IEP Goal Monitoring
Student:
Date:
Teacher:
Trial:
Passage Text
Making sweet applesauce is fun and simple. First, wash red apples and peel off the skins. Next, cut the apples into small slices. Put the slices into a warm pot with cinnamon. Soon, the soft apples turn into delicious, warm applesauce to eat.
1 What is the main idea of this story?
A
You must peel off the skins of red apples.
B
There are easy steps to make yummy applesauce.
C
Apples grow high on big green tree branches.
2 What spice is added to the warm pot with the apples?
A
Black pepper
B
Brown cinnamon
C
Cold butter
IEP Prompt Level:
[4] Independent [3] Visual Cue [2] Verbal Prompt [1] Direct Model
Q1 (Main Idea): [ ] / 1
Q2 (Detail): [ ] / 1
Total: %
Progress Probe 4 Form D • 270 Lexile • 51 Words
IEP Goal Monitoring
Student:
Date:
Teacher:
Trial:
Passage Text
Firefighters work hard to keep people safe. When an alarm rings, they put on heavy coats and helmets. They drive loud red trucks to emergencies. Firefighters spray water to stop big fires. They also rescue cats stuck in trees and teach children about fire safety.
1 What is the main idea of this story?
A
Firefighters do many things to protect our community.
B
Fire trucks are red and have very loud sirens.
C
Cats like to climb up into tall green trees.
2 What do firefighters put on when the alarm rings?
A
Heavy coats and helmets
B
Warm hats and mittens
C
Rain boots and blue shirts
IEP Prompt Level:
[4] Independent [3] Visual Cue [2] Verbal Prompt [1] Direct Model
Q1 (Main Idea): [ ] / 1
Q2 (Detail): [ ] / 1
Total: %
Progress Probe 5 Form E • 270 Lexile • 47 Words
IEP Goal Monitoring
Student:
Date:
Teacher:
Trial:
Passage Text
The moon looks bright in the night sky. The moon does not make its own light. The sun shines on the moon and makes it glow. Sometimes the moon looks like a full round ball. Other nights it looks like a thin white sliver.
1 What is the main idea of this story?
A
The sun shines light to make the changing moon glow.
B
The moon can look like a round white ball in the sky.
C
Stars shine in deep space all night long.
2 Where does the moon get its light?
A
From the hot sun shining on it
B
From big glowing electric bulbs
C
The moon makes its own bright light
IEP Prompt Level:
[4] Independent [3] Visual Cue [2] Verbal Prompt [1] Direct Model
Q1 (Main Idea): [ ] / 1
Q2 (Detail): [ ] / 1
Total: %
| ___ |
| ___ |
| ___% |
| L___ |
| Baseline administration |
| 1 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 2 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 3 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 4 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 5 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 6 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 7 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 8 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 9 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
| 10 | __/__/__ | Probe ___ | ___ | ___ | ___% | L___ |
Qualitative Error Pattern Analysis
Error Pattern Checklist: Too Narrow: Selected an isolated supporting detail sentence rather than central idea. Off-Topic / Prior Knowledge: Selected an answer based on personal knowledge not in text. First Sentence Bias: Assumed line 1 is always the main idea without reading further.
Instructional Decision Rules:
• 3 Points Above Aimline: Student has demonstrated mastery. Fade prompting or increase passage Lexile to 350L.
• 3 Points Below Aimline: Introduce Level 1 or 2 visual clue sheets; review "Who/What + Big Action" formula.
• Fluency Barrier: If decoding takes >90 seconds, conduct administered read-aloud probe to separate decoding from comprehension.
Quarterly Progress Summary Note Quarter: [ 1 2 3 4 ]
"During this reporting period, [Student] achieved an average score of ____% on standardized 270L main idea probes across ____ trials with [Independent / Visual / Verbal] prompting. Current trend line indicates [Mastery / Satisfactory Progress / Need for Increased Support]."
Teacher Signature: ___________________________________
Date: _______________
IDEA 2004 Special Education Progress Monitoring Toolkit Page 2 of 2
Q1 Main Idea: Choice A
B = Too narrow (soldier only); C = Off-topic distractor.
Q2 Detail: Choice B
Direct recall: "The queen ant lays eggs inside."
Probe 2: Form B "A Pet Turtle" (49w)
Q1 Main Idea: Choice B
A = Too narrow (warm rocks); C = Erroneous ocean fact.
Q2 Detail: Choice A
Direct recall: "green leaves and small food pellets."
Probe 3: Form C "Making Applesauce" (46w)
Q1 Main Idea: Choice B
A = Too narrow (peeling only); C = Tree fact not in text.
Q2 Detail: Choice B
Direct recall: "into a warm pot with cinnamon."
Probe 4: Form D "Firefighters Help" (51w)
Q1 Main Idea: Choice A
B = Too narrow (sirens); C = Distractor about cats.
Q2 Detail: Choice A
Direct recall: "put on heavy coats and helmets."
Probe 5: Form E "The Moon at Night" (47w)
Q1 Main Idea: Choice A
B = Too narrow (round shape); C = Distractor about stars.
Q2 Detail: Choice A
Direct recall: "The sun shines on the moon and makes it glow."
IEP Present Level & Progress Report Narrative Bank
Option 1: Satisfactory Progress Towards Goal
"[Student] has made strong progress toward their reading comprehension goal. When given standardized 270 Lexile probes, [Student] increased main idea identification accuracy from a baseline of [BL]% to an average of [Avg]% across their last 3 trials, moving from Level 2 verbal prompts to Level 4 independent responding."
Option 2: Continued Need for Visual Scaffolding
"[Student] currently identifies the main idea on 270 Lexile passages with [Score]% accuracy when provided with Level 3 visual scaffolding (clue highlighting). When presented with unprompted multiple-choice options, [Student] continues to select isolated detail sentences rather than the central idea. Targeted instruction will continue using faded clue organizers."
Standardized Assessment Protocols for Special Education Page 2 of 2
