WGU D002 PROFESSIONAL, ETHICAL, AND LEGAL
PRACTICES FOR SPECIAL ED 2025-2026 EXAM OA
QUESTIONS AND CORRECT ANSWERS WITH
RATIONALES
How does the teacher know the student is not meeting competency in Tier 1?
| | | | | | | | | | | | |
- ANSWER--Data analysis.
| | |
- Is the rate of learning sufficient for the student to reach the average range
| | | | | | | | | | | | | |
with peers in a reasonable amount of time? - Can the intensity of
| | | | | | | | | | | | |
interventions be maintained in the general education classroom or is more
| | | | | | | | | | |
needed? - Is the student able to reach the average range with
| | | | | | | | | | | |
accommodations? : Remember, anyone can have an accommodation.
| | | | | | | |
We are simply providing access.
| | | |
What happens to a student who is not meeting competency in Tier 1? -
| | | | | | | | | | | | |
ANSWER--Begins additional small group instruction and more
| | | | | | |
intensive monitoring - Tier 2.
| | | | |
What happens in Tier 2? - ANSWER--This is supplemental to what the
| | | | | | | | | | |
student continues to receive in Tier 1. - A small group of students may be
| | | | | | | | | | | | | | |
pulled aside while Tier 1 students are completing some independent work
| | | | | | | | | | |
or working in stations. - Tier 2 focuses on specific skill-building and
| | | | | | | | | | | |
practice. - The teacher chunks down what was taught in Tier 1 and
| | | | | | | | | | | | |
reteaches a smaller chunk, using different strategies and tools.
| | | | | | | | |
For example, if the students are working on 1:1 correspondence for
| | | | | | | | | |
numerals 1-10; in the Tier 2 group, the students might work on numerals 1-
| | | | | | | | | | | | | |
5. - The small group might meet 2-3 times per week to practice the skill. -
| | | | | | | | | | | | | | |
Skill progress is assessed more frequently than in Tier 1. - Goal is for
| | | | | | | | | | | | | |
student to reach the average range in the skill and return to success in Tier 1.
| | | | | | | | | | | | | | | |
,How do we know if the student is making adequate progress in Tier 2? -
| | | | | | | | | | | | | |
ANSWER--Example of a student responding positively to the
| | | | | | | |
Intervention This fourth grade student had 9 weeks of small group
| | | | | | | | | | |
instruction 1 hour/day, 5 days/week.
| | | | |
Progress monitoring results indicated a 24-point increase, At the current
| | | | | | | | |
Rate of Improvement (ROI), the student will "catch up" to the 4th grade
| | | | | | | | | | | | |
EOY benchmark with an additional 3 weeks of instruction
| | | | | | | | |
What is Tier 3 intervention in RTI? - ANSWER--This is supplemental to
| | | | | | | | | | |
what the student continues to receive in Tier 1.
| | | | | | | | |
- An individual student may be pulled aside while Tier 1 students are
| | | | | | | | | | | |
completing some independent work or working in stations. -bTier 3
| | | | | | | | | |
focuses on more time, more attention and special resources - The small
| | | | | | | | | | | |
group might meet 4-5 times per week to practice the skill. - Skill progress
| | | | | | | | | | | | | |
is assessed more frequently than in Tier 2 - Goal is for student to reach the
| | | | | | | | | | | | | | | |
average range in the skill and return to success in Tier 1.
| | | | | | | | | | | |
Is Tier 3 Special Education? - ANSWER--No. Tier 3 is part of general
| | | | | | | | | | | |
education.
|
What is the IDEA Special Rule for eligibility determination? - ANSWER--
| | | | | | | | | |
Under Section 300.306 of IDEA, the Special Rule states that a student
| | | | | | | | | | |
cannot be found eligible for special education if, the main challenge for the
| | | | | | | | | | | | |
student is:
| |
,o Lack of appropriate instruction in reading
| | | | |
o Lack of appropriate instruction in math
| | | | |
o Limited English proficiency | |
Why is the IDEA Special Rule for eligibility determination important in
| | | | | | | | | |
pre-referral? - ANSWER--• The general education staff must provide data
| | | | | | | | | |
to the eligibility determination team that demonstrates the student has had
| | | | | | | | | | |
appropriate instruction in reading and math. The student has had the
| | | | | | | | | | |
opportunity to learn those academic subjects.
