT.B.5 Mul�ply to 4 digits 2 hrs 0 mins

4.NBT.B.6 Remainders 1 hrs 20 mins

4.NF.A.1 Equivalent frac�ons 2 hrs 0 mins

4.NF.A.2 Comparing frac�ons 0 hrs 40 mins

4.NF.B.3 Understand frac�ons 0 hrs 40 mins

4.NF.C.5 Equivalent frac�ons/100 0 hrs 40 mins

4.NF.C.6 Decimal nota�on for frac�ons 0 hrs 40 mins

4.NF.C.7 Compare decimals to hundredths 1 hrs 20 mins

4.OA.A.1 Interpret mult. Equa�on 2 hrs 0 mins

4.OA.A.3 Mul�step word problems 2 hrs 0 mins

4.OA.B.4 Factor pairs 2 hrs 50 mins

Analyze and interpret data 3 hrs 40 mins

geometric shapes and measurement 2 hrs 0 mins

visualizing and deconstruc�ng 3D shapes 0 hrs 40 mins

Assessment 3 hrs 20 mins

probablity 0 hrs 45 mins

State Tes�ng 1 hrs 20 mins

Double Digit Mul�plica�on and Division 3 hrs 20 mins

Summary Across All Standards/Objec�ves

0% - AIend 3% - Remember 85% - Understand/Apply 10% - Analyze/Evaluate 2% - Create

Figure Q4a. Cogni�ve Processes Emphasized For Standards Focused Instruc�on

To answer the Instruc�onal Process Ques�on, this chart provides specific Standard level content from the Common Core State

Standards to organize and document the amount of �me in hours and minutes that you used emphasized each of the five possible

Cogni�ve Processes ranging two lower level processes of AIend and Remember to higher level processes of Understand/Apply,

Analyze/Evaluate, and Create. The accompanying legend provides the color code for each specific cogni�ve process.

Below the detailed chart is a summary of the specific cogni�ve processes used across all the content standards/objec�ves.

Based on 52 Detail Days

Legend: Individual Small Group Whole Class

Order of Formats is LeE to Right

Ac�vity Percentage and Time

Provided Direct Instruc�on 35 hrs 5 mins

Provided Visual Representa�ons 29 hrs 35 mins

Asked Ques�ons 18 hrs 35 mins

Elicited Think Aloud 2 hrs 55 mins

Used Independent Prac�ce 51 hrs 40 mins

Provided Guided Feedback 2 hrs 55 mins

Provided Reinforcement 0 hrs 25 mins

Assessed Student Knowledge 13 hrs 30 mins

Other Instruc�onal Prac�ces 0 hrs 0 mins

Summary Across All Grouping Formats

0% - Individual 0% - Small Group 100% - Whole Class

Figure Q4b. Grouping Formats Used with Each Instruc�onal Prac�ce

To further answer the Instruc�onal Process Ques�on, this chart provides a summary of the instruc�on �me in hours and minutes

that you used for each of nine Instruc�onal Prac�ces and three Grouping Formats. The accompanying legend provides the color

code for each specific grouping prac�ces.

Below the detailed chart is a summary of the specific grouping formats used across all your instruc�onal prac�ces.

5. The Instruc�onal Differen�a�on Ques�on: How do I differen�ate classwide instruc�on for individual students? Specifically, on

what dimensions - cogni�ve emphasis, instruc�onal prac�ces, grouping format, materials used - do I typically differen�ate

instruc�on?

