Is this for pre-kindergarten students or starting at first grade?
Pre-Kindergarten students do not take the i-Ready assessment.
Will kindergarten use i-Ready? Should kindergarten parents be a part of the meeting?
Kindergarten students are using the personalized instruction (MyPath) through i-Ready. Kindergarten students will not be taking the diagnostic assessment this year.
Will students in high school take the test?
Most high school students will not take i-Ready. High school students that have IEP goals in reading and math take the assessment for that subject area. Also, students taking Literacy and Supplementary Reading courses take the reading diagnostic. Other high school students do not take this assessment.
Is 504 the same as IEP?
504 Plans are separate from IEPs. Only students with reading and math IEP goals take the assessment(s) in high school.
Can you request that a high school take the test?
Only students that meet the criteria listed above take the assessment(s) in high school.
When exactly will the students take the assessment next?
The next testing window is January 5 - February 6, 2026.
Why are tests done right after winter break after being out for several days?
Our winter testing window was selected because we need at least 12 weeks between test administrations to show growth, so testing windows are spaced out within the school year. We give the schools the full window, and teachers can schedule as needed within the window. Teachers are not required to test the first day of the window, but we encourage schools to start as early as possible so that all students can be tested.
When is the spring testing window?
The spring testing window is April 27 - June 5, 2026.
Do students take i-Ready three times a year?
Students in grades 1-7 take i-Ready three times per year. Students in grade 8 take the assessment in the fall and winter only.
Will the spring i-Ready be around the same time as the yearly standardized testing time?
There is some overlap between the state assessments scheduled in May and the spring i-Ready assessment window. Schools plan within the testing window so students are not taking both tests at the same time.
Is the i-Ready app that they can access connected to their individual assessments?
The i-Ready assessment and personalized instruction are separate from the other assessments students take in class. Results of other assessments are not used to place a student into i-Ready personalized instruction lessons.
When are these assessments going to be available?
Students take the i-Ready assessments in class during the testing windows in fall, winter, and spring. The results are available to parents as soon as the test is submitted.
How are the assessments administered to the younger kids taking it for the first time? Is there a teacher/adult there with them, or is it more self-guided?
The i-Ready assessment is given in class under the supervision of the teacher. Teachers are trained to actively monitor students during the assessment to ensure that students remain on task and are taking their time to answer each question. The i-Ready test is adaptive, which means that students will see questions based on their previous answers, so the content of the assessment can be different for each student.
Are the kids in 1st grade taught how to utilize the manipulatives before taking the test for the first time?
Students watch a short tutorial at the beginning of the assessment to learn how to use the online manipulatives. Teachers are also available during the test to assist with questions that students may have.
If the student “tested out” of an area, will they still be assessed on the area on the next test(s) Basically, if they drop below the “test out” level is that identified?
If a student’s placement is "max score" in the fall, this means the student was in the highest range for this particular area and could still see that topic on the test in the winter. The test will adapt as students answer the questions.
If a student’s placement is “surpassed level” in the fall, that means the student did not see items in this particular area because performance in other areas was above a specific threshold. The student may or may not answer questions in this area on the next test based on current performance.
If a student’s placement is “not assessed,” that means students at this chronological grade level do not see items in this area during the standard test flow.
How does this help children with IEPs? Specifically, children who make up the autistic demographic of the student population. There are many differences that may not translate well via testing. How can this help? Is it covered in IEP meetings?
Students that have IEPs are expected to make growth. This tool is very helpful with identifying strengths, pinpointing what domains students need goals in, and identifying what instructional areas students are ready for. This data, as well as other data, should serve as the basis of discussions.
Teachers prep students for i-Ready, not parents. The only indicator I, as the parent, have that my student is successful at these interventions is grades. If the grades are high, it would appear the intervention is working. But if the scores aren’t aligning, then there is a disconnect. Are they not on grade level, or just not good test takers? Considering they take multiple tests a year, are they burned out? What is the data on high performing students in class, whose i-Ready scores don’t align?
i-Ready is an adaptive test. Students are introduced to questions at grade level and as they answer questions correctly, they are introduced to more challenging standards. If students do not answer questions correctly, they are provided with less challenging questions. When students are able to consistently answer questions correctly, the program uses that data to determine performance. When students take the assessment in the winter and spring, the test begins at the level identified by the student’s previous assessment.
There are many indictors that could impact the score, rushing through the test, burning out from testing, poor test taking strategies, test anxiety, or lack of skills. If there is misalignment between i-Ready and grades, it is important to communicate with your child’s teachers regarding what they are observing in class.
