Thursday, August 1, 2013

Action Research Plan


Action Planning Template
Goal:  How can the use of dialogic discourse diaries help develop thoughtful writers and increase English I and English II EOC writing scores?
Action Steps(s):
Person(s) Responsible:
Timeline: Start/End
Needed Resources
Evaluation
Create PLC and narrow focus
Shari Hedstrom
July 29-31,
2013
Dana text
Harris et al. text
NCTE articles
The practicality of immediate implementation and the prospect of student achievement
PLC #1:
Determine focus
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
Aug 1-2,
2013
NCTE articles
The practicality of immediate implementation and the prospect of student achievement
PLC #2:
Create framework for DDD
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
Aug 1-14,
2013
PLC Binder
(norms, calendar, Shosh article, EOC data, BISD curriculum)
Align to TEKS and EOC writing objectives
PLC #3:
Randomly select 10 students (5&5) to track
and
determine 1st six weeks prompts
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
Aug 15-23,
2013
PLC Binder
DDD Guidelines
BISD Curriculum
Class Rosters
Include all modes of discourse;
track students objectively
Introduce dialogic discourse diary to 5 English I classes and 5 English II classes
Katie Buckley
Annette Kirk
Aug 26-30, 2013
DDD Guidelines
Immediate implementation;
student comprehension
1st Six Weeks:  Complete 12 entries (11 prompts and 1 self-evaluation);
provide feedback
Katie Buckley
Eng I students

Annette Kirk
Eng II students
Aug 26-Oct 4,
2013
DDD Guidelines
BISD Curriculum
12 entries;
teacher feedback
PLC #4:
Troubleshoot student comprehension and motivation to adapt instruction
and
determine 2nd six weeks prompts
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
Sept 23-27,
2013
PLC Binder
DDD Guidelines
BISD Curriculum
Student Samples
Modify DDD guidelines;
include all modes of discourse
2nd Six Weeks:  Complete 10 entries (9 prompts and 1 self-evaluation);
provide feedback
Katie Buckley
Eng I students

Annette Kirk
Eng II students
Oct 7-Nov 8,
2013
DDD Guidelines
BISD Curriculum
10 entries;
teacher feedback
PLC #5:
Discuss HML writing traits to adapt instruction
and
determine 3rd six weeks prompts
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
Oct 21-25,
2013
PLC Binder
DDD Guidelines
BISD Curriculum
HML Samples
(2 each)
Modify DDD guidelines;
include all modes of discourse
3rd Six Weeks:  Complete 9 entries (8 prompts and 1 self-evaluation);
provide feedback
Katie Buckley
Eng I students

Annette Kirk
Eng II students
Nov 11-Dec 13,
2013
DDD Guidelines
BISD Curriculum
9 entries;
teacher feedback
PLC #6:
Analyze growth of 10 students to modify instruction
and
determine 4th six weeks prompts
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
Dec 2-6,
2013
PLC Binder
DDD Guidelines
BISD Curriculum
Samples from
10 Students
Modify DDD guidelines;
include all modes of discourse
4th Six Weeks:  Complete 12 entries (11 prompts and 1 self-evaluation);
provide feedback
Katie Buckley
Eng I students

Annette Kirk
Eng II students
Jan 9-Feb 21,
2014
DDD Guidelines
BISD Curriculum
12 entries;
teacher feedback
PLC #7:
Compare DDD entry with one major writing assignment
and
determine 5th six weeks prompts
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
Feb 3-7,
2014
PLC Binder
DDD Guidelines
BISD Curriculum
Student Samples
Modify DDD guidelines;
include all modes of discourse
5th Six Weeks:  Complete 14 entries (13 prompts and 1 self-evaluation); provide feedback
Katie Buckley
Eng I students

Annette Kirk
Eng II students
Feb 24-Apr 17,
2014
DDD Guidelines
BISD Curriculum
14 entries;
teacher feedback
PLC #8:
Analyze growth of 10 students to modify instruction
and
determine 6th six weeks prompts
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
Mar 24-28,
2014
PLC Binder
DDD Guidelines
BISD Curriculum
Samples from
10 Students
Modify DDD guidelines;
include all modes of discourse
EOC
Writing Test
Megan Jones
BHS Teachers
Apr
2014
English I and II EOC Test
Administer test
6th Six Weeks:  Complete 12 entries (11 prompts and 1 self-evaluation);
provide feedback
Katie Buckley
Eng I students