Instruc�onal Comparison Chart: Cogni�ve Processes

AAend Remember Understand/Apply Analyze/Evaluate Create Time N/A

Classwide Average

(SD)

0 mins

(0 mins)

40 mins

(0 mins)

1820 mins

(23.1 mins)

230 mins

(20 mins)

40 mins

(0 mins)

351 mins

(4.8 mins)

Figure Q5a. Instruc�onal Comparison Graph: Cogni�ve Processes

To answer the Instruc�onal Differen�a�on Ques�on with regard to Cogni�ve Processes used class-wide, we provide a chart that

documents the average (and standard devia�on) of the amount of �me per class session that you emphasized each cogni�ve

process category. Above the chart, we have graphed the difference in �me alloca�on for each of the cogni�ve processes with

individual students you targeted for more detailed instruc�onal analyses. Note that in this graph the class average is represented

with a horizontal line at the 0 point. From this point, the �me allocated for each cogni�ve process with individual students (iden�fy

by different colors) is indicated with a bar that extends above the class average line when an individual's instruc�onal �me

alloca�on is higher than the class average or below the class average line when the individual's instruc�onal �me alloca�on is lower

than the class average.

When the difference between the class average and an individual for a given cogni�ve process is different by 2 or more SDs either

above or below the 0 line, it is consider a sta�s�cally significant effect and very likely educa�onally important.

Instruc�onal Comparison Chart: Instruc�onal Prac�ces

Direct Inst Visual Rep Ask Quest Think Aloud Indep Pract Guide Feed Reinforce Assessment Other Time N/A

Classwide Average

(SD)

410 mins

(5.8 mins)

346 mins

(4.8 mins)

218 mins

(2.9 mins)

35 mins

(0 mins)

606 mins

(10.3 mins)

35 mins

(0 mins)

5 mins

(0 mins)

155 mins

(0 mins)

0 mins

(0 mins)

313 mins

(2.9 mins)

FigureQ5b. Instruc�onal Comparison Graph: Instruc�onal Prac�ces

To answer the Instruc�onal Differen�a�on Ques�on with regard to Instruc�onal Prac�ces used class-wide, we provide a chart that

documents the average and standard devia�on (SD) of the amount of �me per class session that you emphasized each instruc�onal

prac�ce category. Above the chart, we have graphed the difference in �me alloca�on for each of the instruc�onal prac�ces with

individual students you targeted for more detailed instruc�onal analyses. Note that in this graph the class average is represented

with a horizontal line at the 0 point. From this point, the �me allocated for each instruc�onal prac�ce with individual students

(iden�fy by different colors) is indicated with a bar that extends above the class average line when an individual's instruc�onal �me

alloca�on is higher than the class average or below the class average line when the individual's instruc�onal �me alloca�on is lower

than the class average.

When the difference between the class average and an individual for a given instruc�onal prac�ce is different by 2 or more SDs

either above or below the 0 line, it is consider a sta�s�cally significant effect and very likely educa�onally important.

Instruc�onal Comparison Chart: Grouping Formats

Individual Small Group Whole Class Time N/A

Classwide Average

(SD)

0 mins

(0 mins)

0 mins

(0 mins)

1810 mins

(23.1 mins)

313 mins

(2.9 mins)

Figure Q5c. Instruc�onal Comparison Graph: Grouping Formats

To answer the Instruc�onal Differen�a�on Ques�on with regard to Grouping Formats used class-wide, we provide a chart that

documents the average and standard devia�on (SD) of the amount of �me per class session that you emphasized each grouping

format category. Above the chart, we have graphed the difference in �me alloca�on for each of the grouping formats with individual

students you targeted for more detailed instruc�onal analyses. Note that in this graph the class average is represented with a

horizontal line at the 0 point. From this point, the �me allocated for each grouping format with individual students (iden�fy by

different colors) is indicated with a bar that extends above the class average line when an individual's instruc�onal �me alloca�on is

higher than the class average or below the class average line when the individual's instruc�onal �me alloca�on is lower than the

class average.

When the difference between the class average and an individual for a given grouping format is different by 2 or more SDs either

above or below the 0 line, it is consider a sta�s�cally significant effect and very likely educa�onally important.

