WGU D169 OA FINAL EXAM FINAL
COMPREHENSIVE ASSESSMENT TEST
PAPER QUESTIONS AND SOLUTIONS
⩥ Federal law requires that parents be notified their child has been
identified as an English learner within what time period? (p. 12,
Essential Reading 1).
Answer: parents must be notified that their child has been identified as
an English learner within 30 days of the beginning of the school year,
and within 2 weeks for students that enroll during any other time during
the school year
⩥ Describe one screening tool commonly used as the first step to
identify English learners. What is it called? Who completes it? What are
some of the questions it includes? (p. 12, Essential Reading 1).
Answer: HOME LANGUAGE SURVEY is completed by the parents.
Questions include What language did your child first understand or
speak? What language do you or others use most often when speaking
with your child? What language does your child use most often when
speaking at home? What language does your child use most often when
speaking with other family members? What language does your child
use most often when speaking with friends?
⩥ After a student is identified as a potential EL, how are placement or
screener tests used for further evaluation? (p. 12, Essential Reading 2).
,Answer: ELP tests must assess the proficiency of students in all four
language domains (i.e., speaking, listening, reading, and writing). After
the student completes the assessment, parents or guardians must receive
in a timely manner information about the student's ELP level and
program options, and an opportunity to opt out of the EL program or
particular EL services in the program.
⩥ What is the purpose of Title III of the Every Student Succeeds Act or
ESSA (2015) as it relates to the education for ELs. (p. 12, Essential
Reading 2, Page 35).
Answer: PRIMARY PURPOSE IS FUNDING AND IDENTIFICATION
OF EL LEARNERS
to determine whether students are eligible for English language
instruction services
⩥ If a student is identified as EL and is diagnosed with a disability but
the parent declines disability-related services, what is the school still
required to provide? (p. 14, Essential Reading 1, Page 2).
Answer: Should parents decline disability-related services under IDEA
and Section 504, the SEA and LEA remain obligated to provide
appropriate language assistance services to ELs.
⩥ If a student is identified as EL and is diagnosed with a disability but
the parent opts out of the EL programs and services, what is the school
still required to provide? (p. 14, Essential Reading 1, Page 2).
,Answer: If parents opt out of specific EL programs and services, but
have consented to the provision of disability related services, the LEA
remains obligated to provide such services as required in the IEP or
Section 504 plan, and to conduct ELP monitoring and/or provide
language assistance as appropriate (FAPE)
⩥ What are some ways we can overcome the overidentification and
under-identification of ELs in special education? (p. 14, Essential
Video).
Answer: Be culturally and linguistically responsive. Consider native
literacy and language. Need more supports and services to address their
language needs. Other factors including cultural bias, teacher
misunderstanding of child development across cultures, and lack of
teacher understanding of the second-language acquisition process
⩥ Describe the 6 key principles for teaching ELs. (p. 16, Essential
Reading 1).
Answer: a. Instruction focuses on providing ELs with opportunities to
engage in discipline-specific practices, which are designed to build
conceptual understanding and language competence in tandem
b. Instruction leverages ELs' home language(s), cultural assets, and prior
knowledge
c. Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds
d. Instruction moves ELs forward by taking into account their English
proficiency level(s) and prior schooling experiences.
, e. Instruction fosters ELs' autonomy by equipping them with the
strategies necessary to comprehend and use language in a variety of
academic settings
f. Diagnostic tools and formative assessment practices are employed to
measure students' content knowledge, academic language competence,
and participation in disciplinary practices.
⩥ 1. List the important components of the Individuals with Disabilities
Education Act (IDEA). (p. 18, Essential Reading 1).
Answer: a. Legal rights for people with disabilities
b. An Individualized Education Program (IEP) for eligible K-12 students
c. Special education and related services to meet a student's unique
needs
d. Accommodations (like audiobooks or extra time) for K-12 students
e. A requirement that public schools find and evaluate — at no cost to
families — kids who may have a disability
f. Education funding for schools
g. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
h. Procedural safeguards that protect families' rights (like access to
school records)
i. Due process (or an impartial hearing) for resolving disputes between
families and schools
COMPREHENSIVE ASSESSMENT TEST
PAPER QUESTIONS AND SOLUTIONS
⩥ Federal law requires that parents be notified their child has been
identified as an English learner within what time period? (p. 12,
Essential Reading 1).
