Rebecca Kenzakowski - 2018-2019

Action Research
Project
 Objective
s
• To increase assignment completion through systematic
locking of assignments and targeted follow-up with
students to complete them
• To use information from “Creating Sanctuary” by
Sandra Bloom and “Totally Positive Teaching” by
Joseph Ciaccio to implement a classroom environment
in which students are not afraid to fail or give up when
they fall behind in the course
• Additionally, use relationship building activities to
allow students to feel ownership in the course and
encourage them to complete assignments
 Background
Research
Resources:
• Bloom, S. (1997). Creating Sanctuary. New York, NY:
Routledge.
• Ciaccio, J. (2004). Totally Positive Teaching. Alexandria,
VA: ASCD.
• Kardamis, L. (2016, October). 17 Effective Ways to Get
Students to Do Their Work.
https://teach4theheart.com/17-ways-get-students-
actually-work/
• Wellen, C. Getting Students to Complete Their Work.
http://www.nea.org/tools/15816.htm
 Background
Research
The concept of creating sanctuary in the classroom starts
with trauma-informed education. Many of the reasons
students give or demonstrate for not completing work
are presented specifically in S. Bloom’s book. The
reasons that stood out to me were learned helplessness
and scapegoating. In the sanctuary model, time is
devoted to building relationships and making students
feel safe above all else. J. Ciaccio suggests several
classroom strategies, and I chose to implement a few,
including procedures for overcoming lack of confidence,
positive self-fulfilling prophecies, and concentrating on
students’ personalities and interests.
 Background
Research
I chose a few strategies from “17 Ways to Get Your
Students to Actually Do Their Work.” These were:
• Grade & return assignments quickly
• Over communicate
• Talk about a growth mindset & goal setting
• Offer a help session
• Create the right atmosphere
“Getting Students to Complete Their Work” emphasizes
identifying the function of students’ behaviors and
academic performance with a calm, nonjudgmental
approach.
 Plan of Attack
The locking and reopening of assignments took some
adjusting. In the beginning of the year, I scheduled
mandatory help/make up sessions for anyone missing the
previous week’s work. I did not have any students
respond and attend. In the end, I set up targeted class
announcements to students the day a TYK, assignment,
or test was going to lock. At the end of each unit, I
reopened TYKs and tests and used a class announcement
again to target any students that had assignments missing
or below 70%. I did continue to hold help sessions, and I
had some students benefit, although these students were
not missing assignments, and came to get clarification on
certain content. I have been working with one student
that wanted additional Keystone prep.
 Plan of Attack
When assignments came in, I graded them within the day
if at all possible. I tried to make my feedback more
informative and personal. Assignments showed in OLS as
late the day before they locked, and students received
reminders in the Daily Plan and the “To Do” list at the end
of each class. Again, with use of targeted class
announcements, students saw a personalized reminder of
assignments they needed to complete.
 Plan of Attack
To engage students more in preparing for TYKs and tests, I
created activities in Nearpod. There was a review activity
every unit in order to prepare students specifically for that
test. Here is an example of a unit review:
https://share.nearpod.com/vsph/Uyozre9OLu
I also created several “Escape Room Activities” for review.
Students started in Room 1 and completed the activity in
order to come to a “password”. When they typed the
password in private chat, they were moved to the next
room, and so on. Most activities required completion
before moving to the next slide, but because Nearpod has
the option to skip certain slides, I kept the Nearpod report
open to certify the activity had 100% participation before
moving the student. The final room once they escape was
usually a work room to complete a TYK or study for a test.
 Plan of Attack
Here is an example of an Escape Room series for
Molecular Genetics:

