The document provides an overview of the i-Ready Diagnostic, which assesses students in reading and mathematics from grades K-8. It was developed based on research and best practices in assessment. The diagnostic is an adaptive test that identifies individual student's strengths and weaknesses. It provides scale scores and grade level performance levels. It was normed on a large, diverse sample of over 17,000 students. The diagnostic was created with guidance from expert advisors in areas like psychometrics, mathematics, and reading to ensure validity and reliability.

1. Additional Information
Overview...................................................................... 2
i-Ready Diagnostic
Research.Base................................................................... 4
Math.Skills.Assessed......................................................... 7
Reading.Skills.Assessed.................................................... 8
i-Ready Instruction
Case.Studies.................................................................... 10
Math.Lesson.Topics. ........................................................ 12
.
Reading.Lesson.Topics..................................................... 13
Appendix
System.Requirements. .................................................... 15
.
Reading.and.Mathematics.
.
Diagnostic (Grades K–8)
Instruction (Grades K–6)
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2. Overview
Diagnostic.. to.the.sub-skill.level
Screen.your.whole.district.and.pinpoint.each.student’s.needs..
• Online diagnostic automatically diagnoses individual student strengths and weaknesses
• Adaptive format meets students at their level, so they feel like they’re succeeding throughout the whole
assessment
• The perfect universal screening tool for all your students
Reporting Get.data.to.help.you.make.district-level.decisions.and.to.drive.
instruction
• Screens, then identifies students who need intervention to get up to grade level—perfect for RTI!
• Shows why students are struggling and at what grade level they are performing
• Provides instructional recommendations for individual students and groups of students
Instruction Differentiate.instruction.for.every.student
• Program automatically creates—and delivers—an individualized instruction plan for every student
• Explicit instruction is delivered to students at their level
• Engaging, interactive format makes learning fun
• Web-based—accessible anywhere and any time
Progress.Monitoring Track.district-wide.response.to.instruction.
• Measure gains across an entire district
• See how far students have progressed in online instruction
• Monitor consistency of usage
• Track progress with Common Core State Standards
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3. i-Ready Diagnostic
Grades K–8
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4. i-Ready
Diagnostic Research Base
Overview of the adaptive diagnostic
•. Mathematics.and.Reading,.Grades.K–8
•. The.purpose.of.the.diagnostic.is.to:
– Screen all students in a district or school to determine which students need intervention
– Provide detailed analysis on each student’s performance level and skill gaps and provide downloadable instructional
materials to target those gaps
– Automatically place students into differentiated online instruction at the levels indicated by the diagnostic
– Monitor student progress following instruction
•. How.the.diagnostic.works
– The diagnostic draws from a bank of thousands of items and delivers items based on a student’s response to
each prior item. The diagnostic delivers more challenging questions as students get questions correct and less
challenging questions as students get questions incorrect until it hones in on the student’s performance level.
Teachers see each student’s scale score and grade-level performance level.
Research Approach
i-Ready.Diagnostic.development.has.followed.guidelines.outlined.by.the.American.Educational.
Research.Association.(AERA),.the.American.Psychological.Association.(APA),.and.the.National.Council.
on.Measurement.in.Education.(NCME).for.best.practices.in.assessment.development.
• Best practice adaptive test design: Based on well-accepted test theories of Rasch and Item Response Theory (IRT)
Modeling
• Best practice assessment development (e.g., item design, test construction): Informed by best practices in the field of
educational testing, as well as the Common Core State Standards (CCSS) and current state standards
• Expert advisors led assessment development: Included renowned experts in psychometrics, reading, math, special
education, English language learner education, and teacher preparation
• Large, diverse sample for item and scale calibration: Assessment items have been field tested with over 17,000 students
across representative socioeconomic, geographic, and ethnic strata
• Strong validity and reliability: The Fall 2011 technical manual will further document assessment design protocol and
provide a detailed analysis of test statistics and characteristics
Large, diverse sample for item
and scale calibration
• More than 17,000 students nationwide Demographic diversity of sample sites (approx.)
• More than 33,000 reading and math African American 31%
assessments administered Hispanic 12%
• 18 different states represented by 58 sites Caucasian 51%
Qualified for free or reduced lunch 53%
Below the poverty line 19%
Special Education Student 14%
English Language Learner 15%
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5. i-Ready
Diagnostic Research Base (cont.)
Score Definitions
i-Ready.Diagnostic.provides.criterion-referenced.scores.to.describe.a.student’s.performance.in.math.
and.reading.and.the.related.domains..This.score.is.expressed.on.a.continuous.score.scale.
