Goals
Stage: Starting Point
Goal Information
Date: February 18, 2026Attainment Scale:
Starting Point:
EK is currently reading below grade level which is a minium of 120 WCMP and an accuracy of 98% or above. MAP test data reveal that she is reading at a 205.
Target Goal:
Target Goal: By the end of the April (or when testing is scheduled), EK will remain reading
fluently at grade level, with a minimum of 120 WCMP and an accuracy of
98% or above. In addition, her Reading MAP score growth will grow from 205
to a score of 212, specifically growing in the strand Informational Text: Key
Ideas and Details by focusing on strategies that support analysis of cause
and effect relationships, comparing and contrasting details/ideas, and making
logical inferences. Classwork surrounding these topics will be monitored by a
pre and post test focusing on nonfiction text structures. Emma scored a 50%
on the pretest, making mistakes when identifying texts in the following
structures: problem/solution, chronological, cause and effect, and
descriptive. Emma will score a 75% on the post test, showing improvement
in understanding these text structures.
Results:
In the area of fluency, EK scored 144 WCPM at 99% accuracy, keeping her on
track for reading fluently at grade level.
In the area of comprehension, MAP data shows Emma scoring at a 205 on the overall score on the test. However, in the area of using informational text: Key ideas and Details, Emma grew from a 205 to a 211, only one point away from the goal target.
In the area of comprehension in classwork, Emma scored a 70% on her post
test, showing improvement in correctly identifying types of text structures
Results:
Notes
Kim Stark and I met on April 16 at 3:45 PM to discuss progress toward her goal. We are in the optimize performance level of the Vector model.
Kim has been working with her target student, EK to improve her ability to comprehend informational text, especially text structures including cause and effect relationships, comparing and contrasting, problem and solution and making logical inferences. What began as work specifically for EK turned into a whole class project revolving around text structures. Students chose an area of interest and developed paragraphs using each of the text structures to discuss the interest area. The children then created web pages to share their work.
Kim shared EK’s website with me and we discussed the effectiveness of this activity on EK’s ability to understand text structures. Before this project began, Kim administered a pre-test and after the project a post test. Kim will share the results at our next meeting. At that time, we will also have the results of MAP testing which will allow us to see the effect of the project not only on EK’s achievement, but also on the entire classes achievement.