Goal Setting and Reading MotivationInstructor Guide

Contents

IntroductionTimelineThe ProtocolAnalyzing the DataParental Consent LetterLink to MRQDimensions of MRQBlank Goal Tracking DocumentBlank Technology Use Observation Form

Introduction to the Project

This project measures reading motivation and implements a goal setting tracking protocol

in an attempt to impact students’ motivation. Since the population for this project does not allow

random sampling, and there is no control group, motivation is measured multiple times in order

to control for outside influences as much as possible.

The protocols included here are meant to supplement Tier II reading instruction for

students in grades three-six. Further details on implementation during intervention are found in

the Protocol section.

Also included in this packet is the parental consent form, which must be filled out for

data on any particular student to be included in the study. A link to the Motivations for Reading

Questionnaire (MRQ) is on the final page, as well as a breakdown of the 11 dimensions of

motivation assessed in the questionnaire.

TimelineDate Task

First week of September -Administer MRQ-Calculate overall mean and means for all 11 dimensions for individual students and for whole group (11 dimensions and corresponding questions are included after the MRQ in this packet)

First week of October -Administer MRQ-Calculate means

First week of November -Administer MRQ-Calculate means

Second week of November through last week of February (approximately 12 weeks):

-Implement the goal setting and goal tracking protocols-Analyze data collected in Technology Use observation form

First week of March -Administer MRQ-Calculate means

First week of April -Administer MRQ-Calculate means

First week of May -Administer MRQ

-Calculate means After the final administration -Analyze data from MRQ

The ProtocolGoal Setting Conference

Before the conferences start, make sure each student has access to the online Goal

Tracking document in Google Drive. Copy the Technology Use Observations form so there is a

section for each student in the trial. Each student will have their own document with their name

in the title (e.g. Jane’s Goal Tracking), which will be shared between the student and the

instructor only. See the sample on the next page.

Gather recent student work and assessments (either running records from LLI or DRA 2

progress monitoring) and a device on which to access the Goal Tracking document.

Guide the student in reviewing their work and progress monitoring assessments. Prompt

the student to look for and discuss strengths and weaknesses – patterns of things they do well and

things they need to work on. In the Goal Tracking document, have the student list their strengths

and weaknesses in the corresponding sections.

Then, prompt the student to pick a goal from their list by asking, “What would you like to

make your goal for the next two weeks?” The student will enter their goal in the appropriate

section of the Goal Tracking document.

At this point, provide the student with a strategy for working towards their goal, and note

it in the tracking document. Strategies may include using a checklist, a short guided practice, etc.

See the sample on the next page.

While the student should lead most of the discussion, use your professional judgment.

During the first conference, especially, students may need guidance in picking out their strengths

and identifying areas to work on. These conferences are meant to last five minutes or less per

student. After the student has entered information into their tracking document, take a moment to

make a note on the Technology Use Observations form. Make a note of the student’s facial

expression, words, and/or body language – anything that indicates their reaction to using the

online goal tracking document.

Jane’s Goal Tracking

Date: November 7, 2016

Strengths Work On

accuracygood expressionretell/summary

written responseuse text evidence

Goal: Use text evidence

Strategy: Use a highlighter to find one piece of evidence each time I share my thinking or write about my reading.

Progress: November 14 – I am remembering to use a highlighter to find evidence for every question. I need to remember to give evidence when I talk.November 21 – I gave evidence for every question on my running record. I like using highlighters, because it helps me remember to find evidence.

Implementation and Tracking

During intervention instruction over the next two weeks, students apply the strategy

selected in the goal setting conference. At the end of the first week, students will be given time to

review their work, and reflect on their progress towards their goal. In the “Progress” section of

the tracking document, the student will enter the date and give a short description of their

progress. Students can consider questions such as: are they applying the strategy? Do they feel

more confident in their ability? Do they understand the texts more clearly?

