Action
Plan
What was implemented?
The purpose of my study was to determine the effect of student goal setting to increase achievement in writing. During this study, I implemented individual writing conferences during the writing block each day where students chose an indicator, which would become their individual writing goal, from the district rubric on which to focus. Each of the male students were met with at least once per week. Based on the need of the student, some were met with more than once per week. Goals were reviewed each writing conference. The student and I would both need to agree if the goal was met for the student to choose a new goal from the rubric to work on.
How was the research implemented?
Goal Setting
Goal setting was a process that allowed students to take accountability of their own learning. The students used goal cards to write out the area of growth on which they would be focused. The goals were selected from indicators that were listed on the district mandated rubric. Each district rubric is separated into sections of the writing process such as organization, word choice and voice, ideas, and sentence fluency and conventions. Once the student identified the section, they dove deeper into each indicator that they felt was their biggest area of need. All of the information was written on the goal cards for the students to keep at their desk for reference. The goals were selected, reviewed, and signed off during writing conferences. Both myself and the student had to be in agreement that the goal had been achieved for it to be signed off and a new goal selected. Students showed evidence in their writing that their goal had or had not been met.
Writing Conferences
Writing conferences were held each day during independent work time in our writing block. Approximately three to four conferences were held each day and lasted five minutes. Each student had a scheduled day that he would meet with me; this schedule was posted throughout the classroom as well as written in their writing notebooks for reference. The students came to each conference prepared to talk about what they wanted feedback on or what they needed more clarification on from previous lessons. The students and I also set and reviewed writing goals, expanded on skills from the mini-lessons, and asked and answered questions during these conferences. Following this format allowed me to individualize conferences for each of the students.
Attitude Survey
Through the attitude surveys, I was able to see the students’ thoughts and opinions of writing. The attitude survey asked ten questions on which the students rated themselves on a scale of 1-5. There were several different types of questions surrounding their liking of writing and the types of writing they preferred most.
Doing the survey before, during, and after the study allowed me to evaluate how my teaching and the strategies that I implemented were affecting their attitude toward writing. The survey that was taken before and during the study also allowed me to change some of my teaching, check in with specific students, and plan ahead so students felt they were able to succeed within the writing block.
How was the progress collected?
To collect all of my data and keep it organized, I created goal sheets and conference sheets for the students to keep in their writing notebooks for reference. The goal sheets listed the students' goal based on the indicator from the district rubric, the date they achieved their goal, and any additional notes that we took when we reviewed the goals during the conferences. Once the goal was achieved, it was put into the individual student's folder to keep. I also kept an extra copy of the goal sheets in case one was misplaced. The conference sheets were small sheets that were made to write notes about our conversations during writing conferences. The student and I also created a focus to work on until we were able to meet again and questions to ask during the writing process. The students were responsible to bring both of these sheets to each writing conference.
I also collected and kept all of the writing Common Formative Assessments (CFAs) and Common Summative Assessments (CSAs) during the study. The students were able to look over the writing pieces after they had been turned in and graded but I ultimately kept them for safe keeping. This allowed the students and I to look back at their pre-test piece and compare it to their post-test piece to see growth. All of the CFAs and CSAs were graded on the same district mandated rubrics for consistency.
Culturally Responsive Teaching
My goal through this study was to make sure that I was meeting the needs of all of my students, so they were able to be successful. I started by strategically scheduling writing conferences, so I was able to meet with at least three of my male students each day. This plan allowed adaptability in case we needed to be flexible in our schedules. During our writing conferences, there were a number of conversations that took place, including goal setting, questions, and feedback. All of these conversations would not have been possible if my consistency was not present. I needed to be consistent in my expectations and the academic language I used with each student.
Next, I wanted all of my students to have access to the district rubric we used to set our goals. I started by giving each student his own copy to keep in his writing notebook, then I printed out a poster sized rubric to post on the wall in our classroom, and last, I walked the students through the indicators on the rubric during a whole group mini-lesson. During this process, students had the opportunity to ask questions and get clarifications before we had conversations during writing conferences to choose the goals.
Every writing conference was different and individualized based on the student with whom I was meeting . Many times, students came to the conference prepared with what they needed feedback on or questions they had. This allowed the conferences to run smoothly and it was run by the students and their specific needs.
Collaboration
Internal Stakeholders
Instructional Coach: This study benefited students in the achievement in their writing. It also showed me the importance of collaborating with other educational professionals. One big contributor was the instructional coach within my building. She was able to come into my classroom to model lessons and conferences, co-teach mini-lessons, and conference with students. Since my study was focusing on the boys, my instructional coach tried to put her focus on the girls, so everyone was able to have a writing conference and discuss their writing. She also came into my classroom to help grade writing pieces and give feedback for future lessons. My instructional coach was there to make sure that needs were being met for myself and my students. Having her in my classroom allowed my study to blossom and allow for growth within the writing block.
Principal: Another contributor to my study was the principal in my building. The principal supported me the entire time cheering me on for advocating for strategies that benefitted my students. She also came into my classroom to observe my mini-lessons and conferences during the writing block. She was able to offer effective feedback and strategies that I could implement with my group of students.
In-School Colleague: Within my building, I collaborated with two 5th grade teachers who were also trying to focus on writing during the school year. They helped me work through lesson plans and strategies that would benefit students during writing. I was also able to stop into their classrooms to observe their writing blocks which allowed me to gather ideas to implement in my own classroom. They also offered conversation. These teachers talked me through several bumps in the road and aided in finding solutions to create a positive learning environment for all students.
External Stakeholders
CADRE Associate: My cadre associate offered several resources to help strengthen my implementation and questioning during writing conferencing. He also recorded many of my goal setting conferences for me, so I was able to reflect on those conversations and plan for future ones. He was able to model mini-lessons and conferences for me so I could gather ideas and implement them into my own conversations with students. He help me find or build resources for reflection and analysis purposes.
CADRE Cohort: My cadre cohort was another incredible support for my study. They were one of the first places I looked for resources and ideas to implement in my classroom. I was able to gather valuable information from them for success in my classroom. My cohort also offered suggestions to support my students and their struggles in the classroom. The cohort was also able to talk through how my study could be implemented and what resources my students would need to be successful.