Professional Documents
Culture Documents
Academic Progress Monitoring1
Academic Progress Monitoring1
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.