Goals
Stage: Target Goal
Goal Information
Date: June 20, 2026Attainment Scale:
Starting Point:
The teacher is beginning her study of Modules 7-12.
Midpoint:
bullet points for Comprehension and Text Structure by July13
Target Goal:
By July 27, the teacher will develop a plan for utilizing new learning from Course II, as evidenced by a written plan with bullet points for each component.
Notes
During a personal check-in, Jennifer shared that she was in “panic mode!” about being ready for school to start. She is having lunch with friends on Thursday and she and her husband have rented an RV and will be camping over the weekend. I asked if she was already dreaming about school, and she said she was!~. Convocation is next Wednesday, 8/3/26. She said she is excited and has reviewed her learning in prep for the new year.
Her coursework is done! Her Application Task for 11/12 was the development of a lesson on sentence-writing.
I stated that we had two purposes today:Â to review her bullet points for Syntax and Writing and to reflect and celebrate her work throughout the course.
She said she definitely wants to “tackle” writing, as it has been a weak spot in her instruction in the past. She said she has struggled with what to teach and how to teach it. She mentioned that she is honing in on I Do, We Do, You Do. In the past she has utilized a prompt for writing. I had the module open, and asked about the Evidence-based Instructional Routines for Syntax. She said she has done sentence scrambles and combining subjects and predicates during center time. We talked about how that was PRACTICE, not INSTRUCTION. I affirmed her earlier mention of I Do, We Do, You Do for instruction. We also talked about the Evidence-based Instructional Routines: Syntax – Practice for Teaching Writing. She has purchased the Writing Revolution book referenced in the module to support her plans. She has previously done some 6-Trait instruction and we talked about the connection points.
I then asked her to reflect on the whole course and to identify what “floats to the top,” considering that she cannot immediately implement each new piece of learning in every area. She thought for a moment, and then said, “I Do, We Do, You Do, because that is important for instruction for anything.” I told her I thought that was worthy of floating to the top, given the emphasis on explicit instruction in every module.
I affirmed her attainment of the goal and her openness to new learning. I said that it had been a pleasure to be her coach and that I could easily see and appreciate her devotion to her students and her commitment to her school. I also said I had confidence that, as she encountered hew challenges for student learning, she would be able to ask, “What have I learned to meet this need?”
She thanked me for advice, insight, and ideas and we said our good-byes.