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Fall 2022 Capstone Abstract Archive
Linda Amos
Within the elementary school setting, teachers were spending an enormous amount of time locating resources to teach the Recipe for Reading phonics program. To attempt to decrease the amount of time spent gathering resources, the candidate collaborated with fellow colleagues to create a user-friendly website where the candidate implemented research-based strategies. Some of the strategies included a weekly plan for the Recipe for Reading aide with videos, along with multi-sensory activities such as blending boards, bumpy boards, sentence beads, vowel tents, finger tapping, and writing letters using the house paper. After two months of the website implementation, time spent on locating resources decreased. Feedback from the post teacher survey indicated that 94% of teachers no longer find locating resources time consuming when planning for Recipe for Reading instruction. These results indicate that the elementary school should continue implementing the evidence based strategies and determine additional strategies that may further decrease the amount of time spent locating resources to teach the Recipe for Reading phonics program.
Shannon Anderson
Based on sophomore English PLC conversations, the PLC identified a need to increase student engagement and buy-in on argumentative writing topics. In an attempt to increase buy in and engagement in this unit, our PLC decided to make writing topics more connected to real-life situations. In my classroom, specifically, students researched the impacts of service learning in high school classrooms and wrote argument outlines on whether or not service learning should be required in high schools or as part of high school graduation requirements. In small groups, students then designed service projects and put together formal proposals for them in which one per class would be chosen to be executed before the end of the year. After seven weeks of implementation, argument outline completion increased from 61% in the 20-21 school year to 84% in the 21-22 school year, for a growth of 23%. On feedback from a student survey, 69% of students indicated that “even though my project was not chosen as the class winner. If I was given the opportunity to actually carry out the service learning project my group created, I believe it is worthy of doing and would put forth the effort to complete it.” These results indicate that service learning and service projects are a good way to increase engagement and student buy-in on the argument writing unit. The sophomore PLC should consider implementing this strategy across all sophomore English classes to allow for increased engagement (Kielsmeier, 2011), academic achievement (Billig, 2002), community involvement (Kielsmier, 2011), student choice, and student personal and social growth (Furco & Root, 2010).
Elizabeth Armstrong
Based on student attitudes toward math the math department at a high school needs to develop a way to improve student relationships with the high school mathematics curriculum and standards. To attempt to increase positive outlooks towards mathematics, the GRREC ED Candidate implemented research-based strategies such as implementing high quality tasks that promote productive struggle and problem solving. After a trimester of implementation, student responses indicate that math attitudes have improved or stayed the same for twelve key questions. These results indicate that the math department should continue implementing the evidence based strategies and determine additional strategies that may further improve student relationships with the high school mathematics curriculum and standards.
Raegan Baldwin
Based on teacher surveys, interviews, personal experiences, feedback, and research, teachers need support in teaching foundational literacy skills. Teachers across the country are leaving the profession and, in result, school districts are hiring individuals to teach who may or may not be certified and who may have gone down an alternate pathway compared to the traditional teacher. Research suggests that large turnover rates negatively impact student performance. In a school with a 61.9 teacher turnover rate in the (school year 2020-2021) and low reading state test scores, it was determined that the teachers need support and resources to feel confident in teaching foundational literacy skills. Research was conducted to determine what skills students need to be able to perform to become proficient readers and it was determined that students must master skills in concepts of print, phonological awareness, phonics, and fluency to become a proficient reader. Teachers implemented evidence based practices into their classrooms that support these four areas of reading and the impact data were collected. It was concluded that having a hub of resources and strategies for teaching these skills positively impact student achievement in the area of literacy.
Crystal Bratcher
Based on previous and current Social and emotional learning data, a middle school identified gaps that existed in its current social and emotional learning. To attempt to increase social and emotional learning in the school, the GRREC ED Candidate created a nine week research based SEL curriculum for all related arts teachers to implement in their classrooms. The curriculum was aligned with the CASEL 5 competencies for social and emotional learning and included evidence-based lessons and activities, assessments, and reflections. After 9 weeks of implementation, 73.8% of students enjoyed learning about Social and Emotional learning in their classes and showed a significant desire to learn more. Feedback from student surveys indicated that students wanted to receive more social and emotional learning instruction. Teachers indicated on the teacher reflection that the lessons were research based, the lesson learning targets and success criteria were aligned with student outcomes and assessment , and the digital notebooks were a useful assessment tool. Based on the results, the middle school should continue implementing research based social and emotional instruction to decrease SEL learning gaps that exist.
William Brown
The STEM Lab Resource Guide is a great tool for any teachers who are interested in or who already integrated STEM Education lessons and activities into their classroom. The resource was developed over a two year period when teachers were saying, “If I only knew how to use that,” or “I would use it but I don’t know what it’s for.” This is where the resource is beneficial to the teacher. However, for teachers to know the ‘how’, they must understand the ‘why’.
Alongside the STEM Lab Resource Guide is a Teacher Professional Development Survey which allows teachers to be drilled down and be more specific with their professional development wants and needs in each content area. Teachers who are going to get the most out of the STEM Resource Guide are also going to need specific training in STEM Education so that teachers understand how to incorporate the resources in the guide to help fulfill the ‘why’. Within this Capstone you will find research on STEM Education as well as my journey as a Principal navigating the implementation of STEM within my school.
Kristy Campbell
The candidate’s school has shown an increase in the number of students who have been diagnosed or labeled with a disability. Data and observations have shown an increase in student behavior issues and an increase of the number of students needing to leave the regular education classroom. To attempt to decrease student behavior and increase student learning, the GRREC ED Candidate implemented research based strategies focusing on sensory integration being embedded within the regular education classroom. The GRREC ED Candidate also implemented a sensory room for all students to utilize to decrease student behavior and address individual student needs. After implementation, student behaviors decreased as well as students needing to leave the regular education classroom. Feedback from a survey completed by all staff indicated that 92.6 percent of staff agreed that embedding sensory integration and the implementation of the sensory room was very beneficial to our school. Based on the overwhelming results, our school should continue implementing research-based strategies focusing on sensory integration and the use of the sensory room to continue to address individual student needs and to decrease student behaviors.
James Carnahan
Based on middle school student survey data, a middle school needs to integrate more opportunities for STEM education across all content areas and grade levels to help learners develop 21st century skills. As a growing STEM leader in the field of science, the GRREC ED Candidate is working toward the ability to teach students that a growing need for STEM education is a must. In order to achieve this goal the Candidate’s team of 8th grade teachers are working to fulfill the needs of our best practices in STEM. Teachers should use the 5E Model of Instruction to sequence lessons and activities which provide the best instruction for all students. In each phase of the 5E Model of Instruction, teachers carefully consider how the evidence collected or information obtained builds student understanding of a phenomenon or a solution to a design problem for deep learning opportunities. After delivering a 5E lesson, 100% of the Candidate’s special education students demonstrated an increase of content knowledge and skill application as measured by assessment rubrics. To scale impact at the regional level, the Candidate partnered with another GRREC ED Candidate to offer training at GRREC’s STEM FEST event to teach other educators about the 5E Model of Instruction. Based on evaluation data collected from the STEM FEST professional learning event, session attendees found value in the 5E Model of Instruction workshop with a positive rating of 4.3 or higher across all evaluation questions using a five point Likert scale. These results indicate the 5E model of instruction has the potential to increase student learning and an educator’s ability to deliver effective STEM instruction.
