The use of I-Ready in the classroom

The use of I-Ready in the classroom

Laquita Ngando Duvall

Kennesaw State University

May 2024

Dr. Jo Williamson

August 2023
 2

Capstone Project Proposal

Setting and Context

The setting for the proposed project is Ronald McNair Discovery Learning Academy

Elementary School in Decatur, Georgia. McNair Discovery Learning Academy is located in a

suburban community in the Dekalb County School District in Decatur. The student population at

the school consists of the following: White 1.4%, Black, or African American 90.3%,

Hispanic/Latino 5.1%, Two or more races 2.4% and American Indian or Alaska Native 0.8.%,

Native Hawaiian or other Pacific Islander 0.2%, Asian or Asian/Pacific Islander 0%, Students

with Disability 6.8% (GADOE, 2023) and serves over six hundred students in pre-kindergarten

through fifth grade. At Ronald McNair Discovery Learning Academy Elementary School, 3% of

the students scored at or above the proficient level for math and 8% scored at or above for

reading. The school enrolls 100% economically disadvantaged students. The student population

consists of 51% percent female students and 49% male students. The student to teacher ratio is

16:1. Majority of the parents at the school are not actively involved in their child's education.

There are twelve clubs offered after school for students to participate in such as My

brother’s keeper, My sister’s keeper, Cool Girls, Band, Orchestra, and Literature Circle. The

school is STEM certified. McNair Discovery Learning Academy has one principal, one assistant

principal, one school improvement specialist, one media specialist, two counselors, two

academic coaches, five paraprofessionals, and 40 teachers. The elementary school classes are

departmentalized. In regard to technology, teachers and students have 1:1 ratio devices. Each

classroom teacher has their own Chromebook carts available for students to use. The schedule is

block-based, with 90-minutes class periods for reading and 60-minute Intervention Block for

remediation and acceleration. Professional Learning Communities (PLCs) are used throughout
 3

the school for training and providing teachers with the necessary tools in several content areas

such reading, math, science, and social studies. Tuesday’s grades 3-5 have meetings during

planning periods and PLCs twice a month. Wednesdays grades K-2 have meetings during

planning periods and PLCs twice a month. The school has PLCs for different cohorts such as

PBIS, Literacy, STEM, Wellness, Math, Attendance held once a month. At Ronald McNair

Discovery Learning Academy Elementary 8% of the students scored at or above the proficient

reading level. Compared to the district, our students did worse in reading. This project will look

at using I-Ready to help teachers increase reading scores.

Statement of Problem, Need and Rationale

Problem Statement

The problem or need that prompted this intervention/project proposal is that teachers

have access to I-Ready to increase students’ reading scores, but they lack the necessary training

to fully implement the program. This project will focus on coaching teachers on how to

implement I-Ready in the ELA classroom. Several old and new teachers at Ronald McNair

Discovery Learning Academy Elementary School have no idea how to use I-Ready. I-Ready

provides instructional tools in reading and math for teachers to engage and support students

based on their needs. The rich data from I-Ready provides teachers with a deeper knowledge of

their students so they can take meaningful instructional next steps. Students in the fifth-grade

classrooms consist of ten- and eleven-year-old students, boys and seven girls. Fifth grade

students' reading levels ranged from a level B to level O, according to Fountas and Pinnell

Reading Level. Students are expected to be reading on a level S through level V by the end of

fifth grade.

