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Fundamentals of Diverse Learners-WGU D096 Terms in this set (201) What Is progress monitoring used for? Monitoring Academic and Behavior progress What Age is progress monitoring usually used for? Elementary students. But it can be conducted effective€7,37
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Fundamentals of Diverse Learners-WGU D096 Terms in this set (201) What Is progress monitoring used for? Monitoring Academic and Behavior progress What Age is progress monitoring usually used for? Elementary students. But it can be conducted effective
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Fundamentals of Diverse Learners-WGU D096
Terms in this set (201)
What Is progress monitoring used for? Monitoring Academic and Behavior progress
What Age is progress monitoring usually used for? Elementary students. But it can be conducted effectively at any age.
CBM (Curriculum Base...
Fundamentals of Diverse Learners-WGU D096
Jeremiah
Terms in this set (201)
What Is progress monitoring used for? Monitoring Academic and Behavior progress
What Age is progress monitoring usually Elementary students. But it can be conducted effectively at any age.
used for?
Includes instruments or probes.
Has a short sample from the curriculum.
Includes items from across the curriculum to provide a representative indicator of the
CBM (Curriculum Based Measurement)
students skills.
It provides immediate info about how the student is mastering skills being taught at the
moment.
Tier 3 provides more instructional time but it also provides smaller groups.
What is the major difference between Tier 2
Targets precise objectives at appropriate levels, systematic instruction, extensive
and 3 of support in MTSS
opportunities for practices, and increased error correction and feedback opportunities.
--Intensive--
The most intensive level of support provided (in addition to tier 1).
Tier 3 level of support
This intervention is geared toward skill growth and acquisition much more narrowly
focused.
--Targeted--
Tier 2 level of support Small group intervention provided to students in addition to tier 1 support ( Targeted
areas of need)
--Core--
Tier 1 level of support
Whole class instruction using evidence-based general education strategies
What is one function of the home language Determines the potential need for a language assistance program
survey for language students
Once students are ID'd as potential EL's what They must be assessed with a valid and reliable assessment to determine if they qualify
is the process? for EL services
A teacher observes disruptive behavior Reduce long delays between activities to hold students attention
among a number of students, what should
she do?
Fundamentals of Diverse Learners-WGU D096
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What type of differentiation is address in an Environment
IEP where a student need to sit near the
teacher in the first or second row?
What curriculum adjustment will help Adjust assignments to include student interest
students who are bored in class?
What is a student able to do in Early Basic vocab
Production? Know up to 1000 words
What differentiation method is a teacher Content
using when offering reading materials at
different reading levels to students?
Practice pronouncing words
What is a student able to do in the
Basic vocab
preproduction stage?
Know up to 500 words
1. Preproduction
2. Early Production
Stages of Second Language Acquisition 3. Speech Emergence
4. Intermediate Fluency
5. Advanced Fluency
An instructional strategy that emphasizes group instruction. The instruction offered
Explicit Instruction should include a great deal of teacher-student interactivity.
The teacher models the behaviors taught
Two distinct methods of providing instruction to diverse students and these are used
Explicit instruction and implicit instruction
for various student groups depending on the functioning level and the subject area
A carefully planned sequence for instruction, similar to a builder's blueprint for a house.
A blueprint is carefully thought out and designed before building materials are
gathered and construction begins. The plan for instruction that is systematic is carefully
Systematic Instruction thought out, strategic, and designed before activities and lessons are planned.
Instruction is across the five components (phonemic awareness, phonics, fluency,
vocabulary, and comprehension). For systematic instruction, lessons build on previously
taught information, from simple to complex.
Goal based
3 characteristics of systematic instruction Supported and scaffolded
Logically sequenced
Tests that keep the teacher informed about the child's progress in learning to read
during the school year. They are a quick sample of critical reading skills that will tell the
Progress Monitoring
teacher if the child is making adequate progress toward grade level reading ability at
the end of the year.
Used to measure the growth of student's proficiency in the core skills that contribute to
Curriculum Based Measurement
success in school
Practice of individualizing instructional methods, and possibly also individualizing
Differentiated Instruction specific content and instructional goals, to align with each student's existing
knowledge, skills, and needs.
Allows more accurate measurement of what students know, it can provide valuable
Differentiated assessment
information about learning profiles and preferences.
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