WGU D003 FINAL EXAM 2024/2025 QUESTIONS AND
VERIFIED CORRECT ANSWERS/ ALREADY GRADED A++
Purpose of Assessment in Special Education - ANSWER An assessment in
special education is the process used to determine a child's specific
learning strengths and needs, and to determine whether or not a child is
eligible for special education services. Assessment in special education is a
process that involves collecting information about a student (data) for the
purpose of making decisions. Assessment is primarily a problem-solving
process. Assessment is a process that involves the systematic collection
and interpretation of a wide variety of information on which to base
instructional/intervention decisions and, when appropriate, classification
and placement decisions.
Assessment in educational settings serves five primary purposes (not from
course material) - ANSWER -screening and identification: to screen
children and identify those who may be experiencing delays or learning
problems
-eligibility and diagnosis: to determine whether a child has a disability and
is eligible for special education services, and to diagnose the specific
nature of the student's problems or disability
-IEP development and placement: to provide detailed information so that an
Individualized Education Program (IEP) may be developed and appropriate
decisions may be made about the child's educational placement
-instructional planning: to develop and plan instruction appropriate to the
child's special needs
-evaluation: to evaluate student progress.
There are 4 ways assessment information is collected. Remember RIOT -
ANSWER -Record Review: the students cumulative records and medical
records
-Interview: Unstructured/semi-structured/structured. Rating scales are the
most formal type of interview
-Observations: In non-systematic, or informal, observation, the observer
simply watches an individual in his or her environment and notes the
behaviors, characteristics, and personal interactions that seem significant.
In systematic observation, the observer sets out to observe one or more
precisely defined behaviors. The observer specifies observable events that
,define the behavior and then counts the frequency or measures the
frequency, duration, amplitude, or latency of the behaviors.
-Test: a predetermined set of questions or tasks for which predetermined
types of behavioral responses are sought. Tests yield two types of
information—quantitative and qualitative.
Quantitative and Qualitative data - ANSWER -QuanTitative data are
observations that have been tabulated or otherwise given numerical values.
They are the actual scores achieved on the test. An example of quantitative
data is Lee's score of 80 on her math test.
-QuaLitative data are pieces of information collected based on
nonsystematic and unquantified observations. These may consist of other
observations made while a student is tested; they tell us how Lee achieved
her score. For example, Lee may have solved all of the addition and
subtraction problems with the exception of those that required regrouping.
When tests are used, we usually want to know both the scores and how the
student earned those scores
Most educational problems begin as discrepancies between our
expectations for students and their actual performance.
The purpose of each step in the assessment process - ANSWER 1.
Screening and teacher identification (begins in the general education
[gened] classroom): students are given opportunities to learn and
prereferral strategies are implemented (Think 3 tiers in the RTI process)
-Students who are not making adequate progress are identified and
referred
-Informed, written parental consent must be given before assessment can
begin. Assessments must occur within 60 days of parental consent per
IDEA
2. Eligibility determination: MDT (multidisciplinary team) forms, headed by
school psychologist (includes gened teacher, sped teacher, and any other
personnel necessary for the individual need of the child). Pre-referral data
is reviewed. Assessment plan is designed. Assessments are administered,
scored, and interpreted (by a qualified professional). Eligibility is
determined. Results are reported.
3. Moves to IEP team (headed by special education teacher, includes
district representative). IEP is designed. Parent approves IEP.
-Program Planning
,4. Program Implementation and Evaluation: IEP implementation and
continuous progress monitoring. Annual IEP review. Triennial reevaluation
of eligibility.
Identify factors that influence overrepresentation - ANSWER Bias in testing,
cultural differences, denial
Explain the legal process that relate to eligibility determination - ANSWER
Laws include 504, ADA, EAHCA, IDEA and its reauthorizations, NCLB
(reauthorization of ESEA), and ESSA (reauthorization of ESEA)
7 Major Principles of IDEA
1. Informed, written consent
2. Zero Reject
3. FAPE (Free Appropriate Public Education)
4. Non-biased, multidisciplinary evaluation
5. LRE (Least Restrictive Environment)
6. IEP (Individualized Education Program)
7. Due Process and Procedural Safeguards
Compare and Contrast RTI and MTSS - ANSWER RTI and MTSS are
multi-tiered systems. MTSS is school wide, RTI happens in the classroom.
MTSS is funded through ESSA. MTSS encompasses both RTI and PBIS.
