Samantha Ruiz

by Jenny Lang

Session Time: 04/10/2026 9:30 am | Phase: Commit to Change, Take Action, Optimize Performance | Session Length:

Goals

By April 17, students will increase their comprehension score to 70% through targeted instruction on vocabulary and other skills that will assist in building their ability to demonstrate mastery of grade level comprehension passages.
Stage: Three-Quarter Point

Goal Information

Date: March 10, 2026

Attainment Scale:
Starting Point:

Small group completed a district provided screener/assessment that Samantha will use for progress monitoring every 6 weeks. Students average in this group was 40%


Midpoint:

Samantha gave a recall assessment and the students in the small group all increased their comprehension score to 66% except one student that scored a 33%.


Target Goal:

ALL of Samantha's student made gains in comprehension according to the end of year Fastbridge. The goal was 70% of her students and she more than obtained that goal. Even her three "high risk" students made a slight gain - but it was progress!


Notes

Coach Log Note 1:

Samantha and I had to reschedule from yesterday due to a student incident. She was very apologetic and appreciative of my flexibility – that is just part of the job in education. Students come first!

I sent her some LETRS vocabulary strategies and she used one with her whole group introducing 3 new words. I took a bit of time but she said she can see it becoming part of a routine for about 10 mintutes each day and hopefully increasing to 5 words. She liked adding to her W&W lesson that she decided to create her second goal around vocabulary.

Next, we discussed morphology and she discussed how difficult it can be in 4th grade because not everyone has had the same instruction around morphology so sometimes you have to back up with the instruction before getting to the 4th grade skill. She also mentioned that her team watched a video for part of the class assignment and saw a teacher demonstrating with a class that had a routine set up and students were identifying words as “anglo-saxon”.  I joked how I can get lost in the etymology of words and word origins – I find it fascinating how complex our language is. We talked about the 95% group Vocab Surge resource and how it was overwhelming teachers while also learning the new reading resource. Eventually it was decided to not continue with that supplemental material, but Samantha said they are working on how to incorporate more word study and revamp their “spelling” instruction. I suggested looking into Morpheme Magic by Deb Glaser.

She is going to progress monitor next week and will update the goal.