Break Apart Multiplication Progress Monitoring Probes

About this resource

One skill, start to finish. A break apart multiplication IEP goal, six equivalent probe forms that measure it, an answer key and a graph scaled to the probe. Baseline on Monday, goal written by Tuesday, first data point on Friday.

Each problem gives the second factor already broken into two parts, such as 7 × 8 as 7 × 5 and 7 × 3. The student writes both partial products and adds them. Five problems on every form are written as equations and five as area models, so the same skill is measured two ways and the score still means the same thing on Form A and on Form F.

WHAT IS INCLUDED - 19 pages, six probe forms of ten problems each (60 problems, none repeated), 362 type-in fields, a two-page answer key, a teacher notes page, 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 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 giving-and-scoring directions, and lines for this student's own scoring rules

Six Probe Forms, A Through F

• Ten problems per form: five equations with two partial-product blanks and a total, five area models with the parts labeled and the boxes left empty
• Second factors from 6 to 16; the larger ones split at ten, the smaller ones at five or near half
• A big My name line, one short instruction with a pencil picture, room to write in every problem
• No answers, goal text or scoring strip on a student sheet

A Two-Page Answer Key (Pages 12 And 13)

• Every problem for all six forms with its two partial products and total, so a paraprofessional can score without doing the math
• A mark box for each problem and a Correct ___ / 10 box under each form

Teacher Notes (Page 14)

• Reading the errors: a wrong partial product points to a fact, a wrong total points to the adding
• What to try when a student cannot start, and why the same problem can be split two ways

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

A Worked Example

• Nia, fourth grade, invented. Twelve weekly probes: the baseline as a median, three points 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

• 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 mark 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 six probe forms print clean: the student writes on paper.

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, so the condition stays the same all year. Your district's own rules for goals and scoring go on the blank lines provided.

Who This Is For

Third, fourth and fifth grade special education teachers and case managers writing multiplication goals, intervention teachers, and the paraprofessionals who give the weekly probe.