Goals
Stage: Target Goal
Goal Information
Date: April 14, 2026Attainment Scale:
Midpoint:
By April 10, a group of third grade students without an adequate grasp of Heart Words will read and spell correctly a total of 4 new Heart Words as measured by a classroom assessment.
Target Goal:
By May 19, 2026, a group of students without an adequate grasp of Heart Words will read and spell correctly a total of 12 new Heart Words as measured by a classroom assessment.
Stage: Target Goal
Goal Information
Date: April 28, 2026Attainment Scale:
Starting Point:
Think about what module content area might be most applicable to and valuable for their grade level instruction
Midpoint:
Identify two strategies
Target Goal:
By May, 2026, the teacher will select a content area module (Vocabulary) and identify two strategies from the course (Selecting Tier 2 Words and POSSUM) to explore and implement in the classroom and discuss with the coach: 1) what they tried, 2) how it went, 3) student response, 4) own reflections, 5) connections to their work.
Notes
REFLECT AND RECOMMIT
- Check-in
Elle was happy with her graduation party and her mother (Courtney) described her Commencement speech as, “lovely.”
Today was Courtney’s last day of teaching for the year because she is going to the Nationals Speech and Debate Tournament with two of her sons and they are leaving early in the morning. She is knee-deep in lesson plans and lists, but still took time for our call today. 🙂
- Course
Everything is finished! She is disappointed that there is no record of her turning in the work for Module 5, and since that was from the first course, she can’t do anything about it. She believes she turned it in and is devastated with her 86%. :-(. Her husband said to let it go, but it is hard!
- Goal(s) met?  YES
We discussed on our previous call that both of her goals were met!
- To what do you attribute your success?
Discussed previous call…
- Is there anything you would have done differently?
“NO. I love what I came out with and implemented. It exceeded my expectations in what I could take away and implement.”
- What new learning was significant?
new resources, exciting added bonuses
She said that her students typically had mastered the content from the first course by the time they arrive in her classroom, but it was helpful to see “the learning journey” they had taken to get there.
- What is something you learned about yourself? Your students?
“I can juggle a lot! I’m proud…”
- What does taking this course mean for your work next year?
She stated that she has learned new skills. Two examples are that she wants to include the Heart Words Work into her centers next year, if there is a need, and she stated, “I love POSSUM!” and plans to use it from the beginning.
- When you consider our coaching times together, what things were helpful? Not helpful?
She said it was helpful that I was encouraging and supportive, and that I asked thought-provoking questions and gave her time to think before answering. She said I was a “godsend” because she was struggling with the load this semester. Â
- Final Word from Coachee
She shared with me that Brianna (one of her goal students) went from RED to GREEN on the Fastbridge with an increase of 39 points!!! She said, “ALL of my kids were double-digit in their increases. It’s good to know that killing myself is making a difference!”
She ended with, “Thank you! You were a pleasure to work with!”
I told her what a delight she had been, with her preparation, her engagement, her devotion, and her development, and she said, “Shouldn’t every teacher show that?” I said, “Yes, but they don’t.”