Spring 2025 Capstone Abstracts

Spring 2025 Capstone Abstract Archive

Julie Adams

Argumentative writing is an emphasis in the Kentucky ELA standards for 11-12th grade. In order to be effective as a writer, students must be confident in the process and in their skills. Improving KSA On-Demand Writing scores is a multi-year Comprehensive School Improvement Plan (CSIP) goal at a local High School. At this school, our 22-23 CSIP states ELA teachers plan to increase proficiency in writing from 45% to 79.5% by 2027. Based on the 22-23 KDE Report Card, The students achieved a 7+% increase in our KSA Writing scores. On average, a 7% increase each year is needed to hit that goal by 2027. With that in mind, through analyzing classroom survey data, it is obvious that students do not feel confident in the writing process, and need reinforcement and strategies, to strengthen their argumentative writing skills. Using SEL engaging strategies can help students increase their knowledge, competency, and confidence in writing which, in turn, will result in higher KSA Writing scores. The research and implementation cycles in this document address these writing goals with an emphasis on social emotional learning and how, when incorporated, it can improve a student writer’s confidence.

Lauren Akin

Based on iReady diagnostic and CORE Phonics Survey scores, the Elevate Academy Candidate identified that their 5th grade special education caseload students were performing below grade level in phonics. During this project, they researched and implemented effective strategies, and sequencing, using LETRS and UFLI curriculum to improve their phonics instruction, so the students could more accurately decode and, therefore, comprehend grade level texts. To address the students phonics deficits, the candidate implemented a two-day lesson routine that focused on key strategies such as sequencing, word chains, dictation routines, and the "heart words" method to enhance the students' decoding and spelling abilities. After three implementation cycles, the data collected revealed meaningful progress, with students increasing an average of 41% in their accuracy reading short vowel words with consonant blends and a 47% increase in reading short vowel words with digraphs. Based on the results, the strategies implemented were proven effective in improving specific phonics skills, and should continue to be used within the literacy instruction, and additional phonics skills should be targeted with these strategies.

Lydia Akin

Based on my LETRS Phonics and Word Reading Survey, there is a gap in phonemic awareness in my kindergarten classroom. I had a small group of students who had difficulty identifying their letters and sounds. To address that problem, I implemented research based strategies, using multi-sensory materials and explicit instruction. After 12 weeks of implementation, one of my students mastered all his letters and sounds, another grew his uppercase and lowercase letter identification from 5 to 22 and 20 sounds, while my last two students gained at least 2 letters and 2 sounds. These results show that the multisensory materials and explicit instruction used benefited my students. These strategies can be implemented in the future with all students to help them succeed.

Summer Aldridge

Based on MAPs and Fundations Assessment data, students in a first grade class struggle with phonics/fluency therefore, the teacher needs to increase her knowledge and practice of phonemic awareness, through her engagement in LETRS professional development, to support students’ foundational reading skills and comprehension. To attempt to increase knowledge and practice of phonemic awareness, the Elevate Academy Candidate spent countless hours digging into research pertaining to this area of growth. Because of this, she was better able to support the students' foundational reading skills and comprehension. After 4 weeks of implementation, 100% of the students were able to segment cvc words. Thus, being a crucial foundational reading skill that the first grade students must master. These results indicate that the first grade teacher should continue implementing the different activities and strategies, and determine additional strategies and activities that may further support students foundational reading skills.

Heather Alexander

In an attempt to improve students’ reading foundational skills, this Capstone project implemented evidence-based literacy strategies derived from the Language Essentials for Teachers of Reading and Spelling (LETRS) professional development program. The Elevate Academy Candidate implemented daily phonemic and phonological awareness activities, explicit phonics instruction, and fluency practice, using connected and decodable texts with elementary students. After four implementation cycles, NWEA MAP data revealed significant growth, with students demonstrating an average increase of 18-22 RIT points in overall reading abilities. Classroom-based assessments showed improvement, with 71% of students achieving scores of 80% or higher on encoding tasks. Additionally, students improved their decoding accuracy of both irregular and regular words from an average of 57% to 85%. These results demonstrate that systematic implementation of LETRS strategies positively impacts student literacy outcomes across the domain of foundational skills. While continuing these evidence-based practices, future work should explore targeted interventions for students who continue to experience reading challenges, despite the program's overall success.

Tom Alexander

Based on my High School’s School Report Card for 2022-2023, our Quality of School Safety and Climate score of 57.9 is one of our lowest scores. To attempt to improve the Quality of School Safety and Climate score, the Elevate Academy Candidate implemented engaging activities (jigsaws, Kagan structures, SEL strategies, and Gallery Walks.). Engaging activities will have students working together and using team building activities (kahoots, teamwork games) will help students better understand and respect each other and their differences. The results from student surveys showed that the use of engaging activities boost collaboration and positive student to teacher and student to student interactions. These engaging activities in classrooms will help with our Quality of School Safety and Climate scores in the future.

Kylee Allen

Based on previous and current Map data, the fourth grade class of an elementary school identified a need in word usage and vocabulary, along with phonological awareness. To attempt to increase Map scores, the Elevate Academy Candidate implemented research-based strategies to help expose the students to more grade level vocabulary. After research with LETRS, exposing the students to twelve words per week was the approach that was taken. After 12 weeks of implementation, with kinesthetic, visual, and auditory strategies, the fourth grade students on the Spring Reading Map test, showed 8% growth. After grade level teachers meetings, the science and social studies teachers shared the impact the exposure to higher level vocabulary and word usage was seen within the classroom. The educators of this elementary school should continue implementing the research- based strategies, and determine additional strategies that may further increase the students comprehension and fluency, by the exposure of vocabulary and word usage.

Tiffany Allen

Based on i-ready reading diagnostic data and 3rd-grade fluency benchmark assessments, I determined my students needed to increase their foundational reading skills in order to help them be more fluent readers, and comprehend what they are reading. To increase reading skills, I decided to increase my knowledge and practice of phonics through LETRS professional development. After each implementation cycle, I saw improvement in the skill we were working on. On average, students ability to decode words increased by 30%, their ability to spell words correctly increased by 46% ,and their accuracy and words per minute increased when reading decodables. These results indicate the research based strategies I am using during reading groups is working. Next year I plan to continue the strategies and lessons I used this year during my implementation cycles. I would also like to continue to grow as a reading group teacher, and expand my knowledge.

Amy Alsup

Based on data from HMH Amira diagnostic assessments, MAP assessments, the PAST, and the Phonics and Word-Reading Survey given to second-grade students at the beginning of this school year, there is an observable difference in the performance between the students who are on or near grade level, and those who are below grade level. To increase understanding of phonics and phonemic awareness, the Elevate Academy Candidate implemented research-based strategies that provided greater support and learning opportunities to students with the most severe literacy needs. Some of the strategies included: encoding and decoding words, orthographically mapping irregular/heart words, and practicing fluency through the use of decodable texts. After completing ten lessons (one per week) that follow an explicit and systematic eight-step routine, students showed consistent growth in phonics and phonemic awareness. These results indicate that the students should continue with these research-based strategies to perform at a higher level with their literacy goals.

Leilani Anderson

Fifty percent of first grade students in my 2023/2024 classroom were below average on the NWEA Fall Reading Map Assessment, specifically in the Reading Foundational Area. Because of this, I needed to determine what instructional gaps were missing, and how I needed to adjust instruction to meet the needs of my students. I began explicit and systematic phonics instruction. In 2024/2025, I targeted 6 students who were struggling to read and write words with the CVe pattern, while continuing explicit Tier 1 instruction with the entire class. Using data to monitor progress, these 6 students, along with the entire class, showed growth in reading based on the Star Reading Test and their Spring Reading Map Assessment.

Molly Ashley

Based on i-Ready Reading Diagnostic and Reading Fluency Benchmark data, many 3rd grade students are not reading and comprehending 3rd grade level complex texts. To attempt to increase reading fluency and comprehension, the Elevate Academy Candidate implemented research-based foundational reading practices supported by the Science of Reading. After meeting with students four days per week for the majority of the school year, seven of the sixteen students scored on 3rd grade level in phonics and eleven of sixteen students had reading accuracy greater than 95%. These results indicate that the 3rd grade teacher should continue implementing the evidence-based instructional practices to increase reading comprehension for her students.

Shannon Atha

This capstone paper details a LETRS (Language Essentials for Teachers of Reading and Spelling) project implemented at a local school as part of the LETRS Cohort 2 training. Rooted in the science of reading, the project aimed to strengthen foundational literacy skills in a first-grade classroom in the 2023-2024 school year, and a third-grade classroom in the school year 2024-2025, through evidence-based systematic instruction. The University of Florida Literacy Institute (UFLI) Foundations program was used as the primary implementation tool, providing structured and explicit lessons in phonemic awareness, phonics, and decoding. Student progress was monitored through ongoing formative assessments, with results showing significant gains in word recognition and spelling. The project also includes a reflective analysis of the impact of LETRS training on instructional decision-making, the integration of UFLI within a classroom setting, and strategies for sustaining high-quality literacy instruction. Overall, the project demonstrated the effectiveness of combining LETRS-aligned pedagogy with UFLI resources to support student reading achievement.

Kayla Austin

Based on data from Fundations unit assessments, a 1st grade classroom identified a need in the area of foundational reading skills, especially in phonemic awareness and phonics. The Elevate Academy candidate implemented three rounds of targeted phonemic awareness, and phonics instruction to target the specific needs of students. The candidate utilized research-based strategies such as Elkonin boxes and hand motions, to segment words into individual sounds. The Elevate Academy candidate was also able to participate in LETRS professional learning, which expanded content knowledge and understanding of teaching kids how to read. A focus group was created and composed of students who struggled to segment words into individual sounds. After multiple rounds of intentional intervention, the students in the focus group made significant growth, as they were able to independently segment words with up to 5 sounds. These results indicate that the first grade teacher should continue to implement intentional interventions that utilize research based strategies. Doing so will lead to student growth and confidence as the curriculum becomes more and more attainable.

Courtney Austin

This capstone looks to identify essential skills of effective literacy instruction, specifically in a third-grade classroom, focusing on how phonemic awareness, encoding, vocabulary, and text structure all connect. The problem of practice identified 11 out of 26 students who struggled with phoneme-grapheme patterns and vocabulary acquisition, indicating a need for foundational skills. After three implementation cycles, students showed notable growth in on assessments, with average MAP Reading scores increasing by 12.82 points by the end of the year.

MAP Reading data had a consistent pattern of improvement: in Spring, the percentage of students scoring Proficient or above increased, and those scoring Apprentice or lower decreased, indicating effective intervention strategies. Furthermore, Proficient scores in Informational Text increased, and Novice scores decreased; lastly, Vocabulary had an increase of Proficient scores and a decrease in Apprentice scores. The MAP Reading Literature scores also improved, with an increase in Proficient scores from Winter to Spring.

The MAP Fluency test data showed increasing growth, with Oral Reading scores increasing by 17% from Fall to Winter, and by 23% from Winter to Spring. In total, the percentage of students scoring in the Oral Reading (Highest) section rose from 33% in the Fall to 73% in the Spring, while Foundational Skills (Lowest) decreased from 67% to 27%.

This data shows how crucial phonemic awareness, encoding, vocabulary, and morphology are in literacy instruction. Furthermore, it shows how effective the Science of Reading is at addressing student needs to build confident readers.

Pamela Baker

This capstone project addresses the need to strengthen phonics instruction and reading proficiency for 3rd and 4th grade students at local Elementary Schools in Kentucky. Both schools operate within an RTI framework and receive Read to Achieve grant funding. Fall 2023 i-Ready diagnostic data showed that 0% of targeted students were performing on grade level in the Phonics domain.

To address this, the schools implemented UFLI (University of Florida Literacy Institute) Foundations, a structured phonics intervention aligned with the Science of Reading and LETRS professional learning. As Curriculum Specialist, I partnered with reading teachers and interventionists to analyze data, support implementation, and monitor student progress. SB9 Reading Improvement Plans were created for students scoring below benchmark.

3rd grade results were mixed. All six students began two or more grade levels below. By winter, two reached grade level, two improved slightly, and two remained significantly below. Spring data showed stalled growth, raising concerns about implementation fidelity. In contrast, 4th grade students made strong gains. All eight began in the red zone; by winter, six reached grade level, and by spring, seven of seven tested were proficient.

Students also showed progress on diagnostic tasks in reading fluency and decoding, though most 3rd graders remained below benchmark in fluency.

This project supports UFLI as an effective Tier 2/3 intervention when implemented with fidelity. Continued coaching, accurate student placement, and targeted progress monitoring will be essential to support sustained growth, and improve RTI plans.

Jessica Baker

Based on Reading MAP data, MAP Reading Fluency data, and the Core Phonics Survey, an elementary school identified a need to improve word recognition skills in fourth grade tier three students. To attempt to increase word recognition skills, the Elevate Academy Candidate implemented research-based word recognition strategies, such as UFLI, in a small intervention group. After eighteen weeks of implementation, students' word recognition skills increased from being able to read and spell four letter words with short vowels and consonant blends with an average 56% accuracy rate, to being able to read and spell two syllable words with open and closed syllable patterns with an average 75% accuracy rate. This is not only an increase in accuracy levels, but also shows an increase in the level of difficulty of the words being read and spelled. These results indicate the elementary school should continue implementing the evidence based word recognition strategies utilized, and determine additional strategies that may further increase students' word recognition skills.

Kelsey Baker

Based on baseline assessment data from SNAP and PAST assessments, a kindergarten classroom identified a need to improve phonemic awareness skills, with a goal of aiding students in becoming skilled readers. To attempt to improve phonemic awareness skills, the Elevate Academy Candidate implemented research-based strategies such as building print awareness, letter recognition, emphasizing letter-sound correspondence, syllable blending and segmenting, and recognizing and producing rhymes. After 12 weeks of implementation, phonemic awareness skills increased across the board. Student achievement on letter identification increased from 4.76% to 76.19%. Student achievement on sound identification increased from 5.00% to 70.00%. Student achievement on rhyme production increased from 36.84% to 90.00%. These results indicate the kindergarten classroom should continue implementing the evidence based strategies, and determine additional strategies that may further increase aiding students in becoming skilled readers over the long term.

Kallie Ball

Based on testing data, an elementary school teacher identified a need to focus on addressing the lack of proficiency in vocabulary and word knowledge among 4th-grade students, as evidenced by MAP and Vocabulary Test Scores. Recognizing the importance of tracking reading growth, the goal was to ensure that each student's individual needs were met through early identification and targeted interventions. To address this problem of practice, the Elevate Academy Candidate implemented evidence-based strategies from the LETRS manual, to strengthen instruction and increase student engagement. These strategies aimed to create a more inclusive and effective learning environment that supports reading development for all students. The results were promising, with eleven out of twelve students showing improvement in their Winter MAP Reading and Vocabulary scores, compared to the Fall. This growth highlights the positive impact of intentional, research-based instructional practices. The findings suggest that the continued use of these strategies can lead to increased vocabulary knowledge and reading success. Based on these results, the educators should continue to explore new approaches that may provide even greater gains for student learning in the area of vocabulary.

Kristian Banta

Based on vocabulary data, an elementary school identified a need to improve school-wide attendance on the last day of the school week. To attempt to improve overall reading comprehension in second grade students, the Elevate Academy Candidate implemented engaging vocabulary strategies and activities for twelve weeks. This capstone project looks at the impact of intentional vocabulary instruction to improve reading comprehension in a second grade classroom at a rural Title I elementary school. By identifying low vocabulary scores from the i-Ready diagnostic, this capstone focused on strategic Tier 2 intervention with six students, using research-based practices from the LETRS framework and other scholarly sources. Over twelve weeks, the intervention incorporated a multi-step instructional routine, a student-choice vocabulary activity board and AI created activities to improve vocabulary acquisition and application. Pre and post-assessments showed measurable growth. Students’ scores rose from an average of 33% to 92%. These results indicate the elementary school should continue implementing the evidence based strategies, and determine additional strategies that may further increase reading comprehension in the second grade classroom, by the use of vocabulary implementation over the long term.

Kelly Baralt

Based on reading fluency data, fall MAP data, and class spelling screener scores, a second grade classroom needed to improve with phonological and phonemic awareness. To attempt to increase this, the Elevate Academy candidate incorporated phonemic awareness warm up lessons, explicit letter-sound correspondence instruction, as well as phonological awareness best practices from the LETRS professional learning. After 12 weeks of implementation, students showed an increase of phonemic awareness during Heggerty activities, and weekly spelling scores improved. In addition, most students scored at or above the 50th percentile range on the MAP reading growth assessment, when in the fall most of them were scoring below. My class average RIT score improved from 173 to 188, and my class medium percentile increased 6% from 50% to 56%.

Sara Bartley

This capstone publication reflects on my journey through Elevate Academy, a professional development experience dedicated to refining special education practices. With a focus on enhancing Individualized Education Program (IEP) development, I explored the power of data triangulation to create measurable, standards-aligned goals that drive student success. Throughout this process, I deepened my understanding of Specially Designed Instruction (SDI) and its critical role in meeting the diverse needs of students with disabilities. By engaging in research, collaboration, and self-reflection, I strengthened my ability to integrate multiple data sources into IEP decision-making, ensuring a more individualized and effective approach to instruction. This experience has reinforced my commitment to continuous professional growth, equipping me with strategies to improve outcomes for students while fostering best practices in special education.

Stacy Bartley

Based on iReady Diagnostic Reading Data, I identified a need to improve phonics within my 1st/2nd grade classroom. To increase phonics and understanding for my students, I implemented research-based strategies by using Magnetic Reading Curriculum. I used this curriculum in small group settings, 4 times weekly, for 15 minute sessions. I also maximized my daily whole-group phonics instruction by targeting the phonics skills my students were lacking. After weeks of implementation, my students went from 6 students mid or above grade level to 10 students and 12 students one grade level below to 6 students. Based on these results, I plan to continue implementing these research-based strategies, and determine additional strategies that may further increase phonics in my classroom each year.

Tara Basham

Based on 2024-2025 MAP data, 14 of 24 fifth grade students in my class scored in the 49th percentile or below on the vocabulary acquisition and use portion of the reading MAP test. According to the vocabulary pre-test I gave my students; out of 24 total words, 14 of those words showed that less than 50% of students knew the words' meaning. To attempt to increase student achievement in vocabulary acquisition and use, I implemented research based strategies, such as vocabulary graphic organizers, daily vocabulary practice, and regular assessments, to track student progress. After consistent implementation of research based vocabulary instruction and activities, student test scores on vocabulary assessments increased approximately 21%. These results indicate that I should continue to implement current vocabulary strategies, and determine additional strategies that will help students maintain growth in vocabulary knowledge.

Marsha Becknell

Based on i-Ready diagnostic assessment data, the CORE Phonics Screener, Phonemic Awareness Screener and Sight Word recognition data, second grade students at an elementary school needed to improve phonemic awareness, and phonics instruction. The focus was to improve the lower strands of Scarborough’s Reading Rope, through hands-on activities and games, to encourage student engagement to coincide with the phonics skills being taught during code-emphasis lessons created by the school’s instructional team. During the implementation cycles, students improved their confidence as they showed increased sight word knowledge, applied decoding skills, and demonstrated phonemic awareness. Based on the success shown from the data, the strategies and routines put in place this school year should continue to be implemented long term.

Kelsey Bednarski

Based on iReady and Heggerty Screener assessment data, an elementary class was in need of thorough differentiation in the area of ELA; phonics. To meet the specific needs of these students, this project had a focus on continual research through effective ways to learn to differentiate in the classroom, and ways to implement instruction that would meet the specific needs of students in fluid small groups, by using UFLI, Heggerty, and iReady my path instruction. These strategies would ensure that students would be receiving high quality differentiated instruction, that would allow them to learn the ELA content being taught and introduced, leading to a successful understanding of phonics and continual growth over time.

Kristen Benner

Based on MAP Reading data and EL Benchmark Screening data, students in a 1st grade class were in need of phonics skills instruction. In order to implement systematic and explicit phonics instruction, the Elevate Academy Candidate engaged in LETRS professional development. Students were assessed using encoding and decoding benchmark assessments, and grouped according to Ehri’s Phases of reading development. Small groups engaged in research-based instruction to support encoding and decoding skills according to their developmental needs. Instruction included phoneme-grapheme correspondence, mapping, and blending skills. After six months of implementation the number of words the students could spell correctly on the benchmark assessment were three times higher, increasing from 6 to 18. The number of students decoding at the pre-alphabetic and partial alphabetic phases decreased from 22 students in the fall, to 11 students in the spring. The number of students decoding at the full alphabetic and consolidated alphabetic phases increased from 4 in the fall, to 15 in the spring. These results indicate that explicit, systematic phonics instruction had a positive impact on the students’ ability to encode and decode words, and should be continued.

Nicole Bennett

Based on the foundational literacy data for the 2024-2025 school year, I identified a need to improve foundational literacy skills in my second grade classroom, related to phonemic awareness, phonics, and fluency skills, by the end of the 2025 school year. To attempt to increase foundational literacy skills, I implemented research-based strategies, such as elkonin boxes, word chains, and decodable texts, as well as utilizing a research-based plan that included a systematic approach to teaching phonics skills. After 18 weeks of implementation, phonics skill levels increased by an average of 3 levels, and fluency rates increased by an average of 35%. Informal feedback based on anecdotal notes indicated that students were more confident in their abilities, and more engaged in all academic activities. Behavior problems were also reduced due to these positive changes. Based on the results, as a second grade teacher, I should continue implementing the research-based strategies, and determine additional strategies that may further increase foundational literacy skills in years to come.

Jennifer Beverly

I began working on my data at the beginning of this school year and followed it all the way until last week. My data will show how I have used strategies to help build students’ foundational skills in reading. I used the strategies in LETRS professional learning, UFLI, and Heggerty in my classroom to help students master these skills. I notice that throughout my data collection that students have progressed on every single checkpoint that was given to them. My instruction is data driven. When I introduce a new skill, I give a pre-assessment, and then after teaching the skill, I do a weekly check to make sure students are progressing. If need be, I adjust my instruction to meet the needs revealed in the assessment. Once a student or group of students have mastered the skill, we move onto the next step.

Emily Biggs

Based on multiple measures of reading data, a fourth grade classroom teacher identified an area for growth within her reading vocabulary instruction, to improve comprehension skills. Vocabulary knowledge plays a critical role in reading comprehension, especially in intermediate grades, when the texts become more complex. To increase vocabulary and reading comprehension, the Elevate Academy candidate incorporated various research-based strategies. These strategies included planning for a balanced approach to vocabulary instruction, explicitly teaching morphology and multiple meaning vocabulary words on a regular basis, and giving my students weekly check-ins. After completing numerous implementation cycles, students' vocabulary and reading comprehension showed growth on multiple assessment points. These results indicate that this teacher should continue to strengthen her knowledge of vocabulary instruction, to better support her students reading comprehension skills.

Kiley Blair

Based on iReady data, 76% of second grade students are scoring below benchmark in reading. To attempt to increase the percentage of second grader readers on grade level, explicit phonemic awareness instruction, along with practice using a program that supports the science of reading, will be implemented for the second grade class. By producing students who have grown strong skills in the primary grades when it comes to reading, the end goal is to increase the percentage of our students scoring proficient or higher in reading on the Kentucky Summative Assessment. After many cycles of implementation, only 56% of students are scoring below benchmark in reading. Based on these results, continuing the implementation of focusing on explicit phonemic awareness instruction, along with practice using a program that supports the science of reading, will continue to cause success for the second grade class.

Devin Booty

Based on Aimsweb+ testing results and classroom observations, a group of kindergarten students who qualified for intervention services demonstrated significant deficits in letter naming fluency. To address these gaps, I implemented three cycles of small-group, research-based instruction focused on explicit, systematic, and multi-sensory routines. Strategies included sand writing, play-dough letters, letter jumps, sound boxes, blending boards, and targeted retrieval practice for tricky letters.
Impact data showed clear growth. One student improved from 8% to 77% in uppercase recognition, from 14% to 81% in lowercase recognition, and from 4% to 85% in letter sound identification. The other student increased from 19% to 88% in uppercase recognition, from 19% to 92% in lowercase recognition, and from 12% to 96% in letter sounds. By the second cycle, both students reached over 80% accuracy across uppercase, lowercase, and sounds, with continued progress in blending. A third cycle that targeted persistent errors led to mastery of uppercase W, improving from 33% at baseline to 100%. These results indicate that targeted, multi-sensory instruction, supported by regular progress monitoring, can significantly improve letter naming fluency. Next steps include expanding phonological awareness, refining multi-sensory routines, and sharing results with colleagues during one of our professional development days.

Anderson Bowman

Based on 1st grade I-Ready reading diagnostic data, the initial sounds assessment, and the initial reading assessment, my school needs to improve foundation reading skills and student outcomes in reading. This can can be accomplished by consistently teaching phonics instruction that uses high-yield resources and strategies, especially during small group instruction, to support students in grades K-2 in phonics learning. In order to increase student achievement in phonics instruction, I implemented dictation, used Orton-Gillingham, Heggerty exercises, and placed an emphasis on high-yield resources. After 1 year of implementation, student success rates dramatically increased in spelling test scores, and I-Ready diagnostics tests. These results indicate that using research based strategies and high-level resources impact student achievement, and we should focus on continuing to use these strategies to support student growth in the area of phonics.

Zachary Brandt

Based on various literacy data in one high school level class in an international school of ML students, I noticed a need to improve literacy scores, in particular, related to students' phonics ability. To address this gap, I created a multi-faceted literacy implementation plan, incorporating four aspects: autonomy, structure, mastery, and orality. Developing these principles in my classroom led to the creation of a classroom website, with video lessons of me teaching through our curriculum, a consistent and diverse routine, the use of small reading groups, and competency trackers that were publicly viewable in the classroom. Based on iReady reading diagnostic data and the phonics assessment our school uses, this implementation was very successful. The iReady reading data shows a 700% increase in growth scores, and the phonics assessment shows an improvement from an average growth score of 1 reading level, to a growth score of 6.7 reading levels each semester. These results indicate that a broad and intentional literacy program can be effective in addressing the needs of ML students in helping them achieve accelerated growth.

Brittany Branham

My capstone project was based on learning and experimenting more with teaching my kindergarten students phonemic awareness. I wanted to learn more about the process on how it works, how to teach it, and how to help my students who were struggling. My goal was to have my students either be at or above their grade level with reading. In discussion with reading, I wanted all areas to be learned, meaning not only pronunciation, but blending, segmenting, replacing, phonics, compensation and fluency. This project helped me manage my data, and see how much my students improved throughout the process, as well as seeing gaps that needed addressing. I also learned many helpful tips, knowledge, and activities that can be used within my classroom, to help not only me, but my students gain success.

Erin Bratcher

There are needs in not only my classroom, but my school as well, in phonics and phonological awareness in the primary grades. Due to this, my school decided to implement a new reading intervention program, University of Florida Literacy Institute, or UFLI Foundations for short. In hopes to improve the low performance in these two areas, this new curriculum is used during small group intervention time. This program focuses on things such as word building, decoding words, decodable texts, word chains and encoding and decoding. One student reached her annual typical growth on a standardized test within only 3 ½ months by using this curriculum.

Sally Bratcher

In the preschool setting, we noticed that the children were starting school with a large number not knowing any letters or sounds. My classroom needed to improve these scores dramatically to be ready for Kindergarten, and have a foundation for early reading skills. Several curriculums (Fundations and Heggrety), along with a plethora of activities targeting letter/sound correspondence, were used in the classroom to improve these skills. The results indicate that using these curricula, along with the other letter/sound activities, greatly improved the children’s scores, and have them on target for Kindergarten.

Jessica Bray

Based on classroom AEPSI data, scores reflected improvements needed under the Phonological Awareness category, specifically under Identifying Letter Names, in preparation for the transition to Kindergarten. To increase scores under Identifying Letter Names, the Elevate Academy candidate implemented a biweekly supplemental curriculum in the classroom, such as introducing letters in environmental supports, designing activities for visual discrimination, and drawing connections to books in the classroom setting, to support students’ early literacy learning. Over multiple weeks of implementation, all students demonstrated measurable progress identifying letter names (90% students scored higher than 1), recognizing the first letter of their own name (80%) students scored higher than 1), and identifying names by sight. Based on the results, the educators of this Preschool should continue implementing the research-based strategies, and determine additional strategies that may further increase the learning of early literacy skills in the preschool setting, in preparation for the transition to Kindergarten.

Melissa Brockman

Based on fall reading MAP data, a kindergarten class needed to improve student outcomes in reading by selecting, designing, and implementing phonics skills in daily instruction. In order to address this problem, the Elevate Academy Candidate researched some effective strategies for teaching letter sounds and blending, as well as hands-on tasks to build phonological skills, to support every student in their class. This enabled their students to close some of the gaps in their foundational knowledge, and perform better on their spring MAP assessment. This also allowed students to receive rigorous and engaging learning experiences that directly improved student learning outcomes. After the first eight weeks of implementation, the percentage of students scoring proficient or distinguished on end of unit reading assessments rose 44%. Additionally, after another four weeks of implementation, the percentage of students able to demonstrate phonics skills by building simple words increased 12%. These results indicate that the Elevate Academy Candidate should continue implementing the research based strategies, and determine additional strategies that may further increase student phonological skills consistently over the long term.

Leslie Bronger

Based on letter identification data, students in my class struggled to identify capital letters. I used my engagement in EC LETRS professional development to engage in science of reading practices to support students’ foundational reading/literacy skills, and future reading success. To increase the number of capital letters my students were able to identify, I focused on three specific areas: I provided targeted instruction during small groups, implemented activities and strategies related to student names, and writing related to letter identification. Over the 2024-25 school year, 80% of students showed significant growth in letter identification. Based on these results, I will continue to focus on these areas next school year, so that my students will have further success in letter identification and building foundational reading/literacy skills.

Haley Brown

Based on Fall MAP Reading data and HMH assessment results, a fifth-grade classroom identified a need to improve student comprehension of informational text. Many students demonstrated difficulty understanding key ideas, text structure, and academic vocabulary when reading nonfiction passages. To address this need, the Elevate Academy Candidate engaged in LETRS professional development to deepen knowledge of the Science of Reading and implemented targeted, research-based, instructional strategies. These included explicit vocabulary instruction, guided reading using informational texts, and scaffolded comprehension practice aligned with student data. As a result of these instructional changes, students showed improvement in their ability to identify main ideas, and use text features to support understanding. HMH post-assessment scores indicated a 12% increase in informational text comprehension, and student work samples reflected greater confidence, and accuracy, in reading nonfiction. These results suggest that intentional instruction, and ongoing professional learning, can positively impact student achievement. Continued use of data-driven strategies, and foundational reading practices, is recommended to support long-term literacy development.

Angela Brown

Phonics assessment data from a local Elementary School revealed a need to strengthen classroom phonics instruction in first grade. To address this need, the school implemented the University of Florida Literacy Institute (UFLI) program during the 2024–2025 school year in one first grade classroom. Tier 1 UFLI instruction was delivered by the classroom teacher, while Tier 2 and Tier 3 interventions were provided by the reading interventionist, the Elevate Academy Candidate. Following the implementation of UFLI, notable improvements in phonics outcomes were observed: a 14% increase in students performing at Tier 1 (on grade level), a 5% decrease in Tier 2-C (approaching grade level), a 14% increase in Tier 2 (below grade level), and a 22% decrease in Tier 3 (significantly below grade level). These results suggest that continued use of UFLI, in conjunction with the EL Education curriculum, may effectively support phonics development, and overall literacy growth, at this school.

Amber Brown OISD

Based on reading assessment data, an elementary school identified a need to improve student decoding and encoding skills. To attempt to help students improve their decoding and encoding abilities, the Elevate Academy Candidate implemented research-based strategies to their small group instruction. Based on 8 weeks of implementation, 60% of students increased their decoding microphase, and 40% of students increased their encoding microphase, from the winter benchmarking period to the Feb/March benchmarking period. These results indicate that the elementary school should continue implementing evidence-based strategies, and research additional strategies that may further support their students in the foundational literacy areas of decoding and encoding.

Amber Brown BCS

Phonemic and phonological awareness are foundational skills that play a critical role in early literacy development, particularly in the kindergarten classroom. Phonological awareness encompasses a broad understanding of sound structures in language, including rhymes, syllables, and onsets and rimes, while phonemic awareness is a more specific skill—the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. These skills are essential for learning to read and spell, as they help children understand the alphabetic principle: the relationship between sounds and their corresponding letters. In the kindergarten classroom, intentional instruction in these areas supports students in decoding words, improving reading fluency, and building a strong vocabulary. Research has shown that children who develop strong phonemic and phonological awareness in early childhood, are more likely to become successful readers. Therefore, incorporating activities like rhyming games, syllable clapping, and phoneme segmentation into daily instruction can significantly enhance literacy outcomes, and set the stage for lifelong reading success.

