ULTIMATE WGU D002 OA PREP |
QUESTIONS | WITH CORRECT ANSWERS!!
1 of 127
Term
What is progress monitoring?
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Annual review of student grades Systematic evaluation of teacher
and test scores. performance.
, Regular, systematic Occasional, informal observation of
collection and analysis of student behavior.
student data.
Don't know?
2 of 127
Term
What must the district do to ensure parents understand the PWN?
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• Write the PWN so anyone in the general public can understand it
• Provide the PWN in the mode parent's normally use (native
language if they do not read English, Braille, large print, etc.)
A failure in specific brain processing the makes it hard to understand or use
language, learn to read, do math, to write, speak, spell, or listen. (EX: Dyslexia,
dyscalculia.)
• IEP must ensure more than de minimis or the minimum educational benefit
• IEPs must be "appropriately ambitious" for the unique needs of the student.
• Every student must have a change to meet challenging goals
• The adequacy of any IEP is based on the unique needs of the student
• Emphasized importance of meaningful parent collaboration and input
into the IEP
• The student is not making progress
• The general education team is confident that their data meet the
standards for IDEA's Special Rule.
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3 of 127
Term
Who else might attend an IEP meeting?
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• Related service providers
• Parent Advocates
• The student
No. The parent can provide input and state preferences. The IEP team makes the
decision about services.
• 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.
Fine motor skills assessment
IQ test
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4 of 127
, Definition
Measures the growth of outcomes over an extensive period of time.
Throughout the school year, Joseph is administered a CBM that
requires him to read a two-
minute passage. His score is based on the amount of correct words
read per minute.
Give this one a try later!
Test General Outcome Measures
of Pragmatic Language (TOPL)
(GOM)
Subskill Mastery Measures (SMMs) Skill-based Measures (SBMs)
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5 of 127
Definition
• Behavior Does the student's behavior interfere with their own
learning or the learning of others? If yes, the team discusses how
to use positive behavior interventions and supports to address the
behavior. An FBA and BIP may be recommended.
• Limited English Proficiency. What language supports are
needed in addition to services for the disability? LEP is NOT a
disability.
• Blind and Visual Impairment. Discussion on appropriateness of use
of Braille and instruction in Braille.
QUESTIONS | WITH CORRECT ANSWERS!!
1 of 127
Term
What is progress monitoring?
Give this one a try later!
Annual review of student grades Systematic evaluation of teacher
and test scores. performance.
, Regular, systematic Occasional, informal observation of
collection and analysis of student behavior.
student data.
Don't know?
2 of 127
Term
What must the district do to ensure parents understand the PWN?
Give this one a try later!
• Write the PWN so anyone in the general public can understand it
• Provide the PWN in the mode parent's normally use (native
language if they do not read English, Braille, large print, etc.)
A failure in specific brain processing the makes it hard to understand or use
language, learn to read, do math, to write, speak, spell, or listen. (EX: Dyslexia,
dyscalculia.)
• IEP must ensure more than de minimis or the minimum educational benefit
• IEPs must be "appropriately ambitious" for the unique needs of the student.
• Every student must have a change to meet challenging goals
• The adequacy of any IEP is based on the unique needs of the student
• Emphasized importance of meaningful parent collaboration and input
into the IEP
• The student is not making progress
• The general education team is confident that their data meet the
standards for IDEA's Special Rule.
, Don't know?
3 of 127
Term
Who else might attend an IEP meeting?
Give this one a try later!
• Related service providers
• Parent Advocates
• The student
No. The parent can provide input and state preferences. The IEP team makes the
decision about services.
• 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.
Fine motor skills assessment
IQ test
Don't know?
4 of 127
, Definition
Measures the growth of outcomes over an extensive period of time.
Throughout the school year, Joseph is administered a CBM that
requires him to read a two-
minute passage. His score is based on the amount of correct words
read per minute.
Give this one a try later!
Test General Outcome Measures
of Pragmatic Language (TOPL)
(GOM)
Subskill Mastery Measures (SMMs) Skill-based Measures (SBMs)
Don't know?
5 of 127
Definition
• Behavior Does the student's behavior interfere with their own
learning or the learning of others? If yes, the team discusses how
to use positive behavior interventions and supports to address the
behavior. An FBA and BIP may be recommended.
• Limited English Proficiency. What language supports are
needed in addition to services for the disability? LEP is NOT a
disability.
• Blind and Visual Impairment. Discussion on appropriateness of use
of Braille and instruction in Braille.
