WGU D669 Pre-Assessment Verified Multiple Choice and
Conceptual Actual Exam Questions With Reviewed 100%
Correct Detailed Answers
Guaranteed Pass!!Current Update
1. Which factor does a teacher need to consider when determining the level
of direct supervision of paraeducator?
a. Whether the paraeducator is accurately trained and knowledgeable
b. Whether the paraeducator is fully trained in risk management
strategies
c. Whether the paraeducator has suitable coursework in special
education
d. Whether the paraeducator has experience with diverse working
styles - ANSWER a.
2. Which procedure will provide enough data to initiate any instructional
changes, if needed, when calculating a student's progress?
a. Calculating rate of progress after a minimum of 8 weeks
b. Calculating performance level after a minimum of 3 weeks
c. Calculating the result of a commercially available assessment
d. Calculating students' self-assessed data points after 10 days -
ANSWER a.
3. Teachers at a school want to be effective at identifying when instructional
changes are needed for a student with a suspected educational disability.
What needs to be ensured when conducting progress monitoring?
a. The classroom is environmentally conducive to the student
b. The teachers of the classroom are highly qualified educators
, c. The student is accurately placed in the correct classroom
d. The measurement is related to the curriculum being taught -
ANSWER d.
4. Which distinct components should Tier 2 progress monitoring include in
comparison to Tier 1 monitoring efforts?
a. Students are provided specific Tier 2 measurements
b. Data is charted into graphs for visual self-assessment
c. Data is collected more frequently and over a longer period
d. Students are grouped and re-grouped after a shorter time - ANSWER
c.
5. A teacher needs to determine whether students are benefitting and
responding well to Tier 1 instruction. Which teacher-related component
needs to be evaluated prior to making instructional changes?
a. Whether instruction has 1:12 teacher-to-student ratio or less
b. Whether instruction is high quality and scientifically-based
c. Whether instruction is research-based and accessible
d. Whether instruction has various curriculum-based probes - ANSWER
b.
6. What is the scope and intent of Tier 3 instruction?
a. To provide intermittent coaching to self-regulate learning and
mastery
b. To provide skills and subskills training to make up for low scores
c. To provide teacher and parent-based instruction to move back to Tier
2
d. To provide intense, individualized instruction over a longer period -
ANSWER d.
, 7. Which of the following is a description of how effective the intervention
should be for a student in achieving a learning goal?
a. Dosage
b. Alignment
c. Strength
d. Comprehensiveness - ANSWER c
8. Mrs. Phan has a Tier 2 intervention reading group with four students. After
a reading achievement test, one of the students is still not making gains so
Mrs. Phan intensified the intervention with additional time spent on
reading skills for this student. Which best describes the intervention that
Mrs. Phan used?
a. Tier 2 intervention
b. Data-based intervention and individualization
c. Tier 1 intervention
d. Specila education testing - ANSWER b.
9. What is the taxonomy of intervention intensity?
a. An approach that helps create differentiated lesson plans.
b. A method for choosing curriculum for a classroom of students.
c. An approach that alters intervention intensity based on whole-class
needs.
d. A method for choosing an intensive intervention that is molded to fit
a student's individualized need. - ANSWER d.
10.Mrs. Thomas worked with a student that has reading comprehension
intervention supports. This student was unsuccessful in small group
intervention, fell further behind, and was very discouraged with school, so
Conceptual Actual Exam Questions With Reviewed 100%
Correct Detailed Answers
Guaranteed Pass!!Current Update
1. Which factor does a teacher need to consider when determining the level
of direct supervision of paraeducator?
a. Whether the paraeducator is accurately trained and knowledgeable
b. Whether the paraeducator is fully trained in risk management
strategies
c. Whether the paraeducator has suitable coursework in special
education
d. Whether the paraeducator has experience with diverse working
styles - ANSWER a.
2. Which procedure will provide enough data to initiate any instructional
changes, if needed, when calculating a student's progress?
a. Calculating rate of progress after a minimum of 8 weeks
b. Calculating performance level after a minimum of 3 weeks
c. Calculating the result of a commercially available assessment
d. Calculating students' self-assessed data points after 10 days -
ANSWER a.
3. Teachers at a school want to be effective at identifying when instructional
changes are needed for a student with a suspected educational disability.
What needs to be ensured when conducting progress monitoring?
a. The classroom is environmentally conducive to the student
b. The teachers of the classroom are highly qualified educators
, c. The student is accurately placed in the correct classroom
d. The measurement is related to the curriculum being taught -
ANSWER d.
4. Which distinct components should Tier 2 progress monitoring include in
comparison to Tier 1 monitoring efforts?
a. Students are provided specific Tier 2 measurements
b. Data is charted into graphs for visual self-assessment
c. Data is collected more frequently and over a longer period
d. Students are grouped and re-grouped after a shorter time - ANSWER
c.
5. A teacher needs to determine whether students are benefitting and
responding well to Tier 1 instruction. Which teacher-related component
needs to be evaluated prior to making instructional changes?
a. Whether instruction has 1:12 teacher-to-student ratio or less
b. Whether instruction is high quality and scientifically-based
c. Whether instruction is research-based and accessible
d. Whether instruction has various curriculum-based probes - ANSWER
b.
6. What is the scope and intent of Tier 3 instruction?
a. To provide intermittent coaching to self-regulate learning and
mastery
b. To provide skills and subskills training to make up for low scores
c. To provide teacher and parent-based instruction to move back to Tier
2
d. To provide intense, individualized instruction over a longer period -
ANSWER d.
, 7. Which of the following is a description of how effective the intervention
should be for a student in achieving a learning goal?
a. Dosage
b. Alignment
c. Strength
d. Comprehensiveness - ANSWER c
8. Mrs. Phan has a Tier 2 intervention reading group with four students. After
a reading achievement test, one of the students is still not making gains so
Mrs. Phan intensified the intervention with additional time spent on
reading skills for this student. Which best describes the intervention that
Mrs. Phan used?
a. Tier 2 intervention
b. Data-based intervention and individualization
c. Tier 1 intervention
d. Specila education testing - ANSWER b.
9. What is the taxonomy of intervention intensity?
a. An approach that helps create differentiated lesson plans.
b. A method for choosing curriculum for a classroom of students.
c. An approach that alters intervention intensity based on whole-class
needs.
d. A method for choosing an intensive intervention that is molded to fit
a student's individualized need. - ANSWER d.
10.Mrs. Thomas worked with a student that has reading comprehension
intervention supports. This student was unsuccessful in small group
intervention, fell further behind, and was very discouraged with school, so
