WGU D662 EON1 Task 1|Latest Update with
Complete Solution
EON1. . Task. . 1. . Applying. . Multi-tiered. . Systems. . of. . Support
A. . 1.. . Interventions. . and. . essential. . components. . of. . MTSS. . were. . applied. . in. . tier. . 1. . by
. . using..explicit..direct..instruction..for..students..struggling..to..grasp..decoding..and..com
prehension...This..allowed..the..student..to..practice..what..they..were..learning..aiding..in.
. their. . understanding. . of. . the. . material.. . Monitoring. . the. . progress. . of. . the. . students. .
in..the..class..the..teacher..Identifies..five..students..who..need..additional..support...After..
meeting. . with. . their. . team,. . the. . teacher. . implements. . small. . group. . instruction. . to..c
ontinue. . working. . with. . these. . five. . students,. . while. . continuing. . to. . monitor. . their..pr
ogress. . for. . four. . weeks.. . One. . of. . the. . five. . students. . demonstrated. . improvement. .
and..was..transitioned..back..to..tier1,..and..the..four..remaining..students..are..moved..to..t
ier..2. . for..more..targeted..interventions.
A..2...Though..teaching..in..tier..1..was..mostly..effective,..five..students..did..not..grasp..the
. . material..taught..and..were..placed..in..tier..2,..so..the..teacher..could..target..specific..thi
ngs..the..students..needed..additional..support..and..instruction..on.. . Tier..2..differs..from..
Tier..1..because..tier..2..focuses..on..small..group..instruction..whereas..tier..1..instruction..i
s..aimed. . at..the..entire..class.
After. . moving. . the. . five. . students. . to. . tier. . 2,. . one. . student. . grasps. . the. . content. . and.
. is..moved..back..to..Tier..1...However,..four..of..the..five..students..still..struggle..to..grasp..
the..material...For..about..15..weeks..the..teacher..collects..data..and..monitors..the..progr
ess..of. . the. . four. . struggling. . students.. . He. . uses. . games,. . songs,. . and. . rhymes. . to. . h
elp. . students..grasp. . and. . apply. . the. . knowledge. . being. . taught.. . These. . methods. . pr
oved. . to. . be..successful..for..three..out..of..the..four..students...One..student,..Daniel,..con
tinues..to..struggle. . with. . the. . concepts. . of. . comprehension. . and. . phonological. . deco
ding.. . The..teacher..moves..Daniel..to..a..tier..3..teaching..strategy..for..one-on-
one..support..with..a. . reading..specialist
A..3.. . In..Tier..3,..the..reading..specialist..provided..personalized..instruction..for..Daniel..f
or..45. . minutes. . daily. . and. . worked. . with. . him. . to. . grasp. . the. . concept. . of. . phonologi
cal..decoding..and..comprehension.. . Despite..his..efforts,..the..personalized..instruction.
.was..not..successful,..and..no..significant..progress..was..made...The..specialist..collected..
and. . analyzed..data..throughout..the..intervention..period..and..collaborated..with..the..
MTSS..team..to..determine..the..next..steps...After..reviewing..the..data,..the..team..decid
ed..to..refer..Daniel..to..special..education..services..for..additional..support.
B...Jacob..is..a..fifth-
grade..student..who..exhibits..disruptive..behaviors,..such..as..defiance..and..refusal..to..
follow..directions,. . which..negatively..impact. . his..peers..and..his..own
academic..performance...To..address..these..challenges,..Mr...Davis..initiates..MTSS..(Multi-
..Tier..System..of..Support)..process,..starting..Teir..1..interventions...In..Tier..1..Mr...Davis..i
mplemented. . classroom. . wide. . strategies,. . such. . as. . clear. . behavior. . expectations,..p
ositive..reinforcement,..and..consistent..consequences,..to..create..a..supportive..environ
Complete Solution
EON1. . Task. . 1. . Applying. . Multi-tiered. . Systems. . of. . Support
A. . 1.. . Interventions. . and. . essential. . components. . of. . MTSS. . were. . applied. . in. . tier. . 1. . by
. . using..explicit..direct..instruction..for..students..struggling..to..grasp..decoding..and..com
prehension...This..allowed..the..student..to..practice..what..they..were..learning..aiding..in.
. their. . understanding. . of. . the. . material.. . Monitoring. . the. . progress. . of. . the. . students. .
in..the..class..the..teacher..Identifies..five..students..who..need..additional..support...After..
meeting. . with. . their. . team,. . the. . teacher. . implements. . small. . group. . instruction. . to..c
ontinue. . working. . with. . these. . five. . students,. . while. . continuing. . to. . monitor. . their..pr
ogress. . for. . four. . weeks.. . One. . of. . the. . five. . students. . demonstrated. . improvement. .
and..was..transitioned..back..to..tier1,..and..the..four..remaining..students..are..moved..to..t
ier..2. . for..more..targeted..interventions.
A..2...Though..teaching..in..tier..1..was..mostly..effective,..five..students..did..not..grasp..the
. . material..taught..and..were..placed..in..tier..2,..so..the..teacher..could..target..specific..thi
ngs..the..students..needed..additional..support..and..instruction..on.. . Tier..2..differs..from..
Tier..1..because..tier..2..focuses..on..small..group..instruction..whereas..tier..1..instruction..i
s..aimed. . at..the..entire..class.
After. . moving. . the. . five. . students. . to. . tier. . 2,. . one. . student. . grasps. . the. . content. . and.
. is..moved..back..to..Tier..1...However,..four..of..the..five..students..still..struggle..to..grasp..
the..material...For..about..15..weeks..the..teacher..collects..data..and..monitors..the..progr
ess..of. . the. . four. . struggling. . students.. . He. . uses. . games,. . songs,. . and. . rhymes. . to. . h
elp. . students..grasp. . and. . apply. . the. . knowledge. . being. . taught.. . These. . methods. . pr
oved. . to. . be..successful..for..three..out..of..the..four..students...One..student,..Daniel,..con
tinues..to..struggle. . with. . the. . concepts. . of. . comprehension. . and. . phonological. . deco
ding.. . The..teacher..moves..Daniel..to..a..tier..3..teaching..strategy..for..one-on-
one..support..with..a. . reading..specialist
A..3.. . In..Tier..3,..the..reading..specialist..provided..personalized..instruction..for..Daniel..f
or..45. . minutes. . daily. . and. . worked. . with. . him. . to. . grasp. . the. . concept. . of. . phonologi
cal..decoding..and..comprehension.. . Despite..his..efforts,..the..personalized..instruction.
.was..not..successful,..and..no..significant..progress..was..made...The..specialist..collected..
and. . analyzed..data..throughout..the..intervention..period..and..collaborated..with..the..
MTSS..team..to..determine..the..next..steps...After..reviewing..the..data,..the..team..decid
ed..to..refer..Daniel..to..special..education..services..for..additional..support.
B...Jacob..is..a..fifth-
grade..student..who..exhibits..disruptive..behaviors,..such..as..defiance..and..refusal..to..
follow..directions,. . which..negatively..impact. . his..peers..and..his..own
academic..performance...To..address..these..challenges,..Mr...Davis..initiates..MTSS..(Multi-
..Tier..System..of..Support)..process,..starting..Teir..1..interventions...In..Tier..1..Mr...Davis..i
mplemented. . classroom. . wide. . strategies,. . such. . as. . clear. . behavior. . expectations,..p
ositive..reinforcement,..and..consistent..consequences,..to..create..a..supportive..environ