The two main types of scores are:
• Scale Scores: Because the adaptive diagnostic adjusts to each individual student’s levels, every student sees a different
combination of items. To make all tests comparable, and in order to provide a basis for deriving grade-level performance
scores, all of the results of the i-Ready Diagnostic are converted to a common scale.
• Grade-Level Placement: A grade-level placement is provided for each student for each strand assessed and indicates the
grade level at which the student should begin receiving instruction. For example, if a fifth-grade student’s score in number
and operations is “early grade 4,” this student would benefit from instruction in the skills that are typically taught at the
beginning of the fourth grade in order to address his skill gaps. The program then outlines the specific skills to focus on.
Validity/Reliability
Validity
• Item development based on expert content knowledge, the CCSS, current state standards, and established best practices
• Item paneling with expert advisors, panels of teachers, and content specialists; iteratively reviewed both internally and
externally
• Test development informed by the standards as set by the American Educational Research Association (AERA), the
American Psychological Association (APA), and the National Council on Measurement in Education (NCME)
• Item and test development also informed by established and new research in the field on best practices for online test
development for grades K–8 to ensure item accuracy in measurement of skills
Reliability
• Test design based on Item Response Theory (IRT) and Computer Adaptive Test (CAT) modeling, reducing error in student
ability measurement
• Large bank of items of varying difficulty across all strands allows the test to present students with appropriate items to
accurately measure their ability
• Ongoing and iterative rigorous item analysis and review process identifies poor-performing items for revision or removal
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6. i-Ready
Diagnostic Research Base (cont.)
Assessment development informed by expert advisors
Psychometrics Mathematics Reading
Dr..Richard.Brown Dr..Richard.Bisk Dr..David.Chard
Associate Professor at Chair and Professor of Mathematics Dean of the Annette
the Rossier School of at Worcester State University Caldwell Simmons School
Education at the University • Advisor to the Massachusetts Department of Education and Human
of Southern California of Education in the development of Development at Southern
• Works with the California the “Guidelines for the Mathematical Methodist University
Department of Education (CDE) Preparation of Elementary Teachers” • Research review panelist at
on testing and assessment in • Expert on Singaporean mathematics both state and national levels,
the California public school education including panels of the National
system Science Foundation and U.S.
• Previously, Senior Researcher Department of Education
at the National Center for
Dr..David.Chard • Awarded more than $11 million
Research on Evaluation, Dean of the Annette Caldwell in deferral, state, and private
Standards, and Student Testing Simmons School of Education and grants since 1993
(CRESST) at UCLA Human Development at Southern
Methodist University
Dr..Lori.Helman
• Research review panelist at both state
and national levels, including panels of Associate Professor in the
the National Science Foundation and U.S. Department of Curriculum
Department of Education and Instruction at the
• Awarded more than $11 million in deferral, University of Minnesota
state, and private grants since 1993 • Many years of bilingual
teaching experience at the
Dr..Cathy.Seely early grades; leads new
teacher induction programs
Senior fellow at the Charles A. Dana • Co-Director of the Minnesota
Center at the University of Texas at Center for Reading Research
Austin
• Veteran mathematics educator and change
facilitator with 35 years of experience at the
local, state, and national levels; works on
state and national policy and improvement
efforts in mathematics education
• Prior president of the National Council of
Teachers of Mathematics (NCTM) from
2004 through 2006, and currently an
active member of the council
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7. i-Ready
Diagnostic Math Skills Assessed
Number.and.Operations Geometry
Counting.and.Cardinality Two-Dimensional.Shapes
Base.Ten—Whole.Numbers.and.Decimals Three-Dimensional.Shapes
Place value, compare, add, subtract, multiply, divide
Lines,.Segments,.Points,.Rays,.and.Angles
Fractions
Model, compare, add, subtract, multiply, divide Symmetry.and.Transformations
Rational.Numbers Congruence.and.Similarity
Model, compare, add, subtract, multiply, divide Coordinate.Geometry
Pythagorean.Theorem
Algebra.and.Algebraic.Thinking Measurement.and.Data
Operations.and.Algebraic.Thinking Measurement.Units.and.Tools:.
