Goals
Stage: Target Goal
Progress Data:
Goal Information
Date: February 19, 2026Attainment Scale:
Starting Point:
In May, Student 1 was reading 96 words per minute
In August student 2 was reading 98 words per minute
Midpoint:
On February 25
Student 1 will be at 106 words per minute
Student 2 will be at 111 words per minute
S will be answering 18 correct on comprehension test
Target Goal:
NOTE: THESE GOALS WERE REVISITED AND NEW GOAL formulated. SEE REBA MATHEW second goal for results.
Student 1:
When presented with a Curriculum Based Measure(CBM) reading fluency passage at 4th grade level, Mia will read the passage with a raw score of 111 and obtain a percentile of 30 on the spring CBM norms by March 13, 2026.
Student 2:
When given a grade 4 Oral Reading Fluency Curriculum Based Measure(CBM), S will read the passage with a raw score of 113 and percentile of 32 based on spring norms by March 13, 2026
When given a grade 4 Basic Reading Curriculum Based Measure(CBM), S will read the passages and answer comprehension questions with a raw score of 19 and percentile 30 based on winter norms by March 13, 2026
Notes
Reba Mathew and I met on Wednesday, April 15, to review Reba’s previously established student goals.  We are now in the relect and recommit phase of the vector model. Reba had established a fluency goal for both students and a comprehension goal for one of the students. Both made the fluency goals, but the student with the comprehension goal did not meet the goal. Reba shared with me that the girl with the comprehension goal encountered a great deal of anxiety during this time and this played into her lack of attainment of the goal.
Reba shared that she had been implementing the Visualizing and Verbalizing curriculum; however, she found that the students are now becoming bored with the curriculum and it did not really help the student attain the desired comprehension goals. Based on this reflection, she will revise her instructional approach and student goals. Reba demonstrates willingness to adjust strategies to better meet student needs, and a real commitment to improving student outcomes in both fluency and comprehension.
Reba is going use a novel study, Stuart Little, to continue the work on comprehension. She will incorporate strategies that require students to pull details from the text and sequence events to strengthen understanding. She will model the strategies using text from Reading A-Z and focus on the comprehension questions that accompany the text.
We developed an action plan for the continuation of our work.
- April 21: Review revised goals and monitor progress; focus on increasing student engagement and use of text evidence
- April 30:Â Continue review of focus on student engagement and use of text evidence.
- May 5: Begin vocabulary instruction
- May 12: Continue vocabulary focus and assess progress