Goals
Stage: Target Goal
Goal Information
Date: March 8, 2026Attainment Scale:
Starting Point:
Ava scored 9 /16, Mateo scored 8/16, and Selyane scored 9/16 on the fluency rubric.
Midpoint:
improve by 1 on the fluency rubric
Target Goal:
By May 18, a group of students at benchmark level in phonics, will improve fluency by 2 and score at least 10 as measured by the fluency rubric.
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 (Identifying Tier 2 Words and the Frayer Model from module) 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
Teacher reported being OK. Tiberius and Georgia are super excited about summer break! They have summer plans to visit the pool and the library.
- Course
All tests and Application Tasks are turned in.
- Goal(s) Met?  YES
- To what do you attribute your success?
Teacher shared:Â creating a team of herself, the students, and the Title I teacher.
I added:Â making the task fit her librarian role, her commitment, her faithfulness in meeting with her group, her creativity, and the skill with which she built their confidence.
- What new learning was significant?
Scarborough’s Rope and the significance of each strand. This course expanded knowledge of the higher half. I added that, even in her librarian role meeting with classes once a week, she can model comprehension strategies in the books she shares. We talked about her planning thoughtful and intentional questions that go beyond, “What color was the bicycle???”
- What is something you learned about yourself? Your students?
“I CAN do it! I wasn’t the strongest of students before, but this has really improved my technical reading skills. I did it!”
- What does taking this course mean for your work next year?
“I want to use the Frayer Model next year AND find ways to incorporate more writing into my library lessons. Some challenges for our students are creating good sentences and having good word choice.”
- When you consider our coaching times together, what things were helpful? Not helpful?
positive encouragement, finding a “fit” for her librarian role (I shared that I volunteered to be her coach and I was so glad I did!), NOT requiring her to submit videos to me(!)
“It was a really positive experience and didn’t stress me too much. I wanted to give up, but I didn’t!”
- Final Word from Coachee:
“I just really appreciate your help and support and the way you guided me as we talked through things.”