Mika Roark

Coaching Session #4 – Optimizing Performance

Coachee: Mika Roark

Date/Time: March 11, 2026 12:30 p.m.

Next Coaching Date/Time: April 1, 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.

PLEASE SEE FLUENCY SCORES DATA TABLES AT THE END OF THIS DOCUMENT.

Links to instruction videos: IMG_0044.mov​  and IMG_0045.mov​

Coachee reflections on data and current teaching video:

Coach reflections on data and current teaching video: Mika instructed students for reading fluency. In the video she demonstrated clear instructions about what the students were going to be doing and reviewed the elements of fluency by having students choral read the information. She stated that she was looking for expression in the work the students were completing for this video. The students began by choral reading a passage. Students then identified words they did not know and worked on reading a new passage. At one point, Mika informs the students about what they will be working on the next day.

Question: A student states, “It’s kind of confusing.” What was confusing to the student? Was it vocabulary or how to say the word? Loaf/referring to bread. Doesn’t say loaf of bread.

Even though the students are working on using expression while reading, their reading is still flat and a bit robotic (which was discussed). I wonder if students could benefit from hearing a recording of someone with excellent fluency as far as expression is concerned. You might think about using part of a YouTube video of someone reading with great expression and telling the students that is eventually what you would like to hear from each of them.

Coachee reflections on Schutz and Hoffman article (if read): Table to next coaching session.

Questions to consider:

What are some “baby steps” that you noticed outside of the goal itself? The students are more excited about coming to group; some of their excitement is related to the passages that Mika has selected to work with them. They like these passages better.

What specific actions did you take to meet the goal? The different elements of fluency have become knowledge that the students have internalized. This is now a tool for the students. In whole class, when fluency is discussed, the students in this group have become “experts” on these fluency elements. Mika is going to create a bookmark or other small version of the fluency elements that they can sit in front of them while practicing passages. Then, Mika can refer to those while the students are reading.

How is the planned course of action working for you? For your student(s)? Seems to be going well for Mika and for students. Keeping data points has helped Mika, and she enjoys data analysis.

When you return from spring break, what will your student(s) need to stay on track for goal achievement? We discussed the spring break slide that will likely occur because students are missing a week of instruction. When spring break is over, Mika will work at getting the students back on track, jogging their memories about the elements of fluency, and practicing with a passage the students are familiar with.

Scaled questionnaire or checklist based on coachee’s goal

On a scale of 1 to 10, how satisfied are you with your progress? 10

On a scale of 1 to 10, how effectively do you think you are using the strategy you have chosen? Mika’s main goal has been to make students aware of all of the elements of fluency and then focus on one element at a time during instruction. She will also continue to work on robotic reading with the students and possibly recording them reading one-on-one so that they can hear what they sound like when they read.

What barriers are there to effective implementation? Spring break, end of year activities, attendance.

On a scale of 1 to 10, at what level of fidelity would you say you are implementing this strategy? 10

On a scale of 1 to 10, how would you rank the results of your implementation of this strategy? 10 In analyzing the data, all but one student are trending up.

What additional resources do you need (strategies, supplies, tech support, accountability partner, cheerleader, etc.)? No, has a good team to help support.

Working on Next Steps

Identify a specific problem of practice that we can add to your goals. This is something you want to work on within your own practice. We can work on applying it with the current student(s) you are working with, OR we can work on it separately.

After monitoring tomorrow, create a data table to insert into this document so we can analyze student success.

Keep working on steps toward goal with your identified student(s) that you want to meet by mid-April.

Create video for this goal of your teaching and student learning.