FAQs

Answers to your i-Ready questions

How do I help my child log in on an iPad?

Log in to i-Ready from an iPad® following these steps:

  1. Download the free “i-Ready for Students” app from the App Store®. iPads must be compatible with iOS 11 or above, such as the iPad Air, iPad Air 2, iPad Pro, or any other device that meets these requirements: https://cdn.i-ready.com/instruction/content/system-check/iReady_System_Requirements.pdf
    1. If your child’s district/school uses Clever®, download the Clever app from the App Store. Your child should open the Clever app, log in using their district/school portal credentials, and click on the i-Ready icon.
    2. If your child’s district/school uses a portal, that is not Clever, students should open Safari® browser, enter their school portal URL and log in, and click on the i-Ready icon.
    3. If your child’s district/school does not use a portal, they should open the “i-Ready for Students” app and log in to i-Ready using the credentials provided by their teacher.

App Store®, iPad®, and Safari® are registered trademarks of Apple, Inc. Clever® is a registered trademark of Clever, Inc.

For student security purposes, usernames and passwords are managed by your child’s school/district. Please contact your child’s teacher/school if your child cannot log in successfully.

How do I help my child log in on a computer?

Log in to i-Ready from a computer following these steps:

  1. If your child’s district/school uses a portal, your child should log in using their district/school portal credentials and then click on the i-Ready icon. 
  2. If your child’s district/school does not use a portal, your child should visit i-Ready.com and log in to i-Ready directly on a computer using the credentials provided by their teacher.

For student security purposes, usernames and passwords are managed by your child’s school/district. Please contact your child’s teacher/school if your child cannot log in successfully.

What is i-Ready?

The i-Ready Diagnostic is an adaptive assessment that adjusts its questions to suit your child’s needs. Each item a student sees is individualized based on their answer to the previous question. For example, a series of correct answers will result in slightly harder questions, while a series of incorrect answers will yield slightly easier questions. The purpose of this is not to give your child a score or grade, but instead to determine how best to support your child’s learning.

i-Ready Instruction provides students with lessons based on their individual skill level and needs, so your child can learn at a pace that is just right for them. These lessons are fun and interactive to keep your child engaged as they learn.

How does i-Ready work with what my child is learning in the classroom?

i-Ready is designed to complement what is being taught in the classroom. Your child’s teacher will have information from the Diagnostic that shows where some extra review would be beneficial, which will help the teacher provide the best possible support. Your child will also work on online lessons that bolster the areas of greatest need. Your child’s teacher can see which lessons have been completed and offer help any time your child needs extra support.

What is considered passing a lesson?

The default passing threshold for i-Ready lessons is 67 percent, or two out of every three questions correct, but your school district has the flexibility to adjust the passing rate. Please check with your child’s teacher to find out the passing rate in your school.

Where can I go to see how my child is performing on i-Ready online lessons?

  1. Log in with your child’s username and password.
  2. View your child’s “My Progress” box.
  3. Click on “Completed Work” to see your child’s progress.

What can my child do in i-Ready at home?

If your child has internet access at home and device(s) meet the technical requirements for using i-Ready, they will be able to log in at home and work on online lessons. Some schools limit students’ access to i-Ready outside of school hours. Check with your child’s teacher to learn more about using i-Ready at home. Your child should not complete assessments at home.

How do I know how my student performed on the Diagnostic?

Every time your child takes the Diagnostic, your child’s teacher may choose to send you a report. Note that the Diagnostic’s main purpose is to help teachers guide individualized student instruction, so they may decide not to distribute the report. You can reference the report to see how your child performed on the Diagnostic. Your child may also be able to view their score in their “Completed Work” section in “My Progress.” Check in with your child’s teachers to discuss progress toward goals, placement levels, and proficiency.

What subject areas are covered on the Diagnostic?

The Diagnostic covers these Reading domains:

Phonological Awareness is the understanding that a spoken word is made up of different parts and that each of these parts makes a sound. For example, the word bat includes the sounds /b/, /a/, and /t/, and the word batter can be broken into two syllables that make the sounds /bat/ and /ter/. Phonological Awareness is an important building block for Phonics. Readers need to be able to distinguish, or make out, the individual sounds in spoken words before they can fully master matching sounds to letters.

