Supporting Middle School Readers: Tier Two Reading Interventions For Middle Grades

The research question guiding this project was: How can existing evidenced-based reading interventions be modified to be age appropriate for middle school students? There has been an increase in older students measuring below grade level in reading, but the materials for interventions teachers have access to are often geared toward young readers. The body of evidence that is called the science of reading has created a shift in understanding how best to teach reading and support struggling readers. Data reviewed supports there are some distinct differences in how to approach middle school students with reading interventions. These distinctions include such methods as connecting phonics interventions with vocabulary interventions and an overall approach of having phonics, fluency, vocabulary and comprehension interventions merged to work on multiple types at once. These older readers also need to have opportunities to take ownership and learn by interacting with each other while still having access to age-appropriate material that is written at accessible text levels. This project includes six sets of reading interventions geared towards middle school students and includes components that address phonics, fluency, vocabulary and comprehension. This project was built as an intervention curriculum for a tier two reading classroom to support struggling readers in middle grades

Incorporating Technology and Engineering Literacy into the 4th through 8th Grade Educational Experience

This capstone project addresses the lack of technology and engineering literacy education at the elementary and middle school levels. The purpose of this capstone project is to help educators at schools without a STEM focus improve the technology and engineering literacy of their 4th through 8th grade students. The project was designed to create a series of practical and engaging professional development sessions tailored to educators with limited time and resources. To achieve this the existing standards and research were reviewed with a concentration on the ITEEA Standards for Technological and Engineering Literacy (STEL), the impact of experiential learning in the educational setting and the personal and social development of students in the 4th through the 8th grades along with the potential impact of Technology and Engineering Education (TEE) on their sense of their future place in society and their future career ambitions. The professional development series delves into the educational, social and economic challenges that impact today’s elementary and middle school-aged children. The professional development series provides the participants with practical, fun and engaging teaching methods for their classrooms that takes into account these challenges, dovetails with the existing STEL standards, and leverages experiential learning techniques. This project demonstrates that in an historical period of great technological change and its outsize impact on the lives of our children where the need for technology and engineering literacy is greater than ever, there is a place for, as well as practical methods available to, educators at schools without a STEM focus and with limited access to resources, to incorporate technology and engineering literacy education into their curriculum

Examining Disparities in Pre-Conviction Detention: A Race and Gender Analysis of Criminal Charging and Detention Practices in Ramsey Countyention Practices in Ramsey County

Race and gender disparities in the U.S. criminal justice system are well documented, primarily in sources of national post-conviction data. However, localized and pre-conviction studies remain limited. This study examined race and gender disparities in pre-conviction detention outcomes and charge severity in Ramsey County, Minnesota, between 2017 and 2019. Using a descriptive, exploratory quantitative design and a retrospective single-cohort analysis, the researcher analyzed trends in arrests, charge severity, and pre-conviction incarceration duration across race and gender groups. Findings indicate disparities in both charge rates and pre-conviction detention durations, with Black men and Native American women experiencing longer periods of incarceration. However, unlike national trends, race does not appear to influence charge severity, suggesting that racial disparities persist in arrest and detention outcomes but not in the charges filed. While most research on justice disparities relies on post-conviction data, this study highlights how disparities emerge at the earliest stages of the criminal justice process. By analyzing pre-conviction jail booking data, the researcher fills a critical gap and establishes a benchmark for future study and intervention. Importantly, in this study, blame is not assigned to any agency or group; instead, the researcher sought to enhance understanding of structural patterns within the pre-conviction justice system. Findings will contribute to ongoing discussions of race, gender, and criminal justice, thereby providing a foundation for future research and policy considerations

Beyond Language Barriers: Challenging the Equity and Validity of English-Only Standardized Tests for English Language Learners

English Language Learners represent one of the fastest-growing student populations in American schools, yet they are required to take state standardized tests designed exclusively for native English speakers. This practice creates significant validity, reliability, and equity concerns–as research demonstrates that academic English proficiency takes 4-8 years to develop while students face annual testing requirements beginning in grade 3. This capstone uses a comprehensive literature review examining standardized testing practices, English language acquisition processes, and equity challenges to answer the research question: To what extent does administering English-only standardized tests to English Language Learners (ELLs) produce valid measurements of their academic knowledge and skills, and what are the implications for educational equity and accountability systems? Research concludes that English-only standardized tests do not produce valid, reliable, or equitable measurements of ELL academic knowledge and skills, instead measuring language proficiency rather than content knowledge. This creates systematic disadvantages for ELLs and distorts educational accountability systems. As a result, this study recommends the development of multilingual assessment approaches to ensure equitable and accurate evaluation of ELL academic capabilities

