Fall 2025 Capstone Abstract Archive
Amanda Bales
Based on results from iReady tests, analysis of behavior and attendance data, and mini bi-weekly reading comprehension assessments, a 6th grade Middle School teacher identified a need to help students struggling to read and comprehend grade-level informative texts in a social studies classroom. The student's ability to apply the inquiry process was impeded since they could not read and make sense of texts. To attempt to address the problem, the Elevate Academy Candidate planned and modeled discipline-specific strategies, while also focusing on vocabulary instruction. This allowed the candidate to support 6th grade students not reading at grade-level in accessing content material, while also teaching strategies students could transfer to new informative reading tasks. Across four implementations, students demonstrated clearer understanding of informational text, improved ability to identify key ideas, and increased confidence when discussing and organizing content. Notably, the 28% of students reading 3+ grade levels below showed growth in identifying main ideas, making vocabulary connections, completing Gist statements, and more accurately sorting and explaining complex concepts. The results of this project show that while quantitative gains were sometimes modest, students demonstrated clear growth in confidence, engagement, and their ability to discuss, organize, and make sense of informational text, indicating that strategies like hexagonal thinking, Get the Gist, and graphic organizers should continue to be implemented. The data also revealed a critical need to address students’ low valuation of reading (with 51.8% reporting it is only “somewhat important” or “not important”), highlighting the importance of ongoing literacy support and motivation-building within social studies instruction.
John Barnett
This capstone project explored the effects of therapy dogs and Positive Behavioral Interventions and Supports (PBIS) on behavior, engagement, attendance, and assignment completion in a Middle/High School Behavior Resource Classroom at an alternative school serving students with significant behavioral and social-emotional needs. Initial implementation of a therapy dog intervention led to reduced behavior incidents, increased assignment completion, and a calmer classroom environment, however, these benefits were not sustained when the therapy dog changed, highlighting the importance of consistency and structure.
The project then shifted to PBIS-based strategies, including a Class Pass system and a classroom PBIS store. These interventions resulted in the most consistent improvements, with increased student motivation, ownership of learning, collaboration, and sustained reductions in disruptive behavior. Overall, while therapy dogs showed potential benefits, structured PBIS interventions produced more reliable and generalizable outcomes. The project underscores the value of intentional classroom structures, responsiveness to student needs, and teacher-led research-informed practices in improving learning environments for students with behavioral and emotional challenges.
Kelley Clark
Based on student surveys, I identified a need to incorporate technology in the art room. To fulfill that need, I implemented two lessons into the curriculum, and a digital choice board for the students to use to gain basic digital skills, while adhering to the KY State visual art standards. After the implementations, the students demonstrated measurable improvement in fundamental computer skills including document submission, folder creation, and the effective use of digital tools. The implementations demonstrated that including technology in the art room enhanced student creativity and digital literacy, suggesting that continued implementation with expanded tools and training would further enrich learning outcomes.
Clay Coburn
Lillian Esters
Based on standardized reading test data, a Reading Attitudes Survey, and RTI instruction needs for High School students, a need for reading instruction and reading practice was demonstrated at a high school. The Elevate Academy candidate used research-based strategies to create RTI and English curriculum that focused on reading testing strategies, social-emotional testing strategies, independent reading, and poetry to increase student confidence with reading assignments and assessments, encourage an increase in reading test scores, and move students to higher RTI tiers. After curriculum implementation, students scored 13% higher on a reading posttest than pretest, and students indicated more confidence and enjoyment in reading. The results of the implementations indicate the need for further research over an extended period of time to determine how the strategies being used consistently impact student reading test scores.
Kayla France
Based on spring to fall NWEA MAP math data, fall benchmark STAR Math data, & student engagement survey results in a third grade homeroom, there is an apparent need to increase student engagement & improve the quality of learning tasks (both direct instruction & application exercises) in math. During this project, the utilization of various instructional & engagement strategies during the math block will support third grade students in becoming confident & higher achieving math learners as they advance into intermediate level mathematics content. High quality, intentional instruction & learning tasks affect not only student engagement, but also student achievement in mathematics based on Kentucky Academic Standards & the corresponding Standards for Mathematical Practice. After the initial twelve weeks of strategy implementation, student STAR Math data showed an increase from 55% at/above benchmark to 78%. At the conclusion of the fourth implementation cycle, 15/21 (71%) of students scored at or above grade level (50th% on achievement) on the Spring MAP test for Mathematics in comparison to the 11/21 (52%) in the Spring of the previous school year (exiting 2nd) according to NWEA. Of those 15 students, 13 (87%) scored Proficient or Distinguished on the Kentucky state assessment in Mathematics based on the released Kentucky Summative Assessment data. Based on the results, the educators of this Elementary School should continue implementing the research-based strategies that may further increase academic success in mathematics consistently over the long term.