Amanda Clark
Based on assessment data, an elementary school identified needs to increase procedural fluency across grades K-5. To attempt to increase procedural fluency, the GRREC ED Candidate implemented research-based strategies such as Number Talks, Universal Screeners for Number Sense and math fluency games with various groups of students. After implementing Number Talks during the first semester, the five students being tracked scored 100% on the Numbers and Operations in Base Ten (one subtraction and one addition problem) section of the Winter Universal Screener for Number Sense. During Summer School, the GRECC ED candidate observed students enjoy the games, and their confidence and speed increase over the eight weeks. These results indicate the elementary school should continue implementing the evidence based strategies and determine additional strategies that may further increase procedural fluency consistently over the long term.
Stephanie Clayton
Based on Kindergarten Readiness data, an elementary school identified a need to create a full day, full week preschool program. To attempt to increase kindergarten readiness scores, the GRREC ED Candidate with the elementary school implemented a full day full week preschool program utilizing research-based strategies such as Teaching Strategies Gold, Enhanced Alphabet Knowledge, Second Steps, and the Brigance Screener in order to increase kindergarten readiness scores. After one year of implementation, kindergarten readiness and readiness with enrichment scores increased and kindergarten readiness with intervention scores decreased. After one year, preschool enrollment increased requiring an additional classroom. These results indicate the elementary school should continue implementing the full day full week preschool program and determine any additional strategies or classes that may increase kindergarten readiness scores.
Karla Deaton
This capstone project focused on reducing disruptive behaviors throughout the elementary school, making the candidate’s capstone’s focus “disruptive behaviors”. Research was completed to determine an effective system that could be implemented to assist teachers in improving behaviors. The school did not have a school-wide behavior program and teachers were all using their own methods to try and manage behavior; the disruptions were so severe, the teachers were devoting more classroom time to behaviors than the curriculum or learning experiences. Class Dojo is a system that promotes Positive Behavior Interventions and Supports. Upon reading “Using Class Dojo to Support Student Self-Regulation” (Maclean-Blevins & Muilenburg, 2013) and hours of other positive behavior research for the classroom, Class Dojo was adopted as the school-wide behavior system for the elementary school.
Missy DeSurne
Based on survey results of polled educators within an identified primary school, respondents indicated a problem of practice of perceived insufficient availability of and access to research-based educational strategies and supporting practices for literacy. To address this problem, the GRREC ED Candidate created a Literacy Hub (Google Site) containing research-based Literacy and Writing strategies. After implementing the Hub in phases, feedback indicated that some educators availed themselves of the site, but others indicated a need for additional time to investigate the resource. Based on survey results, 100% of respondents wished to see the Hub continue and be maintained. The GRREC ED Candidate will continue to manage and update the resource, implementing suggestions from users for additional content.
Megan Donaldson
The goal of this capstone project is to have our entire school on the same page, teaching the same reading curriculum effectively so grade levels and strategies are aligned for our students. By creating this Recipe for Reading website resource, I hope those who are unfamiliar or simply unwilling to hunt for resources will be able to quickly and easily locate resources in one location and put them to use in their classrooms. All educators will have access to resources and can teach the program with fidelity to help close learning gaps. After sharing the website, the survey results compared to the baseline results showed the percentage of those teaching phonics using the Recipe for Reading curriculum increased from 46.9% to 51.6%. Similarly, the number of those teaching it daily increased from 40.8% to 41.9%. In addition to the increase in numbers from the survey, many faculty and staff members have praised the work that had been created. We want all teachers, especially primary, to teach their students using the Science of Reading practices. This will better align grade levels and set students up for success. Continuing to make additions to this website will help lead us all in the right direction.
Colby Downing
Based on behavioral concerns and a lack of student engagement in the classroom, I identified a need to improve and increase the amount of physical activity students receive during the school day. To attempt to increase physical activity, 4th grade students at an elementary school participated in Movement Minutes. This was a 10 minute window in the middle of their school day to allow students to be physically active by engaging in free play, cooperative games, or a sensory pathway. In the short 4 weeks that Movement Minutes was implemented, behaviors such as not following directions, negative hallway behavior, and unpreparedness decreased dramatically. In a feedback survey, teachers also noticed higher engagement in the classroom by students being “more active - asking questions and more awake” and “responding to whole group questions and interacting with others.” These results were a win-win situation for all parties involved. The 4th grade students and teachers should continue implementing Movement Minutes into their schedule. Sharing these findings with the staff could also result in more teachers and grade levels participating in Movement Minutes to show improvement in behavior and improvement in student engagement.
Michael Duncan
Based on results of the CDC’s PECAT, an elementary school identified a need for a comprehensive written physical education curriculum. To attempt to improve PECAT scores, a GRREC-Ed candidate created a physical education curriculum map with links to unit plans and lesson activities for grade 3. After completing the project, which included 13 unit plans drawn from several different curricula, the PECAT scores rose to 100 percent in the areas of Outcomes and Content. These results indicate the new curriculum covers the national and state standards with fidelity, and the candidate should continue to build the curriculum for the other grade levels.
Amanda Eisenberg-Boaz
Based on evidence, there needs to be more engagement in the current Social Studies curriculum. There is a lack of choice on the part of the student. A need for a more engaging Social Studies curriculum, utilizing choice, and engaging activities/tasks is present. To attempt to increase motivation, the GRREC ED candidate created new content material in order to create niche classes based on students' passions and interests in either music, film/literature, or military history. A collection of resources was created, compiled, and organized for the classes. After implementing several assignments students indicated they “enjoyed the choices in their assignments” and felt more connected to the content. The niche class creation became problematic due to scheduling conflicts within the school; however the resource hub created provides choice assignments that appeal to the multiple interests within the classroom, thus hopefully increasing motivation.
Patti Embry
Based on formative and summative assessments, running records, and observations, an elementary school identified a need to improve student math fact fluency within the intermediate grades. To attempt to increase fact fluency in the intermediate grades, the GRREC ED Candidate implemented research-based strategies such as interviews, surveys, pre- and post-assessments, and participation in math games. After ten weeks of implementation, fluency growth was evident upon comparison of the pre- and post-assessments with remarkable increases in the fluency of foundational facts and slightly higher than average growth in the fluency of derived facts. These results indicate the elementary school should continue implementing evidence-based practices and determine additional strategies which may increase fact fluency such as fluency games and teaching multiple strategies demonstrating foundational concepts of multiplication in the hopes of increasing student fact fluency which will ensure success in further mathematical concepts.
Mary Beth Embry
In order for students with disabilities to have a successful transition from high school to post-secondary education or work, many individuals must be involved. This includes parents, teachers, outside agencies, and the student. Due to the fact that outside agencies have not been involved in the transition process at the high school where I teach, I began implementing a plan for this to improve. Outside agencies that offered transition services began to be contacted and started to come to our high school to work with students on a regular basis. Due to this collaboration, eight case files were opened with Vocational Rehabilitation for graduating Seniors and these students who attended college received their accommodations, as well as $3,000 for college. Individuals from ASPYRE and Pre-ETS also began coming to meet with our students consistently. This is a start in the right direction. These outside agencies will begin working with Freshmen, Sophomores, and Juniors, in addition to Seniors, in the future.
