Goal Setting for Student Progress Form

Teachers Name: ____Mrs. Ashley T. Kisamore______________________________________

Subject/Grade:
4th Grade Reading (1)
School Year: _15___ -_16___
Directions:
This form is a tool to assist teachers in setting a goal that results in measurable learner progress. NOTE: When
applicable, learner achievement/progress should be the focus of the goal. Enter information electronically into the cells
(the boxes will expand to fit the text).

Initial Goal Submission (due by _____________ to the evaluator)

This goal is based on 21 fourth grade students in a rural public
I. Setting (Describe the population and
school setting. Initial assessment shows nine students
special learning circumstances)
reading below grade level, four students reading on fourth
grade level, six were reading on a fifth grade level, and two
were reading at a sixth grade level. Included in this grouping,
one student is receiving Tier III reading interventions, two are
receiving Tier II reading interventions, and five are receiving
collaborative special education services.

II. Content/Subject/Field Area (The

area/topic addressed based on learner
achievement, data analysis, or
observational data)
III. Baseline Data (What is shown by the
current data?)

IV. Goal Statement (Describe what you

want learners/program to accomplish)

As of January 2016 after reevaluation, six students included in

this goal are receiving collaborative language arts services
and two students are receiving Tier II reading interventions.
I am focusing on improving my students overall reading level,
while primarily concentrating on comprehension. A large
number of the students in this group have tested to be
reading below the standard for their current grade level, so I
will put a strong emphasis on reading comprehension.
The September 2015 Qualitative Reading Inventory shows
nine students reading below grade level, four students reading
on fourth grade level, six were reading on a fifth grade level,
and two were reading at a sixth grade level.
Data attached
Between October 2015 and May 2016, students reading below
or on a fourth grade level will make one to two years progress
and students reading on a fifth through sixth level will
maintain their current level or make at least one year progress
based on the Qualitative Reading Inventory areas of accuracy,
fluency, and comprehension.

V. Means for Attaining Goal (Strategies used to accomplish the goal)

Strategy

Evidence

Target Date

Students will be exposed to a balanced

literacy approach to reading instruction
and workshop to highlight student
strengths and foster independence.
Students will be chosen for small group
instruction focused on the areas of
comprehension, accuracy, fluency, and
vocabulary development to target
students weaknesses.
Students will be given daily small group
reading instruction based on reading
performance level and academic areas

Lesson plans
Classroom observations

Ongoing (September-May)

Lesson plans
Classroom observations

Ongoing (September-May)

Lesson plans
Classroom observations

Ongoing (September-May)

of weakness to master skills.

Students will complete formal
presentations throughout the year to
demonstrate understanding,
comprehension, and application of realworld skills.
Students will participate in in-class
discussions about their reading with
their peers to develop comprehension
and discussion skills, and to foster
ownership and independence.
Students will be exposed to a print-rich
classroom environment.

Book Presentations

Ongoing (September-May)

Classroom discussions

Ongoing (September-May)

Classroom observations

Ongoing (September-May)

Teachers Signature ______________________________________

Date _________

Evaluators Signature _____________________________________

Date _________

VI. Mid-Year Review (Describe goal progress and other

relevant data)

Mid-year review conducted on____________

Initials:
Based on the mid-year Qualitative Reading Inventory
assessment, students are showing strong progress and are on
the way to meeting this goal.

_____(teacher)

Data attached

Teachers Signature ______________________________________

Date _________

Evaluators Signature _____________________________________

Date _________

End-of-Year Review
Appropriate Data Received
Strategies used and data provided demonstrate Student Growth as defined by SMART goals:
Yes No

Evaluators Signature _____________________________________

Date _________

_____(evaluator)