Examining K-6 Teachers' Stages of Concerns Related to Implementation of i-Ready
Low reading proficiency rates have been observed throughout the United States including a rural school in southwestern New York State. Although the Outstanding School District (pseudonym) purchased i-Ready, an adaptive diagnostic and instructional program, only 35% of students in Grades 3 through 8 demonstrated proficiency in reading in 2018. The problem is that i-Ready has not been implemented as intended. The purpose of this case study was to investigate teachers' concerns related to implementation and use of i-Ready. The guiding research questions examined the teacher's most common concerns and challenges faced during implementation. The Concerns-Based Adoption Model served as the theoretical framework, specifically using the Stages of Concern dimension to discover feelings and perceptions of teachers. Purposeful, criterion-based sampling methods were applied resulting in 8 teachers being selected. Quantitative data were collected using the Stages of Concern Questionnaire. Analysis included converting raw scores to percentile scores, plotting each, and visually representing the findings. The results will provide information needed to make decisions about the use of the program, the challenges encountered in implementation, if professional development is needed, or if the program should be discontinued. Data analysis indicates concerns primarily in the âselfâ category indicative of limited use of i-Ready and challenges during implementation include limited time and information necessary about how to effectively use the program. The implications for social change include the potential of adding to existing literature on effective innovation implementation and further developing the knowledge base on effective reading interventions, which will lead to enhanced academic success and the ability of students to become productive members in their communities and societies.