Answer: parents must be notified that their child has been identified as
an English learner within 30 days of the beginning of the school year,
and within 2 weeks for students that enroll during any other time during
the school year
⩥ Describe one screening tool commonly used as the first step to
identify English learners. What is it called? Who completes it? What are
some of the questions it includes? (p. 12, Essential Reading 1).
Answer: HOME LANGUAGE SURVEY is completed by the parents.
Questions include What language did your child first understand or
speak? What language do you or others use most often when speaking
with your child? What language does your child use most often when
speaking at home? What language does your child use most often when
speaking with other family members? What language does your child
use most often when speaking with friends?
⩥ After a student is identified as a potential EL, how are placement or
screener tests used for further evaluation? (p. 12, Essential Reading 2).
,Answer: ELP tests must assess the proficiency of students in all four
language domains (i.e., speaking, listening, reading, and writing). After
the student completes the assessment, parents or guardians must receive
in a timely manner information about the student's ELP level and
program options, and an opportunity to opt out of the EL program or
particular EL services in the program.
⩥ What is the purpose of Title III of the Every Student Succeeds Act or
ESSA (2015) as it relates to the education for ELs. (p. 12, Essential
Reading 2, Page 35).
Answer: PRIMARY PURPOSE IS FUNDING AND IDENTIFICATION
OF EL LEARNERS
to determine whether students are eligible for English language
instruction services
⩥ If a student is identified as EL and is diagnosed with a disability but
the parent declines disability-related services, what is the school still
required to provide? (p. 14, Essential Reading 1, Page 2).
Answer: Should parents decline disability-related services under IDEA
and Section 504, the SEA and LEA remain obligated to provide
appropriate language assistance services to ELs.
⩥ If a student is identified as EL and is diagnosed with a disability but
the parent opts out of the EL programs and services, what is the school
still required to provide? (p. 14, Essential Reading 1, Page 2).
,Answer: If parents opt out of specific EL programs and services, but
have consented to the provision of disability related services, the LEA
remains obligated to provide such services as required in the IEP or
Section 504 plan, and to conduct ELP monitoring and/or provide
language assistance as appropriate (FAPE)
⩥ What are some ways we can overcome the overidentification and
under-identification of ELs in special education? (p. 14, Essential
Video).
Answer: Be culturally and linguistically responsive. Consider native
literacy and language. Need more supports and services to address their
language needs. Other factors including cultural bias, teacher
misunderstanding of child development across cultures, and lack of
teacher understanding of the second-language acquisition process
⩥ Describe the 6 key principles for teaching ELs. (p. 16, Essential
Reading 1).
Answer: a. Instruction focuses on providing ELs with opportunities to
engage in discipline-specific practices, which are designed to build
conceptual understanding and language competence in tandem
b. Instruction leverages ELs' home language(s), cultural assets, and prior
knowledge
c. Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds
d. Instruction moves ELs forward by taking into account their English
proficiency level(s) and prior schooling experiences.
, e. Instruction fosters ELs' autonomy by equipping them with the
strategies necessary to comprehend and use language in a variety of
academic settings
f. Diagnostic tools and formative assessment practices are employed to
measure students' content knowledge, academic language competence,
and participation in disciplinary practices.
⩥ 1. List the important components of the Individuals with Disabilities
Education Act (IDEA). (p. 18, Essential Reading 1).
Answer: a. Legal rights for people with disabilities
b. An Individualized Education Program (IEP) for eligible K-12 students
c. Special education and related services to meet a student's unique
needs
d. Accommodations (like audiobooks or extra time) for K-12 students
e. A requirement that public schools find and evaluate — at no cost to
families — kids who may have a disability
f. Education funding for schools
g. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
h. Procedural safeguards that protect families' rights (like access to
school records)
i. Due process (or an impartial hearing) for resolving disputes between
families and schools
