Fall 2024 Capstone Abstracts

Fall 2024 Capstone Abstract Archive

Lauren Abbott

The Capstone Project summarizes my LETRS Elevate Academy (GRREC ED) learning and coursework. It showcases my ability to analyze data and use the results to make professional decisions aimed at improving student achievement. The focus for this project was second grade teachers and students in my district. After analyzing data, I noticed that the second grade students at the two elementary schools in my district struggled significantly in basic phonics. As an Elementary Curriculum Specialist, I developed a Problem of Practice to work with teachers to address this issue. I sent surveys out to teachers, attended an Instructional Coaching Academy, conducted walkthroughs, and developed Reading Improvement Plans for students who were deficient in the foundational skill of phonics. My work centered around teacher growth, which subsequently also led to student growth. I am looking forward to continuing these practices moving forward into next year.

Mackenzie Adams

Based on previous and current Phonics Check Data and HMH Assessment Data, a Kindergarten Classroom Teacher identified a need to improve the understanding of phonemic awareness in her Kindergarten Classroom, including the knowledge of letters and letter sounds, sight words, and decoding. To attempt to increase test scores, the Kindergarten Teacher implemented research-based strategies learned when studying in the LETRS program. These strategies included Heggerty, Heart Word Magic, Decodable Readers, Words Their Way, Letter/Word Rings, and Word Mapping. After 5 weeks of implementation, scores on the Phonics Check increased weekly by an average of 35%. These results indicate the Kindergarten Teacher should continue implementing the evidence based strategies, and found additional strategies that may further increase phonemic awareness over the long term.

Taylor Agnew

Based on school curriculum data, universal screener data, and classroom observation data, a Kindergarten class identified a need to improve effective phonics literacy practices. To attempt to increase knowledge and understanding of effective phonics literacy practices, the Elevate Academy (GRREC ED) candidate implemented researched based strategies learned from LETRS and the Science of Reading. After a 1.5 year implementation, phonics/phonemic awareness growth increased by 10%. Students also were exposed to a more hands-on learning experience. These results indicate the Kindergarten classroom should continue with implementing evidence based strategies learned from LETRS, and continue practicing effective literacy practices.

Chelsea Alexander

Based on previous and current universal screening data, a primary reading interventionist identified a need to improve fluency when reading oral passages in third grade students. The Elevate Academy (GRREC ED) candidate implemented a research-based routine in three parts consisting of: UFLI foundations curriculum lessons, Reading Improvement Plans, and data from FastBridge (a universal computerized screening and progress monitoring system). After seven months of implementation, 5 out of 5 small group students showed consistent growth and improvement in their oral fluency. Based on these results, the interventionist will continue monitoring student progress with Reading Improvement Plans, progress monitor oral reading on a bi-weekly basis, use UFLI Foundations in small group settings, communicate results and improvements to students and parents, and communicate classroom observations and data with fellow teachers and the intervention team.

Jessica Allen

Based on my engagement in the EPIC Literacy Academies and vocabulary iReady data, I, as an educator, need to increase my professional knowledge and understanding of effective vocabulary literacy practices based on the science of reading to impact student learning. Having a good grasp on vocabulary within literacy, helps have a deeper understanding of the content and deepens comprehension. I hope the students will be able to show their achievement and success based on the iReady assessment. To attempt to increase the vocabulary comprehension, I implemented research-based strategies such as, daily word ladders and small and independent groups instruction, based on data collected from iReady. Within their iReady Independent assessments that were assigned, the students had an average of 83.2% within the first few assessments, and then by the end they averaged a 91.6%. My small group had an average of 66% at the beginning of the project, and toward the end had an average of 79%. Comparing the data, there was an increase in students represented in the three or more grade levels below (7% to 14%), and on grade level (10% to 28%). There was also a change in student population between the two assessments. In the first diagnostic results in the fall, there were 27 students, in the second diagnostic results in the winter, there were 29 students. One of the two students was given tier 2 support once they started school at this Elementary School. After testing, I was able to conclude that vocabulary was still an area of focus for my students. My next steps are to continue monitoring and teaching different vocabulary strategies. I will also continue to allow the students to create their own word ladders to use for the class daily word ladder. To conclude, I will administer the Spring iReady Diagnostic. I am hoping this data shows the growth, not only in the vocabulary component, but also within the whole assessment.

Leslie Allen

Based on MAP data, a third grade classroom identified a need to improve language comprehension amongst the students. To attempt to increase language comprehension proficiency, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies such as, explicit fluency instruction with an emphasis on building background knowledge, vocabulary, and daily practice. After 5 weeks of implementation, every student improved their Fluency Word Count Per Minute, every student improved their Comprehension Scores, the average word count per minute on grade leveled text increased from 85.8 wcpm to 108.4 wcpm, and the average class comprehension of grade leveled text increased from 2.6 to 4.8. These results indicate the third grade classroom should continue implementing the evidence based strategies, and determine additional strategies that may further increase language comprehension consistently over the long term.

Julie Anderson

Based on statewide data collected from the Kentucky Department of Education, this High School CSIP, and classroom trends observed, the problem of practice I identified for my high school students was that they struggled to communicate their knowledge effectively through their writing. Learner centered, culture centered, and assessment centered strategies were used to bring deeper learning into my classroom to teach students course content and address my problem of practice. After two years of implementation, student feedback has been overwhelmingly positive in response to deeper learning strategies being used in my classroom. Student written response scores in class have improved by 10%. These results indicate that high school teachers should continue to use deeper learning teaching strategies to specifically target student writing skills.

Sarah Anglin

Based on engagement in the LETRS Reading Academies and the iReady Reading Diagnostic Assessment, an Elevate Academy (GRREC ED) candidate identified a need to improve the fifth grade students’ vocabulary acquisition. In order to accomplish this, the candidate implemented vocabulary and morphology literacy practices, based on the science of reading to impact student learning. After embedding best practices in vocabulary instruction throughout the year, followed by a focused four weeks of whole group implementation and six weeks of small group implementation, student proficiency increased by 45% on the iReady Reading End of the Year Diagnostic Assessment. These results indicate that the Elevate Academy (GRREC ED) Candidate should continue to implement vocabulary and morphology instruction, based on the science of reading.

