Fundamentals of Diverse Learners-WGU
D096 Questions with Complete Rationales
2026
1. What is progress monitoring used for?
A. Monitoring Academic and Behavior progress
B. Only monitoring academic progress
C. Only monitoring behavior progress
D. Evaluating teacher performance
ANSWER: A
Rationale for Option A: CORRECT - Progress monitoring is used to track both academic and behavioral
progress of students to determine if interventions are effective and if students are making adequate
progress toward their goals.
Rationale for Option B: INCORRECT - While progress monitoring does track academic progress, it is not
limited to only academic areas. It also monitors behavioral progress.
Rationale for Option C: INCORRECT - While progress monitoring does track behavioral progress, it is not
limited to only behavioral areas. It also monitors academic progress.
Rationale for Option D: INCORRECT - Progress monitoring is focused on student progress, not teacher
performance evaluation. Teacher evaluation uses different tools and methods.
2. What Age is progress monitoring usually used for?
A. Elementary students, but it can be conducted effectively at any age
B. Only high school students
C. Only middle school students
D. Only preschool students
ANSWER: A
,Rationale for Option A: CORRECT - Progress monitoring is most commonly used with elementary
students, but research shows it can be effectively implemented at any age level including middle school,
high school, and even adult learners.
Rationale for Option B: INCORRECT - Progress monitoring is not limited to only high school students. It is
used across all grade levels.
Rationale for Option C: INCORRECT - Progress monitoring is not limited to only middle school students. It
is used across all grade levels.
Rationale for Option D: INCORRECT - Progress monitoring is not limited to only preschool students. It is
used across all grade levels.
3. What is CBM (Curriculum Based Measurement)?
A. Includes instruments or probes that have a short sample from the curriculum
B. A comprehensive year-end assessment
C. A standardized state test
D. A teacher-made final exam
ANSWER: A
Rationale for Option A: CORRECT - CBM includes instruments or probes that use short samples from the
curriculum to provide immediate information about how students are mastering skills being taught.
Rationale for Option B: INCORRECT - CBM is not a comprehensive year-end assessment. It is a formative
assessment tool used frequently throughout instruction.
Rationale for Option C: INCORRECT - CBM is not a standardized state test. It is a progress monitoring tool
used by teachers to track student progress.
Rationale for Option D: INCORRECT - CBM is not a teacher-made final exam. It consists of brief, frequent
assessments used to monitor ongoing progress.
4. What is the major difference between Tier 2 and Tier 3 of support in MTSS?
A. Tier 3 provides more instructional time and smaller groups
B. Tier 2 provides more instructional time
C. There is no difference between Tier 2 and Tier 3
D. Tier 2 is more intensive than Tier 3
ANSWER: A
Rationale for Option A: CORRECT - Tier 3 provides more instructional time and smaller groups compared
to Tier 2. It targets precise objectives with systematic instruction, extensive practice opportunities, and
increased error correction.
,Rationale for Option B: INCORRECT - Tier 2 does not provide more instructional time than Tier 3. Tier 3 is
more intensive with more instructional time.
Rationale for Option C: INCORRECT - There are significant differences between Tier 2 and Tier 3,
including group size, instructional time, and intensity of intervention.
Rationale for Option D: INCORRECT - Tier 2 is not more intensive than Tier 3. Tier 3 is the most intensive
level of intervention.
5. What is Tier 3 level of support?
A. Intensive - the most intensive level of support provided in addition to Tier 1
B. Core instruction for all students
C. Targeted small group intervention
D. Universal screening assessment
ANSWER: A
Rationale for Option A: CORRECT - Tier 3 is intensive intervention, the most intensive level of support
provided in addition to Tier 1. It is geared toward skill growth and acquisition with narrow focus.
Rationale for Option B: INCORRECT - Core instruction for all students describes Tier 1, not Tier 3.
Rationale for Option C: INCORRECT - Targeted small group intervention describes Tier 2, not Tier 3.
Rationale for Option D: INCORRECT - Universal screening assessment is not a tier of support; it is an
assessment tool used in MTSS.
