D635 Practices for Inclusive Classrooms EEN1 TASK 1 -
In this task, you will demonstrate your understanding and
application of multi-tiered Western Governors University
A. Complete the "Muzzy Lane" scenario in the Web Links section by doing the
following:
1. Explain how interventions and essential components of MTSS were
applied in Tier 1 to prevent academic difIculties before they became
more significant challenges.
In the activity, the teacher, Ms. Kalani was using explicit instruction while
teaching phonological decoding and comprehension. This was
producing results for most of the students in the class, however, there
were 5 students that were struggling. In utilizing progress monitoring Ms.
Kalani was able to accurately record the data and notes on how students
were performing and thus was able to bring these students names
forward at the monthly MTSS meeting. At this meeting, those in
attendance used data-based decision making and ultimately decided to
move the students into Tier 2. The students were then placed into small
group instruction which provided additional support for the students in the
areas identified.
, By actively progress monitoring throughout their time in Tier 1, Ms.
Kalani was able to quickly identify where the students were struggling.
This allowed for necessary adjustments to their education. The prompt
identification of the students' needs allowed the students to progress in
their learning, which allowed 4 of the 5 students to return to Tier 1
education. The 5th student was referred to Special Education services by
the end of the activity. In using explicit instruction Ms. Kalani was
employing a highly structured, clear and focused teaching model. She also
provided multiple opportunities for practice through this instruction. By
utilizing this style of instruction, she was able to quickly note the academic
difIculties the students were facing. As such, each student was able to
receive the education they needed to move forward before these
difIculties grew into significant challenges.
2. Explain how interventions and essential components of MTSS were
applied in Tier 2 and how they differ from interventions in Tier 1.
The students were placed into small group instruction with Ms. Kalani at
first. In just 4 weeks of small group instruction, 1 of the 5 students made
significant progress and was returned to Tier 1. The other 4 students
were placed in a small group with the fifth-grade teacher, Mr. Miller. Mr.
Miller provides Tier 2 instruction and uses a more targeted approach with
evidence-based interventions. He finds different strategies and
techniques to tailor his teaching to the needs of the students. In this tier,
progress monitoring becomes more critical than in Tier 1 to ensure the
progress of the students. Mr. Miller continues progress monitoring over
the course of the 15 weeks they are together, and notes that 3 students
have made significant progress under his instruction.
In Tier 1 the educator is responsible for universal support for all students,
whereas in Tier 2 the educator is responsible for addressing specific
areas of need. Ms.
Kalani identified the needs of the students, but Mr. Miller was able to create
plans that were tailored to those needs. Mr. Miller approaches the students
with a systematic instruction model by breaking down complex skills into
smaller pieces
In this task, you will demonstrate your understanding and
application of multi-tiered Western Governors University
A. Complete the "Muzzy Lane" scenario in the Web Links section by doing the
following:
1. Explain how interventions and essential components of MTSS were
applied in Tier 1 to prevent academic difIculties before they became
more significant challenges.
In the activity, the teacher, Ms. Kalani was using explicit instruction while
teaching phonological decoding and comprehension. This was
producing results for most of the students in the class, however, there
were 5 students that were struggling. In utilizing progress monitoring Ms.
Kalani was able to accurately record the data and notes on how students
were performing and thus was able to bring these students names
forward at the monthly MTSS meeting. At this meeting, those in
attendance used data-based decision making and ultimately decided to
move the students into Tier 2. The students were then placed into small
group instruction which provided additional support for the students in the
areas identified.
, By actively progress monitoring throughout their time in Tier 1, Ms.
Kalani was able to quickly identify where the students were struggling.
This allowed for necessary adjustments to their education. The prompt
identification of the students' needs allowed the students to progress in
their learning, which allowed 4 of the 5 students to return to Tier 1
education. The 5th student was referred to Special Education services by
the end of the activity. In using explicit instruction Ms. Kalani was
employing a highly structured, clear and focused teaching model. She also
provided multiple opportunities for practice through this instruction. By
utilizing this style of instruction, she was able to quickly note the academic
difIculties the students were facing. As such, each student was able to
receive the education they needed to move forward before these
difIculties grew into significant challenges.
2. Explain how interventions and essential components of MTSS were
applied in Tier 2 and how they differ from interventions in Tier 1.
The students were placed into small group instruction with Ms. Kalani at
first. In just 4 weeks of small group instruction, 1 of the 5 students made
significant progress and was returned to Tier 1. The other 4 students
were placed in a small group with the fifth-grade teacher, Mr. Miller. Mr.
Miller provides Tier 2 instruction and uses a more targeted approach with
evidence-based interventions. He finds different strategies and
techniques to tailor his teaching to the needs of the students. In this tier,
progress monitoring becomes more critical than in Tier 1 to ensure the
progress of the students. Mr. Miller continues progress monitoring over
the course of the 15 weeks they are together, and notes that 3 students
have made significant progress under his instruction.
In Tier 1 the educator is responsible for universal support for all students,
whereas in Tier 2 the educator is responsible for addressing specific
areas of need. Ms.
Kalani identified the needs of the students, but Mr. Miller was able to create
plans that were tailored to those needs. Mr. Miller approaches the students
with a systematic instruction model by breaking down complex skills into
smaller pieces
