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WGU D152 OA Questions and Answers 2023 (Verified)
1.Progress Monitoring: ANS the process of collecting and analyzing
data over time to measure student performance and evaluate the effectiveness of instruction
2.Progress monitoring practices: ANS Implementing effective progress
monitoring practices enables educators to utilize data to improve instructional practices and meet individual needs of students.
3.Schoolwide screening measures: ANS are intended to be easy to
implement and score yet still provide a general picture of academic achievement in a particular area, such as reading. Can be administered 3 times a year.
4.T/F Progress monitoring is conducted in all tiers of instruction ANS True, This is one of the eight features of effective progress monitoring. 1 / 3
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5.Screening Measures: can help to identify which students need
additional sup- port in order to be successful in school 6.T/F To facilitate data collection, measures must be easy to administer and effective ANS True, This is one of the eight features of effective progress monitoring.
7.T/F Cut scores and decision rules must have clear rationale ANS True, This is one of the eight features of effective progress monitoring.
8.T/F Progress monitoring data must be collected daily on every student?-
: False, while it is important to collect progress monitoring data
often, daily is not always required. measures must be collected frequently enough to inform instructional and placement decisions.
9.T/F Rules for decision-making must be determined for all aspects of progress-monitoring data, including cut scores for level (performance score), slope (change in performance over time), and percentage of mas- tery ANS True, This is one of the eight features of effective progress monitoring.
10.T/F Progress monitoring data are often hard to interpret, so teachers 2 / 3
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must be extensively trained on how to display and interpret progress monitoring data ANS False, Results should be displayed in a manner that makes interpretation simple and efficient, for example, in charts or line graphs.
11.Tier 1 Instruction: Encompasses whole-school quality differentiated
instruc- tion and support for all students.
12.Tier 2 Instruction: small groups are typically used in tier 2 of RTI, as
they allow for targeted interventions for struggling students.
13.Tier 3 Instruction: one on one. Require individualized goals. Their
progress toward goals requires more frequent measuring to determine the effectiveness of the intervention
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