6. What is Tier 2 level of support?
A. Targeted - small group intervention provided in addition to Tier 1 support
B. Core whole class instruction
C. Intensive one-on-one intervention
D. Special education services only
ANSWER: A
Rationale for Option A: CORRECT - Tier 2 is targeted intervention consisting of small group intervention
provided to students in addition to Tier 1 support, focusing on targeted areas of need.
Rationale for Option B: INCORRECT - Core whole class instruction describes Tier 1, not Tier 2.
Rationale for Option C: INCORRECT - Intensive one-on-one intervention describes Tier 3, not Tier 2.
Rationale for Option D: INCORRECT - Tier 2 is not special education services only. It is a general
education intervention that can prevent the need for special education.
7. What is Tier 1 level of support?
, A. Core - whole class instruction using evidence-based general education strategies
B. Small group targeted intervention
C. Intensive individualized intervention
D. Special education instruction
ANSWER: A
Rationale for Option A: CORRECT - Tier 1 is core instruction consisting of whole class instruction using
evidence-based general education strategies that all students receive.
Rationale for Option B: INCORRECT - Small group targeted intervention describes Tier 2, not Tier 1.
Rationale for Option C: INCORRECT - Intensive individualized intervention describes Tier 3, not Tier 1.
Rationale for Option D: INCORRECT - Special education instruction is not Tier 1. Tier 1 is general
education core instruction.
8. What is one function of the home language survey for language students?
A. Determines the potential need for a language assistance program
B. Assesses student academic achievement
C. Evaluates teacher effectiveness
D. Determines special education eligibility
ANSWER: A
Rationale for Option A: CORRECT - The home language survey determines the potential need for a
language assistance program by identifying students who may be English language learners.
Rationale for Option B: INCORRECT - The home language survey does not assess academic achievement.
It identifies language background.
Rationale for Option C: INCORRECT - The home language survey does not evaluate teacher effectiveness.
It gathers information about student language background.
Rationale for Option D: INCORRECT - The home language survey does not determine special education
eligibility. It identifies potential English language learners.
9. What is the primary purpose of Universal Design for Learning (UDL)?
A. To provide multiple means of engagement, representation, and expression for all learners
B. To create one standard way of teaching all students
C. To only support students with disabilities
D. To replace differentiated instruction
ANSWER: A
D096 Questions with Complete Rationales
2026
1. What is progress monitoring used for?
A. Monitoring Academic and Behavior progress
B. Only monitoring academic progress
C. Only monitoring behavior progress
D. Evaluating teacher performance
ANSWER: A
Rationale for Option A: CORRECT - Progress monitoring is used to track both academic and behavioral
progress of students to determine if interventions are effective and if students are making adequate
progress toward their goals.
Rationale for Option B: INCORRECT - While progress monitoring does track academic progress, it is not
limited to only academic areas. It also monitors behavioral progress.
Rationale for Option C: INCORRECT - While progress monitoring does track behavioral progress, it is not
limited to only behavioral areas. It also monitors academic progress.
Rationale for Option D: INCORRECT - Progress monitoring is focused on student progress, not teacher
performance evaluation. Teacher evaluation uses different tools and methods.
2. What Age is progress monitoring usually used for?
A. Elementary students, but it can be conducted effectively at any age
B. Only high school students
C. Only middle school students
D. Only preschool students
ANSWER: A
,Rationale for Option A: CORRECT - Progress monitoring is most commonly used with elementary
students, but research shows it can be effectively implemented at any age level including middle school,
high school, and even adult learners.
Rationale for Option B: INCORRECT - Progress monitoring is not limited to only high school students. It is
used across all grade levels.
Rationale for Option C: INCORRECT - Progress monitoring is not limited to only middle school students. It
is used across all grade levels.
Rationale for Option D: INCORRECT - Progress monitoring is not limited to only preschool students. It is
used across all grade levels.
3. What is CBM (Curriculum Based Measurement)?
A. Includes instruments or probes that have a short sample from the curriculum
B. A comprehensive year-end assessment
C. A standardized state test
D. A teacher-made final exam
ANSWER: A
Rationale for Option A: CORRECT - CBM includes instruments or probes that use short samples from the
curriculum to provide immediate information about how students are mastering skills being taught.
Rationale for Option B: INCORRECT - CBM is not a comprehensive year-end assessment. It is a formative
assessment tool used frequently throughout instruction.
