I-READY:

ADAPTIVE TECHNOLOGY PLAN 1

I-Ready: Adaptive Technology Plan for 5th Grade Readers

Kathleen L. Reilly

Johns Hopkins University

I-READY: ADAPTIVE TECHNOLOGY PLAN 2

Table of Contents

I. Need ....... 3

II. Research .. 6

III. Plan Description ..... 7

IV. Leadership .... 10

V. Potential Obstacles to Implementation .. 12

VI. Project Management .. 13

VII. Budget ...14

VIII. Change Management 15

IX. Communications Plan .16

X. Summary,,19

XI. References ..... 20

I-READY: ADAPTIVE TECHNOLOGY PLAN 3

I. Need

Milbrook Elementary, a Title 1 school in the Baltimore County Public School District,

has had very strong performing students on standardized testing. For a Title 1 school,

Milbrook was ranked among the highest in the county. However, in recent years, Milbrooks

performance has begun to slide, as Milbrooks current PARCC scores were among the

lowest in the county. After reviewing Milbrooks thrive reports, it is apparent that there is

a need for intervention in reading, especially for current 5th grade students.

Using data from the MAP (Measures of Academic Progress) Assessment, there is a

discrepancy between the overall school results in comparison to the current 5th graders.

49.3% of current 5th grade students met their growth rate on the Reading MAP Assessment

compared to the 62.5% students who met or exceeded their MAP Target Growth Rate

school-wide. At the beginning of the 2016-2017 school year, 5th grade Reading teachers and

the Reading Specialist used the Fountas and Pinnell Benchmark Reading Assessment to

measure the students current grade level. According to the assessment results, 65% of 5th

grade students are currently reading below grade level. Milbrook desperately needs to

intervene with current 5th grade students to best prepare them for their entry to Pikesville

Middle School next year.

Throughout Baltimore County, schools that have found the need for reading

intervention have implemented the adaptive technology i-Ready Diagnostic and

Instruction Reading using a blended learning approach to 21st Century Learning. I-Ready

is an excellent adaptive technology to use for Milbrooks 5th grade students because it is

engaging and interactive, it is linked to Common Core State Standards, it drives

personalized instruction, and provides specific data.

I-READY: ADAPTIVE TECHNOLOGY PLAN 4

I-Ready is engaging and interactive! The lessons administered through I-Ready are

engaging, motivational, and new to students each time (iReady K-12 Adaptive Diagnostic |

K-8 Instruction, 2016). Lessons are catered to relate to real world situations and students

can personalize avatars. Because the lessons are tailored to individual needs, students are

monitoring their own learning and therefore taking charge of their success. I-Ready is

designed to meet learners where they are. This creates perseverance in our learners.

I-Ready drives personalized instruction! As learners progress through the lessons,

they develop skills in each of the domains. After the initial diagnostic and lessons, teachers

are able to see exactly where each child is struggling and know when a student has failed to

meet a specific standard. This helps to guide small group instruction and re-teaching. I-

Ready is rigorous and is intended to challenge students with Common Core aligned lessons,

guided practice, and assessments. Lessons vary from 10 minutes to 25 minutes depending

on the skill being addressed. After the student has achieved success with the skill, they

engage in extended practice through interactive games (iReady K-12 Adaptive Diagnostic |

K-8 Instruction, 2016).

I-Ready provides specific data! I-Ready provides data-driven goals for the student

and teacher. The platform monitors the successes and needs of students at each standard

and gathers them on a dashboard. The dashboard provides information as a full class, small

groups based on skill-need, and individual breakdowns. These data points can prove

extremely useful for IEP team, school progress plan goals, and instruction! Furthermore,

immediate and specific feedback is incredibly beneficial for the students. Students using I-

ready set personal learning goals after taking their Diagnostic Assessment. They are able to

self-monitor their own learning.

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I-Ready was built for the Common Core and aligns with Reading grades 2-8. The

adaptive Diagnostic covers the main Common Core domains: Phonics, Phonological

Awareness, High Frequency Words, Vocabulary, Comprehension of Literature, and

Comprehension of Informational Text (iReady K-12 Adaptive Diagnostic | K-8 Instruction,

2016). As students work through the instruction and assessments, the program is able to

identify learning gaps down to the specific Common Core standard. Because I-Ready was

built for Common Core State Standards, it will ensure rigorous instruction, remediation,

applications, and assessments.

