i-Ready Personalized Instruction for Reading
Study: Randal et al. (2020)

Summary

i-Ready Personalized Instruction is a web-based program that delivers online lessons in reading and mathematics for students from kindergarten through grade 8. Driven by insights from the i-Ready Diagnostic, the platform prescribes a path of online lessons that provide instruction tailored to each student’s needs and encourages students as they develop new skills. i-Ready Personalized Instruction is complemented by easily accessible teacher resources that enable educators to target the specific skills with which students are struggling most in their whole-class, small-group, and one-to-one instruction. i-Ready Personalized Instruction’s online lessons are rigorous, offering students explicit instruction and providing systematic practice and scaffolded feedback that promotes a growth mindset. Lessons are tested extensively with younger students and older struggling learners, ensuring that i‑Ready Personalized Instruction is engaging and fun for students of all abilities and ages. Once students have completed their first Diagnostic assessment, i-Ready Personalized Instruction builds a unique lesson plan consisting of online instructional lessons based on assessment performance, with a personalized starting point for each student. Teachers can adjust any student’s position within the recommended sequence of lessons and/or add Teacher-Assigned Lessons for students to ensure they develop skills in conjunction with the core curriculum. When the student completes a subsequent Diagnostic assessment, i-Ready automatically adjusts the student’s position within the recommended sequence of lessons based on the most recent Diagnostic results. i-Ready Personalized Instruction placement also considers the student’s recent lesson progress. Any Teacher-Assigned Lessons remain part of the student’s lesson plan. i-Ready Personalized Instruction is designed to complement the core instruction, addressing each student’s skills and areas that need additional support and practice. The program offers flexible delivery options—it can be used during school, before/after school, in-class/pull-out, summer school, at home, in a computer lab, and a host of other settings. We recommend individual students aim for 45 minutes of i-Ready Personalized Instruction per subject per week and 70 to 100 percent of lessons passed for the year. This helps students maintain the recommended range of 30 to 49 minutes consistently and get the full benefit of using i Ready Personalized Instruction. Online lesson modules take students an average of 10–40 minutes to complete, depending on the grade level. All lessons have resume functionality, so students may complete them in more than one sitting. Many of our newest lessons feature instruction that is responsive to the needs of each student, enabling all learners to work at their most efficient pace. In these lessons, i-Ready provides explicit instruction when students need it and lets students who demonstrate mastery of a skill progress to a later point in the instruction.

Target Grades:
K, 1, 2, 3, 4, 5, 6, 7, 8
Target Populations:
  • Students with learning disabilities
  • English language learners
  • Any student at risk for academic failure
  • Other: Any student in grades K-8
Area(s) of Focus:
  • Alphabet knowledge
  • Phonological awareness
  • Early decoding abilities
  • Other: High frequency words
  • Expressive and receptive vocabulary
  • Syntax
  • Listening comprehension
  • Comprehension
Where to Obtain:
Curriculum Associates, LLC
153 Rangeway Road, N. Billerica MA 01862 student
800-225-0248
www.curriculumassociates.com
Initial Cost:
$30.00 per student
Replacement Cost:
$30.00 per Student per year per subject (site license pricing is available upon request) per year

$30 .00/student/year per subject for i-Read y Assessment and Personalized Instruction ; volume, multi-subject, and multi -year subscription discounts are available. The annual license fee includes online student access to i-Ready Diagnostic, Growth Monitoring, and Standards Mastery assessments and i-Ready Personalized Instruction lessons, plus staff access to the management and reporting suite, downloadable lesson plans, and user resources, including the i-Ready Central support website; account set-up and secure hosting; all program maintenance/updates/enhancements during the active license term; unlimited user access to U.S.­ based customer service and support via toll-free phone and email during business hours. Professional development is required and available at an additional cost ($2,000/session up to six hours). If Curriculum Associates' minimum recommended professional development is purchased, the purchasing district will receive a 25 percent discount for a net price of $1,500/session. A compatible, internet-enabled device is required to access i-Ready. Technical specifications and an automated system compatibility check are available at: https://login.i-ready.com/login/support. We recommend individual students aim for 45 minutes of i-Ready Instruction per subject per week and 70 to 100 percent of lessons passed for the year. This helps students maintain the recommended range of 30 to 49 minutes consistently and get the full benefit of using Personalized Instruction. In some cases, based on teacher discretion and student need, additional time in Personalized Instruction may be appropriate . While we also recognize that some students will need other support in place of Instruction time, these recommendations are still appropriate for all students.

Staff Qualified to Administer Include:
  • Special Education Teacher
  • General Education Teacher
  • Reading Specialist
  • EL Specialist
  • Interventionist
Training Requirements:
We recommend that each training session last for a minimum of three hours.

