Goals
Stage: Target Goal
Goal Information
Date: April 10, 2026Attainment Scale:
Starting Point:
3 of the 4 students passed (7/10 or higher) CVC words, Digraph words, Added Ending -S words.
Only 1 of the 4 passed Double Consonant words (ff, ll, ss, zz)
Miley 5/10
Emma 6/10
Evenlyn 0/10
Ariana 8/10
Midpoint:
score 7/10 on Double Consonant words
Target Goal:
By May 1, three out of four girls below standard in phonics will score 9/10 on Double Consonant words, as measured by a classroom assessment.
Notes
REFLECT AND RECOMMIT
- Check-in
This is the last week of school with a half day on Thursday and Jennifer said she was “so happy!” She and her husband have a trip planned this weekend for a Meet and Greet with a pygmy hippo because, as she said, “I love hippos!”
- Course
Everything is complete and she has her grades – ending with a 95% in the class.
- Goal(s) Met?  YES
Three of the four girls mastered Double Consonant Words at 9/10 correct!
- To what do you attribute your success?
Extra practice, explicit instruction, small group, emphasis on how to spell it and what it says
- Is there anything you would have done differently?
meet more often – it was difficult to carve out time for this small group with her schedule to accommodate her first/second grade split class
- What new learning was significant?
fluency, more intentional teaching around phonics and word study, assessing phonological and phonemic awareness and utilizing results
- What is something you learned about yourself? Your students?
“I’m not as bad as I thought I was. Things I’ve done in the past, I now have a better understanding of how important each thing is in instructing all the strands in the rope.”
- What does taking this course mean for your work next year?
“I want to meet with my colleagues about the Science of Reading.” Jennifer is the only first/second teacher, and only has three other colleagues who teach K, third/fourth, fifth. We talked about the challenge of choosing what to share which would be simple, yet important enough for her colleagues to implement, hoping that they would have success and want more!
She wants to utilize Fluency Folders with partners to do repeated readings and to utilize choral reading more to increase engagement.
She reports that she has already taken something from each module and incorporated it into her instruction.
- When you consider our coaching times together, what things were helpful? Not helpful?
She reported that the late start we got was not helpful. I, the coach, didn’t get the names from this cohort as soon as I got the others, and then had to schedule them on the “opposite” week of my 12 coachees from Olathe. I told her I wouldn’t let that happen again and thanked her for the feedback.
Jennifer is “hungry” to have professional conversations, as evidenced by the length of our calls! She said, “Having conversations with someone who understands it has been nice…I don’t have that at my school.” I told her she was a joy.
- Final Word from Coachee:
“I’m exhausted! I enjoyed the class and the conversations wholeheartedly.”