WGU D005 Latest Update with Verified Solutions

WGU D005 Latest Update with Verified Solutions Dimension 1: Strength How well the program works specifically for students with intensive intervention needs Dimension 2: Dosage Size of the instructional group, number of minutes each session lasts, and the number of sessions provided each week. Dimension 3: Allignment The extent to which the intervention addresses the target student's full set of academic skills deficits, does not address skills the target student has already mastered, and incorporates a meaningful focus on grade-appropriate curricular standards. Dimension 4: Attention to transfer The extent to which intervention is systematically designed to help students transfer the skills they learn to other formats and contexts. Dimension 5: Comprehensiveness Reflects the number of explicit instruction principles the intervention incorporates Dimension 6: Behavior Support Interventions that incorporate self-regulation and executive function components Dimension 7: Individualization Data-based intervention. To implement teachers collect progress monitoring data frequently and apply DBI decision rules to determine if the intervention is producing adequate response for the target student. Which co-teaching to model metacognition while reading? Team teaching: one models reading behavior aloud, other provides instruction of concepts Which co-teaching if only one teacher is familiar? One teach, one assist What to do if para knows more information about a subject than you Ask them to lead the lesson with your assistance Tier 2 over tier 1 Data is collected more frequently and over a longer period What needs to happen before changes are made to tier 1 Is the instruction high quality and scientifically based How effective the intervention should be for a student in achieving a goal Strength Tier 2 student is still not making progress after test they intensified intervention time what did they do? Data-based intervention and individualization Reviewing an outline. SCREAM? Structure Main points of lesson highlighted on outline. SCREAM? Structure Systematic instruction Teaching lessons and activities in a logical fashion Prompts students with previous information to make sure they are retaining Material reviews When we arrive remember to use polite behaviors. If you need help what do you do? Generalized practice skills Sky write, finger on table, pencil paper Multiple examples of stimulus Which strategy for improving attention involves limiting direct instruction and has students engage in activities? Student activites Aide provided with food to help them pay attention Extreme attention deficit strategy Adding more affirmations Positive feelings toward contentq Imagery to learn sizes of animals Improving memory Information to decide how students are assigned an academic task Developing background knowledge through class discussion Provide explicit instruction of how to plan and evaluate one's own learning Model it Rehearsal strategies to use for mastering larger concepts Memorizing bits of information Demonstrating self-talk Establishing independent practice Enthusiasm Use an upbeat tone of voice, rapid presentation rate, and varied inflection Structure Discuss with the students the purpose of the lesson. Display for the students an outline of the lesson. Emphasize the critical points of the lesson. Summarize and review throughout the lesson. Maximized engagement Select material that is at the correct level of difficulty. Select material that is motivating and interesting. Use effective positioning techniques. Provide helpful feedback. Praise students frequently. Redundancy Continue to reemphasize key concepts, procedures, and rules during the lesson. This is critical to the success of the students. Clarity Speak clearly to the objective of the lesson. Eliminate vague language in your presentation. Select vocabulary and syntax that are familiar to all students. Appropriate rate Does your answer contain appropriate pacing to keep lessons interesting and motivating? Frequently question students to monitor if you are presenting too fast.