Instruc�onal Comparison Chart: Instruc�onal Materials Level

Material Level Engagement

Classwide Average

(SD)

2.1

(0)

2.1

(0)

Figure Q5d. Instruc�onal Comparison Graph: Instruc�onal Materials Level

To answer the Instruc�onal Differen�a�on Ques�on with regard to Instruc�onal Materials Level of the materials/tasks used

class-wide, we provide a chart that documents the average and standard devia�on(SD) of the level of instruc�onal materials per

class session that you used. Above the chart, we have graphed the difference in levels of instruc�onal materials used with individual

students you targeted for more detailed instruc�onal analyses. Note that in this graph the class average is represented with a

horizontal line at the 0 point. From this point, the instruc�onal material level allocated for each individual students (iden�fy by

different colors) is indicated with a bar that extends above the class average line when an individual's instruc�onal level is higher

than the class average or below the class average line when the individual's instruc�onal level is lower than the class average.

When the difference between the class average and an individual for a given instruc�onal level is different by 2 or more SDs either

above or below the 0 line, it is consider a sta�s�cally significant effect and very likely educa�onally important.

6. The Student Knowledge Ques�on: What do my students currently know and how well do they perform; what knowledge and

skills are students having difficulty learning/mastering?

Easiest to Hardest Items

Item Item Descrip�onStudents

CorrectPercentage

Student Names

(Incorrect)

Build frac�ons from unit frac�ons.

8 Understand a frac�on a/b with a > 1 as a sum of frac�ons 1/b. 4 of 4 100%

16 Understand a frac�on a/b with a > 1 as a sum of frac�ons 1/b. 4 of 4 100%

20 Understand a frac�on a/b with a > 1 as a sum of frac�ons 1/b. 4 of 4 100%

Draw and iden�fy lines and angles, and classify shapes by proper�es of their lines and angles.

28 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and

parallel lines. Iden�fy these in two-dimensional figures.

4 of 4 100%

30 Classify two-dimensional figures based on the presence or absence of parallel or

perpendicular lines, or the presence or absence of angles of a specified size. Recognize right

triangles as a category, and iden�fy right triangles.

4 of 4 100%

Gain familiarity with factors and mul�ples.

2 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number

is a mul�ple of each of its factors. Determine whether a given whole number in the range

1-100 is a mul�ple of a given one-digit number. Determine whether a given whole number

in the range 1-100 is prime or composite.

4 of 4 100%

Generate and analyze paAerns.

3 Generate a number or shape paIern that follows a given rule. Iden�fy apparent features of

the paIern that were not explicit in the rule itself.

4 of 4 100%

Geometric measurement: understand concepts of angle and measure angles.

27 Recognize angle measure as addi�ve. When an angle is decomposed into non-overlapping

parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve

addi�on and subtrac�on problems to find unknown angles on a diagram in real world and

mathema�cal problems, e.g., by using an equa�on with a symbol for the unknown angle

measure.

4 of 4 100%

Gr. 3: Develop understanding of frac�ons as numbers.

40 Gr. 3: Understand a frac�on as a number on the number line; represent frac�ons on a

number line diagram.

4 of 4 100%

Gr. 3: Solve problems involving measurement and es�ma�on.

39 Gr. 3: Measure and es�mate liquid volumes and masses of objects using standard units of

grams (g), kilograms (kg), and liters (l).1 Add, subtract, mul�ply, or divide to solve one-step

word problems involving masses or volumes that are given in the same units, e.g., by using

drawings (such as a beaker with a measurement scale) to represent the problem.

4 of 4 100%

Gr. 5: Analyze paAerns and rela�onships.

35 Gr. 5: Generate two numerical paIerns using two given rules. Iden�fy apparent

rela�onships between corresponding terms. Form ordered pairs consis�ng of

corresponding terms from the two paIerns, and graph the ordered pairs on a coordinate

plane.

4 of 4 100%

Gr. 5: Classify two-dimensional figures into categories based on their proper�es.

33 Gr. 5: Understand that aIributes belonging to a category of two-dimensional figures also

belong to all subcategories of that category. For example, all rectangles have four right

angles and squares are rectangles, so all squares have four right angles.

4 of 4 100%

Gr. 5: Geometric measurement: understand concepts of volume.

34 Gr. 5: Relate volume to the opera�ons of mul�plica�on and addi�on and solve real world

and mathema�cal problems involving volume.

