Academic

Progress Monitoring
Kaylee Clark Special Education

Student:
Shelby

Dates Observed:
9/9/14 10/ 13/14

Background Information:

Shelby is a first grade student from Sully Christian. She comes to Lynnville
Sully for special education services for 50 minutes, four times a week. She has both
a reading and math goal. Her reading goal is based on first letter sounds. I talked
with Mallory, my cooperating teacher, and she said she really wanted to start
moving Shelby to phoneme segmentation rather than first letter sound. Shelby had
been doing really well with that and had almost reached her goal, and that is why we
decided to move her to the next step. Shelby did not have any experience with
phoneme segmentation so I had to really start from the very beginning.

Goal:

The goal was to have Shelby reach or go beyond 35 sounds by doing two, one
minute probes per week, one on Monday and one on Friday. We did phoneme-
segmenting practice every day for ten minutes.

Plan of Action:

Shelbys IEP goal states that she gets 20 minutes of reading instruction. Ten
of those minutes will be allotted for phoneme-segmenting instruction and practice.
She also gets some instruction from the Sully Christian principal and her general
education teacher, but that isnt always focused on phoneme segmentation.

60
50
40
30

Progress
Goal

20

13-Oct

11-Oct

9-Oct

7-Oct

5-Oct

3-Oct

1-Oct

29-Sep

27-Sep

25-Sep

23-Sep

21-Sep

19-Sep

17-Sep

15-Sep

13-Sep

11-Sep

9-Sep

10

The graph above shows the data that I recorded from working with Shelby. I

did two probes a week, usually one on Monday, and one on Friday. I used the Dibels
progress-monitoring probe for phoneme segmentation and used a fluency-scoring
booklet to record the results. Shelby responded very well to the instruction and
probing. She looked forward to the probes and seeing her results. We would always
begin by talking about what she scored last probe and what our goal was for this
week.

For instruction I used the Florida Center for Reading Research reading

materials. They created activities that teachers can use in their classrooms to work
on phonological awareness, phonics, fluency, vocabulary, and comprehension. I
used several activities from the Phoneme Segmenting/Blending section. Shelby
seemed to really enjoy these activities, and they were hands on, which is the way

she learned best. I would get a new activity each week for her to do. At the
beginning of the week we would do the activities together, and by the end of the
week she could do them independently. I also started working on her spelling
words with her. I had her blend out the word; count how many sounds she heard,
and then spell the word. This seemed to help with the blending instruction, and we
also saw improvement on her spelling test scores.

Overall, Shelby did awesome! She responded very well to instruction and

you can see that in the data. She didnt have any knowledge of phoneme
segmentation so once it was introduced she caught on very fast. It was fun to see
her growth throughout the past month. Shelby reached and went above the goal I
set for her.