Taylor Brown

Based on reading benchmark data, the majority of a third-grade class needed improvement in foundational literacy skills, such as decoding, in order to focus on grade-level skills like comprehension. In an attempt to help students gain these necessary skills, the Elevate Academy candidate implemented lessons and strategies learned from LETRS professional learning, and other research on the science of reading and foundational literacy. The lessons and strategies were explicitly taught in a small-group setting, with no more than five third-grade students, for thirty minutes a day, five days a week. As a result, 100% of students showed growth from the beginning to the end of the year in the targeted areas of decoding, including both real and nonsense words. Based on this improvement in foundational skills, students would benefit from continuing these small-group, explicit lessons to further support their reading success.

Heather Brumfiel

This project addresses reading proficiency challenges at a small rural Kentucky High School where 61% of students are economically disadvantaged, and 13% receive special education services. MasteryConnect data projected 79% of students in targeted classes would score below proficient in reading, with concerning literacy perception survey results showing 42% of students "hate" reading and 39.5% feel overwhelmed during reading assessments. This intervention implements strategic reading remediation approaches, including EPIC Literacy strategies such as "Word, Phrase, Sentence" and "Reading Works of Art," alongside student choice in reading materials. These interventions specifically target the school's Comprehensive School Improvement Plan goals of increasing reading proficiency from 27% to 32%, and reducing achievement gaps between economically disadvantaged students and peers with disabilities. By providing additional quality reading instruction through these targeted approaches, the project aims to improve student confidence with complex texts, and enhance overall reading outcomes for this vulnerable student population.

Leslie Bruther

Based on i-Ready data, a kindergarten classroom identified a need to improve scores in Phonics and High-Frequency Words. In an effort to increase the Phonics and High-Frequency Word scores, the Elevate Academy Candidate implemented research based decoding and teaching strategies, such as a General Phonics Lesson Plan supported by LETRS professional learning, phoneme-grapheme mapping grids, and a LETRS activity called Teaching Heart Words. After the completion of three implementation cycles averaging 4-6 weeks each, students in the test group increased their i-Ready On Grade-Level scores in both Phonics and High-Frequency Words by 56% in each area from the fall diagnostic, to the spring diagnostic. These results indicate that this kindergarten class should continue implementing the evidence based decoding and teaching strategies, to continue increasing student achievement and building strong, foundational decoding skills.

Shelby Bryan

Based on writing benchmark data, a third-grade classroom identified a need to improve students’ foundational writing skills, particularly in sentence generation, grammar, and spelling. To address this problem of practice, the Elevate Academy Candidate implemented targeted instructional strategies from LETRS professional learning, with a focus on structured writing routines, grammar mini-lessons, and individualized writing conferences. As a result of the implementation, students showed significant improvement in writing performance. Benchmark scores increased on average from 9.5 to 18.6 points. Additionally, 85% of students demonstrated growth in at least two writing domains (Structure, Development, Language Conventions). These results indicate the continued use of explicit writing instruction aligned with LETRS strategies is beneficial, and should be expanded to include peer collaboration and cross-curricular writing supports, to further enhance student outcomes.

Ashley Bryan

Based on NWEA Map and Unit Assessment Data, an elementary school identified a need to improve phonemic awareness in order to support student comprehension. After weeks of implementation, phonemic awareness greatly impacted student comprehension. Students increased their NWEA MAP scores from novice to proficient with targeted student scores, starting with 59% average and ending with 81% average. Data presented an average gain of 32 points on their NWEA RIT, 42 percentile gain, and 493 point gain on their lexile. Unit Assessment scores also trended up with a 57% increase of student performance of proficient/distinguished on formative assessments, and 28% increase of student performance on unit assessments. These results indicate the elementary school should continue implementing the evidence based strategies, and determine additional practices that may further develop phonemic awareness to increase student comprehension.

Jenna Buckler

As a fifth grade social studies teacher, I saw a need for my students to expand their vocabularies in order to become not only proficient social studies students, but also better readers with improved reading comprehension skills. For this project, I researched strategies and instructional practices on how to help students learn and own vocabulary words. I did this through a variety of engaging activities that included graphic organizers, cooperative learning groups, and other activities. I was able to bring these researched strategies to life in my classroom, and the results were very positive. Students grew in their knowledge of social studies content, by learning and understanding a variety of content-specific vocabulary words. I also noticed students became better readers and writers because of their more advanced, expanded vocabularies.

Skyler Burd

Based on previous iReady diagnostic data, students at the Elementary School struggled with vocabulary and comprehension. The Elevate Academy Candidate implemented effective instructional strategies, created engaging learning environments (word walls, checklists/Rubrics, vocab tests, semantic maps, graphic organizers, discussion groups), and provided targeted support, to meet students’ needs. The tasks did support, and improve, the student learning outcome. After 12 weeks of implementation, 6 out of 7 students in a small group went up an entire grade level on comprehension, and 3 out of 7 went up in vocabulary.

Candace Burgess

Based on data from the iReady Reading Diagnostic and the LETRS Basic Spelling Screener, the identified Problem of Practice in a second grade classroom was low student performance in foundational reading areas—specifically phonics, vocabulary, and comprehension. To address this, I implemented evidence-based instructional strategies using the UFLI Foundations program for phonics, and enhanced vocabulary and comprehension instruction through research-supported practices integrated with the Wonders curriculum. As a result, all students demonstrated growth in reading, with phonics, vocabulary, and comprehension scores, improving on both assessments. For example, the percentage of students scoring at or above grade level in phonics increased from 11% to 59%. These outcomes suggest that targeted, research-based instruction can significantly improve reading achievement. Continued implementation, with an ongoing focus on vocabulary development and comprehension support, will be essential for sustained student success.

Janellyn Bush

Based on data from i-Ready Assessments and the LETRS Basic Spelling Screener, an elementary school second grade class had a deficit in mastery of foundational literacy skills, particularly in phonics, high frequency words, and encoding. To improve students' foundational skills of encoding and high frequency words, the Elevate Academy candidate implemented research based activities to improve students' application of phonemic awareness, and phonics skills, when spelling. Weekly spelling lessons emphasized phonemic awareness, phonics patterns, and distributed practice, such as sorting and word analysis. Students used music and gestures to increase neuroplasticity, engagement, and memory. Based on research, high frequency words were taught using multisensory activities, and words were grouped by spelling pattern, rather than by frequency. The class's weekly spelling test average climbed as high as 97%, and observation showed students applying phonemic awareness and phonics skills outside of phonics instruction. Small group students' high frequency word scores improved consistently. Observation showed students' decoding fluency and attitudes improved as well. Based on these encoding and high frequency word results, the candidate will continue using these changes in the classroom, and share the research and results with the second grade team.

Megan Byers

Based on diagnostic assessment data and weekly reading program reports, 1st grade students need to improve their phonological awareness and outcomes in reading, by participating in intensive and high quality activities involving word recognition. During this project, effective strategies for selecting and implementing these high quality word recognition activities were researched to support instructional effectiveness and students’ progress through phonological awareness, in order to continue building on their knowledge, and to become skilled readers. At the end of three implementation cycles of explicit phonics instruction, there were 0% of students who fell in the “below” category of reading diagnostic tests, 71% of students who scored above the 50th percentile in reading, and that 80% of students mastered phonics assessments throughout the cycles. In conclusion, explicit phonics instruction has led to an increase in student success.

Lisa Byrd

Strengthening Foundational Reading through Systematic Phonics Instruction

Based on phonics assessment data, iReady scores, and Achieve 3000 results from the previous school year, a second-grade classroom identified a need to strengthen students’ foundational reading skills, particularly in phonics. To address this Problem of Practice, the Elevate Academy Candidate implemented daily, systematic phonics instruction, using UFLI Foundations and Magnetic Reading, supported by evidence-based practices from LETRS professional learning, and the National Reading Panel. Students received explicit instruction focused on short vowel patterns and decoding, through UFLI Lessons 36–41. As a result of this targeted instruction, the percentage of students performing at or above grade level on iReady increased from 14% to 33%, and the number of students performing two or more grade levels below decreased from 38% to 14%. In Achieve 3000, students showed an average Lexile growth of 341 points, with 12 students exceeding 300-point gains. These results support the continued use of systematic phonics instruction to improve reading outcomes. The Elevate Academy experience enhanced the Candidate’s instructional leadership, strengthened data-driven decision-making, and deepened knowledge of evidence-based literacy practices.

Grant Calvert

Based on recent data, a middle school needed to improve in the area of student voice, and teacher voice. In an attempt to increase opportunities, the Elevate Academy candidate implemented researched-based strategies for student and teacher input, such as a teacher voice survey, and student voice surveys. The data from the surveys were used to increase teacher voice (increase by .29 on the STUDER survey), and provide student voice input into concert repertoire and music content (student-choice concerts and additional hands-on activities in music class). The results indicate the middle school should continue implementing the evidence based strategies, and determine additional strategies that may further increase teacher and student voice in the future.

Beth Cambron

Based on i-Ready scores, elementary students K-5 that scored 10th percentile and below were placed in my intervention group, requiring additional support in phonics and decoding words. Through engaging in LETRS professional learning unit studies, that has led me to add the UFLI program as a tier 3 intervention. This will support my intervention students so that they may become proficient in decoding, and thus reading at minimum of one grade level behind by the end of the school year.

I started with 10 students in Tier 3 interventions for reading, and after weeks of implementation 3 students tested out of Tier 3 interventions, and 2 were flagged for minimal growth. After more weeks of implementation, 2 more tested out of Tier 3 interventions, and the 2 flagged students were referred and qualified for an IEP. These results indicate that explicit and systematic phonics programs, like UFLI, should continue to be used in interventions K-5. They are beneficial to struggling readers, and if students are not progressing with these types of programs, it also helps identify those students to receive additional support services.

Amber Cammack

Based on MAP scores and our Core Phonics Survey, my school needs to improve in the knowledge of reading and decoding skills, by implementing the instruction to the valued students from grades K-5. To attempt to improve the knowledge of reading and decoding skills, I implemented research-based strategies, such as our school-wide reading comprehension program called UFLI, and other strategies, such as "I Do, We Do, and You Do", to help supplement our students. After several weeks of implementation, students showed growth in their reading comprehension skills as the students' weekly assessments in UFLI were maintaining good results, even though the concepts were getting harder. Based on these results, my school needs to continue implementing the research-based strategies, and determine additional strategies that may further increase the comprehension and vocabulary knowledge of our students.

Graham Carlton

Achievement scores at a local Middle School on the Kentucky Summative Assessment (KSA) for social studies (tested in the 8th grade) were in dire need of improvement heading into the 2022-23 school year. Since the implementation of new standards and a new test, novice scores were too high, and proficient/distinguished scores were too low.
To improve test scores, I changed my daily instruction to make it more reading and source-based, using as many authentic primary sources as possible. Additionally, all new formative and summative assessments were created, using primary sources and historical documents, and formatted to replicate the kinds of questions the students would see on the KSA.
After the first school year of implementation, test scores improved significantly. Proficient/distinguished scores nearly doubled (44%, up from 24%) and novice scores were reduced by almost half (34%, down from 61%).
These results indicate that this school would benefit from continuing to implement reading-based instruction, and assessment. Furthermore, if KSA social studies scores continue to trend positively, this school would be well-served to expand these methods and practices to the other social studies classes in the other grade levels in the building (6th and 7th).

Shelly Carroll

Based on previous and current student performance data, the staff of an elementary school identified a need to improve early foundational reading skills. To attempt to increase students' overall reading fluency, the Elevate Academy Candidate implemented research-based strategies such as instructional routines, blending, segmenting, and multi-sensory strategies. After 12 weeks of implementation, 100% of students increased their foundational reading skills on the district universal screener. Additionally, 100% of students increased their scores on weekly curriculum assessments. Based on the results, the educators of this elementary school should continue implementing the research-based strategies, and determine additional strategies that may further increase foundational reading skills consistently over the long term.

Dymie Carroll

Based on my engagement with LETRS Reading Academies and Fastbridge data, I as an educator need to increase my professional knowledge and understanding of effective literacy practices, based on the science of reading, to impact my First Grade students in the area of phonological awareness, in order to increase sight word recognition and passage reading. To address the area of phonological awareness, research-based strategies related to phonics instruction were implemented. The impact of the strategies were measured and analyzed each cycle. After one school year, students who received instruction containing the research-based strategies each showed at least 44% growth from the fall semester, to the spring semester, on MAP fluency assessment. These results prove the effectiveness of the research-based strategies in phonics instruction. If these strategies are implemented for new skills, the students should display understanding of the skill.

Mara Carver

This Capstone project addressed the need for improved phonics, and phonemic awareness proficiency. Based on Core Phonics, MAP Growth, and Lexia Grade Level materials at the kindergarten level, teachers noticed that students were lacking in phonics, and phonemic awareness proficiency, and therefore have more below grade level readers. The staff aimed to explore and implement evidence based practices to support students, and help them to become proficient readers. To address this problem of practice, evidence-based instructional strategies, including the use of UFLI Foundations and Heggerty Phonemic Awareness, were implemented to provide explicit, systematic, and comprehensive literacy support. Following implementation, student data showed measurable growth. Core Phonics scores reflected increased mastery of decoding skills, and MAP Growth results indicated upward trends in reading achievement. These outcomes suggest that targeted phonics and phonemic awareness instruction not only improved foundational skills, but also contributed to overall literacy gains. The findings highlight the importance of sustaining and expanding evidence-based literacy practices, with next steps focused on refining instruction, monitoring progress and ensuring long term reading success for all students.

Becky Cassel

Based on screening data, the first grade class struggles in the area of phonics. A deeper, more systematic approach to teaching these skills needs to be applied by the classroom teacher. To attempt to increase the students' knowledge, the Elevate Academy Candidate implemented research-based strategies such as reading word lists, phoneme-grapheme mapping, and dictation routines, to help increase decoding fluency. After 12 weeks of implementation, 85.75% of first grade students made growth in the area of phonics, based on weekly assessments. These results indicate the Candidate should continue implementing the evidence based strategies, and determine additional strategies that may further increase phonics fluency.

Carey Chaffin

Based on assessment data (both school wide and state data), the elementary school determined that there was a need to catch up, in regards to vocabulary. In an attempt to increase the use and scores in the area of vocabulary, the Elevate Academy Candidate implemented research-based strategies such as vocabulary games, creating word maps, matching words to definitions, and acting out words that were taught in context. In fact, students' grades increased from a 70.83 to an 87.7 after explicit instruction. These results indicate a need for this school to continue to implement these proven strategies, in order to see gains like this each year.

Elizabeth Chappel

Based on iReady data, the LETRS Basic Spelling Screener, and the CKLA Skills Reading Screener, a second-grade classroom identified a need to strengthen their encoding skills. To attempt to close the gaps in their foundational skills, the Elevate Academy candidate implemented research-based strategies such as phoneme blending, phoneme-grapheme mapping, and whole word blending, by providing clear instruction and regular practice in these areas. After 12 weeks of implementation, student mastery of encoding digraphs and trigraphs increased from 64% to 91%. Student mastery of encoding long vowel VCe patterns increased from 64% to 94%. Students' proficiency in encoding diphthongs and vowel teams rose from 31% to 85%. The results indicate the elementary school should continue implementing the evidence-based strategies.

Ashley Christopher

Based on data from the fall 2024 iReady diagnostic assessment, 82 percent of first-graders at this Elementary School scored at least one grade level below overall. Since the iReady diagnostic is an assessment of foundational literacy skills, I will use research-based strategies to focus my instruction on word recognition, specifically phonics, with the goal of either bringing more students to on-grade level by the end of the school year, or of increasing 100 percent of the progress to their “annual typical growth.” Reaching either of these goals will lead to positive lifelong consequences for my students. To attempt to increase student reading achievement, I have tried many research-based strategies in my classroom throughout the last two years with each of my four classes; specifically, I implemented a daily routine for my whole-group and small-group instruction, the General Phonics Lesson Plan recommended by LETRS (Moats & Tolman, 2019), and the Red Word Process, which is a multi-sensory procedure that improves the learning of irregular high-frequency words (IMSE, 2024). After implementing the daily routine from August to December, the number of students in the above grade-level category nearly tripled while the number of students in the below grade-level categories decreased significantly. After implementing the General Phonics Lesson Plan for five weeks, students’ mastery of phonics skills increased from 6% to 99%. After implementing the Red Word Process, 84 percent of students successfully spelled three irregular words. These results indicate that I should continue to implement these strategies with my students, and share my knowledge with as many parents and other teachers as possible.

Kimberly Clark

Based on iReady Diagnostic data, a second grade classroom identified a need to improve classroom phonological awareness. There was a group of 5-10 students in this classroom who showed a substantial need in phonological awareness, and phonics. In an attempt to increase phonological awareness, the Elevate Academy Candidate implemented research-based strategies such as word chains, decoding, and encoding, over the last school year. After four implementation cycles, and many adjustments, 94% of students showed growth in blending and segmenting sounds in words. These results indicate the second grade classroom should continue the research-based strategies in small group instruction. The results also suggest that the strategies should be shared among all second grade teachers in the school building.

April Clark

The problem of practice to be addressed by this project would be that I have 18 out of 22 students that are at least 2 grade levels below where the progression of word study through the grades suggests they should be. This could be due to a number of things, ranging from having an inconsistent curriculum, inconsistent phonics and decoding instruction, and lack of students receiving MTSS/Reading Intervention. I have noticed that 14 out of 18 (78%) of the students need help on the same skill, which is decoding and spelling Consonant Vowel Consonant words with a magic e on the end. Based on Encoding and Decoding Screening Assessments, there is a lack of word recognition skills. I will be implementing research based strategies such as the LETRS Phonics and Word-Reading Survey to determine where students are struggling with phonemic awareness. This will support the students that are in the partial alphabetic stage, to improve on needed areas of encoding and decoding. I also plan to use the PAST assessment to determine the phonemic awareness issues that are occurring, to help group students into small groups to focus on those specific areas. These two issues and assessments will help me determine the exact need of each student, so I can design a code-emphasis instruction plan for each student to improve their reading and spelling.

Ashley Clark

Based on data, an elementary school identified a need to improve phonics instruction for intermediate students. To attempt to improve overall phonics instruction, the Elevate Academy Candidate implemented research based strategies such as using the Words Their Way program, decodable texts, and multisyllabic word reading strategies. After 18 weeks of implementation, 60% of students showed improvements in phonics, and 6 students moved from below grade level to on grade level in phonics. These results indicate the elementary school should continue implementing evidence based phonics strategies for their intermediate students, and continually adding strategies to meet the needs of struggling readers.

Kelsey Cobb

Based on Fall baseline data, a Preschool class identified that students letter recognition is low. To attempt to increase letter recognition, the Elevate Academy Candidate implemented more intentional literacy based instruction, specifically during small group activities, to support the students in the classroom. In supplement to curriculum based large group literacy instruction, students were provided a variety of small group activities, focused on specific letter targets during small group instructional time. After 6 months of implementation, student letter recognition increased by 68%. Student progress data results upon completion of a 6 month implementation cycle indicate that students who receive explicit instruction in literacy skills develop a foundation for letter identification prior to beginning Kindergarten. Based on the results, the educator of this Elementary School preschool class should continue implementing explicit literacy instruction in both large and small group activities, to make students more prepared by providing previous exposure.

Sheila Coleman

A special education classroom teacher at a School in Kentucky identified a need to improve foundational reading skills, specifically phonemic awareness and decoding, for students performing significantly below grade level. Several third students scored below the 20th percentile on MAP Reading assessments, and demonstrated notable deficits on the PAST phonological awareness assessment. To address this problem of practice, I implemented a targeted, data-driven reading intervention using evidence-based strategies, including UFLI phonics lessons, LETRS-based phonemic awareness routines, and multi-sensory Orton-Gillingham methods. Instruction was delivered in small groups and focused on tasks such as sound blending, segmenting, and manipulation. Over the course of the intervention, students showed measurable progress. For example, one student increased decoding fluency by 24 correct words per minute, and others demonstrated gains ranging from 15–20 words per minute. Improvements were also noted in segmentation accuracy and oral reading fluency. These results support the continued use of structured, explicit phonics instruction in special education settings. Future steps include expanding these practices, and providing professional development for educators to ensure consistent, effective reading instruction for all learners.

Amber Collins

Based on teacher survey data and Impact KY Working Conditions Survey 2022, my school needs to improve systems to support teachers in building collective teacher efficacy. To attempt to increase collective teacher efficacy, the Elevate Academy Candidate implemented a system for gathering unbiased teacher feedback through a customized survey, and created a structured, non-evaluative observation and reporting form, aligned with teacher-identified instructional goals. Additionally, a resource was launched to increase staff awareness of available resources, further supporting collective teacher efficacy. As a result of implementation, qualitative data suggests there has been an increase in teacher engagement, collaboration, and resource utilization, indicating a positive shift toward building collective teacher efficacy and a culture of shared professional growth. This project reinforced that building collective teacher efficacy is a continuous, collaborative effort that requires intentional systems, trust, and shared responsibility. Moving forward, the candidate plans to continue to foster resource sharing and collaboration, continue engaging in professional networks, and model lifelong learning to support a more connected, growth-focused school community.

Lori Collins

This Capstone project looks at how using research-based strategies for teaching vocabulary can help third-grade students understand and use words better. Focusing on key areas like multiple-meaning words, shades of meaning, and word categories, the project uses clear, intentional teaching methods, hands-on activities, and technology such as AI images to boost students’ word knowledge. Over several rounds of instruction and data collection, the project shows that when teachers plan vocabulary lessons carefully and use proven techniques, students can make noticeable improvements in understanding what they read and in their overall language skills. The results also show that making vocabulary instruction engaging and meaningful helps students stay interested and learn more effectively. This project highlights how strong, research-backed vocabulary teaching can support students’ reading success, and offers ideas for teachers to use in their own classrooms to help students become stronger, more confident readers.

Lacey Collip

Based on school wide Special Education eligibility data in the categories of Specific Learning Disability: Basic Reading and Reading Fluency, an elementary school identified a need to improve phonics and fluency instruction in the resource setting. To attempt to improve students basic reading skills, the Elevate Academy Candidate implemented research-based strategies such as word-chaining, blending/segmenting, and dictation. After 9 months of implementation, 100% of students' IEP progress data in basic reading, and 83% in reading fluency showed progress. Feedback from a student survey, comparing answers from the beginning of the year to the end of the year, indicated 86% of students felt they improved their reading skills and could now read. These results indicate that the elementary school should continue implementing the evidence-based strategies in the resource setting, and expand to using them with all resource reading groups.

Blair Combs

Based on name writing data, a preschool classroom identified a need to improve class-wide data on name writing by the conclusion of the school year. To attempt to increase the name writing data, the Elevate Academy Candidate implemented research based strategies such as understanding the importance of fine motor skills, incorporating multimodal lessons to enhance learning with students, and tactile handwriting practices to improve the academic action of name writing. After implementation throughout the 2024-2025 school year, name writing data increased from 47% in Fall 2024, to 88% in Spring 2025. Verbal feedback from students indicated they enjoyed completing handwriting activities in the classroom. These results indicated the preschool classroom should continue implementing the evidence based strategies, to further increase the name writing data in the future school year.

Samantha Coomer

Based on the PAST assessment, my 2nd grade Reading Group students show a problem with phonological awareness/phonics. Therefore, I need to increase my knowledge and practice of phonological awareness skills through my engagement in LETRS professional development, to support students’ foundational reading skills and phonics decoding. To attempt to increase phonological awareness/phonics skills, I used research-based strategies, such as pushing sounds into Elkonin Boxes. Students focused on beginning sounds, ending sounds, and words with initial and final blends. After 12 weeks of implementation PAST assessment results increased by 4 or more levels. These results indicate that teachers in my school should participate in daily phonological awareness strategies to continue to see growth in phonological awareness and phonics.

Melissa Coomes

My problem of practice for my 2nd grade class was identified as; based on I-ready data, EL Education assessments, and UFLI classroom assessments, phonics and phonemic awareness is a barrier affecting my literacy growth in my classroom. Based on my LETRS research, the action I will take to support my students is to use data to provide differentiated and daily phonics instruction to support my students’ learning. This matter is extremely important for my students to achieve success in reading on grade level content. If solved, I believe more kids will close below grade levels gaps that occur as they move out of primary grades. In accordance with this POP, my research was focused on how phonics instruction can help children be successful with reading.

In an attempt to increase phonics and phonemic awareness, I implemented the UFLI phonics program daily in a whole group setting. I also incorporated the EL Education/Skills Block Curriculum resource program. I worked on instructional goals that would meet my class’ phonemic needs, based on data from the EL Education Benchmark Assessment (using Ehri's Phases of Reading Development) and I-Ready scores. I implemented the tools and strategies from the EL Education/Skills Block Curriculum in small group instruction.

Impact Data Results from Ehri's Phases of Reading Development (EL Education Benchmark Assessment)
According to the data, the students in Ehri’s Partial Phase decreased from 33% to 16%.
There were 12% more students that moved into the Ehri Consolidation phase.
From August to January, the number of students on grade level increased from 12% to 44%.

Impact Data Results from I-Ready Reading Scores
According to the I-Ready Data, 92% of my students achieved typical growth in reading, and 64% met their stretch goal.
Students below the 10% decreased from 16% to 0%.
The amount of students on grade level or above increased from 24% to 84%.

These results indicate that my elementary school should continue implementing the evidence based practices of the UFLI phonics program. We should also determine as a school, which reading program most aligns with an explicit and systematic program that teaches students the foundational skills necessary for proficient reading, as well as an universal screener for identifying a student's phonics correspondences and patterns.

Meghan Cooper

Based on BRIGANCE and PAST assessment data, students in my kindergarten classroom struggle with phonological awareness, phonemic awareness, phonics decoding/encoding, etc. Therefore, I needed to increase my knowledge in these areas, through my engagement in LETRS professional development, to support students’ foundational reading skills. To attempt to close the gap and create a higher success in these skills, I implemented the PAST assessment to use data to drive my instruction. I also used strategies I have learned through LETRS professional learning, to help my students progress in these skills. After 12 weeks of implementation, progress in rhyming went up 25%, progress in syllabification went up 38%, progress in onset-rime skills went up 24%, basic phoneme level skills went up 28%, and phoneme advanced levels went up 34% in my classroom of 20 students. These results indicate that this Elementary school should continue implementing the evidence based strategies at the beginning of the year after taking the PAST assessment, and determine additional strategies that may benefit students’ growth in the foundations of reading, to be even more successful instructors and specialists of reading.

Mary Beth Cornish

This study was completed by a third grade teacher in a rural elementary school. This study addresses the issue of low reading proficiency among students, as indicated by i-Ready reading scores in the Phonics domain. With 32% of students scoring below the 50th percentile in the fall 2024 diagnostic, the UFLI curriculum was implemented to support these students. Over 16 weeks, targeted phonetic skills were implemented, focusing on vowel teams through various instructional activities and assessments. Results showed significant growth, with the percentage of students scoring above the 50th percentile, increasing from 43%in the fall to 89% on spring i-Ready diagnostics. Additionally, while phonics skills improved, comprehension skills in informational texts require further attention, with only 71% of students meeting grade-level expectations. 75% of targeted students met the third grade, 115 Words Correct per Minute, end of year goal. The findings underscore the effectiveness of data-driven instruction, and the importance of continued focus on comprehension strategies. Future steps include refining the UFLI curriculum, enhancing comprehension skills, and sharing successful strategies with colleagues. This journey has reignited my passion for teaching, and reinforced the transformative impact of targeted instruction.

Michelle Cothern

Using assessment data, a first-grade teacher identified a need to strengthen her students’ word recognition skills. To address this, the Elevate Candidate implemented research-based strategies, including explicit and systematic phonics instruction, teaching heart words, and incorporating sentence dictation. After several months of implementation, five out of the seven students consistently scored 70% or higher on the spelling inventories. Additionally, MAP data showed progress, with the group shifting from all seven students requiring Tier 2 instruction, to five students now performing at a Tier 1 level. The outcomes suggest that the teacher should continue using the current evidence-based strategies, while also exploring additional methods to further support long-term growth in word recognition.

Lauren Cottengim

This study investigates the impact of explicit, systematic interventions targeting phonological awareness, and phonics, with kindergarten students’ early literacy development. Using a structured, evidence-based instructional model, the intervention was implemented over a 19-week period, focusing on students showing significant gaps in phonological awareness skills, and phoneme to grapheme correspondence. Skills addressed included rhyming, syllable segmentation, phoneme blending, and grapheme-phoneme correspondence. Pre and post-assessment data demonstrated significant gains in foundational reading skills among five of the six students of focus, particularly in phonemic awareness and decoding abilities. The results suggest that early, focused instruction in phonological and phonics skills can close reading readiness gaps, and support long-term literacy success. These findings highlight the importance of integrating explicit and systematic approaches within early childhood education curricula to promote essential early reading development, especially for students at risk for reading difficulties. The research supporting my implementation of the science of reading within my classroom practice and early intervention are discussed.

Kathryn Crow

This capstone project explores the impact of targeted phonemic awareness instruction in my third-grade classroom, developed through my two-year journey in Elevate Academy and LETRS professional learning. After noticing gaps in students' phonics and phonemic awareness skills, particularly in encoding, decoding, and overall fluency, I used iReady data, the PAST screener, and classroom observations to identify specific areas of need. Three implementation cycles were implemented: the first used word chains to build foundational skills, the second and third cycles used UFLI, with the third cycle intentionally removing decodable texts based on research. Each phase of instruction was data-driven, and adjusted based on student growth and response. Results showed strong growth across all students, with improvements in phonological awareness evident in both formative and summative assessments. One student’s results were impacted by outside medical concerns, highlighting the importance of considering the whole child. This work has changed how I teach reading, how I use data to guide instruction, and deepened my confidence as a reading teacher. It has also shown how upper elementary students still benefit from explicit phonemic awareness instruction, and how important it is to meet students where they are.

Magan Cruce

My problem of practice was based on my classroom's LETRS phonics survey and Early Literacy STAR assessment results. After reviewing those results, it was evident that students are struggling with early phonics skills. Therefore, I chose to explicitly teach phonics through LETRS strategies to fill students' learning gaps, in hopes they would continue spiraling and building onto those foundational skills. I retested mid-year, and at the end of the year, to monitor student growth. To Implement my PoP, I made the switch from Wonders phonics curriculum to Ufli curriculum, which aligned wonderfully to LETRS strategies. I also began teaching explicit phonics instruction in my small group time to fill learning gaps. I also Implemented decodables in my classroom, as well as, switching from fry/sight words, to heart words.
After re-administering my STAR Early Literacy assessment midyear, my “at/above benchmark” score increased from 8 students, to 11. Students that were to be “on watch” for needing intervention went from 6, to 5. Students who would qualify for Tier 3 intervention went from 5, to 3. After explicitly teaching phonics throughout the year as a whole class setting, and also a small group setting, I have seen a huge improvement in their phonics skills.

Jessica Cullen

Based on my Reading benchmark MAP data from Fall of 2024, including MAP Reading Fluency scores, students in my first-grade class were demonstrating deficits in decoding and blending skills. Using a structured and systematic approach, I implemented consistent decoding drills to gain automaticity in word recognition. I used research-based strategies to effectively target these needs during whole-group instruction, and in small groups, to concentrate on key problematic areas. I monitored the students' progress using Quick Phonics Checks every 7-10 days, and used the CORE Phonics Assessment as a pre and post-assessment. I supported 4 students who scored between the 21st percentile and 60th percentile on MAP Reading. Over several weeks, research-based strategies were implemented during small-group sessions, emphasizing segmenting and blending words with short vowels, blends, and digraphs. All students’ ability to read words with digraphs improved by a minimum of 20%. 100% of students showed growth when measuring WPM (words read correctly per minute) read in a series of sentences, while 75% had a 50% WPM increase over the 9 weeks. Results showed measurable improvement in the students' ability to decode, along with increased reading confidence and engagement. These findings highlight the importance of early, data-driven intervention and structured phonemic support to close foundational reading gaps among struggling readers.

Tracey Dame

Based on MAPS and AIMSweb Fluency data, an elementary school special education program identified a need to improve the approach to reading instruction for 2nd and 3rd grade students with identified disabilities in reading fluency and basic reading. These students continue to read significantly below grade level after a year of specially designed instruction. To attempt to increase students reading skills, the Elevate Academy Candidate implemented UFLI, focusing on research-based code emphasis instruction. One lesson was taught per week, instead of the suggested two lessons, to focus on building automaticity of skills. Phonemic awareness activities and orthographic activities were completed at least 3 times a week. Lastly, guided one on one reading with a teacher using an echo reading/choral reading, independent with guidance reading approach was implemented at least once weekly. After 12 weeks of intense instruction, students were retaining taught skills, and applying them to reading texts at their individual skill levels. All students in the group were motivated to read words, sentences, and even passages at their skill levels. All students in the group were reading passages at their skill levels with 50 or more words without becoming upset. These results indicate the elementary school special education program should continue implementing explicit code emphasis instruction, along with opportunities to build automaticity and fluency with students identified with a disability in basic reading skills and reading fluency.