4 of 4 100%

Solve problems involving measurement and conversion of measurements.

7 Use the four opera�ons to solve word problems involving distances, intervals of �me, liquid

volumes, masses of objects, and money, including problems involving simple frac�ons or

decimals, and problems that require expressing measurements given in a larger unit in

terms of a smaller unit. Represent measurement quan��es using diagrams such as number

line diagrams that feature a measurement scale.

4 of 4 100%

Understand decimal nota�on for frac�ons, and compare decimal frac�ons.

10 Compare two decimals to hundredths by reasoning about their size. Recognize that

comparisons are valid only when the two decimals refer to the same whole. Record the

results of comparisons with the symbols >, =, or <, and jus�fy the conclusions, e.g., by using

a visual model.

4 of 4 100%

Item Item Descrip�onStudents

CorrectPercentage

Student Names

(Incorrect)

12 Compare two decimals to hundredths by reasoning about their size. Recognize that

comparisons are valid only when the two decimals refer to the same whole. Record the

results of comparisons with the symbols >, =, or <, and jus�fy the conclusions, e.g., by using

a visual model.

4 of 4 100%

14 Use decimal nota�on for frac�ons with denominators 10 or 100. 4 of 4 100%

15 Compare two decimals to hundredths by reasoning about their size. Recognize that

comparisons are valid only when the two decimals refer to the same whole. Record the

results of comparisons with the symbols >, =, or <, and jus�fy the conclusions, e.g., by using

a visual model.

4 of 4 100%

Use place value understanding and proper�es of opera�ons to perform mul�-digit arithme�c.

6 Mul�ply a whole number of up to four digits by a one-digit whole number, and mul�ply

two two-digit numbers, using strategies based on place value and the proper�es of

opera�ons. Illustrate and explain the calcula�on by using equa�ons, rectangular arrays,

and/or area models.

4 of 4 100%

Use the four opera�ons with whole numbers to solve problems.

1 Solve mul�step word problems posed with whole numbers and having whole-number

answers using the four opera�ons, including problems in which remainders must be

interpreted. Represent these problems using equa�ons with a leIer standing for the

unknown quan�ty. Assess the reasonableness of answers using mental computa�on and

es�ma�on strategies including rounding.

4 of 4 100%

19 Mul�ply or divide to solve word problems involving mul�plica�ve comparison, e.g., by

using drawings and equa�ons with a symbol for the unknown number to represent the

problem, dis�nguishing mul�plica�ve comparison from addi�ve comparison.

4 of 4 100%

23 Solve mul�step word problems posed with whole numbers and having whole-number

answers using the four opera�ons, including problems in which remainders must be

interpreted. Represent these problems using equa�ons with a leIer standing for the

unknown quan�ty. Assess the reasonableness of answers using mental computa�on and

es�ma�on strategies including rounding.

4 of 4 100%

26 Mul�ply or divide to solve word problems involving mul�plica�ve comparison, e.g., by

using drawings and equa�ons with a symbol for the unknown number to represent the

problem, dis�nguishing mul�plica�ve comparison from addi�ve comparison.

4 of 4 100%

Build frac�ons from unit frac�ons.

17 Apply and extend previous understandings of mul�plica�on to mul�ply a frac�on by a

whole number.

3 of 4 75% gazelle7093

Gr. 3: Reason with shapes and their aAributes.

37 Gr. 3: Par��on shapes into parts with equal areas. Express the area of each part as a unit

frac�on of the whole.

3 of 4 75% gazelle7093

Solve problems involving measurement and conversion of measurements.

18 Apply the area and perimeter formulas for rectangles in real world and mathema�cal

problems.

3 of 4 75% gazelle7093

22 Apply the area and perimeter formulas for rectangles in real world and mathema�cal

problems.

3 of 4 75% gopher7095

25 Apply the area and perimeter formulas for rectangles in real world and mathema�cal

problems.

3 of 4 75% gazelle7093

Understand decimal nota�on for frac�ons, and compare decimal frac�ons.