Taylor Enright
Students lost a significant amount of instruction during the Covid pandemic. Comparing 2018-2019 NWEA MAP data to 2020-2021 MAP data, it was evident that students being away from “regular”, teacher-led instruction hindered their instructional goals and outcomes. Students falling so far behind made it extremely difficult to keep our current pacing guide and curriculum map the way it was. We needed to prioritize standards based on the data from our needs assessment and testing data. The purpose of revamping our current pacing guide is to fill in gaps where students have lost instruction due to their time learning online or in the hybrid model. We reached out to the teachers throughout the county, pulled data from our NWEA MAP scores from years past and compared, and began rewriting the 2nd grade mathematics pacing guide focusing on the priority standards and specific time frames for each one. My next steps will be to continue to implement our new math pacing guide with the updated priority standards throughout this school year and future years as well.
Mary Kaylen Estes-Stone
Based on previous and current Reading data, an elementary school identified a need to improve students with disabilities (SWDs) and regular education students’ reading performance and achievement. To attain this goal, the candidate implemented research-based strategies such as peer-support arrangements and a social interaction tool with fourth grade students. After three months of implementation, students’ reading performance improved from 18% of students reading on grade level or above to 65% of students reading on grade level or above. Data results from KSA state testing (2021 - 2022) indicated that peer-support arrangements and a social interaction tool can increase students’ academic success in reading with a decrease of 34.6% of students scoring Novice compared to the previous year. The same research-based strategies were used the following school year with a new fourth grade class due to the need to still improve reading achievement. After three months of implementation, the Reading Growth assessment showed a 20% decrease in the number of SWDs and regular education students performing below grade level. Based on the results, the elementary school should continue implementing the research-based strategies and determine additional strategies that may further increase reading achievement consistently over the long term.
Janet Farrell
This study took place in a physical education class in a rural elementary school in Western Kentucky. Based on our schools’ Student Risk Screening Scale Internal and External score, 20% of our students struggle with internal and external behaviors. Because of Covid-19, students are struggling more than ever in schools. To address this need, I created a curriculum crosswalk using the Kentucky Academic Standards for Physical Education and CASEL Social Emotional Learning Core Competencies. The crosswalk, when used intentionally, allows the physical educator to focus on the PE standards while seamlessly including SEL in the lesson. This study includes lessons and tools developed to teach SEL strategies in the physical education classroom. SEL lessons in the physical education class will continue based on results from teacher surveys, student surveys, and the need for continued improvement of students' SEL skills.
Johanna Fox
Based on lack of in person instruction, an elementary school identified a need to improve the school-wide pacing guide for the 2022-2023 school year to address standard based learning. To revise the pacing guide, the GRREC ED candidate used MAP Data to determine the vital standards in order to implement research based strategies to address deficit areas. County-wide feedback was used to determine the timeframe for instruction and formative assessments based on student weakness.
After using the revised pacing guide for one trimester, MAP Data reflected an increase of 10%. The MAP assessment will be given again in the spring after another trimester of using the revised pacing guide. The results indicate the elementary school should continue implementing the revised pacing guide that is focused on the vital standards that students showed as weak points due to the lack of face-to-face instruction.
Brittany Geary
Based on our current schedule at a middle school, students only receive the recommended amount of physical activity time for nine weeks during the school year. After their Physical Education class ends, several of the kids have classes all day that require lots of sitting. In an attempt to increase the amount of movement students get during the school day, the GRREC ED candidate created a resource hub teachers can use to find lessons that involve movement and are grade level and subject specific. After 4 weeks of sharing the resource, ALL content areas have increased movement in their classroom. Feedback from a teacher survey says that 35.7% of teachers in the building have used the resource that I created and the students love it. 94.5% of students say they love when teachers incorporate movement into their lessons and it helps them learn better. These results show that the GRREC ED candidate should continue to build the resource hub for teachers and provide incentives to the teachers that incorporate movement into their classrooms.
John Grace
Due to a noticed decline in students' music reading skills, as well as assessment results, there is a need for motivational strategies, and better instructional tools. I used researched strategies and ideas such as mastery based learning goals, polling students for their perceived motivators, and gamification in my planning. I also developed an ed tech tool called Musical Flashcards using Google Slides to help students develop their basic music reading skills. After the implementation process, the students demonstrated sharp increases in their performance achievements, including a high-end proficient rating in a music educators association assessment event, and scoring an average of ten points higher at contests in 2022 than the previous year. In a survey of my band students, 73% agreed or strongly agreed that the band had significantly improved over the past two to five years, and 59% preferred external motivators, like competition or grades. My next steps will be to continue to use and develop my Musical Flashcards system. I will commit to using it at least twice a week, while periodically adding new slide decks. I will also continually get feedback from the students, as well as share it with my colleagues in the district, and perhaps other parts of the state.
Tiffany Grant
Based on several different data points, our elementary school identified a need to improve tier 1 instruction in reading. In order to improve tier 1 instruction in our building, our committee created the Module Matrix for grade levels that aligns with each of the four modules in our curriculum. The matrix is a tool that when used intentionally and effectively, allows teachers to focus on grade level standards, develop instruction that cognitively engages students, assess mastery levels in real time, and therefore, giving opportunities for responsive support as needed. After one full year of implementation, the results are very promising. Reading MAP data shows an increase of students on grade level from 52% to 58%. KSA data reports that the number of novices decreased from 28% to 18%. Many other data points, including teacher surveys, will show a positive impact of the use of the Module Matrix. Based on the results, our school will continue to implement the Module Matrix within our reading instruction, and plan to incorporate this tool into our math instruction, making improvements and adjustments as needed.
Ellen Hall
Since the impacts of COVID 19 have set in, high school students lack motivation, energy, and enthusiasm for school. Based on student survey data and informal discussions with teachers, students desire an increased voice in their education, and there is a need to increase teacher capacity to utilize technology to increase engagement. In an attempt to increase student voice and teacher capacity, the GRREC ED Candidate implemented research-based strategies related to student voice, teacher capacity, and educational technology for engagement to create a student-led professional learning event for teachers. Students designed showcases around educational technology tools and presented them to teachers throughout the school day for a unique, "teach the teachers'' event. Following the event, 100% teachers responded by saying that it was a meaningful professional learning event and they would be interested in attending future student-led professional learning. These results, along with the student engagement and leadership cultivated, indicate that student voice and student-led professional development should continue to be implemented to increase student engagement and teacher capacity.
Chelsea Hammer
Based on middle school student survey data, my middle school needs to integrate more opportunities for STEM education across all content areas and grade levels, to help learners develop 21st century skills. As a growing STEM leader in the field of science, I am working toward the ability to teach students that a growing need for STEM education is a must. In order to achieve this goal my team of 8th grade teachers are working to fulfill the needs of our best practices in STEM. Teachers should use the 5E Model of Instruction to sequence lessons and activities which provide the best instruction for all students. In each phase of the 5E Model of Instruction, teachers carefully consider how the evidence collected or information obtained builds student understanding of a phenomenon or a solution to a design problem for deep learning opportunities. After delivering a 5E lesson, 100% of my special education students demonstrated an increase of content knowledge and skill application as measured by assessment rubrics. To scale impact at the regional level, I partnered with another GRREC ED candidate to offer training at GRREC’s STEM FEST event to teach other educators about the 5E Model of Instruction. Based on evaluation data collected from the STEM FEST professional learning event, session attendees found value in our 5E Model of Instruction workshop with a positive rating of 4.3 or higher across all evaluation questions using a five point Likert scale. These results indicate the 5E model of instruction has the potential to increase student learning and an educator’s ability to deliver effective STEM instruction.