Our live training sessions can either be delivered onsite or be remotely facilitated. With onsite training, sessions are delivered on separate days at a single site/location. We allow a maximum of 30 participants at any one time during a session, and our trainers can divide teachers into groups (e.g., two three-hour courses, three two-hour courses during one "session"), cycle through planning periods, and adapt the sessions to meet participants' specific needs. Training sessions at each phase of implementation-New, Practicing, and Advanced-are specifically designed to address the increasingly complex learning needs of educators over time. We can also extend a training session up to six hours in length in order to meet each school's or district's needs. Educators explore steps for monitoring and managing i-Ready Personalized Instruction; navigating key data reports; analyzing growth and proficiency data to create a plan for students who need additional support; and ensuring reliable data with the i-Ready Diagnostic assessment. We also offer customized Tailored Support sessions to meet the unique needs of each school and/or district. Educators also have unlimited access to our Online Educator Learning (OEL) Platform at no additional cost. The OEL platform-which can be accessed through the i-Ready system-includes our Educator Prep Series, a curated collection of courses known as Digital Learning Extensions that extend and enhance our on-site professional development sessions. These short modules (15 to 45 minutes in length) are interactive tools that require educators to think critically about how they use i-Ready to inform instruction. Educators can watch classroom videos and download classroom resources within the Educator Prep Series courses. The platform also offers progress tracking and a record of each educator's learning. All i-Ready users will also have access to our robust user­ support website, i Ready Central®. A valuable supplement to onsite professional development, this website offers 24/7 access to best-practice tips, how-to guides, videos, webinars, planning tools, and additional training and implementation resources.


During both the initial development as well as subsequent revisions, the i-Ready training materials go through an extensive internal review by subject matter experts as well as former educators and administrators. Educator feedback is also regularly solicited and incorporated into revisions.

Access to Technical Support:
i-Ready users have unlimited access to our U.5.-based Technical Support team via toll-free telephone and email Monday through Friday, 7:00 a.m.-9:00 p.m. Eastern Time (excluding holidays). Users also have access to our user-support website, i-Ready Central, which offers on-demand best-practice tips, how-to guides, videos, webinars, planning tools, and additional training and implementation resources.
Recommended Administration Formats Include:
  • Individual students
  • Small group of students
Minimum Number of Minutes Per Session:
10
Minimum Number of Sessions Per Week:
1
Minimum Number of Weeks:
18
Detailed Implementation Manual or Instructions Available:
Yes
Is Technology Required?
  • Computer or tablet
  • Internet connection
  • Other technology: Headphones for each student. Authorized users may access i-Ready Personalized Instruction from any compatible, internet­-enabled device as long as the device meets the technical requirements listed here: https://www.curriculumassociates.com/support/technical-requirements.

Program Information

Descriptive Information

Please provide a description of program, including intended use:

i-Ready Personalized Instruction is a web-based program that delivers online lessons in reading and mathematics for students from kindergarten through grade 8. Driven by insights from the i-Ready Diagnostic, the platform prescribes a path of online lessons that provide instruction tailored to each student’s needs and encourages students as they develop new skills. i-Ready Personalized Instruction is complemented by easily accessible teacher resources that enable educators to target the specific skills with which students are struggling most in their whole-class, small-group, and one-to-one instruction. i-Ready Personalized Instruction’s online lessons are rigorous, offering students explicit instruction and providing systematic practice and scaffolded feedback that promotes a growth mindset. Lessons are tested extensively with younger students and older struggling learners, ensuring that i‑Ready Personalized Instruction is engaging and fun for students of all abilities and ages. Once students have completed their first Diagnostic assessment, i-Ready Personalized Instruction builds a unique lesson plan consisting of online instructional lessons based on assessment performance, with a personalized starting point for each student. Teachers can adjust any student’s position within the recommended sequence of lessons and/or add Teacher-Assigned Lessons for students to ensure they develop skills in conjunction with the core curriculum. When the student completes a subsequent Diagnostic assessment, i-Ready automatically adjusts the student’s position within the recommended sequence of lessons based on the most recent Diagnostic results. i-Ready Personalized Instruction placement also considers the student’s recent lesson progress. Any Teacher-Assigned Lessons remain part of the student’s lesson plan. i-Ready Personalized Instruction is designed to complement the core instruction, addressing each student’s skills and areas that need additional support and practice. The program offers flexible delivery options—it can be used during school, before/after school, in-class/pull-out, summer school, at home, in a computer lab, and a host of other settings. We recommend individual students aim for 45 minutes of i-Ready Personalized Instruction per subject per week and 70 to 100 percent of lessons passed for the year. This helps students maintain the recommended range of 30 to 49 minutes consistently and get the full benefit of using i Ready Personalized Instruction. Online lesson modules take students an average of 10–40 minutes to complete, depending on the grade level. All lessons have resume functionality, so students may complete them in more than one sitting. Many of our newest lessons feature instruction that is responsive to the needs of each student, enabling all learners to work at their most efficient pace. In these lessons, i-Ready provides explicit instruction when students need it and lets students who demonstrate mastery of a skill progress to a later point in the instruction.