Phonics instruction teaches children how to connect the sounds they hear in spoken words to the letters they see in written words. For example, a student who can connect sounds to letters knows to read “th” in then as a single sound /th/, rather than the sound /t/ and the sound /h/. Students have to learn many different connections between sounds and spelling patterns. In fact, there are so many connections that learning Phonics can feel like learning the rules to understand a hidden code. But this skill is mastered by taking one step at a time, learning one rule and then another, and so on. Once students can make these connections quickly and easily, they can really start to read for meaning.

High-Frequency Words are the words that appear most often in what children read. Words such as the, and, and it are high-frequency words. Because these words appear so often, readers must learn to recognize them automatically. Also, these words are often spelled in ways that can be confusing. Words such as could and there do not follow the rules that connect sounds to letters in most words. Learning to recognize these words automatically helps students read more quickly and easily, which gives them a better opportunity to understand what they are reading.

Vocabulary is the name for the words a student knows. The more words a student knows, the easier it is to understand what they read. Good readers know the meanings of many words. Students grow their vocabularies by hearing and reading new words, talking about words, and being taught specific words.

Comprehension: Literature describes a student’s ability to understand types of writing that are usually made up, or fictional. Stories are the literary texts that students read most often, but plays and poems are also examples of literary texts. A student who understands literature might identify the sequence of events in a story, discuss the meaning of a poem, or explain the lines a character speaks in a play. As a student develops as a reader, the student is able to understand stories, plays, and poems that are increasingly complicated.

Comprehension: Informational Text describes a student’s ability to understand types of writing that are usually true. Books about science or history are examples of informational text, as are newspaper articles or magazine articles. This kind of writing is often structured differently than literary texts. Informational text often does not tell a story, and it is usually organized into sections with headings. Additionally, it might contain charts, diagrams, and graphs that are important to understanding. A student who understands informational text might identify the main idea and supporting details, describe the way the writing is organized, or draw information out of a photograph or diagram.

The Diagnostic covers these Mathematics domains:

Number and Operations in Grades K–8 refers to the mathematics skills often thought of as arithmetic, from reading and writing numbers to adding, subtracting, multiplying, and dividing different types of numbers. This includes whole numbers, decimals, fractions, integers, and irrational numbers.

Algebra and Algebraic Thinking in Grades K–8 refers to mathematics skills related to seeing number patterns, understanding the meaning of addition, subtraction, multiplication, and division, and using symbols to write and solve equations including those used to solve word problems. In the high school grades, this domain covers the Algebra topics related to using functions, equations, and inequalities to model mathematical situations and solve problems by reasoning quantitatively and extending the understanding of operations beyond the real number system.

Measurement and Data in Grades K–8 is a wide range of mathematics skills related to collecting, organizing, and interpreting numerical information, from telling time or using a ruler to measure the length of an object to using formulas to find volume or surface area. It also includes understanding tables and graphs, and in later grades, statistics and probability.

Geometry in Grades K–8 refers to a variety of skills related to analyzing two- and three-dimensional shapes. These include naming and classifying shapes using characteristics such as symmetry, number of sides, and angle measures, and in later grades, using congruence and similarity. In the high school grades, this domain covers Geometry and Measurement topics related to developing spatial geometric reasoning, connecting geometric properties and equations, writing proofs, and using statistics and probability concepts to analyze data.

These summaries of the domains found in the i‑Ready Diagnostic can be downloaded and shared using this PDF resource.

How can I help my student prepare for taking the Diagnostic?

To help prepare your child for the i-Ready Diagnostic, encourage them to:

  1. Get a good night’s sleep and eat breakfast the day of the assessment.
  2. Try their best on each question and try not to rush.
  3. Try not to worry about questions they do not know—remind them that it is expected they will get about half of the questions correct.
  4. Use paper and a pencil to show work for math questions.
  5. Be respectful of other students who take longer to finish.

