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WGU Inclusive Classroom OA Practice
Test solution
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)
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
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
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.
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 planning and communicating with a paraeducator, the general education teacher should provide information that is essential for student success. The general education teacher describes providing math manipulatives, individual counters, flash cards, math book, tablet, and a web-based calculation program. What instructional plan component is the general education teacher discussing with the paraeducator? a. Materials b. Goals and objectives c. Task purpose d. Student needs - answer - a. Materials When planning and communicating with a paraeducator, the general education teacher should provide information that is essential for student success. The general education teacher discusses with the paraeducator a student that does well in mathematics but struggles with organization and staying on task and that the student will need redirection and verbal cueing. What instructional plan component is the general education teacher discussing with the paraeducator? a. Materials b. Goals and objectives c. Task purpose d. Student needs - answer - d. Student needs Which underlying principle of explicit instruction can teachers use to create positive learning spaces? a. Having the paraeducator set up projects b. Use field trips to increase student engagement c. Optimize engaged time and time-on task
d. Allow students to select their upcoming objectives - answer - c. Optimize engaged time and time-on task On the exit ticket, Leif answer is partially correct for question number three. What is the most effective instructional feedback his teacher can provide for the assignment: a. Have him pair with another student who missed the same question b. Ask clarifying questions and provide clarifying statements c. Restate the incorrect answer of student to mirror his answer d. Ask all the students who completed the exit ticket to explain to Leif their answers - answer - b. Ask clarifying questions and provide clarifying statements When introducing a complex concept with interrelated subskills, the feedback a. Should be specific, behavior-oriented, and constructive. b. Should be directed toward the next unit of study. c. Should be explicit, constructive, and immediate. d. Should be written for students to review. - answer - c. Should be explicit, constructive, and immediate. During a lesson Ms. Sage demonstrates two ways to solve a problem. One example of a best practice for problem-solving while the other example is not. This is an example of which component of explicit instruction. a. Using of a logical sequence within the lesson b. Using measurable learning goals c. Providing multiple attempts for students to respond and Ms. Sage to provide feedback d. Providing examples and non-examples to highlight key concepts - answer - d. Providing examples and non-examples to highlight key concepts