Fluency, number relationships, properties, solving Customary.and.Metric
word problems Time, money, length, capacity, weight, and mass
Expressions.and.Equations Geometric.Measurement
Variables, exponents, solving word problems
Area,.Perimeter,.Surface.Area,.Volume
Ratio.and.Proportional.Relationships
Percent, rate, lines, and slope Creating.and.Interpreting.Graphs
Functions Data.Analysis.and.Statistical.Measures
Linear and non-linear Probability.Concepts
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8. i-Ready
Diagnostic Reading Skills Assessed
Foundational.Skills Comprehension
Phonological.Awareness Informational.Text
Rhyme Recognition Author’s Purpose
Phoneme Identity and Isolation Categorize and Classify
Phoneme Blending and Segmentation Cause and Effect
Phoneme Addition and Substitution Drawing Conclusions/Making Inferences
Phoneme Deletion Fact and Opinion
Main Idea and Details
Phonics Message
Letter Recognition Summarize
Beginning Consonant Sounds Text Structure
Short and Long Vowels Vocabulary in Context
Decoding One- and Two-Syllable Words
Inflectional Endings; Prefixes and Suffixes
Digraphs and Diphthongs
Vowel Patterns
Decoding Longer Words
High-Frequency.Words
Vocabulary Literature
Academic and Domain Specific Vocabulary Author’s Purpose
Word Relationships Cause and Effect
Word-Learning Strategies Drawing Conclusions/Making Inferences
Figurative Language
Story Structure
Summarize
Theme/Mood
Understanding Character
Vocabulary in Context
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9. i-Ready Instruction
Grades K–6
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10. i-Ready
Instruction Case Studies
Research shows Educators everywhere
agree—it works!
online instruction leads to
progress in just weeks! ‘‘
…I know my students’
reading skills have
improved over the
‘‘
12 weeks. I have seen
“At-Risk” Reading Students
‘‘
it with my own eyes!
Broward County Public Schools participated in a documented pilot to
determine if the first-generation web-based differentiated explicit instruction
program would serve “at-risk” students better than systems currently used I would recommend this
‘‘
in the county. program to any teacher
‘‘
Who: 162 third-grade students
and any school.
When: Four-week (13 school days) summer break program
Usage: Daily 60-minute online reading instruction sessions for an average
[It] gave my low students
of 10 hours per student
Summary of Results: Students made an average of three to eight months of
progress in just 13 days.
(especially ESOL) an
engaging, meaningful
‘‘
chance to reinforce skills
‘‘
and vocabulary.
Mean Gains in Reading Mean Gains in Reading
1.0 1.0
‘‘
[It was a] resource that
Average Grade Level Gains (Years)
Average Grade Level Gains (Years)
0.9 0.9
0.8 0.8 0.87 helped me meet the
0.83
0.7 0.76 0.7 needs of my diverse
‘‘
0.6 0.6 learners.
0.60
0.5 0.5 0.54
0.4
0.3
0.2
0.46
0.32
0.4
0.3
0.2
[It is] an exceptional
educational tool...It
‘‘
reinforces and expands
0.1 0.1
0 0
the horizons of students.
Phonics Sight Words Vocabulary Comprehension Phonics Sight Words Vocabulary Com
Skill Area Skill Area
i-Ready™ Diagnostic and Instruction is an adaptive diagnostic that analyzes student performance and automatically delivers individualized, differentiated instruction.
Research demonstrates that the first generation of i-Ready Diagnostic and Instruction significantly improves student achievement and meets the diverse needs
of all students, including English Language Learners, special education students, and at-risk students. A series of pilot studies examined the impact of online
instructional modules from the first-generation i-Ready Diagnostic and Instruction product, known as Smart Tutor™. These instructional modules are the foundation
of the next-generation i-Ready Diagnostic and Instruction program being released in July 2011.
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11. i-Ready
Instruction Case Studies (cont.)