| | | | | |
• The general education staff must provide data to the eligibility team that
| | | | | | | | | | |
demonstrates that in addition to limited English proficiency, a disability
| | | | | | | | | |
is also suspected. ELs can have disabilities. Learning English is NOT a
| | | | | | | | | | | |
disability.
|
When is a Tier 3 student referred to special education? - ANSWER--• The
| | | | | | | | | | | |
student is not making progress
| | | | |
• The general education team is confident that their data meet the
| | | | | | | | | |
standards for IDEA's Special Rule.
| | | | |
What is Child Find? - ANSWER--• Child Find is part of the Zero Reject
| | | | | | | | | | | | |
principle of IDEA.
| | |
• Child Find requires states/districts to identify, locate, and evaluate (if
| | | | | | | | |
appropriate) students who need special education.
| | | | | |
• Anyone with knowledge about a child can refer the child for special
| | | | | | | | | | |
education evaluation
| |
, If a student is referred under Child Find, is the district required to evaluate
| | | | | | | | | | | | |
the student? - ANSWER--No. The school must consider the request to
| | | | | | | | | | |
evaluate. If there is no reason to think the student has a disability, the school
| | | | | | | | | | | | | | |
does NOT need to evaluate.
| | | | |
Which cases are most closely related to the IDEA principles of Zero
| | | | | | | | | | |
Reject and Child Find? - ANSWER--PARC and Mills : Prior Written
| | | | | | | | | | |
Notice (PWN) and Informed Written Consent
| | | | | |
What is Prior Written Notice? - ANSWER--• It is one of the procedural
| | | | | | | | | | | |
safeguards provided to parents and students in IDEA.
| | | | | | | |
• Written explanation of an action the school want to take that concerns the
| | | | | | | | | | | |
student.
|
• Designed to keep parents up to date on important decisions for their
| | | | | | | | | | |
child
|
What must be included in a Prior Written Notice for eligibility
| | | | | | | | | |
determination? - ANSWER--• An explanation of what the district plans to
| | | | | | | | | | |
do. In this case, assess the child to determine if they are eligible for an IEP.
| | | | | | | | | | | | | | | |
• A description of other options and why they were rejected. You must be
| | | | | | | | | | | |
specific here. The student received extra help general education with
| | | | | | | | | |
reading. His skills remain significantly below grade level.
| | | | | | | |
PRACTICES FOR SPECIAL ED 2025-2026 EXAM OA
QUESTIONS AND CORRECT ANSWERS WITH
RATIONALES
How does the teacher know the student is not meeting competency in Tier 1?
| | | | | | | | | | | | |
- ANSWER--Data analysis.
| | |
- Is the rate of learning sufficient for the student to reach the average range
| | | | | | | | | | | | | |
with peers in a reasonable amount of time? - Can the intensity of
| | | | | | | | | | | | |
interventions be maintained in the general education classroom or is more
| | | | | | | | | | |
needed? - Is the student able to reach the average range with
| | | | | | | | | | | |
accommodations? : Remember, anyone can have an accommodation.
| | | | | | | |
We are simply providing access.
| | | |
What happens to a student who is not meeting competency in Tier 1? -
| | | | | | | | | | | | |
ANSWER--Begins additional small group instruction and more
| | | | | | |
intensive monitoring - Tier 2.
| | | | |
What happens in Tier 2? - ANSWER--This is supplemental to what the
| | | | | | | | | | |
student continues to receive in Tier 1. - A small group of students may be
| | | | | | | | | | | | | | |
pulled aside while Tier 1 students are completing some independent work
| | | | | | | | | | |
or working in stations. - Tier 2 focuses on specific skill-building and
| | | | | | | | | | | |
practice. - The teacher chunks down what was taught in Tier 1 and
| | | | | | | | | | | | |
reteaches a smaller chunk, using different strategies and tools.
| | | | | | | | |
For example, if the students are working on 1:1 correspondence for
| | | | | | | | | |
numerals 1-10; in the Tier 2 group, the students might work on numerals 1-
| | | | | | | | | | | | | |
5. - The small group might meet 2-3 times per week to practice the skill. -
| | | | | | | | | | | | | | |
Skill progress is assessed more frequently than in Tier 1. - Goal is for
| | | | | | | | | | | | | |
student to reach the average range in the skill and return to success in Tier 1.
| | | | | | | | | | | | | | | |
,How do we know if the student is making adequate progress in Tier 2? -
| | | | | | | | | | | | | |
ANSWER--Example of a student responding positively to the
| | | | | | | |
Intervention This fourth grade student had 9 weeks of small group
| | | | | | | | | | |
instruction 1 hour/day, 5 days/week.