The program is intended for use in the following age(s) and/or grade(s).

not selected Age 0-3
not selected Age 3-5
selected Kindergarten
selected First grade
selected Second grade
selected Third grade
selected Fourth grade
selected Fifth grade
selected Sixth grade
selected Seventh grade
selected Eighth grade
not selected Ninth grade
not selected Tenth grade
not selected Eleventh grade
not selected Twelth grade


The program is intended for use with the following groups.

not selected Students with disabilities only
selected Students with learning disabilities
not selected Students with intellectual disabilities
not selected Students with emotional or behavioral disabilities
selected English language learners
selected Any student at risk for academic failure
not selected Any student at risk for emotional and/or behavioral difficulties
selected Other
If other, please describe:
Any student in grades K-8

ACADEMIC INTERVENTION: Please indicate the academic area of focus.

Early Literacy

not selected Print knowledge/awareness
selected Alphabet knowledge
selected Phonological awareness
not selected Phonological awarenessEarly writing
selected Early decoding abilities
selected Other

If other, please describe:
High frequency words

Language

selected Expressive and receptive vocabulary
not selected Grammar
selected Syntax
selected Listening comprehension
not selected Other
If other, please describe:

Reading

not selected Phonological awareness
not selected Phonics/word study
selected Comprehension
not selected Fluency
not selected Vocabulary
not selected Spelling
not selected Other
If other, please describe:

Mathematics

not selected Computation
not selected Concepts and/or word problems
not selected Whole number arithmetic
not selected Comprehensive: Includes computation/procedures, problem solving, and mathematical concepts
not selected Algebra
not selected Fractions, decimals (rational number)
not selected Geometry and measurement
not selected Other
If other, please describe:

Writing

not selected Handwriting
not selected Spelling
not selected Sentence construction
not selected Planning and revising
not selected Other
If other, please describe:

BEHAVIORAL INTERVENTION: Please indicate the behavior area of focus.

Externalizing Behavior

not selected Physical Aggression
not selected Verbal Threats
not selected Property Destruction
not selected Noncompliance
not selected High Levels of Disengagement
not selected Disruptive Behavior
not selected Social Behavior (e.g., Peer interactions, Adult interactions)
not selected Other
If other, please describe:

Internalizing Behavior

not selected Depression
not selected Anxiety
not selected Social Difficulties (e.g., withdrawal)
not selected School Phobia
not selected Other
If other, please describe:

Acquisition and cost information

Where to obtain:

Address
153 Rangeway Road, N. Billerica MA 01862 student
Phone Number
800-225-0248
Website
www.curriculumassociates.com

Initial cost for implementing program:

Cost
$30.00
Unit of cost
student

Replacement cost per unit for subsequent use:

Cost
$30.00
Unit of cost
Student per year per subject (site license pricing is available upon request)
Duration of license
year

Additional cost information:

Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)

$30 .00/student/year per subject for i-Read y Assessment and Personalized Instruction ; volume, multi-subject, and multi -year subscription discounts are available. The annual license fee includes online student access to i-Ready Diagnostic, Growth Monitoring, and Standards Mastery assessments and i-Ready Personalized Instruction lessons, plus staff access to the management and reporting suite, downloadable lesson plans, and user resources, including the i-Ready Central support website; account set-up and secure hosting; all program maintenance/updates/enhancements during the active license term; unlimited user access to U.S.­ based customer service and support via toll-free phone and email during business hours. Professional development is required and available at an additional cost ($2,000/session up to six hours). If Curriculum Associates' minimum recommended professional development is purchased, the purchasing district will receive a 25 percent discount for a net price of $1,500/session. A compatible, internet-enabled device is required to access i-Ready. Technical specifications and an automated system compatibility check are available at: https://login.i-ready.com/login/support. We recommend individual students aim for 45 minutes of i-Ready Instruction per subject per week and 70 to 100 percent of lessons passed for the year. This helps students maintain the recommended range of 30 to 49 minutes consistently and get the full benefit of using Personalized Instruction. In some cases, based on teacher discretion and student need, additional time in Personalized Instruction may be appropriate . While we also recognize that some students will need other support in place of Instruction time, these recommendations are still appropriate for all students.

Program Specifications

Setting for which the program is designed.

selected Individual students
selected Small group of students
not selected BI ONLY: A classroom of students

If group-delivered, how many students compose a small group?

  

Program administration time

Minimum number of minutes per session
10
Minimum number of sessions per week
1
Minimum number of weeks
18
not selected N/A (implemented until effective)

If intervention program is intended to occur over less frequently than 60 minutes a week for approximately 8 weeks, justify the level of intensity:
N/A

Does the program include highly specified teacher manuals or step by step instructions for implementation?
Yes

BEHAVIORAL INTERVENTION: Is the program affiliated with a broad school- or class-wide management program?

If yes, please identify and describe the broader school- or class-wide management program:

Does the program require technology?
Yes

If yes, what technology is required to implement your program?
selected Computer or tablet
selected Internet connection
selected Other technology (please specify)

If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:
Headphones for each student. Authorized users may access i-Ready Personalized Instruction from any compatible, internet­-enabled device as long as the device meets the technical requirements listed here: https://www.curriculumassociates.com/support/technical-requirements.