Connection to Research
 4

The 2022 National Assessment of Educational Progress (NAEP) assessed fourth graders

in reading in Georgia and found that they were lower than 8 states/jurisdiction. In reading

Georgia was not significantly different from 36 states/jurisdiction. The average reading score of

fourth grade students in Georgia was 216 in 2022. This statistic supports the need for the use of

I-Ready to support reading in the classroom to achieve higher reading scores. McDermott &

Gormley (2016) conducted a study to describe and explain how technology was used in

classroom reading lessons. They concluded that “the common use of technology in the reading

lesson was for multimedia displays of lesson content.” Smith et al., (2023) conducted research

with Australian teacher's regarding beliefs about how children in the first 7 years of schooling

develop reading comprehension skills and to characterize the self-reported practices and

strategies they use to support children to comprehend connected text. One finding stated “the

Australian elementary teachers held a wide range of beliefs about reading instruction and some

direct opposition to each other” (Smith et al., 2023). Teachers need support with modeling

reading practices, commercial reading programs, and resources to support reading

comprehension. Additionally, teachers need coaching on how to use technology in reading and I-

Ready.

Proposed Intervention/Solution

The proposed intervention or solution for the problem is to coach teachers on how to

implement I-Ready to improve students' reading scores. I will address the need for I-Ready to be

implemented during our Professional Learning Community meetings with the ELA department.

A solution will be for teachers to implement I-Ready during reading and intervention block for

remediation and acceleration.

Connection to Research
 5

Wijekumar et al. (2020) researched 128 fifth grade classrooms and 131 fourth grade

classrooms from 45 schools to understand whether web-based instruction for the structure

strategy can improve reading comprehension of fourth and fifth grade struggling readers as

measured by standardized and researcher designed measures. This study found the Intelligent

Tutoring System for the Text Structure Strategy (ITSS) group scored higher than the control

group in reading. Fourth grade ITSS group scored 1.45 points higher than the control group on

Gray Silent Reading Test (GSRT) posttest. Fifth grade ITSS grouped outperformed those who

did not on the GSRT. Fifth grade ITSS group scored higher than the control group on signaling,

main idea quality, and comparison competence. This finding made me want to encourage

teachers to use I-Ready for reading in the classroom. The web based ITSS made a positive

impact on comprehension promoting activities such as writing a main idea and standardized

measures of reading comprehension. In 2017, de Koster et al. conducted case studies on the

integration of technology use that was developed by five Dutch primary schools participating in

a project that aimed at concept-guided development of technology use. They concluded that “the

developed technology use became integrated in the teacher’s classroom practices at all schools to

a similar extent” (de Koster et al., 2017). When looking at the number of different tools that were

used the ‘traditional’ schools tended to use less tools per learning arrangement than the

‘innovative’ schools. De Koster et al., (2017) found teachers that integrated technology practices

into their classroom can improve teaching and learning. The highest stage of technology

integration is found in a context of innovative, constructivist teaching, and learning. Connor, C.

(2019) stated that instructional regimes that rely on assessment to inform instruction are effective

in improving the implementation of personalized instruction and student learning. This study

focused on ten schools that included 47 teachers and 616 students. Results of seven controlled
 6

trials showed that personalized literacy instruction is more effective than traditional instruction,

and sustained implementation of personalized literacy instruction in first through third grade can

prevent serious reading problems. Findings conducted from 2005 revealed teachers were able to

use A2i and implement personalized ISI instruction students made greater gains on standardized

assessment in reading, compared to peers in control groups (Conner, 2019). Overall, the findings

support the need for using technology and I-Ready to help teachers increase reading scores.

Project Objectives

The overall goal for this project is to coach ELA teachers on how to incorporate I Ready

to improve students reading scores. A list of objectives for this project is provided below.

1. 100% of teachers in the 5th grade will use I-Ready for student growth in reading

by September 15, 2024.

2. 100% of teachers in this project will learn how to give students the reading

diagnostic using I-Ready by August 23, 2024.

3. 100% of teachers in this project will learn how to interpret the personalized

learning plan for students generated by I-Ready by September 15, 2024.

4. 100% of teachers in this project will learn how to find resources in I-Ready to

teach reading whole group and intervention resources for small group remediation

in the Teacher Toolbox from August 30, 2024- December 2024.

5. 100% of Teachers in this project will utilize I-Ready during daily intervention

and ELA block to support reading comprehension in all core content areas and

vocabulary development for all students September 1, 2024- May 2025.

