Coin Identification Progress Monitoring Probes

About this resource

One skill, start to finish. A coin-identification IEP goal, six equivalent probe forms that measure it, and a graph scaled to the probe. Baseline on Monday, goal written by Tuesday, first data point on Friday.

This is a PICTURE probe, the reverse of the store's own Counting Mixed Coins Progress Monitoring Probes: there, every item names a set of coins in WORDS and the student totals the value in cents, and that product's own directions say a student who cannot yet tell a dime from a nickel by sight is not ready for it — coin identification is the goal that comes first. Here the student sees one drawn coin at a time, a flat circle sized to its real comparative diameter, and writes only its name; no totaling, no cents, no value math. It is also not the store's Coin Value Identification Sort Task Box, a sort-and-choose task box where the student picks a name tile from a short printed list next to the coin; 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 — this line's own progress-monitoring shape, not a task box.

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 coins per form, one at a time, each at its real comparative size -- the dime is drawn smaller than the penny or the nickel even though it is worth more, the one size trap every form carries
• A fixed, even split every form: two coins appear three times and the other two appear twice (3 + 3 + 2 + 2 = 10); across the six forms, every one of the six possible two-coin pairings gets that extra turn exactly once, so no coin is shown more often than another once all six forms are counted
• No words, no cent value and no dollar sign printed on any coin -- only color, size and edge (reeded or smooth) tell one from another, the same way a real coin does, so sight is what gets scored, not a printed number
• 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

• Diego, kindergarten, invented. Twelve weekly probes: the baseline taken as a median, the aim line, three points under it forcing a teaching change (practiced sorting a real penny, nickel and dime by touch and size for five minutes a day, holding the quarter back until the dime was solid, 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

Kindergarten, first and second grade special education teachers and case managers writing coin 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 Counting Mixed Coins Progress Monitoring Probes (coin VALUE), for a student who is not yet ready for that one.

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