9 Use decimal nota�on for frac�ons with denominators 10 or 100. 3 of 4 75% gazelle7093

Use the four opera�ons with whole numbers to solve problems.

24 Solve mul�step word problems posed with whole numbers and having whole-number

answers using the four opera�ons, including problems in which remainders must be

interpreted. Represent these problems using equa�ons with a leIer standing for the

unknown quan�ty. Assess the reasonableness of answers using mental computa�on and

es�ma�on strategies including rounding.

3 of 4 75% gazelle7093

Generalize place value understanding for mul�-digit whole numbers.

4 Use place value understanding to round mul�-digit whole numbers to any place. 2 of 4 50% gopher7095,

grasshopper7096

Gr. 3: Develop understanding of frac�ons as numbers.

36 Gr. 3: Understand a frac�on as a number on the number line; represent frac�ons on a

number line diagram.

2 of 4 50% gazelle7093,

giraffe7094

Solve problems involving measurement and conversion of measurements.

21 Apply the area and perimeter formulas for rectangles in real world and mathema�cal

problems.

2 of 4 50% gazelle7093,

giraffe7094

Item Item Descrip�onStudents

CorrectPercentage

Student Names

(Incorrect)

Use place value understanding and proper�es of opera�ons to perform mul�-digit arithme�c.

5 Find whole-number quo�ents and remainders with up to four-digit dividends and one-digit

divisors, using strategies based on place value, the proper�es of opera�ons, and/or the

rela�onship between mul�plica�on and division. Illustrate and explain the calcula�on by

using equa�ons, rectangular arrays, and/or area models.

2 of 4 50% gazelle7093,

giraffe7094

Extend understanding of frac�on equivalence and ordering.

11 Compare two frac�ons with different numerators and different denominators, e.g., by

crea�ng common denominators or numerators, or by comparing to a benchmark frac�on

such as 1/2. Recognize that comparisons are valid only when the two frac�ons refer to the

same whole. Record the results of comparisons with symbols >, =, or <, and jus�fy the

conclusions, e.g., by using a visual frac�on model.

1 of 4 25% gopher7095,

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Gr. 3: Use place value understanding and proper�es of opera�ons to perform mul�-digit arithme�c.

38 Gr. 3: Mul�ply one-digit whole numbers by mul�ples of 10 in the range 10-90 (e.g., 9 x 80, 5

x 60) using strategies based on place value and proper�es of opera�ons.

1 of 4 25% gopher7095,

gazelle7093,

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Gr. 5: Graph points on the coordinate plane to solve real-world and mathema�cal problems.

32 Gr. 5: Use a pair of perpendicular number lines, called axes, to define a coordinate system,

with the intersec�on of the lines (the origin) arranged to coincide with the 0 on each line

and a given point in the plane located by using an ordered pair of numbers, called its

coordinates. Understand that the first number indicates how far to travel from the origin in

the direc�on of one axis, and the second number indicates how far to travel in the

direc�on of the second axis, with the conven�on that the names of the two axes and the

coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

1 of 4 25% gopher7095,

gazelle7093,

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Gr. 5: Perform opera�ons with mul�-digit whole numbers and with decimals to hundredths.

31 Gr. 5: Perform opera�ons with mul�-digit whole numbers and with decimals to hundredths. 1 of 4 25% gopher7095,

gazelle7093,

giraffe7094

Understand decimal nota�on for frac�ons, and compare decimal frac�ons.

13 Use decimal nota�on for frac�ons with denominators 10 or 100. 1 of 4 25% gopher7095,

gazelle7093,

giraffe7094

Draw and iden�fy lines and angles, and classify shapes by proper�es of their lines and angles.

29 Classify two-dimensional figures based on the presence or absence of parallel or

perpendicular lines, or the presence or absence of angles of a specified size. Recognize right

triangles as a category, and iden�fy right triangles.

0 of 4 0% gopher7095,

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grasshopper7096,

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Figure Q6. Target Students' Performance on Easiest to Hardest Items

This report provides informa�on to the teacher about which items and standards his/her students have mastered and which items

and standards they are s�ll struggling with. The chart provides item informa�on arranged by standards/clusters within domains.