I-Ready will address the following standards:

A. Common Core Content Standards:

1. Reading: Literature: CCSS.ELA-Literacy: RL5.1, RL5.2, RL5.3, RL5.4, RL5.5, RL5.6,
RL5.7, RL5.8, RL5.9, RL5.10
2. Reading Informational Text: CCSS. ELA-Literacy: RI5.1, RI5.2, RI5.3, RI5.4, RI5.5,
RI5.6, RI5.7, RI5.8, RI5.9, RI5.10
3. Reading: Foundational Skills CCSS. ELA-Literacy: RF5.3.A, RF5.4.A, RF5.4B,
RF5.4.C
4. Language: CCSS.ELA-Literacy: L5.1, L5.2, L5.3, L5.4, L5.5, L5.6

B. ISTE NETS-S (Technology Standards) http://www.iste.org/STANDARDS :
1. Leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning
sciences.
o a. Articulate and set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on the learning
process itself to improve learning outcomes
o c. Use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

C. ISTE NETS-T (Technology Standards) http://www.iste.org/STANDARDS :
2. Design and develop digital age learning experiences and assessments Teachers
design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in
context and to develop the knowledge, skills, and attitudes identified in the
Standards-S.
o b. Develop technology-enriched learning environments that enable all
students to pursue their individual curiosities and become active
I-READY: ADAPTIVE TECHNOLOGY PLAN 6

participants in setting their own educational goals, managing their own

learning, and assessing their own progress
o c. Customize and personalize learning activities to address students diverse
learning styles, working strategies, and abilities using digital tools and
resources
o d. Provide students with multiple and varied formative and summative
assessments aligned with content and technology standards, and use
resulting data to inform learning and teaching

The data at Milbrook confirms that there is a true need for more tailored reading

instruction for Milbrooks fifth grade students. I-Ready is designed to intervene

meaningfully, intensifying instruction and ensuring that instruction is personalized.

Through the implementation of I-Ready Diagnostic and Instruction Reading we will provide

interventions for students in need and also continue to enrich the reading of those who are

currently on or above grade level. The goal of this plan is to increase student outcomes,

close the achievement gap by providing remediation and targeted skill interventions, and

give back Milbrook the reputation it deserves among Baltimore County Public Schools.

II. Research

An adaptation is the change or process of change by which an organism or species

becomes better suited to its environment. (Dictionary) The use of adaptive technology,

therefore, can be seen as such: a change or process completed by software in which a

student becomes better suited and more prepared for learning. The use of such technology

creates an intimate relationship between each student and his or her education.

The use and purchase of adaptive technology personalizes instruction for specific

interventions based on the individual. In a study by the Pittsburgh Science for Learning

Center, it was found that the impact of personalization [using adaptive learning
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technology] was significantly greater for students identified as struggling (Walkington,

C., 2013). Many struggling students are not given appropriately differentiated materials in

every day lessons and through the use of adaptive technologies, they are provided with a

uniquely designed and differentiated experience. Not only does the technology create a

personalized experience but also, it improves learner satisfaction and motivates

them (Kara, N. & Sevim, N., 2013, pg. 115). The intrinsic motivation that is developed

through the use of these technologies is priceless to the individual.

The benefit of adaptive technology is that, the order of instruction is defined by

students not the instructor or device (Kara, N. & Sevim, N., 2013, pg. 112). However, in

order to create this student-centered environment, a change in teaching toward a blended

learning approach is necessary. At Madison Park Academy in Oakland, i-Ready, along with

other technologies, were piloted and used. At Madison, they stressed the importance of a

blended learning approach, utilizing the different technologies to drive instruction.

Although some feel that technology can take away from the teacher, Madison Park

Academy found, technology can make the best use of teacher time, adapt to meet students

where they are, and encourage collaboration and creativity (Jacobs, J., 2014).

III. Plan Description

The overarching goal of the implementation of I-Ready Diagnostic and Instruction is

to provide data and tools for instruction to address the specific needs of students.

Therefore, the goal is improving performance and increasing student outcomes in reading

for 5th graders at Milbrook Elementary School and better preparing students for college

and career readiness. The scores on I-Ready will demonstrate progression in reading and

students will be motivated to read through the use of engaging and adaptive technology.
I-READY: ADAPTIVE TECHNOLOGY PLAN 8

Ultimately, students will meet projected targeted growth on MAP tests, as well as display

an increase in PARCC scores.

