Goals
Stage: Three-Quarter Point
Goal Information
Date: April 21, 2026Attainment Scale:
Starting Point:
Student S is currently reading with a score of 139 based on Curriculum Based Measurement (CBM) administered on April 16.
Student S is comprehending with a raw score of 17 with a percentile of 26 as determined by the CBM administered on April 16.
Student M has not had a fluency goal, but will be added at the April 30 IEP meeting. She is currently reading below the 143 mark.
Midpoint:
When given a grade 4 Oral Reading Fluency Curriculum Based Measure (CBM), S will read the passage at 141
When given a grade 4 Basic Reading Curriculum Based Measurement (CBM), S will read the passages and answer comprehension questions with a raw score of 17 and percentile 26
When given a grade 4 Oral Reading Fluency Curriculum Based Measure, M will read the passage at 141.
When given a grade 4 Basic Reading Curriculum Based Measurement (CBM), M will read the passages and answer comprehension questions with a raw score of 19 and percentile 30
Target Goal:
When given a 4th grade Oral Reading Fluency Curriculum Based Measurement (CBM), S will read the passage with a raw score of 144 and percentile of 58 based on spring norms by May 21, 2026
When given a grade 4 Basic Reading Curriculum Based Measurement (CBM), S will read passages and answer comprehension questions with a raw score of 18 and percentile 26 based on spring norms by May 21, 2026
When presented with a Curriculum Based Measure(CBM) basic reading at 4th grade level, M will read the passage and answer the questions with a raw score of 19 and obtain a percentile of 30 on the spring CBM norms by May 21, 2026
When presented with a Curriculum Based Measure(CBM) reading fluency passage at 4th grade level, M will read the passage with a raw score of 143 and obtain a percentile of 58 on the spring CBM norms by May 21, 2026.
Notes
Reba Mathew and I met on May 5 to discuss the progress she is making with her two focus students as they work to increase fluency and comprehension. Since the last time we met, which was on April 30, Reba has only had the opportunithy to meet with her students twice, due to interruptions caused by field trips and school activities.
Since our last meeting, Reba has continued to use the book Stuart Little and the accompanying resources to work with her students on sequencing and vocabulary, as well as working with the students using the UFLI curriculum to increase fluency.
Reba shared student work that she had collected as the students worked on vocabulary. The Stuart Little resource includes a “mini dictionary” in which students have to learn how to find words using the first letters of the spelling of the word. She indicated that the students had enjoyed this activity and had been engaged. Another strategy within the Stuart Little resource is a vocabulary activity. With this activity, students are given five words and they have to define the word using the story for context clues. Once the students have correctly defined the word, they they apply the knowledge of the word to a new story.
Again within the resource of the Stuart Little book, students become familiar with the Frayer model. Reba draws the model on the white board and students come to the board to complete the model.
Between this meeting and the next which will be on one week, Reba will continue reading the Stuart Little book and will use the provided resouces to increase sequencing and vocabulary skills.
Reba and I had a discussion about the course in which she is currently enrolled. She shared with me the resources that she had already printed and filed that include strategies for teaching vocabulary. She is planning to use them in the next school year.