PSC Standards
 7

The Georgia PSC Instructional Technology standards addressed with this Capstone

Project are listed below.

 2.1 Content Standards & Technology Standards: Candidates model and facilitate the
design and implementation of technology-enhanced learning experiences aligned with
student content standards and student technology standards. (PSC 2.1/ISTE 2a)

 2.2 Research-Based Learner-Centered Strategies: Candidates model and facilitate the use
of research-based, learner-centered strategies addressing the diversity of all students.
(PSC 2.2/ISTE 2b)

 2.3 Authentic Learning: Candidates model and facilitate the use of digital tools and
resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)

 2.5 Differentiation: Candidates model and facilitate the design and implementation of
technology-enhanced learning experiences making appropriate use of differentiation,
including adjust content, process, product, and learning environment based upon an
analysis of learner characteristics, including readiness levels, interests, and personal
goals. (PSC 2.5/ISTE 2e)

 2.7 Assessment: Candidates model and facilitate the effective use of diagnostic,
formative, and summative assessments to measure student learning and technology
literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)

 2.8 Data Analysis: Candidates model and facilitate the effective use of digital tools and
resources to systematically collect and analyze student achievement data, interpret
results, communicate findings, and implement appropriate interventions to improve
instructional practices and maximize student learning. (PSC 2.8/ ISTE 2h)

 4.1 Collaborate with Colleagues: Candidates dedicate planning time to collaborate with
colleagues to create authentic learning experiences that leverage technology. (PSC 4.1)

 8.1 Relationships: Candidates establish coaching relationships to support educators as

they explore new instructional strategies and integrate technology to improve student
learning. (PSC 8.1)

Project Description

I will ensure that all reading teachers are comfortable implementing I-Ready. I will pass

out information about I-Ready and the benefits of using it in the classroom. I will model for

teachers how to find the reading standards that support each lesson in I-Ready. I will provide one
 8

on one training for teachers who need support implementing I-Ready in their classroom. The

teachers will learn to give students the reading diagnostic on I-Ready. Based on students’

diagnostic results, I-Ready creates a personalized learning plan for students to work on standards

they need support on to master that standard. I will coach teachers on how to interpret the

learning plan and on how to find resources in I-Ready to teach reading whole group and

intervention resources for small group remediation in the Teacher Toolbox. Teachers will utilize

I-Ready during daily intervention and ELA block to support reading comprehension in all core

content areas and vocabulary development for all students. I will conduct walk-throughs to

highlight the use of I ready being used during ELA and share the data with the teachers. Ronald

McNair Discovery Learning Academy elementary reading teachers will incorporate I-Ready

during their ELA block, for intervention, and personalized learning to improve student reading

scores. As I conduct walkthroughs in reading classrooms, I will identify teachers implementing

I-Ready with fidelity for authentic learning and encourage them to share their experiences during

collaborative planning meetings. Table 1 outlines the project items/activities, objectives, and

deliverables that will comprise this project.

Table 1

Project Activities Tables

Project item/activity Project objective(s) Deliverable(s)

Deliver I-Ready training during 100% of teachers in the 5th  PLC agenda
August PLC meeting grade will use I-Ready for  One-page
student growth in reading by Introduction to
September 15, 2024. I-Ready handout
Conduct individual coaching
sessions with all 5th grade reading
teachers. 100% of teachers in this project  Meeting sign-in
will learn how to give students sheet
the reading diagnostic using I-  Diagnostic
Allow all students to complete I- Ready by August 23, 2024. assessment data
Ready diagnostic.