RTI: (1) multiple tiers of effective intervention service delivery, (2) ongoing
progress monitoring, and (3) data collection/assessment to inform
decisions at each tier. Has to do with progress monitoring. The general
notion is to monitor student progress (continuously, periodically, annually,
or with some other degree of frequency) in order to spot problems,
ascertain skill development, or check the efficacy of academic or behavioral
interventions being used with the student. Some would say the practice is
all about catching children early so that they do not get left behind.
There are seven assumptions that underlie the practice of assessing RTI:
1. Instruction occurs.
2. It occurs as intended.
3. The instruction that is assessed is known to be generally effective.
4. The measurement system is adequate to detect changes in student
learning as a result of instruction. There are four subcomponents to this
assumption.
, a. The measurement system reflects the curriculum or assesses the effect
of instruction in that curriculum. It is axiomatic that response to instruction
must reflect the content being instructed.
b. The measurement system can be used frequently. Frequent
measurement is important to avoid wasting a student's and a teacher's time
when instruction is not working. It is also important to prevent a student
from practicing (and mastering) errors and making them more difficult to
correct.
c. The measurement system is sensitive to small changes in student
performance. If measurement is conducted frequently, it is unlikely that
there will be large changes in student learning. Thus, to be effective, the
measurement system must be capable of detecting small, but me
Describe how RTI affects are assessed - ANSWER RTI is assessed
informally and systematically with progress monitoring. Tiered
interventions, progress monitoring, and data collection. Assessments of
student response to educational interventions vary along two dimensions:
specificity and frequency. Technically adequate measures of RTI are those
that are highly specific and very frequently administered. The more specific
the assessment and the more specific the information collected by or
reported to the teacher, the more precise the teacher can be in planning
instructional interventions. The more frequent the measurement, the
quicker teachers can adapt instruction to ensure that students are making
optimal progress.
Describe interventions that fit each tier in MTSS - ANSWER -Tier 1:
Universal Screeners
Progress monitoring
Researched-based core curriculum
Evidence-based interventions
Differentiated Instruction
Sufficient opportunity to learn
There may be indicators that comprehensive eval is needed immediately.
Refer
-Tier 2:
Tier 1 continues. Tier 2 is supplemental
targeted CBMs
Observations
Small Groups
Progress monitoring (more frequency)
VERIFIED CORRECT ANSWERS/ ALREADY GRADED A++
Purpose of Assessment in Special Education - ANSWER An assessment in
special education is the process used to determine a child's specific
learning strengths and needs, and to determine whether or not a child is
eligible for special education services. Assessment in special education is a
process that involves collecting information about a student (data) for the
purpose of making decisions. Assessment is primarily a problem-solving
process. Assessment is a process that involves the systematic collection
and interpretation of a wide variety of information on which to base
instructional/intervention decisions and, when appropriate, classification
and placement decisions.
Assessment in educational settings serves five primary purposes (not from
course material) - ANSWER -screening and identification: to screen
children and identify those who may be experiencing delays or learning
problems
-eligibility and diagnosis: to determine whether a child has a disability and
is eligible for special education services, and to diagnose the specific
nature of the student's problems or disability
-IEP development and placement: to provide detailed information so that an
Individualized Education Program (IEP) may be developed and appropriate
decisions may be made about the child's educational placement
-instructional planning: to develop and plan instruction appropriate to the
child's special needs
-evaluation: to evaluate student progress.
There are 4 ways assessment information is collected. Remember RIOT -
ANSWER -Record Review: the students cumulative records and medical
records
-Interview: Unstructured/semi-structured/structured. Rating scales are the
most formal type of interview
-Observations: In non-systematic, or informal, observation, the observer
simply watches an individual in his or her environment and notes the
behaviors, characteristics, and personal interactions that seem significant.
In systematic observation, the observer sets out to observe one or more
precisely defined behaviors. The observer specifies observable events that
,define the behavior and then counts the frequency or measures the
frequency, duration, amplitude, or latency of the behaviors.
-Test: a predetermined set of questions or tasks for which predetermined
types of behavioral responses are sought. Tests yield two types of
information—quantitative and qualitative.
Quantitative and Qualitative data - ANSWER -QuanTitative data are
observations that have been tabulated or otherwise given numerical values.
They are the actual scores achieved on the test. An example of quantitative
data is Lee's score of 80 on her math test.
