Goals
Stage: Starting Point
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: Midpoint
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
During a personal check-in, Katie shared that Easter was good, Jack is feeling better and golf is going well, and Peyton has basketball and softball games this weekend and tried out and made the cheerleading team for next year!
The second course is going “OK” so far. She has taken the tests for Modules 7 and 8.
I shared that we have two purposes today:Â to talk about her work toward her student goal and to identify the area and strategies she might use for her teacher goal.
She has recently assessed Sophie and Aubrey on wpm and on the rubric. Aubrey is still at 18 wpm, and has some phrasing, but lacks confidence. She did not “qualify” for a one-on-one group, so she is in a group working on long vowel/silent e with a fluency part added. She is still a 5 on the rubric. Sophie has been instructed on fluency in a one-on-one group and has increased from 12 to 20 wpm and now scores a 7 on the rubric. She has almost reached the 50% goal stage of 7.5. We talked about the possibility of adding Aubrey to Sophie’s group because without more time devoted specifically to fluency instruction, she may not improve much. I asked Katie to identify two areas of fluency on which she might focus for the next two weeks, and she selected Phrasing and Expression/Volume as important and “doable” avenues to moving up on the fluency rubric. She has been utilizing repeated reading of sentences and passages, echo reading with phrasing, sight word games to increase automaticity. She says that she has specifically defined and modeled and instructed them in all four components of the rubric. We explored the role that YOU statements might have in increasing their confidence and the possibility of using Reader’s Theater to increase motivation and enjoyment.
I reminded her of the six module content areas, and she said that she had found great value in the class on Vocabulary instruction. She wants to try new strategies from that module to embed in her current Wit & Wisdom unit. She will try the word web first and then will be practicing identifying Tier 2 words within their readings.
We will meet again on 4/21/26 at 1:00.