Analyze students reading scores
from diagnostic.
Conduct individual coaching
sessions with all 5th grade reading
teachers.
Conduct walkthroughs to monitor
implementation of I-Ready for
authentic learning in reading
classrooms.
The first semester of reading I-
Ready scores will be pulled and
analyzed.
Conduct walkthroughs to monitor
implementation of I-Ready for
authentic learning in reading
classrooms.
Schedule teacher sharing of
experiences with I-Ready for
authentic learning in reading
classroom.
9
100% of teachers in this project
will learn how to give students  Student
the reading diagnostic using I- diagnostic
Ready by August 23, 2024. reading scores.
100% of teachers in this project
will learn how to interpret the
personalized learning plan for  PLC agenda
students generated by I-Ready  Data tracking
by September 15, 2024. sheets.
100% of the teachers in this
project will learn how to find  RMDLA Form
resources in I-Ready to teach for instructional
reading whole group and walkthrough.
intervention resources for small
group remediation in the
Teacher Toolbox from August
30, 2024- December 2024.
100% of the teachers in this
project will learn how to find  Data meeting
resources in I-Ready to teach  Student reading
reading whole group and scores.
intervention resources for small  Pass or fail rate
group remediation in the data.
Teacher Toolbox from August
30, 2024- December 2024.
100% of the teachers in this
project will learn how to find  RMDLA Form
resources in I-Ready to teach for instructional
reading whole group and walkthrough.
intervention resources for small  Assessment data
group remediation in the
Teacher Toolbox from August
30, 2024- December 2024.
100% of the teachers in this
project will utilize I-Ready  RMDLA Form
during daily intervention and for instructional
ELA block to support reading walkthrough.
comprehension in all core
content areas and vocabulary
development for all students
September 1, 2024-May 2025.
At least one fifth grade reading
 PLC agenda
teacher will share her
experience using I-Ready for
 10

authentic learning during a

reading department meeting by
December 2024.
Evaluation Plan

At the beginning of the school year, I will meet with the reading teachers to make sure

they are comfortable accessing and implementing I-Ready. I will share how to find the resources

in I Ready. The academic coaches will be able to access usage of the I-Ready at the end of each

month. If the usage is low, I will email teachers reminding them about implementing I Ready and

include it in the next PLC agenda. As I share the information about I-Ready at PLC meetings, I

will emphasize teacher email me when they are incorporating I-Ready into their reading lessons

and intervention. I will conduct instructional walkthroughs to document the implementation of I-

Ready. The walkthrough will help me identify teachers that will share their experiences with I-

Ready during our collaborative planning meetings. The teachers will be added to the calendar

and present their experiences with implementing I-Ready during our grade level meetings.

Project Timeline

The proposed project will be implemented during the first semester of the 2024-2025

school year. I will go through all the component of I-Ready and pull resources before sharing

them with teachers in August. During the August meetings, I will observe all teachers that are

comfortable with I-Ready. I will schedule and prepare presentations on I-Ready to be shared at

PLC meetings from August through November. I will create a calendar for instructional

walkthroughs of teachers implementing I-Ready and teachers presenting their experiences at our

collaborative planning meetings for the first semester.

Table 2
 11

Project Timeline (2024)

Month Project item/activity, or evaluation item Hours

August  Create calendar for meetings/walkthroughs 1 hour
 Review and copy I-Ready user guide 2 hours
 Pull in class assessment data to determine
current proficiency on reading standards-fill 2 hours
data tracking sheet 2 hours
 Follow up with teachers on if they introduced
1 hour
I-Ready reading to their students.
 Prepare PLC agendas 2 hours
 Conduct PLC meetings (10 hours)

September  Maintain calendar for meetings/walkthroughs 1 hour

 Prepare PLC agendas 1 hour
 Conduct PLC meetings
 Follow and support teachers as they 2 hours
implement I-Ready reading lessons 2 hours
 Conduct walkthroughs for I-Ready.
3 hours
 Pull data from I-Ready for students who
completed the lessons 2 hours
 Pull in class assessment data to determine 2 hours
current proficiency on reading standards-fill
data tracking sheet. (13 hours)

