The small rural school of Big Horn Elementary has seen an unprecedented level of student success in its literacy program, a direct result of the hard work and dedication of its lead teacher Crystal Lenhart. After being spurred into action by Emily Hanford%27s findings on children’s literacy outcomes, Lenhart was determined to ensure that her students at Big Horn Elementary were given the best possible tools to become proficient readers. At a period in history when many were struggling to succeed academically with the transition to online learning brought on by the COVID-19 pandemic, Lenhart%27s careful direction has led to a stunning 5th grade process rate of 86%! Her story is one of philanthropic success, a perfect example of how education can truly transform communities.
Crystal Lenhart was filled with pride when she shifted her focus to literacy after a decade of teaching in Big Horn Elementary. She had grown aware of Emily Hanford’s findings that not all students receive the necessary tools to become proficient readers within K-12 public education. Hanford’s research showed that if children do not learn how to read by the end of third grade, they are likely to remain poor readers for the rest of their lives, increasing their likelihood of dropping out of high school, entering the criminal justice system, and living in poverty.
With this knowledge, Lenhart quickly made the decision to transition Big Horn Elementary away from its traditional Balanced Literacy approach in favor of a Structured Literacy approach. This change in curriculum enabled 65% of students at Big Horn to become proficient readers, surpassing the national average and creating greater opportunity for growth and success for the students.
Even amid the COVID-19 pandemic, Big Horn Elementary’s 5th graders achieved a proficiency rate of 86%, an impressive result and a testament to Lenhart’s passion for young readers.
Scientific Approach to Literacy
Big Horn is dedicated to helping all readers develop their literacy skills, as research has proven that strong decoders are the foundation of strong readers. Through a scientific approach which focuses on phonics, letter-sound relationships, letter patterns and pronunciation, kids are able to quickly recognize familiar words and decode words they haven’t seen before. This helps them build the neural pathways necessary for reading proficiency, as unlike walking or talking, reading does not come naturally.
The shift to structured literacy has been an incredible success for Big Horn, as Stewart the first-grade teacher has seen her students’ world expand as they can now read real-world texts with ease.
Small Group Literacy Instruction
Big Horn Elementary School is proud to offer small group literacy instruction for all students integrated into the daily schedule. During “walk to reading”, students have the opportunity to break away from their usual classroom and circle up with a teacher specifically suited to their individual needs. This allows students who may need extra help to receive it without feeling isolated or different. Parents of students attending Big Horn are thrilled that their children can benefit from the positive, individualized instruction available.
The result is clear, as students who have taken advantage of this program have made huge strides in their academic progress. Big Horn Elementary School is confident that by investing in these students now, they will be set up for success during their middle and high school years.
Lenhart expressed that the school is aware of the low-level stress students with dyslexia face each day and work hard to support them emotionally. Barrett is proud of the fact that her son has a supportive environment that is helping him reach his full potential.
Improving Early Childhood Literacy
The Wyoming Department of Education is proud to have been reviewing the criteria schools use to select screening tools and interventions for struggling readers, as well as professional development focused on literacy for teachers. In addition, the Legislature’s Joint Education Committee has been studying ways to improve early childhood literacy for three consecutive interim sessions. The University of Wyoming has also revised course requirements for a BA in Elementary Education, including more of a focus on literacy. As a result of these efforts, the first students who were required to take the additional courses graduated in May of 2018.
With these accomplishments, the Department is proud to provide students with the opportunity to reach their highest potential and have access to the skills and resources needed for success.
As Principal Crystal Lenhart demonstrated, embracing a Structured Literacy approach to teaching can have tangible benefits for young students. Through her dedication to ensuring her students learn the necessary reading skills to be successful later in life, Big Horn Elementary has seen impressive student growth and success, especially at a time when education has faced unprecedented change. Indeed, English education in particular shall benefit from a closer examination of Structured Literacy advocated by Lenhart for better outcomes across the board.
