WGU D152 OA Study Guide Latest 2024 Already Passed
1.Progress Monitoring: the process of collecting and analyzing data ov
,d ,d ,d ,d ,d ,d ,d ,d ,d
er time to measure student performance and evaluate the effectiven
,d ,d ,d ,d ,d ,d ,d ,d ,d
ess of instruction
,d ,d
2.Progress monitoring practices: Implementing effective progress mo
,d ,d ,d ,d ,d ,d
nitoring practices enables educators to utilize data to improve instr
,d ,d ,d ,d ,d ,d ,d ,d ,d
uctional practices and meet individual needs of students.
,d ,d ,d ,d ,d ,d ,d
3.Schoolwide screening measures: are intended to be easy to imple ,d ,d ,d ,d ,d ,d ,d ,d ,d
ment and score yet still provide a general picture of academic achi
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
evement in a particular area, such as reading. Can be administered
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
3 times a year.
,d ,d ,d ,d
4.T/
F Progress monitoring is conducted in all tiers of instruction?: True, This
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
is one of the eight features of effective progress monitoring.
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
5.Screening Measures: can help to identify which students need addit
,d ,d ,d ,d ,d ,d ,d ,d ,d
ional sup- port in order to be successful in school
,d ,d ,d ,d ,d ,d ,d ,d ,d
6.T/
F To facilitate data collection, measures must be easy to administer and
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
effective?: True, This is one of the eight features of effective progress
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
monitoring.
,d
7.T/
F Cut scores and decision rules must have clear rationale?: True, This i
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
s one of the eight features of effective progress monitoring.
,d ,d ,d ,d ,d ,d ,d ,d ,d
8.T/
F Progress monitoring data must be collected daily on every student?: -
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
False, while it is important to collect progress monitoring data often,
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ddaily is not al- ways required. measures must be collected frequently
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
enough to inform instructional and placement decisions.
,d ,d ,d ,d ,d ,d
9.T/F Rules for decision-,d ,d ,d
making must be determined for all aspects of progress-
,d ,d ,d ,d ,d ,d ,d ,d
monitoring data, including cut scores for level (performance score), slope (
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
change in performance over time), and percentage of mastery?: True, Th
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
is is one of the eight features of effective progress monitoring.
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
1 ,d/ ,d
20
,10.T/
F Progress monitoring data are often hard to interpret, so teachers must b
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
e extensively trained on how to display and interpret progress monitorin
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
g data?: False, Results should be displayed in a manner that makes i
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
nterpretation simple and efficient, for example, in charts or line grap
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
hs.
11.Tier 1 Instruction: Encompasses whole-
,d ,d ,d ,d
school quality differentiated instruction and support for all students.
,d ,d ,d ,d ,d ,d ,d ,d
12.Tier 2 Instruction: small groups are typically used in tier 2 of RTI, as
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
they allow for targeted interventions for struggling students.
d ,d ,d ,d ,d ,d ,d ,d
13.Tier 3 Instruction: one on one. Require individualized goals. Their
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
progress toward goals requires more frequent measuring to determi
,d ,d ,d ,d ,d ,d ,d ,d
ne the effectiveness of the intervention
,d ,d ,d ,d ,d
14.Data-based Individualization (DBI): A means of using evidence-
,d ,d ,d ,d ,d ,d ,d
based meth- ods to individualize interventions for students who do n
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ot demonstrate adequate progress
,d ,d ,d
2 ,d/ ,d
20
, 15.Sara was identified with a low level of performance in mathematics and
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
has been receiving tier 1 supports. Her weekly progress monitoring show
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ed that she continued to have a reduced rate of progress.
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
What happens next with Sara, based on this result?: Student should be co
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
nsid- ered for tier 2 supports. ,d ,d ,d ,d ,d
16.T/F Curriculum- ,d
based measurements are an appropriate means to conduct progress monit
,d ,d ,d ,d ,d ,d ,d ,d ,d
oring.: True, Curriculum- ,d ,d
based measurements allow teachers to track skills from an entire ye
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ar's curriculum and monitor progress.
