WGU D002 MAIN EXAMINATION SET QUESTIONS AND
SOLUTIONS RATED A+
✔✔Main Streaming
(Determining Eligibility) - ✔✔Emphasizes the Importance of a placement in general
education for non-academics and interactions with peers without disabilities. This
delivery model moves away from isolated special education placement. This is a rarely
used term now.
✔✔Least Restrictive Environment
(Determining Eligibility) - ✔✔To the Maximum extent appropriate children with
disabilities are educated in the general education setting with their nondisabled peers.
✔✔Residential Facility
(Determining Eligibility) - ✔✔Tommy is a 16 year old has a severe and profound
intellectual disability which adversely impacts his adaptive behaviors and cognitive
functioning. Tommy is unable to take care of his basic needs and requires intensive
support and assistance throughout the day and night.
✔✔Separate School
(Determining Eligibility) - ✔✔Timothy has an emotional and behavioral disorder and
often gets aggressive and violent during the day. When he feels overwhelmed or
frustrated he exhibits potentially dangerous behaviors which compromises the safety
and well-being of himself and others
✔✔Separate Classrooms
(Determining Eligibility) - ✔✔Martha has an intellectual disability and struggles in all
academic areas she also has significant delays with expressive and receptive language.
Martha receives science and social studies instruction in the general education
classroom for 30% of the school day. All other instruction is received in a special
education environment.
✔✔Resource Classroom
(Determining Eligibility) - ✔✔Sally has a learning disability and significantly struggles
with reading and writing. She spends 70% of the school day in the general education
classroom. Sally is pulled out of the general education classroom into a special
education setting for 90 minutes each day to work on these academic skills.
✔✔General Education Setting
(Determining Eligibility) - ✔✔Johnny has specific learning disability and spends 90% of
the day in the general education classroom with his nondisabled peers. Johnny
struggles with oral reading fluency so he is pulled out of the classroom for 20 minutes a
day to work on this skill with a special education teacher.
,✔✔Assessment types
(Determining Eligibility) - ✔✔Checklist and questionnaires completed by teachers and
parents.
Adaptive Behavior Assessment System (ABAS)
Fine motor skills assessment
IQ Test
Wechsler Intelligence Scale for children (WISC)
Verbal ability, intelligence performance and memory
Woodcock-Johnson assessment
tests students in reading math writing and oral language ability
Vision and hearing screening
Speech and Communication skills
Test of Pragmatic Language (TOPL)
Measures expressive language receptive language and articulation
✔✔Assessments
(Determining Eligibility) - ✔✔All test must be free from cultural bias
All tests must be given in the child's native language
All test should be valid and reliable for the intended purpose
The evaluation must be done by a multidisciplinary team.
✔✔Positive Behavior Interventions and Supports (PBIS)
(Determining Eligibility) - ✔✔PBIS is a framework that has been conceptualized as how-
to system of implementing prevention and intervention strategies that can be applied at
the district school and classroom level to bolster learning.
PBIS is often misunderstood to function as a behavior intervention program when it is in
fact a framework that guides schools on best practices for promoting positive learning
environments
AS such PBIS guides school professionals on how to select and implement positive
behavior focused programs at the school-wide level through careful selection of
evidence-based practices.
✔✔Positive Behavior Interventions and supports (PBIS)
(Determining Eligibility) - ✔✔Strategies schools use to improve the behavior of students.
The proactive approach establishes the behavioral supports and social culture needed
for all students in a school to achieve asocial emotional and academic success.
✔✔Response to Intervention (RTI)
(Determining Eligibility) - ✔✔Quality instruction is used to provide benchmark
information that will assist in recognizing struggling learners early in order to guide next
intervention steps.
, Data collection is implemented using multiple types of information assessments and
probes to provide a clear and robust understanding of where and how much a student is
struggling.
Progress Monitoring is integrated systematically within the school's teaching and
curricular activities to inform the data if struggling learners are responding or not across
tiers and opportunities.
Tiered Delivery is strategically activated within a school's programs and teams through
designated levels of response to prevent identify and intervene by using data as
guidance.
✔✔Response to intervention (RTI)
(Determining Eligibility) - ✔✔Multi-tier approach to the early identification and support of
students with learning and behavior needs. The RTI process begins with high quality
instruction and universal screening of all children in the general education classroom.
✔✔Essential Components
(Determining Eligibility) - ✔✔Implementation Fidelity
Problem Solving
Data Systems
Instruction/Intervention
✔✔Implementation Fidelity - ✔✔The Implementation of evidence-based practices that
include research-based core instruction research based instruction/intervention and
instructional fidelity to the research models.
✔✔Problem Solving - ✔✔Model that emphasizes collaboration of teachers and
instructional support specialists who work together to plan for the academic behavioral
and social needs of the student.
✔✔Data Systems - ✔✔Data and assessment systems that are used for the purposes of
universal screening diagnostic study and progress monitoring.
Instructional/Intervention planning decisions are based on data.
✔✔Instruction/Intervention - ✔✔Quality instruction for all students is foundational to an
effectual MTSS.