Tonya Hampton
Based on the results of pre survey data, a group of four GRREC ED Candidates at an elementary school identified a need to improve the common resources, and availability of those resources to their staff. This was an attempt to realign strategies and procedures and help train new teachers in understanding the structured literacy program, Recipe for Reading. The GRREC ED Candidates created and implemented a school wide website that contained videos of the correct procedures for the applications, strategies, and multisensory activities. The website also contained a YouTube link, test forms, words and sentences for a dictation test, an anchor chart, and a blending board for each phonetic skill. After six weeks of implementation, The GRREC ED Candidates created and administered a post survey to the faculty. Post Survey results show that only 5 members of the faculty are looking for resources to teach Recipe for Reading online. This is down from the pre survey results that showed 22 members of the faculty were looking for resources online. Numerous members of the faculty stated that they were excited to have so many resources in one spot. Based on the results, the elementary school should continue using the website as their primary location for Recipe for Reading resources and to help train new teachers.
Hannah Harper
Based on a survey conducted at an elementary school, a need to improve family learning support was identified. To attempt to increase family learning support, the GRREC ED candidate researched and organized foundational reading skills and research-based strategies on a Google Site for student families and teachers. After implementing the Google Site, student families and teachers provided comments on the effectiveness of the online resource. Based on the results, the elementary school should continue implementing family learning support that may further increase family involvement in their child’s learning.
Rebecca Hart
Based on teacher surveys, interviews, personal experiences, feedback, data, and research, teachers need support in teaching foundational literacy skills by using evidence based practices. It is a common trend across the United States that teachers are leaving the profession at an alarming rate. Teachers do not feel equipped with researched based practices to use in their classrooms when they enter the teaching profession. This, in turn, affects their efficacy and quality of teaching, as well as student learning. Research suggests that large turnover rates negatively impact student performance. In a school with a 61.9 teacher turnover rate, low reading state test scores, and a large number of inexperienced teachers, it was determined that there was a need for support and resources in teaching foundational literacy skills. Research was conducted to gather researched based strategies in the four foundations of reading: print concepts, phonological awareness, phonics, and fluency. If teachers can implement researched based strategies in their classrooms for these concepts, students will become proficient readers. Teachers implemented evidence based practices into their classrooms, and the impact data was collected. It was concluded that having a hub of resources and strategies for teaching these skills positively impact student achievement in the area of literacy.
Lisa Haycraft
Based on a reflective data set and surveys gathered from high school English teachers on technology resources and collaboration, I saw a need to learn to effectively collaborate with classroom teachers and students using educational technologies. While researching how to become more effective, I found studies showing effective collaboration strategies ,while implementing educational technologies. School librarians and Instructional Technology Specialists are becoming one and the same with new technologies emerging, according to research by Wine in “School Librarians as Technology Leaders: An Evolution of Practice.” Collaboration is a major component of the school librarian’s role, and becoming essential in working with teachers to incorporate information literacy through joint planning, teaching, and evaluation. (Wine, 2016) In additional studies, Carol Brown points out in her article, “America’s Most Wanted: Teachers Who Collaborate”, teacher librarians are taught the importance of collaboration in library school and by a society that puts a high value on partnership and team endeavors. Brown identifies five social factors that affect success in collaboration: proactive (but flexible) leadership, trust, shared vision, open communication, and self-confidence in one’s contribution. (Brown, 2004) Therefore, I applied these strategies to become a more effective librarian. I collaborated with high school English teachers at an area High School, where we implemented three technologies during student instruction. The students used Edpuzzle, Canva Designs, and Book Creator to show content learning. I took the sample lesson plans and evaluations I did with students, and created playbooks on each of the 3 technologies to share in the professional development training I conducted with all English teachers at the high school. From evaluations done with teachers after the training and evaluations done with students after they used the technologies, I learned that my effectiveness as a high school librarian was successful. The student work done using these technologies also proved as evidence of my effectiveness. I put all of the learning from the 3 semesters using the 3 technologies into an interactive collaboration hub that I implemented in the 4th semester of the GRREC ED experience. This collaboration hub led to more collaborations, effective survey data, and successful student engagement with the 3 technologies.
Sara Ingram
Based on students', teachers', and families' need for a tool that helps keep a record of tasks to be completed, due dates, links, and more during the pandemic virtual learning experience, I came up with a digital student planner for our district. My digital elementary student planner is a tool that has the potential to support students' organizational skills. This digital student planner gives students a way to navigate through their daily tasks in an easy way. It also serves as a communication tool for our staff and, of course, for our students' families.
In creating this tool, I have read and researched how it (the organizational tool) allows for students to become independent learners, engage with technology in a way that they can be creators, and make practical yet simple use of digital content. The Student Planner was created with students in mind as its initial user.
Teaching students to use the basic and free planners can be a catalyst as educational technology tools can help them develop great habits in organization and academic clarity.
Magnolia Jagoe
Based on previous and current reading data, an elementary school identified a need to improve teacher efficacy and primary reading scores. To attempt to increase reading scores, the GRREC ED Candidate researched, organized and implemented research-based strategies with a focus on concepts of print, vocabulary, comprehension, fluency, phonemic awareness, and phonics. After implementation, teacher confidence and efficacy improved by 10%. Feedback from teachers indicated they felt more confident in teaching reading and felt it was easier to locate the information and resources they needed. Based on the results, the elementary school should continue implementing the research-based strategies and include additional resources to increase reading in all grade levels.
Rachel Killough
Based on Measurements for Academic Process (MAP) test scores for reading at our elementary school and teacher anecdotal notes, there is a need for skill specific resources that teachers can utilize to help students build upon their reading foundation. Teachers often lose planning time due to looking for resources in books or websites, along with interruptions, and other distractions. To help ease teacher frustrations, I created an online reading toolkit that is categorized by specific skills and content that is user-friendly. Teachers can choose which activity, worksheet, game, or video that students are needing more practice with, and quickly print and go. After several weeks of implementation, the number of students who scored novice decreased, while the number of students scoring apprentice and proficient increased. In general, the number of students scoring distinguished stayed the same. Teachers were excited to use a user-friendly resource that didn’t require a large amount of time to do. Teachers indicated that they were excited about continuing to use the resource, and would even be willing to share their resources as well, to make it an ever-building resource. My plan is to continue adding resources to the tool-kit, and even creating a toolkit for earlier grade levels as well.
Kayla Kriek
Based on a Social Emotional Learning Needs Assessment, Survey for teachers, behavior data, and a summary, High School teachers, students, and parents need to improve unwanted behaviors for students with SEL in the classroom, and at home. Teachers did not have access to many resources involving SEL and how to manage disruptive behaviors in the classroom. In an attempt to provide SEL resources the GRREC ED Candidate implemented research-based strategies, and created a website that included lessons, videos, contact information, strategies, and more. After weeks of implementation and feedback from teachers, students seemed happier and disruptive behaviors seemed to decrease in the classroom. The Impact data indicated the High School should continue implementing the evidence based strategies used from the website. Teachers found the website helpful and it could continually be updated and maintained over the long term.