Brittanie Daubert

Based on iReady and Brigance benchmark data, it was evident that my students needed additional support in sight word recognition. This learning gap was addressed in a whole group setting. During this project, I implemented frequent, formative assessments to determine gaps in students’ sight word knowledge. I also implemented the heart word method for learning sight words, so that students would leave my classroom knowing the sight words that are taught. In order to achieve this, tasks focused on word recognition were implemented. I also involved student in the sight word data collection process throughout my project. The data that was collected at the end of my project showed significant growth in students' sight word knowledge. This was due to the strategies and activities that were implemented throughout the project.

Luke Daugherty

Based on Fall screener data in the area of foundational reading skills, a kindergarten teacher needed to increase knowledge of effective phonics instructional practices through professional learning in the science of reading. To increase this educator's knowledge, the Elevate Academy candidate participated in LETRS professional learning over the course of 2 years. The candidate provided a small group of struggling students with daily opportunities for extra practice, and assessed student growth weekly by following the Phoneme-Grapheme Mapping activity found in the LETRS manual. Over the course of these four-week implementation cycles, all four students showed improvements in the area of foundational reading skills. All students began the Spring semester struggling to segment and encode words, and by the end were having success with digraphs and beginning blends. These results indicate that prioritizing giving students ample opportunities for extra practice is an effective strategy.

Candy Davis

Based on MAP and monthly fluency data, a second-grade classroom identified a need to improve classroom fluency and reading scores. The Elevate Academy Candidate implemented research-based strategies such as R-controlled instruction, word sorts, center games, and decodable readers, to improve fluency and reading scores. After 9 weeks of instruction, the students did 25-75% better on reading the R-controlled words, and improved their fluency scores by 15-20 words per minute. Students looked forward to coming to the reading centers. The results indicated that the second-grade classroom should continue implementing the evidence-based strategies, and determine additional strategies that may increase their fluency and reading consistently over the long term

Sarah Dean

My project was based on improving phonological awareness skills in my students. This was measured by iReady data and Core Phonics Screeners. Through small group instruction using UFLI, I saw a great improvement in students phonological awareness scores on iReady and Core phonics scores.

Dawn Defevers

Based on two literacy assessments in the Fall of 2023, most students did not meet objectives in the area of rhyming discrimination and production. By implementing intentional research based practices in rhyming within the classroom, such as Heggerty and strategies presented in the LETRS training, preschool students' rhyming skills will improve. Rhyming is important for children because it reinforces their grasp of word sounds by repeating sounds and patterns. Improving Phonological Awareness skills in the early/pre-reading process will help with learning phonemic awareness skills which are important for reading and spelling, ensuring more students are Kindergarten Ready.

To attempt to increase rhyming skills, the Elevate Academy Candidate implemented research-based strategies such as multi-sensory instruction and activities, and embedding rhyming instruction throughout the entire school day.
After implementation, rhyming discrimination and rhyming production skills increased significantly in the Preschool classroom. At the beginning of the candidate’s Elevate Academy journey, 0% of students were proficient in rhyming, at the end of the journey, 75% of students were proficient or exceeding expected skills in rhyming.

These results indicate that Early Childhood Educators should continue implementing the evidence based strategies, and determine additional strategies that may further increase phonological awareness skills, specifically, rhyming over the long term.

Hayley Devine

Based on the MAP Growth assessment data and the MAP Fluency data, a group of students in my First Grade class needed support in phonics decoding words. Therefore, I increased my knowledge and practice of phonics decoding through my engagement in LETRS professional development to support students’ foundational reading skills to support comprehension. To support these First Graders, I used research-based strategies learned through LETRS and Elevate Academy engagement in a small group setting; word chains, blending lines, and word families. I used the Core Phonics Survey as a pre and post-assessment. To monitor student progress every 7-10 days, I used Phonics Quick Checks. After 7 weeks of interventions, 100% of students showed growth in decoding CVC words, and blends. All students performed below 60% on the Phonics Quick Check (decoding accuracy of CVC words, digraphs, and blends) pre-assessment. All students performed above 80% on the post-assessment. The results demonstrate meaningful growth in students’ decoding abilities, reinforcing the impact of evidence-based instructional practices in fostering foundational reading skills.

Ellyn Dienethal-Cox

This study examines the effectiveness of targeted instructional strategies in addressing phonetic gaps among students reading below grade level in elementary school, with a focus on strengthening their decoding skills. This need was determined from foundational readiness scores, reading records, and phonemic awareness assessments. Recognizing that deficits in phonemic awareness and phonics are key barriers to reading fluency, the intervention centered on three core components: structured oral phonemic awareness activities, the systematic use of decodable texts, and implementation of the University of Florida Literacy Institute (UFLI) phonics program. These evidence-based approaches were applied from October 2024 to February 2025 in small group interventions for twenty minutes, to support students in developing the foundational skills necessary for decoding unfamiliar words. Results indicated improvement in students’ decoding accuracy, and foundational skills, with all students doubling their phonemic awareness scores, and moving up in reading level(s). The study underscores the importance of phonics-based remediation for struggling readers and based on the results, educator’s at the elementary school need to continue using code emphasis curriculums and research based practices in phonemic awareness to continue making progress.

Nicole Dorsey

Based on Early Literacy STAR Assessment, students in my Kindergarten classroom struggle with phonics skills. Therefore, I need to increase my knowledge and practice of phonics skills, through my engagement in LETRS professional development, to support students’ foundational reading skills and comprehension. To attempt to increase phonics skills, the Elevate Academy Candidate implemented research-based strategies such as letter identification, letter-sound correspondences with consonants and digraphs, and high-frequency words. After 9 weeks of implementation, phonics skills such as letter identification increased by 30%. After looking at the UFLI Assessment Data for Letter and Sound Correspondence, 45% of the class was at the 79% or below range during Test 1 week, and by Test 9 week, 58% of the class was at the 79% or below range. 56% of the class was at the 80% or above range during Test 1 week, and by Test 9, week 43% of the class was at the 80% or above range. After looking at my High Frequency Word Trace and Say Data, it looks like students are improving. 47% of the students were getting the High Frequency Word “the” correct in Week 1, while in Week 2 65% of my students were getting the High Frequency Word “the” correct (growth of 18%). From Week 6 Data, 88% of the class were correct with the High Frequency Word “the”, 87% of the class were correct with the High Frequency Word “and”, 92% of the class were correct with the High Frequency Word “a”, and 85% of the class were correct with the High Frequency Word “is”. These results indicate that the Elevate Academy Candidate should continue implementing the evidence based strategies, and determine additional strategies that may increase phonics skills.

Lindsey Dossett

Based on NWEA Measures of Academic Progress (MAP) Reading data, Next Step Guided Reading Assessment (NSGR) Reading Levels, IEP Progress Data, and running records, an elementary school staff member identified a need to improve decoding skills for intermediate special education students. To attempt to increase the students’ ability to decode single-syllable words, the Elevate Academy candidate implemented code-emphasis instructional strategies from LETRS professional learning, and the UFLI Foundations phonics program. The goal of the implementation was to help the students become more fluent and proficient readers, and to help bridge the gap between them and their same-aged peers. After three implementation cycles, the impact data indicated improvement in all areas of decoding skills on the CORE Phonics Survey, increased guided reading assessment levels, higher MAP reading scores, and movement through multiple word lists on IEP progress monitoring data. Two students were ready to move on to multi-syllabic words by the end of the school year, and one student ended the school year reading on an “exceeding” expectations (above grade level) reading level. All three students showed growth in consonant blends, short vowels, digraphs, r-controlled vowels, long vowel spellings, variant vowels, and even in low frequency vowel and consonant spellings on the CORE Phonics Survey. These results demonstrate the need to continue implementing code-emphasis instruction, in order to build strong foundational reading skills for special education students.

Angela Dowdell

Based on the data from the following beginning of the year diagnostic assessments: Developmental Word Knowledge Inventory, Measures of Academic Progress (MAP), and Measures of Academic Progress Oral Reading Fluency (ORF) testing data, a third grade teacher identified a group of students with a need to improve Foundational Reading Skills, specifically phonemic awareness and phonics skills. In response to the need to improve Foundational Skills, the Elevate Academy Candidate implemented research-based strategies using the resources from UFLI Foundations: An Explicit and Systematic Phonics Program (Contesse & Lane, 2022). After 12 weeks of implementation, students improved on all data points. Students increased the spelling of words with targeted phonetic spellings by 38% on the Developmental Word Knowledge Inventory, MAP achievement scores increased by 12%, and 100% of students tested out of Foundational Skills on the Oral Reading Fluency Assessment. These results indicate the third grade teacher should continue implementing the evidence based strategies, and determine additional strategies that may further increase skills in Foundational Reading Skills.

Abby Dubree

To address gaps in phonemic awareness and vocabulary comprehension among my 5th-grade students, I implemented the use of phonemic awareness lesson plans daily for 12 weeks, as well as morphology cards as a targeted intervention in the elementary classroom. In addition, I incorporated other strategies to support vocabulary development and comprehension. The goal was to improve students' decoding skills, and their ability to apply vocabulary in context. Prior to implementation, only 9 out of 36 (24%) students were performing on grade level in vocabulary, based on winter iReady, and and 44% were below expectations on the Reading Plus diagnostic. After several months of daily practice using phonemic cards, the most recent iReady data showed notable improvement: 13 out of 36 students (36%) were performing on or above grade level, and fewer students remained in the lowest performance categories. This progress indicates that the vocabulary intervention had a positive impact on student learning and engagement. Based on these results, I plan to continue using and refining this strategies that worked best, to further support vocabulary and decoding development.

Elizabeth Eddins

This capstone project explores the impact of integrating structured reading strategies into social studies instruction, to improve fifth-grade students’ comprehension of informational texts. Motivated by fall 2024 i-Ready diagnostic data indicating deficiencies in vocabulary and reading comprehension, especially among students with IEPs and those from economically disadvantaged backgrounds, the project focused on three key instructional components: regular fluency practice, explicit vocabulary instruction, and background knowledge building through weekly social studies notes. Over multiple implementation cycles, students engaged in activities such as vocabulary squares, See-Think-Wonder routines, and fluency assessments aligned with content learning. Progress was monitored using i-Ready Literacy Tasks, and pre/post comprehension assessments. Results showed measurable improvements in reading fluency, comprehension, and students’ ability to construct written responses using evidence. The project highlights the importance of targeting foundational language skills within content areas, to foster deeper understanding. Findings suggest that embedding literacy instruction into social studies can significantly support all learners, particularly those struggling with background knowledge, and that consistent, explicit practice leads to academic gains.

Crystal Edlin

Based on the iReady Diagnostic Assessment, and the LETRS Basic Spelling Screener, the 2nd grade students need to work on improving phonics skills. The Elevate Academy Candidate will begin to develop the phonics skills of the students by focusing on diagraphs, blends, and long vowel VCe words in a small group setting in the classroom, using strategies from the LETRS program. At the beginning of the year, there were 46% of students on a Kindergarten level, and only 17% at the max level in phonics. After 18 weeks of implementation, there are now only 17% of students on a Kindergarten level, and 48% at the max level in the area of phonics. These results indicate that the 2nd grade teacher should continue implementing the evidence based strategies, and determine additional strategies that may further increase phonics instruction in the classroom.

Jordan Elmore

Based on my engagement in the Elevate Academy, and data from the iReady universal screener, a large number of students in fourth grade are lacking foundational vocabulary skills, leaving them multiple grade levels behind in reading comprehension ability. As an educator, I need to increase my professional knowledge, and understanding, of research-based strategies that will effectively improve student learning. This issue needs to be addressed because there are fourth-grade students who are two or three grade levels behind in reading. If building students’ vocabulary skills is addressed and solved, then comprehension will positively be impacted. In an attempt to increase vocabulary skills using research-based practices, the Elevate Academy Candidate will implement strategies learned through LETRS professional learning and other research, using the “Word-Up” Intervention Program through Flocabulary. After 8 weeks of implementation, the proficiency rate in vocabulary went from 19% in the fall, to 30% in the winter, and 57% in the spring in Block 1. The proficiency rate in vocabulary went from 46% in the fall, to 66% in the winter, and to 55% in the spring in Block 3. Furthermore, the novice rate decreased from 39% in the fall, to 27% in the winter, and to 14% in the spring in Block 1. The novice rate decreased from 7% in the fall, to 3% in the winter, and to 3% in the spring in Block 3. Based on the results, the Elevate Academy candidate should continue implementing the research-based strategies, to further increase foundational vocabulary skills consistently over the long term.

Mary Elmore

Based on my engagement in the LETRS Reading Academies and Words Their Way data, I implemented grapheme-phoneme connected activities to build literacy practices, based on the science of reading to impact student learning. This matters because a strong phoneme-grapheme connection and orthographic mapping allows for students to read more fluently, and comprehend at a higher level. In order to increase students’ foundational skills, I let data drive my instruction, and implemented research-based strategies in my classroom. After 12 weeks of intentional intervention, students’ scores went from 40% being two or more grade levels below in the phonics domain, to 20% being two or more grade levels below in the phonics domain. These results indicate that with strategic, evidence based interventions students can achieve growth.

Marissa Everett

Based on I-Ready assessment, students in my 3rd grade classroom struggle with vocabulary. I need to increase my knowledge and practice of vocabulary, through engagement in LETRS professional development, in order to support students’ foundational reading skills and comprehension, so that students are able to become better readers and thinker, in turn increasing their scores by the spring 2025 i-ready assessment. To attempt to increase vocabulary and comprehension, the Elevate Academy Candidate implemented research-based strategies such as graphic organizers, and other note-taking procedures, to increase students' vocabulary. After 11 weeks of implementation, 80% of the students increased a grade level on the i-Ready assessment from fall, to spring. These results show the third grade should continue implementing the evidence based strategies, to sustain vocabulary retention consistently over the long term.

Molly Fackler

Based on the reading MAP test and the Really Great Reading progress monitoring phonics assessment, some students in my class are unable to identify VCE words and cannot fluently read longer, multisyllabic words. Therefore I increased my knowledge and practice of phonics decoding, through my engagement in LETRS professional development, that supported students’ foundational reading skills to further support reading comprehension. I also implemented three science of reading based phonics lessons in my small groups; one on digraphs, one on heart words, and another on VCE and schwa in multisyllabic words. After teaching these three lessons, my students made progress by knowing all of the heart words that we were focusing on, all students growing on the post test on VCE and schwa multisyllabic words, and knowing how to read all of the digraph words at the end of the lesson. The results show that LETRS professional learning and the science of reading curriculum gave my students the boost they needed to support their reading fluency and comprehension. I will continue to implement the science of reading based strategies in my classroom.

Nicole Feld

A local elementary instructional coach set out to improve tier 1 structured phonics instruction, based on MAP data and EL Skills Block spelling microphase assessment, by supporting teachers’ implementation of instructional practices, that explicitly target a sequenced list of phonics skills in whole group, small group, and independent work. Over 2 school years following students from kindergarten to first grade, the number of students falling in the 25th percentile, or below, as indicated by MAP Fluency data in phonological awareness reduced by 27%, and in phonics by 12%. On MAP Growth over 2 school years following students from kindergarten to first grade, in the domain of Foundational Skills, the number of students above the 80th percentile increased by 21%, and in Conventions of Standard English and Composition the number of students above the 80th percentile increased by 34%. In 1st-3rd grades, the students’ entering the benchmark phase for encoding increased from last year to this year, however, overall percentages of students meeting the benchmark microphase has not improved. Based on these results, the school should continue implementation of structured phonics instructional practices, and ensure scope and sequence align with benchmark expectations, and are cohesive grade to grade.

Grace Feldpausch

This research shows how impactful using the Science of Reading, specifically through strategies learned in the Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning, can be when teaching phonics. This research took place over a two year period, with three instructional implementations cycles taking place during the second year. Instruction was designed after data collection, using the LETRS General Phonics Lesson Plan, alongside the UFLI manual. A total of 17 students participated in the implementation cycles. The research shows that with direct, explicit, and systematic instruction, students will successfully master new phonics skills and then be able to apply them across different contexts.

Tiffanie Fields

Based on the MAPs Reading data, a kindergarten classroom identified a need to improve on their letters and sounds, to ensure students were meeting reading requirements by the end of the school year. To attempt to increase students' success in meeting their reading goals, I implemented research-based strategies such as celebrations related to goal-setting, individualized instruction, and incentives for meeting the reading requirements for the year. Teaching sounds came easier this year. I utilized the chart showing mouth placement and manner of articulation from LETRS professional learning to reference and teach struggling learners the sounds. This was referred to as our sound wall, and also helped me identify more quickly what misconceptions or mistakes students were making when writing the sounds they heard. As students improved on their sounds, we were able to eventually implement activities like additive sound by sound blending, or whole word blending. This helped in building student fluency, and overall comprehension.

Shelby Foote

Based on vocabulary data on the iReady Fall diagnostic, a teacher identified a need to improve vocabulary instruction in a 2nd grade classroom. To attempt to increase vocabulary knowledge, the Elevate Academy Candidate implemented research-based strategies from LETRS professional learning. Such strategies included implementing a consistent routine for teaching vocabulary words, and integrating practices for providing additional exposure to the words (scaling gradable synonyms, using movement, creating word webs, and a “Select and Connect” activity). After three implementation cycles, two students showed growth on the iReady Spring diagnostic by moving from “2 grade levels below”, to “1 grade level below”. While two other students showed growth by moving from “1 grade level below” to “early on grade level”. These results indicate that the educator should continue implementing the routine for teaching vocabulary, and additionally, she should determine additional practices to embed into reading lessons, in order to further improve student scores in the vocabulary subsection of the iReady diagnostic.

Christina Fox

Based on current benchmark data, an elementary school decided to improve student engagement and student outcomes by selecting, designing, and implementing high quality tasks, focused on comprehension instruction in a 5th grade reading classroom. To attempt to increase comprehension skills, the Elevate Academy Candidate implemented research based strategies such as before reading activities that included building background knowledge, along with discussions about vocabulary and text structure during reading activities that included the use of graphic organizers, and after reading activities that included written responses. After 12 weeks of instruction, the class median percentile increased 13 points. Based on the results, the educators at this elementary school should continue implementing research based comprehension strategies, in order to consistently improve reading instruction over time.

Rachel Fox

Based on data from the iReady Reading Diagnostic from a second grade class, this classroom teacher identified a need to improve instruction that supports students’ reading comprehension, and their foundational skills, to be successful. To attempt to address this problem, the teacher implemented research-based instructional strategies, such as, utilizing graphic organizers and building background knowledge to strengthen students’ comprehension skills. After three implementation cycles, more students demonstrated proficiency at meeting reading comprehension standards. These results indicate that instruction should be continued by implementing evidence-based strategies that may further build students’ abilities to comprehend texts.

Sharon Fragier-Glen

In this instance, supporting the growth and development of my students was to help get them to a level of communication equal to their age and grade. By the end of their Early Childhood years, my Preschool-aged students had to be able to recognize (and distinguish) between letters, be able to write a legible letter, and properly pronounce letters. At the beginning of our school year, my students were not there. Their writing looked like a vehicle that swerved… not able to maintain desired direction. They could not identify and say all of the letters of the alphabet. This project, as a result, attempted to provide my students with knowledge of letter direction. It presented tools to work on letter sound, and opportunities to say the letter presented. Specifically, this project develops letter literacy and letter writing. It makes students competent communicators, by leading them through and to points of shapes. They needed to learn about shapes, which is the direction of lines that get to a desired point. A letter is a shape.

Samantha Fredericks

This capstone project explores the implementation of evidence-based behavioral interventions to improve student behavior, academic outcomes, and overall school climate at a Title I elementary school in Kentucky. With a high percentage of economically disadvantaged students, and a significant number of discipline referrals, the school faces challenges that hinder both student and staff success. In response, the newly developed district-wide behavior support initiative was launched, with a focus on early behavioral intervention. As a Behavior Support Specialist, the candidate pursued Registered Behavior Technician (RBT) certification, and collaborated with a Board Certified Behavior Analyst (BCBA), to implement Applied Behavior Analysis (ABA) strategies for students exhibiting severe and chronic behaviors. The project also included targeted coaching for teachers, and behavior training for classified staff. Through individualized Behavior Intervention Plans (BIPs), fidelity checks, token economy systems, and collaborative staff development, the initiative demonstrated a measurable reduction in disruptive behaviors and discipline referrals, and improvements in school climate and student engagement. This project underscores the importance of individualized support, staff collaboration, and data-driven decision-making in fostering equitable and inclusive educational environments.

Shelby Fulkerson

Based on my classroom's I-Ready Diagnostic scores and CORE Phonics survey, my classroom needs explicit instruction in phonics and phonological awareness. During this project, I will research some effective strategies for decoding, blending, and segmenting words. I will design quality lessons for my students that are both rigorous and engaging. The rigorous and engaging tasks will support and improve my students' outcomes in phonics and phonological awareness. In an attempt to help my students become better readers, I implemented strategies with my district's curriculum UFLI, based on strategies I learned through LETRS professional learning, and my own research (Elkonin boxes, movement based activities, and tier 2 intervention with mClass). After 5 months of instruction and implementation strategies, my data shows that my students improved in phonics and phonological awareness, and ultimately, my students became better readers. These results indicate that I should continue implementing these research-based strategies learned from LETRS professional learning, to further increase their reading abilities. Further, I should continue this process at the start of the new school year.

Faith Gaddie

Based on iReady reading data, third grade students at an elementary school showed an overwhelming need for growth in the areas of vocabulary and reading comprehension. To attempt to increase student performance, the Elevate Academy Candidate implemented research-based strategies from LETRS professional learning, aligned with the science of reading. Many of the strategies were centered around teaching students to build word relationships, to improve their overall language development. With the development of word knowledge and student mental lexicons, reading comprehension would be expected to follow. New LETRS strategies were implemented over the course of three cycles. After three, six-week cycles of implementation, reading scores improved from only 38% of students scoring on or above grade level in the Fall, to 63% in the Spring. These results indicate that the Elevate Academy Candidate should continue implementing LETRS vocabulary and reading comprehension strategies, to further increase student achievement in future classes.

Candace Gaddis

After analyzing FastBridge data, I realized that 64% of my students, especially those in special education, needed extra help with phonics and fluency, to improve their reading skills. To address this, I introduced a phonics program focused on phoneme-grapheme correspondence and word decoding. The program involved clear, step-by-step instruction, daily practice, and ongoing assessments, along with strategies like the Orton-Gillingham-based Pound and Tap method, and the Question-Answer Relationship (QAR) strategy for comprehension. Throughout my implementation cycles, students worked on phonics practice, dictation exercises, and decoding strategies, all aimed at improving their reading fluency and understanding. The results were positive—a 20% rise in comprehension accuracy, a 30% improvement in retell accuracy, and their reading fluency increased by an average of 18.37 words per minute. These gains showed that targeted phonics instruction was helping my students make significant progress toward meeting grade-level standards. This experience reinforced just how important phonics instruction is, especially for students who need extra support. Moving forward, it is essential to continue providing differentiated, data-driven interventions, to improve reading fluency and comprehension, assuring continued progress and narrowing learning gaps.

Tela Garcia

Utilizing beginning of the year data from MAP Growth and MAP Fluency universal screeners, as well as Amplify Skills progress monitoring tools, the 1st grade educator identified an area for necessary student growth. Half of the students scored apprentice and novice in the universal screeners’ phonics subsets. Additionally, a word recognition progress monitoring tool revealed a similar outcome. In an effort to decrease the number of novice students, and increase 1st grade student decoding accuracy, the Elevate Academy candidate implemented evidence-based phonics strategies. After 6 months of implementation, the number of novice students decreased from 42%, to 11%. Furthermore, overall growth in word recognition accuracy was evident with the number of proficient and distinguished students, increasing from 58%, to 89%. Based on the results, the Elevate Academy Candidate will continue implementing evidence-based phonics strategies during whole group, and small group instruction.

Lindsey Gearlds

Based on MAP Benchmark, MAP Fluency, and LETRS Spelling Screener data, there are currently 33% of 3rd grade students reading at or below the 30%. To attempt to increase student reading performance, I implemented research-based strategies such as code-emphasis based instructional lessons, formed student foundational skill groups based on collected data, and offered students an extra opportunity for reading instruction beyond time limited to the school day. In the Fall 2024, 50% of the students that completed the MAP Reading Fluency Assessment were still needing foundational support, which was highly impacting their oral reading fluency. In the Winter 2024, the percent of students needing foundational skill support decreased to about 25%, and then in the Spring it decreased to 22%. This shows that the number of students needing remediation of foundational skills decreased over time, and student oral fluency increased over time. These results indicate this elementary school should continue implementing the evidence based strategies, and determine additional strategies that may further increase student reading performance consistently over the long term.

Leslie Geary

For the past 2 years I have been participating in LETRS professional learning and Elevate Academy. During that time, I have been working on my Capstone Project, which included the development of a Problem of Practice, implementing strategies to help better my students, collecting data, and researching strategies that best suited my students needs. I worked in the kindergarten setting both years and in a local public school system, where I focused on phonological and phonemic awareness skills, which developed into comprehension skills as the year went on. At the end of my journey, I collected the final scores for my student, and it showed a significant increase in proficiency in phonological awareness, comprehension, and writing skills.

Ashley Gendek

Based on the reading comprehension scores and reading survey results of 11th graders, the Elevate Academy Candidate identified a need for autonomy in access to assigned texts. To attempt to increase reading comprehension, the candidate implemented a multi-medium method that included text-to-speech tools, audio options, and print/digital versions of texts. Alongside the multiple mediums, student were also presented research-based strategies for growing and strengthening their comprehension skills such as vocabulary activities, purposeful rereads, and well-informed text-dependent questions. After a semester of intentionally monitoring comprehension rates based on specific mediums, then comparing that to student autonomy of medium, comprehension rates increased from an average of 42% when assigned a specific medium, to 79% when students were given autonomy. These results indicate that students are comprehending what they read, but not all students comprehend things in the same manner. This study shows that teachers, when applicable, should offer students autonomy of how they can access assigned texts, to best meet the individual learning styles.

Shelli Gibbons

Based on iReady Reading and Math data, third grade classrooms identified a need to improve vocabulary and reading comprehension. To attempt to increase vocabulary and reading comprehension, the Elevate Academy Candidate implemented a variety of strategies from LETRS professional learning, that target vocabulary and reading comprehension, across multiple subject areas.

Alyssa Gilles

Based on reading diagnostic testing data, a kindergarten classroom needed to improve in the area of phonological awareness, specifically with students who were English Language Learners. In an effort to improve English Language Learners' proficiency in phonological awareness, the Elevate Academy candidate implemented research-based practices such as the use of mirrors for articulation, and elkonin sound boxes, during small group and individual interventions. After 12 weeks of implementation, reading diagnostic testing data showed that 75% of English Language Learners showed improvement and scored on or above grade level in the domain of phonological awareness, and 100% of English Language Learners showed positive growth in their overall reading score. These results indicate that kindergarten classroom teacher should continue implementing explicit interventions with English Language Learners in the area of phonological awareness, to help students become stronger in decoding, encoding, and to increase their overall growth in reading.

Justine Ginter

Based on writing assessments, an early childhood center identified a need to improve pre-k writing skills. To attempt to increase writing development, the Elevate Academy Candidate implemented research-based strategies such as picture story/word story, fine motor enrichment time, and writing center enhancements to increase writing development. From fall to spring assessments, 44% additional students gained proficiency in writing, ending with 80% kindergarten-bound students proficient in writing. There was also an increase in kindergarten bound students' name writing from 50% in fall, to 100% in the spring. These results indicate that the early childhood center should continue implementing the evidence based strategies, and determine additional strategies that may further improve writing development.

Meghan Giurgevich

Based on baseline data, a first-grade classroom teacher, and Elevate Academy participant, identified the need to enhance students' decoding skills, through explicit and systematic phonics and phonemic awareness instruction, to improve reading proficiency. To support this goal, the first-grade teacher selected a small group of students performing one grade level below expectations. The group received research-based, high-quality instructional resources approved by the school and district, delivered in a small group setting, following a targeted scope and sequence of phonics skills. After eleven weeks of instruction, students performing below grade level in decoding had achieved mid-grade level benchmarks. These results suggest that continuing small group instruction with targeted phonics strategies may effectively support students in closing their decoding skill gaps.

Katrina Glass

This capstone project explores the implementation of evidence-based vocabulary instruction strategies, grounded in the research of Language Essentials for Teachers of Reading and Spelling (LETRS). Recognizing vocabulary as a critical component of reading comprehension and overall literacy, the project aimed to enhance students’ word knowledge through targeted, explicit instruction. Three instructional methods were implemented: root word studies to build morphological awareness, the Frayer model to deepen conceptual understanding, and sentence anagrams to promote syntactic flexibility and contextual use. These approaches were selected for their alignment with the science of reading, and their potential to engage students in meaningful word study. Data was collected through formative assessments, student work samples, and observational notes. Results indicated increased student engagement, improved vocabulary retention, and greater confidence in using new words across content areas. This project highlights the importance of intentional vocabulary instruction, and supports the continued integration of LETRS principles into classroom practice.

Jamie Glenn

Based on NWEA MAPS data, Kindergarten teachers at an elementary school identified a need to improve foundational skills for reading, by increasing the kindergarteners ability to isolate beginning, middle, and ending sounds in CVC words. To attempt to increase beginning, middle, and ending sound isolation skills, the Elevate Academy Candidate implemented researched-based strategies such as whole group direct, explicit instruction, and supplemental activities during small group focus times for twenty minutes daily. After 3 implementation cycles, 36% of students' scores increased on the beginning sound isolation assessment, 63% of students' scores increased on the middle sound isolation assessment, and 55% of students' scores increased on the ending sound isolation assessment. These results indicate the elementary school should continue implementing the evidence based strategies, and determine additional strategies that may further increase beginning, middle, and ending sound isolation skills in kindergarteners over the long term.

Deborah Goldman

Based on my initial data, my preschool students needed support in letter identification and sound knowledge. This need was to ensure their foundational skills for reading skills, and life long learning through the years. I engaged in research, and classroom application, to address my students needs. I implemented strategies to address the full learner, and implemented them throughout the day within my preschool classroom. After implementing strategies throughout the school year, I was able to see a significant increase in letter name knowledge, and a partial increase in letter sound knowledge. This has shown that addressing the full learner, and implementing multiple strategies throughout the day, can help increase foundational skills for life long learning.

Angela Goodman

Based on my engagement in the LETRS Reading Academies, MAP assessment data, and classroom vocabulary assessments, students in my 4th grade small group struggle with vocabulary acquisition. I increased my professional knowledge and understanding of effective vocabulary instruction and literacy practices based on the science of reading, to impact student learning. This vocabulary deficiency impacted their fluency and comprehension of texts they read. While addressed, this solved many deficits and made a a positive impact on reading outcomes, allowing students to perform better across all curriculums where reading is required.

Ashley Green

Through my participation in the Elevate Academy Rank Change Program, I experienced meaningful growth as an educator. This journey allowed me to deepen my understanding of data-driven instruction, differentiated teaching, and reflective practice. By analyzing data from tools such as iReady and the Core Phonics Continuum, I was able to create targeted small-group instruction using resources like UFLI and LETRS, ensuring that each student received support tailored to their needs.

Beyond instructional strategies, Elevate Academy helped me develop a stronger professional identity. I became more confident in using data to make decisions, more reflective in evaluating my teaching, and more collaborative in working with peers. The process strengthened my leadership skills, and reinforced the value of ongoing learning and adaptation.

This capstone reflects how Elevate Academy has transformed my mindset, from simply delivering lessons to purposefully guiding student growth. It has empowered me to lead with intention, collaborate with others, and continue growing in ways that benefit both my students and my professional community.

Kayla Griffey

This Capstone project, from Data to Action, Evidence-Based Emergent Reading Strategies in a local Preschool, addresses a critical gap in Phonological Awareness and Emergent Reading among preschoolers, particularly those with speech and language delays. AEPS data revealed that the majority of students demonstrated little to no proficiency in rhyming—an essential foundational literacy skill. In response, targeted strategies such as nursery rhyme transitions, rhyming books, interactive games, and whisper phones were implemented. The results showed significant improvement: in 2024–2025, 73% of students showed progress and 43% achieved mastery, compared to 82% starting with no skills. These outcomes highlight the transformative impact of structured, intentional instruction. The project reinforces the need for a universal Emergent Reading curriculum, to ensure consistent, equitable instruction across classrooms. Professional learning through EC LETRS and Elevate Academy played a key role in developing practical strategies, and deepening understanding of oral language and developmentally appropriate practice. Future steps include integrating emergent literacy into daily routines, and advocating for school-wide curriculum adoption to enhance kindergarten readiness and long-term student success.

