Goal Setting and Reading Motivation Instructor Guide

Goal Setting and Reading Motivation
Instructor Guide
Contents
Introduction
Timeline
The Protocol
Analyzing the Data
Parental Consent Letter
Link to MRQ
Dimensions of MRQ
Blank Goal Tracking Document
Blank 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.
Timeline
Date
First week of September
First week of October

First week of November
Second week of November through last week
of February (approximately 12 weeks):
First week of March
First week of April
First week of May
Task
-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)
-Administer MRQ
-Calculate means
-Administer MRQ
-Calculate means
-Implement the goal setting and goal tracking
protocols
-Analyze data collected in Technology Use
observation form
-Administer MRQ
-Calculate means
-Administer MRQ
-Calculate means
-Administer MRQ
After the final administration
-Calculate means
-Analyze data from MRQ
The Protocol
Goal 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. Janes 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 students facial
expression, words, and/or body language anything that indicates their reaction to using the
online goal tracking document.
Janes Goal Tracking
Date: November 7, 2016
Strengths
accuracy
good expression
retell/summary
Work On
written response
use 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 students 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 childs 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 childs 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 childs 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 Demings
research project. I understand that my childs 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: ___________________________________________________
MRQ
The Motivations for Reading Questionnaire is available free in pdf form from the following site:
http://www.cori.umd.edu/measures/MRQ.pdf
Dimension
Reading Efficiency
Reading Challenge
Reading Curiosity
Reading Involvement
Importance of Reading
Reading Work Avoidance
Competition in Reading
Recognition for Reading
Reading for Grades
Social Reasons for Reading
Compliance
Dimensions of MRQ
Item Number
7, 15, 21
2, 5, 8, 16, 20
4, 10, 14, 19, 25, 29
6, 12, 22, 30, 33, 35
17, 27
13, 24, 32, 40
1, 9, 41, 44, 49, 52
18, 28, 37, 43, 47
3, 38, 50, 53
11, 26, 31, 39, 42, 45, 48
23, 34, 36, 46, 51
Goal Tracking
Conference #1
Date:
Strengths
Work On
Strengths
Work On
Strengths
Work On
Goal:
Strategy:
Progress:
Conference #2
Date:
Goal:
Strategy:
Progress:
Conference #3
Date:
Goal:
Strategy:
Progress:
Conference #4
Date:
Strengths
Work On
Strengths
Work On
Goal:
Strategy:
Progress:
Conference #5
Date:
Goal:
Strategy:
Progress:
Conference #6
Date:
Strengths
Work On
Goal:
Strategy:
Progress:
Technology Use Observations

Note 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:
Date (Note if a goal
setting conference)
Student #
Initials:
Total Times Tracking Document

Accessed:

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Goal Setting and Reading Motivation

Introduction to the Project

First week of October

After the final administration

Goal: Use text evidence

Implementation and Tracking

March 14, 2016

Technology Use Observations

Total Times Tracking Document

Date (Note if a goal

Total Times Tracking Document

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