Goals
Stage: Target Goal
Goal Information
Date: February 25, 2026Attainment Scale:
Starting Point:
Students scored 4/10, 6/10, and 4/10 on Skill 8 (vowel r pattern words) on February 17.
Midpoint:
All students will pass Skill 8 (vowel r pattern words) at 90% (9/10).
Target Goal:
By May 19, three students who are performing on grade level in a small group setting will be able to accurately pronounce the hard and soft c and g (Skill 9) in at least nine out of 10 pseudo words as measured by classroom assessment.
Stage: Target Goal
Goal Information
Date: April 21, 2026Attainment Scale:
Starting Point:
Think about what module content area might be most applicable to and valuable for their grade level instruction.
Midpoint:
Identify two strategies
Target Goal:
By May, 2026, the teacher will select a content area module (Writing/Syntax) and identify two strategies from the course (Hochman Method from the module and Syntax Project from class) to explore and implement in the classroom and discuss with the coach: 1) what they tried, 2) how it went, 3) student response, 4) own reflections, 5) connections to their work.
Notes
During a personal check-in, Whitney shared that she was good, but “today felt a week long!” She said Odie is amazing and granted my request to see pictures. :-). The family is in week 2 of baseball and soccer.
When asked how the course was going, she said, “Really good!” Her group has a meeting scheduled for completing the Modules 11/12 Application Task.
I shared that we had two purposes today:Â to talk about her student goal and her teacher goal.
The student goal has been met! Aylane ended with 9/10 (pseudo words) and 9/10 (real words in sentences) for c and g. Rogan ended with 10/10 and 9/10. Elijah ended with 9/10 and 10/10.
When asked to what she attributed this success, she said: switching up to some activities from fcrr.org because they were more excited and had some “say” in their work, the amount of times she progress monitored them, and the explanations and error analysis that she did with them. I added these factors: her explicit instruction and her faithfulness in meeting with her group.
On our previous call, we discussed her work with the Hochman Method, and today she shared her work with writing.  She said she had trouble accessing  the Syntax Project,, so she focused on the Writing Process. She utilized the videos from the module and the Units of Study materials that she has. They focused on brainstorming during prewriting, creating a web of their favorite thing to do at recss. The teacher modeled a choice and the reasons (she chose swings), and then the students drafted sentences from their own webs. She taught them that the first draft was for getting their thoughts out, then they went on to revising. They utilized a checklist from Wit and Wisdom with things to consider for revision. They then did editing for grammar and spelling. She incorporated peer editing with a friend of their choice, to minimize “risk” to the writer. She said that it went well and the kids enjoyed it and it helped to organize their thoughts. When reflecting, she is hoping to see evidence of this instruction when they do their final Wit and Wisdom end-of-unit writing where they are given two plates of food (from the Nutrition Unit) and they must choose a plate and tell why, giving evidence of the benefits. She connected this work to the importance of teaching the writing process from the beginning, working on brainstorming, to start.
We will meet again on 5/19/26 at 3:00.