Julia Grothe

Based on spelling scores and Fastbridge data, students lacked basic reading skills. In an attempt to get students reading, I implemented different research strategies such as LETRS, Orton-Gillingham, and more to help students learn the importance of orthographic mapping, and relate it to reading. After seven months of implementation and targeted small groups, 53% of my students were ready for 2nd grade, with a growth of 11% from August. Based on the results, I will continue implementing research based orthographic mapping strategies, so the growth can be higher and benefit my first grade students.

Natalie Groves

An elementary school first grade classroom was given the reading MAP test, and a curriculum based phonics word blending assessment at the beginning of the 2024-2025 school year. Based on outcomes of this assessment, 9/26 students in this classroom needed to improve their reading progress, specifically in the area of word decoding. These nine students were put into two intervention groups led daily by the Elevate Academy Candidate.

During this project, the Candidate used phonics and reading strategies, and lesson structures from LETRS professional learning, to design and implement meaningful small group interventions, and progress monitoring. The strategies included small group work with word sorts, word chains, decodable readers, and dictation. Regular, progress monitoring took place over the course of eighteen weeks, so that the Candidate could adjust strategies and instructional goals.

After the eighteen weeks of interventions, it was found that all nine of the students in the intervention group made progress in the area of word decoding, and were able to make progress toward reading on grade level decodable text. After reviewing data, it was determined that the research based strategies should continue with these students, as well as future classrooms.

Denise Guess

The goal of LETRS professional learning is not a curriculum or a set of activities. LETRS was developed to give teachers a base knowledge to help students as they try to learn. LETRS has helped teachers understand the spoken language abilities, including vocabulary knowledge and how to create a language-rich classroom environment, comprehend instruction, and how teachers can build connections between reading and writing. Through the research action process and the use of these practices, I have implemented evidence based Science of Reading tools to help my students succeed with their phonological awareness skills in my future classrooms.

Ashley Brooke Gullett

Based on iReady data and comprehension scores of Tier 3 students, an elementary school interventionist incorporated comprehension strategies that were learned through LETRS professional learning, to help the Tier 3 students at the school to gain reading proficiency and improve their understanding of grade level texts. To attempt to improve reading comprehension, the Elevate Academy Candidate implemented research-based strategies such as focus on vocabulary, word relationships, making mental models, sentence structures, and the importance of grammar instruction to improve reading proficiency. After 3 implementation cycles, students made observable improvements in their guided reading. The students’ progress monitoring scores showed inconsistent progress. These results indicate the elementary school, and the interventionist, should continue implementing the research based strategies learned through LETRS professional learning, and other scholarly journals, to continue to improve reading proficiency and reading comprehension across all grade levels.

Alexandria Hacker

Based on reading assessment data, a third grade classroom identified a need to improve student performance in phonics-based tasks. To attempt to improve student performance in phonics, the Elevate Academy Candidate implemented explicit instruction in phonics using research-based strategies such as word sorting, word chaining, and tier 2 vocabulary instruction following the LETRS General Phonics Lesson Plan. After 12 weeks of implementation, the number of students who “surpassed level” in phonics on the iReady Diagnostic increased from 2 to 11; and the number of students who were “two or more grade levels behind” decreased from 9 students to 4. Furthermore, a total of 9 phonics skills were mastered by 75% of students who were assessed on that skill. These results indicate the classroom teacher should continue implementing the evidence based strategies, and share these strategies and results with grade level team members.

Haley Hagan

Based on Fall reading screening data, my students need improvement in the area of vocabulary. Using LETRS research, I implemented daily vocabulary instruction to support all students’ reading proficiency. My goal was for students to show growth in their knowledge and usage of vocabulary words, as evidenced by the post-tests each week and the iReady diagnostic data.
According to iReady diagnostic data in the Fall of 2024, 38% of my students were 2 or more grade levels behind in the area of vocabulary and only 28% were considered at grade level, which is why I chose to implement vocabulary instruction based on LETRS research. I wanted to see how much research-based vocabulary instruction would impact my students vocabulary scores on their diagnostic, and their reading achievement as a whole.

Sara Hall

Based on data from the Fall 2024 iReady Reading Diagnostic Assessment, this Elevate Academy Candidate identified a need to address foundational reading skill gaps among third-grade students. Nearly half of the students were performing below grade level, and seven students demonstrated critical deficits in phonics. To support student growth, this Elevate Academy Candidate implemented a targeted, data-driven instructional plan that included small-group phonics interventions, differentiated instruction, and regular progress monitoring. After 12 weeks of implementation, student reading data showed measurable improvement in phonics proficiency, and classroom teachers reported increased student engagement during literacy instruction. Based on these results, the educator should continue the targeted interventions, and explore additional strategies to further support students' foundational reading development.

Victoria Hamby

Based on previous and current phonics and phonological awareness data among ELL students, an elementary school identified a need to improve foundational phonics skills among ELL students. To attempt to increase foundational phonics and phonological awareness skills, an Elevate Academy candidate implemented research based strategies, such as 95% Phonics and Heggerty. After 18 weeks of implementation, the students phonics scores increased by 11% from the Fall, to the Spring on the iReady Reading Diagnostic. The students' scores increased by 151% on the Phonological Awareness Screener from the beginning of the implementation cycle, to the end. These results indicate that this elementary school should continue implementing these research based strategies, and continue to find additional strategies that will help further increase the development of these skills over the long term.

Hall, S. L. (2015). 95% Phonics Lesson Library. 95 Percent Group, Inc.
Bottari, M., & VanHekken, A. (2003). Heggerty Phonological Awareness. Literacy Resources, LLC. (Based on the work of Michael Heggerty, Ed.D.)

Trey Hamilton

Based on Fall iReady reading scores and the phonics survey, it is evident that ELL students in my 3rd grade class at this Elementary School are performing below grade level in phonics and vocabulary. These foundational gaps are limiting their ability to comprehend and engage with grade-level content. The data highlights a pressing need for more effective instructional practices, tailored to these specific areas. Without targeted support, these students will continue to struggle academically across all subjects. This project aims to identify and implement research-based strategies that directly support phonics and vocabulary development for ELL learners. By enhancing instruction in these areas, the goal is to improve students' overall reading comprehension and academic performance. Addressing these learning gaps will also help build students’ confidence in the classroom. A stronger foundation in language will enable them to participate more fully in academic discussions and tasks. This work is essential in promoting equity, and closing achievement gaps for ELL students. Ultimately, the project seeks to empower these learners with the tools they need for long-term success.

Amy Hamm-Hall

Based on three different reading tests for my district, students at my school scored low in phonemic awareness and phonics. I, the teacher, implemented a research-based strategy, and taught explicitly and systematically, to increase students' ability and test scores in phonological awareness. I implemented the I Do, We Do, You Do model in large and small groups to teach how to count syllables, identify beginning sounds, and blend onset and rime. After 18 weeks of implementation, students' scores increased. Students in my small group went from being far below grade level, to approaching grade level on their reading tests. Based on the results, I should continue implementing the research-based strategies with explicit and systematic teaching.

Mary Hamner

Based on the initial Benchmark Data from iReady and the classroom level screening data from the PAST (Phonological Awareness Skills Test), a first-grade class demonstrated a problematic lack of student mastery of specific phonological skills. The largest deficit being the inability to blend and segment phonemes. To address this, the Elevate Academy candidate implemented small group sessions, focused on explicit phonics instruction using Orton Gillingham and Heggerty Phonemic Awareness strategies, aimed at enhancing foundational reading skills, and ultimately improving student learning outcomes. The analysis of student growth through various assessments, including Orton Gillingham and PAST, indicates significant improvement in foundational reading skills among the sampled students. Both qualitative and quantitative data reveal that nearly all students demonstrated marked progress. Additionally, the project focused on explicit phonics and phonemic awareness instruction, and has led to positive outcomes, as evidenced by the substantial gains in student performance on iReady diagnostics.

Ronnie Hampton

Based on the results of the Core Phonic Survey that I gave to my kindergarten and first grade ECE resource group, I know my students need to improve on their literacy skills. By utilizing a high quality research based instruction program called University of Florida Learning Institute, or UFLI, I will support my students phonics skills, and provide high quality phonics instruction, which will improve student skills on proficiency assessments in the area of decoding and fluency. After 12 weeks of instruction with UFLI, the results indicated this intervention was showing gains for all students in basic reading areas. Based on these results, instruction should continue.

Kayla Hardin

This study addresses the need for enhancing fine motor skills and writing development in early childhood students entering Kindergarten, as identified through observations and district assessments. The Elevate Academy Candidate adopted research-based strategies, including the picture story/word story model, daily morning work routines, writing opportunities during transition periods, and modifications to the classroom environment. After 16 weeks of implementation, notable improvements were observed: students demonstrated a 50% increase in the correct pencil grip, a 40% increase in the ability to draw an X, a 40% increase in drawing squares, and a 60% increase in writing their names. Additionally, the average frequency of students utilizing writing tools and voluntarily visiting the writing center doubled. These findings suggest that the continuation of these evidence-based strategies is essential, along with the exploration of additional methods to further enhance fine motor skills and writing development in early childhood education.

Amy Harmon

Based on the Beginning Reading Skills Assessment from Orton Gillingham and the iReady assessment, a kindergarten class is missing important phonics skills, which has significantly impacted their ability to read, and later reading comprehension. To address this, the Elevate Academy Candidate implemented research-based activities such as a fluency center and teacher-led fluency practice of letter names and letter sounds in small groups, to increase mastery of letter name and sound recognition in Kindergarten. Data gathered at the end of the year shows mastery of all upper and lowercase letters jumped from 5% to 85% of students, which is an increase of 1000%. Letter sound recognition increased from 5% to 80% of students mastering all letter sounds, or an increase of 1500%. These findings suggest the elementary school should maintain the use of research-based strategies, and explore additional methods to further enhance fluency in kindergarten and early elementary grades.

Kristi Harper

Based on iReady and the Core Phonics Screener (CPS), I identified a need of seven students that had not mastered the foundational phonics skill of reading short vowels in CVC words. To address the need, instruction was delivered to these students using the UFLI curriculum, which is an explicit and systematic phonics program, along with implementing research-based strategies found through research of this skill. After 8 weeks of implementation, based on the data from the UFLI progress monitoring spelling assessments, six of seven students consistently encoded short vowel in CVC words, and five of seven students consistently decoded short vowel in CVC words. Based on the CPS, five of seven students showed growth from the initial assessment in the fall to the assessment given in February in their ability to read short vowels in CVC words, with four of those students having mastered the skill with at least 90% accuracy. According to the iReady spring assessment, three of seven students met, or surpassed, grade level expectations in the phonics domain.

Hannah Harrod

This capstone project addresses a critical literacy challenge identified through iReady Diagnostic, UFLI, and ESGI data collected in September 2024, revealing that only 3% of students mastered all uppercase letters, and 1% mastered all lowercase letters with full accuracy. The primary area of concern is students’ weaknesses in phonics and phonological awareness, especially in letter-sound correspondences involving consonants, vowels, and digraphs. To tackle these gaps, I designed and implemented focused, systematic lessons targeting phonemes, blending, segmentation, phoneme substitution, and onset and rime. Using evidence-based research, these interventions aimed to strengthen decoding skills, promote reading fluency, and enhance comprehension. Throughout multiple implementation cycles, data showed positive impacts on students’ phonics, and phonological awareness abilities. Reflecting on this process highlighted the importance of data-driven decision-making, and reinforced the effectiveness of targeted instruction. This experience has deepened my understanding of how intentional teaching of foundational literacy skills can close gaps, and support students’ overall reading development. Moving forward, I am committed to refining these strategies to further improve student outcomes in phonics and reading comprehension.

Erin Hasty

Based on Fall MAP data, there was a need to increase a first grade class's foundational phonics skills. Further baseline assessments were conducted in the foundational phonics areas of phonological awareness, phonics/decoding, and sight words, to better pinpoint weak skills. In an attempt to increase foundational phonics skills, research based strategies aligned with LETRS and the Science of Reading were implemented. These strategies included brief phonological awareness activities, multisensory phonics strategies, word dictation, syllabication, and heart word mapping. After one school year, 100% of students showed improvement in the areas of phonics/decoding and sight words, while 91% showed improvements in the area of phonological awareness. These results indicate that these researched based strategies should continue to be implemented, in order to increase students' foundational phonics skills

Elizabeth Hatter

Based on beginning of the year iReady data, a first grade classroom identified deficiencies in the core reading domains of phonics, and high-frequency words. To be more specific, the deficiency in phonics was directly related to spelling. In an attempt to close this gap, and help students become fluent readers and writers, the Elevate Academy candidate implemented explicit phonics intervention groups based on reading scores. These intervention group participated in data-driven, explicit, daily phonics instruction. After four months of implementations, phonics scores went from 8% of students being on grade level, to 59% of students being on grade level. High Frequency word scores went from 21% on grade level, to 55% on grade level. These results indicate that these first grade students will continue to grow in reading and writing when provided explicit phonics instruction consistently over the year.

Erika Hays

Based on literacy data from the current school year, my Kindergarten class needed to significantly increase their phonological awareness skills. In order to best assist my students with this, I implemented a multitude of science based curricula and activities, including LETRS, UFLI, and Heggerty, all of which pinpoint the problem of practice. At the end of an eighteen week implementation cycle, data proves that the methods and strategies I chose did exactly what I intended for it to do. One hundred percent of my students substantially increased their phonological awareness skills, only two of which are still below grade level. I will continue to hone my skills in these strategies, so that future groups of students will also reap the benefits of all the knowledge I have gained during this two year Elevate and LETRS journey.

Jena Head

Based on Map data, my kindergarten students struggle with phonemic awareness. After reviewing the MAP assessment, it was apparent that a more focused phonics program is needed to meet our students’ needs. Phonemic awareness is a crucial skill students need in order to be able to read and write. My desire is for all my students to be able to read and write at grade level. In order to increase student knowledge of foundational skills, we implemented a new phonics program at our school called Fundations. Along with Fundations, I incorporated research based strategies to help my students build phonemic awareness. As a result of implementing Fundations and other strategies, my students grew in their foundational skills, according to recent MAP data. In the fall, the average was 51% for foundational skills, and now it is 77th%. That is amazing growth! These results indicate that our school should continue to implement Fundations, and other research based strategies.

Lauren Hedges

Based on my needs assessment, and beginning of the year data for my classroom, a barrier/need for my students is in the areas of phonics and phonological awareness. Also, based on my engagement in the LETRS Reading Academies, I, as an educator, need to increase my professional knowledge and understanding of effective phonics literacy practices, based on the science of reading to impact student learning. In the beginning of the year, my students were given benchmark assessments in both spelling and decoding with the LETRS Spelling Screener, as well as iReady benchmark testing. These benchmark assessments indicated a need in the area of phonics within my classroom. To attempt to boost my students' mastery in this area, I implemented the Sonday Essentials System with my class. The methods and materials used by the Sonday System are based on Orton-Gillingham instruction principles, to raise student achievement. This approach involves using multi-sensory methods that involve spelling, saying, reading, writing and tracing words, as well as breaking down English spelling rules into manageable phonic patterns. After several weeks of mastery check data collection (which happens every 5th lesson), a sampling of student data showed that almost 60% of those students were scoring 80% or higher on their mastery checks. For those students who scored below 80% on 4 consecutive mastery checks, they were considered to receive a small group re-teach, or even intervention in a small group until their scores began to improve. Based on these findings, I should continue utilizing the Sonday Essentials System with my students, to increase student achievement in the area of phonics.

Arielle Heflin

Based on the Impact KY Working Conditions Survey, 61% of teachers at an elementary school have said they feel like their well-being and belonging are a priority and they feel motivated to work. There is a need to increase teacher’s motivation in the school, and to support teachers so they enjoy being at work, and the want to increase their students' achievement in reading. To attempt to increase teacher motivation, and increase student success in reading, I worked with 4th grade teachers at the school. Their main reason for lack of motivation was not having enough trained people to help with students who needed extra help. We met at least once a month for planning and changing our strategies, I pulled groups for reading to help differentiate instruction, and I co-taught in the classrooms to help target those students who needed extra help. After 18 weeks of implementation, according to the survey I gave the teachers at the beginning of the project and at the end, they felt more motivated to be at work and to teach the students. Student success increased because at the fall iReady Diagnostic test, the students were projected to have 27% of students at proficiency on the Kentucky Summative Assessment, and this increased to 59% projected to be proficient at the spring iReady Diagnostic test. These results indicate that teacher motivation is a direct indicator of student success and growth in reading.

Katie Henderson

Based on DIBELS Next (reading) data and the CORE Phonics Survey, Kindergarten students, especially economically disadvantaged students, entered school with substantial phonological awareness and phonics deficits. The Elevate Academy candidate will improve this, implementing the use of Science of Reading strategies, such as those taught in the LETRS curriculum. During this time, the Elevate Academy candidate will complete LETRS professional learning, and implement structured literacy programs, such as Heggerty and UFLI, to improve students’ understanding of recognizing, naming, and using the 52 letters of the alphabet and the phonemes associated with these letters (graphemes). After 18 weeks of implementation using these strategies and programs, the percentage of students who score within the core support range on DIBELS Next (reading) and CORE Phonics Survey increased. The results indicate the primary school should continue implementing the evidence based strategies, to continue improvement in test scores and helping students become successful readers.

Katie Hicks

Based on i-Ready and benchmark data, the multilingual learners in my classroom were not successful on their EL Education encoding screeners, and need additional support in order to be on grade level. I will support the multilingual learners so they can be successful, using LETRS strategies and the UFLI curriculum in small groups. Focusing on phonics and encoding as the main area of growth with these students, based on student samples. My goal is for them to be able to pass weekly spelling tests with at least 80% accuracy. To attempt to increase spelling test scores, I implemented research based practices such as small group instruction, spelling with different materials, and an after school spelling program. After 12 weeks of implementation, spelling scores increased from 20% averages, to at least 70% averages on weekly spelling tests. These results indicate that I need to continue implementing spelling skills and small group instruction into my classroom daily. I will continue to research new strategies and skills, in order to further increase spelling/encoding scores.

Joanne Hicks

This capstone project focused on improving vocabulary acquisition and retention among fifth-grade students through a structured, multi-phase implementation plan. Drawing on LETRS professional learning, best practices in explicit vocabulary instruction, and ongoing formative assessment, the project aimed to address gaps in students’ foundational reading skills. Across three instructional cycles, I used diagnostic data (IXL, MAP), collaborative planning, and high-quality instructional resources to identify and teach high-utility academic vocabulary. Instructional strategies included student-friendly definitions, contextual learning, morphology study, vocabulary journals, and active engagement activities, such as think-pair-share and scenario analysis. Daily and weekly assessments were used to monitor progress, guide flexible grouping, and refine instruction. Adjustments were made between cycles based on data trends, with a shift toward more efficient use of time and targeted strategies. The project demonstrated that intentional, explicit vocabulary instruction positively impacts students’ language development, comprehension, and overall reading proficiency. The results support the continued integration of vocabulary-focused practices in literacy instruction to meet diverse student needs.

Chelsea Hodges

My Capstone Project focused on improving reading fluency and comprehension in third-grade students. As students transition from “learning to read” to “reading to learn,” many struggled with decoding, fluency, and ultimately, comprehension. After analyzing iReady data, oral reading fluency assessments, and classroom observations, it became clear that a lack of fluency was a key barrier to understanding texts. To address this, I implemented daily fluency routines, small-group interventions, and multi-sensory activities grounded in the science of reading. Completing LETRS professional learning has significantly deepened my understanding of how fluency connects to comprehension. Students showed measurable growth in both fluency (average WPM increase of +33) and comprehension (average iReady gain of +48.3 points). Beyond academic data, students also demonstrated increased reading confidence and engagement. This experience strengthened my instructional practices, and renewed my passion for teaching reading.

Rasema Hodzic

This project investigated the impact of explicit phonological awareness instruction on early literacy development. Instructional methods emphasized middle vowel substitution, sound deletion, and word manipulation, supported by multi-sensory tools, to increase student engagement and accuracy. Data was systematically collected during small group sessions to evaluate student performance, revealing both growth trends and areas requiring targeted intervention. Analysis of these outcomes informed instructional adjustments, and highlighted the efficacy of clear modeling and scaffolded practice. The study also reflected on the intersection of professional learning and instructional practice, as insights from concurrent graduate coursework were applied to classroom implementation. Findings underscore the importance of evidence-based literacy instruction, data-driven reflection, and adaptive teaching practices in fostering foundational reading skills.

Brittany Holbrook

Based on FastBridge reading data at a local Elementary School, multiple upper elementary students demonstrated low decoding proficiency, a foundational skill essential for reading fluency and comprehension. In response, the Elevate Academy Candidate implemented targeted decoding strategies including additive sound-by-sound blending, whole word blending, and instruction in irregular or heart words. These interventions were applied over a three-week period, two to three times per week, in small group settings. Results showed that 3 out of 4 participating students achieved 100% accuracy in reading targeted words, indicating notable growth in decoding ability. Despite this progress, school-wide data suggests a continued need for systematic phonics-based instruction, to help students apply decoding strategies to unfamiliar words. This project highlights the importance of sustained, explicit instruction in upper elementary grades, and supports the need for continued intervention efforts to improve decoding skills and overall reading achievement.

Dwight Holder

Based on looking at our district's state assessment, Kentucky State Assessment, iReady Assessments, and other assessments throughout the school year, I noticed our students struggled with reading comprehension. In an attempt to improve my students’ reading comprehension levels over the last two school years, I have implemented reading strategies from professional developments, as well as from research based studies. I have noticed a change in their reading comprehension and academic performance after the reading strategies have been implemented.

Sarah Holman

Based on previous and current data, the English Second Language population of Wheeler Elementary needs improvement on language comprehension. Additionally, students also need instruction with phonemic awareness and reading comprehension. To attempt to improve in these areas, research-based strategies were implemented such as oral language modeling, onset/rime, segmentation of syllables, creating a writer’s environment, simultaneous reading, and after reading activities. After 12 weeks of implementation, 100 % of students showed improvement within the group on naming letters, identifying consonants and digraphs, high-frequency words, identifying long and short vowels, and digraphs. Likewise, 100 % of students showed improvement with vocabulary acquisition use and literature questions from Fall to Winter MAP Test.
Based on the results, the ELD teachers at Wheeler Elementary should continue implementing the research-based strategies and determine additional strategies that may further increase improvement in reading comprehension, phonemic awareness, and reading comprehension.

Christy Holt

Based on 2024-2025 MAP data and LETRS Writing Evaluation Data from October, 5th grade students are struggling with writing simple, compound, and complex sentences. This in turn made it difficult to construct well developed paragraphs, which is needed in order to write opinion essays in 5th grade. In addition, they were struggling to transform information being read due to weak vocabulary and comprehension abilities. In order to address these challenges, the Elevate Academy Candidate implemented research based strategies from LETRS professional learning to develop comprehension of text, and for students to independently write a variety of sentences, in order to develop well crafted paragraphs. In response, students participated in vocabulary instruction of tier 2 words, and background knowledge activities, to support the text during guided reading. Students then had vocabulary and understanding of the topic, to focus on sentence writing the first 4-8 weeks in small groups. Students worked through activities such as sentence anagrams and sentence building charts, during the first implementation cycle. During the second implementation cycle, students progressed toward LETRS color coding activities, when focusing on paragraph development. Following the implementation of these research based practices, 100% of students in both groups grew 2 points or more based on the paragraph rubric. In addition, the number of students in the developing phase of writing based on the LETRS Writing Evaluation Checklist reduced to 3.4%, compared to 31% in October. Students falling in the advanced phase of writing grew from 7%, to 62% at the end of cycle 2 implementation. These results support the importance of explicit vocabulary and comprehension instruction during guided reading, along with intentional instruction using research based sentence building practices, to produce sentences necessary for well crafted paragraphs.

Kelsey Hood

This project confirmed that intentional, research-based foundational literacy instruction significantly benefits emerging readers. Daily phonemic awareness practice built a critical base for phonics and fluency, while decodable texts provided the necessary scaffolding for reading success. Multi-sensory dictation bridged decoding and writing, empowering students to transfer skills more independently. I plan to deepen differentiation within dictation routines, explore comprehension strategies for fluent but struggling readers, and continue supporting multilingual learners with targeted tools. I also aim to share my findings through PLCs, faculty meetings, and resource hubs for K–2 literacy teams. This project reinforces the power of the Science of Reading and the value of implementing it with fidelity, intentionality, and reflection. When teachers align instructional practices with student data, growth
is inevitable and lasting.

Hannah Horn

Based on a needs assessment and student data from Brigance and MAP assessments, the kindergarten team at a local Elementary school identified a need to improve student reading comprehension, by strengthening instructional alignment and rigor in reading instruction. To address this Problem of Practice, I researched and implemented effective, research-based strategies, for designing and delivering high-quality, engaging, and rigorous instruction, focused on enhancing students’ comprehension skills within my classroom. These strategies included intentional lesson planning that emphasized comprehension strategies, the use of formative assessments to monitor understanding, and collaborative planning with colleagues to ensure consistency and quality in reading lessons. I also engaged in ongoing professional learning and reflective practices, to ensure my instructional methods remained effective and aligned with student needs. As a result of these efforts, students at this school demonstrated measurable gains in reading comprehension, engagement, and overall reading performance, as evidenced by classroom assessments and MAP data. Additionally, the school reported increased confidence in designing and delivering rigorous reading instruction, that effectively fosters comprehension and student growth. These findings support the continued implementation and expansion of high-quality instructional strategies to further improve reading comprehension, and student learning outcomes. This work has established a foundation for long-term instructional improvement, and strengthened collaboration within the school community.

Austin Horn

This project explores the effectiveness of online learning platforms in improving student engagement and academic growth in math and reading at a local High School. Benchmark data from MAP assessments and ELM Enrichment indicate a need for more meaningful student progress, particularly in these core content areas. While online platforms offer benefits such as flexibility and personalized pacing, they often lack the engagement and real-world application necessary to support deeper-level learning. This study examines the limitations of relying on technology as the primary mode of instruction, and emphasizes the importance of integrating teacher-led instruction to maintain student interaction, discussion, and motivation. By combining online tools with hands-on, real-world experiences, the goal is to increase student interest, and support higher-order thinking skills. Rooted in research such as John Hattie’s Visible Learning, this project aims to develop a balanced instructional approach, that leverages the strengths of both digital and face-to-face learning environments. Ultimately, the study seeks to identify strategies that lead to improved student outcomes in math and reading, by making content more engaging and accessible for all learners.

Tammy Hornak

This study addresses the persistent learning gaps in phonological and phonemic awareness skills among kindergarten students, as identified through iReady, Fastbridge, and PASS assessment data. Early literacy development is foundational to long-term academic success, and students lacking proficiency in these core areas are at risk of falling behind their peers in reading achievement. The purpose of this research is to explore and implement evidence-based, high-quality small-group instructional strategies, aimed at improving students’ phonological and phonemic awareness. Through targeted interventions tailored to individual areas of need, this project seeks to strengthen essential literacy skills, and accelerate students’ progress toward reading proficiency. I used small group instruction in the areas of rhyming and letter and sound recognition, to help my students gain mastery of those skills. The students included in this project all benefitted, and were able to reach proficiency in all areas that were addressed. The findings of this study will inform best practices for early intervention, support differentiated instruction, and contribute to efforts to close literacy gaps in the early years of education.

Rachel Horton

Based on the iReady data and the Phonics and Word Reading Survey, students in my 5th grade small group struggle with phonics. This project supported students in understanding areas of phonics that are lacking in their foundational reading skill. Intentional instruction with phonics for those students who are still behind grade level will improve their misconceptions, and strengthen their ability to read fluently. To attempt to increase phonics skills in students marked as behind grade level, I created a lesson plan that specifically worked on phonics skills with an emphasis on decoding and encoding words. After 12 weeks of implementation, students showed growth in their decoding and encoding skills through decodable passages and spelling surveys. These results indicate that the implementation of this lesson plan was successful. Students who are marked as below grade level in any grade will benefit from following this lesson plan and structured data collection.

Misty House

This Capstone Project explored the impact of explicit, systematic instruction in phonological awareness and decoding skills on second-grade students identified as at-risk readers. Based on diagnostic data from iReady and EL Education Skills Block assessments, 23% of students demonstrated significant gaps in foundational literacy skills. The intervention combined daily whole-group phonics lessons from the EL Skills Block with small-group Tier 3 instruction, using the University of Florida Literacy Institute (UFLI) framework and LETRS aligned practices. Instruction focused on rhyme recognition, phoneme segmentation, syllable blending, and orthographic mapping through multi-sensory activities and decodable texts. Progress was monitored through weekly fluency checks, decoding assessments, and benchmark testing. Results showed measurable gains in decoding accuracy, fluency (Words Correct Per Minute), and reading comprehension among all target students. The project affirms that early intervention using research-based methods can close foundational reading gaps, and build student confidence. This work contributes to the broader conversation around equitable literacy instruction, and supports the continued integration of phonological awareness routines in early elementary classrooms.

Katie Howard

Based on MAP Fluency data and the LETRS Basic Spelling Screener, second grade ECE students need to improve oral reading fluency. In an attempt to improve oral reading fluency, the Elevate Academy Candidate used knowledge gained from LETRS professional learning to develop structured literacy lessons by combining research based strategies for improving phonemic awareness and phonics to support oral reading. After 13 weeks of implementation, students average WCPM improved by 16.3 words, and their accuracy improved by 46%. The results indicate the Elevate Academy Candidate should continue implementing structured literacy lessons based on LETRS professional learning, and expand upon these strategies over time to increase oral reading skills.

Sarah Hubbard

Students in my Kindergarten class have shown deficits in remembering and utilizing their knowledge of Red Words (sight words, heart words, high frequency words). When doing testing both weekly and tri-annually, students were not showing mastery of word acquisition, which proved to carry problems across to other subject areas. Through LETRS professional learning, and the work done throughout the last 2 years, I have learned how to best meet my students where they are, and encourage their Red Word learning, by both increasing the rigor in the classroom, but also teaching families how to work with their student in meaningful and impactful ways at home. Through this, I have seen a dramatic increase in students reading Red Words instantly by sight, recognition when reading, and the ability to write more fluently.

Leeann Hudnall

Based on a survey sent to community stakeholders asking about the essential skills they would like future employees to possess, communication skills ranked at the top. This school district will implement a Portrait of a Learner. To help students overcome anxiety when presenting, the Elevate Academy Candidate researched strategies, such as practicing, calming techniques, and reflections, to implement in her co-taught classes. When given a pre-survey, 80% of the students ranked their anxiety when they need to give a presentation in the 3-5 range. After a week of presenting strategies, the students gave their presentations and a post-survey, showing that 44.4% ranked their anxiety as a 3, and 0% ranked their anxiety as a 4 or 5. The results show, when given strategies, students will be less anxious when presenting. Teachers should give students opportunities to present and discuss strategies to lessen their anxiety.

Megan Huff

This capstone project explores the critical role of early interventions in fostering foundational literacy skills, with a focus on phonological awareness, phonics, and fluency. Grounded in the principles of the Language Essentials for Teachers of Reading and Spelling (LETRS) framework, the project emphasizes the urgency of identifying and supporting struggling readers in the earliest grades, to prevent long-term academic difficulties. Current research demonstrates that when children receive explicit, systematic, and evidence-based instruction in the early years, the likelihood of later reading success significantly increases. The project highlights how targeted early interventions not only close skill gaps, but also enhance confidence, motivation, and overall learning outcomes. Implementation strategies include multi-sensory phonics instruction, frequent progress monitoring, and intentional small-group work. By aligning instructional practices with the science of reading, this project underscores how educators can effectively bridge research and classroom practice, to ensure that every child builds a strong foundation for lifelong literacy.

Sarah Hutchins

Based on the Fall iReady Reading Diagnostic, an elementary school identified a need for phonics interventions in the fourth grade classroom. The Elevate Academy Candidate implemented a research based intervention program to guide small group phonics intervention instruction 3x per week, to support students who were below grade level readers with a particular deficiency in phonics. After 17 weeks of implementation, the percentage of fourth graders below grade level in the phonics domain dropped significantly from 30%, to now only 6% falling below grade level. Based on these results, the educators at this Elementary School should continue using research based strategies and interventions, to further address upper elementary phonics needs in the future.

Heather Hynes

Based on two universal screeners, 80% of our first grade class were not reading on level. To improve the reading skills for our first grade class, I utilized what I had learned through LETRS professional learning and the Science of Reading. Pedagogy changed. Less time spent on comprehension, more time spent on phonological awareness and phonics skills. Implementing UFLI practices, intentional focus on highly structured reading activities, and detailed data dives, I could effectively teach students skills that would prepare them to be on level readers upon leaving our first grade classroom. By February, significant growth and confidence was built. Students are having fun, parents notice their child’s reading is blossoming, and screener scores have done a turn around, with 75% of first graders reading on grade level. There really is a science involved in teaching children to read.

