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WGU D152 OA Study Guide Latest 2024 Already Passed.
WGU D152 OA Study Guide Latest 2024 Already Passed.
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WGU D152 OA Study Guide Latest 2024 Already Passed1.Progress Monitoring: the process of collecting and analyzing data ov
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er time to measure student performance and evaluate the effectiven
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ess of instruction
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2.Progress monitoring practices: Implementing effective progress mo
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nitoring practices enables educators to utilize data to improve instr
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uctional practices and meet individual needs of students.
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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
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evement in a particular area, such as reading. Can be administered
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3 times a year.
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4.T/
F Progress monitoring is conducted in all tiers of instruction?: True, This
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is one of the eight features of effective progress monitoring.
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5.Screening Measures: can help to identify which students need addit
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ional sup- port in order to be successful in school
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6.T/
F To facilitate data collection, measures must be easy to administer and
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effective?: True, This is one of the eight features of effective progress
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monitoring.
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7.T/
F Cut scores and decision rules must have clear rationale?: True, This i
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s one of the eight features of effective progress monitoring.
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8.T/
F Progress monitoring data must be collected daily on every student?: -
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False, while it is important to collect progress monitoring data often,
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ddaily is not al- ways required. measures must be collected frequently
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enough to inform instructional and placement decisions.
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9.T/F Rules for decision-,d ,d ,d
making must be determined for all aspects of progress-
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monitoring data, including cut scores for level (performance score), slope (
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change in performance over time), and percentage of mastery?: True, Th
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is is one of the eight features of effective progress monitoring.
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1 ,d/ ,d
20
,10.T/
F Progress monitoring data are often hard to interpret, so teachers must b
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e extensively trained on how to display and interpret progress monitorin
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g data?: False, Results should be displayed in a manner that makes i
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nterpretation simple and efficient, for example, in charts or line grap
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hs.
11.Tier 1 Instruction: Encompasses whole-
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school quality differentiated instruction and support for all students.
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12.Tier 2 Instruction: small groups are typically used in tier 2 of RTI, as
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they allow for targeted interventions for struggling students.
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13.Tier 3 Instruction: one on one. Require individualized goals. Their
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progress toward goals requires more frequent measuring to determi
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ne the effectiveness of the intervention
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14.Data-based Individualization (DBI): A means of using evidence-
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based meth- ods to individualize interventions for students who do n
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ot demonstrate adequate progress
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2 ,d/ ,d
20
, 15.Sara was identified with a low level of performance in mathematics and
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has been receiving tier 1 supports. Her weekly progress monitoring show
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ed that she continued to have a reduced rate of progress.
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What happens next with Sara, based on this result?: Student should be co
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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
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oring.: True, Curriculum- ,d ,d
based measurements allow teachers to track skills from an entire ye
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ar's curriculum and monitor progress.
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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
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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
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19.How do you establish baseline data when creating a graph for progre
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ss monitoring?: Administer three probes or trials, select the median (
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the middle number), and then mark the score by placing a dot on th
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e vertical axis (e.g., words correct per minute).
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20.Sophia was given a reading fluency probe. She read up to 84 words i
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n the passage. However, she made several mistakes. Her mistakes includ
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ed omitting two words, adding one word, and misreading several words:
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"can" instead of "come," "drive" instead of "driving," "lean" instead of "l
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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
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das errors on this fluency probe.: True, Omitted words and added words
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dare consid- ered mistakes in assessing reading fluency. If students se
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lf-
correct their mistakes, then these are not considered errors. So, if the
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tudent makes one or more attempts but finally corrects the word, ther
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e is no error.
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21.Sophia was given a reading fluency probe. She read up to 84 words i
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n the passage. However, she made several mistakes. Her mistakes includ
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ed omitting two words, adding one word, and misreading several words:
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"can" instead of "come," "drive" instead of "driving," "lean" instead of "l
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3 ,d/ ,d
20
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