Ashley Lile
The problem of practice identified during conversations with the instructional supervisor, and Kindergarten colleagues, was there are inconsistencies in teacher practices related to literacy instruction. This could be due to high faculty turnover, inconsistent training experiences for new faculty, and the Covid challenges. The Star Early Literacy data also supports the need to provide fidelity and equitable student experiences in literacy throughout the district. To address this problem of practice, I created a resource hub to use for training purposes for strategies implementing structured literacy instruction. I also began to pilot structured literacy practices in my own classroom. After 1 year of implementation and development, I had 100% of the class on or above grade level in phonics skills and reading level assessments. The work is taking a deeper dive into structured literacy in year two, and is also being shared district wide with the administration supporting the work.
Ashley Locher
For my capstone project, I identified a problem of practice that teachers need to improve their understanding of vocabulary instruction. Also students need to improve their vocabulary skills in order to enhance their overall reading comprehension. Data from a teacher survey and an iReady Diagnostic showed there was a need for a tool for teachers with simple strategies on how to teach vocabulary to their students. Therefore, I developed an instructional tool called a vocabulary playbook in order to address this need. The playbook is designed to help teachers choose words for their students, help students learn those words, and gives details about how to develop routines in the classroom, including assessment. Overall, the strategies in the tool have proven to be effective thus far, and I will continue to grow and share it with other students and educators.
Lori Loy
Based on the needs assessment given to teachers, staff, and parents, it was evident that an elementary school needed to develop a deeper understanding of the 5 SEL competencies, and focus on the correlation of SEL knowledge and application to overall student success. In an attempt to increase the awareness of SEL, the candidate provided multiple professional development opportunities for the staff and SEL workshops for the parents at this elementary school. A Bitmoji classroom with interactive links and activities was developed for student use, along with parent/guardian resources. The Social Emotional Learning Hub (website) was created for teachers, parents/guardians, and students to utilize for SEL growth as the capstone project. From the beginning of the SEL school-wide focus and implementation, this elementary school has improved in all 5 SEL areas (self-awareness, self-management, responsible decision-making, social awareness, and relationship skills). Next steps include establishing a dedicated “calming corner” for each homeroom, and creating SEL toolkits for each class for students to utilize as needed.
David Lyons
At my school, there is a need for a website that would contain scaffolded material, and other material that would benefit students and their ability to access the math curriculum. Teachers would be able find Algebra 1 and Geometry scaffolded materials that align with units currently being taught. In an attempt to help IEP students and other students who need the extra help, the materials developed will be accessible by teachers and students. The research found gave strategies for differentiating instruction, and the inclusion of talking to students in a mathematical way. It was discovered that according to the students and teachers that were surveyed, scaffolded material was needed for students to access the curriculum. The importance of scaffolding being used could be evidenced by the increase of scores over the course of 9 weeks. The data showed that there was an overall improvement of 9 points. Pre test average was 61% and the post assessment average was 70%. With the inclusion of math talks and using groups for students to be able to express what they know, scaffolding and differentiation increased the scores and communication between student and teacher. The resulting increase in scores and better communication has demonstrated that the research that was read and instituted was beneficial to both teachers and most importantly students.
Cari Manire
My school does a phenomenal job supporting students with social and emotional learning. The goal of my Capstone project was to provide our families with the amazing tools and knowledge we have with SEL and invite them to be a part of how we do SEL at my school. Many families are familiar with our curriculums, but we also want them to know about our SEL program. Hence, a “Parents in the Know'' night was created. This family night helped to showcase to families that we value the whole child as we presented them with various aspects of social emotional learning. The tools and strategies that were shared at this event can be used both at school and home, thus creating a consistency in the social and emotional well-being of our students.
Robyn Mantooth
Based on our high school’s District-School Report Card from our K-PREP State Assessment, as well as student surveys, and interviews and observations from our Curriculum Specialist and Assistant Principal, writing is a struggle for students and teachers. We need a researched based writing strategy to help our writing scores, as well as improve writing motivation. Of all the approaches out there, Self-Regulated Strategy Development (SRSD) has had the strongest impact of any strategy instruction in writing. SRSD is an educational practice that involves teachers’ use of clear and straight-forward instruction to teach students solid strategies to improve writing. Since implementation, 82% of all classrooms are producing writing pieces, vocabulary instruction and writing strategies are in 87% of all classrooms, only 9% of our students tested scored a Novice on the state exam. Overall students think better of themselves as individual writers and enjoy it a little more before we implemented the SRSD instruction (according to the pre & post-writing survey). Students seem better prepared and more apt to begin writing on their own. There is definitely room for improvement, but we are seeing a little progress! In conclusion, I saw a big improvement in reading skills, deeper thinking, and use of bigger vocabulary in their writing. Students are still learning to work independently, but have shown growth in that area, as well.
Skylar McCarraher
Based on our entry and existing student assessment data, our grade level determined the need to make adaptations to our current literacy curriculum to more fully align with current research and improve students' abilities to read and write. To achieve this goal, we modified and/or added various components to our literacy curriculum such as lesson plan format, dictation lessons and assessments, a phonological awareness program, multisensory interventions, and many other research-based teaching strategies. After a full year of implementing the new curriculum, student growth was shown in all areas, with 91% of my class reading and writing on grade level. The data showed that the changes to our literacy curriculum were very effective. We will continue to implement the improved literacy curriculum making updates as needed.
Brandy McCubbin
Based on the Preschool Palooza attendance, involvement, and parent/guardian and vendor surveys, families in our school district were able to build their capacity about kindergarten readiness skills. To attempt to improve and increase parent capacity, the Preschool Palooza provided families with educational resources, informational text, and community resources. Over 71 children attended and 67 families were represented during the event. Based on the results, the Preschool Palooza should continue within the community and additional events must be held to increase parent capacity.
Jamie McMillan
Based on data from the ACT reading test scores and Achieve website scores, the English Department at our high school identified that many students are having difficulties with inference questions and are struggling to comprehend beyond level one reading comprehension questions. In my own classroom practice over the past few years, I had also begun to notice the decline in students’ abilities to answer inferential questions, as well as a decline in writing skills such as writing thesis statements, effective lines of reasoning, and analysis of evidence. To attempt to improve inferential reading skills and writing skills, I implemented multimodal unit plans with “before, during, and after” scaffolded reading and writing activities, in addition to essay topic options for the summative assessment. After one school year of implementation, students’ ACT reading scores dropped 6% in the novice category and increased 6% in the apprentice category. In addition, students who were able to earn the thesis point on the AP Language and Composition argument essay rubric increased from 55% to 64%. Finally, on the same rubric, students who were able to score 3 or higher on the evidence/commentary row increased from 30% to 55%. Based on these results, I should continue implementing multimodal unit plans with “before, during, and after” scaffolded reading and writing activities, in addition to essay topic options for the summative assessment. For next steps, I plan to implement even more activities into each unit to further improve students’ literacy and writing skills.
Chelsi McPherson
Based on data results from the survey given to the first grade teachers and our classroom results from the Brigance Ready for Kindergarten Screener and Observation Survey, my colleague and I identified a need to change our Kindergarten Literacy Curriculum. In order to improve our curriculum, we moved to a more structured approach. Within my classroom, I implemented structured literacy strategies from Recipe for Reading and Heggerty Phonemic Awareness Curriculum to help improve my students’ oral language and literacy skills. When comparing the data from the beginning of the year, I was impressed with the students’ growth. At the end of the year, the students were given the observation survey again. 86% of the students were able to identify the letter names and sounds. I went from having 19 students struggling to identify one letter sound to only three students struggling to identify letter sounds. The results from the data collected showed an improvement in my students' literacy skills. Moving forward, we will continue the structured literacy curriculum in Kindergarten. We will make sure that all Kindergarten teachers have access to the Structured Literacy Google presentation so that they can implement it as well in their classroom and have access to the materials created.