Included in the model for quality instruction is early intervention with multi-tiered delivery
of instruction/intervention
Instruction/Intervention are driven by students needs
✔✔Tier 3 : Intensive Interventions and added support
SOLUTIONS RATED A+
✔✔Main Streaming
(Determining Eligibility) - ✔✔Emphasizes the Importance of a placement in general
education for non-academics and interactions with peers without disabilities. This
delivery model moves away from isolated special education placement. This is a rarely
used term now.
✔✔Least Restrictive Environment
(Determining Eligibility) - ✔✔To the Maximum extent appropriate children with
disabilities are educated in the general education setting with their nondisabled peers.
✔✔Residential Facility
(Determining Eligibility) - ✔✔Tommy is a 16 year old has a severe and profound
intellectual disability which adversely impacts his adaptive behaviors and cognitive
functioning. Tommy is unable to take care of his basic needs and requires intensive
support and assistance throughout the day and night.
✔✔Separate School
(Determining Eligibility) - ✔✔Timothy has an emotional and behavioral disorder and
often gets aggressive and violent during the day. When he feels overwhelmed or
frustrated he exhibits potentially dangerous behaviors which compromises the safety
and well-being of himself and others
✔✔Separate Classrooms
(Determining Eligibility) - ✔✔Martha has an intellectual disability and struggles in all
academic areas she also has significant delays with expressive and receptive language.
Martha receives science and social studies instruction in the general education
classroom for 30% of the school day. All other instruction is received in a special
education environment.
✔✔Resource Classroom
(Determining Eligibility) - ✔✔Sally has a learning disability and significantly struggles
with reading and writing. She spends 70% of the school day in the general education
classroom. Sally is pulled out of the general education classroom into a special
education setting for 90 minutes each day to work on these academic skills.
✔✔General Education Setting
(Determining Eligibility) - ✔✔Johnny has specific learning disability and spends 90% of
the day in the general education classroom with his nondisabled peers. Johnny
struggles with oral reading fluency so he is pulled out of the classroom for 20 minutes a
day to work on this skill with a special education teacher.
,✔✔Assessment types
(Determining Eligibility) - ✔✔Checklist and questionnaires completed by teachers and
parents.
Adaptive Behavior Assessment System (ABAS)
Fine motor skills assessment
IQ Test
Wechsler Intelligence Scale for children (WISC)
Verbal ability, intelligence performance and memory
Woodcock-Johnson assessment
tests students in reading math writing and oral language ability
Vision and hearing screening
Speech and Communication skills
Test of Pragmatic Language (TOPL)
Measures expressive language receptive language and articulation
✔✔Assessments
(Determining Eligibility) - ✔✔All test must be free from cultural bias
All tests must be given in the child's native language
All test should be valid and reliable for the intended purpose
The evaluation must be done by a multidisciplinary team.
✔✔Positive Behavior Interventions and Supports (PBIS)
(Determining Eligibility) - ✔✔PBIS is a framework that has been conceptualized as how-
to system of implementing prevention and intervention strategies that can be applied at
the district school and classroom level to bolster learning.
PBIS is often misunderstood to function as a behavior intervention program when it is in
fact a framework that guides schools on best practices for promoting positive learning
environments
AS such PBIS guides school professionals on how to select and implement positive
behavior focused programs at the school-wide level through careful selection of
evidence-based practices.
✔✔Positive Behavior Interventions and supports (PBIS)
(Determining Eligibility) - ✔✔Strategies schools use to improve the behavior of students.
The proactive approach establishes the behavioral supports and social culture needed
for all students in a school to achieve asocial emotional and academic success.
✔✔Response to Intervention (RTI)
(Determining Eligibility) - ✔✔Quality instruction is used to provide benchmark
information that will assist in recognizing struggling learners early in order to guide next
intervention steps.
, Data collection is implemented using multiple types of information assessments and
probes to provide a clear and robust understanding of where and how much a student is
struggling.
Progress Monitoring is integrated systematically within the school's teaching and
curricular activities to inform the data if struggling learners are responding or not across
tiers and opportunities.
Tiered Delivery is strategically activated within a school's programs and teams through
designated levels of response to prevent identify and intervene by using data as
guidance.
✔✔Response to intervention (RTI)
(Determining Eligibility) - ✔✔Multi-tier approach to the early identification and support of
students with learning and behavior needs. The RTI process begins with high quality
instruction and universal screening of all children in the general education classroom.
✔✔Essential Components
(Determining Eligibility) - ✔✔Implementation Fidelity
Problem Solving
Data Systems
Instruction/Intervention
✔✔Implementation Fidelity - ✔✔The Implementation of evidence-based practices that
include research-based core instruction research based instruction/intervention and
instructional fidelity to the research models.
✔✔Problem Solving - ✔✔Model that emphasizes collaboration of teachers and
instructional support specialists who work together to plan for the academic behavioral
and social needs of the student.
✔✔Data Systems - ✔✔Data and assessment systems that are used for the purposes of
universal screening diagnostic study and progress monitoring.
Instructional/Intervention planning decisions are based on data.
✔✔Instruction/Intervention - ✔✔Quality instruction for all students is foundational to an
effectual MTSS.
Included in the model for quality instruction is early intervention with multi-tiered delivery
of instruction/intervention
Instruction/Intervention are driven by students needs
✔✔Tier 3 : Intensive Interventions and added support
