Goals
Stage: Target Goal
Goal Information
Date: February 26, 2026Attainment Scale:
Starting Point:
Starting Point scores range from 125 to 162.
Midpoint:
4/6 students at 137
Target Goal:
By May 2026, 4 out of 6 students in my fluency intervention group who are currently reading below the 5th-grade benchmark will increase their oral reading fluency to at least 150 words correct per minute during a warm read of a grade-level ReadWorks fluency passage, as measured by weekly progress-monitoring checks.
Stage: Target Goal
Goal Information
Date: May 18, 2026Attainment Scale:
Starting Point:
Think about what module content area might be most applicable to and valuable for their grade level instruction
Midpoint:
Identify strategies
Target Goal:
By May, 2026, the teacher will select a content area module (Syntax) and identify strategies from the course (The Syntax Project) 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
*Rescheduled from 5/18/26 because seniors were walking the hall that day at 3:00!
REFLECT AND RECOMMIT
- Check-in
Amber was ill and absent yesterday, but drug herself in today. I appreciated her making time for the call when she didn’t feel well AND had to set up after school today for the 5th grade recognition breakfast and ceremony tomorrow morning!
Bri got to wear her cords (it was in doubt earlier) and enjoyed her graduation party.
- Course
Finished Monday night before she got sick!
- Goal(s) Met?  YES
We had previously celebrated her students achieving their fluency goal of 150 wpm. I asked if this had translated into their scores on Fastbridge and she said ALL her students had “beautiful growth.” Even some of her non-English speakers at the start of the year got to 70 wpm!
She described the work she and Jenica did utilizing slides from the Syntax Project. She said she is excited to start early and implement throughout the year next year. They combined and expanded sentences, changed word forms, and re-emphasized (and checked for) capital letters, making sense, and ending with punctuation. She said the students loved it! (I said that anything that you can get fifth graders to love is really something!) They worked with partners, and then wrote their sentences on the board for everyone to “check” for the above three things.
- To what do you attribute your success?
(see previous log)
- What new learning was significant?
She said the speakers were “cool.”
morphology, syntax, and interactive read-aloud
“The course has been both affirmation and challenge.”
- What is something you learned about yourself? Your students?
“I can always learn. I want to do, try, and share this!” She said she has been so enthusiastic about sharing with her teaching partner, Jenica, that Jenica has said, “Stop sending me stuff at 11:00 at night!”
- What does taking this course mean for your work next year?
They have talked as a PLC and a whole school about starting the syntax work earlier and being more mindful in the planning and execution of it, as one example of implementing new learning.
- When you consider our coaching times together, what things were helpful? Not helpful?
“keeping me on track”
giving advice/support with goals
being a listening ear – she said she appreciated my understanding of her school context (Title I with high need). I said her students deserve the best of teachers, and they have that in her. I commended her devotion, her enthusiasm, and her skill. When I said, “I see you. I affirm you…” she got tears in her eyes.
- Final Word from Coachee:
“I appreciate the support.”
She went on to share that they have seen their ARC(?) data, and reading is moving in the right direction, but math has “shot up to average in grades 3-5.” I said that made some sense to me, because, in my experience, ELL students often made more progress in math than reading in the beginning, but I thought they would see similar improvement in reading if they keep at it.