Blends and Digraphs Progress Monitoring Probes Bundle

About this resource

The blend and digraph sequence split into the three skills it actually is, each with its own IEP goal, six equivalent probe forms and a graph scaled to the probe.

Beginning blends, ending blends and digraphs, split into three files. Every other listing on this shelf mixes them, and a student who reads beginnings cleanly and drops endings cannot show it on a mixed page.

WHAT IS IN THE BUNDLE - 3 fillable PDFs, 42 pages, 18 probe forms

• Beginning Blends Progress Monitoring Probes - 14 pages, 6 forms
• Ending Blends Progress Monitoring Probes - 14 pages, 6 forms
• Consonant Digraphs sh ch th wh ng Progress Monitoring Probes - 14 pages, 6 forms

What Every File Contains

• A goal page: what the probe measures, a sample goal (invented, every bracket edited by your team), the six-part goal frame as type-in fields, a baseline table for three probes and the median, benchmark rows, the administration and scoring directions, and lines for this student's own scoring rules
• The probe forms: ten items each, drawn the same way, rotated so the graph is the student and not the paper. Every form carries the goal it measures, plus a type-in box for the goal as written for this student, so the goal prints on the sheet the person giving the probe is holding
• A data log and graph: twelve rows, a y-axis already scaled to the probe, the aim line drawn first
• A caseload summary: twelve student rows, baseline and criterion, eight probe columns, a trend column and a decision column
• A worked example on that skill: an invented student, twelve weekly probes, the baseline taken as a median, three points under the aim line forcing a teaching change, the criterion met, and the progress-report sentence the log produces

What This Is, And What It Is Not

Fillable PDFs. Goal pages, the goal box on every probe form, data logs and caseload pages are type-in fields: click, type, Save As once per student. The probe forms are meant to be printed. Works offline with no account or subscription; nothing calculates or draws the graph for you.

Not a norm-referenced assessment. No benchmark scores, no "typical" rates; the criteria in the sample goals are in brackets because your team sets them from the baseline and the student's IEP. Every probe is untimed on purpose and the goal pages say so, so the condition stays the same all year.

Who This Is For

Special education teachers and case managers writing decoding goals for any age student, first and second grade intervention and Title teachers, and the paraprofessionals who give the weekly probe.