Notes
Coaching Session #2 – Commit to Change
Coachee: Sara Barnes
Date/Time: October 1, 2026, 8:00 a.m.
Next Coaching Date/Time: October 8, 2026, 1:00 p.m.
Video reflections: Sara’s video of the classroom tour shows a well-organized space so that students can work toward independence. There are 19 students in the classroom, so the pod seating works well to maximize the space available. Sara uses the horseshow table and the pods for small group instruction depending on how many students she is teaching at the time. Sara also submitted a short video of her assessing a student using the FastBridge Sentence Reading Assessment (required to use by the district). The sentence read “Kate and Spot live together.” The only word in the sentence that the student could read successfully on their own was ‘and.’ Sara said that names within the sentences are difficult for students. The word, ‘live,’ does not play fair and the student was not successful in sounding it out. The last word in the sentence, ‘together,’ seemed too difficult for the student at this time in the school year. Sara and I agreed that the overall assessment was too difficult for the student, and they had to be prompted to be successful.
- Setting a DREAM Goal
Work together to draft a DREAM goal:
- Data-responsive
- Relevant
- Environment or Context Specific
- Attainable
- Measurable
GOAL: By mid-December, four students who do not know all of their letter sounds, will use kinesthetic movements and visual cues to learn their letter sounds. Letter Factory materials will be used to support the kinesthetic movements associated with letters/sounds. The FastBridge letter sounds assessment will be used to determine student progress toward goal. Sara will meet with the students 3-4 times per week to work on letter sounds and use additional classroom time throughout the day to review the letter sounds with all students. The timeline for achievement of the goals is as follows:
By October 8, 2026, the four students will be assessed to determine which letters sounds they are missing.
By October 22, 2026, the four students will be 25% toward mastering their letter sounds.
By November 5, 2026, the four students will be 50% toward mastering their letter sounds.
By November 19, 2026, the four students will be 75% toward mastering their letter sounds.
By mid-December, 2026, the four students will know all of their letter sounds.
- Potential Strategic Questions for the DREAM Goal:
WHO: Who does this change/goal impact? The students, Title I Reading Teacher, and Sara.
Identify any students who may need extra support for implementation of this change? Who can you turn to for support and help when need regarding this goal? One student will receive additional support for letter sounds with the Title I Reading Teacher; another student will receive additional support from the speech pathologist who works with the student to support speech issues.
WHAT: What does attainment of goal regarding change look like and feel like for you and for your students? The students will gain confidence as they begin reading and writing independently and with support.
WHEN: What is a reasonable amount of time to spend on this goal? We have outlined the next three months to work on the goal of students learning their letter sounds. However, Sara did acknowledge that this may be difficult for the students.
WHERE: Besides this classroom, is there any other setting the students will be working on goal attainment? Yes, the Title I and speech pathologist learning spaces.
WHY: Why are students impacted by this change? Why are you (the teacher) impacted by this change? The students are impacted because they will be more equipped to work on other beginning literacy skills and be more likely to catch up with their peers who are working on grade level. Sara will be impacted because the students will be moved into other small groups receiving grade level instruction.
HOW: How does this goal support your classroom aspirations? How can I support you in attaining this goal? This will help the students gain confidence in their learning skills so that they can participate in other classroom learning and activities as well as independent learning activities. Sara will email me if there are any difficulties in working on the assessment or goal before our next session.
- Working on Next Steps
Complete letter sounds assessments with all four students by 10/8/2026.
Create video of assessing the student who has speech issues.