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 “self” 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.

This study explores the effectiveness of the i-Ready Mathematics program in enhancing third-grade students’ understanding of fractions through a mixed-methods approach. Utilizing an explanatory sequential design, this research combines quantitative analysis of student diagnostic and F.A.S.T. assessment scores in mathematics with qualitative observational data. The study aims to assess whether i-Ready serves as a supportive tool for fraction learning and identify behavioral factors influencing student engagement. Conducted over a three-month period in one third grade classroom, the study followed five students engaged with i-Ready’s fraction-focused lessons. Quantitative findings indicated that most students demonstrated academic growth, as evidenced by upward trends in diagnostic scores. These results suggest a positive impact of the i-Ready program on fraction comprehension. Qualitative observations provided further context, highlighting themes of engagement, frustration, and task perseverance. Findings suggest that students who maintained focus and positive engagement with i-Ready showed greater academic progress, whereas those exhibiting signs of frustration or disengagement had slower growth trajectories. This research contributes to a deeper understanding of the role digital tools can play in elementary math education, particularly in fraction comprehension. However, limitations such as the small sample size, short study duration, and potential observer effect restrict the generalizability of findings. Future research involving larger, more diverse samples and longer study periods is recommended to further validate and expand upon these results. Overall, this study underscores the potential of structured digital programs like i-Ready to support mathematics learning when effectively implemented in classroom settings.