Word Segmentation Progress Monitoring Probes

About this resource

One skill, start to finish. A word segmentation 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 is a LISTENING probe: you say a short sentence, the student marks or moves one token for every word heard, and the page never leaves your hands. Sentences run from three words up to six, so the task gets harder within the same page; the number after each sentence is your answer key.

WHAT IS INCLUDED - 16 pages, six probe forms, 313 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 sentences per form for you to read aloud, from three words up to six, so the task gets harder within the same page
• No sentence repeated inside a form; forms are drawn independently from a 30-sentence bank, so a sentence can recur across forms, the way an oral item bank this size has to
• The number printed after each sentence is the teacher's answer key; the student never sees this page
• A line on the goal page for which token (chip, block, tap) this student uses, so a paraprofessional scores it the way you do
• 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

• Nora, kindergarten, invented. Twelve weekly probes: the baseline taken as a median, the aim line, three points under it forcing a teaching change (added two extra chips to the tray and practiced the longest sentences first), 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

Preschool through first grade special education teachers and case managers writing phonological awareness goals, speech-language pathologists and intervention teachers, and the paraprofessionals who give the weekly probe.

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