Weight and Capacity Conversion Progress Monitoring Probes

About this resource

One skill, start to finish. A weight and capacity conversion IEP goal (customary and metric), 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 measures weight and capacity conversion across both unit systems: ounces/pounds and grams/kilograms in the Weight column, cups/quarts and milliliters/liters in the Capacity column. It does not measure length conversion -- the store's separate customary (measureconv.py) and metric (metriclen.py) length probes cover that -- and customary capacity here is cups and quarts only, not pints or gallons. The same five-customary/five-metric split every form, so a change in the score is the student and not the form. The target unit is always printed on the item, so a miss is a conversion error, not a units mix-up.

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 problems per form in two labeled columns: Weight (ounces/pounds and grams/kilograms) and Capacity (cups/quarts and milliliters/liters)
• Weight column: three problems are customary (ounces/pounds) and two are metric (grams/kilograms), the same split every form
• Capacity column: two problems are customary (cups/quarts) and three are metric (milliliters/liters), the same split every form
• Five customary and five metric problems every form, so a score never silently favors one unit system
• Every given number is a whole number from 1 to 30 (or the matching exact multiple of 16, 1,000 or 4), so no item ever has a remainder or a fraction
• The target unit is printed on every item, so the student writes only the number
• No item repeated inside a form, and sixty different items across the six forms, none on two forms
• Every answer was computed two independent ways, the multiplication or division formula and a repeated-addition or repeated-subtraction count, and the two were checked to agree
• Customary capacity is cups and quarts only; this product does not cover pints, gallons or length conversion
• 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

• Marcus, fifth grade, invented. Twelve weekly probes: the baseline taken as a median, the aim line, three points under it forcing a teaching change (added a printed reference strip of all four factors to check divide items against), 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, fifth and sixth grade special education teachers and case managers writing weight or capacity conversion goals for any age student, intervention and Title teachers, and the paraprofessionals who give the weekly probe.

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