Karla J-Stewart

Based on i-Ready diagnostics, Advanced Spelling Screener (3+), and ACCESS for English Language Learners, an elementary school teacher identified a need to improve a deficiency in direct phonics instruction. To increase students’ phonics skills, the Elevate Academy Candidate implemented research-based strategies such as Teaching Heart Words, Phoneme/Grapheme Mapping, and Syllabication for Spelling, and focused on explicit multimodal phonics instruction for students from special populations. After a school year of implementation, three out of four students showed growth in phonics skills; while final results are not currently available from ACCESS, data tables from i-Ready and the spelling screener show the progress extends through grade 3, and classroom performance indicates an increase in vocabulary usage, fluency, and accuracy that has helped students with their reading skills. The percentage of students who showed at least one-grade level growth in phonics, and vocabulary skills increased by 50% to 75%. Based on the results, elementary school educators should continue implementing evidence-based strategies grounded in the Science of Reading, and determine additional strategies that may further students’ phonics skills over the long term.

Kimberly Jenkins

Based on AEPSi data, a needed to improve classroom writing skills and writing grasp was identified. To attempt to increase writing skills and writing grasp, the Elevate Academy Candidate implemented researched-based activities such as signing in, sand writing, play doh stamping. After 12 weeks of implementation, writing skills improved; prewriting strokes increased from 30% to 5%, writing their name with a model increased from 0% to 30%, write their name without tracing it/ writing name without a model increased from 0% to 35%, showing that 65% of my students made improvement. The class average for using an appropriate tripod grasp grew from 40% to 85%, which shows a drastic improvement in the class average. These results indicate that the early childhood classroom should continue implementing the activities, and determine any additional activities that may further increase writing skills and writing grasp over the long term.

Laura Beth Jessie

Based on data collected through i-ready diagnostics, approximately 70% of the children my classroom were behind in vocabulary knowledge. My Elevate Academy Journey allowed me the opportunity to implement research based practices in order to create an intentional plan to integrate vocabulary instruction. The research based practices I used were greatly influenced by LETRS professional learning, which was my focus for Elevate Academy. I also used the 95 Phonics Vocabulary Surge for instruction in my class. I have had so many new views of what I am doing within the classroom from this experience, and I am forever grateful for the opportunity to participate in Elevate Academy.

Laura Johnson

Based on iReady and core phonics survey data, 3rd grade students in my WIN group need to improve on their foundational reading skills. I will implement the UFLI curriculum to support my 3rd grade students with deficits in CVC words, in hopes to improve their overall outcomes in reading, as evidenced by their performance on UFLI progress monitoring quizzes, the core phonics survey, and iReady diagnostics. After 12 weeks of implementation, progress monitoring scores from UFLI weekly assessments increased for all students, as students mastered short vowel sounds. These results indicate these students should review short vowels, and move on to digraphs, while continuing the UFLI weekly assessments.

Brinisha Johnson-Snoddy

Based on the analysis of MAP Growth and MAP Fluency data, it is evident that many students are struggling with phonological awareness, phonics, and spelling skills in the classroom. To address these challenges, the Elevate Academy Candidate administered the LETRS basic spelling screener to identify specific phonetic difficulties, which revealed that many students struggled with vowel teams. In response, research-based strategies such as explicit phonemic awareness activities, word study, and targeted vocabulary instruction were implemented over a 15-week period. Following this intervention, 72% of students demonstrated mastery of vowel teams, as measured by the LETRS basic spelling screener. These findings suggest that continued systematic and explicit phonics instruction is essential for improving reading fluency and comprehension in the classroom.

Larann Jones

Based on universal screener data and PAST test data, an elementary school identified a need to improve phonics and fluency skills. To attempt to increase these skills, I implemented research-based strategies from the LETRS professional learning, such as phoneme-grapheme mapping, word chains, and fluency checks. After two implementation cycles focused on phonics, I noticed student knowledge in short vowel sounds and digraphs increased. After one implementation cycle focused on fluency, I noticed students stayed within 10% of their scores each week. These results indicate that the educators of this Elementary School should continue implementing evidence-based strategies from the LETRS, and determine additional strategies that would further increase student achievement.

Jennifer Jordan

Based on fall reading MAP data, the school needs to improve student outcomes in reading by selecting, designing, and implementing phonics skills in daily instruction. In order to address this problem, the Elevate Academy Candidate will research some effective strategies for teaching letter sounds and blending, as well as hands-on tasks to build phonological skills. This will allow students to receive rigorous and engaging learning experiences that will directly improve student learning outcomes. This will enable them to close some of the gaps in their foundational knowledge, and perform better on their spring MAP assessment. To attempt to increase student outcomes in reading, the Elevate Academy Candidate implemented research-based strategies such as letter sound blending using chaining boards, and correct pronunciation of letter sounds using mirrors to learn the correct tongue and lip placement. As well as many hands-on activities to help build phonological skills in a rigorous and engaging way, while continuing to improve student learning outcomes. After twelve weeks of implementation, the class average increased from the sixty third percentile, to the seventy fourth percentile. They went from a class average RIT score of 139, and increased to a class average RIT score of 161. The class also increased on their MAP reading fluency test from thirty seven percent of the class scoring needing reading intervention with serious reading difficulties, to only five percent (one student) scoring in the reading difficulty category. These results indicate the elementary school should continue implementing the evidence based strategies, and determine additional strategies that may further increase reading consistently over the long term.

Tiffany Joy

Based on data from the Phonological Awareness Skills Test (PAST) and the lack of progress in the area of rhyming, I need to improve student success in that specific area of phonological awareness and student reading outcomes, by improving my effectiveness and ability to implement LETRS research-based strategies in my classroom, to support my students who are showing deficits. To attempt to increase performance in these areas, I implemented research-based strategies such as rhyming matching games, word chains, and picture matches. After 12 weeks of implementation, rhyme recognition data went from 44% mastery, up to 82% mastery. Rhyme production went from 17% mastery, up to 59% mastery. Based on the results, I will continue implementing the research-based strategies, and determine additional strategies that may further increase not only the skill of rhyming, but all of the phonological awareness skills on the PAST assessment.

Shawn Joyce

According to the MAP Assessment and ESGI data from August and September 2024, my kindergarten students showed learning gaps in phonological awareness and phonics. I used the Structured Literacy component of HMH’s Into Reading for whole group phonics instruction, along with instructional strategies I learned from LETRS professional learning to improve my instruction in reading groups. I combined the structure of the General Phonics Lesson Plan from LETRS with Into Reading’s material, and elected to use more appropriate, alternate decodable texts for whole group instruction, and incorporated more engaging, research-based activities into small group instruction. After 19 weeks of implementation, data showed great improvement in specific, targeted phonological awareness and phonics skills, with 75% of my students having mastered all of the targeted skills. Additionally, MAP data shows improvement from the 29th percentile, to the 46th percentile on the Reading Foundations portion of the assessment. This project indicates that I should continue implementing research-based structured literacy instruction, and focusing on identified specific skills, then targeting instruction.

Renee Kaminski

Based on iReady Reading Diagnostic data, LETRS Phonics and Word-Reading Survey data, and LETRS Basic Spelling Screener data, 7 out of 25 (28%) of the students in my third grade class were scoring one or more years behind in phonics skills. To address this problem, I formed a small group of seven students in September, and provided weekly implicit phonics instruction using the UFLI Phonics program. According to the iReady Reading Diagnostic given in March, 100% of the seven students increased their overall reading score from August to March, with 3 students reaching a grade level placement. Also according to this data, 5 out of 7 (71%) students increased their National Norm percentile rank. In the future, I plan to continue using screeners to help identify students that need additional phonics support. I will also use lessons from the UFLI Phonics program to provide these students with relevant phonics lessons. The strategies from LETRS professional learning will also be valuable to use during my reading, writing, and spelling instruction, for not just identified students, but for whole class instruction as well. In addition, I plan to continue actively engaging in ongoing professional learning through professional development opportunities, to evaluate my practice of teaching phonetic concepts with students in my classroom. I will continue to monitor student progress, and adjust instruction based on results from assessments/assignments, to meet the needs of each learner.

Karen Keene

My capstone project summarized 2 years of collaboration between LETRS professional development and Elevate Academy. My problem of practice came from a need of explicit systematic phonics instruction. My research had 3 main themes: phonic instruction, phoneme-grapheme correspondence, and practice routines. I implemented the code emphasis phonics lesson plan to meet the instructional needs of my students. Students were engaged with phoneme-grapheme grids, familiar games made into phonics games, word sorts, reading decodable readers, and more. My students grew in phonics according to iReady assessment and CORE Phonics Survey. I was able to use this as an intervention with my Tier 2 students.

Kelsey Kestler

Based on student outcome data, students are entering intermediate grades without phonemic awareness skills. Addressing phonemic awareness instruction will improve student learning outcomes in reading, resulting with students showing growth in phonemic awareness categories. To address phonemic awareness instruction, the Elevate Academy Candidate implemented research strategies such as oral drills, Elkonin boxes, gradual release model, scaffolding techniques, word ladders, and aligned assessments. After six weeks of implementation and data collection, 83% of students showed growth through Heggerty progress monitoring, and retainment through the PAST benchmarking test. Based on the results, intermediate interventions in this elementary school should continue, implementing the research-based strategies, and determining additional strategies to intervene for underperforming reading students entering intermediate grade levels. In conjunction, it is vital to include ECE and ML departments in these interventions, to represent the full need and potential of our students.

Carrie Kidd

Completing this Capstone Project through Elevate Academy has been a great experience. The essence of my Capstone has been the reinforcement of the importance of being adaptive and reflective in my practice. It has shaped my mindset toward continuous improvement, and the need to meet students where they are. I have better confidence in identifying effective, evidence-based strategies that directly address students' academic gaps, and realizing that it is okay if what sounds and seems to be effective may not be immediate. This journey has also shown me that although challenges arose throughout my professional and personal life, that I was still able to reflect and receive evidence that my implementations were effective.

Lisa Kirby

Based on previous and current data on the Fastbridge district screener, we need to improve student understanding of orthographic mapping to build sight word reading fluency and automaticity. In an attempt to improve orthographic mapping skills and build sight word fluency, I researched and implemented skills from LETRS, Orton Gillingham, and other research based skills. After seven months of small group implementation, sight word automaticity increased 75%. Based on the results, I will continue implementing research based sight work strategies, and determine additional strategies that may further increase student proficiency for future first grade students.

Nicole Kiser

Based on strength inventories and self-reflection, a need to intentionally design professional learning to engage emotions and influence participants to change professional practices was observed. I participated in multiple high-quality, adult-centered professional growth opportunities to support myself, educators, and ultimately students. Each of these opportunities provided me with specific research, tools, and strategies to implement in my work immediately. Because of my new knowledge and ability to design professional learning and coaching intentionally, self reflection surveys and professional development feedback indicated positive growth in my skills as a learning consultant. This project confirms that regardless of years of experience, a need for collaborative, research based, job-specific professional learning is necessary in order to optimize potential and effectiveness.

Baylee Kittle

Based on STAR assessment and MAP assessment data, a group of second grade students need support in decoding and comprehension. I have increased my knowledge and implementation of phonics instruction through the LETRS professional development, to best support my students foundational skills. To support this small group of second grade students, I implemented research-based strategies taken from my new knowledge of LETRS through the Elevate Academy, including the use of semantic word mapping, comprehension Core5 builders, and word meaning matching activities. To monitor student progress, I completed formative check-ins, using the activities stated above, for 6 weeks. As a result, 75% of these students showed significant growth within their overall comprehension score, and on phonological awareness assessments. The pre-assessment average was 72% overall, and the post-assessment average was 91 overall. By supporting phonological awareness and vocabulary acquisition, student learning is significantly enhanced through improved reading proficiency and language comprehension—reinforcing the evidence-based practices emphasized in LETRS that highlight the foundational role of these skills in literacy development.

Rachel Klemme

Based on previous and current Star Early Literacy data, the staff of an elementary school identified a need to improve phonics scores in their classrooms. To attempt to increase student phonics scores, the Elevate Academy Candidate implemented systematic phonics instruction into her first grade classroom. This systematic program, UFLI, contained many research based strategies such as word sorts, word chains and blending drills. After 13 weeks of systematic phonics instruction, student scores on spelling and blending assessments showed positive gain on all 6 of the new skills introduced. Additionally, scores on the LETRS spelling screener increased 32% from the beginning of the year to the end of the year. Based on the results, the first grader teachers at this Elementary School should continue implementing a systematic phonics program in their classrooms, and continue to add research based strategies that will continue to have a positive impact.

Robert Klump

This project explores the implementation of science-based reading practices to address a Problem of Practice (PoP) focused on improving reading outcomes for students in a special education classroom. Through the triangulation of qualitative and quantitative data, phonemic awareness and phonics skills were identified as critical areas of need. The use of LETRS and other evidence-based resources informed instructional decisions, and supported teacher growth in applying research-based literacy practices. Emphasizing the interconnectedness of all literacy strands, the project exhibits how differentiated, student-centered instruction, leads to increased engagement and student ownership of their learning. Students use vocabulary, writing, and reading fluency to make significant growth in phonemic awareness and phonics. Continuous teacher reflection and planning contributed to a classroom culture that promotes high expectations and reading achievement, especially in foundational reading skills.

Carrie Knight

Reading has always been a passion of mine. This opportunity with LETRS has given me the research based knowledge to ensure I am using best practices, and making a strong impact on my students' reading foundational skills. I created and implemented phonics instructions that are effective and impactful in my first grade classroom. I have shared this knowledge and the lessons I created with my first grade teammates.

Jennifer Krider

Based on my classroom fall reading MAP data and MAP Screening and Skills Checklist Data, students are not meeting proficiency in the area of reading foundational skills, and are at risk of not meeting end of first grade reading proficiency. In order to address this problem, I used the UFLI foundations lessons for whole group core phonics instruction. The results indicate that the class was able to maintain reading proficiency levels from fall to spring, which was an improvement from previous school years. In the fall, MAP scores show class reading foundational skills at the 40th percentile, and in the spring class MAP scores increased to the 50th percentile. In addition, students scoring above the 81st percentile maintained and increased their percentile. Based on the results, first grade teachers will continue to utilize UFLI for tier one phonics instruction next school year, as a tool to improve students' foundational reading skills

Tara Landrum

Based on iReady Reading Assessment, an elementary school decided to improve student outcomes in reading, by implementing research-based instructional strategies to a 2nd grade classroom. To attempt to increase phonics skills, the Elevate Academy Candidate implemented research-based strategies such as the use of decodable readers, word sorts, word meaning strategies, formative assessments, as well as phoneme substitutions. After 12 weeks of implementation, iReady phonics scores increased by 18%. Additionally, the percentage of students performing one to two grade levels below decreased from 56% in the fall, to 36% in the winter, and finally 28% in the spring, indicating meaningful progress among struggling readers. Based on these results, the elementary school should continue implementing the evidence based strategies, and determine additional strategies to consistently improve in the area of phonics over time.

Chelsea Lanham

This Capstone Project looks at how focused vocabulary instruction can help fifth-grade students grow academically. Based on beginning-of-year iReady diagnostic data, vocabulary was clearly an area where many students needed support. I used a three-tiered approach: whole-group lessons from the EL Education curriculum, small-group vocabulary centers focused on roots and affixes, and interventions for students who weren’t making progress. I used research from LETRS to guide my instruction, especially around teaching vocabulary directly and keeping students engaged.

I tracked student progress using iReady data and classroom activities, which helped me make changes to my teaching when needed. While overall growth in vocabulary was small, there was strong progress in the area of affixes and roots (L.5.4), showing that targeted instruction made a difference. This project supports the Kentucky Academic Standards for ELA, and shows how important it is to use both data and research when planning lessons. Through Elevate Academy, I also improved how I plan, assess, and work with other teachers—helping me grow professionally, and better support my students.

Deanna Lasley

When I began teaching, I was as an emergency certified math teacher. I didn’t know the content, the students, or even my co-teacher. I would have loved to have a resource, like a playbook, to find information and answers to questions. More exceptional education students are coming into the high school as shown by data from the elementary schools. Also, teacher turnover is increasing, as well as emergency certified teachers, which creates a need for a quick, user-friendly resource to help teachers in co-taught classrooms. A playbook was created to give new teachers a resource that includes vocabulary and information about exceptional education diagnosis, and teaching strategies including co-working strategies. Data gathered showed expectations from teachers, and those expectations are met in the data collected. Teachers asked for strategies to use with exceptional students, and general education students in the same classes. Several strategies are used in the playbook, as well as information on diagnosis of exceptional children that are more often in general education classes.

Mindy Lawrence

Over the past two years of my Elevate Academy experience, I have significantly enhanced my students’ literacy skills, by consistently implementing techniques from the Fundations curriculum. This structured literacy approach has provided a strong foundation for early reading and writing development in my classroom. Key strategies, such as the Letter Name-Sound Echo, have reinforced phonemic awareness and letter sound correspondence, enabling my students to identify letters and produce the corresponding sound with increasing accuracy. Sky Writing has been especially effective in supporting kinesthetic learners by combining movement with visual and auditory cues, reinforcing letter formation and muscle memory. Additionally, targeted handwriting instruction has improved fine motor control and letter writing skills, which has had a direct impact on students’ name writing skills. Through these evidence-based practices, I have observed measurable growth in students’ foundational literacy skills, confidence, and overall engagement with literacy activities.

Kacy Ledridge

This capstone project explores the impact of targeted fluency instruction on reading development among second grade students. Fluency, which encompasses accuracy, rate, and prosody, is a critical component of reading proficiency, and directly influences comprehension. The problem of practice identified was that many second grade students were able to decode words but lacked fluency, which hindered their ability to understand text and grow as independent readers. The project implemented fluency intervention that included repeated readings, modeled fluent reading, progress monitoring through weekly Words Correct Per Minute (WCPM) assessments, and student goal-setting. Data was collected for 15 students, and analyzed to measure growth in fluency over time. Results showed consistent improvement across the majority of students, with notable increases in WCPM and reading confidence. The findings support the importance of intentional fluency instruction, and its role in early literacy development. This project concludes with reflections on instructional practice, challenges faced, and recommendations for sustaining and expanding fluency instruction in the elementary classroom.

Sarah Leftwich

Literacy instruction plays a pivotal role in elementary academic success. This project examined literacy needs in a first-grade classroom, and the positive impact of introducing science-based literacy instruction. Research for the project included an examination of historical quantitative data, to demonstrate the current literacy attainment levels of students, and to rationalize the need for an improved literacy curriculum. A variety of instructional methods were introduced that focused on improving foundational literacy and fluency, using evidence-based practices in accordance with Kentucky standards. Examples of introduced methods included blending boards, magnetic boards, and decodable readers. Quantitative measurements using formative assessments proved that students made meaningful progress in both automatic word recognition and reading fluency, as a result of the evidence-based practices being introduced into daily literacy instruction routines.

Bridey Lehane

The Science of Reading is a comprehensive, research-based, body of evidence that explains how students learn to read, and identifies effective instructional practices for their literacy development. Central to this research is the understanding that reading is not a naturally acquired skill, and must be explicitly taught. One of the most critical components of early literacy instruction is phonics—systematic instruction in the relationships between letters and sounds. Explicit, systematic phonics instruction equips students with the decoding skills necessary to read words accurately and fluently. Supported by decades of research, phonics instruction, when combined with phonemic awareness, fluency, vocabulary, and comprehension strategies, forms the foundation of skilled reading. Implementing these practices not only supports typical learners, but is especially beneficial for students who are at risk for reading difficulties, and struggle with learning to read. This abstract highlights the importance of aligning classroom instruction with the Science of Reading, to ensure that all students have access to evidence-based strategies that foster lifelong reading success.

Courtney Line

Based on iReady ELA data and the LETRS/Orton-Gillingham Spelling Screeners, 60% of third grade students are scoring below benchmark in literacy. I will implement explicit phonics instruction every day, combined with a structured literacy program that is based on the Science of Reading and my LETRS research. Doing this will support third grade students in improving their ability to read and spell words fluently, which will directly impact reading comprehension. By taking this approach to literacy instruction, my goal is to decrease the number of students scoring below grade level in reading, and increase the percentage of students scoring proficient or distinguished on the Kentucky Summative Assessment. After many cycles of implementation, only 20% of students are scoring below grade level benchmark in reading. Based on these results, the implementation of explicit phonics instruction along with an emphasis of vocabulary and comprehension through a structured literacy approach will continue in order to keep moving students toward proficiency.

Micha Lo-Bell

Based on classroom assessment data, a third-grade classroom identified a need to improve decoding and fluency skills, particularly among students performing below grade level in reading. To address this problem, I implemented a structured literacy intervention using evidence-based strategies from LETRS and UFLI, which included daily explicit phonics instruction, decodable texts, and progress monitoring. After 8 weeks of implementation, there was a 78% improvement in decoding accuracy, with the class average increasing from 62% to 84% on phonics-based reading assessments. Observational data also showed an increase in student confidence and engagement during reading instruction. The results supported the continued use of structured literacy practices in the classroom. The success of this intervention suggests that these methods should be consistent, and expanded upon, to support ongoing reading development across grade levels.

Morgan London

Based on previous and current student reading data, an Elevate Academy Candidate at a local elementary school identified a need to improve literacy based instruction. To attempt to improve students' Fastbridge scores in reading, the Elevate Academy Candidate implemented research-based strategies in the areas of phonics, fluency, and phonemic awareness. After 12 weeks of implementation, students showed growth in their Fastbridge scores and progress monitoring, but may not have shown growth in their Fastbridge percentile rank. Based on the results, the educators of this Elementary School should continue implementing the research-based strategies, and determine additional strategies that may further improve students' literacy skills.

Tara Lucas

Based on Phonics Diagnostic data obtained from iReady, 86% of First Grade students are one grade-level behind or more in the area of phonics. In an attempt to increase phonics skills amongst first graders, I implemented a systematic approach to phonics by following a logical scope and sequence, and implementing research-based strategies. The strategies included word sorts, word chains and sound boxes. After 10 weeks of implementation, the average words decoded per minute grew from 4.7, to 12.7 words per minute. These results indicate that a systematic and research based approach to phonics instruction is needed in first grade.

Sarah Lyons

This Capstone Project derived in order to meet the needs of Special Education students in the resource setting of an elementary school. An evidence based explicit phonics instruction curriculum taught as suggested was not meeting the needs of Kindergarten through fourth grade students, as evidenced by failing and lack of assessment scores. This project included implementation cycles where modifications and strategies were immersed into the curriculum in order for students to master phonics instruction. Data from each cycle was used to drive instruction and add and/or delete modifications for students as needed, on an individual and group basis. At the end of three implementation cycles, data showed significant improvement in weekly assessment scores, as well as student performance in both the resource and general education classroom settings.

Lynsie Mantooth

Based on the Fastbridge Assessment and MAP data, my students have a deficit in phonemic awareness. After reviewing the data, we decided our class would benefit from a more inclusive phonics curriculum, and more time spent teaching phonemic awareness, in order to meet this need for our students. Phonemic awareness is a crucial skill for students to possess in order to become independent successful readers and writers. My desire is for my students to each be able to read and write on grade level by the end of the school year.

Andrea Markham

LETRS empowered me with the knowledge and skills to implement best practices through evidence-based reading instruction with accuracy. Adopting these instructional practices along with my increased knowledge, LETRS has had positive impact on my student reading proficiency, and overall literacy outcomes, and I will continue to apply these practices through the upcoming years. My Elevate Academy journey has equipped with the ability to provide a stronger foundation in foundational literacy skills, including phonological awareness, phonics, and vocabulary. I have learned how to use assessments to guide my instruction. I feel that professionally I have become a better teacher through this engaging process, and has been extremely fulfilling seeing my students who were unable to read become readers; their pride and enthusiasm for learning has brought me great joy.

Haley Martin

Based on 3rd grade math vocabulary pre-assessment given in January, 29/50 students passed with at least an 80% accuracy. The Elevate Academy Candidate implemented research-based strategies such as graphic organizers, teacher talk, word maps, anchor charts, and more. After implementation, the i-Ready Diagnostic scores increased, the classroom assessment scores increased, and the final vocabulary assessment score showed growth. These outcomes support the continued use of evidence-based practices that were consistently and explicitly used in Math class.

Katie Martin

My project was to teach my English Language Learners letter sounds in Kindergarten. I noticed that they were struggling with letter sounds because of the language barrier. I decided I would implement new strategies and routines in my classroom to help my students be successful and learn their letter sounds. Throughout my project I have seen the growth of my students in the area of letter sounds.

Emily McBee

Based on school-wide universal screenings, grade-level diagnostic assessments, and classroom-level benchmark testing, an elementary school identified a need to improve foundational reading skills among Tier 3 third-grade students. These students were struggling with phoneme-grapheme correspondences, and this skill deficit was negatively impacting both their decoding and encoding performances. To address this Problem of Practice, the Elevate Academy Candidate implemented a systematic phonics program, UFLI Foundations, alongside research-based strategies sourced from LETRS (Literacy Essentials for Teachers of Reading and Spelling), and additional educational resources including phoneme-grapheme mapping, dictation, and word chaining activities. After three implementation cycles, data from the CORE Phonics Survey indicated that 100% of students achieved mastery in CVC words, while 83% reached mastery in consonant blends and digraphs. Additionally, all students demonstrated growth in MAP Reading assessments, with a notable increase in reading stamina during the Spring evaluation. These results suggest that continued focus on explicit phonics instruction, and evidence-based strategies, is essential for supporting students’ reading development, and future efforts will aim to further enhance these practices to ensure sustained progress toward grade level reading.

Diane McCarthy

Based on poor summative reading assessment data, an Elementary School teacher identified the need to help students improve reading fluency. The Elevate Academy Candidate implemented Science of Reading research-based strategies such as daily Structured Literacy lessons in whole group, and University of Florida Literacy Institute (UFLI) lessons for intervention. The Candidate drilled down to give specific attention to the three components which comprise the prerequisite skills for oral reading fluency: phonological awareness, decoding and high frequency word knowledge. After eight months of implementation with small intervention groups, 80% of students demonstrated 95% accuracy on fluency checks, and 90% of students had improved summative assessment scores. These results indicate that the school should continue the multi tiered system of support and research-based interventions, and determine additional assessment strategies that may further increase student performance on reading assessments and mastery checks.

Stephanie McCarthy

Based on data collected and analyzed from Renaissance Star Reading Fall, DIBELS 8th Edition Oral Reading Fluency Fall and IMSE Orton Gillingham Level 2 Initial Benchmark Assessments, my second grade students were struggling with phonics (decoding). I integrated research-based, explicit, systematic, and multi-sensory literacy instruction to all students, in order to strengthen their decoding and word recognition skills. To teach children how to decode, I taught sounds-letter relationships (connection between letters and the sounds they represent), decoding (reading), and encoding (writing) systematically through Orton Gillingham (i.e., research-based, explicit, systematic, and multi-sensory decoding instruction). I also implemented the knowledge and skills I acquired from LETRS (Language Essentials for Teachers of Reading and Spelling), as well as the scientific research I gathered on reading and literacy instruction. After one school year of implementation, proficiency of Orton Gillingham Level 2 initial sounds increased by 79%. Additionally, proficiency of Orton Gillingham Level 2 initial reading of words and sentences increased by 96%. Based on the results, I will continue to explicitly and systematically teach decoding and word recognition skills.

Lindsey McElroy

Based on data collected from the kindergarten classroom in August 2024, it was observed that kindergarten students had a weakness in the area of phonics. Therefore, the Elevate Academy Candidate researched and implemented high quality tasks and phonics instructional strategies, and used the 95% Core Phonics program, so students could develop strong skills in encoding and decoding CVC words. After 11 weeks of implementation cycles spread over eight months of school, assessment data showed that 90% of the students scored on or above grade level on their iReady diagnostic assessment in March 2025. Based on the results of this implementation project, teachers should continue putting a focus on phonics instruction in the kindergarten classroom each year.

Courtney McEnroe

Based on LETRS Spelling Screeners and NWEA Map data from the fall (2024) and winter (2025), the Elevate Academy Candidate identified a need to improve transferring encoding skills to writing skills in the second grade classroom. To increase reading and writing scores, the Elevate Academy Candidate implemented research-based strategies such as the LETRS Reading Phonics Lesson Plan, more dictation practice, drill- sound cards with pictures for instruction, quality writing instruction, and conferences including goal setting. After 6 months of implementation, the three students tracked improved significantly on the LETRS Basic Spelling Screener from winter to spring. According to the Fundations Unit assessments, the percentage of students above the 80th percentile went from 74% to 83%, and continues to grow as the unit assessments continue. Based on the results, the Elevate Academy Candidate should continue implementing the research-based strategies, and better quality spelling screeners over the long term.

Amber McFadden

Based on teacher given decoding assessments and the iReady reading diagnostic test, I need to improve IEP students' decoding skills, by implementing direct small group instruction and targeting their areas of need within their decoding. During this project, I will research some effective LETRS strategies for selecting, designing, and implementing quality decoding instruction to better support my IEP students, so they can become better readers. High quality decoding instruction and this work will improve IEP student learning outcomes in reading. To attempt to increase decoding abilities in these students, I implemented research-based strategies such as using manipulatives, adding movements to phonemes, and adding in a comprehension piece once decoding skills had improved. After eight months of implementation, all 5 of the students in the study made some kind of progress in their decoding skills. These results indicate that I should continue implementing the evidence based strategies, and determine additional strategies that may further increase my students’ decoding skill consistently over the long term.

Brittany McFall

Based on an analysis of MAP data and Two Peas Phonological Assessment results, a significant need was identified within the kindergarten and first-grade classrooms to enhance phonological awareness skills. To address this, the Elevate Academy Candidate implemented research-based strategies, specifically focusing on small group interventions, incorporating targeted phonological awareness activities. Following a full school year of consistent implementation, 100% of the assessed students achieved 100% mastery on all phonological awareness skills that were taught. These compelling results strongly indicate the efficacy of the implemented research-based practices. Therefore, continued integration of these phonological awareness activities is recommended to further increase mastery in these foundational skills, thereby strengthening students' overall reading proficiency.

Leslie McGowan

Based on the end of year state assessment data, students in an identified middle school needed to improve scores on the editing and mechanics portion of the test. To help improve student achievement on the state assessment, the Elevate Academy Candidate implemented research-based cooperative learning structures to teach and assess the state mandated language standards within the keyboarding curriculum. Along with technology and typing standards, students were given the opportunity to practice the skills required by the language standards. After the first year of implementation, an overall impact on end of year state assessments scores had not been made, however after the second year of implementation, benchmark assessment scores increased by an average of 4.5% from fall to spring. Feedback from student reflections indicated students felt more confident when working on the language standards in a cooperative structure or with a peer. These results indicate the candidate should continue implementing the evidence based strategies and language standards within the keyboarding classroom, to help increase student achievement over time.

Candace McIntire

Based on previous academic performance data, a teacher in a special education classroom identified a need to improve phonics instruction for students with special needs, specifically in the area of consonant blends. To address this need, the Elevate Academy Candidate implemented research-based strategies using LETRS professional learning and educational articles. Over the course of 12 weeks, targeted interventions were provided to three students receiving specialized instruction. As a result, all three students demonstrated a 30–40% increase in their ability to accurately produce consonant blends. Based on the results, the special educator at this Elementary School should continue using research-based phonics instruction, and explore additional strategies to maintain growth in foundational reading skills for students with special needs.

Connie McNeil

Based on assessment data, phonological awareness skills are lacking among students in a preschool classroom. These skills include, letter recognition, letter sounds, and rhyming. To assist students in these skills, the Elevate Academy Candidate implemented activities found through the LETRS for Early Learners Educators program. After implementing these strategies for the first 16 weeks, students were able to gain an understanding of these skills. By the end of the second 16 weeks, students were able to master these skills to become proficient in kindergarten readiness. Based on these results, the educator should continue to implement these strategies to assist other preschool students to become kindergarten ready.

Stephanie Meenach

Based on STAR testing data, an Elementary School kindergarten classroom identified a need to improve their schools phonics scores after seeing gaps from the COVID-19 pandemic. In an attempt to increase phonics scores across the school, they adopted a new phonics curriculum (UFLI), and hired additional reading intervention teachers. Inside this classroom, UFLI was taught with fidelity, and more hands-on learning centers and small groups were established. After 13 weeks of targeted instruction, students' phonics skills, especially in the areas of letter sounds, initial/final phonemes, and CVC word reading, increased tremendously. The scores went from 59% meeting benchmark at the start of the year, to 94% meeting benchmark at the end of the year. These results indicate that the Elementary School should continue to implement the new phonics curriculum, and hands-on learning centers/small groups with fidelity in the years to come.

Cheyenne Mercer

Throughout my Elevate Academy journey, I focused on improving my knowledge and practice of phonics decoding and encoding strategies, to support student reading growth. This decision was driven by iReady benchmark data, spelling screener scores, and overall student performance. Over the past year, I researched and implemented various strategies to build students’ fluency and confidence in reading. I tracked progress with a spelling screener over 12 weeks, and saw an increase from 9% to 20% of students scoring 100%, more than doubling initial results. iReady diagnostic data also showed significant gains, with students performing on or above grade level increasing from 26% in the fall, to 74% in the spring. Meanwhile, those performing below grade level decreased notably. These results highlight the effectiveness of targeted phonics instruction in addressing learning gaps. Overall, my efforts led to measurable improvements in reading fluency and comprehension.

