Compound Subject and Predicate Progress Monitoring Probes

About this resource

One skill, start to finish. A compound subject and predicate IEP goal, four equivalent untimed 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.

Every form has eight sentences over two student pages, four a page. The student reads a sentence and circles COMPOUND SUBJECT, COMPOUND PREDICATE or NEITHER, and on two problems writes the two joined subjects or the two joined verbs. The kinds of problem are in the same places on every form, so the score means the same thing on Form A and on Form D. Every sentence is invented (animals and first names, past tense) and no sentence appears on two forms.

The longer NEITHER sentences have an "and" in them that joins two objects, two describing words or two places, so a student cannot pass by circling COMPOUND every time the word "and" shows up.

WHAT IS INCLUDED - 24 pages, four probe forms of eight sentences each (32 sentences, none repeated), 8 student form pages, a Write It page where the student writes sentences of their own, a two-page answer key, a directions page, a teacher notes page, a side-by-side reference page, a binder cover and divider tabs, a family update page

Start Here And The Goal

• A one-page quick start: six steps and which page is for which job
• A goal page with a sample goal (every bracket meant to be edited), the goal frame as type-in fields, a baseline table and three benchmark rows
• Lines for your district's own rules, this student's scoring rules and the supports the IEP allows

Four Probe Forms, A Through D

• A big My name line, one short instruction with a pencil picture, and a circle or box for every answer
• Problems 1, 2 and 3 are plain sentences to sort; problem 4 asks for the two subjects; problem 5 asks for the two verbs; problems 6, 7 and 8 are longer sentences to sort
• 24 circle problems and 8 write-in problems; across the four forms, 12 sentences have a compound subject, 12 have a compound predicate and 8 have neither
• Each of the three answers is right once among problems 1 to 3 and once among problems 6 to 8 on every form
• No answers, goal text or scoring strip on a student sheet

Write It

• One student page: write a sentence with two subjects, one with two verbs, a simple sentence about a pet, and one with two objects, on writing lines

Directions, Answer Key And Teacher Notes

• A directions page: what to say, what is on every form, how each kind of problem is placed
• A two-page answer key with a mark box per problem, the two joined words for every compound sentence, and the kind of problem named
• Reading the misses: circling COMPOUND for every "and", finding the subjects but not the verbs, misses that cluster on one kind of problem
• A side-by-side reference page with an example of each answer and a worked example

Data Log, Graph And Caseload

• A graph scaled 0 to 8 with twelve probe columns and a ten-row log
• A caseload summary grid, a filled-in example with a plotted graph (Jonah, invented) and a family update and team handoff page

How To Use It

Give Forms A, B and C on three different days and take the middle score as the baseline. Write the goal from the sample on the goal page. Then give one form a week in rotation, score it with the key, log it, plot it and look at the last three points.

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 probe forms print: the student circles and writes on paper. It is not Google Slides, Docs or PowerPoint.

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. 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 compound subject and predicate goals, ELA intervention and resource teachers, and the paraprofessionals who give the weekly probe.