Mika Roark

Coaching Session #2 – Commit to Change

Coachee: Mika Roark

Date/Time: February 17, 2026 12:30 p.m. (we are a week behind because of family conferences)

Next Coaching Date/Time: February 26, 2026 12:30 p.m.

OVERARCHING GOAL:  I will work with five students that are in a fluency support group by providing supplementary passages and texts that match the topic of the curriculum (for example, space or immigration) to assist students’ knowledge of the vocabulary found in assessment passages about the topic. I will track students’ progress by using their December CBM fluency scores as the baseline. My goal is for each student to improve their score 5% by March 13, 10% by April 17, and 15% by May 15.

Potential Strategic Questions for the DREAM Goal:

WHO: Who does this change/goal impact?  Each of the six students within the fluency group will be impacted by the goal I have selected to work on within their small group. 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?

My student, AXC, will potentially need more support as he has switched between being in a phonics skill group and the fluency group, with more time being spent in a phonics skill group, throughout the year. If additional support is needed during this process, I will reach out to our two Title One Reading teachers.

WHAT: What does attainment of goal regarding change look like and feel like for you and for your students? For myself, attaining the goal for each of the students will assure me that they are reading fluently and passing assessments that help them achieve grade-level reading skills. They will be prepared for 4^th grade. For the students, they will gain confidence and motivation to read if they achieve fluency improvement. Their improved skills will also impact their comprehension skills.

WHEN: What is a reasonable amount of time to spend on this goal?

I will be meeting with the fluency group three days a week for 30 minutes per session and then two days a week for 15 minutes per session.

WHERE: Besides this classroom, is there any other setting the students will be working on goal attainment?

The students will not work on fluent reading in any other setting, however, will have other opportunities to read outside of the small group.

WHY: Why are students impacted by this change? Why are you (the teacher) impacted by this change?

Students will be impacted by this change due to the careful selection of reading materials to practice. These materials will not only support their fluency goals but will also create better background knowledge for our daily whole-group reading lessons. A weekly check-in of their reading fluency will give me data to analyze and that information will help me adjust my instruction to best meet my students’ needs.

HOW: How does this goal support your classroom aspirations? How can I support you in attaining this goal?

The goal in my classroom is to prepare my students for the following grade, both academically and socially. Getting a larger number of students in my class who can read fluently will allow more students to succeed in all other areas of their learning.

Working on Next Steps

Complete steps working on goal

Create video for this goal of your teaching and student learning