D769 uses the multi-tiered system of supports (MTSS) to equip teachers with evidence-based strategies for adolescents' reading challenges.
WGU's guidebook says candidates learn to identify, monitor and provide differentiated instruction, using screening tools and progress monitoring to strengthen comprehension, and finish by compiling intervention strategies that support learners across the MTSS tiers.
This page takes the strategy-collection angle. The challenge is breadth with discipline: a long list of programs is less valuable than a small set of interventions, each matched to a tier, a reading need and a way of checking it works.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Program listed under | Master of Arts in Teaching, English Education (Secondary) |
| Code | D769 (the same title also appears under another code, D770; check your degree plan) |
| Size | 2 competency units in the master's guidebooks |
| Core framework | MTSS with screening, progress monitoring and differentiated instruction |
What D769 Covers
| Competency (WGU wording, summarized) | What to show |
|---|---|
| Applies science of reading research methods to literacy instruction | Reasons from research for each instructional choice |
| Develops a collection of intervention strategies for secondary learners at all MTSS tiers | Strategies grouped by tier |
| Integrates evidence-based MTSS strategies and assessment tools to improve literacy outcomes | Links between assessment results and chosen strategies |
Key Concepts Explained
The Three Tiers
| Tier | Who | Example in secondary reading |
|---|---|---|
| Tier 1 | All students | Explicit vocabulary teaching and strategy routines in content classes |
| Tier 2 | Students needing extra support | Small-group instruction on multisyllabic word reading or text structure |
| Tier 3 | Students needing intensive support | Individualized, more frequent instruction with closer progress checks |
Matching an Intervention to a Need
Example: Screening shows a ninth grader reads accurately but slowly, and answers literal questions well but inference questions poorly. A match is a Tier 2 comprehension group teaching questioning and inference with short texts, alongside a Tier 1 routine of previewing vocabulary in every class. Progress is checked with fortnightly comprehension probes.
Why the Science of Reading Matters
Skilled reading depends on word recognition and language comprehension working together. Interventions should target the component that is weak, rather than applying a general program to every reader.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Intervention collection | Breadth and tier awareness | Group strategies by tier and state the need each serves |
| Research connection | Evidence-based reasoning | Explain in one or two sentences why each strategy is supported |
| Assessment integration | Using data to choose and adjust | Show the screening result, the decision and the check |
Organizing Your Collection
- Choose four or five needs such as decoding, fluency, vocabulary, comprehension and motivation.
- For each, write a Tier 1, 2 and 3 response in one line.
- Attach a measure to each, such as a probe or comprehension check.
- Note a trigger for moving a student between tiers.
Tier Responses for One Need
Showing one need across all three tiers demonstrates the full competency. Here is vocabulary as an example.
| Tier | Response | Measure |
|---|---|---|
| 1 | Preview and teach key terms in every content class | Class vocabulary quiz |
| 2 | Small group with word-part analysis, three times a week | Fortnightly vocabulary probe |
| 3 | Individual daily instruction with personalized word lists | Weekly probe and error log |
Add a line saying when a student would move between tiers, such as after several data points above or below an agreed goal line.
Evidence for Each Competency
A neat way to organize the submission is to give each competency its own heading and place a small table under it.
| Competency | What to include |
|---|---|
| Science of reading research | Two or three research-based principles and how each shapes a strategy |
| Strategies across tiers | Your collection by tier, each with a purpose |
| MTSS and assessment tools | The tools you would use to screen, diagnose and monitor |
Keeping the headings tied to the competencies helps the reviewer match your evidence to what WGU asks for.
Where Students Get Stuck
- Listing, not reasoning. Say why a strategy fits.
- Confusing tiers with groups of students. Tiers describe intensity of support, and students can move.
- Ignoring adolescent motivation. Use relevant, respectful texts.
- No progress checks. Every strategy needs a measure.
Study Tips for D769
- Make a one-page MTSS tier chart for secondary reading.
- Use real subject-area texts in examples.
- Write decision rules for tier changes.
- Check each rubric line against your draft.
How We Help with D769
Send the instructions, rubric and any notes. We explain MTSS ideas, prepare model collections or review your draft. The paired listing of this course is D770.
GradeEssays is independent of Western Governors University. Our work is a study and reference aid: use it to understand the method, then write and submit your own work under WGU's academic integrity policy.
Every order is written from scratch, plagiarism-checked, includes free revisions within the scope of your original request, and is refunded in full if it is late.
Organize Your D769 Interventions
Share the prompt and your list. We prepare a model collection structure or give feedback on your draft.
Start My D769 HelpFree revisions · Full refund if late · Written from scratch for your order
Frequently Asked Questions
A multi-tiered system of supports that gives students increasing levels of instruction and monitoring based on need.
The guidebook says they compile intervention strategies supporting learners across MTSS tiers.
The master's guidebooks list 2 competency units. The dual licensure bachelor's guidebook lists the same title at 3.
The same title is listed under both. Check your own degree plan for which applies to you.
It is listed in programs for secondary English and for special education. Literacy applies in every content area.
No. We tutor, prepare model examples and give feedback. You submit your own work.