Dawna Street

I reached out again to Dawna on April 8 as I had not heard from her after repeated email attempts.  She did respond to that email and sent information about her student goal attainment progress and instructional strategies.  The goal statement will be modified to reflect her changes since our last meeting in February.

Dawna was candid about her limited progress in meeting course requirements.  She indicated that she did address her professors about her limited time to complete the modules. She is currently still on module 3.  I offered to support her in any way possible.  She assured me that she is planning to devote her full attention to the process as her final annual review IEP meeting for the year is tomorrow.

Dawna also indicated that she has been suffering from headaches that have limited her ability to focus on the course.  She has had repeated parental involvement issues and limited support to help her provide specially designed instruction to her diverse caseload of students.  We spent time analyzing a current student’s profile; his IEP meeting tomorrow will involve initial identification and creation of a behavior plan.  We discussed the components of the plan that need to be included as she is drafting that plan tonight.  Given the time of year, her plan will not include literacy goals (school ends on May 21).

Goal attainment:  Prior to our meeting, Dawna sent the following information, and we discussed each component during our coaching session.  She wil complete a progress monitoring assessment this week.

I have been working with my student on vocabulary development to support her access to grade-level text.

Goal:  By the end of the semester, Jennifer will demonstrate improved understanding of grade-level academic vocabulary by correctly identifying, defining, or using targeted vocabulary words from grade-level texts with at least 80% accuracy across three consecutive data collection points.

Baseline Data (late February): Using a grade-level informational passage, Jennifer demonstrated understanding of 3 out of 10 targeted academic vocabulary words (30%).

Progress Data (late March): Using a similar grade-level passage and targeted vocabulary set, Jennifer demonstrated understanding of 6 out of 10 words (60%). 

Instructional Strategies Implemented:

• Pre-teaching key vocabulary before reading
• Providing repeated exposure to targeted vocabulary
• Supporting oral reading of grade-level passages
• Reinforcing vocabulary during and after reading activities