Goals
Stage: Target Goal
Goal Information
Date: February 26, 2026Attainment Scale:
Starting Point:
Sophie and Aubrey are currently at a 5 on the Fluency Rubric.
Sophie - 12/56 wpm
Aubrey - 18/56 wpm
Midpoint:
score 7.5 on the rubric
Target Goal:
By May 19, a group of students below-level in fluency will improve from 5 to 10 on the Fluency Rubric and improve by at least 10 wpm on the Fastbridge Reading CBM.
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 & Syntax) and identify two strategies from the course (Word Webs from the module and Syntax Project from class) 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
Jack is feeling “done” with his Freshman year, even though he has two more days of school. :-). When asked about the last, crazy week of school, Katie said, “It’s OK,” after a moment of hesitation. When asked about her summer plans, she said she will be a “Muber,” (Mom Uber) for golf and weights and softball and baseball, and tournaments.
- Course
She has finished everything, getting all the points on Application Task 11/12 and getting 54/55 on the final test! “It was hard,” she said. All the more reason to celebrate getting 54/55!!!
- Goal(s) Met?  YES
On our previous call, we celebrate meeting both her student goal (fluency for Aubrey and Sophie) and her teacher goal (Word Webs and The Syntax Project).
- To what do you attribute your success?
(see previous call log)
- What new learning was significant?
The class was so informational. I see more value and purpose in things my curriculum requires me to do. It has helped me focus more on certain aspects of the rope. Building prior k owledge and teaching vocabulary has increased comprehension and helped me make Wit and Wisdom more accessible for my students. I have to remember that they can do orally (with me accessing the text) things that they cannot yet in written form or when accessing text themselves. I said, “You’re saying that your deeper understanding of reading has deepened understanding for your students,” and she said, “Yes!”
- What is something you learned about yourself? Your students?
“I like to take shortcuts, if I can. There were none!” It’s more than phonics in first grade. …have to teach all the parts.
- What does taking this course mean for your work next year?
“I really did enjoy the classes.  I want to start with more vocabulary focus in the early Wit and Wisdom books. I have found it will help their comprehension develop more AND improve their end-of-unit writing. For example, the final unit required us to write an opinion piece on if/why we should ‘admire’ Cinderella. First, we did a whole web to give them an understanding of “admire.” Then we identified some traits that were admirable. Not every paragraph was amazing, but some of them were, and they were definitely better than tasks we have done previously. We broke it all down, and I wouldn’t have done that without this class.”
- When you consider our coaching times together, what things were helpful? Not helpful?
She said that our brainstorming had been helpful in getting the girls “unstuck.” She said it was helpful that I was someone she could talk to and someone who reciprocated respect.
I acknowledged her great work, even in the “busyness” of daily teaching. She has been a delight and our calls were actually fun, and she agreed.
- Final Word from Coachee:
“Thank you so much. This was really helpful.”