Abby McReynolds
Based on STAR math test data in fall 2021, a need was identified to move students up to grade level expectations in math. To attempt to accelerate the learning of students, the GRREC ED candidate focused on engagement, growth mindset, and parent/school communication. Because of these branches of focus, the number of students scoring as a novice decreased from about 50% to 25% by the end of the year, and the distinguished and proficient categories exploded with growth. Only 16% of the students were predicted to score proficient or distinguished on the state assessment at the end of the year, but 49% of the students landed at those levels. These results suggest that emphasizing engagement, growth mindset, and communication between school and parents is a great way to move students forward.
Lori Meredith
Based upon the increasing inappropriate behaviors of numerous students affecting learning for all students in an elementary school, SEL tools and strategies were needed. These tools and strategies were needed to aid in the social and emotional well being of students to generate a productive classroom for learning. The GRREC ED Candidate implemented various strategies to meet the needs of students and recorded data to observe increased positive behaviors. Data was collected for individual student gains of 37.5% for deescalation strategies and decreased office referrals by 50%. Another individual student data showed a student meeting 4/5 of given benchmarks. A teacher survey showed 90% of teachers showed the positive impact of the SEL toolbox that was shared by the GRREC ED Candidate. These results ensured that the GRREC ED Candidate and elementary school will continue implementing researched based tools and strategies that will continue to increase positive behaviors over the long term.
Jillian Morris
Based on a website survey’s results taken by 215 elementary students, the awareness and usefulness of the library website by students needs to increase. To attempt to increase the students’ awareness, a GRREC Ed candidate implemented research-based data to improve the website for student usage by creating a unit of study pertaining to the website. Before teaching the unit, 26% of students stated they never use the website. After 6 months of lessons and activities, only 4% of students surveyed stated they never use the website. These results indicate the website is being used more by the students, and the GRREC Ed candidate should continue with the lessons, activities, as well as updating the website consistently throughout the school year.
Erica Myers
My primary school utilizes a specific literacy curriculum that is primarily centered around shared, guided, and independent reading with an emphasis on learning to read through repeated exposure. Although most students will eventually learn to read through this “balanced” approach, there will always be a small percentage who will need more. These students require explicit instruction that directly teaches fundamental language skills, specifically phonetic concepts and patterns of language, in order to read. Based on school-wide intervention data that shows a rising number of students in the tier system with reading deficits, there is an incredible need for a “structured” literacy approach to address and support the needs of struggling readers, which is the problem of practice. “By explicitly teaching all concepts, students who readily internalize the patterns of language will learn quickly and easily, and those who otherwise may struggle will get the instruction they need for success” (Iowa Reading Research Center). Moreover, a weak foundation of decoding strategies compromises reading comprehension. To address this problem, I researched the science of reading and gathered recommended resources over the course of two years. In the last five months, I closely collaborated with district specialists to develop a plan for students in the Multi-Tier System of Supports (MTSS) who show reading deficits as evidenced by MAP and classroom data. I volunteered to be the general education teacher who served on the second grade level intervention team and was responsible for servicing 19 tier students with the selected intervention, Systematic Sequential Phonics They Use, four days a week for a designated time. Prior to intervention services, students were benchmarked using a fluency passage. The average fluency score was 16 words per minute, significantly lower than grade level expectations, ranging as low as 2 to 39 words per minute. At the end of 12 weeks, the average fluency score was 57 words per minute, with scores as high as 95. The overall average fluency growth for each student was approximately 41.3 words per minute after 12 weeks of intervention implementation. These results indicate a positive correlation between increased reading fluency and direct instruction that emphasizes phonemic awareness and phonics patterns. Furthermore, this validates the continued need to implement a structured literacy approach to develop phonological understanding, which may support the learning needs of all students.
An Explanation of Structured Literacy, and a Comparison to Balanced Literacy. (n.d.). Iowa Reading
Research Center. https://iowareadingresearch.org/blog/structured-and-balanced-literacy
Sarah Neathery
Kelly Nelson
Based on the results of a survey on math fact fluency given to teachers at a primary school in KY, the need to support teachers in giving students sufficient meaningful practice was identified. To attempt to give students meaningful practice, an action plan was put in place in a 2nd grade MTSS class. Research-based strategies such as MAP data, interviews with students, games, observations of students playing games, and activities in which students evaluated themselves were implemented. After two months of implementation, students took the Spring MAP test with scores showing an average increase of nine points in the area of operations. An additional post test over six of the most difficult derived math facts showed most having mastery at 100%, but not automaticity. A presentation at the Close the Gap inservice was given to share meaningful practice and data with teachers. Based on the results, the teacher hopes to support teachers in her district by presenting to them her findings and helping schools come up with a fluency plan to help with math fact fluency in grades two and three.
Brandy New
Based on contextual student survey data of middle school students, class offerings in elementary schools, and participation in career pathways, the candidate's school district needs to improve STEM education in all grades to increase participation in high school career pathways. The candidate’s school district has defined STEM education to be connected, authentic, and community based. In an attempt to increase impact, the candidate’s project implemented tasks that ask students to practice STEM habits of mind and the 4Cs, real world based, and/or connected to careers. In collaboration with another GRREC ED candidate, the candidates offered a “STEAM Family Night'' event at a low cost. To scale impact at the regional level, the partnering GRREC ED candidates offered a professional learning session (at GRREC's STEM FEST event) to regional educators to share about the “STEAM Family Night '' event and how attendees could replicate that experience. Based on survey results from the “STEAM Family Night'' event, nearly 82.5% of parent attendees provided actionable feedback. Based on evaluation data collected from the STEM FEST professional learning event, session attendees found value in our STEAM Family Night workshop with an average of 4.7 or higher (out of 5) measured by five-point Likert scale evaluation questions. These results indicate the candidate’s school district should continue implementing family engagement events and utilize district and school level collaboration to further impact STEM education.
Rebecca Otey
Based on conversations with third grade teachers a few years ago, our elementary school decided to adopt a structured literacy approach to teaching reading. In the past, a large number of third graders were entering the third grade either as struggling readers or not being able to read at all. They did not have decoding skills; therefore, unknown words were left a mystery to them. Resources were plentiful, but they were not easily accessible. This posed a problem for efficient lesson planning for teachers, seasoned and new hires alike. A few of my colleagues and I decided to build a one stop shop for all of these resources. A website was created that includes all of the letter skills to be covered in kindergarten through second grade. It also includes ideas for station rotations and how to run them. There are multisensory activities, strategies, and videos on how to apply these in your classroom. We were honored to present our website at our district’s EdCamp this past summer. The website was presented to teachers from kindergarten through second grade from the elementary schools, administrators, and board of education directors. Some of the teachers from other schools were impressed with the website and were eager to use the website in their own classrooms. Eventually we will add some Google forms for enrichment and reinforcement of skills, printable games for station rotations, list of practice words and sentences, as well as a phonics screener to be given three different times throughout the year. The goal is to continue presenting at EdCamp and start a structured literacy back to school night at our school.