Sarah Gaynor
Based on benchmark testing and state testing data, an Elementary School identified a need to improve comprehension skills within reading instruction. To attempt to increase test scores, the Elevate Academy Candidate implemented research-based strategies such as accountable independent reading time with virtual libraries that connect to the module topic, opportunity for choice text, and comprehension checks in the form of reading check ins to improve comprehension within the 3rd grade classroom. After 16 weeks of implementation, comprehension task scores increased by 19%. Feedback from a student survey indicated they “Felt more confident when writing essays because they could easily find research in the text.” These results indicate the Elementary School should continue implementing the evidence based strategies, and determine additional strategies that may further increase comprehension consistently over the long term.
Anne Grant
Based on reported behaviors and academic reports in the area of reading, an Elementary School identified that there is a correlation of increased behaviors during core reading instruction and MTSS reading instruction. To attempt to decrease behaviors occurring during reading instruction, the Elevate Academy Candidate sent out surveys to all kindergarten and first grade teachers to determine what behaviors were occurring and how often these behaviors were disrupting reading instruction. After learning what behaviors were occurring, the Elevate Academy Candidate developed specific materials to share with all teachers in their building, more specifically the kindergarten and first grade teachers, to help them decrease the behaviors during reading instruction. After implementing strategies such as visuals and letter arc, teachers saw an improvement in some of the behaviors that were occurring in their classrooms. The results from teachers' responses and student data indicate that these implementation strategies have impacted behaviors during instruction, and should continue to be utilized. The Elementary School should also continue to research evidenced based interventions and strategies to implement, to further increase engagement during reading instruction and decrease behavioral outbursts in kindergarten and first grade classrooms.
Sarah Hagan
Based on STAR reading test data and the QSCSS, we need to improve individual reading scores by implementing Kagan strategies for engagement to support struggling students, because closing gaps will benefit the district as whole by improving growth for proficiency. If addressed, not only would individual student performance increase, but our school and our district would benefit as a whole as students move toward proficiency. To attempt to increase reading proficiency, the Elevate Academy Candidate implemented research-based strategies such as Kagan engagement structure during instruction. After 12 weeks of implementation, students’ comprehension assessment scores increased drastically for As and Bs, and significantly decreased in Fs. STAR assessment data also indicates growth in reading assessment scores. These results indicate the candidate should continue implementing the evidence based strategies, and determine additional strategies that may further increase reading proficiency in the long term.
Molly Lamb
Based on classroom engagement data and student feedback, I identified a need to improve student motivation and confidence during science instruction. To address this, I implemented research-based strategies from John Antonetti, John Hattie, and Robert Marzano, including the Jigsaw method, increased student voice and choice in projects, and clearer learning goals aligned with Hattie’s teacher clarity framework. After these changes, science test scores increased by an average of 4%, and the mastery level rose by 14%. Additionally, after revising a project to include more opportunities for student voice, students rated the final project as more important, interesting, and felt more confident completing it than the original version. Based on these results, continued use of research-based engagement strategies and structures that elevate student voice are recommended to further enhance motivation, confidence, and academic achievement.
Kristi Landversicht
Based on student survey data, High School students need additional resources in developing fitness workouts for the following: at home workouts (little to no equipment), and at a fitness center (with multiple pieces of equipment available). To attempt to increase student confidence in these areas, I implemented 4 strategies: increase student knowledge in the area of muscle groups, expanding workout development through incorporating warm up/cool down exercises and practices, staying healthy and injury free while working out, and increasing knowledge and developing overall health and wellness through proper nutrition with exercise. After a semester of implementations, 65% of my current students said they are likely to continue working on their physical health post High School with their increased knowledge of muscle groups and how to create workout plans for themselves. These results indicate that the High School should continue implementing the strategies, and determine additional strategies that may further increase student comfortability in developing workouts for themselves over the long term.
