Word Retrieval Expressive Naming Progress Monitoring Probes

About this resource

One skill, start to finish. A word retrieval IEP goal built on a fixed cueing hierarchy, 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 is not the store's Category Naming Progress Monitoring Probes: that product shows four printed words that already share a category and the student writes the category name, one attempt, no cue, no spoken response. Here nothing is printed for the student at all -- the examiner reads a spoken description of one object or animal and the student tries to say the target word, with a first-sound cue and then a three-choice cue available if it is needed. It is also not a vocabulary or synonym/antonym match: the student is never asked what a word means, only asked to retrieve one specific word, and the form records how much support that took without changing the ten-point score.

WHAT IS INCLUDED - 16 pages, six probe forms, 311 type-in fields, a binder cover and divider tabs, a family update page

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 target words per form, each introduced only as a spoken description -- never the word itself -- drawn from a sixty-word bank with a different ten words on every form
• A fixed two-step cueing hierarchy given only if needed: a first-sound cue, then a three-choice cue naming the target plus two distractors
• One point for the target word produced at any point in that sequence, zero only if it is still not produced after the choice cue, so a score of 8 means the same thing whether every cued item needed the sound cue or the choice cue
• A not-scored "Level needed" note on every item (S / 1 / 2 / X) for instructional planning, clearly separated from the Correct ___ / 10 score
• The examiner's own copy: the student never sees or holds this page, so one printed set lasts the year
• Sixty different target words across the six forms, none repeated
• Every form carries the goal it measures: the sample goal, plus a type-in box for the goal as written for this student, so the goal prints on the sheet the person giving the probe is holding
• A teacher scoring strip, 1 to 10, and a Correct ___ / 10 box at the foot of every form
• Name, date and form letter at the top

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

• Theo, kindergarten, invented. Twelve weekly probes: the baseline taken as a median, the aim line, three points under it forcing a teaching change (sorted the 7 missed target words onto cards and practiced naming each one from its description alone, with the choice cue as backup, before returning to the probe), 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 goal box on every probe form, the data log and the caseload page are type-in fields: open the file in a PDF reader, click a line or a cell, type, and Save As once per student. Print one copy of each form for yourself. The student never sees this page — you read from it and mark on it — so one set lasts the year. 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

Speech-language pathologists, special education teachers and case managers writing expressive language or word-finding goals for any age student, and the paraprofessionals who give the weekly probe.

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