WGU D152 Inclusive Classroom Study Guide
Updated for the 2026/2027 Syllabus
Section 1: Foundational Concepts and Terminology
1. What is the definition of specific education (as described in the context of
D152)?
ANSWER: A systematic, structured procedure for teaching academic abilities. It follows
the steps of "I do, we do, you do" and involves breaking down a complex ability or idea
into small, manageable chunks.
2. What are the 16 ingredients of explicit instruction?
ANSWER: The 16 components are:
1. Focus on critical content
2. Logically sequenced skills
3. Complex skills broken into smaller teaching units
4. Organized and focused lessons
5. Lesson begins with clear goals and objectives
6. Review prior skills before starting
7. Step-by-step demonstrations
8. Clear and concise language
9. Adequate range of examples and non-examples
10. Guided and supported practice
11. Frequent student responding
12. Close monitoring of student performance
13. Immediate corrective and affirmative feedback
14. Fast-paced instruction
15. Help students organize knowledge
16. Delivered and accumulated practice
3. Define systematic instruction.
ANSWER: An evidence-based method for teaching that incorporates the principles of
applied behavior analysis and allows educators to teach a broad range of skills by
breaking them down into individual, component parts.
, 4. What does the acronym SCREAM stand for in the context of effective teaching?
ANSWER:
o S - Structure
o C - Clarity
o R - Redundancy (Repetition)
o E - Enthusiasm
o A - Appropriate Rate
o M - Maximized Engagement
5. Which aspect of SCREAM is being described? "Use language that is on grade
level and developmentally appropriate. Do not be vague or use sarcasm."
ANSWER: Clarity
6. Which aspect of SCREAM is being described? "Ask questions of students
constantly to monitor if you are spending too much/not enough time on an area
of content."
ANSWER: Appropriate Rate
7. Which aspect of SCREAM is being described? "Provide feedback to students, use
questioning techniques that are effective and purposeful, and ensure students are
engaged and on task."
ANSWER: Maximized Engagement
8. What is the Multi-Tiered System of Support (MTSS)?
ANSWER: A comprehensive framework that provides targeted support to struggling
students. It screens all students and aims to address both behavioral and academic
issues through tiers of increasingly intensive intervention.
9. What is the difference between a "screen" and "progress monitoring" in MTSS?
ANSWER: A screen (or universal screening) is for all students and is conducted three
times a year to identify those at risk. Progress monitoring is conducted much more
frequently (e.g., weekly) and is used for specific students to assess their response to
intervention and track progress toward goals.
10. Define Response to Intervention (RTI).
, ANSWER: An assessment and intervention approach where students' response to
instruction is evaluated by observing how well they respond to instruction of varying
levels of intensity. It is a multi-level approach for the early identification and support of
students with learning and behavioral needs.
11. Describe Tier 1 of the MTSS/RTI framework.
ANSWER: This tier includes high-quality, evidence-based instruction and universal
screening provided to all students in the general education classroom. It involves whole-
class teaching that includes differentiation.
12. Describe Tier 2 of the MTSS/RTI framework.
ANSWER: This tier provides targeted, supplemental instruction and support to small
groups of students who are not making adequate progress in Tier 1. It is implemented
with ongoing progress monitoring and is often temporary, lasting until specific skills are
learned.
13. Describe Tier 3 of the MTSS/RTI framework.
ANSWER: This is the most intensive level of support, designed for students with
significant and persistent learning or behavioral difficulties. It involves individualized,
intensive interventions delivered to very small groups or individual students. This level
may include consideration for special education evaluation.
14. What are the 8 features of effective progress monitoring, according to Mellard
and Johnson?
ANSWER: The eight features are:
1. Applied at all levels of instruction.
2. Measures are reliable and directly related to the curriculum and tier level.
3. Measures are easy to implement and efficient.
4. Results are displayed in a way that is easy to understand (e.g., charts/graphs).
5. Decision rules are established for performance scores, rate of change, and mastery.
6. Cut scores and decision rules have a clear rationale.
7. Measures are collected frequently enough to inform instructional decisions.
8. Results are considered one of multiple sources of information.
15. What is the purpose of a universal screener?
ANSWER: The purpose is to identify which students may need additional academic or
behavioral support. It is administered to all students, typically three times a year.
