“How do you take worthwhile data if the session’s only five minutes?”

Totally fair question. And honestly, it was something I worried about too when I started using this model. But after years of running quick sessions (and tracking real progress), I can confidently say: yes, you absolutely can take meaningful data, and do it efficiently.

Here’s how I keep up with progress monitoring in a 5-minute speech setup without letting anything fall through the cracks.

I take data every single session.

Because the sessions are short, there’s really no reason not to. I’m already tracking productions for accuracy anyway, so I build data collection into the flow of the session.

Whether we’re drilling words, phrases, or sentences, I’m keeping a tally of correct/incorrect productions and making quick notes on things like:

Consistent errors
Placement issues
Levels of support
Anything I want to cue or revisit next time

It’s fast, informal, and super helpful when I go back to write progress notes or prep for an IEP.

I mostly use digital tools, but I keep paper as a backup.

My go-to is the Articulation Station Hive app. It lets me run through word lists, take tallies, and see accuracy percentages right on the spot. It’s quick, clean, and I can pull up a student’s progress instantly.

But I always keep paper data sheets in a binder. Tech can die, apps can glitch, and sometimes I just need to jot down a note in the moment. My binder has tabs (one per student or per sound, depending on how I’m grouping), and I always have a pen clipped to it.

Digital makes reporting easier. Paper keeps me covered.

My system is simple, and that’s the point.

Here’s what I carry when I’m doing 5-minute speech:

iPad with Articulation Station Hive app open
Binder with student info and printed data sheets
Tabs to separate students or sounds
Quick sticky notes if I need to remember something after the session

I don’t use any fancy forms or trackers. I just need something that shows what we worked on, how they did, and what to do next. When you’re rotating through students every few minutes, you don’t have time for over-complicated systems.

What I look for when progress slows

Sometimes, despite consistent sessions, I notice a student’s data isn’t moving much. Maybe their accuracy is stuck. Maybe carryover isn’t happening.

When that happens, I don’t panic, I adjust. I might:

Change the level of support
Shift from word to phrase level (or back down if needed)
Try different cues or visuals
Ask myself if they’re really a fit for the 5-minute model right now

That last one is big. If a student isn’t progressing, it doesn’t mean they’re not capable. Instead it might just mean they need a different setup. More direct teaching. A longer session. Different materials.

I use my data to guide that decision, not guesswork.

Data doesn’t have to be complicated.

You don’t need a color-coded binder system and multiple different checklists to track student progress. If the model is working, your data will reflect that. If it’s not, the data will show that too.

The most important thing is staying consistent and actually using the data, not just collecting it. That’s what helps me keep students moving forward, even when I only see them for five minutes at a time.