Assessing the Relationship Between Screen Time, Academic Achievement, Executive Function, and Emotional Regulation: The Role of Digital Citizenship in the Upper Elementary Classroom

Recent research has shown that elementary school students are spending time online at unprecedented rates, and that this excessive screen time has negative impacts on the physical and psychological health of children. The research question addressed in this project was: what is the association between screen time, academic achievement, executive function, and emotional regulation in elementary school-aged children? Excessive screen time has been found to negatively impact children’s emotional regulation, but the data regarding the association between academic achievement, executive function, and screen time were inconclusive, resulting in a partial rejection of the hypothesis. The research suggested that screen time negatively impacts children’s attention span, their ability to emotionally regulate themselves, and their use of impulse control. Two possible solutions to these findings have been suggested, including teaching digital citizenship (DC) concepts and social-emotional learning (SEL) in the classroom. Social-emotional learning curricula such as the Toolbox Project and PBIS were evaluated in this study, and have been found to improve students’ emotional regulation and social-emotional skills, potentially helping to counteract the effects of excessive screen time. Digital citizenship encourages students to become safe and responsible online users, and the teaching of digital citizenship in the classroom has positive implications for reducing digital device related physical and psychological impacts. The curriculum designed for this project focuses on introducing the idea of digital citizenship and screen time to students, and encourages them to think critically about their time spent online. The goal of the mini-guide portion of the project is to introduce teachers and families to the dangers of excessive screen time, while making recommendations for avoiding the development of negative digital device habits

Incorporating Cooperative Learning and Active Listening Skills in Secondary-Level Science Classrooms

Middle school students are in a key stage of developing their social and emotional skills. Research emphasizes the importance of focusing on effective instructional strategies to support and enhance that development. In science classrooms, this means providing opportunities for cooperative learning and active listening skills, enabling students to interact and consider diverse perspectives while working in lab investigations, problem-based activities, or research projects. According to the NGSS framework for K-12 science education, students are expected to engage in scientific practices that foster scientific thinking skills. To support the development of these skills, this capstone project explored the question: How can cooperative learning and active listening skills be incorporated in a secondary-level science classroom? Current literature suggests that scientific practices are effectively supported through inquiry-based learning frameworks. These studies were guided by the importance of classroom management in increasing student engagement during inquiry-based learning. As a result, cooperative learning and active listening skills become essential components of inquiry-based learning. The research highlights the positive impacts of cooperative learning on improving adolescents’ peer relationships, which in turn enhance their academic achievements. The capstone also contributes to the development of strategies that can be implemented in the classroom to strengthen cooperative learning within the context of inquiry-based learning. Active listening is a key component of cooperative learning and plays a critical role in supporting engagement during inquiry-based learning. Therefore, the literature focuses on the impacts of active listening skills on students’ motivation and participation during group work. Insights gained from the literature on inquiry-based labs that promote cooperative learning and active listening skills guided the development of a lesson plan for the capstone project. The inquiry-based lesson lab was designed using the 5E instructional model, which consists of five phases: engagement, exploration, explanation, elaboration, and evaluation. Further, the project centered on a curriculum tailored to the intended student population, integrating cooperative learning and active listening skills through the lens of inquiry-based learning. Future research can build on the foundations of this capstone project by exploring challenges and opportunities associated with large group sizes in fostering cooperative learning and active listening during inquiry-based instruction

