WGU D764 · SPECIAL EDUCATION · IEP
WGU D764 Task 1: IEP
2026/2027
Individualized Education Plan — Collaboration & Communication with Parents and School Staff A+
A+ 5 100%
QUESTIONS VERIFIED EXAM DOMAINS COVERED RATIONALES INCLUDED
CATEGORIES
1. PLAAFP & Present Levels of Performance
2. Measurable Annual Goals
3. Services, Accommodations, Modifications & LRE
4. Progress Monitoring, Reporting & Transition
5. Collaboration, Communication & Team Process
COURSE ALIGNMENT
WGU D764 prepares special educators to develop compliant IEPs and to
collaborate effectively with families and school staff. Task 1 emphasizes
PLAAFP, measurable goals, services, LRE, progress monitoring, transition,
and culturally responsive communication and team processes.
STUVIAACTUALEXAM
Passing Score 75% · 1 Mark per Question · Intermediate Level
, WGU D764 Task 1: IEP — 2026/2027 STUVIAACTUALEXAM
SECTION 1 — PLAAFP & Present Levels of Performance
Q1. A special education teacher is drafting the Present Levels of Academic Achievement and Functional Performance
(PLAAFP) for a fourth-grade student with a specific learning disability in reading. Recent assessment data show the student
reads 45 words correct per minute on grade-level passages while typical peers read 110. Which element is essential to include
in the PLAAFP?
A. Objective baseline data describing current performance and how the disability affects involvement and progress in the general
curriculum
B. Only the student’s favorite subjects and hobbies without academic data
C. A list of all previous teachers’ names
D. Vague statements such as “the student struggles with reading” without measurable data
Correct Answer: A
Rationale: IDEA requires the PLAAFP to include present levels based on objective data and an explanation of how the disability affects
involvement and progress in the general education curriculum.
Q2. When writing a PLAAFP for a student with autism who has significant social-communication needs, the teacher includes
strengths such as strong visual memory and interest in maps. Why is inclusion of strengths important?
A. Strengths are optional and may be omitted to save time
B. Only deficits are legally required in the PLAAFP
C. Strengths inform goal development and instructional strategies that build on existing capabilities while addressing needs
D. Strengths replace the need for annual goals
Correct Answer: C
Rationale: A balanced PLAAFP describes both strengths and needs so that goals and services can leverage assets while remediating deficits.
Q3. A student’s PLAAFP states that the student “has trouble with math.” The IEP team asks for revision. What is the primary
problem with this statement?
A. It is too positive about the student’s abilities
B. It lacks objective, measurable data and does not describe how the disability affects curriculum access or progress
C. It includes too many assessment scores
D. It focuses only on functional skills
Correct Answer: B
Rationale: PLAAFP statements must be data-based and explain the impact of the disability; vague language does not meet legal or
instructional standards.
Q4. For a preschool child with a developmental delay, the PLAAFP must address how the disability affects participation in
appropriate activities. Which example best meets this requirement?
A. The child is three years old
B. The child likes toys
C. The child’s parents work full time
D. The child currently uses two-word phrases and cannot follow two-step classroom routines, limiting participation in circle-time and
center activities with peers
Correct Answer: D
Rationale: Preschool PLAAFPs must link present performance to participation in age-appropriate activities, not merely list chronological age or
preferences.
Page 2
WGU D764 Task 1: IEP
2026/2027
Individualized Education Plan — Collaboration & Communication with Parents and School Staff A+
A+ 5 100%
QUESTIONS VERIFIED EXAM DOMAINS COVERED RATIONALES INCLUDED
CATEGORIES
1. PLAAFP & Present Levels of Performance
2. Measurable Annual Goals
3. Services, Accommodations, Modifications & LRE
4. Progress Monitoring, Reporting & Transition
5. Collaboration, Communication & Team Process
COURSE ALIGNMENT
WGU D764 prepares special educators to develop compliant IEPs and to
collaborate effectively with families and school staff. Task 1 emphasizes
PLAAFP, measurable goals, services, LRE, progress monitoring, transition,
and culturally responsive communication and team processes.
STUVIAACTUALEXAM
Passing Score 75% · 1 Mark per Question · Intermediate Level
, WGU D764 Task 1: IEP — 2026/2027 STUVIAACTUALEXAM
SECTION 1 — PLAAFP & Present Levels of Performance
Q1. A special education teacher is drafting the Present Levels of Academic Achievement and Functional Performance
(PLAAFP) for a fourth-grade student with a specific learning disability in reading. Recent assessment data show the student
reads 45 words correct per minute on grade-level passages while typical peers read 110. Which element is essential to include
in the PLAAFP?
A. Objective baseline data describing current performance and how the disability affects involvement and progress in the general
curriculum
B. Only the student’s favorite subjects and hobbies without academic data
C. A list of all previous teachers’ names
D. Vague statements such as “the student struggles with reading” without measurable data
Correct Answer: A
Rationale: IDEA requires the PLAAFP to include present levels based on objective data and an explanation of how the disability affects
involvement and progress in the general education curriculum.
Q2. When writing a PLAAFP for a student with autism who has significant social-communication needs, the teacher includes
strengths such as strong visual memory and interest in maps. Why is inclusion of strengths important?
A. Strengths are optional and may be omitted to save time
B. Only deficits are legally required in the PLAAFP
C. Strengths inform goal development and instructional strategies that build on existing capabilities while addressing needs
D. Strengths replace the need for annual goals
Correct Answer: C
Rationale: A balanced PLAAFP describes both strengths and needs so that goals and services can leverage assets while remediating deficits.
Q3. A student’s PLAAFP states that the student “has trouble with math.” The IEP team asks for revision. What is the primary
problem with this statement?
A. It is too positive about the student’s abilities
B. It lacks objective, measurable data and does not describe how the disability affects curriculum access or progress
C. It includes too many assessment scores
D. It focuses only on functional skills
Correct Answer: B
Rationale: PLAAFP statements must be data-based and explain the impact of the disability; vague language does not meet legal or
instructional standards.
Q4. For a preschool child with a developmental delay, the PLAAFP must address how the disability affects participation in
appropriate activities. Which example best meets this requirement?
A. The child is three years old
B. The child likes toys
C. The child’s parents work full time
D. The child currently uses two-word phrases and cannot follow two-step classroom routines, limiting participation in circle-time and
center activities with peers
Correct Answer: D
Rationale: Preschool PLAAFPs must link present performance to participation in age-appropriate activities, not merely list chronological age or
preferences.
Page 2