My child was on principal honor roll in elementary school, but because of i-Ready scores wasn’t recommended for honors. If they get straight As in class, but don’t score well on the test, where are the gaps? Clearly excelling in the classroom but not recommended for higher level classes based on a standardized test. I was able to advocate for her, but there is a disconnect.
Students are placed into classes using multiple data points, and i-Ready is only one of those pieces that teachers consider. If you have concerns about your child’s placement into courses for next year, please contact the school.
How does this test help children who know the information but do not test well?
It can be frustrating when a child knows the material but doesn’t perform as well on a test. Below, we will explain how i-Ready is designed to support students and how situations like this are taken into account.
- How i-Ready Supports Students, Even If They Struggle with Testing*
- Adaptive Nature: i-Ready is not a pass/fail test. It’s designed to adapt to each student's ability level by adjusting the difficulty of questions based on how the student responds. This helps pinpoint strengths and areas for growth, even if the child misses a few questions.
- Growth Over Time: Since students take the i-Ready diagnostic multiple times during the year, it focuses on progress and growth rather than a single score. Even if a student has an off day, future assessments give them a chance to show what they know.
- What Happens If a Student Knows the Material but Doesn’t Test Well?
- If the i-Ready diagnostic suggests a student is performing below what you or the teacher would expect, we don’t rely on this data alone. We also consider classroom performance, grades, teacher observations, and other assessments to get a full picture of the student’s abilities.
- Teachers review the i-Ready results carefully to make sure they align with what they see in class. If a student’s score seems off, teachers can make adjustments to the learning plan and avoid placing too much weight on the test alone.
- How i-Ready Results Are Used to Support Learning
- Rather than being just a test, i-Ready helps by creating personalized learning paths. These lessons focus on the student’s specific needs, filling any gaps while also challenging them in areas where they excel. Even students who perform well in class can benefit from targeted activities to solidify their knowledge.
- Teachers use the data to differentiate instruction, meaning your child won’t be held back by the test results but will receive support where needed to continue excelling.
- Next Steps if You’re Concerned
- If you feel that your child’s i-Ready scores don’t reflect their true abilities, work with their teacher to review additional data and make sure your child is being supported appropriately.
- You can also discuss with the teacher ways to help your child feel more comfortable and confident during these assessments. Simple strategies, like practice sessions or teaching test-taking skills, can make a big difference.
How does the i-Ready test continually say children are well below grade level, but we pay for tutoring via Huntington that says otherwise -- the student is on grade level and above. And the student’s performance in class with the teacher also agrees the student’s performance is not below grade level.
It can be confusing when different sources—like i-Ready, a private tutor, and classroom performance—provide varying results. Let me help clarify how these assessments work and why the results may differ.
- Different Types of Assessments Measure Different Things:
- i-Ready Diagnostic is designed to measure a student’s foundational skills and identify specific gaps that might not always be visible in daily classroom performance. It’s adaptive, meaning the test adjusts to find the student’s highest areas of need—so it may reflect challenges that haven't shown up yet in classwork or tests.
- Specific tutoring programs typically focus on specific grade-level standards and may also tailor their curriculum to meet a student’s strengths. They may report that your child is performing at or above grade level if they’ve mastered those particular topics.
- Classroom assessments often focus on current lessons and standards aligned with the student’s grade level, not necessarily assessing areas from prior grades.
- What Does 'Below Grade Level' Mean in i-Ready?
- When i-Ready indicates a student is performing below grade level, it means there might be foundational gaps—skills from earlier grades—that still need to be developed. This doesn’t necessarily mean your child isn’t capable of learning and excelling with grade-level work but that filling those earlier gaps could strengthen their long-term academic growth.
- Why Might Results Differ?
- Timeframes Matter: Tutoring programs may report progress in real time based on the skills they are focusing on, while i-Ready gives a broader picture, sometimes detecting gaps that are not directly addressed in tutoring or classroom lessons.
- Student Performance Differences: Some students may perform differently in test environments. They might feel more comfortable with their teacher or tutor than during a computer-based i-Ready assessment, which could impact their scores.
- Next Steps for Clarity and Support:
- Work together with your child’s teacher to compare classroom performance, tutoring reports, and i-Ready results. This way, you can get a clearer picture of your child’s strengths and areas for growth.
- These insights can also be used to customize support both at school and at home, ensuring your child stays engaged and challenged without getting frustrated by gaps that may be holding them back.
Ultimately, the goal is to align all the data and support your child in their learning journey.
Is i-Ready the test used to determine if a child gets in gifted classes?
i-Ready is one of multiple criteria used in identifying a student for gifted services.
