WGU D152 OA study set
1. Progress Monitoring: the process of collecting and analyzing data over time
tomeasure student performance and evaluate the effectiveness of instruction
2. Progress monitoring practices: Implementing effective progress
monitoringpractices enables educators to utilize data to improve instructional
practices andmeet individual needs of students.
3. Schoolwide screening measures: are intended to be easy to implement
andscore yet still provide a general picture of academic achievement in a
particular area, such as reading. Can be administered 3 times a year.
4. T/F Progress monitoring is conducted in all tiers of instruction?:
True, Thisis one of the eight features of effective progress monitoring.
5. Screening Measures: can help to identify which students need additional
sup-port in order to be successful in school
6. T/F To facilitate data collection, measures must be easy to
administer andeffective?: True, This is one of the eight features of effective
progress monitoring.
7. T/F Cut scores and decision rules must have clear rationale?: True,
,This isone of the eight features of effective progress monitoring.
8. T/F Progress monitoring data must be collected daily on every
student?-
: False, while it is important to collect progress monitoring data often, daily
isnot always required. measures must be collected frequently enough to
informinstructional and placement decisions.
9. 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 mas-tery?: True, This is one of the eight features of effective
progress monitoring.
10. T/F Progress monitoring data are often hard to interpret, so
teachers mustbe extensively trained on how to display and interpret
progress monitoringdata?: False, Results should be displayed in a manner
that makes interpretationsimple and efficient, for example, in charts or line
graphs.
11. Tier 1 Instruction: Encompasses whole-school quality differentiated
instruc-tion and support for all students.
12. Tier 2 Instruction: small groups are typically used in tier 2 of RTI, as they
,allowfor targeted interventions for struggling students.
13. Tier 3 Instruction: one on one. Require individualized goals. Their
progress toward goals requires more frequent measuring to determine the
effectiveness ofthe intervention
, 14. Data-based Individualization (DBI): A means of using evidence-based
meth-ods to individualize interventions for students who do not demonstrate
adequate progress
15. Sara was identified with a low level of performance in
mathematics and has been receiving tier 1 supports. Her weekly
progress monitoring showedthat she continued to have a reduced
rate of progress.
What happens next with Sara, based on this result?: Student should be
con-sidered for tier 2 supports.
16. T/F Curriculum-based measurements are an appropriate means
to con- duct progress monitoring.: True, Curriculum-based measurements
allow teach-ers to track skills from an entire year's curriculum and monitor
progress.
17. Progress Monitoring: 1. Easy to implement
2. Indicate how students are performing
3.Designed to be administered frequently
18. Diagnostic Assessment: 1. Determine why students are struggling to make
progress
2. Determine the type of change that needs to be made
1. Progress Monitoring: the process of collecting and analyzing data over time
tomeasure student performance and evaluate the effectiveness of instruction
2. Progress monitoring practices: Implementing effective progress
monitoringpractices enables educators to utilize data to improve instructional
practices andmeet individual needs of students.
3. Schoolwide screening measures: are intended to be easy to implement
andscore yet still provide a general picture of academic achievement in a
particular area, such as reading. Can be administered 3 times a year.
4. T/F Progress monitoring is conducted in all tiers of instruction?:
True, Thisis one of the eight features of effective progress monitoring.
5. Screening Measures: can help to identify which students need additional
sup-port in order to be successful in school
6. T/F To facilitate data collection, measures must be easy to
administer andeffective?: True, This is one of the eight features of effective
progress monitoring.
7. T/F Cut scores and decision rules must have clear rationale?: True,
,This isone of the eight features of effective progress monitoring.
8. T/F Progress monitoring data must be collected daily on every
student?-
: False, while it is important to collect progress monitoring data often, daily
isnot always required. measures must be collected frequently enough to
informinstructional and placement decisions.
9. 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 mas-tery?: True, This is one of the eight features of effective
progress monitoring.
10. T/F Progress monitoring data are often hard to interpret, so
teachers mustbe extensively trained on how to display and interpret
progress monitoringdata?: False, Results should be displayed in a manner
that makes interpretationsimple and efficient, for example, in charts or line
graphs.
11. Tier 1 Instruction: Encompasses whole-school quality differentiated
instruc-tion and support for all students.
12. Tier 2 Instruction: small groups are typically used in tier 2 of RTI, as they
,allowfor targeted interventions for struggling students.
13. Tier 3 Instruction: one on one. Require individualized goals. Their
progress toward goals requires more frequent measuring to determine the
effectiveness ofthe intervention
, 14. Data-based Individualization (DBI): A means of using evidence-based
meth-ods to individualize interventions for students who do not demonstrate
adequate progress
15. Sara was identified with a low level of performance in
mathematics and has been receiving tier 1 supports. Her weekly
progress monitoring showedthat she continued to have a reduced
rate of progress.
What happens next with Sara, based on this result?: Student should be
con-sidered for tier 2 supports.
16. T/F Curriculum-based measurements are an appropriate means
to con- duct progress monitoring.: True, Curriculum-based measurements
allow teach-ers to track skills from an entire year's curriculum and monitor
progress.
17. Progress Monitoring: 1. Easy to implement
2. Indicate how students are performing
3.Designed to be administered frequently
18. Diagnostic Assessment: 1. Determine why students are struggling to make
progress
2. Determine the type of change that needs to be made