Meghan Metzerott

Based on reading data from NWEA MAP Growth and NWEA MAP Fluency, a grade level was identified a need to improve instruction in the area of phonics, and basic foundational reading skills. In an attempt to support teacher knowledge and student success in these areas, the Candidate implemented research-based strategies such as data analysis, professional development, in-class coaching, and small group instruction. After three implementation cycles, students in this grade level showed a significant increase in decoding skills, and some improvement in phonemic awareness. The results indicate that this grade level should continue to implement these practices, and focus on instruction with phonetic encoding.

Angela Michael

Based on data collected through the LETRS Early Literacy Checklist and Teaching Strategies GOLD Literacy, 80% of the children in the preschool classroom were below level in noticing and discriminating rhyme. The Elevate Academy Journey provided an opportunity to implement research based practices, to create an intentional plan to integrate rhyming skills within the classroom all throughout the day. Daily exposure to rhyming during routines and activities supported children as they increased their knowledge of rhyming skills. Through research and implementation practices over the past two years, TSG data reflects an increase to only 16% of the children falling below expectation for their age in discriminating rhymes. The conclusion of this journey has forever changed the way I will address a difficult concept in my classroom. I will continue forward with the plan to identify the Problem of Practice, rely on the research, intentionally embed strategies and activities to support the skill, assess and review the data, and be intentional to keep the focus. I truly believe this makes the difference between teaching a skill and a child learning.

Kelly Milberger

Based on observable data from students iReady Reading results, it was determined that students lacked mastery skills of letter-sound correspondence. This negatively impacts students' ability to blend and manipulate letter sounds in order to read words (phonemic awareness). In order to attempt an increase in students’ letter-sound correspondence knowledge, intentional, evidence based, multi-sensory learning strategies were incorporated throughout the instructional day. Formative and summative assessments were utilized to make data driven decisions when supporting students' individual needs. Students' mastery of lower-level phonological skills, such as letter-sound correspondence, is imperative in students becoming proficient readers and writers. Once students have been found to have master letter-sound correspondence, higher level phonological skills were introduced.

Michelle Miles

Based on a 2nd grade classroom’s iReady Reading Assessment, LETRS Basic Spelling Screener, and Core Phonics Survey from August, 2024, a need, barrier, and/or issue affecting this classroom setting with a percentage of the students was the area of phonics. To attempt to improve phonics instruction, the Elevate Academy Candidate implemented research-based strategies from UFLI Foundations (The University of Florida Literacy Institute) and the Lexia LETRS Program in small groups 5 days a week. After 12 weeks of implementation, 64% of students increased in the area of phonics, and 44.1% of students increased in reading overall. These results indicate that the 2nd grade classroom teacher should continue implementing the evidence based strategies that may further increase students phonics and reading skills.

Karlee Millay

This project addresses vocabulary acquisition and reading comprehension challenges at a local Middle School and Elementary School, identified through iReady, MAP, and New Read Assessments. Targeted, direct, instruction was implemented in small groups, focusing on vocabulary strategies and reading comprehension, through structured discussions and Socratic seminars. Results showed improvements in vocabulary for students receiving structured instruction, though students with IEPs did not demonstrate significant progress, indicating the need for more intensive support. Co-teaching models were effective for some, but co-teacher preferences for traditional approaches posed challenges. The project highlighted the importance of differentiated instruction and collaboration, with future steps focused on refining strategies and expanding collaboration for continued student growth

Crystal Miller

Based on previous and current vocabulary data, an Elementary School identified a need to improve school-wide vocabulary knowledge, to promote reading comprehension. In an attempt to increase vocabulary knowledge, the Elevate Academy Candidate implemented research-based strategies such as Word Works: Cracking Vocabulary's CODE (Thoughtful Education Press, 2008) related to word-knowledge, reading comprehension, writing, and conversation. After 17 weeks of implementation, student vocabulary in the candidate's classroom has increased by 133% from the Fall of 2024 to the Winter of 2025 on the I-Ready Reading Diagnostic. Based on the results, the educators of this Elementary School should continue implementing the CODE research-based strategies, and continue researching to find additional strategies that may further increase vocabulary consistently over the long term.

Silver, S. (2008). Word Work's: Cracking Vocabulary's CODE. Thoughtful Classroom.

Laura Miller

According to the Brigance Screener given in August 2024, 58.2% of students in an Elementary kindergarten classroom arrived “ready” for kindergarten. On the MAP Reading Benchmark Assessment, 70% of those the students scored at or above the fall national average of 135. However, when given the Unit 2 guided phonics assessment and the Phonological Awareness Assessment, 0% of students passed these assessments and lacked the basic skills needed for learning to read and write.

To attempt to increase students' readiness in learning to read, the Elevate Academy Candidate implemented research-based strategies such as using gestures and motions to teach alphabet sounds, as well as hands-on manipulatives such as pop-its, slinkies, and toy cars to teach encoding and decoding skills. After 7 months of implementation, over the course of a school year, the percentage of students who passed the Unit 2 guided Phonics Assessment increased from 0% to 90%, and the percentage of students who passed the Phonological Assessment increased from 22% to 95%. These results indicate the Elementary School should continue implementing the evidence-based strategies, and determine additional strategies that may further increase student's ability to encode and decode consistently over the long term.

Lily Miller

This Capstone Project is based upon the hard and tireless work of two school years. Thankfully, I was able to stay in the first grade classroom for both school years, which in turn, allowed me to develop and design an implementation cycle that would prove beneficial. I am so very excited to share with you the findings that I have been able to gather throughout this entire process, and although it may have been a bit daunting at times, the outcomes have been well worth the time and effort. I feel that this Capstone Project is just another wonderful reminder that all students learn best when using Science of Reading based curriculum in the everyday classroom. All students should have the opportunity to learn and grow in a way that is proven to work day in and day out. In conclusion, I am excited to take you on this exciting journey that has been the past two years in this Elevate Academy.

Stella Mitcham

This is the research, planning, implementation, results, and reflections of a small group of students who were below grade level in reading. Based on KSA, MAP, and fluency tracking, my students needed to learn to read, before reading to learn. When starting LETRS professional learning, I was teaching 5th grade reading. I had many students reading below grade level, with expectations of reading 5th grade passages and answering comprehension questions; not only in the subject of reading, but science and social studies also.
This year I taught 2nd grade, and my goal was to identify the students below grade level, using MAP and fluency data. I formed a small group to implement lessons geared towards phonological awareness and phonemic awareness, and monitored these students monthly for fluency, and 3 times this year on MAP assessment.

Taylor Mitchell

Based on fall iReady, Comprehensive Phonics Survey and Developmental Spelling Assessments (DSA) data, students in my first grade classroom had difficulty encoding and decoding words, which adversely affected their ability to read, write, and comprehend grade level text. A variety of strategies in which I learned from LETRS was implemented in my first grade classroom to address encoding and decoding, in order to assist my students in becoming proficient readers.

Nicole Montello

This Capstone Project addressed the problem of low phonological awareness skills in Spanish-speaking English Learners (ELs) at the Elementary level. Data from the MAP Reading assessment and PAST (Phonological Awareness Screening Test) revealed significant gaps in foundational reading skills, particularly in phonological awareness. To address this, the Elevate Academy Candidate implemented targeted, evidence-based, instructional strategies using resources from Interventions for All by Yvette Zgonc, along with explicit phonological awareness activities aligned with LETRS professional learning. Over the course of instruction, participating students demonstrated marked improvement in several areas of phonological awareness, including rhyming, segmenting, and blending. For example, average PAST scores in rhyme production grew from 0.4, to 3.5 (out of 6). These gains suggest that focused, structured phonological instruction can lead to meaningful growth in early literacy skills for ELs. As a result, the Candidate plans to continue and expand the implementation of these strategies with additional ELs, and explore ways to share these approaches with colleagues to support broader instructional impact.

Grace Montgomery

Based on the DIBELS Benchmark Fluency Assessment and the Core Phonics Survey, my students are struggling to read words/text with automaticity. This is hindering their overall oral reading fluency. I, as an educator, need to increase my knowledge and understanding on implementing strategies that are based on the science of reading that will directly impact my students’ ability to read words, sentences, and text with automaticity. By addressing this issue, students will not only become more automatic with reading words and sentences, but their overall reading fluency will improve, along with their comprehension. After the science of reading strategies were implemented daily, on average, students' oral reading fluency increased by 33 words per minute from the fall to the spring. The data indicates that I should continue implementing the evidence based strategies, and determine additional strategies that may further increase students' oral reading fluency consistently over the long term.

Carmen Moore

Based on the beginning of the year i-Ready data of my second grade classroom, I determined my students’ greatest need was in the area of phonics. To increase the phonics skills necessary to be a successful reader, I implemented research based strategies that incorporated phoneme-grapheme mapping, adding word chaining daily in addition to UFLI lessons, the use of Elkonin boxes, and counting sounds heard in given words during the word chaining. There were three implementation cycles that were four weeks long: during implementation cycle 1, I incorporated word chaining daily, during cycle 2 I added in the use of Elkonin boxes during word chaining, for implementation cycle 3 I added counting sounds before pulling letters into the Elkonin boxes, and let students use counting sounds and Elkonin boxes during their post assessment. For the first two cycles, 0% of my students scored 80% or better on their post-assessment. At the end of Cycle 3, 100% of my students were scoring 80% or better on their post-assessment. These results indicate that incorporating counting sounds and Elkonin boxes during daily word chaining activities, and during students' post assessments, were having a positive impact on student achievement, and I should continue these strategies with my students to help build their phoneme-grapheme mapping abilities.

Danielle Morgerson

Based on i-Ready Diagnostics, classroom assessments, and MAZE, I notice that a large portion of students are struggling to identify, and comprehend, word meanings while reading. In order to support these learners, I need to provide targeted and intentional vocabulary instruction in the classroom. By doing this, I believe that these students' vocabulary and comprehension will improve as they are better able to understand the meanings of what they’re reading. By receiving intentional vocabulary instruction, I hope to achieve more students reading at grade level, and in an attempt to increase vocabularies and comprehension, I implemented research based strategies, such as semantic mapping and explicit teaching of new words and affixes. After several months of implementation, student vocabularies increased a significant amount, and students comprehension followed suit. These results indicate that vocabulary instruction in the classroom plays an important part in the success of reading comprehension, and that by implementing research based practices in our classroom we can increase student success.

Jessica Mosley

Based on STAR and Amplify data, an ELA teacher at a Middle School identified a need to improve vocabulary acquisition, to support student comprehension of grade-level texts. To address this, the Elevate Academy Candidate implemented research-based strategies such as front-loading vocabulary, incorporating structured daily writing routines, and using a scaffolded writing process that progressed from sentences to summaries to formal essays. After five months of implementation, the number of students scoring at the novice level on the STAR assessment decreased by 15 percentile points. Feedback from classroom discussions and writing samples indicated students felt more confident using academic vocabulary, and demonstrated stronger comprehension of complex texts. Based on the results, the educators of this Middle School should continue implementing structured vocabulary strategies, and determine additional approaches that may further improve vocabulary acquisition and reading comprehension across content areas.

Katelyn Mosley

Based on screening data and classroom assessments, a First Grade Classroom needed to improve phonics instruction. This was accomplished by implementing a structured literacy approach during core reading time. This included research strategies for phonics instruction so that they could be implemented, thus, better helping students in the classroom through high quality, meaningful, and targeted phonics instruction. After 18 weeks of implementation, all students showed significant growth in phonics instruction. The results indicated that the classroom should continue implementing these research strategies, as well as, continue researching ideas for other strategies that can be implemented in the classroom, to help continue the progression of phonics instruction.

Johanna Mudd

Based on conversations in my 5th grade math classroom, and according to two different assessments, grade level vocabulary needed improvement. Teaching vocabulary will help my students be more confident when reading and speaking in the areas of reading, writing, and math. Using the research from LETRS professional learning, I will be able to find new activities and strategies to use in my classroom, to help my fifth grade students. I will engage in LETRS best practices to help my students become more confident with vocabulary words in the areas of math, reading, and writing.

Lindsey Neal

Based on beginning of the year assessments, phonics knowledge was identified as a weakness for first grade students, specifically the ability to blend and encode grade level words. In response, a first grade teacher implemented a research-based classroom routine focusing on the most impactful evidence-based literacy practices, including dictation, blending lines, timed word lists, and the use of grapheme tiles. Over a five week period, a target group of seven students received instruction using these strategies during small and whole group instruction, as well as WIN (What I Need) time. Assessments following the implementation cycle revealed that all seven students made significant growth in their ability to blend and encode words. These results indicate that the research-based strategies should continue to be implemented to further increase students’ ability to blend and encode grade level words over the long term.

Emily Nelson

Based on iReady reading diagnostic scores and OG initial assessments, several students in my first grade classroom are behind in their phonological awareness. To attempt to increase my students phonological awareness, I implemented research based strategies such as using my district provided Heggerty instructional book, using Elkonin Boxes in small groups, and using Orton-Gillingham to sentence dictation. To measure the effectiveness of my implementation, I collected and analyzed data throughout the school year, using my student’s iReady diagnostic scores on three occasions (August, December and April) to measure the progress on literacy, phonological awareness and phonics development. I also used weekly dictation assessments to see the impact of the sentence dictation I implemented. This capstone project will explore the details of my research, implementation, data collection and results of my project over the last two years.

Sara Noble

As a preschool teacher, I wanted to strengthen my students' phonemic and phonological awareness, to support a stronger transition into kindergarten. Previously, instruction focused mainly on letters, sounds, and rhyming. This year, I implemented the Heggerty Phonemic Awareness curriculum along with strategies from LETRS to provide consistent, research-based, instruction during both large and small group instruction. Activities focused on skills such as blending, segmenting, and sound identification. Data collected at three points throughout the year showed significant growth: 90% of students can now identify at least 12 letters, 73% know 10 or more letter sounds, and 68% or more have mastered foundational phonological skills. This progress is significant, since over half the class receives special education services, and many are younger preschoolers. The success of this approach has shown the benefit of structured, multi-sensory, and developmentally appropriate instruction. Moving forward, I will continue using Heggerty and incorporate Sonday LPL strategies, focusing on individualized support, and making adjustments based on data.

Angela Noel

Using NWEA MAP data and Beginning of Year assessments from the CKLA reading curriculum, I identified a need for a stronger, more systematic, approach to foundational reading instruction in my first-grade classroom. To address this, I implemented a variety of structured practice opportunities including word sorts, word chains, decodable texts, and Science of Reading (SOR)-based games. Over the course of eight months, 100% of my students demonstrated growth on Word Recognition Assessments, with the class average increasing from 83%, to 96%. Classroom observations further confirmed that students achieved mastery in decoding at the word level. Based on these outcomes, I plan to continue incorporating targeted, code-emphasis practices, and expand my focus to fluency and comprehension, ensuring that students leave the primary grades as confident and capable readers.

Sarah Parker

Based on my Kindergarten Readiness Assessment in the fall, many of my students were struggling with writing their name. To increase the student's ability to write their name, the Elevate Candidate implemented research strategies that were proven to help students with name writing skills. Through one-on-one work and small group sessions with a focus on fine motor skills, we were able to see an increase in student work toward their name. Two students in the fall were able to write their name, and in the spring, we saw 7 kids write their name independently. The results show that implementing fine motor skills groups and working one-on-one will help students improve in name writing skills.

Jessica Parrish

Research supports explicit phonics instruction as a critical component of early literacy development. This study investigates the impact of implementing an evidence-based phonics program with a Tier II first-grade intervention group. Over the course of the implementation, I delivered systematic and explicit phonics lessons to students who required additional support beyond Tier I instruction. Data was collected throughout the intervention period, and included both formative and summative assessments of decoding skills, word recognition, and reading fluency. Analysis revealed clear improvements in student outcomes, revealing the effectiveness of consistent, targeted phonics instruction for early readers. These results reinforce the importance of structured intervention at the Tier II level, and offer beneficial insights for educators aiming to strengthen early literacy supports across instructional tiers.

Angela Patrick

Based on Fastbridge, 81% of my first grade students show that they need explicit instruction in orthographic mapping, blending, and decoding. In a small group setting, I will apply strategies learned through LETRS professional learning to help close the learning gap. Based on my findings in my school data, I joined LETRS Reading Academy and Elevate Academy to enhance students' reading skills through my teaching. As an educator, I needed to increase my professional knowledge and understanding of effective teaching, through literacy practices based on the science of reading, to help impact student learning. My learning led me to research the areas of phonological awareness, foundational skills, morphology, syllable types, decodable readers, orthographic mapping, and multi-sensory approaches. I incorporated these components into my small reading group instruction. I spent the last two years honing in on skills needed to drive students learning in reading, using these strategies and tools. Based on our school's universal screener, Fastbridge, my students' reading abilities improved tremendously, compared to previous years. Each student's words read per minute increased substantially. The data of the eight students progressed monitored went up more than 25 points, all 23 students showed huge gains, and learning gaps were closed substantially. These results show that small group instruction with phonological awareness, foundational skills, morphology, syllable types, decodable readers, orthographic mapping, and multi-sensory approaches will improve reading in first grade students. These results indicate my reading instruction should continue to focus on research based practices to increase learning.

Lindsey Patrick

Based on iReady diagnostic scores as well as teacher survey results, an Elementary School Interventionist determined that vocabulary instruction was an area of weakness for the school. Therefore, the Elevate Academy Candidate developed an implementation plan to target vocabulary instruction for Tier 3 upper Elementary students. The Candidate implemented research-based strategies from LETRS, as well as other scholarly journals. These strategies consisted of explicit vocabulary instruction, morphological analysis, connections to comprehension, and other research-based practices. After a year and a half of implementing these strategies and collecting data to monitor 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.

Angel Peavler

This capstone project addresses reading, writing, and spelling instruction. Based on diagnostic and formative assessments, a need for high frequency word instruction led to a problem of practice. Three implementation cycles were developed, based on research found in Language Essentials for Teachers of Reading and Spelling (LETRS) manuals. Quantitative and qualitative measures were used to evaluate the success of each cycle. The implementation impact results demonstrated a positive outcome, indicating that the reading, writing, and spelling strategies and “best practices” found in LETRS manuals were effective.

Whitley Phelps

Based on iReady and PAST data, students in my second grade classroom struggle with phonics. Therefore, I need to increase my practice and knowledge of phonics instruction through my engagement of LETRS professional development, to support students’ foundational skills in the area of reading, in order to support the growth of their reading comprehension measured by benchmark and common assessments. After 8 weeks of implementation, reading proficiency increased by 12%. This shows that focusing on phonics and phonemic awareness instruction may increase reading proficiency.

Laura Pirtle

Based on several reading assessments that were given to my second grade classroom at the beginning of school, I identified three students who scored well below grade level in the areas of phonemic awareness and phonics. In order to help my students improve their phonemic and phonics skills so that they are able to read without reaching their frustration point, I met with these students four times a week to teach research-based strategies that were focused on phonemic awareness and phonics. After 12 weeks of implementation, all three of my students were able to read with 94% accuracy or higher, and had shown over a year’s growth in their reading level.

Jessica Platt

This capstone project addresses the critical need to improve phonological awareness among Kindergarten and 1st grade students at a local Title I Elementary school in Kentucky. Based on data from the MAP Benchmark Assessment and MAP Reading Fluency, a significant number of students in Kindergarten and 1st grade demonstrated weaknesses in foundational phonological skills such as rhyming, segmenting, and blending sounds. These deficits were particularly evident among economically disadvantaged students and students with disabilities—two key target gap groups within the school.

To address this problem of practice, targeted, research-based phonological awareness instruction was implemented, using a daily phonological awareness routine and Magnetic Reading Foundations. Daily whole-group lessons, and small-group interventions, were conducted, focusing on explicit instruction and multi-sensory engagement. Progress monitoring was conducted bi-weekly to assess student growth and inform instruction. Additionally, collaboration with colleagues during PLCs and participation in district professional development supported the fidelity of implementation and teacher growth.

Results indicate that consistent, structured phonological awareness instruction can significantly impact early literacy development, especially for at-risk learners. This project highlights the importance of early intervention, teacher training, and data-driven instruction to close achievement gaps and promote reading success for all students.

Ann Pope

Based on beginning of the year iReady data, a third grade classroom identified a need to improve phonics instruction, as well as, assistance in establishing a culture of high expectations for students. To attempt to improve the quality of phonics instruction, the Elevate Academy Candidate implemented research-based strategies such as implementing word chaining, dictation, and decodable readers into small group instruction. After analyzing beginning and end of year iReady data, 3 out of 5 students in the small group moved from 3 grade levels behind, to one grade level behind or on grade level. The class moved from 15% of students on grade level in August, to 65% on grade level in April. These results indicate that the classroom teacher should continue implementing research based practices in small group phonics instruction.

Kelley Price

Based on school benchmark diagnostic data, state school report card data, and classroom assessment data, it was evident that a group of students identified as having significant reading deficits, and Individualized Education Plans needed increased explicit systematic phonics instruction. The Elevate Academy candidate enrolled in LETRS professional learning to increase their knowledge in the Science of Reading, and started implementing evidence based strategies. The teacher started to systematically teach all necessary components of effective phonics lessons, and progress monitored the students’ with oral reading fluency checks biweekly. After 2 years of implementation, 86% of these students exhibited data that trended upward in their number of words read correct per minute. These results indicate that the case manager of these students should continue implementing strategies backed by the Science of Reading and learned from LETRS strategies, to ensure continued literary success for these students. The results also indicate that students with significant reading deficits can experience growth in reading proficiency with adequate remediation through explicit, systematic, phonics instruction.

Tyler Proffitt

Based on previous and current MAP and core phonics data, the students of an Elementary School identified a need to improve in reading foundational skills, particularly in alphabet letter/sound knowledge. To attempt to improve on letter-sound correspondence, we implemented research-based strategies and programs such as UFLI, CKLA, and Heggerty to increase mastery of letter names and sounds in our classroom. After 20 weeks of implementation, progress monitoring data shows that my students who were identified as distinguished increased by 45% in letter names, and 56% in letter sounds. Feedback from MAP data indicates that my distinguished students increased from 14%-50%, and I ended with a total of 77% of my students in the distinguished and proficient categories.
Based on the results, the Elementary School should continue implementing the research-based strategies, and determine additional strategies that may further increase student mastery of letter names and sounds over the long term.

Kayla Pullin

Based on a needs assessment, iReady testing, Briance, and HMH Into Reading assessments, there is a need for increased literacy skills at an Elementary School. To increase literacy skills, the Elevate Academy Candidate continued to learn about LETRS strategies, and put into practice what was learned, to increase literacy knowledge and increase iReady Reading scores. After 6 months of implementation, kindergarten literacy skills increased an average of 35%. iReady data indicates that students met growth goals by 145%. These results indicate the Elementary School should continue to implement LETRS strategies, and explore other strategies to further increase literacy skills.

Dee Dee Rakes

Based on iReady Diagnostic reading data, I identified a need to improve vocabulary instruction in my fifth grade math classroom. To increase vocabulary instruction and understanding for my students, I implemented research-based strategies, and explicitly taught math vocabulary in structured, small-group instruction, two days a week. After weeks of implementation, my students went from 7 students on or above grade level to 15 students, 14 students one grade level below to 9 students, and 6 students two grade levels below to 3 students. Based on these results, I plan to continue implementing these research-based strategies, and determine additional strategies that may further increase content area vocabulary in my classroom each year.

Olivia Raley

Based on iReady Reading Diagnostic data from Fall 2024, I saw improvement was needed in vocabulary instruction. To attempt to strengthen student vocabulary understanding, I implemented research based strategies such as an explicit routine for introducing and teaching vocabulary words, graphic organizers, word wall, word sorts, and incorporating movement into my math class. After implementing these strategies in three different math units, vocabulary data increased by 23% according to the spring 2025 iReady Reading Diagnostic. These results indicate that intentional vocabulary instruction should be implemented across content areas, and should be a routine in our instruction.

Savannah Ramos

Based on iReady diagnostic data and the CORE Reading Survey, a first grade classroom identified a need to improve explicit phonics instruction, to help improve students’ word decoding skills. To attempt to increase explicit phonics instruction, the Elevate Academy Candidate implemented research-based strategies for delivering explicit phonics instruction, to help improve students' word decoding skills. Strategies included Tier 2 instruction, specific word list and skill focus for phoneme grapheme instruction, decoding strategies in isolation and in decodable text, and encoding/dictation practices. After the 12 weeks of implementation, students showed growth in each sub-skill taught, along with growth in iReady scores and CORE Reading Survey scores. These results indicate that Elementary students who are behind should receive Tier 2 instruction in explicit phonics skills, to aid in their ability to decode words, which will ultimately make them all around skill readers as they develop.

Haley Ramsey

Based on the reading data collected, it was concluded that first grade students were struggling with high frequency words. The Elevate Academy Candidate implemented a daily practice of reading and spelling high frequency words during reading group time, to develop students' knowledge of words. High frequency word knowledge is important for the foundation of reading, and to further students' understanding of what they are reading. If addressed and solved, students will strengthen their reading comprehension and we will see progress made on their iReady diagnostic tests.

The research led to the development of an instructional plan that specifically addressed students' needs in high-frequency word knowledge. By incorporating a multi-sensory approach, it aimed to engage students through visual, auditory, and kinesthetic activities, that reinforced word recognition and spelling. Additionally this provided more exposure to high-frequency words during daily group instruction, and offered consistent practice and integration into their reading and writing. Lastly, the words were rearranged based on their phonics spellings, to help students recognize patterns and make connections, further strengthening their understanding. This comprehensive approach was designed to foster deeper word knowledge, and support students in becoming more confident and proficient readers.

After 18 weeks of implementation, high frequency word assessments results showed an increase of 42% on students scoring on grade level or above. In the fall, only 19% of students were on grade level, and the spring results reported that 61% of students scored on grade level or above for high frequency word knowledge. These results indicate that this teacher should continue implementing these strategies in their classroom. The Candidate is eager to witness the impact these strategies will have on students when implemented for the entirety of the school year.

Shelby Ratliff

Based on multiple measures of reading data, a second grade classroom teacher identified an area for growth within her reading comprehension instruction. Developing the entire reader can be difficult for teachers to do when only focusing on one part of reading. For students to develop as an overall reader, both word recognition and reading comprehension strategies need to have a priority within instruction. To increase student reading comprehension, the Elevate Academy Candidate incorporated various research-based strategies, including planning for a balanced approach to literacy instruction, explicitly teaching text structures, and prioritizing the activation of student background knowledge prior to reading. After completing numerous implementation cycles, students reading comprehension showed growth on multiple assessment points. These results indicate that this teacher should continue to develop their knowledge for reading comprehension instruction, in order to fully aid in her students reading comprehension skills.

Sara Reeves

A fifth grade teacher found a deficit in spelling fluency among a small group of students in an Elementary School setting. Despite being proficient readers, these students struggled to convey their understanding in writing due to poor orthographic skills, as evidenced by the LETRS Advanced Spelling Screener. To address this, targeted research-based phonics and spelling instruction including word sorts, explicit skill instruction, dictation, and proofreading, were implemented in small group settings. Results showed an overall improvement in spelling fluency, with students gaining an average of 4 words spelled correctly on the LETRS Advanced Spelling Screener, representing a 17% growth from September 2024 to May 2025. While all students demonstrated growth, the rate varied, and some previously taught patterns still showed inconsistent mastery outside of the small group setting. This project highlights the critical importance of systematic spelling and phonics instruction, even for intermediate learners.

Angela Richards

This capstone project examines the problem of underdeveloped phonemic awareness skills in kindergarten students, and the impact of targeted instructional strategies aimed at addressing this issue. Phonemic awareness is essential for early literacy development, and the objective of this study was to improve students’ foundational literacy skills, using research-backed programs such as Heggerty Phonemic Awareness, and UFLI Foundations. The intervention involved daily phonemic awareness activities including blending and segmenting tasks, along with the use of LEXIA software for individualized practice. Data from MAP, LEXIA, Brigance, and weekly in-class assessments demonstrated significant academic growth. Initially, 83% of students were performing below grade level in LEXIA, but by the end of the study, 67% had reached grade level, and 33% exceeded grade-level expectations. Additionally, the class’s average score on weekly phonemic awareness assessments increased from 51.5%, to above 80%. These results highlight that consistent, evidence-based, phonemic awareness instruction fosters significant improvements in sound recognition, word decoding, and spelling. In conclusion, the study underscores the effectiveness of targeted instructional strategies, and the resilience of students in overcoming early literacy challenges. Moving forward, continued support and enrichment opportunities will be necessary to maintain, and further build upon these literacy gains.

Latasha Richardson

Based on the i-Ready assessment, Vocabulary Screener from the Consortium on Reaching Excellence in Education (CORE), and class observations, the sixth-grade class needs more vocabulary instruction. This effects the student’s ability to comprehend informational and literary text, and use expressive language (speaking and writing). Using strategies learned by reading, watching videos, and attending LETRS professional learning, I can improve students' vocabulary knowledge and teachers' understanding of effective vocabulary practices. This will improve assessment scores, and ensure all students understand word relationships to improve comprehension.

This study investigates the 24-week implementation of research-based strategies from LETRS and peer-reviewed articles. After reviewing data from I-Ready and the CORE vocabulary screener, vocabulary scores increased by 35%. Adjustments were made to the instructional practices, including Wear a Word, Four Square, Partner Chatter, and Formulating Definitions. This study suggests the need for systematic vocabulary instruction to improve comprehension. Also, vocabulary-rich environments, such as class discussions and teachers who use complex vocabulary, can help improve comprehension.

Jennifer Roberts

Several fourth-grade students in my reading RTI group were below grade level in reading comprehension, particularly with vocabulary, inferential questions, and identifying the main idea. Using data-driven instruction and research-based programs such as LETRS, Amplify, the Florida Center for Reading Research, and Scholastic, I tailored lessons to meet their needs. I monitored their progress through Acadience Maze and other assessments, with the goal of helping them become thoughtful, skilled readers, who actively engaged with the text.

Through this process, I learned that closely monitoring and adjusting instruction allows me to better support all of my students in developing stronger reading comprehension skills, and achieving academic success. Most students showed growth, but some still require additional interventions to fully close their learning gaps. Moving forward, I recognize the need to incorporate more formative and summative assessments directly tied to specific skill deficits, such as vocabulary or making inferences—this could include anecdotal records, student journals, quick writes, and exit tickets. While I’ve relied heavily on Acadience Maze due to long-standing guidance, I’m reminding myself that it’s just one tool among many for tracking student progress.

Taylor Roden

Phonics instruction is a critical component of literacy at the Elementary School level. Every school, grade level, and teacher should have high quality resources, and should be implementing researched based, multi-sensory strategies to explicitly teach phonics and writing skills. The current resources, scope and sequence, and strategies being used to teach phonics at my school were not meeting the needs of my students. By conducting research through LETRS professional learning and Elevate Academy, I created an instructional tool and applied highly engaging, multi-sensory strategies to a consistent routine, in order to address the need to improve my phonics instruction. After implementation, the percentage of my class performing in the 61st percentile or higher in the instructional area of reading foundational skills increased by 30%. In addition to this increase, I saw my weekly spelling test scores increase, and saw exponential growth in my student writing samples. Based on these results, I will continue implementing this explicit phonics routine using these instructional tools, while continuing to incorporate additional high-engagement, research based strategies.

Katherine Rodgers

This capstone is a project based on how to implement new strategies and routines, to increase student knowledge. I used student data to correlate a problem of practice to implement into my classroom, to see improvement in phonological awareness for my 2nd grade students. The data I used was based on my school districts assessments, a core phonics survey and i-Ready.

Amber Rohleder

Based on MAPs and KSA testing data, professional conversations, and discussion of reading test scores, held during school-wide academic data analysis meetings, my school needs to improve student retention and outcomes in reading skills. I will focus specifically on gathering resources in order to support vocabulary acquisition and retention for 4th graders. This will in turn strengthen student reading skills. To attempt to improve student retention and outcomes and strengthen student reading skills, the Elevate Academy Candidate implemented research-based strategies, including, but were not limited to: purposeful, explicit rules for selecting and teaching vocabulary, repeated exposure to vocabulary words, and utilizing games to increase vocabulary retention. After 14 weeks of implementation, student retention and familiarity with the selected vocabulary increased from an average of 23% to 66% (quantitative data). This implementation included a culminating activity targeting five of the eight words which proved most difficult to master (qualitative data). These results indicate that the strategies are sound, and can be incorporated into the Candidate’s lesson plans as soon as the new school year begins, as they will certainly benefit student retention and outcomes moving forward.