Kara Baker

Based on data, this school district need to increase real-world skills and real-world opportunities, to improve student outcomes of report card grades and state testing scores in middle school. To attempt to increase student motivation in school, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies such as, increasing familial involvement, creating lessons for project-based learning in art, and student opinion surveys for art projects. After two and a half trimesters of implementation, overall grades in art have increased by 10.4%. Feedback from a student survey indicated they "enjoyed art class more" than in the past. These results indicate the middle school should continue implementing the evidence based strategies, and determine additional strategies that may further increase student motivation consistently over the long term

Lacey Ball

Based on my engagement in the EPIC Literacy Academies and data from the iReady universal screener, a significant portion of students are lacking foundational vocabulary skills, leaving them multiple grade levels behind in reading comprehension ability. I, as an educator, need to increase my professional knowledge and understanding of effective literacy practices, based on the science of reading to impact student learning. This matters because even though many students are two-three grade levels behind in reading, the gap is still small enough that we can begin strategically narrowing the gap. If addressed or solved, students will build vocabulary skills, and close gaps in their foundational knowledge. To attempt to increase foundational vocabulary skills, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies such as, Rasinski’s methods of Word Ladders, morphological instruction, sketchnoting, and the “Word Up” Flocabulary Intervention Program with students daily. After 20 weeks of implementation, the proficiency rates of the Vocabulary domain from the Universal Screener went from 32% in the Fall, to 64% in the Spring. Additionally, the novice rates dropped from 27% in the Fall, to 4% in the Spring. Based on the results, the Elevate Academy (GRREC ED) Candidate should continue implementing the research-based strategies, and determine additional strategies that may further increase foundational vocabulary skills consistently over the long term.

Amara Ballweg

Based on fluency data, the Elevate Academy (GRREC ED) Candidate identified a need to improve her class’s fluency during the school year. To attempt to increase fluency, the Elevate Academy (GRREC ED) Candidate implemented research based strategies such as, repeated reading, and listening while reading. When the Elevate Academy (GRREC ED) Candidate implemented the repeated reading strategy for nine weeks, 74% of students had an increase in fluency. Next the Elevate Academy (GRREC ED) Candidate, implemented listening while reading for nine weeks. After the nine weeks, 78% of the students had an increase in fluency from their previous fluency rate. The results indicated that the Elevate Academy (GRREC ED) Candidate should continue implementing the evidence based strategies, and determine additional strategies that will further increase fluency over a longer period of time.

Dana Banton

Based on my engagement in LETRS Reading Academies and my Elevate Academy (GRREC ED) journey, I have noticed my first and second graders struggle with phonemic awareness with blending and segmenting sounds. I, as an educator, need to increase my professional knowledge and understanding of effective literacy practices, based on the science of reading to impact student learning. I learned that when students “are speaking whole words, phonemes are combined in such a way that their features spread into one another, an effect of coarticulation or literally saying sounds together.” (LETRS, Unit 2, Page 131.) This literature review showed the importance of students needing to see how the mouth moves when making sounds in different words. In order to address this problem, I will incorporate tasks to build fluency by using multi-sensory manipulatives to help students visualize the sounds they are making when blending and segmenting words. In an attempt to help students apply their new knowledge of phonemes to blend and segment unfamiliar words, I had three areas of focus; phonemic awareness, phonics, and explicit instruction when teaching my reading intervention groups. After twelve weeks of implementation of effective teaching strategies with the help of multi-sensory manipulatives, our school's novice readers dropped from 24% to 14%. Students were able to make phoneme-grapheme connections, and their visual orthographic memories began to store pictures for recurring letter patterns in chunks of syllable, spellings, common endings and word parts. The explicit instructions helped establish a series of supports that aided students in their reading journey of manipulation of initial, middle, and final phonemes in unfamiliar words. After twenty three years of teaching, I am reenergized in my teaching with all of these effective reading strategies I have learned through my Elevate Academy (GRREC ED) and LETRS Professional Learning journey.

Sabrina Barr

Problem of Practice is based on my engagement in the LETRS Reading Academies, and data from our beginning of the year Universal Screeners and Map Growth assessments. My lowest students are showing gaps of learning in the area of phonemic awareness, as well as phonics. Based on my problem of practice, I decided to start working on Phonemic Awareness skills, because I had heard that the students that I will be getting in the fall will be overall low in their ability to manipulate sounds. To start, I began at the basics. Using what I learned from LETRS, and knowing that a phoneme is the smallest segment of speech, I worked with my students to break down words into these smallest segments of speech and sounds. I did this by using activities that did not involve print. Using recommended LETRS activities that would help my students learn, using a variety of multisensory phonemic awareness activities focusing on; blending, segmenting, substitution, and deletion.
This source has helped me to focus on my problem of practice to improve my ability to teach my students about how to manipulate sounds. It helped me because I feel like I now have a handful of phonemic awareness and phonics activities prepared for me to teach my students. Based on my classroom data from the MAP Reading Benchmark assessment given in the spring, 100% of my students have made growth from the first assessment given at the beginning of the year, compared to the spring data. I believe that these activities/lessons taught from LETRS and UFLI have been very important to the growth of my students, and have helped me to use them to help the work with students on the issues identified in my Problem of Practice. The time and effort that has been given to my problem of practice would help any teachers that have students struggling with phonemic awareness and phonics skills. I have gathered a lot of resources and would highly recommend the material from both the LETRS, and UFLI programs. I believe that the research that has been done to go into these programs has been incredibly beneficial to me as a teacher, and my students.

Kennedy Bates

Based on assessments, my students lack vocabulary knowledge. As an educator, I need to increase my professional knowledge and understanding of effective specific direct vocabulary instructional literacy practices, based on the science of reading to impact student learning. To attempt to improve student vocabulary knowledge, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies such as, direct and indirect instructional activities daily. Specific researched based direct teaching strategies include a word map, semantic map, identifying the part of speech, multiple meanings, etc. After six weeks of implementation, vocabulary knowledge increased up to 28.3 percent by the conclusion of the project. These results indicate the fourth grade classroom should continue implementing the evidence based strategies, and determine additional strategies that may continue to improve vocabulary knowledge and retention.

