WGU Inclusive Classroom OA Practice Test

When analyzing a student progress monitoring graph, the teacher could adapt an intensive intervention plan if? a. The students progress monitoring data (last four data points) is above the goal line and has been collected for at least two weeks. b. The students progress monitoring data (last four data points) is below the goal line and has been collected for at least 15 days. c. The students progress monitoring data (last four data points) is below the goal line and has been collected for at least 6 weeks. - answer-c. The students progress monitoring data (last four data points) is below the goal line and has been collected for at least 6 weeks. When planning for the progress monitoring of a student with a suspected learning disability teacher should ensure that? a. The measurement is based on the curriculum and grade level for the suspected learning disability. b. The learning environment is beneficial to the student. c. The classroom teachers are highly qualified. d. The student has been placed in the classroom. - answer-a. The measurement is based on the curriculum and grade level for the suspected learning disability. Effective progress monitoring includes? a. Data from Tier 3 only. b. A measure that is difficult to administer and interpret. c. A single source to inform instructional decision-making for a student. d. Data collected frequently enough to inform instructional and tier placement decisions. - answer-d. Data collected frequently enough to inform instructional and tier placement decisions. What conclusion can be made from analyzing the progress monitoring data for the student in the above graph using the four-point method? (Image reflects last four data points under the benchmark) a. The data indicates the student has not met the benchmark, the instruction/intervention is effective, and an instructional change is not needed. b. The data indicates the student met the benchmark, the instruction/intervention is not effective, and an instruction change is needed. c. The data indicates the student has not met the benchmark, the instruction/intervention is not effective, and an instructional change is not needed. d. The data indicates the student has not met the benchmark, the instruction/intervention is not effective, and an instructional change is needed. - answer-d. The data indicates the student has not met the benchmark, the instruction/intervention is not effective, and an instructional change is needed. What conclusion can be made from analyzing the progress monitoring data for the student in the above graph using the four-point method? (Image reflects all data points are above the benchmark) a. The data indicates the student met the benchmark, the instruction/intervention is not effective, and an instruction change is needed. b. The data indicates the student has met the benchmark, the instruction/intervention is effective, and an instructional change is not needed. c. The data indicates the student has not met the benchmark, the instruction/intervention is not effective, and an instructional change is not needed. d. The data indicates the student has not met the benchmark, the instruction/intervention is not effective, and an instructional change is needed. - answer-b. The data indicates the student has met the benchmark, the instruction/intervention is effective, and an instructional change is not needed. What conclusion can be made from analyzing the progress monitoring data for the student in the above graph using the four-point method? (Image reflects last four data points far exceeding the benchmark) a. The data indicates the student has met the benchmark, the instruction/intervention is effective, an instructional change is not needed, and the teacher should consider a more challenging goal. b. The data indicates the student met the benchmark, the instruction/intervention is not effective, an instruction change is needed, and the teacher should not consider a more challenging goal. c. The data indicates the student has not met the benchmark, the instruction/intervention is not effective, an instructional change is not needed, and the teacher should not consider a more challenging goal. - answer-a. The data indicates the student has met the benchmark, the instruction/intervention is effective, an instructional change is not needed, and the teacher should consider a more challenging goal. What conclusion can be made from analyzing the progress monitoring data for the student in the above graph using the four-point method? (Image reflects two data points on the benchmark, one above it, and one below the benchmark) a. The data indicates the student met the benchmark, the instruction/intervention is not effective, and an instruction change is needed. b. The data indicates the student has met the benchmark, the instruction/intervention is effective, and an instructional change is not needed. c. The data indicates the student has not met the benchmark, the instruction/intervention is not effective, and an instructional change is not needed. d. The data indicates the student has not met the benchmark, the instruction/intervention is not effective, and an instructional change is needed. - answer-b. The data indicates the student has met the benchmark, the instruction/intervention is effective, and an instructional change is not needed. These are the results of Moe's passage reading fluency probe. Which common reading error does Moe most often make, based on error analysis of his passage reading fluency probe? (Image shows Moe pronounced the words: state as stat, drove as drov, time as tim, drive as driv, games as gams, etc.) a. Long vowels/silent e b. Vowel teams c. Substitutions d. Omissions - answer-a. Long vowels/silent e During his RFP, Joshua read 149 words. He misread 14 words, added one word, and omitted three words. What is Joshua's reading score? a. 149 words read correctly b. 148 words read correctly c. 146 words