Annette Kirk
Eng II students
Apr 21-May 30,
2014
DDD Guidelines
BISD Curriculum
12 entries;
teacher feedback
PLC #9:
Discuss growth of students and modifications for next year.
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
May
2014
PLC Binder
DDD Guidelines
Modify DDD guidelines;
PLC #10:
Analyze EOC data
Shari Hedstrom
Brandi Morley
Katie Buckley
Annette Kirk
June-July
2014
PLC Binder
DDD Guidelines
EOC Reports
Modify DDD guidelines;
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17 comments:

  1. UnknownAugust 1, 2013 at 7:38 PM

    I like your idea of discord Diaries for students. Are you going to use the diary entries and guide lines as artifacts? How will you know if there is a need to modify the guide lines? what are you going to use for qualitative data?

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    Replies
    1. REVIVEAugust 1, 2013 at 8:36 PM

      Thanks so much for reading through the plan and questioning the details. I certainly need to clarify them in my plan.

      The dialogic diaries will serve as artifacts themselves, but they will also be the fodder for major writing assignments each six weeks. Each PLC meeting, the team will analyze a particular group of students (those being tracked, High/Medium/Low students, or the group as a whole) to determine how well the students are mastering each writing mode. We will analyze particular samples, essay scores, benchmarks, and ultimately the EOC English test next April.

      Delete
  2. Richard Kyle GreenAugust 1, 2013 at 7:45 PM

    Everything looks very organized and like you have done quite a bit of planning for this. The only thing that I am wondering about and maybe I read it wrong, but the sample size is a total of 10 students ( five with and five without). Do you feel that will be large enough to gain an accurate representation? Stat classes barely coming back to me.

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    Replies
    1. REVIVEAugust 1, 2013 at 8:44 PM

      We have approximately 20 sections at each grade level, but we aren't tackling the entire campus just yet. There are really 10 classes (five 9th grade classes and five 10th grade classes) using the dialogic diaries (approximately 250 students). We will evaluate different groups at different times: the group as a whole, the tracked students, or simply high/medium/low students on a particular prompt. As far as the tracking is concerned, I just thought it might be interesting to specifically track 5 students at each grade level - don't really know what it will show, but it will be much easier to discuss the progress of 10 students writing 69 prompts instead of all 250 students. Do you think there's anything to learn about the 10 students? It was really just a whim...

      Thanks so much for your feedback. I'd be interested in what you think about the explanation above...

      Delete
  3. UnknownAugust 1, 2013 at 8:21 PM

    Sounds like a very well thought out plan of attack, Shari. English I & II, seem to always be places where attention is needed. So many schools struggle in reading and comprehension, and these classes are in the center of the cross-hairs. What is your final goal with the study?

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    Replies
    1. REVIVEAugust 1, 2013 at 8:48 PM

      Thanks, Daniel. Cross-hairs? That's an understatement! We have so much growth to accomplish; this is hopefully a step in the right direction. My goal of the study is to transform the writing curriculum and build capacity of exemplary writing instruction among the English teachers. Ultimately, this strategy is intended to increase critical thinking skills of the students and raise English EOC scores.

      Thanks for taking the time to look at the plan...let me know if anything is missing or confusing.

      Delete
  4. UnknownAugust 1, 2013 at 9:01 PM

    I like your plan. Your goal is to increase writing scores. The only way to get students to write and be comfortable writing is to have them write. I can see you have plenty of opportunities for them to write. When I see the word diary not only can I picture the students writing, but I see them reflecting on their writing. Good luck with your plan.

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    Replies
    1. REVIVEAugust 2, 2013 at 7:12 AM

      Thanks for your feedback. I may discuss with the PLC changing the name of the diary because it's more than just reflecting on life. It's more about critically thinking through ideas on paper. Any suggestions?

      Delete
  5. UnknownAugust 2, 2013 at 6:57 AM

    Shari,

    Thanks for the comments on my action research plan.

    Wow, this is very thorough! It seems like you have really thought this through. Why are you selecting ten random students before implementing and tracking the effects on the whole class? Also, some of the time frames seem a little short. Otherwise this is incredible!