Katie Baxter

Based on my engagement in the EPIC Literacy Academies, and the research that I have done in regards to teaching fluency, I, as an educator, need to increase my professional knowledge and understanding of effective fluency instruction and practice in my classroom. This is a literacy practice, based on the science of reading to impact student learning. Fluency is important for students, as it aids them in comprehending what they read, and aids them in life outside of the classroom. I hope that direct fluency instruction will help each student to grow in their reading skills, and for them to become better readers. 39 percent of my 5th grade class reads below grade level. According to this data, Fluency is an area for growth among my students.

Bailey Baxter

Based on reading assessment data, ESL students at a local Elementary School identified a need to improve reading fluency in fourth and fifth grade classrooms. To address this, the educator implemented research-based strategies including repeated reading sessions, explicit instruction in phonics and vocabulary, small-group differentiated instruction, home-school collaboration, and integration of culturally relevant texts and experiences into literacy instruction. After 1 year of implementation, ESL students demonstrated an average increase of 19 words per minute in reading fluency scores. These results suggest that continued implementation of the strategies could further enhance reading fluency skills, and academic success among ESL students in elementary classrooms.

Adria Belcher

Based on iReady Diagnostic Assessment results, an Elementary School identified a need to improve student skills in communicating their ideas orally. To attempt to address this issue, I will focus on addressing CCSS.Math.Content.2.OAA.1 to build fluency to promote conceptual understanding, by utilizing oral communication to process and explain while using iReady instruction. This method will improve student fluency with addition and subtraction when found in one step word problems, allowing RTI students at the elementary school level to have a better conceptual understanding of basic math facts when moving on to more complex concepts. After 12 weeks of implementation, students have shown a 25% increase in the ability to orally communicate with a peer or small group the steps/processes needed to correctly solve word problems with addition and subtraction. These results indicate that the elementary school should continue to implement the evidence based strategies.

Samara Bell-Calloway

Based on data from a benchmark assessment from STAR Early Literacy-Renaissance, a problem has been identified as foundational literacy. According to the winter benchmark, phonological awareness is an area of need because of an overall score of 65% of mastery. The focus of rhyming and alliteration showed 29% of students in the Elevate Academy (GRREC ED) Candidate’s classroom have mastered the skill, so this is a problem in my classroom. Teachers need support with explicit instruction, and it will be used to address the problem. According to William H. Rupley, “Struggling readers are more likely to learn essential reading skills and strategies if the direct or explicit model of instruction is part of the teacher's repertoire of teaching methods” Rupley, William H., Timothy R. Blair, and William D. Nichols. "Effective reading instruction for struggling readers: The role of direct/explicit teaching." Reading & Writing Quarterly 25.2-3 (2009): 125-138.

To attempt to increase the effectiveness of teaching foundational literacy, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies such as LETRS. After 12 weeks of implementation, students showed improvement in early foundational literacy skills by 17%, and the Elevate Academy (GRREC ED) Candidate was more effective in teaching by using research-based strategies. These results show the Elevate Academy (GRREC ED) Candidate should continue the research based strategies to increase the effectiveness of foundational literacy instruction.

Emily Best

The data from the SRSS Behavior Universal Screener revealed that our second grade students needed the most intensive help processing their internalizing and externalizing behaviors. In an attempt to help students handle their big emotions, I developed a 'Calm Down Corner' for my classroom. This allowed the students a place where they could visit in order to resolve their conflicts, and big emotions. Students had their choice of various strategies to cope with conflict, frustration, and feelings of being overwhelmed. After a semester of implementation across our special area classes, our specials teachers noticed a positive change to their classroom climate. Feedback from special area teachers indicated that they were seeing overall success, specifically with the use of the Peace Rose to resolve conflict, and were looking forward to continuing this practice as we start a new year. These results indicate that our Elementary School should continue implementing the use of the Calm Down Corner in special area classrooms, and we look forward to adding more strategies to help students deal with their big emotions in the coming school year, as well as sharing our success with others in the district.

Stephanie Biggs

Based on school and department discussions from the middle school, students struggled to fully connect evidence and required background back to the question and their answer. In order to address this issue, the candidate focused on feedback and revision for written assignments. This strategy will improve student written communication, which will increase their chances of being Post Secondary Ready. To attempt to increase writing scores, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies such as, Problem Based Learning and writing to learn. After unit 1, the percentage of proficient and distinguished writing samples increased from 46%, to 53% by the end of the unit. These results show the importance of explicitly teaching writing in a middle school setting to enhance writing scores.

Stephanie Blevins

Based on encoding data, a teacher in an elementary school identified a need to decrease gaps in phonemic awareness within her second grade classroom. To attempt to decrease the gaps, the Elevate Academy (GRREC ED) Candidate implemented the research-based strategy of increasing exposure to the student’s word study patterns through a combination of small group phonemic awareness and phonics work, accountable reading texts, and decodable reading texts. After one year of implementation, data from the encoding inventory revealed a gain of an average of 3 word study units, closing phonemic gaps toward grade level mastery. These results indicated that students would benefit from continued exposure to a combination of experiences related to differentiated phonics instruction.

Olivia Bloodworth

This Elevate Academy (GRREC ED) Candidate is diving into the world of reading wizardry, exploring how the Science of Reading can work its magic on kids struggling with words in Elementary School. By waving its evidence-based wand, this approach teaches phonics, fluency, vocab, and more in a super straightforward way. The study compares how students do before and after getting a dose of this reading magic, checking out their grades, interest, and confidence levels. Using a mix of research, numbers, and heartfelt stories, this study paints a picture of how the Science of Reading shakes things up, in both upper and lower elementary grades. Spoiler alert: it seems like this reading spell really boosts struggling students, making them better at decoding words, understanding stories, and loving reading even more. Plus, it creates a cozy classroom vibe where every kid gets the help they need. In a nutshell, this study is a big thumbs-up for using solid reading methods to help all kinds of young readers succeed. It's like turning reading struggles into reading adventures, one page at a time!

Shayann Board

Based on behavior data from last school year, students in my second grade class are struggling with self-regulation. To attempt to increase self regulation in the classroom, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies such as, implementing high quality, positive projects that promote growth mindset and self regulation. After a year of implementation, student responses indicate that attitudes have improved or stayed the same toward work in the classroom, and positive interactions between themselves and their peers. These results indicate that the Elevate Academy (GRREC ED) Candidate should continue implementing the evidence based strategies, and determine additional strategies that may further improve student relationships with self regulation to improve the learning environment, and make it a more positive place.