Laramie Pelston
Based on the 2020-2021 Reading MAP (Measures of Academic Progress) data and interrupted instruction due to the pandemic, the 2nd grade teachers and the curriculum resource teacher saw a need to identify priority standards in reading to adjust the pacing guide for second grade instruction for the school year 2021-2022. We saw a significant decrease in our Reading MAP 2-5 test scores in 2nd grade. Our students have been affected by the COVID pandemic with the loss of consistent in-person class instruction due to virtual learning, quarantine time, and alternating schedules. As a school we set out to choose which standards were a priority for our students to master before leaving 2nd grade. I met with our Curriculum Resource Teacher and 2nd grade team members to decide on reading priority standards. We looked into several resources for determining the priority standards for our school year. The MAP data, achievethecore.org, and resources from other districts helped us to determine the priority standards. I created a pacing guide for 2nd grade reading standards which was accessible to the 2nd grade team. We implemented the resources and the priority standards were covered. As a result, students showed growth in reading by the end of the school year according to the MAP data we collected. With the positive impact of the 2nd grade priority reading standards, we are continuing to use the resources and pacing guide this school year.
Keywords: priority standards, pacing guide, resources
Kelsie Pepper
Based on the 2020-2021 Reading MAP (Measures of Academic Progress) data and interrupted instruction, the Kindergarten teachers and the curriculum resource teacher saw a need to identify priority standards in reading and adjust the Kindergarten pacing guide for instruction for the school year 2021-2022. We saw a significant decrease in our Reading MAP K-2 test scores in Kindergarten. Our students had been affected by the COVID pandemic in many ways, specifically by inconsistent in-person class instruction due to virtual learning, quarantine time, and alternating schedules. As a school we set out to choose which standards were a priority for our students to master before leaving Kindergarten. I met with our Curriculum Resource Teacher and Kindergarten team members to decide on reading priority standards. We looked into several resources for determining the priority standards for our school year. The MAP data, collaboration, and resources used by other districts helped us to determine the priority standards. Along with another colleague, I updated our pacing guide for Kindergarten reading standards, which was accessible to the Kindergarten team. We implemented the resources and priority standards were covered. As a result, students showed growth in reading by the end of the school year according to the MAP data we collected. Because of the positive impact of our updated pacing guide with priority standards, we continue to modify and utilize this resource to guide reading instruction.
Carla Peyton-Pleasant
Based on 2021 MAP math data results, along with mindset and math attitude surveys, I realized the need to establish a supportive environment to help my students cultivate a mindset related to their growth and achievement in math. The students struggled in dealing with failure and success in their math learning. This greatly influenced their lack of motivation when it came to believing in themselves which resulted in lower assessment performance. The purpose of this project was to encourage my students to think of learning as an ongoing process and help shift their attitudes about math to a more positive one, while encouraging them to take a risk to solve problems and increase their math performance.
Holly Price
Primary students missed out on vital social skills instruction due to COVID-19. During the pandemic, there was not a focus on social-emotional learning, and social skills instruction as well as social interaction were lacking, specifically for students with disabilities in the area of social and emotional skills. My goal is to increase social-emotional learning through effective social skills instruction which in return will increase positive attitudes and overall learning in the classroom. I used social emotional stories, cut and paste activities, and games to engage students in social emotional learning. My students made a 21% gain in increased social skills overall. Feedback from student surveys showed that all students felt as if they had grown in at least one area. Data indicates that focusing on social skills instruction will improve social, emotional and academic behavior.
Jamie Putman
Based on pre-assessment data from the beginning of the school year, an elementary school identified a need to address the foundational literacy gaps present in first grade students. In an attempt to increase foundational literacy skills, the GRREC ED Candidate implemented a research-based structured literacy program for struggling readers to teach letter name and sound identification, sentence writing, and reading fluency. After 10 months of implementation of the research-based program Recipe for Reading, 100% of students could recognize upper and lowercase letters, 95% of students could identify all letter sounds, an increase of 85% of students were using correct capitalization, 38% more students were using open spaces between words in a sentence, 56% more students were using correct punctuation, 56% more students were using correct spelling of taught and decodable words. Additionally, reading fluency showed an overall class average improvement of 26 words per minute. These results indicate the elementary school should continue implementing the evidence-based strategies and determine additional strategies that may further increase foundational literacy skills in first grade students.
Tanya Richard
Based on survey data from teachers and MAP data from students, there is a need to update our Kindergarten pacing guide to prioritize certain standards. There is also a need to include working links to our most updated resources and curriculum to accommodate the new staff and ensure a consistent use of the same curriculum resources. In an attempt to increase literacy scores, I implemented research-based literacy strategies such as Recipe for Reading, prioritized standards, and created a literacy pacing guide to share with other Kindergarten teachers. After a year of implementation, MAP literacy scores increased by 52%. Feedback from another teacher indicated that the literacy pacing guide was very helpful. These results indicate that Kindergarten teachers should continue implementing the evidence-based science of reading strategies and modifying the literacy pacing guide to increase MAP literacy scores consistently over the long term.
Kendall Riggs
Based on MAP data, an elementary school noticed a need for a pacing guide in mathematics due to increasingly lower scores compared to reading. This is due to the lack of face-to-face instruction throughout the pandemic. In an attempt to help improve the learning gap from loss of instruction time, I revamped a math pacing guide to focus solely on priority standards. Teachers were interviewed across the district, and research was conducted on pacing guides for the classroom. My cohort group then took the priority standards by trimester and created a document for teachers to use with activities and assessments to go along with the priority standards. After 15 weeks of implementation, 5th grade math MAP scores increased by 2% from fall to winter. These results indicate that we should continue implementing the pacing guide that was revamped and teach skills to mastery, rather than skim the surface. Changes will be made as necessary to the pacing guide after a full year of implementation.
James Shacklett
Based on evidence, a need for students to be more engaged in the current Social Studies curriculum is needed. There is a lack of choice on the part of the student. A need for a more engaging Social Studies curriculum, utilizing choice, and engaging activities/tasks is present. To attempt to increase motivation, the GRREC ED candidate created new content material in order to create niche classes based on students' passions and interests in either music, film/literature, or military history. A collection of resources was created, compiled, and organized for the classes. After implementing several assignments, students indicated they “enjoyed the choices in their assignments” and felt more connected to the content. The niche class creation became problematic due to scheduling conflicts within the school. Using the resource hub, we can create choice assignments that appeal to the multiple interests within the classroom, thus increasing motivation.
Melissa Shoulta
Based on data from screeners known as Mysaebrs (Social, Academic, and Emotional Behaviors Risk Screener) in Fastbridge and SRSS-IE (Student Risk Screening Scale-Internalizing and Externalizing), an elementary school identified a need to improve the internal and external mental health of all students. To improve the mental health of students, the GRREC-ED candidate implemented a daily 15 minute SEL program based on evidence-based programs and structures. After 1.5 years of implementation, the students’ perspective screeners increased 1.64 points on average. However, the teachers’ perspective screeners decreased 2.27 points on average. Although, it needs to be noted that this screener required different teachers to fill out the screener due to the change in the school year from fall of 2021 to fall of 2022. The candidate also performed “minute meetings” with students that claimed the SEL lessons “helped you handle your feelings and work with others better” in 87.4% of students. It is recommended that the elementary school continue the use of the daily 15 minute SEL lessons to continue to help students improve their mental health, both internal and external factors. It is also important for the school to continue to research this content, as it is something that is always developing and changing as the needs of new students grow and change as well.
