WGU D152 Inclusive Classroom Questions And Answers
With Real Solutions
Strategies for implementing Reading and Teaching Reading skills ANS The traditional approach to reading involves the
use of basal textbooks. Implement and adapt basal textbook approaches, whole-language approaches, reading recovery for
struggling readers, direct instruction, and code-emphasis approaches. make adaptations to promote access to the text.
employ principles of universal learning design. provide phonemic awareness training and phonics instruction. Teach
structural analysis as students acquire phonics skills. promoting basic sight vocabulary. repeated readings curriculum-based
measurement. class wide peer tutoring. software programs.
Multi-Tiered System of Support (MTSS) ANS Provides targeted support to struggling students. Screens all students
and aims to address all behavioral and academic issues.
General Screening:
- All students screen three times a year.
- Progress monitoring more frequently for students who need further evaluation.
Progress Monitoring ANS Allows teachers to determine whether students are on track to meet their goals. Collecting
multiple performance measures over time and analyzing those measures to identify trends. Students' performance does not
show consistent improvement which is an indication that the teacher must adjust instruction to better meet students' needs.
8 Features of effective progress monitoring according to Mellard and Johnson ANS 1. Conducted in all tiers of
instruction
2. Measures are based on and directly relevant to the curriculum, as well as the grade level and tier level of RTI.
3. In order to facilitate data collection, measures must be easy to administer and effective.
4. Results should be displayed in a manner that makes interpretation simple and efficient, for example, in charts or line
graphs.
5. Rules for decision-making must be determined for all aspects of progress-monitoring data, including cut scores or level
(performance score), slope (change in performance over time), and percentage of mastery.
6. Cut scores and decision rules must have a clear rationale.
7. Measures must be collected frequently enough to inform instructional and placement decisions. The frequency of
administration may differ across different tiers, and guidelines for these should be specified.
8. Results of progress monitoring, although important, should be considered only one of several sources that inform
instructional decision-making.
, Screening ANS measures are appropriate for identifying which students may need additional attention.
Progress Monitoring Measures ANS is appropriate for assessing how individual students are progressing. Collecting
multiple performance measures over time, in order to determine whether progress is appropriate or not and identify more
effective programs. Can also help determine whether individual students are not responding appropriately to different levels
of instruction and may need to be evaluated for learning disabilities.
Response to Intervention (RTI) ANS A multi-tier approach to the early identification and support of learning behaviors.
High-quality instruction and universal screening of all children in the general education classroom. Struggling learners are
provided with interventions at increasing levels of intensity to accelerate their rate of learning. It may be provided by
general ed teachers, special ed teachers, and specialists. Progress is monitored to assess both the learning rate and level of
performance of individual students. The intensity and duration of interventions are based on individual student responses to
instruction. Is designed for use when making decisions in general ed and special ed.
Tier 1 Instruction ANS Instruction employs scientifically based instructional programs within the general education
classroom and is delivered by general education teachers. All students are screened periodically to establish an academic
and behavioral baseline and to identify struggling learners who needed additional support.
- - Students "at risk" receive supplemental instruction during the school day in the regular classroom. The length and time
vary, but it should not exceed 8 weeks. During this time students, progress is closely monitored using a validated screening
system (curriculum-based measurement) at the end students showing significant progress are generally returned to the
regular classroom program. Students not showing adequate progress are moved to Tier 2.
Tier 2 Instruction ANS Instruction may be delivered to small groups of students who have demonstrated similar areas
of difficulty. These students are not making adequate progress in the regular classroom in Tier 1 and are provided with
increasingly intensive instruction to match their needs based on levels of performance and rates of progress. Intensity varies
across group size, frequency and duration of intervention, and level of training of the teacher providing instruction and
intervention. Small group settings in addition to instruction in the general curriculum. Students who show too little progress
at this level are considered for more intensive interventions Tier 3.
Tier 3 Instruction ANS Instruction involves intensive, individualized instruction implemented more frequently over a
longer period. Students receive individualized, intensive interventions that target the student's skill deficits. Students who
do not achieve the desired level of progress in response to these targeted interventions are then referred for a
comprehensive evaluation and considered for eligibility for special education services under the IDEA. Data collected
during Tier 1, 2, and 3 are used to make an eligibility decision.
Effective Interventions for Tier 2 and Tier 3 ANS ● Tier 2: Small groups. Formed based on specific skills not mastered
from Tier 1 instruction. Since they are formed around skills mastery these groups are temporary, they meet only until a
specific set of skills is mastered.