,d ,d ,d ,d
17.Progress Monitoring: 1. Easy to implement ,d ,d ,d ,d ,d
2.Indicate how students are performing ,d ,d ,d ,d
3. Designed to be administered frequently ,d ,d ,d ,d
18.Diagnostic Assessment: 1. Determine why students are struggling ,d ,d ,d ,d ,d ,d ,d ,
dto make progress
,d ,d
2.Determine the type of change that needs to be made ,d ,d ,d ,d ,d ,d ,d ,d ,d
3.Make intervention adaptations that align with student needs
,d ,d ,d ,d ,d ,d ,d
19.How do you establish baseline data when creating a graph for progre
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ss monitoring?: Administer three probes or trials, select the median (
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
the middle number), and then mark the score by placing a dot on th
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
e vertical axis (e.g., words correct per minute).
,d ,d ,d ,d ,d ,d ,d
20.Sophia was given a reading fluency probe. She read up to 84 words i
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
n the passage. However, she made several mistakes. Her mistakes includ
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ed omitting two words, adding one word, and misreading several words:
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
"can" instead of "come," "drive" instead of "driving," "lean" instead of "l
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
earn," and "also" instead of "too." ,d ,d ,d ,d ,d
True or False ,d ,d
The two words that Sophia omitted and the word that Sophia added coun
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
das errors on this fluency probe.: True, Omitted words and added words
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
dare consid- ered mistakes in assessing reading fluency. If students se
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
lf-
correct their mistakes, then these are not considered errors. So, if the
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
tudent makes one or more attempts but finally corrects the word, ther
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
e is no error.
,d ,d ,d
21.Sophia was given a reading fluency probe. She read up to 84 words i
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
n the passage. However, she made several mistakes. Her mistakes includ
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ed omitting two words, adding one word, and misreading several words:
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
"can" instead of "come," "drive" instead of "driving," "lean" instead of "l
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
3 ,d/ ,d
20
1.Progress Monitoring: the process of collecting and analyzing data ov
,d ,d ,d ,d ,d ,d ,d ,d ,d
er time to measure student performance and evaluate the effectiven
,d ,d ,d ,d ,d ,d ,d ,d ,d
ess of instruction
,d ,d
2.Progress monitoring practices: Implementing effective progress mo
,d ,d ,d ,d ,d ,d
nitoring practices enables educators to utilize data to improve instr
,d ,d ,d ,d ,d ,d ,d ,d ,d
uctional practices and meet individual needs of students.
,d ,d ,d ,d ,d ,d ,d
3.Schoolwide screening measures: are intended to be easy to imple ,d ,d ,d ,d ,d ,d ,d ,d ,d
ment and score yet still provide a general picture of academic achi
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
evement in a particular area, such as reading. Can be administered
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
3 times a year.
,d ,d ,d ,d
4.T/
F Progress monitoring is conducted in all tiers of instruction?: True, This
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
is one of the eight features of effective progress monitoring.
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
5.Screening Measures: can help to identify which students need addit
,d ,d ,d ,d ,d ,d ,d ,d ,d
ional sup- port in order to be successful in school
,d ,d ,d ,d ,d ,d ,d ,d ,d
6.T/
F To facilitate data collection, measures must be easy to administer and
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
effective?: True, This is one of the eight features of effective progress
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
monitoring.
,d
7.T/
F Cut scores and decision rules must have clear rationale?: True, This i
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
s one of the eight features of effective progress monitoring.
,d ,d ,d ,d ,d ,d ,d ,d ,d
8.T/
F Progress monitoring data must be collected daily on every student?: -
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
False, while it is important to collect progress monitoring data often,
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ddaily is not al- ways required. measures must be collected frequently
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
enough to inform instructional and placement decisions.
,d ,d ,d ,d ,d ,d
9.T/F Rules for decision-,d ,d ,d
making must be determined for all aspects of progress-
,d ,d ,d ,d ,d ,d ,d ,d
monitoring data, including cut scores for level (performance score), slope (
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
change in performance over time), and percentage of mastery?: True, Th
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
is is one of the eight features of effective progress monitoring.