Training

How many people are needed to implement the program ?
1

Is training for the instructor or interventionist required?
Yes
If yes, is the necessary training free or at-cost?
At-cost

Describe the time required for instructor or interventionist training:
We recommend that each training session last for a minimum of three hours.

Describe the format and content of the instructor or interventionist training:
Our live training sessions can either be delivered onsite or be remotely facilitated. With onsite training, sessions are delivered on separate days at a single site/location. We allow a maximum of 30 participants at any one time during a session, and our trainers can divide teachers into groups (e.g., two three-hour courses, three two-hour courses during one "session"), cycle through planning periods, and adapt the sessions to meet participants' specific needs. Training sessions at each phase of implementation-New, Practicing, and Advanced-are specifically designed to address the increasingly complex learning needs of educators over time. We can also extend a training session up to six hours in length in order to meet each school's or district's needs. Educators explore steps for monitoring and managing i-Ready Personalized Instruction; navigating key data reports; analyzing growth and proficiency data to create a plan for students who need additional support; and ensuring reliable data with the i-Ready Diagnostic assessment. We also offer customized Tailored Support sessions to meet the unique needs of each school and/or district. Educators also have unlimited access to our Online Educator Learning (OEL) Platform at no additional cost. The OEL platform-which can be accessed through the i-Ready system-includes our Educator Prep Series, a curated collection of courses known as Digital Learning Extensions that extend and enhance our on-site professional development sessions. These short modules (15 to 45 minutes in length) are interactive tools that require educators to think critically about how they use i-Ready to inform instruction. Educators can watch classroom videos and download classroom resources within the Educator Prep Series courses. The platform also offers progress tracking and a record of each educator's learning. All i-Ready users will also have access to our robust user­ support website, i Ready Central®. A valuable supplement to onsite professional development, this website offers 24/7 access to best-practice tips, how-to guides, videos, webinars, planning tools, and additional training and implementation resources.

What types or professionals are qualified to administer your program?

selected Special Education Teacher
selected General Education Teacher
selected Reading Specialist
not selected Math Specialist
selected EL Specialist
selected Interventionist
not selected Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
not selected Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
not selected Paraprofessional
not selected Other

If other, please describe:

Does the program assume that the instructor or interventionist has expertise in a given area?
Yes   

If yes, please describe: 

Because students will receive personalized instruction, any K-8 instructor is qualified to administer i-Ready's online instruction program. To use the data to help the student, we recommend that the instructor should be a certified teacher.

Are training manuals and materials available?
Yes

Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students:
During both the initial development as well as subsequent revisions, the i-Ready training materials go through an extensive internal review by subject matter experts as well as former educators and administrators. Educator feedback is also regularly solicited and incorporated into revisions.

Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual?
Yes

Can practitioners obtain ongoing professional and technical support?
Yes

If yes, please specify where/how practitioners can obtain support:

i-Ready users have unlimited access to our U.5.-based Technical Support team via toll-free telephone and email Monday through Friday, 7:00 a.m.-9:00 p.m. Eastern Time (excluding holidays). Users also have access to our user-support website, i-Ready Central, which offers on-demand best-practice tips, how-to guides, videos, webinars, planning tools, and additional training and implementation resources.

Summary of Evidence Base

Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review. Please provide citations only (in APA format); do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.

 

Brasiel, S., & Martin, T. (2015). STEM action center grant program annual evaluation report 2014-15. Utah State University, Department of Instructional Technology and Learning Sciences.

Curriculum Associates, LLC. (2020). The Impact of i-Ready Personalized Instruction on Students’ Reading and Mathematics Achievement (RR 2020-45). Curriculum Associates.

Curriculum Associates, LLC. (2019). Research on program impact of Ready Mathematics Blended Core Curriculum. (Report No. RR 2019-54). Curriculum Associates.

Dvorak, R. N., & Randel, B. (2019). An impact evaluation of i-Ready Diagnostic and Instruction implementation for reading at grades K–2: Final report. (Report No. 032). Human Resources Research Organization.

Dvorak, R. N., Randel, B., & Swain, M. (2019). An impact evaluation of mathematics and reading i-Ready Instruction for elementary grades: Final report. (Report No. 062). Human Resources Research Organization.

Dvorak, R. N., Randel, B., & Swain, M. (2019). An impact evaluation of reading i-Ready Instruction for middle school grades. (Report No. 074). Human Resources Research Organization. 

Dvorak, R. N., & Randel, B. (2019). An impact evaluation of supplemental blended implementation for mathematics at grades 6–8: Final report. (Report No. 003). Human Resources Research Organization.

Dvorak, R. N., & Randel, B. (2019). An impact evaluation of supplemental blended implementation for reading at grades K–2: Final report. (Report No. 002). Human Resources Research Organization.

Evaluation and Training Institute. (2019). Early intervention reading software program report.
https://schools.utah.gov/file/ ae750095-378d-4c5e-a7af-1ac0268610b5

Forsman, T. A. (2018). What is the impact on growth in language arts and mathematics skills for special needs students when the i-Ready program is implemented? (Doctoral dissertation).

