WGU D385 OA PRACTICE EXAMINATION
2026 QUESTIONS WITH ANSWERS
GRADED A+
◍ (Strategies for Implementing Approaches to Reading)Make Adaptations to
Promote Access to Text.
Answer: -Ensure that students are seated properly-Provide color
contrasts—for example, with colored construction paper—for students with
visual impairments.-For students who have difficulty turning pages, provide
rubber fingertips-Pages in electronic tablets can be easily turned with a
touch of a finger.-printed materials with braille or large print; use of
magnifying devices; and use of optical character-recognition-text to
speech-audio-recording formats, including audio-recorded text,
variable-speed cassettes and speech compressors, and listening centers.
◍ While Charlotte works with the majority of the class on mathematics, Alice
pulls aside three students who are struggling on the mathematical concept
and instructs them again in order to aid in their understanding..
Answer: Alternative teaching, This occurs when one educator pulls a small
group of students aside to reteach, enrich, assess, or pre-teach, or for another
purpose.
◍ How do you establish baseline data when creating a graph for progress
monitoring?.
Answer: 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).
◍ What is the difference between screening measures and progress
monitoring?.
Answer: Screening measures are appropriate for identifying which students
, may be in need of additional attention, whereas progress monitoring is
appropriate for assessing how individual students are progressing.
◍ Teach Self-Regulated Strategy Development (SRSD).
Answer: is a model for promoting higher-level cognitive skills and
self-regulated use of cognitive strategies.
◍ T/F Progress monitoring data must be collected daily on every student?.
Answer: 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.
◍ 7 Dimensions of Taxonomy of Intervention Intensity.
Answer: 1. Strength (How well the program works for students with
intensive intervention needs, expressed in terms of effect sizes)2. Dosage
(The number of opportunities a student has to respond and receive corrective
feedback)3. Alignment (how well the intervention matches the targeted
academic skills or behaviors of concern)4. Attention to transfer (The extent
to which an intervention is designed to help students (a) transfer the skills
they learn to other formats and contexts and (b) realize connections between
mastered and related skills.)5. Comprehensiveness (The number of explicit
instruction principles the intervention incorporates (e.g., providing
explanations in simple, direct language; modeling efficient solution
strategies instead of expecting students to discover strategies on their own;
providing practice so students use the strategies to generate many correct
responses; and incorporating systematic cumulative review).6. Behavioral
support (The extent to which the program incorporates (a) self-regulation
and executive function components and (b) behavioral principles to
minimize nonproductive behavior.)7. Individualization (A validated,
data-based process for individualizing intervention, in which the educator
systematically adjusts the intervention over time, in response to ongoing
progress monitoring data, to address the student's complex learning needs.)
◍ Nora is a fourth-grade student who has been struggling with narrative
writing. She does not have well-developed characters, and it is hard to
, follow the sequence of her stories. You have modeled several lessons on
how to plan stories using various graphic organizers. You decide to provide
Nora with a story map that she can use to plan out her writing with sentence
starters and some examples already filled in.Which component of systematic
instruction would you be implementing?.
Answer: Supporting students in organizing new knowledge by providing
scaffolding and structured learning.
◍ TAXONOMYHow well the intervention addresses only targeted, but not
mastered, skills and focuses on grade level standards is part of...?.
Answer: Alignment
◍ Application logging.
Answer: relies on the use of log files to periodically record details about
events as they occur. The different types of logs include Event, transaction,
message, and server logs
◍ 200.
Answer: Ok
◍ Students are divided into three groups. Charlotte is teaching her group about
the parts of the nucleus of the cell. Group number 2 works on a webquest
about cells on the computers. Alice is teaching her group about the
difference between a plant and an animal cell using pictures to show
similarities and differences. Students rotate after 10 minutes..
Answer: station teaching,
◍ When students increase their overall rate of improvement and demonstrate
development and progress with their mathematics fact fluency, the teacher
acknowledges and rewards them with additional free time on Friday
afternoons..
Answer: 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.