October  Maintain calendar for meetings/walkthroughs 1 hour

 Prepare PLC agendas 1 hour
 Conduct PLC meetings
 Follow and support teachers as they 2 hours
implement I-Ready reading lessons 2 hours
 Conduct walkthroughs for I-Ready.
3 hours
 Pull data from I-Ready for students who
completed the lessons 2 hours
 Pull in class assessment data to determine 2 hours
current proficiency on reading standards-fill
data tracking sheet. 1 hour
 Collaborate with teacher(s) presenting at PLC (14 hours)

November 1 hour
 Maintain calendar for meetings/walkthroughs 1 hour
 Prepare PLC agendas
 12

 Conduct PLC meetings 2 hours

 Follow and support teachers as they 2 hours
implement I-Ready reading lessons
 Conduct walkthroughs for I-Ready. 3 hours
 Pull data from I-Ready for students who 2 hours
completed the lessons
2 hours
 Pull in class assessment data to determine
current proficiency on reading standards-fill 1 hours
data tracking sheet. 4 hours
 Collaborate with teacher(s) presenting at PLC
 Project evaluation (18 hours)

Total Hours: 55 hours

Note: Month = the month during which activity or item will take place. Project Item/Activity, or
Evaluation Item = statement to describe what learners or evaluation plan will do to meet the
objective. Hours = hours necessary to create and implement or evaluate content.

Resources Needed

In order to complete this project, the following resources will be needed.

 Ronald McNair Discovery Learning Academy ELA Department

 Ronald McNair Discovery Learning Academy Academic Coach Maya Rozier

 Internet access

 Computers (Chromebooks, laptops, and/or desktops) in the classroom.

 SMART board to project I-Ready as I show teachers how students will access I-Ready

reading lessons as well as teachers showing students how to access I-Ready.

 I-Ready app and user guide

 13

 I-Ready teacher resources

 Data tracking sheet to compare data from each month

 Calendar for meetings/walkthroughs

 Agendas for PLC/collaborative planning meetings

 Meeting tracking sheet to keep track of teacher participation.

 14

References

Connor, C. M. (2019). Using Technology and Assessment to Personalize Instruction: Preventing

Reading Problems. Prevention Science: The Official Journal of the Society for Prevention

Research, 20(1), 89–99. https://doi.org/10.1007/s11121-017-0842-9

GADOE. (2023). GADOE CCRPI Reporting System. Gadoe.Org.

http://ccrpi.gadoe.org/Reports/Views/Shared/_Layout.html

Koster, S., Volman, M., & Kuiper, E. (2017). Concept-guided development of technology in

“traditional” and “innovative” schools: quantitative and qualitative differences in technology

integration. Educational Technology Research & Development, 65(5), 1325–1344.

https://doi.org/10.1007/s11423-017-9527-0

McDermott, P., & Gormley, K. A. (2016). Teachers’ Use of Technology in Elementary Reading

Lessons. Reading Psychology, 37(1), 121–146. https://doi.org/10.1080/02702711.2015.1009592

Nurwahidah, N., Sulfasyah, S., & Rukli, R. (2023). Investigating Grade Five Teachers’ Integration of

Technology in Teaching Reading Comprehension Using the TPACK Framework. Journal of

Language Teaching and Research, 14(4), 927-932–932. https://doi.org/10.17507/jltr.1404.09

Smith, R., Snow, P., Serry, T., & Hammond, L. (2023). Elementary Teachers’ Perspectives on Teaching

Reading Comprehension. Language, Speech & Hearing Services in Schools, 54(3), 888–913.

https://doi.org/10.1044/2023_LSHSS-22-00118

The nation’s report card. The Nation’s Report Card. (2019). http://nationsreportcard.gov/

Wijekumar, K., Meyer, B. J., Lei, P., Beerwinkle, A. L., & Joshi, M. (2020). Supplementing teacher

knowledge using web-based Intelligent Tutoring System for the Text Structure Strategy to

improve content area reading comprehension with fourth- and fifth-grade struggling readers.

Dyslexia (Chichester, England), 26(2), 120–136. https://doi.org/10.1002/dys.1634