WGU D152 Inclusive Classroom Questions And Answers
Progress Monitoring ANS Process of collecting and analyzing data over time to measure students performance and
evaluate effectiveness of instruction
steps in progress monitoring ANS 1.) Select a measuring tool
2.) determine expected rate of progress
3.) plan for data collection and review
4.) Collect and share data
5.) Analyze results and make instruction decision
6.) continue progress monitoring and analyzing
Tier 1 ANS Instruction given to entire class
Tier 2 ANS Instruction given to a small group of students
Tier 3 ANS Instruction given to individual students and students in special education
Data-Based Individualization (DBI) ANS research- based process for individualizing and intensifying interventions
through the systematic use of assessment data through the systematic use of assessment data, validated intervention and
research- based adaptation strategies
Data-based Individualization (DBI) steps ANS 1.) Validated intervention program (tier 2)
2.)progress monitoring
3.) Diagnostic Data
4.) Intervention adaptation
5.) progress monitoring
In a general education classroom that has two co-teachers, a student with a mild learning disability struggles with
completing timed keyboarding exercises successfully. ANS One teaches, one observes
Which co-teaching model supports small teacher-to-student ratio throughout a lesson? ANS Station teaching
, Whaat is appropriate to provide instructional support to students with mild learning disabilities in a co-teaching classroom
using parallel teaching ANS To support readers with different levels of fluency and comprehension
Which co-teaching method could general and special education teachers employ with the whole class to introduce and
model how metacognition works while reading? ANS Team teaching: One models reading behavior aloud, while the
other provides instruction of concepts on board.
Which co-teaching option is appropriate to use if only one teacher is familiar with a specific technique to solve a math
equation? ANS One teaches, one assists
A teacher is working with a new paraeducator who has minimal experience in a classroom setting. Which factors must the
teacher consider when planning? ANS The amount of information and training the paraeducator needs
Which factor does a teacher need to consider when determining the level of direct supervision of paraeducator? ANS
Whether the paraeducator is accurately trained and knowledgeable
A paraeducator is drafting written directions for a specific activity for a student with a disability. Which information would
help the paraeducator to be most effective? ANS The order of the tasks, how and when to prompt, and allowable
changes
Which classroom task would it be appropriate for a teacher to request of a paraeducator who has years of experience, a
college degree, and range of education-related skills ANS Provide 1:1 instruction, implement behavior plan, deliver
curricular modifications
Which procedure will provide enough data to initiate any instructional changes, if needed, when calculating a student's
progress? ANS Calculating rate of progress after a minimum of 8 weeks
Teachers at a school want to be effective at identifying when instructional changes are needed for a student with a
suspected educational disability. What needs to be ensured when conducting progress monitoring? ANS The
measurement is related to the curriculum being taught
Which distinct components should Tier 2 progress monitoring include in comparison to Tier 1 monitoring efforts? ANS
Data is collected more frequently and over a longer period
Progress Monitoring ANS Process of collecting and analyzing data over time to measure students performance and
evaluate effectiveness of instruction
steps in progress monitoring ANS 1.) Select a measuring tool
2.) determine expected rate of progress
3.) plan for data collection and review
4.) Collect and share data
5.) Analyze results and make instruction decision
6.) continue progress monitoring and analyzing
Tier 1 ANS Instruction given to entire class
Tier 2 ANS Instruction given to a small group of students
Tier 3 ANS Instruction given to individual students and students in special education
Data-Based Individualization (DBI) ANS research- based process for individualizing and intensifying interventions
through the systematic use of assessment data through the systematic use of assessment data, validated intervention and
research- based adaptation strategies
Data-based Individualization (DBI) steps ANS 1.) Validated intervention program (tier 2)
2.)progress monitoring
3.) Diagnostic Data
4.) Intervention adaptation
5.) progress monitoring
In a general education classroom that has two co-teachers, a student with a mild learning disability struggles with
completing timed keyboarding exercises successfully. ANS One teaches, one observes
Which co-teaching model supports small teacher-to-student ratio throughout a lesson? ANS Station teaching
, Whaat is appropriate to provide instructional support to students with mild learning disabilities in a co-teaching classroom
using parallel teaching ANS To support readers with different levels of fluency and comprehension
Which co-teaching method could general and special education teachers employ with the whole class to introduce and
model how metacognition works while reading? ANS Team teaching: One models reading behavior aloud, while the
other provides instruction of concepts on board.
Which co-teaching option is appropriate to use if only one teacher is familiar with a specific technique to solve a math
equation? ANS One teaches, one assists
A teacher is working with a new paraeducator who has minimal experience in a classroom setting. Which factors must the
teacher consider when planning? ANS The amount of information and training the paraeducator needs
Which factor does a teacher need to consider when determining the level of direct supervision of paraeducator? ANS
Whether the paraeducator is accurately trained and knowledgeable
A paraeducator is drafting written directions for a specific activity for a student with a disability. Which information would
help the paraeducator to be most effective? ANS The order of the tasks, how and when to prompt, and allowable
changes
Which classroom task would it be appropriate for a teacher to request of a paraeducator who has years of experience, a
college degree, and range of education-related skills ANS Provide 1:1 instruction, implement behavior plan, deliver
curricular modifications
Which procedure will provide enough data to initiate any instructional changes, if needed, when calculating a student's
progress? ANS Calculating rate of progress after a minimum of 8 weeks
Teachers at a school want to be effective at identifying when instructional changes are needed for a student with a
suspected educational disability. What needs to be ensured when conducting progress monitoring? ANS The
measurement is related to the curriculum being taught
Which distinct components should Tier 2 progress monitoring include in comparison to Tier 1 monitoring efforts? ANS
Data is collected more frequently and over a longer period
