Goals
Stage: Starting Point
Goal Information
Date: September 18, 2026Attainment Scale:
Starting Point:
An EL student currently knows 13 out of 26 letters, 14 of 21 letter sounds and 2 of 5 short vowel sounds.
Midpoint:
By October 23, after instruction 3 to 4 times a week with routines including segmenting with phonemic awareness and word chaining along with letter identification, letter sound identification, letter formation and writing and reading cvc words with short vowels; an EL student will score 19/26 on letter identification, 17/21 on letter sounds, 3/3 on short vowel sounds.
Target Goal:
By December 4, after instruction 3 to 4 times a week with routines including segmenting with phonemic awareness and word chaining along with letter identification, letter sound identification, letter formation and writing and reading cvc words with short vowels; an EL student will master identification of 26 letters, 21 consonant sounds, 5 short vowels and pass Skill 3 on the PSI assessment.
Notes
Marcy and I met a week early as she has a family emergency next week so we worked ahead and decided to go ahead and begin her goal. She had already decided on a student that she wanted to use for a problem of practice and we just had to hammer out the logistics of the goal. She came with some data from the PSI. The student has been struggling with letter id, letter sounds and vowel sounds. It was decided that that would be a good goal. On the PSI his scores were: Letter identification 21/26, Letter consonsant sounds 14/21 and 2/5 vowel sounds. We set the goal for all 26 letters, 21 consonants, and the vowel sounds along with cvc nonsense words which are skill 3 of the PSI assessment.
We talked about what the intervention will look like. It will be a pull out for 20 minutes 3 to 5 days a week. One on one. Mostly she will deliver the intervention but sometimes follow up with her aide. She wasn’t very clear on what the instructional routine would look like. I asked her if he was solid on phonemic awareness and she wasn’t sure so I asked her to start there in her routine and then go to letters/ sounds and possible sound chaining. I think we need to talk more about a solid explicit routine rather than jumping around to skills. She was going to work on nonsense words and I also suggested that might not be the best use of the short time. I asked her to send me a video in the time in between our next meeting. I think we have a lot to discuss.