Greywolf Elementary Kindergarten Team Achieves Unprecedented Growth in Reading Scores
In just half a year, the Kindergarten team at Greywolf Elementary has achieved remarkable results, increasing reading proficiency by 30 percent. This unprecedented growth, the highest ever recorded at the school in a single semester, is the result of strategic instructional changes, data-driven decision-making, and a commitment to teamwork.
At the start of the school year, only 39 percent of Kindergarten students were reading at grade level. By winter, that number had surged to 69 percent, marking a significant leap in early literacy achievement. The team attributes this success to targeted instructional changes designed to ensure that every student receives the support they need to thrive.
The Kindergarten team at Greywolf Elementary includes Carla Drescher, Lauren Kleinberg, Andrea McCrorie, Sharon Murphy, Stephanie O'Mera, Bethanie Robbins, Amy Skogsberg, and Sarah Wilhelm. Together, they have embraced a collaborative approach to enhance student outcomes, demonstrating how teamwork can drive success in education.
One of the most effective strategies was the team’s use of Professional Learning Community (PLC) time to refine and implement Common Formative Assessments (CFAs). By aligning these assessments with standardized reading evaluations, teachers ensured that students understood the testing process, allowing for a more accurate measurement of their skills. The data from these assessments then guided intervention efforts, with struggling students receiving additional support through both dedicated small-group instruction and the school’s "What I Need" (WIN) time.
Beyond assessments and interventions, the Kindergarten team also examined their curriculum, identifying and addressing gaps that needed improvement. A renewed focus on Core Knowledge Language Arts (CKLA) instruction became central to their approach. Teachers emphasized encoding, the process of writing and spelling words, as a key complement to decoding, or recognizing words while reading.
Recognizing that a well-structured learning environment is just as important as curriculum alignment, the team adjusted daily schedules to optimize instructional time. Additional behavioral supports were introduced to minimize classroom disruptions, ensuring that students remained focused and engaged.
A strong sense of shared purpose fueled these changes. Research shows that when teachers collaborate and trust in their ability to drive progress, student learning accelerates. At Greywolf Elementary, this principle was evident as the Kindergarten team worked together to implement best practices that produced measurable results.
As the school looks ahead, the Kindergarten team remains focused on sustaining and building upon this success. New 90-day goals have been set to ensure continued progress, with an emphasis on maintaining high expectations and refining instructional strategies. Their achievements set a new standard for early literacy instruction at Greywolf Elementary and serve as a model for schools working to improve student outcomes.