Action Plan
What was
implemented?
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I implemented goal setting through the use of a goal setting survey, classroom goal chart, conferencing, and student checklist used during Writer’s Workshop to improve students’ self-assessment and increase students’ achievement in writing.
With whom was it implemented?
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Goal setting, conferencing, and student checklists were used with all 20 of my students. However, data focused in on 9 students at high, medium, and low writing abilities, due to the amount of time taken from behaviors in the classroom. The 9 students chosen for data collection were selected based upon baseline and Common Summative Assessment (CSA) data as well as looking specifically into the areas of ideas and conventions. Kindergarten students were assigned to a small group and worked closely with me, the para, or the literacy coach. The nine selected students were divided into two of these groups that were managed by both me and the literacy coach. Between the literacy coach and myself we co-taught whole group lessons as well as rotated between groups each week to conference and provide support and guidance to students. My hope was that through the process of self-assessment all students would advance along the writing continuum whether it was moving from beginning to progressing or proficient to advanced.
When was it implemented?
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Writing strategies (i.e goal setting, conferencing, and checklists) were implemented during the Kindergarten Writer’s Workshop block in the afternoon. Goal setting and conferencing was done during students’ independent writing time following the whole group mini-lesson. Explicit modeling and teaching of the purpose and use of goal setting, conferencing, students’ samples, and checklists was done during the mini-lessons, strategically placed throughout the units. Students began by completing a goal-setting survey which guided them in analyzing their own writing and assisted them in setting clear and meaningful writing goals. Once they set their writing goals they displayed their name next to the goal they selected on the classroom writing goal chart. This served as a place for students to easily be reminded of their goals throughout their day. Goals were to be reviewed during conferencing and checklists were accessible for students to use when writing independently. Mini-lessons were placed within the unit to provide an introduction of goal setting, conferencing, and checklists for students.
How was it implemented?
Students began by taking a self-assessment survey for how they felt they were doing in certain areas of writing using the narrative baseline CSA. This survey was used to help them determine a goal they wanted to work on as they continued. I helped students identify areas they felt less confident in and had students mark their goal on their individual goal sheet as well as the classroom goal poster. Explicit teaching was done on goal setting at the beginning of implementation to guide students in understanding the value of goal setting and how it would help them in their writing.
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Conferencing was also conducted throughout the research process to provide rich conversation, help guide students in their thinking, and reflect on their goals. Through conferencing, goals could be reviewed to determine if students were ready to move on to another goal or continue on. The implementation of conferences was done using a binder for each small group. The binder included a conferencing sheet for each student so anecdotal notes could be kept every time they were conferenced with.
Students were conferenced with on a schedule that was set, but also may have received additional conferencing by the literacy coach. Notes included what they were doing well, what they are working on, and where they were with their goal. A conferencing mini lesson was also done for students prior to more structured conferences to ensure that students understood what they look like and what their role would be.
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The use of checklists and work samples were implemented after introducing goal setting and conferencing. Again, mini-lessons were conducted with students on how to use the checklists to self-assess their writing and to give students the tools to use in their own writing. The given checklist focused on the areas of ideas and conventions. Students kept their writing checklists in their writing folders to access during independent writing times. Additional modeling and mini-lessons were done as needed using the writing checklists.
Why were the strategies selected for implementation?
When observing students during writing and analyzing students’ writing performance from past writing scores I noticed that students were having difficulty carrying mini-lessons over into their own writing. Another piece of this was students' own accountability in writing. When conducting my research on self-assessment strategies I found that goal setting, conferencing, and rubrics (checklists) would be an effective way to hold students accountable for their writing and the mini-lessons discussed prior to independent writing. Goal setting was a way for students to work towards something and have purpose during writing. When students set meaningful goals they became more invested in their writing and were able to build meaningful writing strategies that would carry over into other modes of writing. Conferencing was selected alongside goal setting because it provided a vehicle for goal setting to be discussed and reviewed throughout the writing process with the guidance of the teacher. I could conference with a stronger purpose and provide individualized instruction to help move students along the continuum no matter where they were. Finally, I selected the use of checklists because they allowed my students to take ownership of their work and learn the qualities of good writing through each of the categories listed.
TIMELINE
Week 1
Week 2
Week 3
Week 4
-Goal-setting mini lesson -Complete goal survey
and place names on goal poster
-Conferencing mini lesson
-Scheduled conferences
daily
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- Administer baseline writing assessment
-Score writing assessments
-Using checklist mini lesson
-Using work samples with checklist
-Scheduled conferences daily
-Scheduled conferences daily
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Week 5
Week 6
-Scheduled conferences
daily
-Video conferences
-Supplemental mini lessons for checklists,
goal setting, conferences as need
-Scheduled conferences
daily
-Student interviews
-Administer final writing assessment
-Compare pre and post
writing scores
What data collection methods were used?
Quantitative
Quantitative methods first included scoring writing on the district provided rubrics for both pre and post writing scores. Utilizing the scoring rubric twice throughout the research allowed me to see if improvements were made to increase student scores on the writing continuum as defined in my purpose statement. I also used a student interview/survey sheet at the conclusion of my research to show student perspectives on the writing strategies they used and how helpful the found them to be. Analyzing these interview/surveys helped me to see which strategies students found the most helpful as well as strategies that were least used. Data was also collected on the number of high frequency words students could write as part of the district's language arts assessment data.
Qualitative
Qualitative methods for data collection included field notes conducted during student conferencing, as well as inquiring methods used to video record writing conferencing. The interviews/surveys done with students at the conclusion of the study also provided qualitative information as to why certain strategies were helpful or not helpful. This information provided great insight on how to best implement the writing strategies for students with their feedback. Many of these methods were selected to see if students were using the tools to help them guide their self-assessment and improve their writing quality.