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WGU D662 Pre-Assessment Exam Actual Questions and 100%
Correct Answers Latest 2025 Updated
In a general education classroom that has two co-teachers, a student with a mild learning
disability struggles with completing timed keyboarding exercises successfully. Which approach
would allow the teachers to collect data to support the student?
a. One teaches, one observes
b. Parallel teach keyboarding
c. Team teaching
d. Both alternate 1:1 assistance
Which co-teaching model supports small teacher-to-student ratio throughout a lesson?
a. Station teaching
b. One teach, one assist
c. One teach, one observe
d. Team teaching
In which scenario would it be appropriate to provide instructional support to students with mild
learning disabilities in a co-teaching classroom using parallel teaching?
a. To support readers with different level of fluency and comprehension
b. To match peers with one level between them to read to each other
c. To identify how many students will need explicit 1:1 reading tutoring
d. To diversify and expose students to multiple types of readers and skills
All the students in a class are attempting to learn a new concept that is inadvertently a higher-
order cognitive task in which the teachers did not anticipate. It is causing difficulty in completing
worksheets accurately. Which method should a co-teaching classroom use to remedy the
situation?
a. Identify the learning issues and implement an alternative teaching set up
b. Re-teach the concept repeatedly until all students acquire understanding
c. Select typically higher achieving student to assist in co-teaching the concept
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d. Eliminate the concept and materials from the lesson plan and continue onward
Which co-teaching method could general and special education teachers employ with the whole
class to introduce and model how metacognition works while reading?
a. Team teaching: One models reading behavior aloud; while the other provides instruction
of concepts on board
b. Parallel teaching: One models reading behavior with students of IEPs, while the other models
with rest of class
c. One assist, one teachers: One models reading behavior to the whole classwhile the other works
quietly 1:1 with tudents with IEP
d. Station teaching: Both teachers periodically rotate tations that include reading behavior tasks,
which students practice
Which co-teaching option is appropriate to use if only one teacher is familiar with a specific
technique to solve a math equation?
a. One teaches, one assists
b. Station teaching
c. Parallel teaching
d. Use a new equation
Which teacher statement represents the teacher's perception of the paraeducator's efficiency and
effectiveness?
a."Having another professional will make instruction and learning more efficient."
b. "Well, this is most likely going to be a challenge. This will require a bit of work."
c. "As an experienced and highly qualified teacher, I guess it wouldn't hurt."
d. "The need for a paraeducator is required for students with severe disabilities."
A teacher wants to use an activity to demonstrate further learning but does not have much
experience with the implementation of the activity. The teacher asks the paraeducator for input
and discovers that the paraeducator has high familiarity with the activity instead. How should the
teacher respond in this scenario?
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a. Ask if the paraeducator would be comfortable leading with the teacher's assistance.
b. Explain to the paraeducator that a teacher is required to lead all activities in the classroom.
c. Request the the paraeducator gather all information for the activity.
d. Consider an alternative option that will avoid the use of the paraeducator being involved
Which approach would enable a teacher to plan instruction well while working effectively and
efficiently with a paraeducator?
a. Set aside time to get to know the skills, strengths, experiences, and comfort level of the
paraeducator
b. Assign the paraeducator to a variety of students with both general education modifications and
special education
c. Request the paraeducator to select which activities, student management, and instructional
work preferred
d. Use the paraeducator once per week to facilitate small group activities with all students
Which classroom task would it be appropriate for a teacher to request of a paraeducator who has
years of experience, a college degree, and range of education-related skills?
a. Provide 1:1 instruction, implement behavior plan, deliver curricular modifications
b. Teach if lesson plan is concise, implement curricular tasks, follow IEP mandates
c. Complete instructional plans, teach adapted content from IEP, update quiz scores
d. Co-teach familiar content, issue curricular modifications, provide learning goals
A teacher is working with a new paraeducator who has minimal experience in a classroom
setting. Which factors must the teacher consider when planning?
a. The amount of information and training the paraeducator needs
b. The level of detail that should be shared with the paraeducator
c. The appropriateness of including the paraeducator initially
d. The technical contribution the paraeducator can provide
Which factor does a teacher need to consider when determining the level of direct supervision of
paraeducator?