Marple, S., Jaquet, K., Laudone, A., Sewell, J., & Liepmann, K. (2019). i-Ready in 7th grade math classes: A mixed methods case study. WestEd.

Randal, B., Swain, M., Dvorak, R., Spralto, E., Prendez, J. (2020). Impact Evaluation of Mathematics i-Ready for Striving Learners Using 2018-19 Data (Report No. 048).Human Resources Research Organization.

Randal, B., Swain, M., Dvorak, R., Spralto, E., Prendez, J. (2020). Impact Evaluation of Reading i-Ready for Striving Learners Using 2018-19 Data.(Report No. 053). Human Resources Research Organization.

Seabolt, J. (2018). A causal comparative analysis of a computer adaptive mathematics program using multilevel propensity score matching. (Doctoral dissertation).

Snyder, M., Eager, K., Juth, S., Lawanto, K., Williams, T. (2016). STEM action center grant program annual evaluation report: 2015–2016. Utah State University, Department of Psychology.

STEM Action Center Utah (2018). Utah STEM action center annual report fy2018. STEM Action Center Utah (2019). Utah STEM action center annual report fy2019.

Swain, M., Randel, B., & Dvorak, R. (2020). An impact evaluation of mathematics i-Ready instruction for elementary grades using 2018–2019 data. (Report No. 106). Human Resources Research Organization.

Swain, M., Randel, B., & Dvorak, R. (2020). An impact evaluation of reading i-Ready instruction for elementary grades using 2018–2019 data. (Report No. 107). Human Resources Research Organization.

Swain, M., Randel, B., & Dvorak, R. (2020). An impact evaluation of reading i-Ready instruction for middle school grades using 2018–2019 data. (Report No. 108). Human Resources Research Organization.

Swain, M., Randel, B., & Dvorak, R. (2020). An impact evaluation of mathematics i-Ready instruction for middle school grades using 2018–2019 data. (Report No. 109). Human Resources Research Organization.

Swain, M., Randel, B., Dvorak, R., & Prendez, J. (2020). Effectiveness of i-Ready instruction in elementary mathematics for traditionally disadvantaged group. (Report No.18). Human Resources Research Organization.

Swain, M., Randel, B., Dvorak, R., & Prendez, J. (2020). Effectiveness of i-Ready instruction in elementary reading for traditionally disadvantaged groups. (Report No. 34). Human Resources Research Organization.

Swain, M., Randel, B., Dvorak, R., & Prendez, J. (2020). Effectiveness of i-Ready instruction in middle school mathematics for traditionally disadvantaged groups. (Report No. 22). Human Resources Research Organization.

Swain, M., Randel, B., Dvorak, R., & Prendez, J. (2020). Effectiveness of i-Ready instruction in middle school reading for traditionally disadvantaged groups. (Report No. 35). Human Resources Research Organization.

Swain, M., Randel, B., & Dvorak, R. (2019). An impact evaluation of the blended core mathematics program for elementary grades: Final report—revised. (Report No. 029). Human Resources Research Organization.

The Utah Education Policy Center and Utah Valley University: School of Education. (2017). STEM action center program evaluation: Academic year 2016–17.

 

 

Study Information

Study Citations

Randal, B., Swain, M., Dvorak, R., Spratto, E. & Prendez, J. (2020). Impact Evaluation of Reading i-Ready for Striving Learners Using 2018-19 Data ( Report No. 053). Alexandria, VA: HumRRO. Retrieved from: https://eric.ed.gov/?q=i-Ready&id=ED610441

Participants Full Bobble

Describe how students were selected to participate in the study:
Students were eligible for inclusion in this study if they attended a public school using i-Ready during the 2018-19 school year and had fall and spring scores from the i-Ready Diagnostic. For a student within a treatment school to be eligible for inclusion, they must have used i-Ready Personalized Instruction for reading for a minimum of 18 distinct weeks for an average of at least 30 minutes per week. Treatment schools were only included if they began using i-Ready Personalized Instruction to some extent prior to the 2018-19 school year. This requirement is based on the understanding that i-Ready implementation, like the implementation of most new programs, requires start-up time to learn the technology and adjust to the schedule before i-Ready is fully implemented. To be eligible for inclusion as a student in a comparison school, students must not have used any i-Ready Personalized Instruction lessons for reading during the 2018-19 school year.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional or behavioral difficulties (BI):
The study looked at students who were identified as being high-risk for academic failure - students in the lowest 20th percentile of reading achievement at baseline. Note that the published study also included students who were classified as being two or more grades below their chronological grades, all of whom meet the criteria for being “at-risk for academic failure” and are below the 35th percentile of reading achievement at baseline.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • below the 30th percentile on local or national norm, or
  • identified disability related to the focus of the intervention?
100.0%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • emotional disability label,
  • placed in an alternative school/classroom,
  • non-responsive to Tiers 1 and 2, or
  • designation of severe problem behaviors on a validated scale or through observation?
%

Specify which condition is the submitted intervention:
In this study, schools with students who used i-Ready Personalized Instruction for a minimum of 18 distinct weeks between the fall and spring assessment for an average of at least 30 minutes per week are considered the intervention. Students had to have valid, non-rushed scores on the i-Ready Assessment in both the fall and spring assessment windows.