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
1 ,d/ ,d
20
,10.T/
F Progress monitoring data are often hard to interpret, so teachers must b
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
e extensively trained on how to display and interpret progress monitorin
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
g data?: False, Results should be displayed in a manner that makes i
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
nterpretation simple and efficient, for example, in charts or line grap
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
hs.
11.Tier 1 Instruction: Encompasses whole-
,d ,d ,d ,d
school quality differentiated instruction and support for all students.
,d ,d ,d ,d ,d ,d ,d ,d
12.Tier 2 Instruction: small groups are typically used in tier 2 of RTI, as
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
they allow for targeted interventions for struggling students.
d ,d ,d ,d ,d ,d ,d ,d
13.Tier 3 Instruction: one on one. Require individualized goals. Their
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
progress toward goals requires more frequent measuring to determi
,d ,d ,d ,d ,d ,d ,d ,d
ne the effectiveness of the intervention
,d ,d ,d ,d ,d
14.Data-based Individualization (DBI): A means of using evidence-
,d ,d ,d ,d ,d ,d ,d
based meth- ods to individualize interventions for students who do n
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ot demonstrate adequate progress
,d ,d ,d
2 ,d/ ,d
20
, 15.Sara was identified with a low level of performance in mathematics and
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
has been receiving tier 1 supports. Her weekly progress monitoring show
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ed that she continued to have a reduced rate of progress.
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
What happens next with Sara, based on this result?: Student should be co
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
nsid- ered for tier 2 supports. ,d ,d ,d ,d ,d
16.T/F Curriculum- ,d
based measurements are an appropriate means to conduct progress monit
,d ,d ,d ,d ,d ,d ,d ,d ,d
oring.: True, Curriculum- ,d ,d
based measurements allow teachers to track skills from an entire ye
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ar's curriculum and monitor progress.
,d ,d ,d ,d
17.Progress Monitoring: 1. Easy to implement ,d ,d ,d ,d ,d
2.Indicate how students are performing ,d ,d ,d ,d
3. Designed to be administered frequently ,d ,d ,d ,d
18.Diagnostic Assessment: 1. Determine why students are struggling ,d ,d ,d ,d ,d ,d ,d ,
dto make progress
,d ,d
2.Determine the type of change that needs to be made ,d ,d ,d ,d ,d ,d ,d ,d ,d
3.Make intervention adaptations that align with student needs
,d ,d ,d ,d ,d ,d ,d
19.How do you establish baseline data when creating a graph for progre
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ss monitoring?: Administer three probes or trials, select the median (
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
the middle number), and then mark the score by placing a dot on th
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
e vertical axis (e.g., words correct per minute).
,d ,d ,d ,d ,d ,d ,d
20.Sophia was given a reading fluency probe. She read up to 84 words i
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
n the passage. However, she made several mistakes. Her mistakes includ
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ed omitting two words, adding one word, and misreading several words:
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
"can" instead of "come," "drive" instead of "driving," "lean" instead of "l
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
earn," and "also" instead of "too." ,d ,d ,d ,d ,d
True or False ,d ,d
The two words that Sophia omitted and the word that Sophia added coun
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
das errors on this fluency probe.: True, Omitted words and added words
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
dare consid- ered mistakes in assessing reading fluency. If students se
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
lf-
correct their mistakes, then these are not considered errors. So, if the
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
tudent makes one or more attempts but finally corrects the word, ther
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
e is no error.
,d ,d ,d
21.Sophia was given a reading fluency probe. She read up to 84 words i
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
n the passage. However, she made several mistakes. Her mistakes includ
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
ed omitting two words, adding one word, and misreading several words:
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
"can" instead of "come," "drive" instead of "driving," "lean" instead of "l
,d ,d ,d ,d ,d ,d ,d ,d ,d ,d ,d
3 ,d/ ,d
20