Holly Shuffett
Based on survey data, an elementary school identified the central issue impacting student learning and achievement is teachers needing assistance in breaking power standards down into teachable elements. Teachers are in need of a toolkit of strategies to support all levels of learners that allow all students to access, and make progress within the general education reading curriculum, while maintaining high rigor instruction. This GRREC ED Capstone project focuses on tools to help educators provide high rigor instruction, with equal access points for all levels of learners, with a heavy emphasis on scaffolds and supports for students with disabilities. Data was collected to determine teachers' knowledge, and use of scaffolds and differentiated instruction. Research was conducted to determine best practices for instructing and assessing students, with and without disabilities. The toolkit includes strategies for academic and behavioral instruction. Implementation of the scaffolds and supports provided within the toolkit took place over the course of 2 semesters (Fall, Spring) with a group of 3rd and 4th grade students. After 1 school year of implementation, special education students meeting grade level academic standards increased from 0% to 50%. Based on the data, the elementary school should continue to use and build upon this work to ensure all students have access to, and make progress within the general education curriculum.
Miranda Stockton
Based on student achievement data and Title 1 survey, a high school identified a need to improve by providing clarification on the documentation for Title 1 processes concerning the Needs Assessment and School Program Design and Effectiveness. In an attempt to provide exemplar examples, the GRREC ED candidate created a digital toolkit identifying data pieces that fit each section, focusing on providing student assessment data for teachers to view and analyze. Upon implementation, teachers had student data readily available to drive and reform practices meeting the documentation requirements for Title 1. Based on the results, the high school should continue the documentation process within the digital toolkit for Title 1 based on the assessment data by way of updating and modifying as needed, to further reform teaching practices and increase student achievement.
Kristin Stuber
Daniel Thorn
Based on research data indicating the importance and effectiveness physical activity has on student achievement, as well as, data results from a teacher survey, a middle school identified a need to address the lack of physical activity of their students during the school day. To attempt to increase student physical activity levels during the school day, the GRREC ED Candidate published an online resource hub to include a variety of lesson plan ideas for Core Content classrooms to incorporate physical activity within their classroom instruction. After implementation there was a slight increase in student physical activity during the school day. Feedback from the teacher survey indicated acknowledgement of the importance physical activity has on student achievement, and the willingness to include physical activity within their lesson design. Based on results, continued collaboration with content teachers and implementation of physical activity within lesson design may further increase student activity levels during the school day, which may promote higher student achievement in the classroom over the long term.
Samantha Webster
Based on an elementary school’s data regarding reading and math proficiency in co-taught classrooms, the majority of exceptional learners are performing below grade level. Given the wide range of abilities in these co-taught classrooms, there is a need for the consistent implementation of differentiated literacy and math instruction within the construct of a co-taught setting, to ensure equitable access. School data that supports low levels of reading and math proficiency in co-taught classrooms includes Kentucky Summative Assessments for reading and math. In an effort to improve upon the current co-teaching practices at this elementary school, the GRREC ED candidate collaborated with administrators, district coaches, and special education consultants to determine co-teaching expectations, specifically, the roles and responsibilities of the SET and the GET. This collaborative effort led to creating a framework for the elementary school’s co-teaching practices to ensure consistent implementation.
During observations that occurred eight months after this work began, a significant increase was noted with differentiation occurring within core instruction as well as how co-teaching was occurring. A baseline of 0 was obtained regarding differentiation occurring within the co-taught setting. Differentiation was observed on 7 out of 9 occasions during the most recent walk-throughs. A baseline of 1 out of 4 was obtained regarding the number of co-teaching models being utilized, with one teacher/one support being the only model observed. During the most recent round of walk-throughs, of the four explicitly taught co-teaching models, all were utilized, with alternative teaching occurring at the highest frequency. Based on these results, the elementary school should continue to provide professional learning opportunities for co-teacher teams, as well as support them with coaching sessions.
Jennifer Welden
After discussions with colleagues and peers, I wanted to provide the probes and resources needed in order to complete a timely and concise RTI process in an elementary school setting. I compiled 6 weeks of probes for each grade level K -5 in reading, math, and writing. I also compiled many behavior resources in order to track and address behavior issues. After completing this project, collaborating staff concluded that having these resources available will definitely help in streamlining the RTI process for all involved. This response indicates that the elementary school should continue to utilize and make available these resources for future use, and provide continual training for staff annually.
Billie Wieland
Over the past few years, an elementary school has had a dramatic increase in students with behavioral issues. The teachers in this school did not feel empowered to address all of the behaviors, so they sent student after student to the office to see the counselor or principal. Based upon data from office discipline referrals and the counselor's log, it was evident this school needed to implement social emotional learning schoolwide. Over the past 2 years, the GRREC ED candidate researched to find strategies to decrease student behaviors, while increasing teachers' confidence in embedding SEL in daily instruction, de-escalation strategies, and emotional regulation of all students. Schoolwide SEL in the school is still not fully implemented to include all families and people of the community, but, the most current data does show a decrease in behaviors, and teacher feedback indicates an increasing school climate as they learn more about implementing SEL in their own classrooms.
Courtney Wooldridge
Research suggests that a student's perseverance in the face of a difficult problem can be shaped by effective teaching. Lowering the level of math anxiety and/or giving students opportunities to overcome their math anxiety can make all the difference in their performance on summative assessments. One researcher goes so far as to say that a student possessing grit outweighs a student with excitement for a course. Their sheer willingness to try overcomes many deficits.
When doing a deep dig into ACT data and common assessment scores, major discrepancies were found between those scores and student performance within the classroom. This sparked the question of how to close the gap between students' formative assessment performance and students' summative assessment performance. Math Teaching Practices, discussed in length by a National Council of Teachers of Mathematics (NCTM), pushes for the implementation of tasks that promote reasoning and problem solving. Their philosophy hinges on this, providing tasks that stretch a student's mind, and then allow them to have a productive struggle.
This capstone project addresses the need for quality material within a curriculum that allows students to think critically in a safe environment. In a small rural school near central Kentucky, a sample set of students were used to implement a bank of high-level critical thinking tasks. Students were given the opportunity to reflect on their learning and were monitored for progress. The results of this capstone indicate that small gains can be made within a sample group of students within one year. Mathematics teachers of intermediate to high school levels may benefit from this study, and may find its curriculum documents helpful.
Jennifer Young
The recent pandemic created a very unique situation in education. TA vast number of teachers found themselves in a situation that required them to quickly acquire digital skills needed in the implementation and use of education technology, for the purpose of hybrid and distance learning. This led the GRREC ED Candidate to collect data on the needs of teachers within their own school, and to discover that there was a need for access to training and information that could assist colleagues in this area. As a result of these findings, the Candidate consulted the literature that is currently available on the topic of education technology in order to determine the best way to meet this need. The Candidate concluded that a centralized hub containing various tutorials, along with other resources, would be a beneficial tool for this purpose. Since creating and disseminating what the Candidate has dubbed the Digital Learning Resource Hub, the Candidate has received a great deal of positive feedback from colleagues, as well as requests for additional information and features to be included in this resource. In conclusion, the solution to this problem of practice has been successful, and continues to be an ongoing endeavor.