read correctly d. 131 words read correctly - answer-d. 131 words read correctly Which common computational error does Omar most often make, based on error analysis of his mathematics probe? (The image reflects Omar added the problems that were asking him to subtract.) a. Omar does not know basic number facts. He is unable to add or subtract. b. Omar fails to understand regrouping. Either he does not regroup or regroups incorrectly. c. Omar fails to understand the place value. He writes the answers in such a way that the numbers are not in the appropriate column. d. Omar performed the incorrect operation. He added when he should have subtracted. - answer-d. Omar performed the incorrect operation. He added when he should have subtracted. Which of the following is a description of how an intervention addresses the student's academic needs including skill deficits and grade-level curricular standards? a. Strength b. Dosage c. Alignment d. Comprehensiveness - answer-c. Alignment Mr. Sage builds several instruction principles including instructional strategies such as direct instruction, think-pair-share, cooperative learning, modeling, and graphic organizers into Lucas's intensive intervention. This is a description of which dimension of the taxonomy of intervention intensity? a. Strength b. Dosage c. Alignment d. Comprehensiveness - answer-d. Comprehensiveness In a general education classroom that has two co-teachers, the teachers are implementing a new instructional strategy to support a student with a mild learning disability. Which co-teaching model would allow the teachers to collect data for instructional decisions regarding the student? a. Station teaching b. One teach, one observe c. One teach, one assist d. Team teaching - answer-b. One teach, one observe The students with mild learning disabilities need to review content from the day's lesson to solidify their understanding. Which scenario would provide this review and have the smallest student to teacher ratio? a. Station teaching b. One teach, one observes c. One teach, one assist d. Team teaching - answer-a. Station teaching The teachers in the general education classroom are starting a new lesson that relies heavily on prior knowledge. A few students are struggling with the content learned in the previous lessons. One teacher instructs the students on the new lesson while the other teacher reviews the prior knowledge needed for the lesson with the small number of students who need additional support. Which co-teaching method is best used for this situation? a. Station teaching b. Parallel teaching c. Alternative teaching d. Team teaching - answer-c. Alternative teaching Mrs. Sage leads the instruction of a lesson on two-digit addition while Mr. Owl moves about the room answering specific questions the students in the class may have about the lesson. Which co-teaching method is being applied to this situation? a. Station teaching b. One teach, one observes c. One teach, one assist d. Team teaching - answer-c. One teach, one assist A 4th classroom of 22 students, of which 6 are students with IEPs, has a general and special education teacher. Which co-teaching method could the teachers use with the whole class to teach a lesson on analyzing a story? a. Parallel teaching: One models how to analyze the story with students who have IEPs, while the other teacher models to with the rest of the class. b. Team teaching: One models how to analyze the story aloud, while the other points out the steps using the smart board. c. One teach, one observe: One models how to analyze the story aloud, while the other collects data. d. Station teaching: Both teachers periodically rotate stations that include analysis behavior tasks, which students practice. - answer-b. Team teaching: One models how to analyze the story aloud, while the other points out the steps using the smart board. A 2nd-grade classroom is made up of visual/auditory learners and visual/kinesthetic learners. Which co-teaching option is appropriate to use to best support the two groups. a. Parallel teaching b. Station teaching c. Alternative teaching d. Team teaching - answer-a. Parallel teaching Which teaching strategy incorporates prioritizing instruction, adapting instruction, systematic delivery of instruction, and systematic evaluation of goals? a. Team teaching b. Explicit teaching c. Parallel teaching d. Systematic teaching - answer-d. Systematic teaching While delivering instruction, Ms. Sage ensures that she is using concrete examples and vocabulary her students are familiar with. Which SCREAM variable is Ms. Sage demonstrating during the instruction delivery? a. Structure b. Clarity c. Redundancy d. Enthusiasm - answer-b. Clarity During a lesson on the parts of a cell, Mr. Sage emphasizes and reinforces the key aspects of the lesson so that his students have many opportunities to see, hear, and practice its key concepts. Which SCREAM variable is Mr. Sage demonstrating during the instruction delivery? a. Structure b. Clarity c. Redundancy d. Enthusiasm - answer-c. Redundancy During Mrs. Sage's math lesson, she maintains a brisk pace and questions her students frequently to ensure the pace is adequate. Which SCREAM variable is Mrs. Sage demonstrating during her instruction? a. Enthusiasm b. Appropriate rate c. Maximize academic engagement d. Redundancy - answer-b. Appropriate rate Ms. Sage includes reading material based on her students' interests. She also asks higher order thinking questions and allows her students time to think while praising her students for their answers. Which SCREAM variable is Ms. Sage demonstrating during her instruction? a. Enthusiasm b. Appropriate rate c. Maximize academic engagement d. Redundancy - answer-c. Maximize academic engagement While on a field trip, students use the rules learned in Ms. Sage's classroom to self-monitor their behavior. This is an example of? a. Generalization b. Self-awareness c. Self-regulation d. Modeling - answer-a. Generalization During Ms. Sage's 4th grade science lesson on birds, a guest speaker delivers a presentation about local bird species, their habitats, and their food sources. Ms. Sage plans to reward her students for correct behavior during the guest speaker's presentation but the students are not aware they will receive the reward. Which strategy is Ms. Sage utilizing? a. Role-play b. Indiscriminable contingency c. Modification d. Accommodation - answer-b. Indiscriminable contingency Mr. Sage leads small-group instruction for two socially struggling students in his classroom. They practice talking how to approach and start a conversation with friends. Which strategy is Mr. Sage utilizing? a. Role-play b. Indiscriminate contingency c. Modification d. Accommodation - answer-a. Role-play Mrs. Sage teaches her students to actively employ self-directed statements to actively problem solve during social situations such as, "What are possible solutions?" and "What is the best thing for me to do?". This is an example of? a. Generalization b. Self-awareness c. Self-regulation d. Self-monitoring - answer-c. Self-regulation When building interventions and/or lessons, Mr. Sage uses different strategies to help students be aware of a struggle during the lesson's content. This is an example of? a. Self-awareness b. Self-regulation c. Intervention Adaptation d. Modification - answer-a. Self-awareness Phan participates in a small reading group with three other students two days per week for 20 minutes. After formal progress monitoring, the teacher analyzes the data, and the students are not meeting their goals. The teacher changes the reading material and increases the number of days the group meets from two to three. This is an example of? a. Tier 1 and differentiated, quantitative instruction. b. Tier 2 and intensified qualitative and quantitative instruction c. Tier 3 and differentiated qualitative and qualitative instruction d. Tier 4 and intensified qualitative instruction - answer-b. Tier 2 and intensified qualitative and quantitative instruction A teacher evaluates her teaching by determining that the instruction is high-quality, research-based, using universal screening measures and a variety of other assessments along with differentiated instruction. What tier of instruction is the teacher evaluating instruction for? a. Tier 1 b. Tier 2 c. Tier 3 d. Tier 4 - answer-a. Tier 1 Progress monitoring and instruction intensity for Tier 3 would be described as a. least frequent and most intensive. b. most frequent and least intensive. c. least frequent and least intensive. d. most frequent and most intensive. - answer-d. most frequent and most intensive. The teacher provides the most intense instruction, develops individualized instruction using the taxonomy dimensions, implements the data-based individualization process with the most frequent progress monitoring. What tier is being described? a. Tier 1 b. Tier 2 c. Tier 3 d. Tier 4 - answer-c. Tier 3 When selecting a CBM for progress monitoring, educators should ensure that the measure aligns with a. curriculum being taught. b. classroom environment. c. the number of students in the classroom. d. highly qualified teachers. - answer-a. curriculum being taught. Ms. Forey has a reading group of four students. After formal progress monitoring, Ms. Forey's analysis of the data shows that Bill is not meeting his goal. Ms. Forey conducts a diagnostic assessment that shows Bill struggles to concentrate after recess. What is the next step in DBI, and which taxonomy dimension should Ms. Forey address? a. Intervention adaptation and dosage b. Progress monitoring and attention to transfer c. Intervention adaptation and attention to transfer d. Progress monitoring and dosage - answer-a. Intervention adaptation and dosage All the following are examples of effective collaboration between a general education teacher and a paraeducator except. a. Learning about the paraeducators experience, background, and interests. b. Sharing the general education teacher's expectations for the students with the paraeducator. c. Defining the roles and responsibilities of the general education teacher and the paraeducator. d. Assigning the paraeducator to develop schedules and lesson plans for students. - answer-d. Assigning the paraeducator to develop schedules and lesson plans for students. Before assigning a task to a new paraeducator, the general education teacher should determine a. the age of the paraeducator. b. the paraeducator's training and level of competency. c. the paraeducator's interests in movies. d. the paraeducators expectations for the class. - answer-b. the paraeducator's training and level of competency. The duties of a paraeducator could include a. leading the classroom and taking ownership of all students. b. developing instructional plans and lesson plan adaptations. c. making all education decisions in the general education classroom. d. working one-on-one with a student or a small group of students. - answer-d. working one-on-one with a student or a small group of students. Mr. Smith teaches in a second-grade class made up of 20 students. In the class there are two students with IEPs who require additional adult support, so a paraeducator has been assigned to Mr. Smith's class. Which of the following is not an example of effective collaboration between Mr. Smith and his paraeducator? a. Mr. Smith asks the paraeducator to a meet and greet before school to learn more about the paraeducator's experience, background, and interests. b. Mr. Smith shares with the paraeducator his classroom rules and expectations. c. Mr. Smith refers to the paraeducator as a "special helper" who will be in the classroom sometimes. d. Mr. Smith explains both his roles and responsibilities and the paraeducators roles and responsibilities in the classroom. - answer-c. Mr. Smith refers to the paraeducator as a "special helper" who will be in the classroom sometimes. When