    John

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    Replies
    1. REVIVEAugust 2, 2013 at 7:22 AM

      Tracking 10 students throughout the year was really just a whim. We have approximately 20 sections at each grade level, and we are implementing this in only 10 classes (five 9th grade classes and five 10th grade classes). I just thought it might be interesting to specifically track 5 students at each grade level - don't really know what it will show, but it will be much easier to discuss the progress of 10 students writing 69 prompts instead of all 250 students. Do you think there's anything to learn about the 10 students?

      I used the six weeks to set my time frames and scheduled the PLC during the 3rd or 4th week of the six weeks in order to have dialogue at a time other than when grades are due and to prepare prompts for the next six weeks. We'll see if that needs to be adjusted as we get started.

      Thanks for your feedback...and good luck on your ARP.

      Delete
  6. UnknownAugust 2, 2013 at 4:35 PM

    So, I'm a bit confused. Are you have all the students in the classes keep up with the journals? And you are only taking data on 10 students? I can't tell if you are only taking the data on the 10 students to make changes as the project progresses, or if those are the only students you are tracking.
    If the 10 are the only ones you are tracking, I think you need to include more. Or is that a good representation for you?
    Also, you said you want to develop "thoughtful writers." How do you measure that? Do you have a tool in place to measure that? Also, if you don't have data from early in the year/last year, how can you tell whether the journals are helping the students become more thoughtful? Maybe they were thoughtful writers before they ever began.
    This looks good, but just wonder about those things.

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    Replies
    1. REVIVEAugust 4, 2013 at 12:57 PM

      I am having all students in two teachers classrooms keep up with the journals - approximately 250 - and we will track these students based on major writing assignments, CUA data, and EOC data. Tracking 10 students was intended to allow the PLC to look at their writing samples specifically over the year rather than just looking at data. Just a different focus. I'm not sure if I will keep that piece since it has caused so much confusion regarding the purpose. It was a whim...to compare writings (not data) throughout the year.

      Your question about how to develop thoughtful writers is an important conversation because it's a conversation we will need to have with our students. The best way to explain is through an example. If a student wrote an essay saying "The EOC is stupid," I wouldn't consider that to be "thoughtful." It the student were able to support that premise with logical, relevant arguments, it would become more thoughtful. This will be an early conversation with the PLC. Writing is so subjective, but ultimately we will use EOC writing rubrics and district created rubrics to monitor the students' development of writing.

      Some of the students in this group ARE already thoughtful writers, but all of them are not. We are trying to create a culture of writing as opposed to completing writing assignments.

      I don't know if I answered all your questions sufficiently, but they caused me to think through some hurdles we will have to jump.

      Good luck on your ARP!


      Delete
  7. UnknownAugust 2, 2013 at 8:23 PM

    Wow, your plan is so detailed. Where are you going to get your topics? Also are your journals going to be on paper, computer, or Web 2.0 based?

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    Replies
    1. REVIVEAugust 4, 2013 at 1:03 PM

      Topics will probably fall into 5 different categories: literary, expository, persuasive, analytical, and creative. The topics will be related to literature, local events, philosophy of learning, contemporary society, etc. They will vary depending on the curriculum.

      I have one teacher who will have daily access to technology and one who will not. We need to decide the best tool to use. The goal is to work on writing skills...I'm not overly concerned with where they write. I would love to see our kiddos using blogs, and that may come next year. Until then...

      Delete
  8. UnknownAugust 4, 2013 at 2:19 PM

    Wow! This is very detailed. I especially like the numerous PLC meetings. Because you will narrow your focus after you create the PLC, I believe the members will take more ownership. I'm not really sure what kind on diaries you are talking about, but I will google it. There are so many kids that dislike the writing process, and anything that will help improve those skills is worth checking out. Good Luck!

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    Replies
    1. REVIVEAugust 4, 2013 at 2:38 PM

      Thanks for your encouragement. Search for "Making Meaning in a Dialogic Discourse Diary" by Joseph M. Shosh.

      Delete
  9. UnknownAugust 10, 2013 at 7:28 PM

    have you thought about having a class that will not participate and, then compare?

    ReplyDelete

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