5/5/26, 8:47 ME2 SWE Study
AM
WGU D152 Instructional Strategies & Intervention (Western
Governors University, 2025–2026) – Complete Study Guide with
Exam Questions, RTI Tiers, DBI, Progress Monitoring, and
Literacy Instruction Strategies.
Progress Monitoring
the process of collecting and analyzing data over time to measure student
performance and evaluate the effectiveness of instruction
Progress monitoring practices
Implementing effective progress monitoring practices enables educators to utilize data to
improve instructional practices and meet individual needs of students.
Schoolwide screening measures
are 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 Measures
can 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.
1/21
,5/5/26, 8:47 ME2 SWE Study
AM
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 Instruction
Encompasses whole-school quality differentiated instruction and support for all students.
Tier 2 Instruction
small groups are typically used in tier 2 of RTI, as they allow for targeted
interventions for struggling students.
Tier 3 Instruction
one 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.
2/21
, 5/5/26, 8:47 ME2 SWE Study
AM
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 Monitoring
1. Easy to implement
2. Indicate how students are performing
3. Designed to be administered frequently
Diagnostic Assessment
1. Determine why students are struggling to make progress
2. Determine the type of change that needs to be made
3. 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."
3/21
AM
WGU D152 Instructional Strategies & Intervention (Western
Governors University, 2025–2026) – Complete Study Guide with
Exam Questions, RTI Tiers, DBI, Progress Monitoring, and
Literacy Instruction Strategies.
Progress Monitoring
the process of collecting and analyzing data over time to measure student
performance and evaluate the effectiveness of instruction
Progress monitoring practices
Implementing effective progress monitoring practices enables educators to utilize data to
improve instructional practices and meet individual needs of students.
Schoolwide screening measures
are 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 Measures
can 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.
1/21
,5/5/26, 8:47 ME2 SWE Study
AM
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 Instruction
Encompasses whole-school quality differentiated instruction and support for all students.
Tier 2 Instruction
small groups are typically used in tier 2 of RTI, as they allow for targeted
interventions for struggling students.
Tier 3 Instruction
one 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.
2/21
, 5/5/26, 8:47 ME2 SWE Study
AM
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 Monitoring
1. Easy to implement
2. Indicate how students are performing
3. Designed to be administered frequently
Diagnostic Assessment
1. Determine why students are struggling to make progress
2. Determine the type of change that needs to be made
3. 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."
3/21