Progress will also be assessed at the next goal setting conference. Again, gather student

work and progress monitoring assessments from the previous two weeks, and a device on which

to access the goal tracking document (iPad or laptop). Meet with students individually and have

them review their work, specifically focusing on their goal. In the above example, Jane would

look for instances where she used text evidence. The student and/or the instructor may enter a

new description of the student’s progress.

At this point, the procedure for the goal setting conference is repeated. The student may

choose to move on to a new area of focus, or may elect to continue working on the same skill.

Analyzing the Data

MRQ

Compare means from November and March administrations, and look for changes in

motivation. Which dimensions increased? Which dimensions decreased?

Technology Use Observation Form

After 12 weeks of implementing the protocol, ensure that students have filled out the

Progress section of the goal tracking document for their final goal. In the Technology Use

observation form, record how many times the student edited their goal tracking document. This

information is found in Google Drive by selecting the document and looking at the right hand

side (see screenshot on the next page).

If students accessed the document more than 13 times (six times for goal setting conferences, six

times for weekly updates, and one time for final progress update at end of implementation), this

suggests an interest in using the technology, a sign of motivation.

Next, analyze the notes about students’ outward signs of motivation. Did students display

positive emotions such as smiling or excited voices? Outward signs of positive emotions suggest

that students are motivated by the technology. Alternatively, did students frown or say they did

not like using the document? Perhaps they had neutral expressions, and did not say anything

positive or negative about using the document. These behaviors may mean that the student does

not like using the technology; however, this is not a certainty.

March 14, 2016

Dear Parents,

This letter is to obtain your consent for your child’s participation in a research project I am conducting. The research project is intended to benefit all students in my classroom. The research will not mean different students will get different instruction. Nothing will be granted or denied to my students because of this research. I might use your child’s work, words, or ideas in reporting on the research; however no names or images will be used. Should you decide not to give permission for your child to participate, there will be no negative consequences. I will not use information about your child in the study.

On the attached form, please circle your decision. Fill in your child’s name, sign, and return the form to me by (deadline).

Thank you,

Miss Deming

I DO / DO NOT (circle one) give permission for my child to participate in Miss Deming’s research project. I understand that my child’s work, words, or ideas may be used in reporting about the research, but no names or images will be used.

Child: __________________________________________________

Parent (Print): ____________________________________________

Parent (Sign): ____________________________________________

Date: ___________________________________________________

MRQThe Motivations for Reading Questionnaire is available free in pdf form from the following site:http://www.cori.umd.edu/measures/MRQ.pdf

Dimensions of MRQDimension Item Number

Reading Efficiency 7, 15, 21Reading Challenge 2, 5, 8, 16, 20Reading Curiosity 4, 10, 14, 19, 25, 29Reading Involvement 6, 12, 22, 30, 33, 35Importance of Reading 17, 27Reading Work Avoidance 13, 24, 32, 40Competition in Reading 1, 9, 41, 44, 49, 52Recognition for Reading 18, 28, 37, 43, 47Reading for Grades 3, 38, 50, 53Social Reasons for Reading 11, 26, 31, 39, 42, 45, 48Compliance 23, 34, 36, 46, 51

Goal Tracking

Conference #1 Date:

Strengths Work On

Goal:

Strategy:

Progress:

Conference #2Date:

Strengths Work On

Goal:

Strategy:

Progress:

Conference #3Date:

Strengths Work On

Goal:

Strategy:

Progress:

Conference #4Date:

Strengths Work On

Goal:

Strategy:

Progress:

Conference #5Date:

Strengths Work On

Goal:

Strategy:

Progress:

Conference #6Date:

Strengths Work On

Goal:

Strategy:

Progress:

Technology Use ObservationsNote students’ behavior and reactions while using the Goal Tracking document.

Grade: Student # Initials: Total Times Tracking Document Accessed:

Date (Note if a goal setting conference)

Grade: Student # Initials: Total Times Tracking Document Accessed:

Date (Note if a goal setting conference)