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 Tuesday, May 12, for our final coaching session. We are in the Reflect and Recommit level of the Vector model.
At our last meeting which was one week ago, Reba had determined that she would meet with her two focus students to continue the Stuart Little book and to specifically work on sequencing and vocabulary. The focus students are two of her special education students who she pulls from the gen. ed. classroom to work on these goals. Due to schedules, she has not been able to pull them, so had not done any further work with the Stuart Little book. She is hoping to be able to finish the book by the end of the school year, which is next week, but is not sure she will be able to do so.
We discussed the progress that student S is making toward the goal of reading at a raw score of 144 with a 58% by May 21. At this point, at the last CBM on May 12, S was at a 134. The comprehension goal of achieving a score of answering 18 questions correctly has been met and hopefully will maintain throughout the remainder of the year.
Student M is now reading a passage and answering questions with 18 correct with a goal of answering 19 correct by May 21.
She is currently reading with a score of 140 and will hopefully meet her goal of 143 by the end of the year on May 21.
I asked Reba to reflect on the progress that the students had made since the beginning of the semester and she was pleased with their progress both in fluency and in comprehension. They continue to improve scores in both areas.
Reba and I then reflected on her major learning throughout the semester. She indicated that she was happy that she had implemented the Visualizing and Verbalizing curriculum and that even though her students eventually became disengaged in the curriculum, she felt as though it had contributed to their success in fluency and comprehension. She is very positive about the implementation of the UFLI curriculum and can see definite positives as a result of its use.
We then discussed her overall reaction to the course and again she was positive. She said the greatest impact that the course will have for her is the accumulation of great resources that she will be able to use with her students. She is already thinking about ways to use them next year. Her favorite module in the course has been the comprehension module as she felt as though much of the learning in the first course was of material in which, as a Special Education teacher she had already been familiar.
I believe the biggest frustration for Reba has been trying to schedule group time with her focus students, especially this time of year. But, overall she said she believes this has been a valuable experience.