Linear vs Nonlinear Functions Progress Monitoring Probes

About this resource

One skill, start to finish. A linear vs nonlinear functions 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 problems over two student pages, four problems a page: two tables of values, two equations, two graphs on a grid and two word situations. On every problem the student does the constant-change check (fills in the change row, the y values for x = 1, 2 and 3, the y row of a word table, or reads the dots on a graph), circles LINEAR or NONLINEAR, and writes the rate of change, or none. 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. Four of the eight problems on every form are linear and four are nonlinear, in a different order on each form. Linear problems include the ones students get wrong: an equation such as y = 2(x + 3) and a rectangle with a fixed width. Nonlinear problems include squares, cubes, doubling and tripling, a reciprocal and an absolute value.

WHAT IS INCLUDED - 24 pages, four probe forms of eight problems each (32 problems, none repeated), 8 student form pages, a graph-it page where the student plots one linear table and one nonlinear table, a two-page answer key, a directions page, a teacher notes page, a linear-and-nonlinear 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 change row, check table or word table to fill in for every problem
• Problems 1 and 5 are tables (x goes up by 1, then by 2), 2 and 6 are equations, 3 and 7 are graphs with open dots on the gridline crossings, 4 and 8 are word situations
• A circle-one LINEAR / NONLINEAR choice and a rate box on every problem
• No answers, goal text or scoring strip on a student sheet

Graph It

• One student page with two blank coordinate grids and two given tables (one linear, one nonlinear): fill in the change row, plot the points, circle one, write the rate

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 change row or y values shown and the kind of problem named
• Reading the misses: deciding from the first change only, mixing up the start and the rate, "goes up" is not "linear", equations that look different, misses that cluster on one kind of problem
• A side-by-side reference page: the same relationship as a table, an equation, a graph and a story, a linear one next to a nonlinear one

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 (Marcus, invented) and a family update and team handoff page

Standards Note

The skill is the topic of CCSS 8.F.A.3 (interpreting the equation y = mx + b as a linear function and giving examples of functions that are not linear). Check your own state's standards and your student's IEP for the wording you use.

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 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. Your district's own rules for goals and scoring go on the blank lines provided.

Who This Is For

Eighth and ninth grade special education teachers and case managers writing linear and nonlinear functions goals, math intervention and resource teachers, and the paraprofessionals who give the weekly probe.

More From This Store

Other single-skill progress monitoring probes in the same format include Exponential Functions, Proportional Relationships, Similar Triangles and Coordinate Distance. Search Bright Path Sped for your student's next skill.