Based on data showing that ESL students at an Elementary School struggled with speaking proficiency and confidence, particularly in preparation for the ACCESS test, a year-round speaking practice and growth tracking system was implemented. To help students feel more confident, the Candidate incorporated the use of "privacy offices" during speaking exercises, creating a comfortable and focused environment that encouraged students to provide longer, more detailed responses. Through regular speaking opportunities, students were able to record their responses and receive individualized feedback, which helped track their progress over time. After one school year, students demonstrated improvement in speaking skills and greater confidence, with 100% reporting increased comfort in speaking. This approach also led to noticeable improvement in ACCESS test scores, particularly in the speaking domain. Based on these results, it is recommended to continue using the Flashlight360 platform, along with the use of privacy strategies, to further support students' speaking development and confidence.

At an Elementary School, there is a lack of specially designed supports to help EL students with learning English language skills. To address this problem, the Elevate Academy (GRREC EdD) Candidate used her own knowledge of the needs of English Learners and a new curriculum to create assignments that will address their needs in listening, reading, speaking, and writing. After implementing specially designed instruction for the multilingual learners of the Elementary School, the ACCESS (English Language Proficiency) scores saw a dramatic increase. 17 students tested out of the ESL program altogether. These results indicate that specially designed instruction for multilingual learners should continue to be implemented at this Elementary School.

Based on various data including state testing results, data from a 4th grade classroom pre assessment, and a STEM/Science needs survey, a teacher identified a problem in the lack of STEM experiences and instruction prior to 4th grade in their school. In attempt to increase STEM experiences and instruction prior to 4th grade, the teacher presented Professional Development to teachers in the school over phenomenon based learning, the 5E method and inquiry based learning, helped teachers change lesson plans to match these methods, and wrote lesson plans for each grade level to use Kindergarten through 5th grade. The teacher also implemented data talks and interactive word walls in her own classroom to try to close the gap with students who were already in her classroom. After implementation of the lesson plans, teachers reported higher student achievement and engagement as compared to their typical engineering design unit, if they had one. In the teacher's own classroom, she found that after implementation of data talks, 85% of students were scoring 5/5 on daily data assignments. She also found that 89% of students were scoring above 80% on vocabulary tests consistently after implementing the interactive word wall. The data from all implementations suggested that strategies the teacher was using were effective in increasing knowledge of interpreting data and vocabulary. The data from the Professional Developments and use of the lesson plans created by the teacher suggests that teachers in the school are beginning to be more knowledgeable and confident in the teaching of STEM in primary grades.

Based on FastBridge Early Reading benchmark assessment data, kindergarten teachers identified a need to improve student outcomes regarding Foundational Literacy Skills. To attempt to increase foundational literacy skill results, the Educators enhanced and deepened their lessons through the use of research based, high-quality, multi-sensory activities. After one year of implementing multi-sensory tasks that addressed a variety of key components to developing early reading skills, benchmark assessment scores increased. One student's performance was considered "High Risk"based on the Spring benchmark. Five students were considered "Some Risk", and eleven students were placed into the "Low Risk" category. Based on the results, the kindergarten teachers should continue implementing multi-sensory strategies that deepen understanding of foundational literacy concepts, increase student engagement, and support long-term literacy development.

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.