Michaela Boisseau

Based on STAR test results, the staff at this Elementary School identified a need to improve student knowledge in the area of vocabulary. In an attempt to help strengthen student vocabularies, I implemented research based strategies and activities, to impact student learning. Some of the resources I utilized were the Hexagonal strategy, the Frayer model, and games referenced in our EPIC Literacy Academy training. After frequent practice with vocabulary, the latest STAR report shows class mastery of 74% for vocabulary usage, and 85% mastery for context clues. Based on the results, I should continue implementing these research-based strategies, in order to improve the vocabularies of students in all grade levels.

Nadine Bonet

In my classroom at this Middle School, I teach Social Studies to a diverse group of 6th-grade students. The school has an enrollment of approximately 800 students, with a mix of urban and suburban backgrounds. Our student population includes a range of ethnicities and socioeconomic statuses, reflecting the diversity of our community.
Over the past few years, I've noticed a concerning trend of low student engagement during classroom discussions and activities. Despite my efforts to create interactive lessons, and foster a positive learning environment, many students seem disinterested, and reluctant to participate. This lack of engagement has become increasingly apparent through anecdotal observations, as well as data collected from student surveys, and participation rates.
Before embarking on this capstone project, I have tried various strategies to address the issue of low student engagement. These efforts included incorporating multimedia resources, incorporating hands-on activities, and implementing group work and cooperative learning structures. While some students showed temporary interest and engagement, overall, these approaches failed to sustain meaningful participation or foster a culture of active learning in the classroom.
Data analysis further highlights the extent of the problem. Pre-project surveys revealed that only 40% of students reported feeling engaged in their learning experience, indicating a significant disconnect between the curriculum and student interest. Additionally, observation notes consistently documented low levels of participation, with only around 30% of students actively engaging in classroom discussions and activities. These findings underscore the urgent need to address the issue of low student engagement, and explore more effective strategies to promote active learning and participation in the classroom.

Jill Bouvet

Based on state assessment data for this Elementary School, as well as anecdotal evidence from our kindergarten classrooms, my team and I identified a need to improve our literacy instruction, to help increase the number of proficient and distinguished readers at our school. To attempt to improve my literacy instruction, I implemented research-based strategies such as, administering frequent progress monitoring assessments, analyzing the resulting data, and providing intervention as needed, by increasing the intensity of instruction to maximize student growth in the area of reading. After 10 weeks of implementation, with an adjustment roughly halfway through the process, 95% of my students were able to master segmenting and writing CVC words. I observed that my students were able to confidently and accurately read and write decodable sentences independently. The results indicate these research-based practices should continue to be implemented, and professional learning should continue so that additional strategies which maximize student reading growth can be found and utilized.

Sabrina Bowen

Based on previous and current FastBridge scores and STAR scores, I identified a need to improve the skill of letter sound identification fluency. To attempt to increase letter sound identification skills among kindergarteners, I implemented research-based strategies, used hands-on manipulatives, and a dedicated time block to reading, for consistent letter sound progress. After six months of implementation, the tier one reading group increased by 35%. Students were excited to read, and felt confident according to a self-assessment. Based on these results, I will continue this implementation, and research additional research-based strategies that may further increase letter sound knowledge in kindergarten.

Haley Bowles

Elizabeth Bradbury

Based on research and data collected, the Elevate Academy (GRECC ED) Candidate identified a need to help 5th grade Special Education students to improve their reading comprehension skills, before transitioning to middle school. To improve their reading comprehension skills, the candidate identified and targeted existing gaps in decoding, phonological awareness, and encoding skills in order to improve word recognition skills, resulting in improved reading comprehension. Interventions were provided for the entire school year, and growth for all students in all areas measured improved. These results suggest that identifying and targeting gaps may improve reading comprehension for other special education students.

Megan Bradley

In conclusion, the journey outlined through the comprehensive analysis of ESGI testing data, encompassing Project Read words spanning units 1-18, serves as a testament to the dedication and efficacy of our literacy instruction initiatives. The systematic assessment conducted at the onset and culmination of the third academic quarter provided invaluable insights into the class-wide average performance on phonics words, illuminating areas of growth and opportunities for further refinement.

Morgan Bradshaw

Based on several data points from prior and current years in my third grade classroom, one problem kept occurring. This problem was the inability to read on grade level where students were expected to be, or understand the concept of reading. Majority of my data suggested that the students were struggling with the mastery of their phonics skills. My studying of The Science Of Reading led me to base this project on one problem that needed to be addressed. I, as an educator, need to increase my professional knowledge and understanding of effective phonics, and literacy practices based on the science of reading, to impact student learning. My practices as an educator impacts the reading growth of my students (as it relates to phonics, vocabulary, and comprehension). By learning and growing through my LETRS Professional Learning journey, I hope to deliver effective literacy instruction, that leads to student reading growth.

Shayna Branham

This Capstone Project expresses the need to help students in writing and spelling. As an educator, it is important to gain professional knowledge in these areas, to give the students the best education and success, to continue to grow and learn. Through pre-assessment data, evaluations, research, and data driven results, students were able to make gains in writing and spelling. This project gives tips and tricks on how to help students be successful in the area of writing. This includes writing steps, modeling, and researching strategies. Overall, the project gives details to help any educator be successful when teaching students.

Jessica Brawner

Based on Fastbridge data, my elementary school saw a need for improvement of reading comprehension, and fluency in students. In order to improve this, in my classroom, we implemented research- based vocabulary strategies such as, focusing on Greek and Latin roots, vocabulary dictionaries, visualizing vocabulary, and other vocabulary games. After 12 weeks of implementation, the average score on aReading (which measures comprehension and fluency) grew by 14 points. The minimum and maxim score grew, so that tells me my high and low kids both benefited from this instruction. These results indicate that our Elementary School should continue implementing these researched based vocabulary strategies, since vocabulary is non negotiable. In addition to continuing these strategies, we should determine additional strategies to further increase reading comprehension over the long term.