-QuaLitative data are pieces of information collected based on
nonsystematic and unquantified observations. These may consist of other
observations made while a student is tested; they tell us how Lee achieved
her score. For example, Lee may have solved all of the addition and
subtraction problems with the exception of those that required regrouping.
When tests are used, we usually want to know both the scores and how the
student earned those scores
Most educational problems begin as discrepancies between our
expectations for students and their actual performance.
The purpose of each step in the assessment process - ANSWER 1.
Screening and teacher identification (begins in the general education
[gened] classroom): students are given opportunities to learn and
prereferral strategies are implemented (Think 3 tiers in the RTI process)
-Students who are not making adequate progress are identified and
referred
-Informed, written parental consent must be given before assessment can
begin. Assessments must occur within 60 days of parental consent per
IDEA
2. Eligibility determination: MDT (multidisciplinary team) forms, headed by
school psychologist (includes gened teacher, sped teacher, and any other
personnel necessary for the individual need of the child). Pre-referral data
is reviewed. Assessment plan is designed. Assessments are administered,
scored, and interpreted (by a qualified professional). Eligibility is
determined. Results are reported.
3. Moves to IEP team (headed by special education teacher, includes
district representative). IEP is designed. Parent approves IEP.
-Program Planning
,4. Program Implementation and Evaluation: IEP implementation and
continuous progress monitoring. Annual IEP review. Triennial reevaluation
of eligibility.
Identify factors that influence overrepresentation - ANSWER Bias in testing,
cultural differences, denial
Explain the legal process that relate to eligibility determination - ANSWER
Laws include 504, ADA, EAHCA, IDEA and its reauthorizations, NCLB
(reauthorization of ESEA), and ESSA (reauthorization of ESEA)
7 Major Principles of IDEA
1. Informed, written consent
2. Zero Reject
3. FAPE (Free Appropriate Public Education)
4. Non-biased, multidisciplinary evaluation
5. LRE (Least Restrictive Environment)
6. IEP (Individualized Education Program)
7. Due Process and Procedural Safeguards
Compare and Contrast RTI and MTSS - ANSWER RTI and MTSS are
multi-tiered systems. MTSS is school wide, RTI happens in the classroom.
MTSS is funded through ESSA. MTSS encompasses both RTI and PBIS.
RTI: (1) multiple tiers of effective intervention service delivery, (2) ongoing
progress monitoring, and (3) data collection/assessment to inform
decisions at each tier. Has to do with progress monitoring. The general
notion is to monitor student progress (continuously, periodically, annually,
or with some other degree of frequency) in order to spot problems,
ascertain skill development, or check the efficacy of academic or behavioral
interventions being used with the student. Some would say the practice is
all about catching children early so that they do not get left behind.
There are seven assumptions that underlie the practice of assessing RTI:
1. Instruction occurs.
2. It occurs as intended.
3. The instruction that is assessed is known to be generally effective.
4. The measurement system is adequate to detect changes in student
learning as a result of instruction. There are four subcomponents to this
assumption.
, a. The measurement system reflects the curriculum or assesses the effect
of instruction in that curriculum. It is axiomatic that response to instruction
must reflect the content being instructed.
b. The measurement system can be used frequently. Frequent
measurement is important to avoid wasting a student's and a teacher's time
when instruction is not working. It is also important to prevent a student
from practicing (and mastering) errors and making them more difficult to
correct.
c. The measurement system is sensitive to small changes in student
performance. If measurement is conducted frequently, it is unlikely that
there will be large changes in student learning. Thus, to be effective, the
measurement system must be capable of detecting small, but me
Describe how RTI affects are assessed - ANSWER RTI is assessed
informally and systematically with progress monitoring. Tiered
interventions, progress monitoring, and data collection. Assessments of
student response to educational interventions vary along two dimensions:
specificity and frequency. Technically adequate measures of RTI are those
that are highly specific and very frequently administered. The more specific
the assessment and the more specific the information collected by or
reported to the teacher, the more precise the teacher can be in planning
instructional interventions. The more frequent the measurement, the
quicker teachers can adapt instruction to ensure that students are making
optimal progress.
Describe interventions that fit each tier in MTSS - ANSWER -Tier 1:
Universal Screeners
Progress monitoring
Researched-based core curriculum
Evidence-based interventions
Differentiated Instruction
Sufficient opportunity to learn
There may be indicators that comprehensive eval is needed immediately.
Refer
-Tier 2:
Tier 1 continues. Tier 2 is supplemental
targeted CBMs
Observations
Small Groups
Progress monitoring (more frequency)