Rationale for Option C: INCORRECT - CBM is not a standardized state test. It is a progress monitoring tool
used by teachers to track student progress.
Rationale for Option D: INCORRECT - CBM is not a teacher-made final exam. It consists of brief, frequent
assessments used to monitor ongoing progress.
4. What is the major difference between Tier 2 and Tier 3 of support in MTSS?
A. Tier 3 provides more instructional time and smaller groups
B. Tier 2 provides more instructional time
C. There is no difference between Tier 2 and Tier 3
D. Tier 2 is more intensive than Tier 3
ANSWER: A
Rationale for Option A: CORRECT - Tier 3 provides more instructional time and smaller groups compared
to Tier 2. It targets precise objectives with systematic instruction, extensive practice opportunities, and
increased error correction.
,Rationale for Option B: INCORRECT - Tier 2 does not provide more instructional time than Tier 3. Tier 3 is
more intensive with more instructional time.
Rationale for Option C: INCORRECT - There are significant differences between Tier 2 and Tier 3,
including group size, instructional time, and intensity of intervention.
Rationale for Option D: INCORRECT - Tier 2 is not more intensive than Tier 3. Tier 3 is the most intensive
level of intervention.
5. What is Tier 3 level of support?
A. Intensive - the most intensive level of support provided in addition to Tier 1
B. Core instruction for all students
C. Targeted small group intervention
D. Universal screening assessment
ANSWER: A
Rationale for Option A: CORRECT - Tier 3 is intensive intervention, the most intensive level of support
provided in addition to Tier 1. It is geared toward skill growth and acquisition with narrow focus.
Rationale for Option B: INCORRECT - Core instruction for all students describes Tier 1, not Tier 3.
Rationale for Option C: INCORRECT - Targeted small group intervention describes Tier 2, not Tier 3.
Rationale for Option D: INCORRECT - Universal screening assessment is not a tier of support; it is an
assessment tool used in MTSS.
6. What is Tier 2 level of support?
A. Targeted - small group intervention provided in addition to Tier 1 support
B. Core whole class instruction
C. Intensive one-on-one intervention
D. Special education services only
ANSWER: A
Rationale for Option A: CORRECT - Tier 2 is targeted intervention consisting of small group intervention
provided to students in addition to Tier 1 support, focusing on targeted areas of need.
Rationale for Option B: INCORRECT - Core whole class instruction describes Tier 1, not Tier 2.
Rationale for Option C: INCORRECT - Intensive one-on-one intervention describes Tier 3, not Tier 2.
Rationale for Option D: INCORRECT - Tier 2 is not special education services only. It is a general
education intervention that can prevent the need for special education.
7. What is Tier 1 level of support?
, A. Core - whole class instruction using evidence-based general education strategies
B. Small group targeted intervention
C. Intensive individualized intervention
D. Special education instruction
ANSWER: A
Rationale for Option A: CORRECT - Tier 1 is core instruction consisting of whole class instruction using
evidence-based general education strategies that all students receive.
Rationale for Option B: INCORRECT - Small group targeted intervention describes Tier 2, not Tier 1.
Rationale for Option C: INCORRECT - Intensive individualized intervention describes Tier 3, not Tier 1.
Rationale for Option D: INCORRECT - Special education instruction is not Tier 1. Tier 1 is general
education core instruction.
8. What is one function of the home language survey for language students?
A. Determines the potential need for a language assistance program
B. Assesses student academic achievement
C. Evaluates teacher effectiveness
D. Determines special education eligibility
ANSWER: A
Rationale for Option A: CORRECT - The home language survey determines the potential need for a
language assistance program by identifying students who may be English language learners.
Rationale for Option B: INCORRECT - The home language survey does not assess academic achievement.
It identifies language background.
Rationale for Option C: INCORRECT - The home language survey does not evaluate teacher effectiveness.
It gathers information about student language background.
Rationale for Option D: INCORRECT - The home language survey does not determine special education
eligibility. It identifies potential English language learners.
9. What is the primary purpose of Universal Design for Learning (UDL)?
A. To provide multiple means of engagement, representation, and expression for all learners
B. To create one standard way of teaching all students
C. To only support students with disabilities
D. To replace differentiated instruction
ANSWER: A
