Inclusive Classroom WGU Test
Questions and Answers
A para is drafting written directions for a specific activity for a student with a disability.
What information would help the para to be most effective? - ANSWER-The order of the
tasks, how and when to prompt and allowable changes
A teacher is working with a new paraeducator who has minimal experience in a
classrooms setting.
What factors must the teacher consider when planning? - ANSWER-The amount of
information and training the para needs.
A teacher needs to determine whether students are benefitting and responding well to
tier 1 instruction.
Which teacher-related component needs to be evaluated prior to making instructional
changes? - ANSWER-Whether instruction is high quality and scientifically based
A teacher wants to use an activity to demonstrate further learning but does not have
much experience with the implementation of the activity. The teacher asks the para for
input and discovers that the para has high familiarity with the activity.
How should the teacher respond to this? - ANSWER-Ask if the para would be
comfortable leading with the teachers assistance
All the students in a class are attempting to learn a new concept that is inadvertently a
higher-order cognitive task in which the teacher dis not anticipate. It is causing difficulty
in completing the worksheet.
What method should a co-teaching classroom use to remedy the situation? - ANSWER-
Identify the learning issues and implement an alternative teaching set up
An effective instructional feedback has positive and meaningful or relevant information
for the student. If students know what is expected from them to master a concept, they
can also explain what they need to do.
What strategy would provide the teacher a way to engage feedback with the student? -
ANSWER-Ask questions to clarify the students task and to check for accuracy
Before each lesson, Mr. Sousa passes out outlines of the lesson and reviews it with the
class.
Which SCREAM variable is Mr. Sousa demonstrating by reviewing the outline? -
ANSWER-Structure
, Data-based individualization/ intervention - ANSWER-researched based process for
individualizing and intensifying intervention through the systematic use of assessment
data, validated intervention and research based adaption strategies
During Mr. Kalanis language arts class, he acts out the dramatic parts of important
plays the students are learning. he wear partial outfits and uses dramatic voices.
Which SCREAM variable is Mr. Kalani implementing? - ANSWER-Enthusiasm
For her students with ADHD, Ms. Costa provides outlines that have the main points of
the lesson highlighted.
Which SCREAM variable is Ms. Costa implementing? - ANSWER-Structure
For learning basic letter formations, Mrs. Garcia has her students "sky write" with their
fingers. Then they use their fingers to write on their tables and finally write on paper.
What strategy is Mrs. Garcia implementing with her students? - ANSWER-Multiple
examples of stimulus
In a general education classroom that has 2 co-teachers, a student with a mild learning
disability struggles with completing time keyboard exercises successfully.
What approach would allow the teachers to collect data to support the student? -
ANSWER-One teaches, One observes
In what scenario would it be appropriate to provide instructional support to students with
mild learning disabilities in a co-teaching classroom using parallel teaching? -
ANSWER-to support readers with different levels of fluency and comprehension
In what scenario would using drill and practice be appropriate to promote learning of
specific skills? - ANSWER-Times multiplication and division problems
Mr. Patel implemented an intensive reading intervention for a tier 2 student. The student
did not make meaningful gains so Mr. Patel changed the reading materials and added a
reading intervention to improve the outcome.
Which calssification applies to the changes Mr. Patel Implemented? - ANSWER-
Qualitative changes: Cognitive instruction and instruction delivery
Mrs. Phan has a tier 2 intervention reading group with four students. After a reading
achievement test, one of the students is still not making gains so Mrs. Phan intensified
the intervention with additional time spent on reading skills for this student.
What intervention was used? - ANSWER-Data-based intervention and individualization
(DBI)
Mrs. Thomas worked with a student that has reading comprehension intervention
supports. This student was unsuccessful in small group intervention, fell further behind
and was very discouraged with school, so Mrs. Thomas planned to further individualized
instruction for this student with one-on-one supports and other more intensive
interventions.
Questions and Answers
A para is drafting written directions for a specific activity for a student with a disability.
What information would help the para to be most effective? - ANSWER-The order of the
tasks, how and when to prompt and allowable changes
A teacher is working with a new paraeducator who has minimal experience in a
classrooms setting.
What factors must the teacher consider when planning? - ANSWER-The amount of
information and training the para needs.
A teacher needs to determine whether students are benefitting and responding well to
tier 1 instruction.
Which teacher-related component needs to be evaluated prior to making instructional
changes? - ANSWER-Whether instruction is high quality and scientifically based
A teacher wants to use an activity to demonstrate further learning but does not have
much experience with the implementation of the activity. The teacher asks the para for
input and discovers that the para has high familiarity with the activity.
How should the teacher respond to this? - ANSWER-Ask if the para would be
comfortable leading with the teachers assistance
All the students in a class are attempting to learn a new concept that is inadvertently a
higher-order cognitive task in which the teacher dis not anticipate. It is causing difficulty
in completing the worksheet.
What method should a co-teaching classroom use to remedy the situation? - ANSWER-
Identify the learning issues and implement an alternative teaching set up
An effective instructional feedback has positive and meaningful or relevant information
for the student. If students know what is expected from them to master a concept, they
can also explain what they need to do.
What strategy would provide the teacher a way to engage feedback with the student? -
ANSWER-Ask questions to clarify the students task and to check for accuracy
Before each lesson, Mr. Sousa passes out outlines of the lesson and reviews it with the
class.
Which SCREAM variable is Mr. Sousa demonstrating by reviewing the outline? -
ANSWER-Structure
, Data-based individualization/ intervention - ANSWER-researched based process for
individualizing and intensifying intervention through the systematic use of assessment
data, validated intervention and research based adaption strategies
During Mr. Kalanis language arts class, he acts out the dramatic parts of important
plays the students are learning. he wear partial outfits and uses dramatic voices.
Which SCREAM variable is Mr. Kalani implementing? - ANSWER-Enthusiasm
For her students with ADHD, Ms. Costa provides outlines that have the main points of
the lesson highlighted.
Which SCREAM variable is Ms. Costa implementing? - ANSWER-Structure
For learning basic letter formations, Mrs. Garcia has her students "sky write" with their
fingers. Then they use their fingers to write on their tables and finally write on paper.
What strategy is Mrs. Garcia implementing with her students? - ANSWER-Multiple
examples of stimulus
In a general education classroom that has 2 co-teachers, a student with a mild learning
disability struggles with completing time keyboard exercises successfully.
What approach would allow the teachers to collect data to support the student? -
ANSWER-One teaches, One observes
In what scenario would it be appropriate to provide instructional support to students with
mild learning disabilities in a co-teaching classroom using parallel teaching? -
ANSWER-to support readers with different levels of fluency and comprehension
In what scenario would using drill and practice be appropriate to promote learning of
specific skills? - ANSWER-Times multiplication and division problems
Mr. Patel implemented an intensive reading intervention for a tier 2 student. The student
did not make meaningful gains so Mr. Patel changed the reading materials and added a
reading intervention to improve the outcome.
Which calssification applies to the changes Mr. Patel Implemented? - ANSWER-
Qualitative changes: Cognitive instruction and instruction delivery
Mrs. Phan has a tier 2 intervention reading group with four students. After a reading
achievement test, one of the students is still not making gains so Mrs. Phan intensified
the intervention with additional time spent on reading skills for this student.
What intervention was used? - ANSWER-Data-based intervention and individualization
(DBI)
Mrs. Thomas worked with a student that has reading comprehension intervention
supports. This student was unsuccessful in small group intervention, fell further behind
and was very discouraged with school, so Mrs. Thomas planned to further individualized
instruction for this student with one-on-one supports and other more intensive
interventions.
