Teachers' instructional planning is observed as part of their yearly evaluations of standards of competency (FLDOE, n.d.). Teacher pre-service and in-service training instruct teachers in lesson-planning, but the changing makeup of students and legislative amendments leave teachers poorly equipped to design relevant literacy instruction, as demonstrated by low graduation rates (Freiberg, 2002; Lyon & Weiser, 2009; Moats, 2009; USDOE, 2015). This research was a two-phase sequential explanatory mixed-methods design, which examined the concerns of teachers of reading using research-based instructional strategies (RBIS) and a digital instructional planner (DIP). The researcher also examined the changes in lesson-planning that occurred over time owing to the use of RBIS and DIPs. Phase One, the quantitative phase (N = 18), collected data using the Survey of Concerns Questionnaire (SoCQ). The pre-SoCQ stages of concerns stated that the teachers' group percentile scores were at Stage 0 (Unconcerned). The post-SoCQ stages of concerns revealed that the teachers' group percentile scores were at Stage 5 (Refocusing). This data supports the group concerns shifting from what is the innovation to how can I make the innovation better and recommend other teachers to use it. The dependent t-test reported a statistical significance on the group means for the entire SoCQ with a Significance of .0003 at p < .05. Phase Two, the qualitative phase (N = 6), consisted of in-depth interviews based on the Levels of Use (LoU) that explained the quantitative data from Phase One. The themes of changes in planning, time, ease of use, recommended changes in the DIP, recommended the DIP to others, and student changes were identified in the LoU interviews. These themes of changes after using the DIP/RBIS for nine weeks corroborate the changes reported in the teachers' pre/post-SoCQ teachers' concerns profiles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]