Specify which condition is the control condition:
In this study, schools with students who did not have any exposure to i-Ready Personalized Instruction were the control group. Students had to have valid, non-rushed scores on the i-Ready Assessment in both the fall and spring assessment windows.

If you have a third, competing condition, in addition to your control and intervention condition, identify what the competing condition is (data from this competing condition will not be used):
N/A

Using the tables that follow, provide data demonstrating comparability of the program group and control group in terms of demographics.

Grade Level

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Age less than 1
Age 1
Age 2
Age 3
Age 4
Age 5
Kindergarten
Grade 1
Grade 2 23.0 % 23.1 % 0.00
Grade 3 24.0 % 23.9 % 0.00
Grade 4 24.3 % 24.4 % 0.00
Grade 5 28.7 % 28.6 % 0.00
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

Race–Ethnicity

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
African American
American Indian
Asian/Pacific Islander
Hispanic
White
Other

Socioeconomic Status

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Subsidized Lunch
No Subsidized Lunch

Disability Status

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Speech-Language Impairments
Learning Disabilities
Behavior Disorders
Emotional Disturbance
Intellectual Disabilities
Other
Not Identified With a Disability

ELL Status

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
English Language Learner
Not English Language Learner

Gender

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Female
Male

Mean Effect Size

0.00

For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences between groups in the descriptions below, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not demographic characteristics, please describe the results of those analyses here.

Please note that additional details for baseline equivalence in relation to demographic characteristics are being submitted as a study addendum, given it was done at the school level and not the student level. The sample did not include student-level demographic information, so this had to be completed at the school level. Note that all numbers above are based on the sample for the students at the 20th percentile. Baseline equivalence for the 35th percentile group is provided in Table A1 in the original study.

Design Half Bobble

What method was used to determine students' placement in treatment/control groups?
Systematic
Please describe the assignment method or the process for defining treatment/comparison groups.
This study used a quasi-experimental design (QED) to evaluate the impact of i-Ready reading instruction on student reading achievement for striving learners in grades 2–5 on a nationally normed cognitive assessment, the i-Ready Diagnostic. The researchers examined students who fell at the bottom 20th percentile of reading achievement. The percentiles were based on reading achievement measured by the i-Ready Diagnostic at baseline. For a student within a treatment school to be eligible for inclusion, they must have met the minimum thresholds for appropriate use set by Curriculum Associates, meaning the students used i-Ready Personalized Instruction for reading for a minimum of 18 distinct weeks between the fall and spring assessment period AND for an average of at least 30 minutes per week of instruction. Treatment schools were included only if they began using i-Ready Personalized Instruction and i-Ready Assessment to some extent prior to the 2018–19 school year and over 90 percent of the students in a school had used i-Ready Personalized Instruction and i-Ready Assessment. This requirement is based on the understanding that i-Ready implementation, like the implementation of most new programs, requires start-up time to learn the technology and adjust to the schedule before i-Ready is fully implemented. Comparison schools were only included if 90 percent of the students in that school used i-Ready Assessment but not i-Ready Personalized Instruction. To be eligible for inclusion as a student in a comparison school, students must not have used any i-Ready Personalized Instruction lessons for reading during the 2018–19 school year. Students in both groups had to have valid, non-rushed scores on the i-Ready Assessment for both the fall and spring testing windows. Matching: The researchers used a multi-step process to identify analytic samples separately at each grade to address the confirmatory research question. First, school-level matching was conducted to identify a set of i-Ready (treatment) and a set of comparison schools from which to match students. Next, student-level matching was conducted with students within the selected matched schools to identify a set of i-Ready students and comparison students equivalent on reading achievement, as measured by the Diagnostic. Effect sizes were computed for all school- and student-level matching variables following matching and found baseline equivalence was achieved according to What Works Clearinghouse standards.

What was the unit of assignment?
Schools
If other, please specify:

Please describe the unit of assignment:
Treatment schools were included only if they began using i-Ready Personalized Instruction and i-Ready Assessment to some extent prior to the 2018–19 school year and over 90 percent of the students in a school had used i-Ready Personalized Instruction and i-Ready Assessment. Comparison schools were included only if 90 percent of the students in that school used i-Ready Assessment but not i-Ready Personalized Instruction. Across grades, 92.7 percent of students attended schools with students classified as only treatment or comparison. Separately by grade, the researchers excluded the small percentage of schools with some students classified as treatment and other students classified as comparison from our school-level assignment study.

What unit(s) were used for primary data analysis?
selected Schools
not selected Teachers
not selected Students
not selected Classes
not selected Other
If other, please specify:

Please describe the unit(s) used for primary data analysis:
The outcome variable is the adjusted mean difference in the outcome between school study groups.