The items within each cluster have been ordered from easiest to hardest.

7. The Achievement Ques�on: What were the achievement levels for my students throughout the year?

Student Achievement Growth Chart

CCSS Math 4_Fall CCSS Math 4_Winter CCSS Math 4_Spring

Class Average 27 27 32

gazelle7093 21 21 25

giraffe7094 26 26 31

gopher7095 27 27 32

grasshopper7096 35 34 38

Figure Q7a. Achievement Growth of Target Students in Comparison to Typical Achievement Growth

This report helps a teacher to evaluate the effec�veness of instruc�on for individual students by comparing their performances to

the Class Average and to growth lines for students at the 10th, 20th, 50th, and 90th percen�les, respec�vely. The 'whiskers' for the

class average indicates the standard error of measurement associated with each of the mean scores. If a student's performance at a

given does not overlap with a whisker, then it is considered to be significantly different from the comparison group.

Standards % of Total Time Cluster

G Draw and iden�fy lines and angles, and classify shapes by

proper�es of their lines and angles.

0% 67%

4.G.A.1 Draw parts of 2-D figures

4.G.A.2 Classify 2-D figures

4.G.A.3 Line of symmetry

MD Solve problems involving measurement and conversion of measurements

from a larger unit to a smaller unit.

4.4% 2 hrs 0 mins 75%

4.MD.A.1 Single system of measurement 1.5% 0 hrs 40 mins

4.MD.A.2 Solve word problems

4.MD.A.3 Real word area/perimeter 2.9% 1 hrs 20 mins

MD Represent and interpret data. 0% - -

4.MD.B.4 Line plot for frac�ons

MD Geometric measurement: understand concepts of angle and measure

angles.

2.9% 1 hrs 20 mins 100%

4.MD.C.5 Concepts of angles 2.9% 1 hrs 20 mins

4.MD.C.5a Angle measurement with reference circle

4.MD.C.5b N degree angles

4.MD.C.6 Measure angles in degrees

4.MD.C.7 Solve problems with angles

NBT Generalize place value understanding for mul�-digit whole

numbers.

1.1% 0 hrs 30 mins 50%

4.NBT.A.1 Place value recogni�on 1.1% 0 hrs 30 mins

4.NBT.A.2 Read and write numbers

4.NBT.A.3 Rounding with place value

NBT Use place value understanding and proper�es of opera�ons to

perform mul�-digit arithme�c.

17.1% 7 hrs 45 mins 75%

4.NBT.B.4 Fluently add and subtract 9.7% 4 hrs 25 mins

4.NBT.B.5 Mul�ply to 4 digits 4.4% 2 hrs 0 mins

4.NBT.B.6 Remainders 2.9% 1 hrs 20 mins

NF Extend understanding of frac�on equivalence and ordering. 5.9% 2 hrs 40 mins 25%

4.NF.A.1 Equivalent frac�ons 4.4% 2 hrs 0 mins

4.NF.A.2 Comparing frac�ons 1.5% 0 hrs 40 mins

NF Build frac�ons from unit frac�ons by applying and extending

previous understandings of opera�ons on whole numbers.

1.5% 0 hrs 40 mins 100%

4.NF.B.3 Understand frac�ons 1.5% 0 hrs 40 mins

4.NF.B.3a Addi�on & subtrac�on of frac�ons

4.NF.B.3b Decompose frac�ons

4.NF.B.3c Add & subtract mixed numbers with like denom

4.NF.B.3d Solve WP with frac�ons

4.NF.B.4 Mul�ply fac�ons by whole numbers

4.NF.B.4a Understand frac�ons as mul�ples

4.NF.B.4b Understand mul�ples of frac�ons

4.NF.B.4c Solve WP with frac�ons

NF Understand decimal nota�on for frac�ons, and compare decimal

frac�ons.

