Lines of Symmetry Progress Monitoring Probes

About this resource

One skill, start to finish. A lines-of-symmetry 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 store already sells a Reflections and Rotations probe, an 8th-grade transformation skill; counting a shape's own lines of symmetry is a distinct and earlier geometry skill, and had no probe in the store before this one. Each form shows ten drawn shapes — one each of a square, a rectangle, an equilateral triangle, an isosceles triangle, a scalene triangle, a regular pentagon, a regular hexagon, a regular octagon, a parallelogram, and a rhombus — and the student writes a single number, 0 through 8, for how many lines of symmetry it has. Every shape is drawn at a real size and a real rotation, computed and drawn by code, so a square can never be stretched into a rectangle and the printed figure always matches its own correct count.

WHAT IS INCLUDED - 18 pages, six probe forms, 367 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 shapes per form: one each of a square, a rectangle, an equilateral triangle, an isosceles triangle, a scalene triangle, a regular pentagon, a regular hexagon, a regular octagon, a parallelogram, and a rhombus
• Every shape is drawn at its own real rotation and real size — a true rotation and a uniform scale, never a stretch that could turn a square into a rectangle
• The rotation a shape type is drawn at never repeats for that same type across the six forms, and neither does its size
• Sixty different shapes across the six forms, ten of each type, one of each type on every form
• The student writes one number, 0 through 8, never a shape name
• 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, no directions: nothing on the page is written for 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

• Micah, fourth grade, invented. Twelve weekly probes: the baseline taken as a median, the aim line, three points under it forcing a teaching change (folded a paper cutout of each shape in half along a guessed line before each probe, checking whether the two halves actually matched before writing a number), 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

Fourth and fifth grade special education teachers and case managers writing basic geometry goals for any age student, intervention and math resource teachers, and the paraprofessionals who give the weekly probe.

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