D662 Personalized Learning for Inclusive Classrooms
Task 1 Passed 2025 Western Governors University
Personalized Learning for Inclusive Classrooms D662
November 23, 2024
EON1- Task 1
A1. In the Muzzy Lane scenario, I was a 5th-grade reading teacher
that had 22 students. While instructing the students in my
classroom I used Tier 1 instruction to provide universal support
to all students. I did this by using explicit instruction to teach
phonological decoding and comprehension. This approach is
effective because it is direct and allows students to receive
feedback on tasks they are completing. This allows me as the
teacher to be able to monitor all students’ progress and ensure
that instruction is understood. Explicit instruction allowed for
high-quality instruction to be demonstrated in Tier 1 and for me
to notice that I had several students struggling with this teaching
method. That is when I used response to intervention during
my monthly MTSS meeting. I determined that five of my
students were not responding well to explicit instruction and
decided that it might be in the five students’ best interest to be
moved up to a Tier 2 MTSS.
A2. In Tier 2 with my students in the Muzzy Lane scenario the
five students that were struggling with the Tier 1 approach of
explicit instruction, were then provided with the opportunity to
work in small groups. This was the first approach used to help
the five students. This aids the students because it targets the
students who have demonstrated mild or moderate academic
challenges that were not directly addressed with the Tier 1
approach of explicit instruction. At the second meeting, it was
noted that one of the five students appeared to have
mastered most of the areas they were originally struggling
with, so it was determined that the student could be moved
back to Tier 1, while the other four students that were making
little to no progress would remain in Tier 2. The four students
who remained in Tier 2 were then to be instructed by Mr. Miller
(a 5th-grade teacher who provides Tier 2 instruction). He takes
a more targeted approach with the four students, monitoring
progress weekly while producing alternative learning methods
such as scaffolding. This approach in a small group setting
, with focused support aided three of the students in making
considerable progress, getting them back on track with
comprehension of phonics. However, this approach did not
seem to be helping one of the students address the specific
areas of need with
Task 1 Passed 2025 Western Governors University
Personalized Learning for Inclusive Classrooms D662
November 23, 2024
EON1- Task 1
A1. In the Muzzy Lane scenario, I was a 5th-grade reading teacher
that had 22 students. While instructing the students in my
classroom I used Tier 1 instruction to provide universal support
to all students. I did this by using explicit instruction to teach
phonological decoding and comprehension. This approach is
effective because it is direct and allows students to receive
feedback on tasks they are completing. This allows me as the
teacher to be able to monitor all students’ progress and ensure
that instruction is understood. Explicit instruction allowed for
high-quality instruction to be demonstrated in Tier 1 and for me
to notice that I had several students struggling with this teaching
method. That is when I used response to intervention during
my monthly MTSS meeting. I determined that five of my
students were not responding well to explicit instruction and
decided that it might be in the five students’ best interest to be
moved up to a Tier 2 MTSS.
A2. In Tier 2 with my students in the Muzzy Lane scenario the
five students that were struggling with the Tier 1 approach of
explicit instruction, were then provided with the opportunity to
work in small groups. This was the first approach used to help
the five students. This aids the students because it targets the
students who have demonstrated mild or moderate academic
challenges that were not directly addressed with the Tier 1
approach of explicit instruction. At the second meeting, it was
noted that one of the five students appeared to have
mastered most of the areas they were originally struggling
with, so it was determined that the student could be moved
back to Tier 1, while the other four students that were making
little to no progress would remain in Tier 2. The four students
who remained in Tier 2 were then to be instructed by Mr. Miller
(a 5th-grade teacher who provides Tier 2 instruction). He takes
a more targeted approach with the four students, monitoring
progress weekly while producing alternative learning methods
such as scaffolding. This approach in a small group setting
, with focused support aided three of the students in making
considerable progress, getting them back on track with
comprehension of phonics. However, this approach did not
seem to be helping one of the students address the specific
areas of need with
