A progress monitoring toolkit featuring parallel word-problem probes within 100 for addition and subtraction. It equips educators with systematic assessment probes, diagnostic scoring rubrics, answer keys, and student-facing progress tracking charts.
Word Problem Progress Monitoring • Teacher Guide Page 1 of 2
Analysis Diagnostic Scoring & Intervention Guide
Error Decoding & MTSS Actions
2-Point Analytic Item Scoring Guide
Dimension
2 Points (Full Credit)
1 Point (Partial Credit)
0 Points (Minimal)
Conceptual Understanding
Correct operation selected; model accurately represents problem structure.
Identifies some relationships but sets up incorrect equation form.
Random number grabbing or incorrect operation with no model.
Procedural Computation
Accurate addition or subtraction with correct regrouping/decomposing.
Minor single-digit arithmetic error; correct place-value strategy shown.
Multiple computational errors; faulty place value regrouping rule.
Units & Communication
Final answer clearly stated with accurate context unit label.
Correct numerical value but unit label is missing or vague.
No clear answer written or unlabeled conflicting numbers.
Error Pattern Diagnostics & Scaffolds
E1 Key-Word Grabber
Symptom: Sees "more" in Item 3/4 and adds numbers instead of finding difference.
Targeted Move: Ban keyword reliance. Practice 3-Reads protocol: Read 1 (context), Read 2 (quantities), Read 3 (visual tape model).
E2 Smaller-From-Larger Reversal
Symptom: In 85 − 49, subtracts 5 from 9 to get 4, writing an answer of 44 instead of 36.
Targeted Move: Concrete base-ten rod unbundling. Model "Can I take 9 ones from 5 ones?" on a double ten-frame mat.
E3 Start-Unknown Inversion
Symptom: In Item 5 (? − 28 = 37), subtracts 37 − 28 = 9 instead of adding to find starting total.
Targeted Move: Act it out with a covered mystery box. "Before she gave any away, did the crate have more or fewer apples?"
E4 One-and-Done Premature Stop
Symptom: In Item 6, adds 34 + 29 = 63 and stops, writing 63 as the final answer.
Targeted Move: Two-color highlight step checking. Color Step 1 (borrowed brushes) in blue and Step 2 (remaining brushes) in yellow.
MTSS Progress Monitoring Decision Rules
Accelerate / Fade Support 4 consecutive scores ≥5/6 above aimline: Student has mastered word problem structures within 100. Advance to numbers to 1,000 or 3-step tasks.
Maintain Current Tier Scores fluctuate around aimline: Continue targeted small-group guided practice (15 min, 2x/week) emphasizing visual schema models.
Intensify Intervention 3 consecutive scores below aimline: Change intervention strategy. Increase frequency, use concrete manipulatives, or isolate specific CGI error pattern.
Word Problem Progress Monitoring • Teacher Guide Page 2 of 2