Updated for the 2026/2027 Syllabus
Section 1: Foundational Concepts and Terminology
1. What is the definition of specific education (as described in the context of
D152)?
ANSWER: A systematic, structured procedure for teaching academic abilities. It follows
the steps of "I do, we do, you do" and involves breaking down a complex ability or idea
into small, manageable chunks.
2. What are the 16 ingredients of explicit instruction?
ANSWER: The 16 components are:
1. Focus on critical content
2. Logically sequenced skills
3. Complex skills broken into smaller teaching units
4. Organized and focused lessons
5. Lesson begins with clear goals and objectives
6. Review prior skills before starting
7. Step-by-step demonstrations
8. Clear and concise language
9. Adequate range of examples and non-examples
10. Guided and supported practice
11. Frequent student responding
12. Close monitoring of student performance
13. Immediate corrective and affirmative feedback
14. Fast-paced instruction
15. Help students organize knowledge
16. Delivered and accumulated practice
3. Define systematic instruction.
ANSWER: An evidence-based method for teaching that incorporates the principles of
applied behavior analysis and allows educators to teach a broad range of skills by
breaking them down into individual, component parts.
, 4. What does the acronym SCREAM stand for in the context of effective teaching?
ANSWER:
o S - Structure
o C - Clarity
o R - Redundancy (Repetition)
o E - Enthusiasm
o A - Appropriate Rate
o M - Maximized Engagement
5. Which aspect of SCREAM is being described? "Use language that is on grade
level and developmentally appropriate. Do not be vague or use sarcasm."
ANSWER: Clarity
6. Which aspect of SCREAM is being described? "Ask questions of students
constantly to monitor if you are spending too much/not enough time on an area
of content."
ANSWER: Appropriate Rate
7. Which aspect of SCREAM is being described? "Provide feedback to students, use
questioning techniques that are effective and purposeful, and ensure students are
engaged and on task."
ANSWER: Maximized Engagement
8. What is the Multi-Tiered System of Support (MTSS)?
ANSWER: A comprehensive framework that provides targeted support to struggling
students. It screens all students and aims to address both behavioral and academic
issues through tiers of increasingly intensive intervention.
9. What is the difference between a "screen" and "progress monitoring" in MTSS?
ANSWER: A screen (or universal screening) is for all students and is conducted three
times a year to identify those at risk. Progress monitoring is conducted much more
frequently (e.g., weekly) and is used for specific students to assess their response to
intervention and track progress toward goals.
10. Define Response to Intervention (RTI).
, ANSWER: An assessment and intervention approach where students' response to
instruction is evaluated by observing how well they respond to instruction of varying
levels of intensity. It is a multi-level approach for the early identification and support of
students with learning and behavioral needs.
11. Describe Tier 1 of the MTSS/RTI framework.
ANSWER: This tier includes high-quality, evidence-based instruction and universal
screening provided to all students in the general education classroom. It involves whole-
class teaching that includes differentiation.
12. Describe Tier 2 of the MTSS/RTI framework.
ANSWER: This tier provides targeted, supplemental instruction and support to small
groups of students who are not making adequate progress in Tier 1. It is implemented
with ongoing progress monitoring and is often temporary, lasting until specific skills are
learned.
13. Describe Tier 3 of the MTSS/RTI framework.
ANSWER: This is the most intensive level of support, designed for students with
significant and persistent learning or behavioral difficulties. It involves individualized,
intensive interventions delivered to very small groups or individual students. This level
may include consideration for special education evaluation.
14. What are the 8 features of effective progress monitoring, according to Mellard
and Johnson?
ANSWER: The eight features are:
1. Applied at all levels of instruction.
2. Measures are reliable and directly related to the curriculum and tier level.
3. Measures are easy to implement and efficient.
4. Results are displayed in a way that is easy to understand (e.g., charts/graphs).
5. Decision rules are established for performance scores, rate of change, and mastery.
6. Cut scores and decision rules have a clear rationale.
7. Measures are collected frequently enough to inform instructional decisions.
8. Results are considered one of multiple sources of information.
15. What is the purpose of a universal screener?
ANSWER: The purpose is to identify which students may need additional academic or
behavioral support. It is administered to all students, typically three times a year.
