Arrays Probes

About this resource

One skill, start to finish. A repeated addition and multiplication IEP goal, six probe forms and a one-minute form that measure it, answer keys and a graph scaled to the probe. Baseline on Monday, goal written by Tuesday, first data point on Friday.

Every item is a picture of dots in rows. The student counts the rows and the dots in each row, then writes two math sentences: the adding sentence (4 + 4 + 4 = 12 for 3 rows of 4) and the times sentence (3 x 4 = 12). Each array has 2 to 5 rows with 2 to 5 dots in every row. Each form has eight different arrays, none repeated on the same form, and the forms draw on the same thirteen array shapes, so the score means the same thing on Form A and on Form F.

WHAT IS INCLUDED - 22 pages, six untimed probe forms of eight arrays each (48 arrays), a one-minute form of eight more arrays, 481 type-in fields, a three-page answer key, a how-to page with a worked array, teacher notes, a binder cover and divider tabs, a family update page

A Binder Cover And Divider Tabs

• A binder cover with student, case manager and school year fields
• Six divider tabs, one per section of this file, print and cut

The Goal Page

• A sample goal with every bracket meant to be edited by the team
• The 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 giving-and-scoring directions, and lines for this student's own scoring rules

How To Write The Two Sentences (Page 6)

• A student page with a worked array: 3 rows of 4, 4 + 4 + 4 = 12 and 3 x 4 = 12
• Four steps (count the rows, count the dots in one row, write the adding sentence, write the times sentence) and two try-it arrays with lines to write on

Six Probe Forms, A Through F (Pages 7-12)

• Eight arrays per form, one array to a row, with a picture of the dots on the left and two writing lines on the right: adding and times
• A big My name line, one short instruction with a pencil picture, room to write for every array
• No answers, goal text or scoring strip on a student sheet

A One-Minute Form (Page 13)

• Eight more arrays on one page for a timed check, with its own log on the graph page

A Three-Page Answer Key (Pages 14-16)

• The adding sentence and the times sentence for every array on all six forms and the one-minute form, so a paraprofessional can score without working out the math
• A Right? box for each array and a Correct ___ / 8 box under each form

Teacher Notes (Page 17)

• Reading the errors: the rows read as the addend, a total that slipped, and a times sentence left blank

The Data Log And Graph (Page 18)

• A y-axis already scaled 0 to 8, twelve probe columns, and the instruction to draw the aim line from the baseline to the criterion first
• A nine-row log with date, form, correct, errors, the score used on the graph and notes, plus a separate five-row one-minute log

The Caseload Summary (Page 19)

• Twelve student rows, baseline and criterion, eight probe columns, a trend column and a decision column

A Worked Example (Page 20)

• Ava, third grade, invented. Twelve weekly probes: the baseline as a median, three probes under the aim line forcing a teaching change, the criterion met, and the progress-report sentence the log produces

A Family Update And Team Handoff Page (Page 21)

• A family update with blanks for this week's score, a team handoff checklist, and a meeting summary sentence with blanks for two numbers off the log

What This Is, And What It Is Not

It is a fillable PDF. The goal page, data log, caseload page, family update page and the Right? boxes 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 print clean: the student writes on paper, and the dots print in solid black.

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. The six forms are untimed on purpose, so the condition stays the same all year; the one-minute form is a separate measure with its own log. Your district's own rules for goals and scoring go on the blank lines provided. It is not a Google Slides, Docs or PowerPoint file.

Who This Is For

Second and third grade special education teachers and case managers writing repeated addition and multiplication goals, intervention teachers, and the paraprofessionals who give the weekly probe.