Kristie Rudmann

Based on I-Ready data, a local Elementary School must improve phonemic awareness school-wide. To address the deficit in phonics and phonological awareness, our school adopted a new curriculum focused on teaching phonics through explicit, systematic instruction. After implementing our new curriculum for 2 years, our school went from a Needs Improvement (orange school), to being a Green School. These results show that our switch in teaching phonological awareness through explicit, systematic, instruction has shown to have positive impacts on our school's instruction.

Kiersten Scalf

Based on Phonemic Screener Data, a kindergarten classroom struggled with phonemic awareness, specifically letter recognition and sound production. To attempt to increase student phonemic awareness, the Elevate Academy Candidate implemented strategies that were research based, including activities from the Florida Center for Reading Research such as Brown Bag It, Letter-Sound Dominos, Say and Slide Phonemes, Phoneme Hopscotch, and Phoneme-Grapheme Mapping. After implementing these activities for 12 weeks, student's ability to recognize letters and produce letter sounds reached 100% accuracy. Based on the results, kindergarten teachers should continue to implement the research-based strategies, and determine additional strategies that could be implemented with students, to help increase phonemic awareness.

April Schoenfeld

Based on my school's MAP Fall 2024 scores, along with Literacy Footprints and Lexia results, there's a clear need for a more structured reading intervention program. I plan to gather data, and present evidence to our school council, to support struggling readers who are significantly below grade level. This initiative aims to raise our school’s reading scores, and reduce novice scores. The comparative analysis between my small group, and the control group, indicates positive growth from implementing research-based interventions. While the control group faced challenges with attendance, my small group’s data over 6 weeks demonstrated notable advancements, in both fluency and comprehension. The introduction of targeted vocabulary strategies has effectively equipped these students to enhance their reading skills.

Ashley Scholle

Based on initial baseline data from a LETRS spelling screener, first grade students were having difficulty encoding CVC words and beyond (digraphs, CCVC, CVCC, CCVCC, etc). To remedy this the Elevate Academy Candidate implemented small group UFLI lessons with the lowest readers, small group instruction using sound boxes and encoding strategies, and word work practice with a spelling focus to support students with encoding decodable words. After multiple implementation cycles, students were able to encode a variety of words. The first group of students showed a 45% increase in achievement from beginning of implementation to the end. With the second group of students, VCe words were targeted specifically, and 95% demonstrated at or above grade level performance at the end of instruction. Based on the results from both groups of students, the implementation of UFLI, sound boxes, and research-based encoding strategies should continue in all first grade classrooms.

Emily Senn

Based on benchmark data, an Elementary School identified a need to improve school-wide reading levels, by using an emphasis on foundational skills. To attempt to close these gaps in reading levels, the Elevate Academy Candidate completed an Administrators Literacy Framework (ALF), dissected curriculums using the Application of Concepts provided by LETRS, performed classroom walkthroughs, and held meetings with a coach from the Kentucky Department of Education, to determine next steps for the school. After implementation of these items, a curriculum was chosen, and teachers used it with fidelity in the classrooms. Coaches provided support, and the data shows that there is a positive impact on students' achievement. The number of students who require the MAP Fluency test dropped over the course of implementation, and the number of students in the lower percentile bands on MAP Growth dropped as well. These results indicate that the teaching of a foundational skills curriculum with fidelity and integrity should continue, in order to see growth over time with the students and their success as readers.

Camille Settles

Participation in the Elevate Academy enhanced my instructional practice, by equipping me with strategies to support the diverse academic and behavioral needs of my self-contained students. Focusing on my Problem of Practice, I implemented structured UFLI (University of Florida Literacy Institute) lessons that emphasized hands-on materials, explicit phonics instruction, and predictable routines. These strategies increased student engagement, reduced disruptive behavior, and promoted foundational literacy growth.
Throughout three implementation cycles, I refined my approach by using student data to guide instruction, breaking lessons into shorter segments, and gradually introducing instructional tools. These adjustments fostered greater stamina, confidence, and cognitive engagement. By Cycle 3, students were successfully participating in full-length sessions, with increased fluency and decoding skills.

My work aligns with teaching standards related to creating supportive learning environments, planning instruction based on student needs, and using varied, research-based strategies. I prioritized professional collaboration to improve instruction and student outcomes. Despite challenges such as behavioral disruptions and schedule changes, the experience reinforced the importance of flexibility, structure, and teamwork in teaching. Moving forward, I plan to expand the use of UFLI, and deepen collaboration to support literacy achievement across more students.

Emily Senn

Bryanne Shaffer

Based on district reading assessment and parent and student survey data, an Elementary School identified a need to improve motivation strategies, in order to improve reading levels and self-efficacy in reading abilities. To attempt to increase reading levels and self-efficacy, the Elevate Academy Candidate implemented research-based strategies such as celebrations related to goal-setting, conferencing with the teacher, and positive self-talk, to improve reading levels. After 20 weeks of implementation, reading levels increased by 10.25 levels, which is equivalent to a full year’s worth of growth. Feedback from a student survey indicated they had better self-efficacy and attitudes towards reading. These results indicate the Elementary School should continue implementing the evidence based strategies, and determine additional strategies that may further increase reading levels and self-efficacy in reading abilities consistently over the long term.

Hannah Shaw

Based on the i-Ready Reading Assessment, a second-grade classroom teacher decided to improve student performance in reading by implementing research-based instructional strategies in her classroom. The Elevate Academy Candidate implemented research-based strategies such as the use of fluency words, phrases, and sentences weekly. The Candidate also used decodable readers, word sorts, and sound shuffles. After 12 weeks of implementation, i-Ready diagnostic scores increased. The percentage of students performing one to two grade levels below decreased from 41.7% in the fall to 35% in the winter, demonstrating gains in reading skills among students who struggle. These outcomes support the continued use of evidence-based practices and the exploration of supplementary strategies to foster sustained progress in phonics.

Elizabeth Shelburne

Studies have shown that letter knowledge is the second-best predictor of future academic success (Paulson & Moats, 2019). Studies have also shown that the ideal number of letters students should know when entering kindergarten is at least 18 uppercase letters (Piasta, Petscher, & Justice, 2012). Based on data collected over the 2024–2025 school year, I will explicitly and intentionally teach one letter per day, using various cycles over the course of the school year. Teaching this way has been proven to be more effective, and research has identified several factors that influence the ease of learning letters. These factors, as described by Paulson and Moats (2019), include own-name advantage, alphabet order, letter-name and letter-sound connections, letter frequency, consonant acquisition order, and distinctive visual features in writing. Over the course of the school year, we utilized flexible grouping within the grade level, as recommended by Bloemendaal (2019). These teaching methods proved to be effective, with end-of-year data showing that 93% of the students who participated in ability-level grouping met the goal of identifying 18 or more uppercase letters, demonstrating that these research-based methods had a significant impact on the students.

Rachel Shelton

Based on various reading assessment data, my reading resource group identified a need to improve foundational reading skills to better support decoding development. To address this need, I implemented evidence-based strategies from LETRS, including the use of decodable readers, phoneme-grapheme mapping, increased opportunities to practice phonics skills through reading, and the use of additional phonics visuals. After 14 weeks of implementation, students’ average decodable reader accuracy increased by 34%. Additionally, 100% of my students were able to read more short i words after several days of timed practice, and their understanding of letter-sound correspondences improved from an average of 75% accuracy to 93.2% accuracy. The results from my reading resource group indicate that the evidence-based strategies from LETRS should continue to be used not only in my classroom but also in all phonics groups. I will continue to implement other evidence-based strategies as my students’ needs evolve each year.

Jessica Shewmaker

Based on the i-Ready Reading Diagnostic and the LETRS Phonics Word Reading Survey, a third-grade classroom was identified by the teacher as needing improvement in the phonics domain. A significant number of students performed below grade level in reading, indicating a need for more targeted, research-based phonics instruction. To address these phonics gaps, the teacher implemented research-based strategies such as using LETRS and i-Ready screeners to identify student needs and providing targeted, explicit phonics instruction through the UFLI program. This approach aimed to build foundational reading skills and support students in becoming fluent, confident readers. After 25 weeks of targeted phonics instruction, the number of students on or above grade level in the phonics domain increased from 57% to 83%. In addition, 70% of the students were performing at a third-grade level. These results indicate that the teacher should continue implementing targeted, research-based strategies to further increase student achievement.

Jared Shields

Based on Reading Inventory assessments, MAP test scores, and IEP progress monitoring data, results showed that students needed targeted instruction in phonics skills, specifically decoding. As a special education teacher working with fifth-grade students, I focused on identifying and implementing activities and tasks that specifically targeted the deficits our students demonstrated. I centered my instruction around an explicit and systematic phonics program called the University of Florida Literacy Institute (UFLI) Foundations. Throughout this project, I implemented proven and effective research-based phonics and decoding strategies that addressed the needs of our struggling students. Through these strategies, students were exposed to evidence-based practices that helped them improve their phonics and decoding skills, which in turn increased their confidence as readers and learners overall.

Luci Shofner

Over the past two years, I participated in the Elevate Academy Rank Change Program, where I deepened my understanding of literacy instruction by studying the LETRS (Language Essentials for Teachers of Reading and Spelling) framework. My focus was on applying LETRS research to strengthen vocabulary instruction in my third-grade classroom, with the ultimate goal of improving my students’ reading comprehension. Specifically, I concentrated on teaching Greek and Latin roots, as my students frequently encountered these word parts in their daily reading and i-Ready lessons. I implemented the LETRS Four Square Model as a core instructional strategy, which helped students actively engage with new vocabulary through definition, word parts, sentence usage, and illustration.

To measure growth, I administered a Greek and Latin roots pretest, conducted weekly quizzes, and concluded with a posttest to assess overall understanding and progress. After full implementation, 88% of my students scored 80% or higher on the posttest, compared to just 29% on the pretest. This 59% improvement was eye-opening and highlighted the effectiveness of explicit, research-based vocabulary instruction. The Elevate Academy experience enhanced my teaching, and reinforced the value of systematic vocabulary instruction, grounded in the science of reading.

Olivia Shy

Based on the Reading Inventory and the Words Assessment from the Amplify CKLA reading curriculum used in class, students needed assistance with phonics—particularly in the areas of CVC, CCVC, and CVCe words. Using the Heggerty reading curriculum to incorporate daily phonics drills, including letter tapping, word chaining activities, and dictation activities from the Amplify CKLA reading curriculum, supported my first-grade class and eventually led to increased fluency. Having strong phonemic awareness is critical to learning to read and write. By addressing this need, students became more fluent readers, and reading became easier and more enjoyable.

At the end of the project, 11 out of 17 students scored 88% or higher on the comprehension assessment, an improvement from 8 out of 17 students scoring 80% or higher at the beginning of the year. Additionally, 15 out of 17 students improved their scores by at least 10%, resulting in 15 students scoring 93% or higher on the word recognition assessment.

Elma Simpson

This project focused on enhancing foundational literacy skills—specifically phonics, word recognition, and vocabulary development—among English Learner and Migrant students in grades K–5. Using a data-driven approach, I analyzed assessment results from the i-Ready Reading Diagnostic and the Phonics & Word Reading Survey, to identify student needs and design targeted interventions. Drawing on research-based strategies from the LETRS framework, I implemented structured small-group instruction twice weekly, emphasizing systematic phonics instruction, explicit vocabulary teaching, and multi-sensory learning strategies.

Collaborating closely with colleagues, I tracked student progress throughout the academic year, comparing fall, winter, and spring diagnostic data to measure growth. Results showed marked improvement in students’ phonemic awareness, decoding skills, and vocabulary knowledge, with many students advancing toward grade-level benchmarks. This project underscores the critical importance of consistent, evidence-based, literacy instruction for EL/Migrant populations and highlights the transformative impact of strategic interventions on student outcomes. By reflecting on instructional practices and leveraging professional learning, I was able to design meaningful, differentiated instruction that directly addressed students’ academic challenges and supported their long-term literacy development.

Katie Sizemore

This Capstone Project investigates the combined impact of three structured literacy programs—University of Florida Literacy Institute (UFLI), Lexia Core5, and Heggerty Phonemic Awareness Curriculum—on improving phonological awareness and increasing MAP (Measures of Academic Progress) reading scores in an early elementary classroom. Phonological awareness is a critical precursor to reading proficiency, and deficits in this area often lead to challenges in decoding and comprehension. Students participated in daily lessons using UFLI for explicit phonics instruction, Lexia for adaptive, personalized practice, and Heggerty for oral phonemic awareness activities in a small group setting. Pre and post-intervention MAP scores and phonological awareness assessments were analyzed to determine student growth. The results showed notable improvement in phoneme segmentation, blending, and manipulation skills, which correlated with gains in MAP reading scores for the majority of students. The integration of these three evidence-based programs provided a comprehensive approach that addressed multiple components of early literacy. This project highlights the importance of a multi-tiered, consistent approach to phonological awareness instruction, and supports the use of blended resources to meet diverse student needs. Implications for instructional planning and suggestions for future research are included.

Samantha Skaggs

Based on the previous i-Ready Reading and K-2 Spelling Screener, I identified the need to improve my 1st grade Elementary classroom reading level; 65% of the students were reading below grade level. To attempt to improve my 1st grade reading level to on grade level, I implemented research-based strategies such as flexible grouping, structured literacy, and UFLI lessons. After 12 weeks of implementation, there are 42% reading below grade level and 58% reading on or above grade level. Based on the results, the primary grades in Elementary School should continue implementing the research-based strategies, and determine additional strategies that may further increase reading levels.

Crystal Skelton

Based on NWEA MAP Reading Data and LEXIA Core5 Program data, a teacher identified a need to improve reading foundational skills for first-grade students, particularly in phonics and phonological awareness. To address this problem, the Elevate Academy Candidate implemented the University of Florida Literacy Initiative (UFLI) and Heggerty Phonemic Awareness programs consistently across three instructional cycles, providing explicit, systematic instruction in phonological awareness and phonics skills. After 18 weeks of implementation, NWEA MAP data showed that the number of students performing below the 21st percentile decreased from four to one. Students scoring at or above the 61st percentile increased from 10 to 14, with the single remaining below-benchmark student still showing 13 points of growth. Based on the results, the educators of this Elementary School should continue implementing these evidence-based literacy programs, while developing enhanced support for advanced readers.

Donna Smallwood

Based on data from student assessments completed in my preschool classroom, I determined that I should focus more on effective teaching of letter recognition, to strengthen my students' abilities to recognize letters. To attempt to improve my students' letter recognition skills, I used research-based strategies such as hands-on activities, song and dance, manipulatives, and learning through play. After 6 months of implementing those research-based teaching strategies, every student in the class had improved their skills, with 7 out of 13 students recognizing more than 20 letters of the alphabet. At the beginning of implementation, only 3 out of 13 students recognized over 20 letters. These results indicate that I should continue implementing these strategies in future classes, as well as share my strategies and findings with my co-workers and other preschool teachers in the district.

Holly Smallwood

This Capstone Project explores the impact of implementing the Language Essentials for Teachers of Reading and Spelling (LETRS) program on improving phonological awareness in a kindergarten classroom. Grounded in the Science of Reading, the study addresses a critical need revealed through MAP Benchmark assessment data and student work samples, which indicated significant gaps in foundational literacy skills. Through intentional, research-based instruction—including direct phonemic awareness activities such as phoneme segmentation, blending, and manipulation—students demonstrated marked progress. Data collected from the Phonological Awareness Screening Test (PAST), teacher-made assessments, and MAP scores showed measurable improvement in students' reading readiness and ability to decode and encode basic CVC words. The project highlights the effectiveness of LETRS in guiding instructional decisions and supporting differentiated instruction. Reflections on instructional practices, analysis of student performance, and implications for future teaching are discussed. This work contributes to the broader goal of fostering early literacy development and equipping educators with tools to close the reading achievement gap in primary grades.

Stephanie Smallwood

Based on MAP benchmark assessment data and KSA state test scores, students with disabilities are achieving below grade level in reading in Middle School. I need to focus on improving my students with disabilities' vocabulary, comprehension skills, and phonological awareness skills. To address this problem, LETRS direct vocabulary instruction was implemented to explicitly teach and reinforce key vocabulary, as a means to boost comprehension. From the beginning of the school year through March, all students demonstrated improvement in comprehension, with every student showing gains from the pre-screener to the post-test on comprehension tests. Additionally, MAP assessment data reflected growth across the board, indicating proficiency in comprehension skills. These results suggest that direct vocabulary instruction using LETRS strategies is an effective method for improving comprehension. Based on the positive outcomes, continued implementation of this approach is recommended, with potential next steps including expansion across other content areas or grade levels.

Rachel Smiley

This project addressed the Problem of Practice that emerged from data collected through Amira, i-Ready, and spelling screeners, which revealed that a small group of six third-grade English Language Learners (ELLs) struggled with decoding, due to weaknesses in phonemic awareness and phonics. As the Library Media Specialist, I designed and implemented targeted interventions grounded in the Science of Reading, to strengthen these foundational skills and support students' progress toward reading on grade level. The project unfolded in implementation cycles that included research-based strategies, small-group instruction, and ongoing progress monitoring. Strategies emphasized the integration of phonics and phonemic awareness instruction with decoding practice, the use of multi-sensory methods to reinforce sound-symbol relationships, and intentional vocabulary development to support comprehension.

Assessment data guided instructional adjustments, ensuring that instruction remained responsive to students' needs and developmentally appropriate. Alongside implementation, I engaged in research through LETRS professional learning and Elevate Academy, which deepened my understanding of the Science of Reading. Key concepts such as the Simple View of Reading, orthographic mapping, and the Reading Rope directly informed my instructional decisions and reinforced the importance of aligning spelling, decoding, and vocabulary instruction. These insights strengthened my ability to diagnose students' specific reading difficulties and plan targeted interventions. Ultimately, the project demonstrated the importance of using data-driven, research-based practices to close literacy gaps for ELL students. While challenges such as time management and adapting to my new role as a library media specialist arose, the project highlighted the impact of intentional, focused instruction on student growth. The work also reinforced my professional commitment to continuous learning and collaboration, as I continue to refine my instructional practices to better support students' literacy development.

Bridget Smith

Based on previous and current i-Ready screener data, our K-8 school identified a need to improve phonics instruction for primary students. To close the phonics gap, the Elevate Academy Candidate implemented research-based structured literacy instruction, rooted in the Science of Reading, to all first-grade intervention students. After 6 months of implementation, 67% of first-grade intervention students no longer qualified for reading intervention services. Comparison of phonics screener data indicated that the intervention students increased an average of 45 scaled score points since the beginning of the year. In light of these positive results, our primary teachers and interventionists should continue implementing structured literacy instruction, to improve reading foundational skills and close the phonics gap.

Erin Smith

Based on i-Ready Reading diagnostic data, my kindergarten students needed support with high-frequency words. To address this issue, I incorporated high-frequency word techniques based on the Science of Reading, such as the heart word method, sound wall strategies, Trace and Say method, and high-frequency word slides by the University of Florida Literacy Institute (UFLI). I completed three 6-week-long implementation cycles in which I incorporated these strategies in various ways. One student was able to read 93% of words, compared to 47% at the baseline of one cycle. Another student was able to read 97% of words compared to 67% at baseline. Based on the growth I have seen throughout this project, I intend to continue to use these strategies within my instruction of high-frequency words moving forward.

Laura Smith

Vocabulary knowledge is a key predictor of reading comprehension, yet many students struggle due to insufficient exposure to explicit vocabulary instruction. This capstone project explores the impact of direct vocabulary instruction on reading comprehension, emphasizing how intentional teaching of word meanings, morphology, and context usage enhances students' ability to understand complex texts. Grounded in research-based strategies, this study examines instructional methods such as using Frayer Models, morphology-based instruction, and engaging vocabulary games to determine their effectiveness in improving comprehension outcomes. The findings highlight the importance of integrating direct vocabulary instruction into literacy instruction, demonstrating that a robust vocabulary improves word recognition and fosters deeper engagement with texts. This project provides educators with practical strategies to enhance vocabulary instruction, ultimately supporting students in becoming more proficient and confident readers.

Maggie Smith

Based on assessment data, an Elementary School identified a need to improve reading comprehension among 5th grade students. An identified target area of need among students was vocabulary acquisition and usage. In an effort to increase student achievement and proficiency in vocabulary acquisition and usage, the Elevate Academy Candidate implemented the explicit teaching model for vocabulary acquisition. In addition, a student self-reported vocabulary knowledge scale was implemented as a pre-assessment. After 3 implementation cycles, which encompassed 9 vocabulary units, the class average percentile of vocabulary acquisition and usage increased from the 44th percentile to the 60th percentile. The results indicate that the school should continue implementing evidence-based strategies, and consider implementing these strategies for students in lower grades as well for continued growth.

Melinda Smith

Based on data from the Teaching Strategies GOLD assessment and quarterly assessments targeting kindergarten readiness, a Preschool classroom identified letter identification as a key area for growth. Strengthening alphabet awareness and letter recognition is essential to help students develop foundational literacy skills and be better prepared for kindergarten. To improve letter recognition, the Elevate Academy Candidate implemented research-based strategies drawn from Early Childhood LETRS and additional scholarly sources. These strategies included creating a print-rich environment, providing explicit instruction in whole-group settings, and incorporating developmentally appropriate activities focused on letter recognition. Following the implementation of these strategies, 91% of students demonstrated growth in identifying uppercase letters, and 80% showed growth in identifying lowercase letters. These results suggest that continuing the use of research-based instructional methods can effectively support students' development of letter identification skills, and better prepare them for kindergarten as they transition from early literacy to reading and writing.

Audrey Sparks

The purpose of this two-year project was to build grit, confidence, motivation, and self-efficacy in 8th grade students to improve their academic performance, especially in writing. During the first year, students learned how to set goals, reflect on their learning, and overcome challenges. In the second year, they applied those skills to strengthen their writing through structured lessons that included writing tasks, peer feedback, and mindset activities. Student voice was central to the process, with surveys used to identify struggles and guide instruction. The goal was to help students not just write better, but believe in their ability to grow and succeed. This work aligns with the Kentucky Academic Standards for Writing, promoting clarity, organization, and revision. It also supports the NBPTS Standard 1 (Commitment to Students and Their Learning) and Standard 3 (Managing and Monitoring Student Learning) by focusing on student growth and reflective practice. In addition, it reflects CEC Standard 5 (Instructional Planning and Strategies) through the use of intentional, student-centered instruction tailored to a diverse learning environment.

Angela Spears

Based on iReady Diagnostic Assessment, nearly 75% of 1st graders in a first-grade classroom do not recognize high-frequency words. As co-teacher in the reading classroom, we will couple UFLI Heart words with LETRS strategies so that they increase the number of high-frequency words they easily recognize. These words will become anchors into students' memory to allow them to read fluently and successfully. To increase the number of words students master, research-based strategies will be implemented to teach high-frequency words through phonetic principles and orthographic mapping, rather than rote memorization. After 27 weeks of instruction, 100% of students are UFLI word masters. These results indicate that the first-grade teachers should continue implementing the evidence-based strategies to increase high-frequency word vocabulary, as a solid foundation for lifelong literacy skills.

Natasha Staples

Based on Brigance and the school-wide data collection, student letter recognition is low based on the data collected at the beginning and mid-year of the year. Based on this, I will be more intentional during small group instruction to support my students' literacy learning. This will help my preschool students with kindergarten readiness, and will provide the foundation for academic success in kindergarten. To work to increase letter recognition, the Elevate Academy Candidate implemented research-based strategies involving classroom curriculum that encouraged multi-modes of learning, movement, writing, and repetition, and incorporated letter learning within small group and individual learning centers. At the conclusion of the 6 months of implementation, letter recognition data showed an increase from 11% at baseline to 78% at the 6-month mark. Students were more engaged in learning, and the data showed great growth as a result! Based on the results, research-based strategies to increase letter recognition data should continue to be applied within the preschool program.

Kendra Staton

Based on foundational reading skills data, a first-grade classroom identified a need to improve phonics instruction in an effort to increase reading achievement. To attempt to improve achievement, the Elevate Academy Candidate implemented research-based methodologies founded in systematic and explicit phonics instruction with consistent implementation on a daily basis. After approximately 5 months of implementation, results from the Measures of Academic Progress (MAP) reading assessments indicate an improvement in foundational skills achievement by approximately 25% based on Novice, Apprentice, Proficient, Distinguished (NAPD) cut score references. Further, the MAP assessment results also demonstrate a percentile increase of approximately 20% with respect to foundational skills. These outcomes indicate the first-grade classroom should continue implementing the evidence-based methodologies, and determine additional factors that may further enhance foundational skills achievement consistently with lasting effects.

Angela Staverman

Based on data from a variety of assessments, the 3rd grade teacher identified a need to improve reading comprehension instruction throughout the school year. In an attempt to increase reading comprehension scores, the Elevate Academy Candidate implemented reading strategies that were learned from LETRS professional learning related to reading comprehension before, during, and after reading. Most strategies were focused on vocabulary and questioning. After 4 months, reading comprehension scores increased for all of the students that were being monitored. Students were also more engaged in the texts they were reading and were using strategies to monitor for meaning as they read. These results indicate that 3rd grade teachers at this Elementary School could continue implementing research-based reading strategies, to improve reading comprehension for their students.

DeAnna Stith

Based on MAP scores as well as classroom observations, an Elementary School identified a need to improve fluency skills, with a focus on decoding and encoding at the second-grade level. To attempt to increase grade-level fluency, the Elevate Academy Candidate implemented research-based strategies such as daily segmenting and blending practice, grapheme-to-phoneme matching with visual and auditory responses, as well as daily reinforcement with encoding practice. After 12 weeks of implementation, the class average increased from 13 to 27 words per minute. Two out of 8 students hit the target goal of 67 words per minute on 2 different fresh read assessments. Every student increased their words per minute within the year; most of the students doubled or tripled their words read.

Cassandra Stokes

Based on MAP Reading data as well as the ORF and LETRS spelling screener, 2nd-grade students will improve their phonics skills for decoding and encoding through explicit phonics instruction. To improve phonics skills, the Elevate Academy Candidate researched effective phonics instruction and used LETRS professional learning to implement a variety of research-based strategies, such as using the LETRS Phonics Lesson plan as well as other word work activities, to develop decoding and encoding skills. After 12 weeks of implementation, students' reading of words improved by a minimum of 14% and as much as 34%. Overall, each student increased their ability to decode CVC, CCVC, and CVCC words. These results indicate that the Elementary School should continue implementing the research-based strategies, and determine additional strategies that may further improve phonics skills to improve overall reading fluency.

Carlee Strong

Based on MAP Growth, students in my 1st grade classroom struggle with phonics decoding/encoding; therefore, I need to increase my knowledge and practice of phonics decoding/encoding through my engagement in LETRS professional development, to support students' foundational reading skills to support comprehension. To increase my knowledge and practice of phonics decoding/encoding, I implemented research-based strategies such as phonemic awareness, general phonics lesson plans, and explicit syllable centers. After two years of implementation, students increased their MAP Growth scores 19.9 points, bringing the class average to a proficient score. These results indicate that the use of these research-based strategies had a positive impact on students' decoding/encoding skills and increased their comprehension.

Carla Struck

Based on iReady Reading Data and classroom letters and sounds screens, kindergarten classroom students need improvement with their overall phonics. The students need to master letter and sound identification. To attempt to increase letter and sound identification, the Elevate Academy Candidate implemented research-based strategies such as Katie Garner's Secret Stories Better Alphabet Song, alphabet mats, and handwriting. After 23 weeks of implementation, both letters and sounds identification increased when screening. There was a 42% increase in letter sound identification and a 124% sound identification increase. These results indicate the kindergarten classroom should continue implementing the evidence-based strategies, and possibly additional strategies, that may further increase overall phonics growth.

Lindsey Sturgill

Based on my students' MAP data, 47% of my students are reading/testing below grade level, specifically lacking phonics skills/phonological awareness. To help support students' improvement in these areas, research-based methods and strategies were implemented. These research-based strategies included oral language, modeling, segmentation of syllables, and post-reading activities. I explicitly taught phonics/phonological awareness and comprehension strategies to the students in my class. This helped students to develop the foundational skills that are required to comprehend grade-level texts. When students are reading and comprehending on a 2nd grade level by the end of each school year, they will be better prepared for 3rd grade. Reading comprehension and applying phonics skills is a mandatory life skill that students/people need in order to be successful throughout life, and reach their full academic potential while achieving life goals inside and outside of the classroom. After 12 weeks of implementation, 98% of students showed improvement within the phonics and reading comprehension domains. Based on the results, my peers and I at this Elementary School should continue implementing the research-based strategies. Then, after analyzing data, we can determine if any additional strategies need to be implemented.

Ashley Tabor

Based on our school's universal screener, 48% of my first-grade students were not performing on grade level. I needed to provide more explicit instruction in orthographic mapping to build sight word reading fluency (currently at 10/24 at acceptable levels). This will benefit all stakeholders by helping ensure my first-grade students leave first grade reading on grade level and ready for second-grade reading instruction. In an attempt to increase students' sight word fluency subtest scores, I implemented research-based strategies obtained from Lexia LETRS, Orton-Gillingham, and other outside sources in small group instruction. From August 2024-April 2025, sight word fluency scores increased by 63%. Based on the results, I will continue to implement these research-based strategies, and determine additional strategies that might further increase sight word fluency consistently and for more students over the course of my teaching career.

Misty Tackett

Based on the Early STAR, STAR, and STAR CBM data in reading for grades K-3, I identified the need to strengthen three of the foundational reading skills (phonological awareness, phonics, and fluency) in order to improve reading outcomes and close gaps for struggling readers in grades K-3. To increase PA skills, I implemented the research-based UFLI (University of Florida Literacy Institute) Foundations Program that uses evidence-based literacy instruction into my 1st grade-3rd grade RTI groups. To address the need in phonics for kindergarten students, I implemented "Zoo Phonics". This is a fun and engaging multi-sensory language arts program that consists of many different phonics kits and manipulatives. To attempt to increase fluency scores, I implemented reading reader's theater scripts for 10 minutes every Thursday and Friday, and had my students read the script to first graders after Friday's RTI class. After 8 months of implementing UFLI, I only had 3 students below grade level in PA skills. In one month of using "Zoo Phonics", 12 students in urgent intervention decreased to 8. After using reader's theater scripts for two days a week for two months, all students increased their words read per minute. Based on the positive results from UFLI, "Zoo Phonics," and reader's theater, I will continue to use these strategies with my RTI students. In addition, I will research and collaborate with my RTI colleagues to find other activities and strategies to increase reading foundational skills.

Madison Talton

Based on my i-Ready reading data, the phonics survey, and my spelling screener, my 2nd grade students need to improve their word recognition skills, by building a strong base in phonics. I provided high-quality instruction focused on key phonics skills daily to all students. My goal was for students to grow in their phonics skills by one grade level from the fall to the spring testing window. I also aimed for students to demonstrate mastery of their phonics skills on the Core Phonics Screener through accurate identification of letters and their corresponding sounds. As a result of the strategies implemented, many students met these goals, showing positive progress in their phonics development. This outcome highlights the success of the instructional approach while also identifying areas where additional support is still needed. While a portion of the class demonstrated full mastery of letter and sound identification, others continue to benefit from targeted instruction and ongoing practice.

Ellen Tandy

Based on the Core Phonics Survey and MAP benchmark assessments data, many primary students needed intensive intervention with phonics on letter-sound correspondences and phonic decoding. I used a multi-tiered approach that combined early, systematic instruction with frequent practice and high-quality tasks with continuous monitoring. After a 12-week implementation cycle, the benchmark rates increased from 25% in winter to 36% in spring, with a reduction in intensive intervention needs (from 55% to 49%). These results indicate that I should continue implementing evidence-based strategies, and determine additional strategies to use that may further decrease the percentage of students that need intensive intervention in the primary setting.

Karen Thacker

Based on first-grade test results, a teacher identified a need to improve reading strategies. To attempt to improve test results, the Elevate Academy Candidate implemented research-based strategies such as identifying beginning, middle, and ending sounds in words; adding and segmenting phonemes in words; and using decodable readers. An example listed by the Candidate shows that by adding and segmenting phonemes, the students' spelling scores went up 80%. Based on these results, the Candidate should continue implementing the research-based strategies, and determine additional strategies that may help over the long term.

Kelsey Thomas

Based on MAP benchmark data and the Core Phonics Survey, I as an educator need to increase my professional knowledge and understanding of effective literacy practices based on the science of reading, to impact my first-grade students in the area of phonological awareness to increase sight word recognition and passage reading. To attempt to increase phonological awareness, the Elevate Academy Candidate implemented research-based strategies such as segmenting, blending, and fluency practice (Heggerty), as well as phonological awareness activities from Florida Center for Reading Research, and followed a phonics routine supplied by LETRS professional learning. After 6 months of implementation, students' reading ability increased by reading at least 30 more words than they previously read on a CORE Phonics Survey. These results indicate the Elementary School should continue implementing the evidence-based strategies, and determine additional strategies that may further increase phonological awareness consistently over the long term to create fluent readers.