Rebecca Miller
Based on STAR data and QSCSS, we need to improve individual student reading proficiency by implementing Kagan engagement strategies. Doing so will support students who struggle in reading, and closing those reading gaps will be beneficial to everyone in the district and beyond. To attempt to increase reading proficiency, the Elevate Academy Candidate implemented Kagan Engagement Structures during whole and small group instruction. After 12 weeks of implementation, classroom assessment scores increased in some cases 71%, and Ds and Fs decreased. STAR assessment data reveals over half of the scores increased. These results indicate that the candidate should continue implementing the evidence based strategies, and determine additional strategies that may further increase proficiency over the long term.
Ellyn Mills
Based on the Spring and Fall i-Ready diagnostic test results, spiral review quizzes, and formative assessments that take place in the classroom, students are struggling to meet proficiency in their knowledge of mathematics. In order to improve students' understanding of mathematical concepts, the teacher implemented research based strategies such as daily spiral reviews, the explicit teaching of mathematical vocabulary, the use of manipulatives, and Kagan strategies. After implementing daily spiral reviews, the number of students not meeting proficiency decreased by 4 between week one (8) and week two (4), went back up 2 going into week three (6), and then decreased again by 3 on week four (3). After implementing the use of manipulatives, assessment results that started with only 50% reaching mastery increased to 80%, and then finally 95% of students reaching mastery. These results indicate that proficiency scores were improving throughout the year while using the implementations that were started.
Amanda Moons
In order to increase physical activity, I recommended to our administration team that students be allowed to join a walking club before school, in order to help students to remain focused in their classes and to promote the importance of an active and healthy lifestyle. I addressed this issue, hoping that students would be able to create healthy lifelong habits and clearly focus in their classes throughout their school day. While changes could not be made to our school's daily schedule to incorporate minutes for physical activity, I started offering a walking club on Friday’s before school in the gym. Students were encouraged to walk laps and socialize with their peers during the 20 minutes before school starts. When surveyed, 93% of students indicated that they felt better on the days they exercised before school. I surveyed my colleagues, with 93.3% agreeing, to help with supervision in order to extend the walking club to every morning before school, as well as starting a step challenge among adults in the building. The main goal of the step challenge was to show students the importance of exercise and increase our participation levels (16 teachers participated in this 8 week challenge). I was able to increase participation in the walking club by 17% and also start implementing “the long route”after lunch. Teachers lead students around the building, weather permitting, and walk a few laps before returning to the classroom. The results indicate that students want to participate daily in physical activity, teachers are willing to help make this possible, and students feel better during the school day when they are able to exercise.
Josh Moons
Based on independent analysis of performance and grades in relation to virtual students over the last three years, students are performing significantly worse than those that are enrolled through in person classes in the district. Due to this gap in achievement, as the new Director of Virtual Learning, I feel we need to close this achievement gap in order to support our virtual students. Virtual students need to have the same resources and support to achieve at the level they are capable of. By providing additional resources and methodologies to our virtual students, this will allow them to close or eliminate the gap between them and traditional in person students. To attempt to increase performance and close the achievement gap between virtual and in-person students, the Elevate Academy Candidate implemented research-based strategies such as in person and virtual tutoring, parent-teacher nights, and increased availability for students to participate in extracurricular activities and other programs that were not previously available to these students. After 3 semesters of implementation, Academic indicators (MAP scores and Grades) have both significantly risen in virtual students. More students are participating in the virtual program, and many of them are involved in extracurricular or vocational programs. These results indicate the virtual school should continue implementing the evidence-based strategies, and determine additional strategies that may further close the achievement gap.
Sabrina O'Bryan
Based on iReady diagnostic, STAR Literacy scores, as well as teacher survey results, an Elementary School Instructional Coach determined that vocabulary instruction within all grades in the building was an area of weakness. As a result, the Elevate Academy Candidate implemented a plan to target vocabulary instruction for Tier 1 Elementary Students that used strategies from LETRS, as well as other researched journals that added explicit vocabulary instruction, connections to comprehension, and other research-based practices. Collecting data for a year and half and observing student progress, the data indicated that the students had improved both in their vocabulary knowledge as well as with their ability to effectively comprehend grade-level texts.