Students have their own personal Hewlett-Packard (HP) Revolve 810 G3 device to

use for the installation, set up, and use of i-Ready. In order to prepare for the technology

plan involving i-Ready, every student computer needs to have the latest Adobe Flash Player

set up, as well as an enabled Javascript. Milbrooks STAT teacher will run i-Ready

configuration checks to ensure that each device is equipped properly for the students. After

receiving funding from Title 1 and receiving an approval for the plan from the BCPS

Technology Support Services, the order and installation of I-Ready Diagnostic and

Instruction Reading can be utilized. Student licenses for i-Ready are expected to be in use

by January 2017 and available to begin the diagnostic assessment. I-Readys initial

diagnostic assessment determines the mastery of grade-level standards and assesses skills

across multiple grade levels for each individual student. As the student answers the

questions, they get progressively harder or easier ones based on if the answers are correct

or not. Instruction through i-Ready is expected to begin in the beginning of February.

(iReady Central, 2016). The suggested amount of time between the initial diagnostic and

the next is 12-15 weeks. Beginning this plan in February will allow the allotted time to

assess the program and also aligns appropriately with MAP and PARCC tests in May.

Teachers are vital to the success of this plan. The 5th grade team will attend I-Ready

professional development before students begin using the program and they can

continuously review iReady Central, a resource site provided by i-Ready to assist new

and existing users. Through the creation of a blended learning environment in their

classrooms, teachers will use i-Ready during small group rotations. As the students work
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on I-Ready during class, the teacher can get real time data and results from their online

lessons. The assessments will provide teachers with specific data that can be used to guide

instruction and provide differentiated instructional supports. So, when students then meet

with the teacher in small group, he or she is already aware of the specific areas this student

is either struggling or excelling in. This immediate and specific feedback provided by I-

Ready provides students with the utmost personalized and differentiated instruction from

the program and teacher. Online lessons will efficiently deliver differentiated instruction to

individuals and will also provide teachers with data allowing them to identify gaps,

determine reading levels, and group students with similar abilities for targeted

interventions. Because the diagnostic assessment and online lessons meet students where

they are, this program will also meet the needs of Milbrooks Gifted and Talented students.

While it provides remediation instruction for some of Milbrooks struggling readers, it also

will adapt to challenge and enrich the instruction of Milbrooks stronger readers.

Furthermore, the needs of Milbrooks large ESOL population can be met as the instruction

in i-Ready is aligned beginning in 2nd grade. Just as a child is unique, so is their instruction.

The beauty of adaptive technology is the flexibility of the instruction to meet all kinds of

learners and learning needs.

As the program runs through the end of the school year, the 5th grade team, as well

as the reading specialist and Reading School Progress Plan (SPP) team, will continuously

monitor data. Teachers and Administration can view the data of particular students and

subgroups, as well as search by subject, grade, domain, or standard. Monthly, the Reading

SPP team and the School Leadership Team will meet to monitor the mastery of standards

and success of the program. In May, after 12-15 weeks of instruction, students will take
I-READY: ADAPTIVE TECHNOLOGY PLAN 10

Diagnostic Assessment 2 to see the results of the i-Ready program. These results, as well as,

MAP (Measures of Academic Progress) Assessments will be used to measure the success of

this project. All students in Baltimore County Public Schools are required to take the MAP

Assessment twice a year to measure growth. Students will take the Fall Assessment in

September and then take the Spring Assessment in May- 8 months later. The initial MAP

Assessment will be treated as a pre-assessment for this project aside from the i-Ready

Diagnostic. Using the scores from the MAP testing, we will be able to determine the success

of the project in the 2016-2017 school year. If formative and summative assessments using

I-Ready reflect that students are not growing, the Reading Specialist will begin pulling the

targeted students and we will begin looking at additional intervention programs.

Should the project increase student achievement, as it has shown to do in many

other districts across the country, Milbrook will need to plan a budget for additional

licenses for the following school year. The SPP and SLT teams will meet over the summer

to review all data and tentatively invest in multi-year licenses.

IV. Leadership

School Leadership Team (SLT) The school leadership team is composed of the administration,

STAT teacher, one teacher per grade level, and a representative from each SPP (School Progress

Plan) team. The goal of the SLT is to create the School Progress Plan and set objective and key

actions for each of the following areas: Reading, Math, and Climate. For this plan, the Reading

SPP representative would need to share with the SLT the idea of implementing I-Ready to

intervene and continuously develop reading skills for Milbrooks 5th grade students. It is the

responsibility of this team to ensure that all initiatives, including the implementation of I-Ready,

are benefitting Milbrook and yielding results. They need to share their vision of successful
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readers to the community and the staff in order to get the support and success they are looking

for.