https://share.nearpod.com/vsph/gzbciZrKMu

https://share.nearpod.com/vsph/JlmPqDNSMu

https://share.nearpod.com/vsph/QyhItTTgMu
 Plan of Attack
My other goals and strategies took a bit more creativity in
implementing. Since Biology is a Keystone course, we are
planned TO THE DAY as to what needs to be covered. In
brick and mortar, especially my emotional support
classrooms, it was easier to take time with relationship
building activities. I took advantage of the extra time we
have before class since students can sign in 15 minutes
earlier. On the first day, and for new students after that, I
gave an “About Me” survey. One of the questions was
what their favorite song was. I compiled an “Agora”
playlist on Amazon and the songs shuffled for them as
they come to class. The students have added songs
through the year. I am also certain to greet every student
as they come to class.
 Plan of Attack
I was more conscientious this year about having
conversations with students and initiating conversations
among them during this time before class as well. I had
started “Tech Tip Tuesdays” last year to have reminders
about issues students seemed to have, and Melanie
Walters started “Throwback Thursdays” to review past
questions students struggled with. To implement my
strategies without taking more time out of class, I started
“Moody Mondays,” “Wordy Wednesdays,” and “Fun Fact
Fridays.”
 Plan of Attack
“Moody Mondays” was a check in for how students were doing that day. Here
are a couple examples:
 Plan of Attack
On “Wordy Wednesdays” I put up a growth mindset quote then explained how
to apply it in class. Here are a couple examples:
 Plan of Attack
“Fun Fact Fridays” were a way to get to know the students on a personal level
and initiate conversations. Here are a couple examples:
 Plan of Attack
I implemented other strategies as I thought of them and/or the
situation arose. I sent sympathy cards to students who lost a
loved one. Unfortunately this year I had to send plants to two
families when a student passed. I sent “Thinking of You” cards
when I was alerted of an issue by the family coach, sometimes
with input from the student’s classmates. I also sent Holiday
cards to all my students. When students mentioned where they
worked, the names of their pets, events coming up, etc. I made
note of it so I could mention these details in upcoming
conversations. Before I sent failure warnings, I attempted to
touch base with the student to offer assistance and to determine
any underlying factors that may be influencing their grade and/or
attendance.
 Outcomes
I kept track of the completion rates for TYKs and unit tests to compare the rate
when the assignment locks to the rate when the semester ends.
Semester 1:
 Outcomes
Semester 2:
 Outcomes
TYKs:
 Outcomes
Unit Tests:
 Outcomes
What stands out most to me in the data is that no matter
how high or low the completion rates are at closing, they
level off at the end of the semester. I cannot conclude if
this would be the case had the assignments stayed open all
semester, but it does inform me that hard locking
assignments with no chance of reopening would not
benefit my students. The final completion rates make
sense, as with an average of 80-85 students enrolled at any
time, I had 14 students that had a grade of less than 10%, 3
of whom have never attended class. Removing these
students from the data makes the expected completion
rate to be 82 – 84%. Although other variables may be
involved, I will continue this strategy next school year, with
an additional emphasis on the grades.
 Outcomes
The Nearpod activities were very successful. Students
enjoyed the “escape room” activities, and with the hope
that Agora will keep the Nearpod license, I will create more
next year. Many students commented that they did well on
the tests when they completed the Test Review Nearpod
activities. I decided to create 4 Final Exam/Keystone escape
room activities for the students to complete before the
final. I divided the content into the four components of the
CDT. I am hoping that we can use these earlier next year to
target specific content for students after their Biology CDT
results.
 Outcomes
The more personal strategies were a great addition to my
classroom. The students loved hearing their music as they
entered the class. It was comical when so many exclaimed,
“This is my favorite song!” since that is how the playlist
was compiled. Several students commented how nice it
was to be greeted immediately upon entering the
classroom. This was a practice I have always used, but
since I knew more about each student this year, it seemed
to mean more to them. “Moody Mondays” and “Fun Fact
Fridays” were great conversation starters, and students
interacted with each other the most on these days.
Although I cannot say for certain, I believe the students
appreciated the inspiration behind “Wordy Wednesdays.”
 Outcomes
The students appreciated the cards, and I felt positive just
sending them. There were some failing students I could
not reach to evaluate possible reasons for their grade. For
other students, I was able to find information from their
Family and Learning Coaches that helped me approach
these students to assist them as they needed. One student
just needed to know hope was not lost, other students
realized I was not going to stop checking in until they
started doing work. I had several students with high
anxiety, and I was able to encourage them more during
class.
 Reflection
This year was my most successful year at Agora so far. I
was required to devote a lot of time and effort to
implement my plans for my goals. I worked many nights
and weekends to ensure the implementation of my
project strategies while fulfilling my regular duties as a
teacher. The outcomes have made this time and effort
worthwhile, and I am excited to explore new ideas for the
next school year.