2D and 3D Shape Identification Picture Probes

About this resource

One skill, start to finish. A picture-based shape identification IEP goal, six equivalent probe forms covering 2D and 3D shapes, and a graph scaled to the probe. Baseline on Monday, goal written by Tuesday, first data point on Friday.

This is the picture-first companion to the store's own text-based shape probes: Classifying 2D Shapes and 3D Shape Attributes (Faces/Edges/Vertices) each measure a shape by having the student read a SENTENCE that states its attributes in words, built for a 2nd-5th grade reader. Here the student never reads a sentence at all: one drawn shape at a time, CSS for the flat shapes and shaded SVG for the solids, and the student writes only its name. It is also not the store's 2D Shape Identification Sort Task Box, where the child marks a shape-NAME tile already printed on the card and never writes anything; here the student writes the name with no list of choices in front of them, on a goal page with six rotating forms and a graph, and it covers 3D shapes as well as 2D.

WHAT IS INCLUDED - 18 pages, six probe forms, 365 type-in fields, a binder cover and divider tabs, a family update page, a two-page teacher answer key

A Binder Cover And Divider Tabs

• A binder cover with student, case manager and school year fields, cut and slide into a binder front or folder tab
• Six divider tabs, one per section of this file, print and cut

The Goal Page

• What the probe measures, in one paragraph
• A sample goal, invented, with every bracket meant to be edited by the team
• The six-part goal frame as type-in fields: by (date), given, student will, criterion, on ___ of ___ consecutive probes, as measured by
• A baseline table: three probes and the median
• Three benchmark rows with target date, target score, actual score and met
• The administration and scoring directions
• Lines for this student's own scoring rules, and a box for what the errors say to reteach

Six Probe Forms, A Through F

• Ten drawn shapes per form, one at a time: the same eight 2D shapes every form (circle, square, triangle, rectangle, pentagon, hexagon, oval, rhombus), plus two of six 3D shapes (cube, sphere, cone, cylinder, pyramid, prism) that rotate in a fixed pattern
• Every 3D shape appears in exactly two of the six forms, and no two forms show the same pair of 3D shapes
• No sentence, no word bank, no printed side or face count anywhere on the page -- the drawing is the only input, and color is the same on every shape so it is never a shortcut
• The student writes only the shape's name in a boxed blank -- not a description or a tally -- so the answer key stays short and the score stays specific
• “Prism” is drawn as, and always means, a rectangular prism (a box); this probe does not draw a triangular prism
• Every form is a student sheet and nothing else: a big My name line, a small date line, one short instruction with a pencil picture, the ten problems numbered with room to work in every box, and one small gray tag naming the skill and the form letter. No goal text, no scoring strip, nothing addressed to an adult
• Rounded sans-serif type throughout, large, with white space (built to the store's student page standard)

The Answer Key And Scoring (Two Teacher Pages, 16 And 17)

• Every answer for all six forms, generated by the same code that draws the problems, in a numbered table that matches the numbers on the student sheet
• Under each form's answers, a row of boxes to mark each item and a Correct ___ / 10 box, so the scoring strip that used to sit on the form is here instead
• The giving-the-probe directions from the goal page, repeated on both pages, with the scoring rules: untimed, self-corrections count as correct, log the score the same day

The Data Log And Graph

• A y-axis already scaled 0 to 10, twelve probe columns, and the instruction to draw the aim line from the baseline to the criterion first
• A twelve-row log: date, form, correct, errors, the score used on the graph, and notes

The Caseload Summary

• Twelve student rows, baseline and criterion, eight probe columns, a trend column and a decision column
• For the data meeting: rows that are flat together are a group, a row that is flat alone is a different question

A Worked Example

• Mason, kindergarten, invented. Twelve weekly probes: the baseline taken as a median, the aim line, three points under it forcing a teaching change (sorted the missed shapes into a hands-on shape box and practiced naming them for five minutes a day before returning to the probe), the criterion met, and the progress-report sentence the log produces. Every number in that sentence is on the log.

A Family Update And Team Handoff Page

• A family update with blanks for this week's score and how it compares to the goal, ready to send home or read at a conference
• A team handoff checklist for a substitute, a new provider or a shift change, so whoever gives the probe that week knows exactly what to do
• A meeting summary sentence with blanks for the two numbers off the log, ready to drop into the progress report

What This Is, And What It Is Not

It is a fillable PDF. The goal page, the data log, the caseload page, the name and date lines on every student sheet, and the mark boxes and Correct box on the answer key are type-in fields: open the file in a PDF reader, click a line or a cell, type, and Save As once per student. The probe forms are meant to be printed: one copy per student per week, the student writes on the form, and that same sheet is the one you score. It works offline with no account or subscription. It does not calculate percents or draw the graph.

It is not a norm-referenced assessment and it carries no benchmark score or "typical" rate. The criteria in the sample goal are in brackets because your team sets them from the baseline and the student's IEP. Every probe is untimed on purpose; the goal page says so, so the condition stays the same all year.

Who This Is For

PreK, kindergarten, first and second grade special education teachers and case managers writing shape identification goals for any age student, early intervention and life skills teachers, and the paraprofessionals who give the weekly probe. This is the prerequisite skill to the store's own Classifying 2D Shapes and 3D Shape Attributes probes, for a student who is not yet reading an attribute sentence.

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