| | | | |
Progress monitoring results indicated a 24-point increase, At the current
| | | | | | | | |
Rate of Improvement (ROI), the student will "catch up" to the 4th grade
| | | | | | | | | | | | |
EOY benchmark with an additional 3 weeks of instruction
| | | | | | | | |
What is Tier 3 intervention in RTI? - ANSWER--This is supplemental to
| | | | | | | | | | |
what the student continues to receive in Tier 1.
| | | | | | | | |
- An individual student may be pulled aside while Tier 1 students are
| | | | | | | | | | | |
completing some independent work or working in stations. -bTier 3
| | | | | | | | | |
focuses on more time, more attention and special resources - The small
| | | | | | | | | | | |
group might meet 4-5 times per week to practice the skill. - Skill progress
| | | | | | | | | | | | | |
is assessed more frequently than in Tier 2 - Goal is for student to reach the
| | | | | | | | | | | | | | | |
average range in the skill and return to success in Tier 1.
| | | | | | | | | | | |
Is Tier 3 Special Education? - ANSWER--No. Tier 3 is part of general
| | | | | | | | | | | |
education.
|
What is the IDEA Special Rule for eligibility determination? - ANSWER--
| | | | | | | | | |
Under Section 300.306 of IDEA, the Special Rule states that a student
| | | | | | | | | | |
cannot be found eligible for special education if, the main challenge for the
| | | | | | | | | | | | |
student is:
| |
,o Lack of appropriate instruction in reading
| | | | |
o Lack of appropriate instruction in math
| | | | |
o Limited English proficiency | |
Why is the IDEA Special Rule for eligibility determination important in
| | | | | | | | | |
pre-referral? - ANSWER--• The general education staff must provide data
| | | | | | | | | |
to the eligibility determination team that demonstrates the student has had
| | | | | | | | | | |
appropriate instruction in reading and math. The student has had the
| | | | | | | | | | |
opportunity to learn those academic subjects.
| | | | | |
• The general education staff must provide data to the eligibility team that
| | | | | | | | | | |
demonstrates that in addition to limited English proficiency, a disability
| | | | | | | | | |
is also suspected. ELs can have disabilities. Learning English is NOT a
| | | | | | | | | | | |
disability.
|
When is a Tier 3 student referred to special education? - ANSWER--• The
| | | | | | | | | | | |
student is not making progress
| | | | |
• The general education team is confident that their data meet the
| | | | | | | | | |
standards for IDEA's Special Rule.
| | | | |
What is Child Find? - ANSWER--• Child Find is part of the Zero Reject
| | | | | | | | | | | | |
principle of IDEA.
| | |
• Child Find requires states/districts to identify, locate, and evaluate (if
| | | | | | | | |
appropriate) students who need special education.
| | | | | |
• Anyone with knowledge about a child can refer the child for special
| | | | | | | | | | |
education evaluation
| |
, If a student is referred under Child Find, is the district required to evaluate
| | | | | | | | | | | | |
the student? - ANSWER--No. The school must consider the request to
| | | | | | | | | | |
evaluate. If there is no reason to think the student has a disability, the school
| | | | | | | | | | | | | | |
does NOT need to evaluate.
| | | | |
Which cases are most closely related to the IDEA principles of Zero
| | | | | | | | | | |
Reject and Child Find? - ANSWER--PARC and Mills : Prior Written
| | | | | | | | | | |
Notice (PWN) and Informed Written Consent
| | | | | |
What is Prior Written Notice? - ANSWER--• It is one of the procedural
| | | | | | | | | | | |
safeguards provided to parents and students in IDEA.
| | | | | | | |
• Written explanation of an action the school want to take that concerns the
| | | | | | | | | | | |
student.
|
• Designed to keep parents up to date on important decisions for their
| | | | | | | | | | |
child
|
What must be included in a Prior Written Notice for eligibility
| | | | | | | | | |
determination? - ANSWER--• An explanation of what the district plans to
| | | | | | | | | | |
do. In this case, assess the child to determine if they are eligible for an IEP.
| | | | | | | | | | | | | | | |
• A description of other options and why they were rejected. You must be
| | | | | | | | | | | |
specific here. The student received extra help general education with
| | | | | | | | | |
reading. His skills remain significantly below grade level.
| | | | | | | |