Nature-Based Education in a Student-Led Environment: A Program Proposal

This abstract explores the development of documents to be used for the proposal of a nature-based education program for students in grades kindergarten through second grade. This program is grounded in the principles of student-led learning and the nature-human connection. There is a growing body of research that indicates that exposure to natural environments correlates with significant improvement in the physical, social-emotional, and cognitive development in children. By combining outdoor education experiences with student-led learning, the program fosters confidence, self-direction, and a lasting connection to the natural world. The program is structured around thematic, inquiry-driven units that can be designed to align with a school’s high academic standards while also allowing curricular exploration and student choice. Learning can take place in a variety of spaces, including outdoor classrooms, school grounds, local parks, and habitats, where students may engage in hands-on activities such as nature journaling, cross-curricular learning, exploration, and observations. In many instances, teachers act as advisors, guiding students through goal setting, inquiry, task completion, and reflection. Children are capable learners who thrive when allowed to make meaningful choices in their education. The program documents included in this project promote a learning environment that encourages students to take the lead in their learning journey. The student-led model encourages both choice and voice, while the approach supports academic achievement and nurtures social-emotional skills such as empathy, collaboration, and self-reliance. Conversations and feedback collected from a variety of stakeholders, including parents and teachers, suggest that students in the program may demonstrate increased engagement, improved attention, and a deeper understanding of the natural world. The program aims to build community partnerships, involving families, stakeholders, and local environmental organizations in the learning process. In conclusion, the basis for this nature-based, student-led program represents a holistic approach to education that honors the natural curiosity of young learners and the life-changing power of the world around them. As schools seek new and innovative ways to support student success in both academics and well-being, this model offers a promising optio

Implementation of Storylines in Science Education

State standards are constantly changing and it is the job of the teacher to keep up with those changes. Science standards have recently gone through a major change, shifting toward storyline based education models. This had led to confusion among educators. This research and subsequent professional development sessions seek to answer the research questions: Why are we moving to the storylining model? How is the storylining model best implemented in the classroom? The literature review covers the where and why surrounding the origins of storyline based education models, both within traditional education settings and within indigenous communities. It then analyzes four different styles of implementation, looking at positives and negatives of each, how they are best implemented, and what assessments connect with each style. This results in a two day professional development series aimed at supporting high school science teachers in the implementation of storyline based curriculum in their classrooms. These sessions cover both origins and implementation, including a completed example unit as well as step by step implementation instructions

Solid Waste Education for Fourth Grade Students in Washington County, Minnesota

The topic of environmental education has grown in recent years, but this study discovered that there is a lack of education focused on solid waste. Four key themes were explored in the current literature: climate anxiety, place-based education, social-emotional learning, and behavior change. This paper is not a research study, but rather a summary of previous research with a discussion of the current situation supporting the need for, and process of, this project’s development. The guiding questions for developing this project are: How can 4th-grade students and teachers in Washington County, Minnesota, perceive the impact of solid waste education lessons on promoting sustainable waste management behavior change, and what factors are seen as influencing the success of these programs in local schools

Outside Accessibility for All, A Look at Universal Design within the Rugged Outdoors for Individuals with a Physical Disability

This land and its wild outdoor recreation spaces “were made for you and me” as the old Woody Guthrie song goes (Guthrie, 1944). When I find peace and joy in the rugged national parks, I would like to share it with all my friends, able bodied and not. It is for this reason I explore a thesis topic of accessibility within the rugged outdoors. Therefore my guiding thesis question was: How do our natural outdoor recreation spaces in the USA offer full accessibility for individuals with a physical disability? While completing the literature for this capstone thesis, several key influences included Burns, N., et al. as well as Donlon, J. G. and the Targeted News Service reports. Burns et al. completed two studies (in 2008 and 2013) that were particularly relevant, as they centered specifically around disabled people’s experiences in the outdoors. Donlon’s work simplified American with Disability Act statues for the common person, and explored the impact of those statues on outdoor parks through the lens of attraction. Lastly, Targeted News Service reported on several replies issued to the Department of Veterans Affairs in response to their call for comment on disabled veterans’ accessibility programs from organizations that use outdoor parks. In addition to the literature review, research was conducted in two methods - survey and ethnographic interviews. The survey was directly distributed via some 350 emails, nationwide to members of Team River Runner - a disabled veterans’ kayaking group. Survey data resulted in quantitative analysis of general preferences and experiences of disabled individuals within the outdoors. Out of 17 survey participants, 2 individuals were then part of an ethnographic interview, resulting in more qualitative data concerning personal experiences. Through research it became apparent that differently abled individuals enjoy the outdoors just as much as anyone, but they often have to overcome obstacles presented by disability aor accommodating amenities. Safety, universal design and feeling welcome are some answers to inclusion. Bringing the voices of those who have disabilities into the planning conversations would advocate designs that are universally accessible, inherently safe and welcoming to all individuals regardless of disability status