Josie Brockman

Based on diagnostic data screeners, an Elementary School identified a need to improve school-wide phonics instruction and scores before the end of second grade. To attempt to increase phonics scores, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies such as, implementing phonics instruction in daily comprehension whole group reading lessons, understanding and targeting students with reading deficits, and targeting ELL students. Additionally, K-3 teachers at this elementary school underwent LETRS Professional Learning to help remedy the need to improve phonics instruction, and scores, as a whole. After almost two years of research and professional learning, and one year of true consistent intervention and implementation, scores improved significantly. 2nd grade reading scores went from 43% below grade level, to 0% below grade level, using these interventions. These results indicate the Elementary School should continue implementing the evidence based strategies, and determine additional strategies that may further increase phonics instruction and scores before the end of second grade.

Greg Brown

Based on Social and Emotional Learning Panorama Survey Data, this Middle School decided to focus on SEL in the classroom, and how to improve students' Social and Emotional well being. To help increase SEL survey data scores, and improve student’s social and emotional well being, I implemented research based strategies into my Physical Education classroom. Students set goals, had weekly check-ins with the teacher to see how they were progressing towards goals, daily SEL check-ins, data tracking sheets, and SEL lessons were incorporated into the classroom. After a year of implementation, school wide SEL survey data increased 4% in the area of growth mindset. Students set their own goals, and 62% of students met their weight lifting goals. Feedback from students indicated that they “enjoyed goal setting and the SEL check ins.” Based on the results, I will continue to implement best practices and SEL strategies into my classroom. I will continue to look for new research based strategies to help my students to continue to grow long term.

Stephanie Butler

The 1st-grade STAR reading assessment score indicated a pressing need for intervention. Students scored at low proficiency levels and needed to meet benchmark goals, highlighting the situation's urgency. Research-based materials and strategies were developed, and implemented to assist students. Fluency folders containing timed material, reading log sheets, information for parents, and practice activities focused on sight word instruction. The material developed had a positive impact on student achievement and progress. The district’s goal was for 68% of students to be on grade level; at the end of the school year, 81% of students were at grade level or met benchmark goals. The strategies and materials implemented will continue to be utilized during the next school year. The goal is to be consistent, and begin the process earlier in the school year to impact students.

Carla Butler

Since the hit of the Covid Pandemic in March of 2020, student learning environments have been altered dramatically through Non-Traditional Instruction, Social Distancing requiring the classroom set-up to arrange and maintain students separation to 6 feet+, and restrictions on partner or group work. The restraints of social interaction, both in and out of the classroom, have had a negative impact on the Social and Emotional Development of our students. Due to the pandemic, there has been emphasis placed on providing Professional Development for teachers on trauma informed care for our students. In addition, a recent SEL teacher survey that was administered by a colleague in Feb. 2022, resulted in data indicating a need for continued lesson, methods, and techniques in our classroom to address Social and Emotional Development of our students. The initial push for trauma informed care training, and the recent teacher survey, both indicate the initial and continued need to incorporate Social and Emotional Strategies in our classroom, to address student development in these areas. Researched-based cooperative learning influenced the Elevate Academy (GRREC-ED) classroom components of my work, and the the encouragement of STEM components provided by Ryder University, provided guidance to find resources to utilized within these cooperative learning activities. In an attempt to increase Social Emotional Strategies into my classroom, I continued to research the impacts of cooperative learning on Social Emotional Development, trauma-informed teaching, and creating a student centered environment. Through my partnership, Elevate Academy (GRREC ED) and the Endeavor coursework, I was given guidance and support to utilize STEM resources, and authentic data to achieve these goals. With the implementation of various teaching strategies in these areas, I quickly began to see my students grow collaboratively, and my classroom became more of a cohesive learning environment. For example, when implementing a jigsaw activity, which is described as a "social-emotional powerhouse," I observed 100% active student engagement, 93% positive student feedback in favor of using this particular method, and 91% mastery of the content. I was very pleased with the impact of this activity, and impressed with the ownership of the students. These results indicate that I should implement these evidence based strategies into my classroom. I will continue to broaden my teaching practices with researched based and high effect sized strategies, to provide the most effective learning opportunities for my students.

Amanda Cain

Based on first grade students’ Fastbridge word segmenting scores, and PAST (Phonological Awareness Screening Test) Screener pretest results, a first grade teacher saw a need to increase educator, and student knowledge, and understanding of effective phonemic awareness literacy practices, based on the Science of Reading. To increase student knowledge and understanding of phonemic awareness, the Elevate Academy (GRREC ED) Candidate implemented various evidence-based phonemic awareness activities in the classroom such as, using the Heggerty Curriculum, and Elkonin boxes with magnetic bingo chips and colored cubes, to manipulate phonemes. After 12 weeks of direct instruction, the PAST screener post test showed growth in students’ accuracy, and automaticity of phonemic awareness. Based on these results, students’ showed more growth in accuracy than in automaticity, and the Elevate Academy (GRREC ED) Candidate should continue to implement evidence-based strategies.

Chrissy Canada

Based on classroom observations, classroom data and/or assessments, a kindergarten class identified a need to increase phonemic awareness exposure. In order to increase student exposure to phonemic awareness, the teacher implemented research based teaching strategies, and phonemic awareness specific activities, during their teacher table rotation based on student data. Some examples of activities included, the use of alphabet linking charts to assist in progression toward letter recognition/letter sound recognition, tracing, and building and formation of letters with manipulatives while stating the letter names. After implementing these strategies throughout the better part of Fall, Winter, and Spring, students are showing progress and growth. In the Spring, letter recognition was at approximately 99% mastery, compared to only 50% mastery according to Fall assessment data. Letter sound knowledge was at an alarming rate of 26% according to the winter assessment data, however, by spring, letter sound knowledge for the class as a whole was recorded at 96% mastery. These results indicate that research based strategies, and phonemic awareness activities, are effective in exposing students to phonemic awareness, and increasing student achievement.

Kacia Carey

The following document reflects the data compiled from my kindergarten students here at a local Early Childhood Center, after determining that students were not showing mastery in their letter identification and corresponding sounds. In my school’s weekly PLC data meetings, we came up with a goal of getting students to the mastery level of 26 letter sounds by the end of the year. This came after reviewing 2023 data, that less than 15% of students scored proficient or distinguished when asked the 26 letter sounds. After participating in LETRS Professional Learning, and reviewing my assessment data, I determined that 24% of my students had reached the end of year benchmark. As a goal was set in place, I worked hard on implementing the best researched literacy practices, and continuously increased my professional knowledge of the high quality phonemic awareness practices, based on the science of reading that I had been working with. My school began to implement the UFLI Phonics curriculum, which detailed 30 minute lessons each day that integrated letter identification practice and letter sound correspondence, by implementing whole group instruction. Phonemic awareness skills are broken down and explicitly taught at a steady pace, to properly increase students' awareness. Implementation of phonemic awareness was also given during literacy centers, where different instruction was implemented due to each group's level and skills. End results of the implementation plan, and impact, resulted in mastery level of letter identification and letter sound correspondence mastery of 24% to 90% by the end of the year.

