Action Plan
Implementation
The purpose of this action research was to implement organizational strategies that lowered the number of missing assignments in a sixth-grade social studies classroom. For the purpose of this action research study, a new bellwork routine was implemented that gave students a step by step procedure to follow. The steps included:
1. Opening up their binder to their blue bellwork sheet
2. Writing the date
3. Answering the bellwork question
4. Waiting for a stamp
5. Checking that their blue bellwork sheet is clipped into their binder
Step four implemented the first aspect of the positive reward system. Students that completed the bellwork daily received a stamp each day. After each two week period, students turned in their bellwork sheets; if the student had five stamps, they were given a ‘Paws Applause’ sticker (pictured below). The ‘Paws Applause’ stickers were the school-wide positive reward system through our Multi-Tiered System of Support for Behavior (MTSS-B) that were redeemed by students for prizes.
The use of student agendas to keep track of assignments and due dates was also implemented. After completing the bellwork steps each day; students were required to copy down assignments and due dates into their agendas.
Selected Strategies
Why these strategies were chosen
When I conducted research to find the best research-based organizational strategies to help my students decrease the number of missing and late assignments, I found that both the Homework, Organization, and Planning Skills (HOPS) and the Completing Homework by Improving Efficiency and Focus (CHIEF) strategies successfully implemented mini-lessons over a short period that highlighted how students could keep their binders and agendas more organized. Additionally, both the HOPS and CHIEF strategies used positive reinforcements that motivated students to continue using the organizational strategies to be successful.
In addition to the research articles I found, I also interviewed two master teachers who shared the organizational strategies that have been successful in their classrooms. One of the teachers implemented a bellwork system that utilized daily positive reinforcements. This master teacher spoke about how students were creating higher quality work and turning in more bellwork sheets because of this system.
The strategies I implemented into my action research were chosen from research-based literature and effective strategies from my colleagues. These strategies were combined to create a new bellwork system with multiple positive reinforcements that helped students find organizational strategies that worked best for them.
Why these strategies were best for my students
I implemented these strategies specifically, because I saw that many of my students struggled to manage the huge transition from elementary school to secondary (middle) school. In elementary school, my students traditionally had one teacher in one classroom all day, but after their transition to middle school, my students had seven teachers in different classrooms each day. All of my students were given a locker, binder, and agenda during the week of school, but the students were never taught how to use the resources that were given to them.
At the end of the first semester, I noticed that many of my students were missing numerous assignments and a handful of students that continuously turned in assignments late. The large majority of my students come from low-income homes with little structure and organization. After reflecting on what I saw during the first semester, I wanted to give students the opportunity to use research-based organizational strategies that could help them decrease their number of missing assignments in Social Studies class. My hope was that my students could someday transfer their organization skills to their other classes and into the rest of their secondary schooling.
Action Plan Timeline
Culturally Responsive Teaching
How diverse learning needs were addressed
I made some accommodations to my action research for students who had diverse learning needs. Students who needed more assistance with getting used to the new bellwork system kept their blue bellwork sheet in the classroom in a folder labeled with their class period. This was put into place, because many of my students who have Individualized Education Plans (IEPs) needed to practice the new routine before being required to bring the bellwork sheet to class each day.
One of my students who has a Behavior Support Plan (BSP) lost her privilege of carrying a binder during passing period. For this student, I had an individual folder so she could keep her bellwork sheet as well as other materials in the classroom at all times.
How this research fostered equity
Within my action research, I implemented modifications that were not ‘equal’ for all students, but were equitable. These modifications gave each of my students a fair chance of being successful. For example, my students with IEPs needed an opportunity to practice the new bellwork routine before taking it home with them each day. Giving those students an opportunity to adjust to the new system allowed them to be successful in turning in their bellwork on time each week.
How this research fostered accessibility
To make sure that my action research strategies were accessible for all students I provided all students with a writing utensil each day no matter what their circumstances were, and I made accommodations for my students who had chronic absences and chronic tardiness. Often this required me to have an example bellwork sheet with the questions listed from the days those students missed. This allowed all of my students the opportunity to successfully turn in their bellwork sheet on time no matter what their circumstances at home were.
How this research supported multiple perspectives
In order to ensure that my action research included multiple perspectives, I utilized numerous different research articles to gain insight into the best research-based strategies for my students. Additionally, I interviewed master teachers who gave insight into organizational strategies that were affective in their classroom. Looking at multiple perspectives that discussed numerous types of organizational strategies and talking with master teachers gave me an opportunity to implement a strategy that would be natural for my classroom and influential for my students to decrease their number of missing assignments. Using research that provided multiple perspectives, allowed me to provide individualized options for my students using culturally responsive teaching strategies.
Stakeholders
Internal Stakeholders
On numerous occasions, I reached out to other internal stakeholders for support and advice regarding this action research study. At a team meeting, I asked my fellow sixth-grade teachers (who see the same students as me) if they also saw similar trends of missing assignments. When my colleagues stated that they shared the same concern for our students, I was able to eliminate that it was not just something that was occurring in my classroom. My team also discussed what kinds of strategies they were using that were not working, in order to eliminate strategies that I knew would not be helpful for my students.
Additionally, I brought my purpose statement and rationale to my building principal to be approved. I also asked for assistance and guidance throughout the action research process. My building principal was willing to utilize a small amount of our school printing budget to print the blue bellwork sheets that my students used during the study.
External Stakeholders
I also utilized external stakeholders for support and advice regarding my action research study. My CADRE Associate helped me reflect on what the biggest needs were for my students, so I could implement the best possible action research for their benefit. Additionally, my CADRE Associate assisted in tracking observational data during classes that I was able to use for my data analysis.
Later, I interviewed two master teachers within my school district for my literature review. These interviews helped me combine the HOPS organizational strategy with a structured bellwork routine that used positive reinforcement. The ideas that came from these master teachers helped shape my action research.