Reading School Progress Plan (SPP) Team- The Reading School Progress Plan Team, which is

lead by the reading specialist, is responsible for creating key actions focused in reading to

intervene and develop stronger readers. It is the responsibility of this team to inspire a shared

vision between administration, 5th grade teachers, students, and families. A vision pulls people

forward. It projects a clear image of a possible future. It generates the enthusiasm and energy to

strive toward the goal (Kouzes, J. & Posner, B., 2011). It is the responsibility of this team to

inform others of the need for this plan and why i-Ready is a program that others should root for.

i-Ready should generate the feeling of hope toward closing gaps and therefore enthuse those

using it.

STAT Teacher These leaders are responsible for monitoring all technologies in the school.

They would ensure the appropriate set up of I-Ready and assist in the professional development

of necessary staff. The STAT teacher needs to model the way for faculty in the building with

technology. The STAT teacher is expected to continuously monitor the data from i-Ready in

order to practice what they preach (Kouzes, J. & Posner, B., 2011) and earn creditability for

demonstrating a successful use of the program.

5th Grade Team These four teachers are important leaders to Milbrooks students as well as to

the staff. A blended learning approach is still new teaching that many are not used to. This team

needs to be open to change and to challenge themselves to be better teachers and challenge their

students to be the best readers they can be. This team needs to be willing to step in to the

unknown willing to take risks in order to find new and better ways of doing things (Kouzes,

J. & Posner, B., 2011). They have not used adaptive technology before and it will certainly be a
I-READY: ADAPTIVE TECHNOLOGY PLAN 12

challenge. However, with the correct mindset, any new risk, including i-Ready, will be a learning

opportunity.

V. Potential Obstacles to Implementation

Although Milbrook has a great team behind it, change is always a obstacle to a new plan.

I-Ready is an instructional tool. This means that students will be learning through the program

and not just from the teacher. For some, having a blended environment where the teacher is not

designing the lesson may overwhelm educators. However, in order to prepare teachers for this

environment, they will be given many opportunities for professional development. Furthermore,

teachers must realize that technology must change teaching in order to make a difference

(Jacobs, J. 2014). Additionally, I-Ready Central provides teachers with examples of the

blended learning model so that they can see its success. The STAT teacher will play an important

role toward supporting this change. As leaders in the technology implementation, the STAT

teacher is responsible for communication with teachers and understanding their needs with new

technologies. With these supports, teachers will take charge of the initiative, have pride in it, and

work towards its success for their students.

Another obstacle that this plan may face is the ability of learners to use the technology.

Because many of our students live in low-income housing, they do not always have access to

technology at home. Adjusting to the use of this new technology may be challenging at first. It is

important that the teacher models the appropriate use of the device and the program so that

students do not feel overwhelmed. Additionally, library time can be used to work with i-Ready

and the STAT teacher can be available during 5th grade special to give technology tips for

success. The advantage of i-Ready is that it is designed to work for all genders and abilities

because it is centered around individual student needs. The system has to identify the
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differences such as background, prior knowledge about the content, learning style and offers a

learning environment to suit these differences (Jacobs, J., 2014). This creates an advantageous

learning experience. However, there can be weaknesses in adaptive learning systems, which

stresses the importance of continuous monitoring of data during the implemented plan.

IV. Project Management

Chart
Key: SPP School Progress Plan, SLT School Leadership Team, TSS Technology Support Services, BCPS
Baltimore County Public Schools, LMS Learning Management System
(Office of Purchasing: Technology Purchases, 2016)
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VII. Budget

Item Model Number Quantity Price Total Cost
I-Ready
WS13089 $30
Diagnostic and
978-0-7609- 91 per 1 year $2,730
Instruction
7263-2 student license
Reading

In November 2016, 5th grade students at Milbrook Elementary received personal

devices through the STAT initiative in Baltimore County. Each student has a Hewlett-

Packard (HP) Revolve 810 G3 to use daily for instruction, as well as, a headphone set. The

plan requires funding for 91 student licenses to I-Ready Diagnostic and Instruction in

Reading. Each subscription is $30 per 1-year student license. The total cost is $2,730 for 91

subscriptions. Notably, I-Ready charges a 150-subscription minimum for new customers.