Ashlyn Carey

When looking at the needs of my students and school, I noticed a deficit in reading comprehension. I looked at many different studies and research, to determine a plan of how I could help my students improve their reading comprehension skills. One of the main things that I learned was, the impact that decoding and automaticity have on student understanding. I developed an implementation plan where students could practice reading passages that corresponded to what we were reading in class outside of school, to practice their fluency. In addition to this, I also implemented other various literacy based practices in my classroom. I tracked student scores, and noticed significant growth in testing and fluency words correct per minute scores throughout the year.

Devin Carney

Based on my engagement in the LETRS Reading Academies, and data I have observed in the classroom from the past year and a half, we, as educators, need to increase our professional knowledge, and understanding, of effective phonics literacy practices, based on the science of reading to impact student learning. This matters because each student needs to be able to read fluently, but in order for that to happen, students need to learn phonics. This has been addressed, and has already begun to greatly impact students. I hope this impacts students' reading and raise their text levels. To address my Problem of Practice, I began by looking at the data from our screeners, Brigance, MAP, Fountas and Pinnell, Dolch Surveys, and Phonics Surveys. This is when I determined I needed to implement small group phonics instruction, or one on one, if needed. I explicitly taught phonics, while using meaningful activities. I implemented this during Daily 5. Daily 5 groups are grouped by ability, so I can meet them where they are, not too easy or hard for them. I have kept many pieces of data from everything that I have implemented. This includes Dolch word lists, phonics surveys, and anecdotal notes from my small groups. This project addressed my problem of practice because I am implementing ways to enhance my phonics instruction, so my students will become better readers. The Dolch word list is a list of high frequency words, beginning with pre primer, and we go up to a fifth grade word list in second grade. I begin with lower level phonics and concepts. I started using a new concept to introduce words and sounds, and it helped my students. I begin with saying the word, then repeating it, then use the word in a sentence., and then, I orthographically map the word. Students will write this new word, or new sound, 3 times correctly. So, at the beginning of the year each student completed a Dolch word survey and phonics survey. Students have 3 seconds to say the word or sound, if they got it right I highlighted it, if not, I left it unhighlighted. Every nine weeks, students are retested. These tests show me where I need to begin with my students; which word list we need to begin at, which phonics concept, and what reading level. ALL of my students improved on phonics surveys, Dolch word lists and reading levels.
Increased by 4+ reading levels: 11 students
Increased by 2 reading level: 6 students
Increased by 1 reading level: 2 students (who are identified ECE)
My project verifies my problem of practice; by implementing explicit phonics instruction and meaningful activities, reading fluency and phonics WILL increase! These results indicate that primary schools should continue implementing small group phonics based strategies that will further increase students’ reading consistently over the long term.

Amanda Cartinhour

Based on classroom common assessments, data showed that at a local Early Childhood Center, Kindergarten students were showing least proficiency in letter-sound correspondence, compared to other grade level literacy skills. In our Kindergarten data team meetings, we decided to focus on student mastery of the 26 letter sounds. Based on assessment data as of September 2023, only 11% of students school-wide scored proficient or higher in 26 letter sound correspondence. As a team, we set a goal for student mastery of all 26 letter sounds by the end of the school year. Based on my engagement in the LETRS Reading Academies, and beginning of the year letter and sound identification assessment, I noticed that 16% of my students met the end of year benchmark.
To attempt to increase letter identification and letter sound correspondence, I implemented research based strategies, and increased my professional knowledge and understanding of effective phonemic awareness literacy practices, based on the science of reading to impact student learning. Teaching a daily, 30 minute University of Florida Literacy Institute Foundations (UFLI) lesson that incorporated knowledge of letter names and sounds, letter formation and fluency practice, by providing whole class explicit instruction in phonemic awareness training using letter sound correspondence. A second implementation portion included adding small group targeted instruction to students who had not shown mastery after the first implementation.
Results indicate that students increased mastery of letter sound correspondence from a baseline of 16% to 100% in letter identification, and letter sound correspondence.

Holli Cartwright

Engaging students in math has been a challenge, especially because of the obstacles caused by the COVID-19 pandemic. The Elevate Academy (GRREC ED) Candidate has been working on fostering meaningful conversations about math, and getting students more engaged. This includes using the Five Practices framework, and other research-based strategies, such as Formative Assessment Lessons, ABC Sum Races, and review games, to help students understand math concepts. We've seen some progress, but we want to do more to help students take charge of their learning, and talk about math even more. Looking at the test scores from the past two years, we've been focusing more on getting students talking and engaged. Even though there's been improvement in the 2023-2024 data (by at least 30%), we're still committed to doing our best to help students, knowing that it takes work to measure and understand how students are doing. The changes in how well students are doing, and their different paths, show that making progress in school is complicated, and needs ongoing attention and help. Overall, the evolving student demographics, instructional adaptations, and the pursuit of enhanced student engagement reflect a dynamic educational landscape at a middle school, where educators are dedicated to fostering a supportive, and enriching learning environment for all students.

Emily Cassady

Based on my engagement in the LETRS Reading Academies, quantitative phonics assessment data, as well as observational data of my 19 second graders, many students struggle to apply basic phonetic concepts to decode words fluently. To attempt to close the gaps found in phonetics, the Elevate Academy (GRREC ED) Candidate implemented research based strategies into the daily reading block instruction. Those strategies included implementing the use of decodable texts, modeling each day decoding strategies, implementing Heggerty Phonemic Awareness program, and recreating phonics assessments in the 2023-2024 school year. After implementing these strategies for 7 months, the number of students identified as being below benchmark in reading foundations decreased from 59%, to 26%. In August 2023, 42% of students were reading at/above grade level, and by Spring 2024, 63% of students were reading at/above grade level. Based on the results, the educator in the second grade classroom should continue implementing the research based strategies, and determine additional strategies that may further increase student reading achievement continually over the long term.

