Goals
Stage: Target Goal
Goal Information
Date: February 25, 2026Attainment Scale:
Starting Point:
Students scored 2/10, 3/10, and 4/10.
Midpoint:
All students will score 4/10
Target Goal:
By May, a small group of three below-expected-level students will decode CVC words with 80% accuracy (8/10) using a teacher-developed CVC word list.
Stage: Target Goal
Goal Information
Date: April 28, 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 (Comprehension) and identify two strategies (retelling and compare/contrast) from the course 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, Ann shared that she is good – she’s just concerned with getting testing done with her students.
She said her work in the course is going OK. She is almost done with 11 and has planned a syntax lesson with WHO and DO. Her students made sentences and she said it was FUN!
I stated that we had two purposes:Â to talk about her student goal and to finish out her teacher goal with her second strategy.
Her student goal has been met! Skylar scored 9/10 on CVC words, and Mason and Tripp each scored 8/10.
She attributes this success to frequency and consistency of instruction and encoding using El Konin boxes. I said I would add her explicit instruction to the list.
She is seeing other benefits, as well, such as increased independence for her group and Mason’s ability to write in class.
For her second strategy in Comprehension, she did some work with her students on compare/contrast, using similar stories and characters. On the second read, they identified same/different using graphic organizers. She is utilizing I Do, We Do, and You Do with a partner (they shared their sames and then their differences) before expecting them to be able to do it independently (drawing or writing).
She said she had gotten great benefit from the videos of interactive read-alouds and when identifying characters, setting, and beginning/middle/end, her whole class could do it. She is wanting to increase the purposefulness and effectiveness of her read-alouds, starting small with pieces to model, planning questions and vocabulary to teach, and selecting books carefully.
She said the course had taught her it’s not just paper-pencil tasks that are valuable.
We will meet again 5/20/26 at 1:50.