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Case Study Overview
Case Study Overview
This redesigned K-8 literacy program uses a science of reading approach to address gaps in foundational skills, resulting in a 22% increase in reading scores and a 12% reduction in students identified as high risk.
The Challenge
The Challenge
Early literacy instruction relied heavily on a sight-word-based approach that did not align with research-based practices for reading development.
Student data revealed that a significant number of learners were preforming below expected benchmarks with gaps widening over time, indicating systemic issues in early literacy development.
The Impact
The Impact
22% increase in reading scores
12% reduction in students identified as high risk
Instructional practices adopted across K-2 and expended into additional subject areas
The long-term model continues to be used after initial implementation, supporting ongoing literacy instruction and consistency across grade levels.
Analysis
Analysis
I conducted a needs analysis to identify gaps in foundational literacy skills. Student data confirmed that a significant number of students were performing below expected benchmarks, with gaps widening over time, indicating a systemic issue in early literacy development.
Evaluation of the existing curriculum revealed a heavy reliance on sight-word memorization, which did not align with research-based approaches to literacy development. Further analysis identified both vertical and horizontal alignment gaps, limiting consistent skill progression across grades.
Further analysis identified:
Vertical alignment gaps that disrupted skill progression across grade levels
Horizontal inconsistencies in instructional practices between classrooms
A lack of structured scaffolding to support phonemic awareness and decoding
These findings highlighted the need for a more systematic, research-aligned approach to literacy instruction.
Artifact: Literacy Score Analysis
Artifact: Literacy Score Analysis
Data was analyzed by following whole grade levels from Kindergarten to their present grade at the time data was aggregated to identify how each whole grade scores changed over time. This revealed an increasingly widening gap. The above represents 1st-grade and 2nd-grade data.
Design Strategy
Design Strategy
Based on this analysis, I redesigned the literacy approach to focus on explicit, systematic skill development aligned with the science of reading.
Key design decisions included:
Prioritizing phonemic awareness and phonics as foundational skills
Structuring instruction to support clear progression from drawing → labeling → sentence writing
Establishing cross-grade alignment to ensure consistent skill development
Incorporating multi-sensory and developmentally appropriate strategies to support learning
The goal was to create a cohesive instructional model that supported both skill acquisition and long-term retention.
Development of Program
Development of Program
The design strategy was translated into concrete instructional practices and structures that could be consistently implemented across classrooms.
Introduced a phonics-based instructional model (Fundations) to support systemic skill development
Introduced foundational strategies such as "drawing to write" to bridge early literacy skills and written
Developed Instructional sequences to support scaffolded skill progression and consistency across grade levels
Adapted existing instructional materials to reflect research-based practices and programming goals
Artifact: Curriculum Map
Artifact: Curriculum Map
This artifact demonstrates the design of a semester-long instructional sequence that scaffolds learners from visual representation to structured writing. It reflects intentional skill progression, alignment across units, and the application of developmentally appropriate strategies to support increasingly complex tasks.
Implementation & Support
Implementation & Support
I supported implementation in a small school environment, working directly with teachers and administration to support adoption and consistency.
Designed and facilitated professional development grounded in adult learning theory
Provided ongoing support through feedback and collaborative planning
Partnered with administration to address challenges and sustain implementation
Established structures for monitoring progress and adjusting instruction (See ESGI presentation on home page)
Due to the size of the school, implementation relied on continuous collaboration and ongoing refinement rather than a formal rollout structure.
Evaluation
Evaluation
Ongoing monitoring of student data showed measurable improvements in reading and writing performance three years after implementation.
22% increase in reading scores
12% reduction in students identified as high risk
In addition, instructional practices were initially adopted across K–2 and how now expanded into 3rd and 4th grade, with practices also being applied in 5th-8th grade classrooms and expanded into other subject areas. The model continues to be used, supporting sustained consistency in literacy instruction.
Instructional Decisions
Instructional Decisions
Prioritized foundational skill development over memorization-based approaches
Grounded instructional design in the science of reading research and evidence-based practices
Designed for consistency across classrooms to support learner progression
Structured implementation to support teacher adoption and long-term sustainability
Used data to guide both initial design and ongoing refinement
This approach to scaffolding and sequencing learning can be applied to adult learning environments, particularly when developing complex skills through structured progression and guided practice.
This approach to scaffolding and sequencing learning can be applied to adult learning environments, particularly when developing complex skills through structured progression and guided practice.
To see how these principles translate into adult learning environments, explore my scenario-based phishing training, which applies structured decision-making, scaffolding, and reflection in a digital learning experience.
You can also explore my instructor-led training and asynchronous professional development materials for additional examples of adult learning design.
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