D005 Considerations for Instructional Planning | Questions with 100% correct Answers | updated and verified

D005 Considerations for Instructional Planning How can a teacher determine if a student's problem is resolved as a result of the tier 3 interventions? - Collect data on the targeted student outcomes Which grouping type scenario aligns with expected parameters of tier 2 instructional approaches? - One instructor with 2-5 students by same slop scores While providing tier 3 interventions, which data collection approach should be used to ensure alignment of data results? - Continue to plot data using the measures from tiers 1 and 2 Mr Patel is reflecting on the effectiveness of reading fluency interventions he implemented for a struggling student. Which area of taxonomy is Mr Patel reflecting upon? - Strength Mr Sousa US History class has students who are frequently disruptive at the beginning of the lesson. A student with an emotional disability often becomes upset because she cannot focus on the lessons of her co-teacher, Mr Lee. Which co-teaching instructional approach would support the student and address the behavior of the other students? - One teach, one assist Which method allows for one teacher to observe a student and record behavioral data while the other focuses on teaching content? - One teach one observe Sensitvity - Identifying students who are at risk for academic difficulties in the area being measured Specificity - Students who perform acceptably on the measures are unlikely to have academic problems in that area Cut scores - Performance scoreSlope - Change in performance over time Fidelity of implementation - The degree to which instruction is delivered in the way it was intended Direct Assessment Measures - Checklists of intervention components conducted by a qualified person to observe classroom procedures Indirect methods of fidelity assessment - Teacher self reports of implementation more general rating scales, teacher interviews, and permanent products of teacher and student work Tier 1 of RTI - Differentiated instruction methods are implemented by the classroom teacher and monitored through a variety of assessments. Curriculum-based measurements (CBM), like DIBELS for reading skills can help teachers to determine if students are making adequate progress Tier 2 of RTI - targeted interventions All students are frequently monitored to assess whether they are progressing in the general education classroom. Flexible grouping options can target areas of weakness for specific students who need more time or alternative approaches to master and apply new strategies. Tier 3 of RTI - intensive interventions and comprehensive evaluation Students are frequently measured for progress and alignment to their specific short term and long term academic goals. The frequency and intensity of the interventions are increased and often involve either collaboration or support, or both, from related specialists. Data-based Individualization (DBI) - One on one instruction strength taxonomy of intervention Intensity - the evidence of effectiveness for students with intensive needs;Dosage taxonomy - the number of opportunities the student has to respond and receive feedback from the teacher; Alignment - how well the intervention matches the targeted academic skills or behaviors of concern, as well as incorporates grade-appropriate standards or behaviors we would expect for a particular context; Attention to transfer - The extent to which an intervention is designed to help students transfer the skills they learn to other formats and contexts and realize connections between mastered and related skills comprehensiveness - how well the intervention incorporates a comprehensive array of explicit instruction principles, like simple, direct language Behavioral support - whether an academic intervention incorporates behavioral strategies that may support students with self-regulation, motivation, or externalizing behaviors that may impact their ability to learn, or whether a behavioral intervention considers academic components as part of the intervention. Individualization - focuses on the ongoing use of progress monitoring data and other diagnostic data sources to intensify and individualize the intervention based on student need. This approach mirrors the remaining steps of the DBI process that consist of data collection and modification in an iterative process until improvement is seen. Set up stage - First 6 dimensions strength, dosage, alignment, attention to transfer, comprehensiveness, and behavioral support Implementation stage - All 7 dimensions Written language components - Handwriting, spelling, composition Problem Identification - Spotting an area of difficulty for studentsProblem Analysis - Digging deeper into the area of difficulty and identifying specific components to address Determination of a solution - Use research based findings from literature and professional wisdom to address the specific components Implementation and evaluation - Informs how well the solution has worked and what changes need to occur Feedback for struggling students - Clear concise language, constructive feedback using simple vocabulary asking questions to make sure they have understanding, immediate Systematic instruction - The process of breaking a skill down into individual components for students and identify the appropriate teaching method or promoting strategy that allows for students to fully comprehend instruction about a new skill or learning objective SCREAM - Structure Clarity Redundancy Enthusiasm Appropriate rate Maximized engagement Enthusiasm - Using an upbeat of voice, rapid presentation right and varied inflection Structure - Discuss with students the purpose of your lesson. Display for students and 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 affective questioning techniques. Provide helpful feedback. Praise students frequently. Redundancy - Continue to re-emphasize key concepts, procedures, and rules during the lesson. This is critical to the success of 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. Application - Applying learn skills or content to relevant contexts Provide several instances of different application problems, model procedures in directions in different cases, provide meaningful demonstrations and examples, use active coaching with questioning to prompt correct responding Generalization - The ability to transfer previous learning to novel situations Ensure students have mastered relevant skills, train and retrain loosely in real world settings, use multiple examples of stimuli, use peer assistance in indiscriminate above contingencies, trained students to use self monitoring use modeling and role-play, reinforce appropriate generalizations, practice skills to be generalized Acquisition - Simple accuracy level criteria Slow the pace of instruction, and provide for additional practice, use modeling and demonstrations, provide lots of reinforcement for accurate responding Fluency - Combines the accuracy criteria with specified amounts of timeProvide a faster pace of instruction, practice with time responding, provide reinforcement for rapid, accurate responding A complex lesson on human anatomy is being taught by to co teachers, which element of explicit instruction can both teachers use to ensure all their students are learning and understanding the lesson plan and that it is meeting the students individual needs? - Provide immediate affirmative and correct and feedback To use direct or explicit instruction in a relevant and appropriate way, what concern needs to be addressed initially? - Whether a skill, a strategy, or content has not been mastered Which feedback can a teacher apply with students when introducing a complex concept with interrelated sub skills? - Explicit, constructive, and immediate Clear goals for learning and behavior establish concrete expectations for students to manage their learning and social performance in educational settings. Specifically, research has indicated strongly that articulating specific goals for students with learning disabilities is paramount for successful engagement and academic success. Which features should be embedded before and during instruction when creating goal directed feedback? - Learner focused, outcome based, and ongoing Mrs. Lee assesses her students after each major instructional mile stone is taught in her mathematics class. Which is systematic approach is Mrs. Lee utilizing with her mathematics class? - The new one systematically evaluate student outcomes Mr. Miller provides gestures when verbally instructing his class for physical transitions such as lining up to leave the classroom, moving into groups, or other transitions within the room. Mr. Miller does this to help a student who requires gesturing to better understand transitional needs. Mr. Miller is using which SCREAM variable? - Clarity Providing instruction quickly and then following up with questions to assess student retention describes which SCREAM variable? - Appropriate rateMr. Garcia leads small group instruction for two socially struggling students in his classroom. They practiced approaching friends. Which strategy is Mr. Garcia utilizing? - Role-play Mrs. Yoshida reward students for correct behaviors when they are unaware they are being observed. Which strategy is Miss Yoshida utilizing? - Indiscriminate contingency Identify two ways in which students with mild to moderate exceptionality's exhibit difficulties with attention. - Poor attention and concentration, and ability to sustain attention and difficulties attending to lessons Executive functioning refers to - Several important mental skills that are key to learning, students who struggle with executive functioning show their struggles when trying to apply information from their working memory, think flexibility, or control behavior working memory - Use memory to recall and do the steps needed to make a peanut butter and jelly sandwich Semantic memory - memory for knowledge about the world No in the capitals of all the states Jack finds himself daydreaming during his math class. Mrs. Fanfan his teacher worked with Jack to develop a system where when the timer goes off Jack's checks to see if he is on task. This is an example of - Self-monitoring Sophia is struggling to learn the steps for long division in her math class. She and her teacher had developed a mnemonic for her to say to her self to remember the steps. This is an example of - Self instruction Self-regulation is a challenge for students with