WGU D152 OA Study Guide Latest 2023 Already Passed

WGU D152 OA Study Guide Latest 2023 Already Passed Progress Monitoring the process of collecting and analyzing data over time to measure student performance and evaluate the effectiveness of instruction Progress monitoring practices Implementing effective progress monitoring practices enables educators to utilize data to improve instructional practices and meet individual needs of students. Schoolwide screening measures are intended to be easy to implement and score yet still provide a general picture of academic achievement in a particular area, such as reading. Can be administered 3 times a year. T/F Progress monitoring is conducted in all tiers of instruction? True, This is one of the eight features of effective progress monitoring. Screening Measures can help to identify which students need additional support in order to be successful in school T/F To facilitate data collection, measures must be easy to administer and effective? True, This is one of the eight features of effective progress monitoring. T/F Cut scores and decision rules must have clear rationale? True, This is one of the eight features of effective progress monitoring. T/F Progress monitoring data must be collected daily on every student? False, while it is important to collect progress monitoring data often, daily is not always required. measures must be collected frequently enough to inform instructional and placement decisions. 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 mastery? True, This is one of the eight features of effective progress monitoring. T/F Progress monitoring data are often hard to interpret, so teachers must be extensively trained on how to display and interpret progress monitoring data? False, Results should be displayed in a manner that makes interpretation simple and efficient, for example, in charts or line graphs. Tier 1 Instruction Encompasses whole-school quality differentiated instruction and support for all students. Tier 2 Instruction small groups are typically used in tier 2 of RTI, as they allow for targeted interventions for struggling students. Tier 3 Instruction one on one. Require individualized goals. Their progress toward goals requires more frequent measuring to determine the effectiveness of the intervention Data-based Individualization (DBI) A means of using evidence-based methods to individualize interventions for students who do not demonstrate adequate progress Sara was identified with a low level of performance in mathematics and has been receiving tier 1 supports. Her weekly progress monitoring showed that she continued to have a reduced rate of progress. What happens next with Sara, based on this result? Student should