Title I and LEP Students Mean Gains in Reading
1.0
The Boys & Girls Clubs of Palm Beach County hosted an
% of Students Achieving Proficiency (Years)
0.9 Proficiency on State Tests
extended day program for students enrolled in eight different 60%
0.8 0.83
Average Grade Level Gains
schools. The program, funded by a 21st Century Community 0.7 0.76
Reading
50%
0.6 53%
Learning Center Grant, tested whether the first-generation Math
0.5
program would increase scores on the state test (FCAT). 40%
0.4 0.46
0.3 37%
Who: 81 students (Grades 3–5) 30%
0.2
0.32
When: 2003–2004 and 2004–2005, two full school years 0.1 28%
20%
0
Summary of Results: Students made significant gains in reading Phonics Sight Words Vocabulary Comprehension
and math. The number of students that scored an achievement 10% Skill Area
12%
level of 3 or above on the FCAT rose by 200% in math and
0%
87% in reading from 2004 to 2005. 2004 2005 2004 2005
Special Education Students
Mean Gains in Reading
Special education students participated in a documented pilot to Mean Gains in Reading
1.0 1.0
Average Gains by Grade Level
Average Grade Level Gains (Years)
Average ScaledGrade Level Gains (Years)
determine if the first-generation web-based differentiated explicit
0.9 22
0.9
instruction program would help these students achieve gains in
0.8 0.8
20 0.87
20.8
0.83
0.7 0.76 0.7
reading and math. (Third-party research conducted by West Coast 18
0.67
0.6 0.6
Average Score Gains
17.9 17.7
Analytics.) 0.5 16
0.5
0.60 Reading
0.54
14 Math
Who: 393 reading students and 323 math students
0.4 0.46 0.4 14.0
15.0
0.3 0.3
12
(Grades 1–5) 0.32
11.5
0.2 0.2
10
When: Throughout the 2009–2010 academic year
0.1 0.1 9.9
0 80
Summary of Results: Student gainsSight Words Vocabulary Comprehension
Phonics varied across grade levels, 6
Phonics Sight Words Vocabulary Comprehension
6.3
with math gains as high as 20.8 points andSkill Area gains as high
reading 4
Skill Area
as 17.9 points. 2
1.2 -0.8
0
First Second Third Fourth Fifth
Grade Level
Lowest Quartile Students
At Highland Elementary School Average Gains byFlorida, students
in Lake Worth, Grade Level Mean Gains in Reading
22
identified as part of the lowest 25th percentile participated in a 1.0
Average Grade Level Gains (Years)
20 20.8 0.9
documented pilot to determine if the first-generation web-based
18 0.8
differentiated explicit instruction program would help them
Average Scaled Score Gains
17.9 17.7 0.7
16 0.71
achieve gains in reading. Reading
0.6
14 15.0 Math
0.5
Who: 67 students (Grades 3 and 4)
14.0
12 0.4
0.39
When: 6 weeks (30 school days)
10
11.5
0.3 0.35 0.31
9.9
0.2
Usage: Daily 40-minute sessions for an average of 11.25 hours
8
0.1
per student 6 6.3
0
Phonics Sight Words Vocabulary Comprehension
4
Summary of Results: Students made from three to seven months Skill Area
of progress in less than212 hours. 1.2 -0.8
0
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12. i-Ready
Instruction Lesson Topics
Mathematics Lessons: Topics by Domain
Domain Grades.K.–1 Grades.2–3 Grades.4–5 Grade.6
Number.and. • Numerals and Counting • Reading and Writing • Comparing and Ordering • Prime Factors, Greatest
• Counting and Numbers Numbers Whole Numbers to One Common Factor, and
Operations Million or More Least Common Multiple
• Ordinal Numbers • Place Value: Ones, Tens,
• Before and After and Hundreds • Rounding Whole • Multiplication and Division
• Comparing and Ordering Numbers and Decimals of Decimals by Positive
• More Than, Less Than,
Whole Numbers to • Multi-Digit Addition and Powers of Ten
or the Same
100,000 Subtraction • Multiplication of Decimals
• Counting Forward
• Rounding Whole Numbers • Multiplication and • Division of Whole
• Counting Backward
• Addition and Subtraction Division Facts Numbers
• Comparing and Ordering
Facts • Multi-Digit Multiplication • Division of Decimals
• Place Value: Ones and Tens and Division Volume 1
• Meanings of Subtraction
• Meanings of Addition • Comparing and Ordering • Division of Decimals
• Adding 3 or More
• Meanings of Subtraction One-Digit Numbers Fractions Volume 2
• Addition and Subtraction • Two-Digit Addition and • Equivalent Fractions • Division of Fractions
Facts Subtraction • Fractions Greater Than 1 • Rational Numbers,
• Adding 3 One-Digit • Multi-Digit Addition and and Mixed Numbers Number Line, Order and
Numbers Subtraction • Least Common Comparison, and
• Two-Digit Plus One-Digit • Meanings of Multiplication Denominator Absolute Value
Addition • Greatest Common Factor • Coordinate Plane -
• Meanings of Division
• Two-Digit Addition and • Adding and Subtracting Graphing Points and
• Multiplication and
Subtraction Like and Unlike Fractions Finding Distance Using
Division Facts
• Fractions as Part of a Absolute Value
• Multiples and Factors • Multiplying and Dividing
Whole and a Set Fractions
• Fractions as Part of a
Whole and a Set • Renaming Fractions as
• Comparing and Ordering Decimals
Fractions • Adding and Subtracting
• Equivalent Fractions Decimals
• Decimal Notation • Multiplying and Dividing
Decimals
• Comparing and Ordering
Decimals • Meanings of Percent
• Percents, Fractions, and
Decimals
• Ratios and Proportions
Algebra.and.. • Composing and • Even and Odd Numbers • Properties of • Concept of Ratio and
Decomposing Numbers • Addition and Subtraction Multiplication Proportion
Algebraic..
