WGU D152
WGU D152 OA | Objective Assessment | 75
Questions and Answers | 2025-2026 Update | 100%
Correct.
feedback)
, Administer three probes or trials, select the median (the middle number), and then
mark the score by placing a dot on the vertical axis (e.g., words correct per minute).
A means of using evidence-based methods to individualize interventions for
students who do not demonstrate adequate progress
False, while it is important to collect progress monitoring data often, daily is not
always required. measures must be collected frequently enough to inform
instructional and placement decisions.
2 of 75
Sara was identified with a low level of performance in mathematics and
has been receiving tier 1 supports. Her weekly progress monitoring
showed that she continued to have a reduced rate of progress.
What happens next with Sara, based on this result?
Student should be assessed for grade Student should be considered
retention. for tier 2 supports.
Student should continue with tier 1 Student should be moved to tier 3
supports indefinitely. supports immediately.
, 3 of 75
the special educator reapplies the first six dimensions of the Taxonomy
whenever the progress-monitoring data indicate that the student's
response to the program is not adequate.
The taxonomy of intervention intensity describes two stages of delivering intensive
intervention.
True or False
Three dimensions are applied in the set-up stage before instruction begins.
TAXONOMY info
The Implementation Stage
TAXONOMY info The Set-Up Stage
T/F During the implementation stage, data are collected weekly and graphed
against a goal line to determine if adjustments to instruction are necessary.
, 4 of 75
The teacher provides students with a set of flashcards containing
multiplication facts from 0-5. Students spend 15 minutes each day with
their table partner practicing these facts and documenting and
graphing their daily progress. Students look to increase their
mathematics fact fluency rate weekly.
Motivators, Motivators are used to ensure students are engaged and focused and
remain on task. Allowing students to see and track their own progress is a powerful
strategy to increase motivation.
Skill & Drill Practice, Skill and drill is a rote practice that encourages mastery
through repetitive practice.
Progress Monitoring, Progress Monitoring Is often done with curriculum-based
measurements (CBM) and used to identify student progress.
Systematic instruction of concepts, strategies, and skills that builds from simple to
complex.
5 of 75
WGU D152 OA | Objective Assessment | 75
Questions and Answers | 2025-2026 Update | 100%
Correct.
feedback)
, Administer three probes or trials, select the median (the middle number), and then
mark the score by placing a dot on the vertical axis (e.g., words correct per minute).
A means of using evidence-based methods to individualize interventions for
students who do not demonstrate adequate progress
False, while it is important to collect progress monitoring data often, daily is not
always required. measures must be collected frequently enough to inform
instructional and placement decisions.
2 of 75
Sara was identified with a low level of performance in mathematics and
has been receiving tier 1 supports. Her weekly progress monitoring
showed that she continued to have a reduced rate of progress.
What happens next with Sara, based on this result?
Student should be assessed for grade Student should be considered
retention. for tier 2 supports.
Student should continue with tier 1 Student should be moved to tier 3
supports indefinitely. supports immediately.
, 3 of 75
the special educator reapplies the first six dimensions of the Taxonomy
whenever the progress-monitoring data indicate that the student's
response to the program is not adequate.
The taxonomy of intervention intensity describes two stages of delivering intensive
intervention.
True or False
Three dimensions are applied in the set-up stage before instruction begins.
TAXONOMY info
The Implementation Stage
TAXONOMY info The Set-Up Stage
T/F During the implementation stage, data are collected weekly and graphed
against a goal line to determine if adjustments to instruction are necessary.
, 4 of 75
The teacher provides students with a set of flashcards containing
multiplication facts from 0-5. Students spend 15 minutes each day with
their table partner practicing these facts and documenting and
graphing their daily progress. Students look to increase their
mathematics fact fluency rate weekly.
Motivators, Motivators are used to ensure students are engaged and focused and
remain on task. Allowing students to see and track their own progress is a powerful
strategy to increase motivation.
Skill & Drill Practice, Skill and drill is a rote practice that encourages mastery
through repetitive practice.
Progress Monitoring, Progress Monitoring Is often done with curriculum-based
measurements (CBM) and used to identify student progress.
Systematic instruction of concepts, strategies, and skills that builds from simple to
complex.
5 of 75