Moats, L.C. & Tolman, C.A. (2019). LETRS: Volume one: Language essentials for teachers of reading and spelling. 3rd Ed. Sopris Learning. Unit 2, Session 3- Why is Phonemic Awareness Important?

Cathy Thomason

Based on the Fall 2024 iReady Reading data, Flashlight 360 data, and ACCESS scores, I noticed my ML students are either one to two grade levels or more behind their peers in the specific area of vocabulary. Based on this information, I will use explicit reading instruction and research-based strategies in building vocabulary by teaching new words in relation to other words. Addressing this issue will directly affect students' comprehension in reading, which will positively impact their success in the classroom and scores for the school and the district. While specifically focusing on vocabulary with my English Language Learners, I also encouraged classroom teachers to hone in on vocabulary usage. Newcomer students consistently relate new English words to already known vocabulary in the first language. Oftentimes, I found that there are many words that do not translate word for word, and this created an opportunity to relate words to a concept, image, or group of words in the first language. After using research-based strategies, along with concentration on phonics the year previous, I found most of my students not only progressed in the area of vocabulary, but also in comprehension as well.

Andrea Thompson

My Capstone Project examined how explicit, systematic instruction in phonemic awareness and phonics can close early literacy gaps in kindergarten. Data from MAP, Brigance, and Heggerty assessments revealed that many students, particularly those with limited preschool experience or higher absenteeism, were significantly below benchmark in key phonemic skills. To address this, I implemented three instructional cycles using research-based strategies from the Science of Reading including small-group interventions, multi-sensory activities, and frequent progress monitoring. Results showed measurable growth, such as a 100% improvement in segmenting phonemes, and an 83% reduction in students needing support with onset fluency. These findings validate the power of data-driven, targeted instruction to build strong literacy foundations. This project also strengthened my professional practice, reinforcing the importance of reflection, responsiveness, and evidence-based teaching.

Carrie Thompson

When I first started this program, my goal was to learn how to close the reading gap in my Middle School ELA classroom, but what I discovered went far beyond that. As I dug into the data, I realized that one of the biggest challenges my students faced was a lack of vocabulary knowledge. That insight shifted my focus, and I began using strategies from the LETRS platform to better support their reading development. Throughout this process, I learned how to analyze data more meaningfully, and how to be more intentional with my teaching. Using tools like semantic word mapping and small group instruction helped make vocabulary learning more engaging and effective. I also saw how consistent, varied exposure to new words, paired with chances to use them in real ways, made a real difference for my students. Now, I’m looking ahead and thinking about how to deepen this work by collaborating with other teachers and bringing these strategies into other content areas. I truly believe that when we work together and stay focused on what students need, we can create classrooms where every student grows as a reader, writer, and thinker.

Savannah Thurman

Based on Teaching Strategies, GOLD data, and benchmark assessments, most four year olds do not perform in the area of alphabet knowledge at a preschool standard in my preschool classroom. To attempt to increase alphabet knowledge, I implemented preschool based curriculum and evidence based strategies, to improve growth and work towards kindergarten readiness skills. After twelve weeks of implementation, preschool students’ knowledge of the alphabet increased from Fall, Winter, and Spring assessments. These results indicate the preschool classroom should continue implementing the evidence based strategies, and determine other hands-on tasks that may future increase alphabet knowledge consistently over the long term.

Ellen Tichenor

Based on Map Reading Fluency Data, students in my 3rd grade classroom struggle with foundational skills (phonological awareness, phonemic awareness, and phonics); therefore, I need to increase my knowledge and practice of phonological awareness and phonemic awareness through my engagement in LETRS professional development, to support students’ foundational reading skills to support comprehension. To attempt to increase foundational skills, I implemented research based strategies through LETRS and UFLI resources such as explicit phonics instruction, manipulating sounds, hands on practice, word work chains, etc. After 12 weeks of implementation, all students were now considered on-level in phonological and phonemic awareness. These results show that these instructional strategies encourage students to have a deeper understanding of phonological/phonemic awareness. This instruction has impacted their reading abilities and it has shown through their independent reading, daily work, and district assessments. LETRS professional learning has helped me to seek out a variety of strategies to ensure I am teaching research based instruction.

Lauren Tingle

Based on the beginning of the year iReady Reading scores for my second grade class, my students' largest area for growth was in comprehension of both literature and informational text. To increase comprehension, I used the Reading Comprehension Checklist to embed strategies before, during, and after reading a text, as well as using the UFLI phonics program to ensure my students are learning the foundational skills to become fluent readers. After 18 weeks of implementation, my students comprehension stayed about the same, although the assessments increased in rigor from multiple choice to written response questions and answers, and my students had 85% mastery of taught phonics skills. The results indicate that comprehension was stable even with the increased rigor of the assessments and phonics skills increased.

Amy Toncray

Based on the iReady Diagnostic and the iReady Literacy Tasks, an Elementary School identified a need for students receiving intervention services performing below grade level in the area of phonics which is significantly impacting their reading. In order to address this problem, I will implement intentional and systematic phonics so that students are explicitly taught and have additional instruction with this important foundational reading skill. Teaching students how letters are linked to sounds allows them to decode and encode words when reading and writing, and will improve their reading skills. In order to close gaps in the area of phonics, the Elevate Academy Candidate implemented research-based strategies that focused on code-emphasis instruction by implementing UFLI, and making adjustments based on student need. After six months of intentional instruction, the focus group of students were on grade level in the area of Letter Sound Fluency and Pseudoword Decoding Fluency, and made great progress in the area of Word Reading Fluency. These results suggest that the Elementary School should continue implementing the evidence based strategies, while also researching strategies that may continue to increase student’s achievement in the area of phonics.

Tammy Townsend-Gross

In the sixth grade of a Middle School, data was taken and showed the need for improvement in the areas of reading skills, vocabulary enhancing, and in all areas of writing. As reading and writing skills are very important for student success, they need to be addressed in areas other than just language arts classes. Social studies uses reading and writing skills daily. To help students grow, new strategies were researched and used to create and improve students’ skill set and curriculum. Students participated in engaging structures and practices, to reach a goal of proficiency. Through new reading strategies, vocabulary building, and writing structures, students were able to focus on the standards based learning of sixth grade social studies content. The work performed by students through new techniques boosted their literary abilities, and brought a greater understanding of the ancient world.

Kayla Travis

Based on CORE Phonics Survey data, a first-grade classroom identified a need to improve students’ decoding and encoding skills. While students demonstrated strong knowledge of letters and sounds, many struggled to apply that knowledge when reading and spelling words. To address this problem of practice, the Elevate Academy Candidate implemented daily, explicit phonics instruction using research-based strategies. Lessons were carefully designed to be systematic, engaging, and aligned to student needs.
After 15 weeks of implementation, student progress monitoring showed notable gains. The majority of students improved by at least one sub skill level on follow-up phonics assessments, and classroom observations reflected increased accuracy and confidence in decoding and spelling tasks. These results suggest that explicit and systematic phonics instruction should continue as a daily routine in the classroom. Ongoing adjustments will be made to meet students’ evolving needs, with a focus on ensuring all learners make strong, measurable gains in foundational reading skills.

Bethany Turner

Based on previous math and literacy data, the preschool classroom identified a need to improve early math and literacy skills in the preschool setting. To attempt to increase these skills, the Elevate Academy Candidate implemented research-based strategies such as specific small group instructional time, weekly story plan, dialogic reading, and integrating math and literacy into activities. After the implementation of each strategy, math and literacy skills improved in the students in the classroom. Student observations showed they were recreating activities taught to them during free choice time. Based on the results, the Educator of the preschool classroom should continue implementing the research-based strategies, and determine additional strategies that may further increase early math and literacy skills.

Kayla Underhill

Based on the MAP Fluency assessment data, my students need to enhance their phonics skills, such as decoding words and phoneme manipulation. This improvement will be achieved through small group work and explicit instruction by the 2nd-grade classroom teacher. The ultimate goal is to transition students from their micro-phase of Partial-Alphabetic to Late Consolidated, thereby enabling them to automatically enhance their reading and spelling ability. To strengthen phonics skills, the Elevate Academy Candidate employed research-based strategies, including UFLI encoding and decoding, heart words, and decodable passages. At the end of the 10-week implementation period, 90% of students in Groups 2 and 3 achieved scores at or above 89% across assessments, indicating a clear understanding of phonics materials. The class average increased from 90.4% in Lesson 39b, to 96.2% in Lesson 44 to demonstrate an overall improvement. The results indicate that the teacher should continue implementing evidence-based practices in her 2nd-grade class, and seek additional interventions that consistently develop phonics skills in the long term.

Madison Underwood

This capstone project explores the implementation and impact of the LETRS professional development program at a K-5 level. Motivated by student reading data that indicated a gap in foundational literacy skills, the project aimed to improve reading instruction, by enhancing teacher knowledge in the science of reading. Through professional development, LETRS, and structured support, the targeted instructional practices aligned with Scarborough’s Reading Rope model. Surveys and reflections revealed increased teacher confidence and a more consistent approach to foundational reading instruction. Student formative assessment data indicated positive trends in early literacy skills, particularly in phonological awareness and phonics. The program was seen as incredibly beneficial for all involved, teachers and students. The study concludes that sustained, research-aligned professional development like LETRS can drive instructional improvement and support student reading growth.

Kassidi Uzzle

My Capstone Project is based on identifying gaps in my students reading performance by looking at Scarborough's Reading Rope. I looked at many pieces of data collections in order to analyze this information. Many assessments I had already incorporated into my classroom, but I was not using it with full intentionality in order for it to close gaps in an effective way. After beginning my Elevate Academy journey, it has helped me to use my collection of data in an intentional way that helps to close gaps in my students' reading performance. Through this project I have seen my students grow. By identifying my students needs in reading, I was able to support them and set them up to be successful readers.

Wendy Vance

Based on MAP Benchmark data, KSA data, unit vocabulary and spelling assessments, one third of a 4th grade student body needed to improve student’s reading aptitude by teaching students, along with their guardian, basic reading strategies (reading to your children daily, phonetic blending, using text features, vocabulary development, etc. based off of LETRS, print familiarity). During this project, the Elevate Academy Candidate was trained and received certificates in the LETRS literacy program, received in person KAGAN training, and researched online topics. The purpose was to design and initiate a web-based video series and in class instructional routine for students and their parents to increase student reading aptitude, so teachers could better facilitate higher order thinking in reading informational text, and students could thrive while engaging in rigorous reading across the curriculum. Reading aptitude affects all aspects of student achievement, as well as productivity in later life. This work not only increased the reading ability of K-8 students, but also improved the student body’s literacy level impacting student's ability to engage across content areas. After many cycles of implementation, students increased in both science and reading. Feedback from the kids indicate that they feel more secure about their reading abilities and have continued to flourish, showing more attentiveness and often volunteering to read aloud. Based on my research and implementation, reading should be intentionally integrated into all content areas. In addition, parental involvement via a media platform could have a positive effect on reinforcing good reading and study habits.

Jacki Varble

When looking at the literacy assessments for my preschool classroom over the last two years, I noticed that many of the children struggled with letter names and sound knowledge, as well as phonological awareness skills. To increase their knowledge and build a foundation for early reading skills, I have added new curricula such as Fundations and Heggerty, as well as made small tweaks to add in more phonological awareness activities throughout the preschool day. Throughout my research, I found that it is important for these children to be exposed to these skills, to increase their reading levels and comprehension as they grow older. By making these changes in the classroom, I’ve seen incredible growth in my students, and have them on target with where they need to be for kindergarten.

Rachel Vessels

Based on current data collected, a 4th grade class at an Elementary School identified a need to improve their reading scores. To attempt to increase their scores, the Elevate Academy Candidate implemented research-based strategies as part of the LETRS professional learning and Science of Reading. After 10 weeks of implementation, focused on phonemic awareness, phonological awareness, and phonics, reading levels increased from 67% to 80%, and consistently maintained at 80% for 6 of the 10 weeks. Students were consistently utilizing their learned strategies outside of small group instruction. Based on the results, the educator will continue implementing the research-based strategies, and determine additional strategies that may further increase reading scores consistently over a longer period of time.

Brittany Vickery

Based on school and classroom reading data, there is a need to improve reading foundational skills in kindergarten. To address this problem, the Elevate Academy Candidate implemented strategies based on the Science of Reading. These include direct phonological awareness activities, explicit phonics instruction that teaches letters and letter-sound correspondences and phoneme-grapheme mapping, as well as word reading routines to build automaticity and fluency. After 12 weeks of implementation, 100% of students increased in letter identification and letter sound identification, and 17 out of 19 students’ spelling test scores increased. Based on these results, kindergarten should continue implementing the science of reading instruction, to further improve reading foundational skills.

Andrea Vincent

It is important for children and adults of all ages to to understand the emotions they are experiencing, how to regulate emotions appropriately, and to recognize emotions in others as they make meaningful connections with those around them. This project dives deep into the following restorative practices as it impacts the social needs of first graders: Exploring Restorative Practices, Building A Positive Classroom Community with Affective Language, and Restorative Circles through the National Educational Association (NEA). The restorative practices were implemented in a first grade classroom, over two years with two different classes. Restorative approaches positively impacted student growth and development, all of which connect to the problem of practice of my capstone project. Social skills are directly connected with the social emotional learning students have understood, and subsequently affects their learning in core subjects. The goal of social emotional learning is to foster a collaborative culture that promotes student learning, while creating a safe environment. If students lack the ability to emotionally process and regulate their body, then they may lack positive friendships, relationships, and academic success. Restorative practices are effective strategies to grow students in accountability and their overall emotional and educational success.

Bethany Vogel

Based on data collected through universal grade level screens, an Elementary School with students in the first-grade showed needed improvements for phonics skills and instruction. To attempt to increase phonics skills in a certain group of first grade students, an intensive phonics program instruction was put in place. Using the new school curriculum along with the University of Florida Learning Institute's (UFLI) phonics program, we provided quality instruction to all first grade, specifically, to students in a selected group. After 12 weeks of implementation, we saw an increase in phonics skills for majority of our students. This helped increase phonics scores not only for our small group, but the first grade group as a whole. Based on these results, instruction should continue to further increase progress.

Hannah von Schlutter

Based on reading data such as MAP assessments, NSGR, and Core Phonics, an Elementary School needed to improve the decoding skills of students with special education services in the area of reading. Specifically, they needed to bridge the gap between students’ abilities to identify letters/sounds, and their ability to use this knowledge to decode CVC and other single syllable decodable words. In order to improve students' abilities to decode words, the Elevate Academy Candidate implemented a research based intervention involving direct instruction in phonemic awareness. Over the course of a year, all students were able to read CVC words with independence, and some were also independently reading single syllable decodable words with blends and diagraphs. These results indicate that direct phonemic awareness instruction should continue to be a part of the resource reading block, and additional strategies for reading these words within a text should be explored.

Jacqulene Vossmer

Based on our school report card, a significant number of students are reading below grade level, with 57% performing one or more years behind. This Problem of Practice focuses on improving foundational reading skills through targeted phonics instruction, particularly in long vowel patterns. To address the Problem of Practice, I implemented targeted phonics instruction focused on long vowel patterns. This approach was informed by strategies learned through participation in LETRS professional learning, emphasizing evidence-based literacy practices. i-Ready data shows that 57% of my class is reading one or more grade levels below. Participation in LETRS has strengthened my knowledge of phonics instruction, which will be used to address reading gaps, particularly in long vowel patterns. The implementation of daily phonics instruction using LETRS strategies led to a significant increase in phonics proficiency, with students performing on grade level rising from 55% to 95% in the domain of phonics on i-Ready. Based on this success, continued use of structured phonics instruction will remain a key component of literacy instruction moving forward.

Mandy Walker

Based on observations during EL skills block and iReady diagnostic data, students in my first grade class show a lack of proficiency in basic phonics. 39% of these students scored at least one grade level below, showing that I need to utilize a stronger sense of effective literacy practices that I have learned from LETRS professional learning and the new curriculum UFLI. If I take the professional knowledge that I have gained and put that into practice during foundational reading instruction, my students should have a stronger sense of phonics and spelling patterns. The end result would be that the 39% would show growth with a large portion reaching grade level. In an attempt to increase phonics and phonemic awareness, we implemented the UFLI phonics curriculum daily. I worked on instructional goals to meet my students’ needs using the diagnostic iReady assessment, weekly skill tests, and small group observations. I used the knowledge and strategies from LETRS and UFLI training to use intentional explicit instruction in my small groups everyday.

Lori Wallace

Throughout my two-year journey in the Elevate Academy Rank Change Program, I grew professionally through the Kentucky Teacher Performance Standards (AEA). My Capstone Project focused on improving short vowel decoding and encoding skills for ELL students performing below grade level. Using i-Ready Diagnostic and Phonics for Reading placement data, I designed a four-week targeted phonics intervention. This resulted in an average student growth of 37.75 percentage points. Standards 1 and 2 guided my responsiveness to diverse learner needs, especially multilingual students. Standards 6 and 7 shaped my use of ongoing assessments to adjust instruction in real time. With support from LETRS, I used strategies like dictation, decodable passages, and gradual release to strengthen fluency and accuracy, aligning with Standards 4 and 8. Standard 9 supported my growth through reflection, collaboration, and data-driven planning, helping me become a more effective, inclusive educator.

Thea Waterbury

Based on reading assessment data, an Elementary School teacher identified a need to improve students’ reading proficiency. To attempt to increase students' reading skills, the Elevate Academy Candidate implemented research-based daily phonological awareness activities. The data collected from the 4 intervention cycles (5-6 weeks each) demonstrates a positive impact of the phonological awareness intervention on student progress. Notably, the number of students demonstrating proficiency in foundational phonics skills - such as reading short vowels in CVC words increased significantly from 12% to 41%. Based on the results, every student showed positive growth, confirming that even a brief, consistent intervention (5-10 minutes daily) can yield measurable improvements in foundational reading skills.

Tammy Jo White

Based on Fall 2024 MAP data, students in my co-teaching classroom struggle with phonemic awareness skills. In order to address this problem, I will implement intentional explicit instruction in phonics and phonemic awareness skills, based on LETRS Research. After twelve weeks of implementation, 67% of students grew in their percentile range, and 100% of students increased their RIT scores according to their Winter 2025 MAP data. These results indicate that the implementation of LETRS Research phonic and phonemic awareness instruction should continue in the co-teach classroom setting.

Vanessa White

Based on the beginning of the year diagnostic data collected in a first-grade classroom, there was an identified need to improve students’ phonics skills and high-frequency word (HFW) recognition. These skills are critical components of early reading development. To address this need, the Elevate Academy Candidate implemented research-based strategies such as explicit phonics activities, multisensory learning lessons, and daily HFW reading that was integrated into small-group and whole-group instruction. After three cycles of strategy implementation in the identified areas, data showed an increase in overall reading abilities, seeing a change from 88% of students testing at a kindergarten level, to 35% at that level by the end of the third implementation cycle. Based on these results, any of these evidence-based strategies would be great additions to any primary classroom reading routine.

Amy Wilder

Based on MAP and DIBELS data, I need to improve vocabulary usage in my grade level. To attempt to improve vocabulary usage, I supported the reading teacher in my math classroom. I implemented research-based strategies such as a template introducing new words, games to practice knowing and understanding new words, strategies to improve math discourse among peers, and strategies to improve student vocabulary usage in writing. By the end of the school year, students increased their vocabulary understanding on a teacher developed math vocabulary assessment.
Math Class 1: 28% to 39% average
Math Class 2: 52% to 72% average
Math Class 3: 57% to 75 % average
These results indicate that math classes at my school should continue implementing the evidence based strategies, and determine additional strategies that may further improve vocabulary usage in the math classroom and support improvement on MAP and Dibels data.

Sarah Wiljanen

Based on MAP data, a first grade classroom teacher identified a need to improve vocabulary recognition and knowledge of definitions of words. To attempt to increase vocabulary knowledge, the Elevate Academy Candidate implemented research- based strategies such as visuals, objects, vocabulary words, and focusing on tier one and tier two vocabulary words of EL education first grade curriculum. After 6 weeks of direct vocabulary instruction, students being able to recognize words and definitions went up 57 percent. Students learned the routine of instruction, and showed more engagement in lessons. These results indicate the direct vocabulary instruction and evidence based strategies may further increase vocabulary recognition and knowing the definition.

Clyde Wilkins

Based on the Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS), students entering my classroom need to improve their skills in Phonological Awareness and Emergent Reading. Intentional instruction with strategies to increase early literacy foundations in oral language, phonological processing, and print knowledge to improve outcomes for students will better prepare my preschool students for kindergarten, and increase predictive indicators of literacy development. Intentional instruction and strategies to target early literacy skills will improve outcomes in Phonological Awareness and Emergent Reading as assessed by the AEPS, and allow my students to be more successful in kindergarten.

Kelly Williams

Based on current and historical assessment data, a need was identified to strengthen foundational literacy skills across 1st grade students. In response, the Elevate Academy Candidate implemented research-based strategies including explicit and systematic phonics instruction, targeted small-group reading interventions, and student goal-setting tied to reading progress. Over a 7-week implementation period, assessment results showed significant improvement in early literacy skills, with an increased number of students meeting goals set. Based on these outcomes, educators at this Elementary School will continue using these effective strategies, and consider additional methods to further support literacy development and sustained growth over time. As a result of this work, more teachers will be trained in evidence-based literacy practices to ensure consistent, high-quality instruction school-wide.

Kiera Williams

In order to increase reading stamina and fluency, I have engaged in research around phonics instruction, to incorporate evidence-based strategies that will strengthen my students’ phonological awareness and decoding skills. Over the course of 9 weeks of implementation, I guided my students through a new portion of our UFLI lesson, while remaining focused on those same core practices of remembering, segmenting, and manipulating different phonemes. I followed the structure of the UFLI curriculum with fidelity by teaching direct instruction for 3 days on a specific skill, and assessing on the fourth day. As I implemented my UFLI curriculum, and the strategies it was teaching me, I collected progress monitoring data additionally. Overtime, I also continued to track my students’ growth in the Amira Skills Progress Monitor alongside their weekly UFLI data assessments. As I collected my data, I realized how important it is for direct phonics instruction to be consistent, in order to derive true results from this case study. Throughout these sessions, I saw my students’ confidence grow, as well as their reading abilities. Due to how close my students are to third grade level (3.0 ARM Score), I can make the implication that they are ready to make the transfer that they will need to as they move on to third grade next year.

Krystal Williams

Based on the 1st grade reading data collected during my Elevate Academy journey, and the information from various benchmark assessments, it is evident that students are reading significantly below grade level and require remediation. Based on the iReady Fall diagnostic screener, my instruction needs to target decoding skills. By working to improve students' decoding skills, this will potentially improve reading outcomes. By improving their reading skills, students will be advancing on grade level, which can improve teacher burnout and create a more positive reputation for our school and our district. To address this issue, research based interventions along with multi-sensory strategies were implemented. The data results collected indicate a significant growth in reading, especially decoding. Based on these results, it is recommended that the strategies implemented during the past year continue, to consistently improve student outcomes.

Kimberly Willis

This action research project addresses a classroom concern identified through Teaching Strategies Gold (TSG) data: 90% of students demonstrated below-average physical development, significantly impacting their fine motor skills essential for writing and drawing. Recognizing the importance of these skills for academic success, a weekly small group intervention targeting fine motor development was initially implemented, utilizing available classroom resources and adaptive materials. Reflection on this initial phase revealed the effectiveness of data-driven instruction and small group work, but also highlighted challenges related to time constraints within a full schedule and the need for individualized support. Consequently, the small group intervention frequency was adjusted to monthly, with a broader range of materials and parental involvement strategies incorporated. Writing opportunities are embedded across all learning centers and the daily schedule, including journal writing focused on name writing and free choice activities promoting letter knowledge and fine motor practice. To further enhance writing skills, the "Picture Story/Word Story" strategy is implemented monthly in small groups following interactive read-alouds, encouraging children to draw and write about their favorite story parts with differentiated modeling and materials to support various developmental stages. This iterative process of data analysis, intervention, reflection, and adjustment aims to significantly improve students' fine motor skills and writing abilities.

Renee Willoughby

Based on current MAP benchmark data, my Elementary School needs to improve on explicit vocabulary instruction and student outcomes in reading comprehension, by selecting and implementing high quality instruction and tasks to support the student needs. I was able to use research based materials and strategies for designing and implementing high quality instruction and tasks, and teach explicit vocabulary instruction and students received receive intentional, rigorous, and engaging activities over a variety of different topics. High quality instruction and tasks will affect student engagement and outcomes in a reading comprehension over a variety of subjects. After 12 weeks of instruction and data collection, students were showing noticeable improvements in reading and comprehension. On average, their DIBELS Reading Fluency and their Maze Reading Comprehension increased by 20%. The results show that with high quality, research based instruction, students are showing significant improvements.

Angela Wilson

Based on my Fall '24 Reading MAP data, MAP Reading Fluency data, and the Core Phonics Survey, my students needed to improve their encoding and decoding skills by explicit phonemic awareness instruction. During this project, I researched some specific strategies to implement during small groups, to target problematic areas so students will become true lifelong proficient readers. To improve my students' encoding and decoding skills, I implemented researched based strategies such as explicit phonemic awareness instruction, scope and sequence of phoneme introduction, and continued interleaved practice of skills previously taught. After a school year of implementation, my small group went from 2 of 4 students to 4 of 4 students scoring above the 50th percentile range on the MAP assessment, 1 of 4 students to 3 of 4 students reading CVC words 80% accuracy or higher on the Core Phonics survey, and 0 of 4 to 3 of 4 students were able to read words with short vowels and consonant blends with 80% accuracy or higher on the Core Phonics Survey. My students show confidence in their reading and are excited to share it. This project indicates, based on data, educators should continue using these researched based strategies of explicit phonemic awareness instruction, to continue to improve students' decoding and encoding skills.

Erica Wilson

Based on both previous and current literacy assessment data, a resource teacher focused on students in 2nd and 3rd grade who had been identified with a reading disability. The resource teacher used research-based reading interventions with a group of four students in 2nd and 3rd grade who demonstrated significantly below-average scores on the FastBridge assessment (Winter 2023–2024), with all students scoring below the 10th percentile. To provide more current and detailed insights, the resource teacher used the Phonological Awareness Screening Test (PAST) Form A during the 2024–2025 school year, which revealed ongoing foundational reading deficits, particularly in automaticity with onset-rime recognition. These students also completed the LETRS-aligned PAST assessment, and a Basic Spelling Screener to further tailor instruction. Following 12 weeks of intervention, progress monitoring data indicated notable improvements in phonological awareness and decoding skills, along with increased student engagement during reading tasks. Based on these results, educators at this Elementary school should continue implementing structured, phonologically-based interventions for Tier 3 students, and consider additional supports such as increased instructional time or multi-sensory strategies, to further enhance literacy outcomes among students with cognitive learning disabilities.

William Wilson IV

Based on observational data from secondary A.P. level classes, many students struggle to read and comprehend grade-level disciplinary-specific texts. In an attempt to increase academic performance and develop subject proficiency, the Elevate Academy Candidate implemented research-based vocabulary strategies such as color-coded terms, word-hydras, interactive word-walls, and the four-column method. After three semesters (Spring 2024, Fall 2024, and Spring 2025) student A.P. class quiz scores increased 7.8% (Spring 2024)/6.5% (Spring 2025), raw test scores increased 6.6% (Spring 2024)/7.1% (Spring 2025), and Free-Response Question scores increased (Spring 2024 and Spring 2025) 25%. A student survey indicated that the various vocabulary focused strategies had a positive impact on their content knowledge. The academic results indicate that the continued focus on various evidence based vocabulary strategies should be continued in A.P. classes. These vocabulary strategies will promote better class specific and standardized test scores.

Carissa Wix

Based on Fall diagnostic data and the CORE Phonics Assessment, a second grade classroom identified a need to improve foundational reading skills during the 2024/2025 school year. In order to increase mastery of phonemic awareness, phonics, fluency, vocabulary and comprehension, I implemented the use of evidence-based strategies found in LETRS professional learning. This project focuses specifically on phonics instruction, aiming to reduce the gaps found in foundational reading skills. The results demonstrate measurable growth for students who reached mastery in phonics instruction. In the fall, 31% of students were two or more grade levels below what is expected. By the spring, only 11% of those students were in that same range. The students reaching mastery on the overall reading placement grew from 15% in the fall to 44% in the spring. These results demonstrate the effectiveness of consistently delivering research-based LETRS strategies into phonics instruction, and the ability it has to promote confident readers who can decode and comprehend grade-level text.

Kortney Wood

Based on literacy data in a kindergarten classroom, an improvement in phonics and comprehension instruction was needed. To improve literacy test scores, I implemented a series of research-based practices, to enhance my phonics and comprehension instruction. University of Florida Literacy Institute (UFLI) and Core Knowledge of Language Arts (CKLA) were a couple of the research-based practices used in my kindergarten classroom. After completing multiple rounds of implementation cycles, there was an increase in phonic and comprehension test scores. Students' scores increased in letter recognition and letter sound recognition, as well as encoding and decoding, while reading. This indicates that I should continue this phonics and comprehension instruction in the following school year.

Stephanie Wood

Based on reading diagnostic and screener data from the 2024 Fall MAP, Amira, and PAST, a number of newcomer EL students in an Elementary School scored low in phonological awareness (among other reading skills). Thus, activities needed to be utilized that developed phonological awareness in english. To develop phonological awareness, the Elevate Academy Candidate implemented a variety of research-based activities that were designed to increase students’ phonemic awareness and phonological awareness. After three cycles of implementing activities (each around 4 weeks in length), it was observed that all five of the students (that were present for all three of the Implementation Cycles) grew in at least one category of phonological skill, as shown on the Phonological Awareness Screening Test (PAST). Two students made significant growth—gaining as many as 8 or 9 points in individual categories on the PAST. This indicates that the phonological/phonemic awareness activities did make a positive difference, and that they should be continued with the newcomer EL students, in order to further strengthen these skills that are foundational to proficient reading and spelling. Additional activities should be investigated and implemented as well, in order to help the EL students who did not make significant gains on the PAST tests.

Tricia Woolums

Based on my engagement in LETRS and my Elevate Academy journey, results from i-Ready Reading Diagnostic Assessment and classroom data, first grade students were below grade level in vocabulary knowledge and acquisition. In order to address this need, I provided vocabulary instruction during my first grade science class to support vocabulary content knowledge and reading comprehension in this content area, and this allowed these students to better access the science content moving forward, enrich their language comprehension, and thereby increase their overall reading comprehension. In order to support student learning, I implemented research-based instructional strategies. After several weeks of implementation, students showed growth in their vocabulary knowledge as students were using content area vocabulary correctly in science classroom discussions.

Katherine Wright

Based on EL Benchmarks, LETRS Basic Spelling Screener, MAP and MAP Fluency data, many students are below grade level in their spelling and phonics skills, which hinders their ability to fluently read and comprehend the text. To address these challenges, the Elevate Academy Candidate implemented research-based strategies for phonics including making words, word lists, and word chains, along with writing strategies including two-part sentences and sentence anagrams. The Elevate Academy Candidate also implemented vocabulary strategies including four squares and creating definitions. After a seventeen week period of the implementation phonics, writing and vocabulary strategies, the students' average number of words spelled correctly on the LETRS Basic Spelling Screener increased from 25 words to 52 words spelled correctly. These results indicate the continued implementation of phonics, writing, and vocabulary has a positive impact on students’ ability to decode, fluently read and comprehend the text.

Courtney Yaden

Based on baseline data, a specific group of Elementary Students require intensive instruction in phonemic awareness and phonics skills, as they are not making expected progress in these areas, prompting the design and implementation of targeted, evidence-based interventions, to improve their literacy development and support access to the general education curriculum. In order to address phonemic awareness and phonics deficits, various research-based literacy practices were implemented, including explicit and systematic phonics instruction, phonological awareness activities, orthographic mapping, and phonics lesson plan formats. The success of this approach was measured by progress monitoring data reflecting the improvement of students’ literacy skills in phonics and phonological awareness. Impact data suggests that all students improved in both areas. As a result, their literacy development strengthened, giving them the tools to better access the general education curriculum. These interventions will continue to be implemented, in order to continue to positively impact students’ literacy development.

Katie Yeast

Based on TS Gold and district-required triannual classroom assessments, most PreK-4 students were novice with rhyming skills. Students were not able to identify a rhyming pair, create a pair, or produce a string of rhyming words at the beginning of the preschool year. To attempt to increase student rhyming skills, I implemented intentionally planned rhyming activities including whole-group and one-on-one activities in the preschool classroom. After three implementation cycles (approximately 9 instructional weeks), rhyming skills increased with 78% of students. Data also indicated that 34% of students were at the mastery level of rhyming skills for preschool students at the end of the 9 weeks. These results indicated that through intentionally planned activities PreK-4 students will be positively impacted by direct instruction of rhyming skills.