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WGU D152 Inclusive Classroom Study Guide
1.Strategies for implementing Reading and Teaching Reading skills: The
traditional approach to reading involves the use of basal textbooks.Implement and adapt basal textbook approaches, whole-language approaches, reading re- covery for struggling readers, direct instruction, and code-emphasis approaches. make adaptations to promote access to the text. employ principles of universal learning design. provide phonemic awareness training and phonics instruction.Teach structural analysis as students acquire phonics skills. promoting basic sight vocabulary. repeated readings curriculum-based measurement. class wide peer tutoring. software programs.
2.Multi-Tiered System of Support (MTSS): Provides targeted support to
strug- gling students. Screens all students and aims to address all behavioral and acad- emic issues.
General Screening:
-All students screen three times a year.-Progress monitoring more frequently for students who need further evaluation. 1 / 3
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3.Progress Monitoring: Allows teachers to determine whether students
are on track to meet their goals. Collecting multiple performance measures over time and analyzing those measures to identify trends.Students' performance does not show consistent improvement which is an indication that the teacher must adjust instruction to better meet students' needs.
4.8 Features of effective progress monitoring according to Mellard
and Johnson: 1. Conducted in all tiers of instruction
2.Measures are based on and directly relevant to the curriculum, as well as the grade level and tier level of RTI.
3.In order to facilitate data collection, measures must be easy to administer and effective.
4.Results should be displayed in a manner that makes interpretation simple and efficient, for example, in charts or line graphs.
5.Rules for decision-making must be determined for all aspects of progress-mon- itoring data, including cut scores or level (performance score), slope (change in performance over time), and percentage of mastery.
6.Cut scores and decision rules must have a clear rationale.
7.Measures must be collected frequently enough to inform instructional and placement decisions. The frequency of administration may differ across different tiers, and guidelines for these should be specified.
8.Results of progress monitoring, although important, should be 2 / 3
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considered only one of several sources that inform instructional decision-making.
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