• Word Problems Fact Families • Factors and Multiples • Concept of Percents
Thinking • Writing Addition and • Multiplication and Division • Prime and Composite • Problem Solving with Ratio
Subtraction Equations Fact Families Numbers and Percent
• Solving Addition and • Word Problems • Solving One- and Two-Step • Concept of Rate and
Subtraction Equations • Addition and Subtraction Word Problems Problem Solving with
• Counting On and Counting Equations • Writing and Evaluating Rate
Back • Multiplication and Division Expressions • Numerical Expressions
• Counting by 2, 5, or 10 Equations • Equations and Inequalities and Order of Operations
• Numeric Patterns • Function Tables and Rules • Algebraic Expressions
• Equivalent Expressions
• Solving Equations
• Solving Inequalities
• Using Equations to Solve
Problems
• Relationships between
Variables in Equations
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13. i-Ready
Instruction Lesson Topics (cont.)
Mathematics Lessons: Topics by Domain (cont.)
Domain Grades.K.–1 Grades.2–3 Grades.4–5 Grade.6
Geometry • Two-Dimensional Shapes • Lines and Angles • Two-Dimensional Shapes • Polygons in the Coordinate
• Spatial Relationships • Two-Dimensional Shapes • Transformations Plane
• Three-Dimensional Shapes • Quadrilaterals • Rotational Symmetry • Area Volume 1
• Triangles • Three-Dimensional • Area Volume 2
• Circles Shapes • 2D Nets and Surface Area
• Line Symmetry • Nets • Volume with Fractional
• Coordinate Geometry Length
Measurement.. • Telling Time to the Hour • Money: Value of Coins • Making Change • Measurement of Center
and Half Hour and Bills • Measuring Angles and Spread
and.Data
• Comparing Time • Time to 15 Minutes, • Customary and Metric • Line Plots
• Measuring and Comparing 5 Minutes, and to the Length • Histograms
Length Minute • Customary Weight and • Box Plots
• Picture Graphs • Elapsed and Estimated Metric Mass • Choosing Data Displays
Time • Customary and Metric
• Customary and Metric Capacity
Length • Converting and Comparing
• Estimating and Comparing Units
Length • Perimeter and Area
• Customary Weight and • Surface Area and Volume
Metric Mass
• Line Plots
• Customary and Metric
• Bar and Double-Bar
Capacity
Graphs
• Measurement Tools
• Line Graphs and Double-
• Perimeter and Area Line Graphs
• Picture Graphs and Bar
Graphs
• Line Plots (Dot Plots)
Reading Lessons: Topics by Domain
Domain Grades.K.–1 Grades.2–3 Grades.4–5 Grade.6
Phonological.. • Adding Sounds to Words • Adding Sounds to Words • N/A • N/A
Awareness • Blending Sounds • Blending Sounds
• Breaking Words into • Breaking Words into
Sounds Sounds
• Categorizing Sounds • Categorizing Sounds
• Deleting Sounds from • Deleting Sounds from
Words Words
• Isolating Sounds • Isolating Sounds
• Recognizing Same Sounds • Recognizing Same Sounds
• Rhyming Sounds • Rhyming Sounds
• Substituting Sounds in • Substituting Sounds in
Words Words
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14. i-Ready
Instruction Lesson Topics (cont.)
Reading Lessons: Topics by Domain (cont.)