Many primary grade levels in Baltimore County have individual licenses that were

purchased by the district in the Fall 2016; therefore this minimum is not a factor for this

plan, as Milbrook is not a new customer. According to the U.S. Department of Education,

Title Is purpose is to ensure that all children have a fair, equal, and significant opportunity

to obtain a high-quality education and reach, at a minimum, proficiency on challenging

State academic achievement standards and state academic assessments (Title I Improving

The Academic Achievement Of The Disadvantaged, 2004) by meeting the educational needs

of low-achieving children in need of reading assistance (Title I Improving The Academic

Achievement Of The Disadvantaged, 2004). Title I puts emphasis on the importance of

reading assistance for low-income schools. With this in mind, there will be opportunities to

use their funding for this plan to implement I-Ready. However, the budget will need to be
I-READY: ADAPTIVE TECHNOLOGY PLAN 15

revisited at the end of the school year pending the success of the plan and the tentative

decision to invest in multi-year licenses.

VIII. Change Management

In order to effect change on the faculty at Milbrook, we need to look for strong

leaders able to implement change (Jacobs, J., 2014). The teams created at Milbrook the

School Leadership Team and School Progress Plan teams are composed of strong leaders

who are committed to Milbrooks students and are willing to try new technologies. (Kouzes,

J. & Posner, B., 2011). In order to invest the interest of other members of the faculty, the data

points from the Thrive Reports need to be shared with the staff so that the needs of the 5th

grade students are universally known. Additionally, how the use of i-Ready will align with

the current school progress plan and key actions needs to be expressed so that the faculty sees

the plans value. Then, the leaders need to inspire teachers to begin working on a blended

approach to learning. In order to gain those who may not be as willing to adopt early, a half

day visiting another elementary school in Baltimore County will be offered and any staff that

is willing to model a blended learning small group approach to learning will be treated to an

extra planning session.

In order to encourage participants (students) in the plan, incentives will be set up to

encourage them to get on board with i-Ready. For instance, students demonstrating the most

growth over the first month will receive a prize or lunch with the teacher. Although i-Ready

is an engaging program, students still need to be motivated to try it early on.

Communication of success will be essential to the mindsets of the families and

communities. This group needs to be aware of the current gaps and aware of the success that

is seen. Furthermore, Pikesville Middle School, where most Milbrook students go for
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secondary school, should be informed of the initiative, its goals, and be given the

opportunity to track growth so that they can best place Milbrook students into classes next

year.

IX. Communications Plan

Why is there a need for adaptive technology (i-Ready)?

As evidenced by authentic data provided by Milbrook Elementary School, there is a

school-wide need to support readers in intermediate grade five. The data pulled

shows that 65% of students in the fifth grade are reading below grade level and are

51% recognized by thrive reports as in danger. This means that these students have

a higher probability of dropping out of school. This data is based on their current

reading scores from the Maryland Measure of Academic Progress (MAP) and

Partnership for Assessment of Readiness for College and Careers (PARCC) tests.

Additionally, the Fountas and Pinnell Reading Assessment was administered by

classroom teachers and the reading specialist. The adaptive technology, I-Ready, will

serve as an intervention to Milbrooks struggling readers and a enrichment

opportunity for Milbrooks on grade level and above grade level readers.

Who does the technology plan effect?

1. Fifth grade students Students will benefit from the personalized instruction and

assessment provided through I-Ready. They will have engaging instruction that is

rigorous and adapts to their specific skills and needs. Because we are a Title I school,

many students do not have access to technologies at home. This plan gives students

the opportunity to develop their 21st century skills and technological awareness.

2. Fifth grade ELA teachers ELA/Reading teachers will be expected to allow time in
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their daily small group rotations for students to utilize I-Ready through a blended

learning approach. They will use data to inform instruction and monitor success.

3. Administration & School Progress Team The administration and school progress

team will be able to utilize data provided by I-Ready to monitor the schools success.

4. School Community/Families The success of the adaptive technology on overall

reading skills will raise Milbrooks reputation county-wide.

What is the plan you are trying to implement?

The plan is to use and purchase adaptive technology licenses for individual fifth grade

students to improve their abilities in reading. This will personalize instruction for

specific interventions based on the individual. I-Ready is an adaptive technology

specifically used to differentiate reading instruction. I-Ready is engaging, interactive,

drives instruction, and provides teachers and administration with specific data

relating to Common Core State Standards.

Where are you implementing this plan?

The plan will be implemented at Milbrook Elementary school and will be utilized in

5th grade classrooms on pre-existing personal devices. The technology may also be

used during Library/Media special.

