WGU D152 OA study set!

Scheduled maintenance: 13 January 2026 from 09:00 to 11:00 WGU D152 OA study set!

4.6 (11 reviews) Students also studied Terms in this set (76) Social SciencesPsychology Save D152 Wgu Inclusive classroom 47 terms Vanessa_Parker80 Preview D184 WGU Standard-Based Assess...Teacher 33 terms jm342308Preview WGU Inclusive Classroom OA Practi...47 terms haleybailey27 Preview WGU D Teacher rob Progress Monitoringthe process of collecting and analyzing data over time to measure student performance and evaluate the effectiveness of instruction Progress monitoring practicesImplementing effective progress monitoring practices enables educators to utilize data to improve instructional practices and meet individual needs of students.Schoolwide screening measuresare intended to be easy to implement and score yet still provide a general picture of academic achievement in a particular area, such as reading. Can be administered 3 times a year.T/F Progress monitoring is conducted in all tiers of instruction?True, This is one of the eight features of effective progress monitoring.Screening Measurescan help to identify which students need additional support in order to be successful in school T/F To facilitate data collection, measures must be easy to administer and effective?True, This is one of the eight features of effective progress monitoring.T/F Cut scores and decision rules must have clear rationale?True, This is one of the eight features of effective progress monitoring.T/F Progress monitoring data must be collected daily on every student?False, while it is important to collect progress monitoring data often, daily is not always required. measures must be collected frequently enough to inform instructional and placement decisions.

T/F Rules for decision-making must be determined for all aspects of progress-monitoring data, including cut scores for level (performance score), slope (change in performance over time), and percentage of mastery?True, This is one of the eight features of effective progress monitoring.T/F Progress monitoring data are often hard to interpret, so teachers must be extensively trained on how to display and interpret progress monitoring data?False, Results should be displayed in a manner that makes interpretation simple and efficient, for example, in charts or line graphs.Tier 1 InstructionEncompasses whole-school quality differentiated instruction and support for all students.Tier 2 Instructionsmall groups are typically used in tier 2 of RTI, as they allow for targeted interventions for struggling students.Tier 3 Instructionone on one. Require individualized goals. Their progress toward goals requires more frequent measuring to determine the effectiveness of the intervention Data-based Individualization (DBI)A means of using evidence-based methods to individualize interventions for students who do not demonstrate adequate progress Sara was identified with a low level of performance in mathematics and has been receiving tier 1 supports. Her weekly progress monitoring showed that she continued to have a reduced rate of progress.What happens next with Sara, based on this result?Student should be considered for tier 2 supports.T/F Curriculum-based measurements are an appropriate means to conduct progress monitoring.True, Curriculum-based measurements allow teachers to track skills from an entire year's curriculum and monitor progress.Progress Monitoring1. Easy to implement

• Indicate how students are performing

3.Designed to be administered frequently Diagnostic Assessment1. Determine why students are struggling to make progress

• Determine the type of change that needs to be made
• Make intervention adaptations that align with student needs

How do you establish baseline data when creating a graph for progress monitoring?Administer three probes or trials, select the median (the middle number), and then mark the score by placing a dot on the vertical axis (e.g., words correct per minute).

Sophia was given a reading fluency probe. She read up to 84 words in the passage. However, she made several mistakes. Her mistakes included omitting two words,

adding one word, and misreading several words: "can"

instead of "come," "drive" instead of "driving," "lean" instead of "learn," and "also" instead of "too." True or False The two words that Sophia omitted and the word that Sophia added count as errors on this fluency probe.True, Omitted words and added words are considered mistakes in assessing reading fluency. If students self-correct their mistakes, then these are not considered errors. So, if the student makes one or more attempts but finally corrects the word, there is no error.Sophia was given a reading fluency probe. She read up to 84 words in the passage. However, she made several mistakes. Her mistakes included omitting two words,

adding one word, and misreading several words: "can"

instead of "come," "drive" instead of "driving," "lean" instead of "learn," and "also" instead of "too." What did Sophia score in this reading fluency probe?77 words read correctly in one minute. You count the total number of words and count the number of mistakes. Take the number of words minus the number of mistakes, and that equals the number of words read correctly. Make sure you only count one error per word.T/F If most of the four most recent data points are on or above the goal line, the student is demonstrating improved outcomes. The teacher should continue with the current instructional program.True, If most of the four most recent data points are on or above the goal line, the student is demonstrating improved outcomes. The teacher should continue with the current instructional program. If most of the four most recent data points are below the goal line and data indicate that the student will not meet the benchmark, performance is not improving. It is time for the teacher to make an instructional change.T/F It is important to systematically record the errors and analyze the types of errors the student makes, so teachers can make instructional adaptations to the student's reading intervention.True, It is important that the teacher uses the data to describe academic strengths and weaknesses and to help align intervention adaptations with student need.SCREAMS-structure (your lessons) C-clarity (promote clarity in presentations) R-redundancy (employ redundancy effectively) E-enthusiasm (teach with enthusiasm!) A-appropriate rate (use appropriate rate of presentation) M-maximized engagement (maximize academic engagement/student time on task) Systematic InstructionA carefully planned sequence for instruction, similar to a builder's blueprint for a house. A blueprint is carefully thought out and designed before building materials are gathered and construction begins. The plan for instruction that is systematic is carefully thought out, strategic, and designed before activities and lessons are planned. Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension). For systematic instruction, lessons build on previously taught information, from simple to complex.Explicit InstructionAn instructional strategy that emphasizes group instruction . The instruction offered should include a great deal of teacher-student interactivity.

• Dimensions of Taxonomy of Intervention Intensity 1. Strength (How well the program works for students with intensive intervention

needs, expressed in terms of effect sizes)

• Dosage (The number of opportunities a student has to respond and receive

corrective feedback)

• Alignment (how well the intervention matches the targeted academic skills or

behaviors of concern)

• Attention to transfer (The extent to which an intervention is designed to help

students (a) transfer the skills they learn to other formats and contexts and (b) realize connections between mastered and related skills.)

• Comprehensiveness (The number of explicit instruction principles the

intervention incorporates (e.g., providing explanations in simple, direct language; modeling efficient solution strategies instead of expecting students to discover strategies on their own; providing practice so students use the strategies to generate many correct responses; and incorporating systematic cumulative review).

• Behavioral support (The extent to which the program incorporates (a) self-

regulation and executive function components and (b) behavioral principles to minimize nonproductive behavior.)

• Individualization (A validated, data-based process for individualizing

intervention, in which the educator systematically adjusts the intervention over time, in response to ongoing progress monitoring data, to address the student's complex learning needs.) There are ______ dimensions in the taxonomy?seven

TAXONOMY

The number of opportunities for the student to answer questions and interact with the teacher is addressed in the _____ dimension?Dosage dimension

TAXONOMY

Using data-based individualization (DBI) could be part of the _______ dimension?Individualization dimension.

TAXONOMY

Self-regulation and executive functioning components are part of...?behavioral support

TAXONOMY

The dimension that addresses being able to make connections across contexts is...?attention to transfer

TAXONOMY

The degree of explicit instruction is addressed in..?Comprehensiveness

TAXONOMY

______ is the dimension that addresses the efficacy of the intervention in terms of calculated, statistical effect size.Strength