Amanda Pennington
Based on benchmark assessment data, KSA composition scores, and classroom writing assessments, an Elementary School recognizes the need to focus on improving writing proficiency among all our students at all grade levels, and to identify the specific issue of 4th graders scoring apprentice level or below on data points. During this project, I actively sought effective strategies to address the areas of processes for writing, revising, and texts for purpose and audience. The importance remains with helping 4th graders become stronger writers, and improve in understanding the different components of the writing process. To attempt to increase writing proficiency, the Elevate Academy Candidate implemented research-based strategies such as writing tools and models to help strengthen students’ writing skills to reach proficiency. After completing different cycles of implementation, writing scores did show improvement over time. For example, writing scrimmages were administered in the fall and spring, and writing scores increased from 13% distinguished in the fall to 38% in the spring. These results indicate the Elementary School should continue implementing the evidence based strategies, and determine additional strategies that may further increase writing proficiency consistently over the long term.
Emily Plummer
Students in my school are exhibiting negative behaviors that are impeding learning and creating a negative culture and climate. These behaviors have increased post-Covid, due to student social and emotional isolationism. To attempt to decrease these behaviors and address the source of the problem, I used surveys and observations to gather student data associated with social-emotional learning, and used those surveys and observations to implement three separate projects to aid in improving students’ negative behaviors. After implementing several research-based strategies and structures, students’ negative behaviors decreased and participation in the classroom increased. Based on these results, I should continue to prioritize social-emotional learning in my classroom and encourage whole school efforts by providing a collaborative, digital space for SEL resources.
Breanna Sergent
Based on ACT Screener test results, a High School identified a need to improve the science test scores throughout the school year. In an attempt to increase these scores, the Elevate Academy Candidate implemented research-based strategies by creating a data protocol, using an action plan that was followed within the Science Department PLC, creating tips and tricks that students could use on the assessment, assessing students weekly, and having students track their own progress toward benchmark. After almost a whole school year of implementation, 27% of students met benchmark on the official ACT. This was an increase from the 5% that achieved benchmark on the initial assessment. In the classroom, students were more engaged and less apathetic toward activities being completed. These results indicate that the High School should continue to implement data driven action plans so that they may further increase the scores on standardized assessments and to increase the overall morale of students in the classroom.
Regina Vincent
Based on routine assessment data indicating limited student progress, this capstone examined whether a targeted, multi-component instructional intervention could increase achievement over an 18‑week period. I implemented individualized lessons, small‑group instruction and activities designed to close common gaps, student goal‑setting, incentive programs, and project‑based learning, using routine assessments to monitor progress against year‑end targets. After 18 weeks the targeted small group demonstrated notable gains: each student showed at least a 20‑point increase, and the group is on track to surpass their year‑end goals. These results suggest that a focused, differentiated approach combining individualized instruction, strategic small‑group work, clear goal‑setting, motivational incentives, and authentic projects can produce meaningful short‑term gains. The findings support scaling similar targeted interventions to accelerate progress for students performing below expectations, and highlight the value of ongoing formative assessment to guide instruction.
Based on a comprehensive needs assessment, students expressed a desire for hands-on, experiential learning, while teachers highlighted the need for professional development aligned with their interests. To address these needs, I implemented Gold Standard Project-Based Learning (PBL) through a school landscape design project, and engaged students in greenhouse structure designs to foster critical thinking. By incorporating success criteria and deeper learning strategies from Envision training, I aligned classroom instruction with graduate profile competencies.
The PBL Works project created an environment of active engagement and authentic learning, integrating hands-on experiences with collaboration. The project demonstrated that PBL enhances both student learning outcomes and their connection to real-world applications, making it an effective strategy for deeper learning in horticulture and beyond. Additionally, the Powerful Task Design revealed that my Problem of Practice was aligned with deeper learning goals, affirming its effectiveness in fostering critical thinking and collaboration.
The Envision Project further showed that hands-on project-based learning sparked excitement and contributed to improved assessment outcomes, reinforcing that active, applied learning leads to better student performance. Reflecting on this journey, I plan to continue integrating PBL into my teaching, and expand my professional growth through leadership and district-wide professional development initiatives.
Whitney Winningham
Based on the data I collected in my classroom, almost all of my students were struggling to read and write independently with grade level text. I planned to help improve this problem by implementing strategies that have been tested and proven to be effective. This includes implementing UFLI lessons for the whole group, starting at the beginning of the 2nd grade sequence, as well as introducing the “Secret Stories” to make phonics rules more engaging. It also entails supplementing and making needed changes to my EL reading lessons when needed. I also must continue my learning in ways to improve my instructional practices I use with my second graders in phonics, spelling patterns, writing, etc. The data I collected after implementation shows these changes were effective, and I will continue my professional learning to better my instruction for my students.