Katie Caudill

Based on Fastbridge and STAR data, my Elementary School recognized a need for improving reading comprehension and fluency, in all students. We also implemented a non-negotiable for vocabulary. In order to improve my students’ reading comprehension and fluency skills, I implemented research-based vocabulary strategies into my reading core curriculum. The strategies that I focused on were learning Greek and Latin root words, visualizing vocabulary, boxing background knowledge using graphic organizers, and the use of vocabulary notebooks. After 12 weeks of implementation, the average score on Fastbridge aReading grew 10 points, and STAR Reading had a 63 point growth in scaled scores. Based on the results, the Elementary School Educators should carry on implementing the research-based strategies, and to further seek strategies that will continue to improve overall reading comprehension.

Cathy Chaffman

Engaging in EPIC Literacy Academies, and conducting research on reading comprehension, highlighted the need for enhancing my knowledge in fluency and vocabulary instruction, to improve student learning outcomes. Recognizing the struggles of students with fluency and vocabulary on reading comprehension, I sought to increase my knowledge in these areas to foster growth in students' reading comprehension, vocabulary, and fluency as measured by STAR Reading and MAP screeners. Proficiency in vocabulary and fluency is important for reading comprehension skills, enabling readers to derive meaning from text, and navigate difficulties effectively. Through my involvement in Elevate Academy (GRREC ED), I gained valuable instructional methods, and collaborated with peers to better meet the diverse needs of my students, enhancing my professional development. Implementing new instructional strategies, such as the Vocabulary Frayer Model, required careful planning, and gradual introduction, to promote engagement and understanding. This experience has been significant, and positive, for me as an educator, due to the ongoing learning and implementation of vocabulary instruction, to help my students improve and succeed reading comprehension.

Drew Chambliss

Based on observational data, staff at a local Elementary School identified a need to increase proficiency of independent technology usage in third grade students. To attempt to increase this proficiency, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies, and used Google Tools, to have students become more accomplished with their use of technology. After 16 weeks of instruction and implementation, observational data shows that students increased their ability to use technology, Google Docs, and Google Slides significantly. Based on the results, the educators at this Elementary School should continue implementing the use of research-based strategies, in conjunction with technology usage, to continue building proficiency with third grade students. Additionally, educators should begin implementing this in younger grade levels as well, to further increase the proficiency prior to students reaching third grade.

Cameron Chaney

According to standardized test scores, Comprehensive School Improvement Plans, and student work samples, the students in my class need more authentic and active opportunities to practice agency in the classroom; specifically in scenarios that will improve their written communication. To attempt to increase student agency, student-centered practices, goal-setting surveys, self-reflection surveys, and the New Tech Agency rubric were implemented, to give students opportunities and guidance in building classroom agency. After several Bookend Lessons, more than 90% of students are setting goals to meet all benchmarks when responding to an extended response question, and the same amount, although not entirely at the proficient level, are at least attempting each of the benchmarks. Along with this, 20% of my students have increased their extended response writing question scores from novice and apprentice, to proficient and distinguished. These results indicate that I should continue using practices focused on building agency. The reflection surveys have given students authentic purpose and goals to strive for, and the student-centered practices have given them engaging tasks to practice these skills in a comfortable environment.

Callie Childers

The purpose of this capstone project is to demonstrate the importance of systematic spelling instruction in the classroom. The capstone project shows a third grade classroom’s spelling progression over a four-month period. During the four months, students received systematic spelling instruction for at least thirty minutes, Monday through Thursday, excluding holidays and breaks. Additionally, students were given a spelling screener in August and December, to track their spelling growth. Majority of students in the capstone project experienced spelling growth, due to the implementation of systematic spelling instruction. The capstone project reveals that implementing a research-backed, and daily systematic spelling routine, is beneficial to students in third grade. This study is significant, because it shows the impact that a lack of spelling can have on a child.

Jessica Coghill

Based on my engagement in the LETRS Reading Academies and phonic surveys, first grade students show many alphabet confusions. A need to increase my professional knowledge and understanding of effective ways to teach phonemic awareness literacy practices, based on the science of reading, exists to impact student learning. Students who develop poor phonemic awareness struggle as readers. After 8 weeks of small group instruction according to the Phonics Survey, 100% of tier 3 students showed gains in the area of letter knowledge. The results indicate that the alphabet should be taught deliberately, with an emphasis on proper letter formation, to reduce letter confusions and not taught A-Z.

Patricia Coker

Based on Fry Word and FastBridge data, a first-grade class identified a need to improve classroom proficiency levels in sight word recognition. To attempt to increase sight word proficiency, the Elevate Academy (GRREC ED) Candidate implemented research-based strategies based on LETRS Professional Learning, such as the reference of the Vowel Valley and Consonant Sound Wall to identify which portions of a sight word were non-decodable, orthographic mapping to practice sound-spelling correspondences in sight words, a Tricky Word Wall displaying sight words with non-decodable portions marked, Tricky Word Rings for peer tutoring of sight words, and the online resource Flippity for differentiated practice of the reading and spelling of sight words. After 12 weeks of implementation, the first graders grew from 80% sight word mastery on their Tricky Word assessments (a sight word list within our Amplify Core Knowledge Language Arts curriculum), to 92% mastery. After 15 weeks, there was a 28% increase in Fry Word mastery from the Fall to Winter benchmarks. These results indicate that the Elevate Academy (GRREC ED) Candidate should continue implementing these Science of Reading strategies, and continue to build teacher knowledge of phonological awareness, in order to further sight word recognition over the course of the school year.

Samantha Cole

Based on my engagement in the LETRS Reading Academies and iReady data that shows more than half of my class has gaps in phonemic awareness and phonics, I, as an educator, need to increase my professional knowledge and understanding of effective Phonemic Awareness, and phonics literacy practices, based on the science of reading, to impact student learning. As I have learned, Phonemic Awareness and Phonics are so essential in preschool and kindergarten students, to help them achieve the ultimate goal in literacy. I hope to see my students grow in phonemic awareness and phonics, and that they gain a solid foundation that will help them progress. To increase my students' phonemic awareness and phonics, I implemented research-based strategies, and activities, in the areas of letter names/sounds/shapes, first sound connection, onset/rime, and blending phonemes into real words. I started off with a pretest to determine and make groups based on skills, then implemented strategies and activities during small group centers, and progress monitored throughout to check growth and progress. After 6 weeks of implementation, students were tested, and there was growth shown on the iReady diagnostic in the areas of phonological awareness, and phonics areas, as well as growth shown on the POSTTEST where all students grew one or more levels. These results indicate I will continue to implement these research based strategies and activities, to further increase my students phonemic awareness and phonics areas throughout the school year, and in the future with my new students.