Domain Grades.K.–1 Grades.2–3 Grades.4–5 Grade.6
• Beginning Consonants • Consonant Digraphs • Compound Words • N/A
• Beginning Vowels • Diphthongs • Prefixes
• Consonant Blends • R-Controlled Vowels • Suffixes
• Consonant Sounds • Syllabification • Self-Monitoring
• Lowercase Letters • Tricky Word Strategy
Phonics
• Short Vowels • Vowel Digraphs
• Silent e
• Using Graphophonic Cues
• Using Semantic and
Syntactic Cues
High-Frequency.. • Grade level high-frequency • Grade level high-frequency • N/A • N/A
words words
Words
• Compare and Contrast • Author’s Purpose • Author’s Purpose • Making Inferences About
Stories • Cause and Effect • Cause and Effect Characters in Literature
• Cause and Effect • Compare and Contrast • Compare and Contrast • Summarizing Literature
• Draw Conclusions and Informational Text • Draw Conclusions and • Identifying Theme in
Make Inferences • Compare and Contrast Make Inferences Literature
• Fact and Opinion Stories • Fact and Opinion • Understanding Plot in
• Fact or Fiction • Draw Conclusions and • Figurative Language Literature
• Key Details Make Inferences • Main Idea • Analyzing Character
• Main Idea and Details • Fact and Opinion Development in
• Make Predictions
• Key Details Literature
• Make Predictions • Real or Make-Believe
• Main Idea • Analyzing Word Choice
• Reality or Fantasy • Sequence In Literature
• Sequence • Make Predictions • Story Structure • Exploring Point of View
• Story Characters, Setting, • Sequence • Summarize in Literature
and Plot • Story Characters, Setting, • Supporting Details • Comparing and
• Understanding Poetry and Plot
• Understanding Contrasting Literary
• Summarize
Comprehension Characters Text
• Understanding Poetry • Understanding Poetry • Determining Central Idea
• Vocabulary in Context • Vocabulary in Context of Informational Text
• Summarizing
Informational Text
• Developing Key Ideas in
Informational Text
• Analyzing the Structure
of Informational Text
• Determining Point of
View and Purpose in
Informational Text
• Evaluating Arguments in
Informational Text
• Comparing and
Contrasting
Informational Text
• Categorizing Words • Homophones • Prefixes and Suffixes • N/A
Vocabulary • Compound Words • Prefixes and Suffixes • Synonyms and Antonyms
• Multiple Meaning Words • Synonyms and Antonyms • Vocabulary Building:
• Vocabulary Building: Word • Vocabulary Building: Word Meaning Lessons
Meaning Lessons Word Meaning Lessons
i-Ready.com | 800-225-0248 14

15. i-Ready SystemRequirements
Appendix System Requirements
1 Introduction
i-Ready is web-delivered software for students, teachers, and administrators. This document
summarizes the requirements for running Curriculum Associates’ i-Ready classroom software, along
with procedures for checking the requirements.
2 Minimum System Requirements
2.1 Supported Operating Systems & Web Browsers
i-Ready has been certified for the following operating systems and web browsers.
Web Browser Versions Supported
Operating System Microsoft Internet Apple Safari Mozilla Firefox
Explorer
Microsoft Windows XP SP3 7.0+ N/A 3.0+
Microsoft Windows Vista 7.0+ N/A 3.0+
Microsoft Windows 7 7.0+ N/A 3.0+
Apple OSX 10.4 N/A 4.0+ 3.0+
Apple OSX 10.5 N/A 4.0+, 5.0+ 3.0+
Apple OSX 10.6 N/A 5.0+ 3.0+
2.2 Other Required Software
i-Ready requires the following software:
• Adobe Flash Player 10.2 or higher. The latest version of the Flash Player can be downloaded here:
http://get.adobe.com/flashplayer
• (Windows only) Adobe Acrobat Reader. The latest version of the Acrobat Reader can be downloaded
here: http://get2.adobe.com/reader/
12
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16. Appendix System Requirements (cont.)
2.3 Browser Settings
i-Ready requires the following settings for the web browser:
JavaScript must be enabled.
Cookies must be enabled.
2.4 Minimum Computer Hardware Requirements
2.4.1 Microsoft Windows Computers
Spec Requirement
CPU Intel® Pentium 4 1.7GHz, AMD Athlon 64 2800+ (or
equivalent)
Memory (RAM) 1 GB or more
Video RAM 128 MB or more
Video Resolution 1024 x 768 or greater
Sound Card Yes
2.4.2 Apple Mac Computers
Spec Requirement
CPU Intel Core™ Duo 1.33GHz or faster
processor
Memory (RAM) 1 GB or more
Video RAM 128 MB or more
Video Resolution 1024 x 768 or greater
Sound Card Yes
2.5 Network Requirements
• i-Ready requires a full-time, high-bandwidth Internet connection.
i-Ready.com | 800-225-0248 16