When will the plan take place?

The plan will run during the second half of the 2016-2017 school year. Before the

new year, all device configurations will be assessed and any needed downloads will

be completed. Licenses will be purchased in January 2017. Teacher training will occur

January 2017. Students will take required diagnostic assessments in January in order
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to begin instruction through i-Ready in February 2017. Continued communication

and data monitoring will occur in monthly School Progress Team meetings and

weekly by classroom teachers.

How will the plan be communicated to stakeholders?

Monthly faculty meetings are held by SPP (School Progress Plan) teams to inform the

faculty of current initiatives and key actions that are aligned with Milbrooks 2016-

2017 School Progress Plan. During this meeting, the Reading SPP team will share out

data points and inform faculty of the 5th grade initiative. As data is monitored and

collected, SPP Reading team members will share at these meetings with the faculty. It

should be made clear that adaptive technology adapts to the needs of ALL learners.

On the School Leadership Team there is a member from each grade level. The 5th

grade representative will communicate the plan to teammates and the 5th grade team

will also have professional development sessions to maintain continuous

conversation about the plan. Families and communities will be notified of the plan

through an all-call phone message and through the school and 5th grade websites. In

December, a share out of the full plan will be communicated at the monthly PTA

meeting. This communication will also be made available via newsletter in Spanish,

Uzbek, Turkish, Chinese, and Russian so that all of our families are aware of the plan.

Throughout the plan, parents can monitor success of their own child through i-Ready

and at the conclusion of the plan, results of its tentative success will be released

through the website and at the June PTA meeting. Students will begin learning about

the implementation of i-Ready during their Library special area time and during small
I-READY: ADAPTIVE TECHNOLOGY PLAN 19

group instruction sessions in Reading/ELA instruction. Students will set reading

goals during homeroom and continue to monitor and build on these goals as i-Ready

is in use.

X. Summary

The use of adaptive technology will provide new ways to engage with students and

help them develop and enrich their current reading abilities. I-Ready is one such of these

helpful and innovative technologies that can impact students. If applied in Milbrook, it will

address the recent issue of reading score decreasing by personalizing instruction down to the

specific standard. With the appropriate funding, teamwork, and leadership, I-Ready will

create a new intimacy between a student an his or her education, thereby pushing each

student to reach their full potential.

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XI. References:

1. i-Ready Central Web site. (2016). Retrieved from, http://i-readycentral.com/

2. i-Ready K-12 Adaptive Diagnostic | K-8 Instruction. (2016). Curriculum Associates.

Retrieved from, http://www.curriculumassociates.com/products/iready/diagnostic-

instruction.aspx

3. i-Ready System Requirements. (2016) i-Ready. Retrieved from http://www.i-

ready.com/support/i-ReadySystemRequirements.pdf

4. Jacobs, Joanne. (2014). Beyond the Factory Model. Education Next, 14(4) Retrieved

from http://search.proquest.com/docview/1565936845?accountid=11752

5. Kara, N. & Sevim, N. (2013). Adaptive Learning Systems: Beyond Teaching Machines.

Contemporary Educational Technology, Vol 4 No. 2 pp. 108-120. Retrieved from ERIC

database, http://files.eric.ed.gov/fulltext/EJ1105533.pdf

6. Kouzes, James M., and Posner, Barry Z., (2011). The Five Practices of Exemplary

Leadership. San Francisco: Pfeiffer. Print. Second Edition

7. Office of Purchasing: Technology Purchases. (2016). Baltimore County Public Schools.

Retrieved from https://intranet.bcps.org/offices/purchasing/tech-purchase/

8. Title I Improving The Academic Achievement Of The Disadvantaged. (2004). U.S.

Department of Education. Retrieved from,

http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html

9. Walkington, Candace A., (2013). Using Adaptive Learning Technologies to Personalize

Instruction to Student Interests: The Impact of Relevant Contexts on Performance and

Learning Outcomes. Journal of Educational Psychology, Vol 105 No. 4 pp. 932-935.

Retrieved from EBSCOhost database:

I-READY: ADAPTIVE TECHNOLOGY PLAN 21

http://eds.b.ebscohost.com/ehost/detail/detail?sid=50f9f9c2-e1b8-4887-9ef2-

77c19f83a8ee%40sessionmgr102&vid=0&hid=127&bdata=JnNpdGU9ZWhvc3QtbGl2Z

SZzY29wZT1zaXRl#AN=EJ1054444&db=eric