Ronnie Collier

Based on my engagement in the EPIC Literacy Academies, and observational data from my 7th grade resource reading class, many students struggle in the area of reading fluency. This affects the students’ ability to read and comprehend grade-level text. To attempt to address this problem, I incorporated strategies learned from EPIC Literacy Academy and Elevate Academy (GRREC ED). In a six week period, my students had an increase of 9.4% in words read correctly. These results show that the strategy is having a positive impact on student reading fluency, and should continue to be implemented, and improved upon in the future.

Courtney Collins

Based on previous and current reading universal screening data, a Kindergarten classroom teacher at an Elementary School identified a need to improve onset-rime skills in Kindergarten students. In an attempt to improve reading scores on the universal screening, the Elevate Academy (GRREC ED) Candidate implemented a research based teaching routine, that gave students the chance to practice onset-rime segmenting at home, and in the classroom. After 5 months, there was a 33.7% increase. The increase in students who scored on/above level was from 51.3% in the Fall, to 85% in the Spring. Based on these results, the Kindergarten teacher should continue implementing the research-based routine that has been implemented, and determine additional strategies that may further increase scores on universal screenings over time.
Keywords: research based, universal screening, onset rime, Kindergarten

Amy Combs

Based on my engagement in the LETRS Reading Academies, Heggerty data, and my 2nd graders who are performing below grade level, I as an educator need to increase my professional knowledge, and understanding, of effective phonological awareness literacy practices, based on the science of reading, to impact student learning. Over the course of two years, I researched best practices, and the benefits, of phonemic awareness instruction, and focused on teaching phonemic awareness and phonics activities to a targeted group of students, who were performing below grade level in reading. After 12 weeks of small group instruction with my targeted group of students, everyone showed measurable growth, mastered phonemic awareness skills, and became stronger in the area of phonics. These results indicated that struggling readers will benefit greatly from small group, targeted phonological awareness and phonics instruction.

Pam Compton

Based on test data, our Elementary School identified an increase in students reading on grade level. In an effort to increase the number of students reading on grade level, the Elevate Academy (GRREC ED) Candidate conducted reading diagnostic tests, and implemented research-based reading strategies in her classroom. After four weeks of implementation, 60 percent of students showed an increase in phonemic awareness, and reading fluency. These results indicate our Elementary School should continue to implement these strategies in third grade classrooms, and possibly in the lower grade levels, to reduce the number of students reading on grade level.

Kim Compton

Based on my engagement in the EPIC Literacy Academies, and results from the CORE Phonics Survey & i-Ready Diagnostic Assessment, I, as an educator, need to increase my professional knowledge, and understanding, of effective research based foundational literacy practices, based on the science of reading, to impact student learning in my K-2 reading resource reading groups. After 4 months of implementing the UFLI reading program, my students with learning disabilities gained success in letter sound identification. Additionally, students improved on the winter i-Ready Diagnostic Assessment. In February, a second CORE Phonics Survey was completed that showed significant growth in alphabet skills. The collection, and examination, of impact data reveals that the utilization of UFLI has had a positive effect on addressing our identified challenge. My focus was on enhancing my grasp, and proficiency, in evidence-based literacy approaches, to boost student phonics abilities. Results from the Core Phonics Survey and i-Ready assessments indicate significant progress in reading among students, particularly in phonemic awareness and phonics.

Dagan Conatser

Based on student performance on state testing in mathematics, I want to work on vocabulary instruction in my Algebra 1 classroom. Including developing different vocabulary strategies to implement in the classroom, along with visuals to help build vocabulary knowledge. In an attempt to increase our scores, I implemented several research based strategies including, “It Says, I Say, and So”, “See, Think, Wonder,” and “Silent Conversation” into my classroom. Students were active members in the learning process, using these strategies. After several weeks of implementing these strategies and providing a summative assessment, my classes scored well above 75%, as well as over 60% showed an in-depth knowledge of the concepts through written form. These results indicate that literacy and mathematics can be an effective union, further implementation efforts should be established for students to maintain exposure and retention.

Alexa Conlin

Engaging in EPIC Literacy Academies, and conducting research on reading comprehension, highlighted the need for enhancing my knowledge in vocabulary instruction, to improve student learning outcomes. Recognizing the struggles of students with vocabulary on reading comprehension, I sought to increase my knowledge in these areas, to foster growth in students' reading comprehension and vocabulary, as measured by AMIRA Benchmark Assessments, STAR Reading Assessments and MAP screeners. Proficiency in vocabulary is important for reading comprehension skills, enabling readers to derive meaning from text, and navigate difficulties effectively. Through my involvement in Elevate Academy (GRREC ED), I gained valuable instructional methods, and collaborated with peers, to better meet the diverse needs of my students, enhancing my professional development. Implementing new instructional strategies, such as the Vocabulary Frayer Model, required careful planning, and gradual introduction, to minimize student stress, while promoting engagement and understanding. This experience has been significant, and positive, for me as an educator, due to the ongoing learning and implementation of vocabulary instruction, to help my students improve, and succeed reading comprehension.

Jennifer Cooper

This abstract presents compelling evidence regarding the impact of structured literacy strategies, particularly focused on fluency and prosody, on enhancing student comprehension. Through the implementation of targeted strategies, such as repeated reading and fluency-oriented instruction, significant improvements in student comprehension are observed, as evidenced by data analysis across multiple testing windows, using the NWEA MAP screener. Specifically, students receiving Tier 2 intervention demonstrate notable growth, with median scores increasing from 28% to 47%, and average RIT scores rising from 177.5 to 195.6. The abstract further emphasizes the multifaceted nature of fluency instruction, incorporating activities like reader's theater and independent reading, which not only enhance fluency, but also foster a deeper appreciation for reading, and confidence among students. Finally, it outlines the educator's proactive steps towards continued professional development, including participation in LETRS.