Responsible Use of Technology in the Classroom

• Short, adaptive lessons designed to meet each student’s needs
• Focuses on the skills students are ready to learn next
• Recommended use: 30–49 minutes per subject per week
• Teachers integrate lessons into small group instruction and classroom learning

• An adaptive assessment given up to three times per year
• Typically takes 30–60 minutes per subject, often split into shorter sessions
• Adapts to student responses for deeper insight
• Results inform teacher-led instruction throughout the year

• Our core curricular programs—including i-Ready Classroom Mathematics 2024 and Magnetic Literacy—are anchored in print materials and classroom interaction
• Math curriculum emphasizes reasoning, explanation, and collaboration
• Literacy curriculum centers on reading, writing, discussion, and analysis
• Many intervention resources require no student screen time

Responsible technology use means digital tools are used purposefully, within clear limits, and in support of teacher-led instruction—and that the time students spend on a screen is justified by meaningful impact on learning.

Dedicated teachers, strong relationships, and thoughtful instructional design drive student growth. Technology will never replace that. When used intentionally, however, it can extend teachers’ reach—providing timely insights, targeted practice, and differentiated support that would be difficult to achieve at scale.

This also means holding digital tools to a higher bar: they should be backed by credible evidence, demonstrate measurable gains, and earn the instructional time they require.

The goal is not more screen time—it’s better outcomes for students.

No. Research consistently distinguishes between passive screen use (e.g., entertainment or distraction) and purposeful, teacher-guided learning.

In schools, screen time that is:

• Purposeful and time-limited
• Aligned to clear learning goals
• Guided by a teacher and connected to instruction
• Designed to provide feedback, practice, or insight into student learning

is fundamentally different from unstructured or unsupervised device use.

Not all screen time has the same impact. The key question is not just how much time students spend on screens, but whether that time is instructionally meaningful and improves learning outcomes.

Screen time in i-Ready is purposeful, structured, and limited—and designed to support, not replace, teacher-led instruction.

Assessment (i-Ready Inform):
Administered up to three times per year in focused sessions. Students typically spend 30–60 minutes per subject, often split into shorter sittings. The goal is to provide clear, actionable insights that help teachers tailor instruction throughout the year.

For those that do, recommended use is 30–49 minutes per subject per week. This targeted time is designed to provide differentiated practice and feedback, complementing classroom instruction—not replacing it.

Across both components, i-Ready is built for intentional use within clear limits. The goal is not more time on screens—it’s better-informed teaching and stronger student outcomes.

i-Ready is designed to strengthen teacher-led instruction by making student learning more visible and actionable.

Through its diagnostic and ongoing data, i-Ready provides educators with timely, precise insights into each student’s strengths and areas for growth. This complements what teachers already know about their students and helps inform next instructional steps.

Teachers use these insights to:

• Identify specific skill gaps and unfinished learning
• Plan targeted whole class and small group instruction
• Group students flexibly based on need
• Monitor progress and adjust instruction over time

Importantly, i-Ready does not dictate instruction; teachers remain fully in control. The data is there to support their professional judgment, not replace it.

In practice, most learning still happens off screen through teacher-led lessons, discussion, and hands-on work. i-Ready’s role is to help this instructional time be targeted, responsive, and effective for every student.

We design for balance, provide clear guardrails, and partner with educators to ensure technology is used intentionally and not excessively.

Our approach includes:

• Clear usage recommendations: Defined time ranges (not open-ended use), aligned to classroom practice and research on effective implementation
• Learning-focused goals: Progress and pass-rate expectations tied to learning, not more time spent on the platform
• Visibility and monitoring: Tools that help educators and leaders track usage and ensure it stays within recommended limits
• Professional learning: Training on how to integrate digital lessons into small group and teacher-led instruction
• Planning protocols: Guidance that prioritizes off-screen learning and seamless transitions back to instruction

We reinforce these practices through ongoing professional learning and district partnership, helping schools maintain consistency over time.

At every level, the expectation is the same: technology should be used purposefully, within clear limits, and in service of strong teaching—not as the centerpiece of instruction.

Transparency and shared visibility are built into i-Ready.

Educators have access to detailed, real-time data, including:

• Time on task
• Lesson completion and pass rates
• Overall engagement and progress

These insights help ensure usage stays within recommended limits and remains focused on learning, not just time spent.

Students and families can also view progress and time spent through the secure student portal, creating a shared understanding of how i-Ready is being used and what students are working on.

This visibility supports productive conversations between schools and families, while helping to ensure that screen time remains short, purposeful, and aligned with learning goals.

For more guidance, see the resources below for families and educators on how i-Ready is used and how screen time is managed in the classroom.

• Starting with teacher guidance
• Reviewing progress weekly
• Encouraging short, focused sessions
• Balancing screen time with reading, play, and family activities
• Celebrating effort and growth

Yes. i-Ready has been rigorously studied. The evidence base includes large-scale studies, third-party research, and independent external review.

• Rigorous study designs: The i-Ready evidence base includes ESSA Tier 2 and Tier 3 studies, using statistical controls to isolate program impact.
• Consistent results across students: Positive outcomes are observed across diverse populations, including English learners, students with disabilities, and students with socioeconomic disadvantages.
• Independent validation: Findings are supported by well-respected third-party research organizations (e.g., HumRRO, Johns Hopkins CRRE, NORC) and reviewed by Evidence for ESSA and the What Works Clearinghouse.
• Real-world impact at scale: Results reflect implementation in real classrooms, with real teachers, across varied states and districts nationwide.

Across these studies, the pattern is consistent:

When i-Ready Personalized Instruction is used as recommended, students show stronger reading and mathematics outcomes than comparable students who do not use it or do not use it as recommended.