◍ Every week, students are given a set of 100 addition and subtraction
2026 QUESTIONS WITH ANSWERS
GRADED A+
◍ (Strategies for Implementing Approaches to Reading)Make Adaptations to
Promote Access to Text.
Answer: -Ensure that students are seated properly-Provide color
contrasts—for example, with colored construction paper—for students with
visual impairments.-For students who have difficulty turning pages, provide
rubber fingertips-Pages in electronic tablets can be easily turned with a
touch of a finger.-printed materials with braille or large print; use of
magnifying devices; and use of optical character-recognition-text to
speech-audio-recording formats, including audio-recorded text,
variable-speed cassettes and speech compressors, and listening centers.
◍ While Charlotte works with the majority of the class on mathematics, Alice
pulls aside three students who are struggling on the mathematical concept
and instructs them again in order to aid in their understanding..
Answer: Alternative teaching, This occurs when one educator pulls a small
group of students aside to reteach, enrich, assess, or pre-teach, or for another
purpose.
◍ How do you establish baseline data when creating a graph for progress
monitoring?.
Answer: 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).
◍ What is the difference between screening measures and progress
monitoring?.
Answer: Screening measures are appropriate for identifying which students
, may be in need of additional attention, whereas progress monitoring is
appropriate for assessing how individual students are progressing.
◍ Teach Self-Regulated Strategy Development (SRSD).
Answer: is a model for promoting higher-level cognitive skills and
self-regulated use of cognitive strategies.
◍ T/F Progress monitoring data must be collected daily on every student?.
Answer: 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.
◍ 7 Dimensions of Taxonomy of Intervention Intensity.
Answer: 1. Strength (How well the program works for students with
intensive intervention needs, expressed in terms of effect sizes)2. Dosage
(The number of opportunities a student has to respond and receive corrective
feedback)3. Alignment (how well the intervention matches the targeted
academic skills or behaviors of concern)4. Attention to transfer (The extent
to which an intervention is designed to help students (a) transfer the skills
they learn to other formats and contexts and (b) realize connections between
mastered and related skills.)5. Comprehensiveness (The number of explicit
instruction principles the intervention incorporates (e.g., providing
explanations in simple, direct language; modeling efficient solution
strategies instead of expecting students to discover strategies on their own;
providing practice so students use the strategies to generate many correct
responses; and incorporating systematic cumulative review).6. Behavioral
support (The extent to which the program incorporates (a) self-regulation
and executive function components and (b) behavioral principles to
minimize nonproductive behavior.)7. Individualization (A validated,
data-based process for individualizing intervention, in which the educator
systematically adjusts the intervention over time, in response to ongoing
progress monitoring data, to address the student's complex learning needs.)
◍ Nora is a fourth-grade student who has been struggling with narrative
writing. She does not have well-developed characters, and it is hard to
, follow the sequence of her stories. You have modeled several lessons on
how to plan stories using various graphic organizers. You decide to provide
Nora with a story map that she can use to plan out her writing with sentence
starters and some examples already filled in.Which component of systematic
instruction would you be implementing?.
Answer: Supporting students in organizing new knowledge by providing
scaffolding and structured learning.
◍ TAXONOMYHow well the intervention addresses only targeted, but not
mastered, skills and focuses on grade level standards is part of...?.
Answer: Alignment
◍ Application logging.
Answer: relies on the use of log files to periodically record details about
events as they occur. The different types of logs include Event, transaction,
message, and server logs
◍ 200.
Answer: Ok
◍ Students are divided into three groups. Charlotte is teaching her group about
the parts of the nucleus of the cell. Group number 2 works on a webquest
about cells on the computers. Alice is teaching her group about the
difference between a plant and an animal cell using pictures to show
similarities and differences. Students rotate after 10 minutes..
Answer: station teaching,
◍ When students increase their overall rate of improvement and demonstrate
development and progress with their mathematics fact fluency, the teacher
acknowledges and rewards them with additional free time on Friday
afternoons..
Answer: 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.
◍ Every week, students are given a set of 100 addition and subtraction
