Goals
Stage: One-Quarter Point
Progress Data:
- Progress monitoring report
Goal Information
Date: February 18, 2026Attainment Scale:
Starting Point:
By the end of six weeks, I will teach students, through explicit vocabulary development strategies, to increase their comprehension and application of math concepts and terms at a proficiency level of 80% mastery.
Midpoint:
Students will increase their vocabulary knowledge and application by 50%.
Target Goal:
By the end of six weeks, I will teach students, through explicit vocabulary development strategies, to increase their comprehension and application of math concepts and terms at a proficiency level of 80% mastery.
Notes
Erin is in the process of completing Module 4. She shared that she would like some clarification on how to compete the oral language assignment at her grade level and content area. We discussed oral reading fluency methods and resources. We reviewed Module 3 Supporting Oral Language Development in the classroom: use of multisensory approaches, teaching vocabulary in meaningful contexts, repeated exposures, use of word maps to ensure explicit vocabulary instruction.
The State math assessment will be administered on April 16, so Erin is preparing for that process. She will begin to work on her student goal next week.
We discussed how she will continue to apply explicit instruction and use evidence based math practices using visual representations, schema and metacognitive stray development. We reviewed the IRIS links I sent her previously to review each of these processes.
We also discussed how her video assignment to show evidence of explicit instruction could be enhanced through her application of information from that IRIS topic. Specifically, we reviewed:
- Clearly identifying the skills or concepts to be learned, which might include highlighting important details
- Connecting the new content to previous learning
- Give precise instructions
- Model concepts or procedures in a step-by-step manner and includes “think alouds”— the teacher verbalizing his or her thought process while demonstrating the concept or procedure
- Provide opportunities to practice, using scaffolded instruction sequence:
- Guided practice – Students and the teacher work problems together, with the students gradually solving more of the problem.
- Independent practice – Students work independently or in small groups to solve problems.
- Encourage the student to verbalize the strategy he is using to solve the problem and his reasons for doing so
- Offers specific feedback about correct and incorrect actions, followed by time to correct errors; includes reteaching and clarifying instructions
- Checks for and promotes transfer and maintenance
I suggested that she send me the video for feedback prior to submission if she wants a deeper analysis of her instructional processes.
We will meet again in four weeks – that day is a field trip to DoD Starbase for STEM related experiences.