Parallel and Perpendicular Lines Progress Monitoring Probes

About this resource

One skill, start to finish. A parallel and perpendicular lines 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, and every picture is drawn: three "name the pair" problems (look at two drawn lines and circle PARALLEL, PERPENDICULAR or INTERSECTING), three "which pair is...?" problems (three pictures, A, B and C, and a word; circle the letter) and two shape problems (count the pairs of parallel sides and the square corners). Every pair of lines is drawn at its own angle, some level and some tilted, so a student cannot pass by learning what the page looks like. 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.

WHAT IS INCLUDED - 24 pages, four probe forms of eight problems each (32 problems, none repeated), 8 student form pages, a Draw It page where the student draws parallel lines, perpendicular lines, crossing lines and a shape, 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 name the pair; problems 5, 6 and 7 ask which pair is parallel, perpendicular or intersecting; problems 4 and 8 are shapes
• 24 problems show a drawn pair of lines or three pictures of pairs; each of the three words is the answer once in problems 1 to 3 and once in problems 5 to 7 on every form
• Eight different shapes across the four forms, counted by code for the key (rectangle, parallelogram, trapezoid, a right trapezoid, a kite, a right triangle, a house shape and a hexagon)
• No answers, goal text or scoring strip on a student sheet

Draw It

• One student page: draw two parallel lines, two perpendicular lines, two lines that cross but not at a square corner, and a shape with 2 pairs of parallel sides and 4 square corners, on a dot grid

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, each picture described, and the kind of problem named
• Reading the misses: only level lines look parallel, every crossing called perpendicular, counting a pair of sides as two pairs, misses that cluster on one kind of problem
• A side-by-side reference page with a drawn example of parallel, perpendicular and intersecting lines and two shapes counted

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

Standards Note

Drawing and identifying parallel and perpendicular lines is part of CCSS 4.G.A.1. 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 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. Here "intersecting" means two lines that cross but do not make a square corner; the directions page says so, and your team can write its own rule on the goal page. 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 parallel and perpendicular lines goals, math intervention and resource teachers, and the paraprofessionals who give the weekly probe.