5.9% 2 hrs 40 mins 83%

4.NF.C.5 Equivalent frac�ons/100 1.5% 0 hrs 40 mins

4.NF.C.6 Decimal nota�on for frac�ons 1.5% 0 hrs 40 mins

4.NF.C.7 Compare decimals to hundredths 2.9% 1 hrs 20 mins

OA Use the four opera�ons with whole numbers to solve problems. 8.8% 4 hrs 0 mins 95%

4.OA.A.1 Interpret mult. Equa�on 4.4% 2 hrs 0 mins

4.OA.A.2 Solve word problems

4.OA.A.3 Mul�step word problems 4.4% 2 hrs 0 mins

OA Gain familiarity with factors and mul�ples. 6.2% 2 hrs 50 mins 100%

4.OA.B.4 Factor pairs 6.2% 2 hrs 50 mins

Standards % of Total Time Cluster

OA Generate and analyze paAerns. 0% 100%

4.OA.C.5 Number or shape paIern

Figure Q7b. Students' Average Achievement Cluster Scores for the Intended and Enacted Content Standards

This chart uses the Common Core State Standards Clusters and Standards content as the Intended Curriculum framework for

describing the rela�onship between the amount of instruc�onal �me used and students' achievement on easyCBM test items that

are aligned with the content. Specifically, the chart documents (a) the amount of �me you actually Enacted Instruc�on for a cluster

of standards and each specific standard and (b) the percentage of the Achieved Curriculum per cluster as indicated by the average

test performance for the class.

8. The Instruc�onal Outcomes Ques�on: What is the rela�on between my instruc�on and student achievement?

Average Class Achievement

Figure Q8. The Rela�on between Instruc�onal Time and Achievement for an En�re Class

To answer the Instruc�onal Outcomes Ques�on for your en�re class, we created a scaIer plot that features the variables of

Instruc�onal Time in minutes and Percentage Correct on an interim achievement test. By ploTng the average number of minutes

you enacted instruc�on for a par�cular content cluster for your class against their average percentage correct on a test of the

knowledge and skills in the same content cluster, we can illustrate the rela�onship between instruc�onal �me and student

achievement.

The achievement scores are based on test items aligned with a given cluster of Common Core State Standards. The actual number of

items that a score represents is indicated in the legend to the right of the scaIer plot.

Note that the whisker lines extending from each of the symbols in the scaIer plot provide an indica�on of the likely error in the

reported test score (horizontal whisker line) or the number of minutes reported (ver�cal whisker line).

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.(3 items)

Geometric measurement: understand concepts of angle and measure angles.(5 items)

Generalize place value understanding for mul�-digit whole numbers.(3 items)

Use place value understanding and proper�es of opera�ons to perform mul�-digit arithme�c.(3 items)

Extend understanding of frac�on equivalence and ordering.(2 items)

Build frac�ons from unit frac�ons by applying and extending previous understandings of opera�ons on whole numbers.(9

items)

Understand decimal nota�on for frac�ons, and compare decimal frac�ons.(3 items)

Use the four opera�ons with whole numbers to solve problems.(3 items)

Gain familiarity with factors and mul�ples.(1 items)

9. The Professional Development Ques�on: What can I do to improve instruc�on for my students?

Figure Q9. Summary of Teacher's Performance on Key Instruc�onal Variables

To answer the Professional Development Ques�on concerning your self-reported performance on the five instruc�onal variables

measured by MyiLOGS, we provide a bar graph. This bar graph summarizes your average reports for the variables of Instruc�onal

Time Used and Instruc�onal Content Covered on a scale of 0% to 100% (leU-hand side of graph), with higher percentage scores

considered beIer than lower percentage scores. The bar graph also summarizes your performances on three Instruc�onal Quality

dimensions: Cogni�ve Processes Emphasized, Instruc�onal Prac�ces Emphasized, and Grouping Formats Emphasized. Each of these

instruc�onal dimensions are scored along a scale ranging from 1.0 to 2.0 (right-hand side of graph), where higher scores generally

indicate more effec�ve instruc�onal prac�ces for advancing student learning.