Teachers and Administrators can use Imagine+ Assessment (I+A) data to plan next steps in Imagine IM. The most useful decisions come from looking at assessment results as a connected system, not as isolated scores.
Use data as a connected system
No single assessment tells the full story of student understanding. Look for patterns across I+A Diagnostic, I+A Benchmarks, I+A Formatives, and classroom evidence before deciding what to adjust in instruction.
For example, you might see a concern in I+A Diagnostic, notice the same pattern in an I+A Benchmark, and confirm it in Imagine IM Cool-downs. When the same need shows up in more than one place, that is a strong signal to adjust instruction.
Use I+A Diagnostic to plan core instruction
Use I+A Diagnostic when you need a broad view of where students are in math. Then use the results to decide how to start upcoming Imagine IM units and what to review or support as you teach those lessons.
- Plan what to review before or early in a unit. If many students are weak in a domain that connects to the next Imagine IM unit, plan warm-ups, short reviews, or added models to strengthen those ideas before or during the first lesson.
- Plan flexible groups. Use patterns in diagnostic results to create groups that will need different questions, scaffolds, or levels of support as they work through Imagine IM lessons.
- Plan where to watch understanding closely. Use the data to decide which parts of a unit need extra attention, then use Cool-downs, Checkpoints, and daily student work as key moments to decide whether to slow down, reteach, or move on.
Use I+A Benchmarks to identify standards that need support
Use I+A Benchmarks to see how well students are mastering grade-level standards and transferring their learning after instruction. Use these results to decide which standards need more support in Imagine IM.
- Find standards that need reteaching or spiraling. When many students struggle on items tied to a standard, plan to revisit that content using Imagine IM routines, representations, or optional lessons.
- Spot trends across classes or grades. If benchmark data shows the same gaps across multiple classes, plan common supports in Imagine IM, such as added practice tasks or focus questions in upcoming units.
- Connect to upcoming units. Use benchmark results to see which standards are addressed again later in the year, and plan to use those units to reinforce weak areas.
Use I+A Formatives as targeted follow-up
Use I+A Formatives when other data shows that you need a closer look at a specific skill. Formatives are short, focused checks that help you respond precisely without adding a lot of testing time.
- Confirm skill mastery. After reteaching a concept in Imagine IM, use a formative to confirm whether students have now mastered that skill.
- Monitor progress for a small group. If a group of students is receiving extra support on a specific concept, assign a formative to see whether that support is working.
- Follow up on earlier data. Use formatives in response to concerns from I+A Diagnostic, I+A Benchmarks, or Imagine IM assessments instead of adding them as a fixed part of every lesson or unit.
Adjust instruction without disrupting pacing
Use I+A data to make adjustments inside the Imagine IM structure whenever you can. The goal is to respond to student needs while keeping students engaged with grade-level, problem-based instruction.
- Adjust the lesson launch. If data shows a common misconception or gap, use the launch to revisit a model, pose a bridging problem, or surface prior knowledge before students work on the main task.
- Adjust questions and scaffolds. Plan targeted questions, prompts, or representations for groups that need more support, while still using the same core lesson.
- Use existing routines and resources. Respond to data by choosing from Imagine IM routines, optional lessons, or practice tasks instead of creating new off-sequence activities.
Decide between core instruction and intervention
Use patterns in the data to decide whether students need changes in core instruction or more intensive support beyond core instruction.
- Adjust core instruction when needs are widespread. If Knowledge Checks, Cool-downs, Checkpoints, or I+A data show that many students share the same misunderstanding, adjust instruction for the group within Imagine IM to address it.
- Plan intervention when gaps are persistent for a few students. If Diagnostic or Benchmark data shows that individual students have large or ongoing gaps across assessments, plan targeted intervention in addition to core Imagine IM instruction.
Use data with guardrails
Use assessment results to guide decisions, but do not use any single score as a complete picture of a student. Consider I+A data alongside classroom evidence such as student work, participation in discussions, and other informal checks.
Remember that performance can be affected by many factors, including the context of the questions, language demands, or test conditions. When you use multiple sources of information together, you can make more balanced decisions about what students need next in Imagine IM.