With Real Solutions
Strategies for implementing Reading and Teaching Reading skills ANS The traditional approach to reading involves the
use of basal textbooks. Implement and adapt basal textbook approaches, whole-language approaches, reading recovery for
struggling readers, direct instruction, and code-emphasis approaches. make adaptations to promote access to the text.
employ principles of universal learning design. provide phonemic awareness training and phonics instruction. Teach
structural analysis as students acquire phonics skills. promoting basic sight vocabulary. repeated readings curriculum-based
measurement. class wide peer tutoring. software programs.
Multi-Tiered System of Support (MTSS) ANS Provides targeted support to struggling students. Screens all students
and aims to address all behavioral and academic issues.
General Screening:
- All students screen three times a year.
- Progress monitoring more frequently for students who need further evaluation.
Progress Monitoring ANS Allows teachers to determine whether students are on track to meet their goals. Collecting
multiple performance measures over time and analyzing those measures to identify trends. Students' performance does not
show consistent improvement which is an indication that the teacher must adjust instruction to better meet students' needs.
8 Features of effective progress monitoring according to Mellard and Johnson ANS 1. Conducted in all tiers of
instruction
2. Measures are based on and directly relevant to the curriculum, as well as the grade level and tier level of RTI.
3. In order to facilitate data collection, measures must be easy to administer and effective.
4. Results should be displayed in a manner that makes interpretation simple and efficient, for example, in charts or line
graphs.
5. Rules for decision-making must be determined for all aspects of progress-monitoring data, including cut scores or level
(performance score), slope (change in performance over time), and percentage of mastery.
6. Cut scores and decision rules must have a clear rationale.
7. Measures must be collected frequently enough to inform instructional and placement decisions. The frequency of
administration may differ across different tiers, and guidelines for these should be specified.
8. Results of progress monitoring, although important, should be considered only one of several sources that inform
instructional decision-making.
, Screening ANS measures are appropriate for identifying which students may need additional attention.
Progress Monitoring Measures ANS is appropriate for assessing how individual students are progressing. Collecting
multiple performance measures over time, in order to determine whether progress is appropriate or not and identify more
effective programs. Can also help determine whether individual students are not responding appropriately to different levels
of instruction and may need to be evaluated for learning disabilities.
Response to Intervention (RTI) ANS A multi-tier approach to the early identification and support of learning behaviors.
High-quality instruction and universal screening of all children in the general education classroom. Struggling learners are
provided with interventions at increasing levels of intensity to accelerate their rate of learning. It may be provided by
general ed teachers, special ed teachers, and specialists. Progress is monitored to assess both the learning rate and level of
performance of individual students. The intensity and duration of interventions are based on individual student responses to
instruction. Is designed for use when making decisions in general ed and special ed.
Tier 1 Instruction ANS Instruction employs scientifically based instructional programs within the general education
classroom and is delivered by general education teachers. All students are screened periodically to establish an academic
and behavioral baseline and to identify struggling learners who needed additional support.
- - Students "at risk" receive supplemental instruction during the school day in the regular classroom. The length and time
vary, but it should not exceed 8 weeks. During this time students, progress is closely monitored using a validated screening
system (curriculum-based measurement) at the end students showing significant progress are generally returned to the
regular classroom program. Students not showing adequate progress are moved to Tier 2.
Tier 2 Instruction ANS Instruction may be delivered to small groups of students who have demonstrated similar areas
of difficulty. These students are not making adequate progress in the regular classroom in Tier 1 and are provided with
increasingly intensive instruction to match their needs based on levels of performance and rates of progress. Intensity varies
across group size, frequency and duration of intervention, and level of training of the teacher providing instruction and
intervention. Small group settings in addition to instruction in the general curriculum. Students who show too little progress
at this level are considered for more intensive interventions Tier 3.
Tier 3 Instruction ANS Instruction involves intensive, individualized instruction implemented more frequently over a
longer period. Students receive individualized, intensive interventions that target the student's skill deficits. Students who
do not achieve the desired level of progress in response to these targeted interventions are then referred for a
comprehensive evaluation and considered for eligibility for special education services under the IDEA. Data collected
during Tier 1, 2, and 3 are used to make an eligibility decision.
Effective Interventions for Tier 2 and Tier 3 ANS ● Tier 2: Small groups. Formed based on specific skills not mastered
from Tier 1 instruction. Since they are formed around skills mastery these groups are temporary, they meet only until a
specific set of skills is mastered.