Fidelity of Implementation Half Bobble

How was the program delivered?
selected Individually
not selected Small Group
not selected Classroom

If small group, answer the following:

Average group size
0
Minimum group size
0
Maximum group size
0

What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?

Weeks
18.00
Sessions per week
1.00
Duration of sessions in minutes
30.00
What were the background, experience, training, and ongoing support of the instructors or interventionists?
Educators who use i-Ready with their students tend to be K-8 classroom teachers, intervention specialists, and other types of classroom professionals. Schools that use i-Ready Personalized Instruction have teachers and administrators attend a standard set of professional development courses that include training sessions that include Data-Driven Leadership, Getting Good Data with i-Ready, Using Data to Plan Instruction, and Delivering Differentiated Instruction, as well as the opportunity for tailored support. The professional development series is structured to meet the needs of those new to i-Ready and those who are familiar with it, to provide a more targeted professional development approach.

Describe when and how fidelity of treatment information was obtained.
Treatment students had to have valid, non-rushed scores on the i-Ready Assessment in both the fall and spring testing windows. Study participants were included in this study only if they met certain fidelity of treatment characteristics related to their i-Ready Personalized Instruction usage. The i-Ready Personalized Instructional usage information was collected by the i-Ready system, which tracks i-Ready usage on a variety of data points, including time on task in minutes per week. Time on task data are collected as students interact with the content. Students who log in but do not make progress during a session are flagged. In addition, the use of distinct weeks of instruction is not simply calendar weeks, but time when a student is in school and progress is being made. Learning does not happen at the same rate each week, and using the distinct weeks of instruction allows for more precise understanding of when learning is happening. Teachers and administrators have access to these same data through the i-Ready user-interface, and students who are not meeting targets in relation to these metrics are flagged as well. Quarterly reviews of fidelity are conducted and shared in every school; these serve as a check on the accuracy of data being collected.

What were the results on the fidelity-of-treatment implementation measure?
The researchers specified that only those students who met certain fidelity-of-treatment characteristics, namely using i-Ready instruction for a minimum of 18 distinct weeks of instruction and for an average of at least 30 minutes per distinct week of instruction, were included in the impact analysis.

Was the fidelity measure also used in control classrooms?
Students were selected for the control group only if they had no i-Ready instruction usage recorded in the i-Ready system and had valid, non-rushed i-Ready Assessment scores in both the fall and spring testing windows. The control condition is interpreted as “business as usual” as students are getting some core and supplemental materials that are not i-Ready Personalized Instruction.

Measures and Results

Measures Targeted : Full Bobble
Measures Broader : Dash

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

  • Targeted measures
    Assess outcomes, such as competencies or skills that the program was directly targeted to improve.
    • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
    • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
  • Broader measures
    Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
    • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
    • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be academic performance in that setting or on-task behavior in another setting.
  • Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates which do not have psychometric properties as do other, more traditional targeted or broader measures.

Click here for more information on effect size.


What populations are you submitting outcome data for?
not selected Full sample
selected Students at or below the 20th percentile
not selected English language learners
not selected Racial/ethnic subgroups
not selected Economically disadvantaged students (low socioeconomic status)
Targeted Measure Reverse Coded? Reliability Relevance Exposure
Broader Measure Reverse Coded? Reliability Relevance Exposure
Administrative Data Measure Reverse Coded? Relevance

Posttest Data

Targeted Measures (Full Sample)

Measure Sample Type Effect Size P

Broader Measures (Full Sample)

Measure Sample Type Effect Size P

Administrative Measures (Full Sample)

Measure Sample Type Effect Size P

Targeted Measures (Subgroups)

Measure Sample Type Effect Size P

Broader Measures (Subgroups)

Measure Sample Type Effect Size P

Administrative Measures (Subgroups)

