WGU D662 Task – Assessment |Latest Update with
Complete Solution
Kara Hackenberg
D662
January 17, 2025
During..the..Muzzy..Lane..scenario,..I..was..a..fifth..grade..reading..teacher..with..twenty-
two..students..in..my..classroom...The..tier..1..intervention..that..I..decided..to..use..to..teach..my..studen
ts..was..explicit..instruction..to..provide..universal..support..for..all..students...This..method..is..very..st
ructured..and..direct,..and..it..also..allows..the..students..to..receive..feedback..from..me...This..method..
allows..me..to..see..what..students..of..mine..are..understanding..and..what..students..of..mine..may..be..
struggling..with..this..instruction..and..need..a..little..more..help...Throughout..this..Tier..1..intervention
,..I..was..able..to..find..out..the..students..who..struggled..with..this..teaching..method...Five..of..my..stud
ents..were..not..responding..well..to..explicit..instruction...After..the..instruction..was..not..working..for
..those..five..students,..it..was..then..discussed..in..the..monthly..meeting..that..it..was..decided..for..me..t
o..try..four..more..weeks..of..working..in..small..groups..using..reading..with..a..focus..on..decoding,..an
d..only..1..student..made..progress..while..the..other..four..made..little..to..no..progress...So,..I..decided..t
hat..moving..the..four..students..up..to..tier..two..and..leaving..the..one..who..made..progress..in..tier..on
e..would..be..in..the..students’..best..interests...In..Tier..two,..the..four..students..who..needed..to..be..mo
ved..up..worked..with..Mr...Miller,..who..is..another..5th-grade..teacher...He..used..a..research-
based..approach..with..the..four..students..using..scaffolding..instruction..with..explicit..phonics..instr
uction...Mr...Miller..began..with..single..letters..and..progressed..into..diagraphs..and..complex..vowel
Complete Solution
Kara Hackenberg
D662
January 17, 2025
During..the..Muzzy..Lane..scenario,..I..was..a..fifth..grade..reading..teacher..with..twenty-
two..students..in..my..classroom...The..tier..1..intervention..that..I..decided..to..use..to..teach..my..studen
ts..was..explicit..instruction..to..provide..universal..support..for..all..students...This..method..is..very..st
ructured..and..direct,..and..it..also..allows..the..students..to..receive..feedback..from..me...This..method..
allows..me..to..see..what..students..of..mine..are..understanding..and..what..students..of..mine..may..be..
struggling..with..this..instruction..and..need..a..little..more..help...Throughout..this..Tier..1..intervention
,..I..was..able..to..find..out..the..students..who..struggled..with..this..teaching..method...Five..of..my..stud
ents..were..not..responding..well..to..explicit..instruction...After..the..instruction..was..not..working..for
..those..five..students,..it..was..then..discussed..in..the..monthly..meeting..that..it..was..decided..for..me..t
o..try..four..more..weeks..of..working..in..small..groups..using..reading..with..a..focus..on..decoding,..an
d..only..1..student..made..progress..while..the..other..four..made..little..to..no..progress...So,..I..decided..t
hat..moving..the..four..students..up..to..tier..two..and..leaving..the..one..who..made..progress..in..tier..on
e..would..be..in..the..students’..best..interests...In..Tier..two,..the..four..students..who..needed..to..be..mo
ved..up..worked..with..Mr...Miller,..who..is..another..5th-grade..teacher...He..used..a..research-
based..approach..with..the..four..students..using..scaffolding..instruction..with..explicit..phonics..instr
uction...Mr...Miller..began..with..single..letters..and..progressed..into..diagraphs..and..complex..vowel