To deepen your child’s learning in Online Instruction, you can:

  1. Discuss your child’s progress on their i-Ready lessons.
  2. Celebrate your child’s learning and growth.
  3. Encourage them to use i-Ready at home (Note: They will need access to a computer and internet and login information. To check if your system meets i-Ready system requirements, please visit i-Ready.com/Support to run the system check).

How does the i-Ready Diagnostic work?

i-Ready Diagnostic is an adaptive assessment, or a type of computer adaptive test. Computer adaptive tests match the difficulty of test questions to the ability of each student. As students answer questions correctly, the test gets more difficult. As students answer questions incorrectly, the test gets easier. In both cases, the test adapts to find the precise ability of the test taker.

Computer adaptive tests work a little bit like a doctor’s scale. If you put a kindergartener on a doctor’s scale and took a guess at their weight, in just a few clicks, you could determine the weight of the child. If 50 pounds is too heavy, and 40 pounds is too light, a few quick ticks of the scale hones in on the child’s precise weight. More importantly, after a few clicks, you no longer need to wonder if the child weighs 35 or 75 pounds—the scale has quickly eliminated those possibilities.

Computer adaptive tests use sophisticated algorithms to zero in on a precise measure of student ability. After starting students out at a difficulty level formulated on an educated guess (based on their chronological grade level in the case of i-Ready), the test adjusts up and down, with questions of varying difficulty, until the assessment reaches the level of difficulty that is perfectly matched to a given student.

The i-Ready Diagnostic is designed for students to get about 50 percent of the questions correct and 50 percent incorrect. The test will find a “just right” placement level for your child in the quickest, most efficient way possible.

How can I support my child’s learning?

  1. Speak with your child about using i-Ready to help them prepare for class work. Also explain that i-Ready will show teachers where your child is doing well and which topics need some more review.
  2. Encourage your child to take each lesson and quiz question seriously. Emphasize “thinking before clicking,” because just clicking through will not give teachers an accurate report of what your child knows and is able to do.
  3. Encourage your child to use the tools that will appear at the bottom of the screen in some lessons.
  4. Contact your child’s teacher about how often your child should practice at home, or with any other questions about i-Ready.

How do I help my child start a lesson?

  1. My Path. Your child should click the green Next Lesson button to begin the next lesson in your child’s personalized lesson path.
  2. Teacher-Assigned Lesson. If your teacher has assigned your child additional lessons, they will see a blue button. Click the blue button to begin these extra lessons. Note: If your child only has a green button reading “Math Diagnostic” or “Reading Diagnostic,” this means the Diagnostic assessment has been assigned. Your child should not work on their assessment at home.
  3. Complete lesson. Your child should complete their lesson, trying their best. Please do not offer support or help during the lesson, as your child’s lesson is just right for their level, and it’s important for their teacher(s) to get accurate data about what your child knows and needs to learn. Note: Your child should aim for 45 minutes of i-Ready instruction per subject per week and maintain a range of 30–49 minutes of Online Instruction. Your child’s school may have varying guidance.
  4. Learning Games. If your child’s school has access to Learning Games, they can click the Learning Games icon on the bottom right. Learning Games provide mathematics fluency and skills practice that fosters internal motivation while encouraging productive struggle. Children should play games for roughly 20 minutes weekly.

How should I discuss data with my child?

  1. My Progress: Ask your child to click on My Progress at the bottom of the home page. Consider asking general questions such as, “How is i-Ready going?” “What are you learning about?” or “What are you working on?”
  2. Lesson Stats: This section shows your child stats about their online lessons.
    • Time-on-Task: Look at the number of minutes your child has spent this week on Online Instruction. Consider asking, “Have you met your goal?”
    • Lessons Passed: Look at the total number of lessons your child has passed this school year. Consider asking, “What is your goal?” or “What are you proud of?”
  3. Lesson Streak: See how many lessons passed in a row your child has. Congratulate them and ask about what they are learning.
  4. Completed Work: Ask your child to click on Completed Work. You will see lesson names and quiz scores. Consider asking, “What did you learn in ___ lesson?” “What did you enjoy?” “What did you find challenging?” or “How do these lessons relate to your learning goals?” You might also see your child’s last Diagnostic score. Consider asking, “What were your strengths?” “What are your areas for growth?” or “What are your goals?”

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