Measure Sample Type Effect Size P
For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not pretest characteristics, please describe the results of those analyses here.
No substantial or statistically significant differences in baseline equivalence in school level covariates or pretest scores were found
Please explain any missing data or instances of measures with incomplete pre- or post-test data.
Students had both valid, non-rushed fall and spring assessment scores, and schools had data related to each included covariate.
If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:
N/A
Describe the analyses used to determine whether the intervention produced changes in student outcomes:
Hierarchical linear modeling (HLM) was used to estimate impacts of i-Ready on student achievement for the samples of striving learners both the confirmatory and exploratory research questions. For each analysis, a two-level model was used with level 1 as the student and level 2 as the school. For level 1 of the model, baseline i-Ready Diagnostic performance was included. For level 2 of the model, an indicator variable of group membership and school-level variables that were publicly available and known to be related to achievement were included (i.e., group membership (0 = comparison; 1 = i-Ready), urbanicity, percent of students eligible for free and reduced-price lunch, percent of students of historically marginalized races, grade-level enrollment). Level 1 of the benchmark model was specified as: Yij = β0j + β1j(BASELINEij) + eij where Yij is the spring Diagnostic score for student i in school j. β0j is the adjusted mean outcome for students in school j. β1j is the regression slope of the student’s baseline (fall) Diagnostic score for school j. eij is the random error in the outcome associated with student i in school j not accounted for in the model. Level 2 of the model was specified as: β0j = γ00 + γ01(TREATj) + Σγq(URBANICITYj) + γ02(%FRL) + γ03(%HMR) + γ05(ENROLL) + u0j β1j = γ10 where γ00 is the adjusted comparison group grand mean of the outcome, γ01 is the adjusted mean difference in the outcome between school study groups, and TREAT is an indicator variable coded as 1 for schools in the i-Ready treatment group and 0 for schools in the comparison group. Σγq is a vector of indicator variables for school urbanicity (city, suburb, town, rural). γ02 - γ04 are regression slopes of the school-level covariates. ENROLL is number of students enrolled at the grade level in the analysis. u0j is the random error in the achievement outcome associated with school j. We conducted two sensitivity analyses for each grade to examine the robustness of the findings of the benchmark impact model for the samples of striving learners. The first sensitivity analyses included a school-level grand mean centered baseline covariate. The second included student-level Diagnostic domain level scores to account for the stratification and matching of students within fall Diagnostic placement profiles. Both analyses yielded results consistent with our benchmark model. Sensitivity Analysis 1. The first sensitivity analysis examined the robustness of the findings to including a school-level grand mean centered baseline covariate. Level 1 of the model had the same specification as the benchmark model. Level 2 of the models was specified as follows: β0j = γ00 + γ01(TREATj) + γ02(BASELINE.j – BASELINE..)j + Σγq (URBANCITYj) + γ03(%FRL) + γ04(%HMR) + γ05(ENROLL) + u0j where γ00 is the adjusted comparison group grand mean of the outcome, γ01 is the adjusted mean difference in the outcome between school study groups, and TREAT is an indicator variable coded as 1 for schools in the i-Ready treatment group and 0 for schools in the comparison group. γ02 is the regression slope of the school-level baseline Diagnostic score (grand mean centered). Σγq and γ03 - γ05 are regression slopes of the school-level covariates specified as described in the benchmark model. ENROLL is number of students enrolled at the grade level in the analysis. u0j is the random error in the achievement outcome associated with school j. Results of this model were consistent with the benchmark model findings for all grades: i-Ready had statistically significant impacts on student reading achievement, and impact estimates were similar to those from the benchmark model. Sensitivity Analysis 2. The second sensitivity analysis we conducted examined the robustness of the findings to including student level Diagnostic domain level scores to account for the stratification and matching of students within fall i-Ready domain placement profiles. Level 2 of this model as the same specification as Level 1 of the benchmark model. Level 1 of this sensitivity analysis model is specified as follows: Yij = β0j + β1j(BASELINEij) + β2j(DOMAIN1ij) + β3j(DOMAIN2ij) + β4j(DOMAIN3ij) + eij where Yij is the spring Diagnostic score for student i in school j. β0j is the adjusted mean outcome for students in school j. β1j is the regression slope of the student’s baseline (fall) Diagnostic score for school j. Β2j – β4j are regression slopes of the baseline (fall) Diagnostic domain scores for student i in school j. The reading domain scores at grades 2–5 include Vocabulary, Comprehension, Phonics, and High-Frequency Words. Grade 2 also includes a fifth domain, Phonological Awareness. eij is the random error in the outcome associated with student i in school j not accounted for in the model. Results of this model were consistent with the benchmark model findings for all grades. i-Ready had statistically significant impacts on student reading achievement, and impact estimates were similar to those from the benchmark model.

Additional Research

Is the program reviewed by WWC or E-ESSA?
E-ESSA
Summary of WWC / E-ESSA Findings :

What Works Clearinghouse Review

This program was not reviewed by the What Works Clearinghouse.

 

Evidence for ESSA

No studies met inclusion requirements for reading or math.

 

How many additional research studies are potentially eligible for NCII review?
5
Citations for Additional Research Studies :

Curriculum Associates, LLC. (2020). The Impact of i-Ready Personalized Instruction on Students’ Reading and Mathematics Achievement (RR 2020-45). Curriculum Associates.

Swain, M., Randel, B., & Dvorak, R. (2020). An impact evaluation of mathematics i-Ready instruction for elementary grades using 2018–2019 data. (Report No. 106). Human Resources Research Organization.

Swain, M., Randel, B., & Dvorak, R. (2020). An impact evaluation of reading i-Ready instruction for elementary grades using 2018–2019 data. (Report No. 107). Human Resources Research Organization.

Swain, M., Randel, B., & Dvorak, R. (2020). An impact evaluation of reading i-Ready instruction for middle school grades using 2018–2019 data. (Report No. 108). Human Resources Research Organization.

Swain, M., Randel, B., & Dvorak, R. (2020). An impact evaluation of mathematics i-Ready instruction for middle school grades using 2018–2019 data. (Report No. 109). Human Resources Research Organization.

Data Collection Practices

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