WGU D662 Pre-Assessment Exam Actual Questions and 100%
Correct Answers Latest 2025 Updated
In a general education classroom that has two co-teachers, a student with a mild learning
disability struggles with completing timed keyboarding exercises successfully. Which approach
would allow the teachers to collect data to support the student?
a. One teaches, one observes
b. Parallel teach keyboarding
c. Team teaching
d. Both alternate 1:1 assistance
Which co-teaching model supports small teacher-to-student ratio throughout a lesson?
a. Station teaching
b. One teach, one assist
c. One teach, one observe
d. Team teaching
In which scenario would it be appropriate to provide instructional support to students with mild
learning disabilities in a co-teaching classroom using parallel teaching?
a. To support readers with different level of fluency and comprehension
b. To match peers with one level between them to read to each other
c. To identify how many students will need explicit 1:1 reading tutoring
d. To diversify and expose students to multiple types of readers and skills
All the students in a class are attempting to learn a new concept that is inadvertently a higher-
order cognitive task in which the teachers did not anticipate. It is causing difficulty in completing
worksheets accurately. Which method should a co-teaching classroom use to remedy the
situation?
a. Identify the learning issues and implement an alternative teaching set up
b. Re-teach the concept repeatedly until all students acquire understanding
c. Select typically higher achieving student to assist in co-teaching the concept
,2|Page
d. Eliminate the concept and materials from the lesson plan and continue onward
Which co-teaching method could general and special education teachers employ with the whole
class to introduce and model how metacognition works while reading?
a. Team teaching: One models reading behavior aloud; while the other provides instruction
of concepts on board
b. Parallel teaching: One models reading behavior with students of IEPs, while the other models
with rest of class
c. One assist, one teachers: One models reading behavior to the whole classwhile the other works
quietly 1:1 with tudents with IEP
d. Station teaching: Both teachers periodically rotate tations that include reading behavior tasks,
which students practice
Which co-teaching option is appropriate to use if only one teacher is familiar with a specific
technique to solve a math equation?
a. One teaches, one assists
b. Station teaching
c. Parallel teaching
d. Use a new equation
Which teacher statement represents the teacher's perception of the paraeducator's efficiency and
effectiveness?
a."Having another professional will make instruction and learning more efficient."
b. "Well, this is most likely going to be a challenge. This will require a bit of work."
c. "As an experienced and highly qualified teacher, I guess it wouldn't hurt."
d. "The need for a paraeducator is required for students with severe disabilities."
A teacher wants to use an activity to demonstrate further learning but does not have much
experience with the implementation of the activity. The teacher asks the paraeducator for input
and discovers that the paraeducator has high familiarity with the activity instead. How should the
teacher respond in this scenario?
, 3|Page
a. Ask if the paraeducator would be comfortable leading with the teacher's assistance.
b. Explain to the paraeducator that a teacher is required to lead all activities in the classroom.
c. Request the the paraeducator gather all information for the activity.
d. Consider an alternative option that will avoid the use of the paraeducator being involved
Which approach would enable a teacher to plan instruction well while working effectively and
efficiently with a paraeducator?
a. Set aside time to get to know the skills, strengths, experiences, and comfort level of the
paraeducator
b. Assign the paraeducator to a variety of students with both general education modifications and
special education
c. Request the paraeducator to select which activities, student management, and instructional
work preferred
d. Use the paraeducator once per week to facilitate small group activities with all students
Which classroom task would it be appropriate for a teacher to request of a paraeducator who has
years of experience, a college degree, and range of education-related skills?
a. Provide 1:1 instruction, implement behavior plan, deliver curricular modifications
b. Teach if lesson plan is concise, implement curricular tasks, follow IEP mandates
c. Complete instructional plans, teach adapted content from IEP, update quiz scores
d. Co-teach familiar content, issue curricular modifications, provide learning goals
A teacher is working with a new paraeducator who has minimal experience in a classroom
setting. Which factors must the teacher consider when planning?
a. The amount of information and training the paraeducator needs
b. The level of detail that should be shared with the paraeducator
c. The appropriateness of including the paraeducator initially
d. The technical contribution the paraeducator can provide
Which factor does a teacher need to consider when determining the level of direct supervision of
paraeducator?