learning disabilities and emotional disorders because - Limited academic or social skillsSelf regulated strategy development (SRSD) is - A framework to teach student strategies for both academic tasks and managing behaviors SRSD stages - 1. Develop background knowledge 2. Discuss it 3. Model it 4. Memorize it 5. Support it 6. Establish independence Model it - Walk students through each step of the academic strategy. Use thorough think about is to emphasize key problem-solving and self-regulation methods. Show students positive self talk and self monitoring. Develop background knowledge - Assess students baseline skills in academics and self-regulation strategies. Teach necessary skills that are lagging. Introduce the self-regulation skills of goalsetting and self monitoring. Discuss it - Explain that strategies can be used in several settings. Explicitly teach each academic strategy. Meet with students who are working on self-regulation and elicit their cooperation. Explicitly teach self-regulation strategies of goalsetting, self monitoring, and self talk. Establish independent practice - Monitor students work using the strategies. Reteach strategies if they are being used incorrectly. Continue to model self-regulation strategies. Incorporate activities to promote generalization. Memorize it - Allow adequate practice in supplemental activities so all students are fluent with the strategies. Support it - Scaffold instruction to allow growth toward independence. Reteach any skill as needed. Emphasize self monitoring, self talk, and south reinforcement.Two strategies that can help a student to improve their metacognition - Setting goals and self monitoring progress toward those goals Having a positive outlook Which example demonstrates a teacher modeling metacognitive strategies by thinking aloud? - Wow! That is a long word. I know I can break it up around the vowels into syllables to help me sound it out. Which of the following strategies would help a teacher to model how to apply metacognition? - Making deliberate mistakes while solving a math problem and using think aloud's to talk your way through your thinking to correct it After students have learned various teacher taught metacognitive and self-regulation strategies to support their continued learning, which stage of the self regulated strategy development model does the teacher need to promote for students? - Establishing independent practice Mr. Patel has taught his students the first two parts of a reading strategy. After the students are mostly proficient, he introduces the third component to ensure they apply each step in the process alongside the first part. Which stage of the self regulated strategy development model is Mr. Patel implementing for his learners? - Supporting the strategy Providing multiple opportunities for practice of a cognitive strategy to ensure automaticity and accuracy is an activity at which stage of the self regulated strategy development matter? - Memorizing it When I'm beginning to read a new story to her Kindergarten class, Mrs Sosa has the students look at the book cover, then look at and listen to the title of the book. She then asked students to hypothesize with the story may be about. Which component of the self regulate his strategy development model is Mrs Sousa demonstrating? - Modeling the strategy Mr. Garcia creates graphic organizers of information pertaining to various countries to help students remember their geography lessons. Which strategy is Mr. Garcia utilizing? - Clustering an organizationMrs. Martin has students use text to speech software during pre-reading activities. Which strategy is Mrs. Martin utilizing - Technology to increase memory Although she has expressed interest in improving her performance in algebra, Annika continues to experience difficulties paying attention during class. When prompted, she returns to the task at hand but inevitably ends up losing focus again within minutes. Which strategy would effectively improve Annika's ability to pay attention during class? - Setting up a cell recording system, such as marking a document, prompts Annika to record if she was paying attention Eva records her ability to remain focused on her reading assignments by using random alarm set on her school tablet. When the alarm sounds, she records if she was reading on task or off task. Eva is utilizing which strategy? - Self-monitoring Mr. Lee carefully consider us as students lab partners for science lab days. He ensures that his students who struggle to remain on task are paired with students who are less easily distracted. Which strategy is utilized in this scenario? - Peers to promote attention Enactments and manipulations - We remember things better when we do then when we hear. Using hands on activities to promote memory Promote active reasoning - Students remember better when they actively participate in the learning process by asking and answering questions Clustering an organization - Using things like graphic organizers organizational charts visual displays semantic maps relationship charts that display information is organized for topic Using things like graphic organizers organizational charts visual displays semantic maps relationship charts that display information is organized for topic -