Ultimate WGU D002 OA Prep Exam Questions With
Correct Answers
Identification |and |referral |to |Special |Education |is |also |called |what? |- |CORRECT |ANSWER✔✔-
Pre-referral
Where |does |the |pre-referral |(identification |and |referral |to |Special |Education) |process |take |
place? |- |CORRECT |ANSWER✔✔-In |the |general |education |classroom.
What |is |the |pre-referral |process? |- |CORRECT |ANSWER✔✔-Helps |general |education |teachers |
develop |effective |strategies |that |improve |success |for |struggling |students. |- |Prevents |over-
representation |of |students |who |are |learning |English |as |a |New |Language |or |students |who |are |
at |risk, |but |do |not |have |a |disability. |- |Encourages |communication |about |how |to |meet |student |
needs. |- |A |preventative |process |that |helps |eliminate |inappropriate |referrals |to |special |
education |Data |collection |that |can |support |eligibility |determination, |especially |for |suspected |
learning |disabilities.
What |is |a |referral? |- |CORRECT |ANSWER✔✔-Someone |asking |the |school |district |to |determine |if
|the |student |is |a |child |with |a |disability |as |defined |under |IDEA.
What |does |a |high-quality |general |education |classroom |look |like? |- |CORRECT |ANSWER✔✔-
Effective |use |of |validated |curriculum |and |evidence-based |instructional |strategies |- |Frequent |
monitoring |of |growth |and |skills |acquisition |- |Ongoing |teacher |training |- |Universal |screening
What |is |Universal |Screening? |- |CORRECT |ANSWER✔✔-Assessments |given |to |all |students. |- |
Purpose: |identify |any |student |who |may |be |struggling |and |begin |early |intervention. |- |Many |
schools |do |universal |screening |at |the |beginning |of |the |year. |Some |do |reading |assessments |
three |times |per |year.
,Areas |that |may |be |included |in |Universal |Screening |- |CORRECT |ANSWER✔✔-Vision |- |Hearing |- |
Reading |- |Math |- |Behavior |- |Social |Emotional |Skills
What |happens |with |the |Universal |Screening |Data? |- |CORRECT |ANSWER✔✔-Teachers |
determine |which |students |need |close |monitoring |during |Tier |One |instruction. |- |Teacher |might |
select |the |lowest |25% |of |the |class |for |close |monitoring |or |use |district |benchmarks |to |select |a |
small |group |of |students |for |monitoring. |- |The |teacher |will |deliver |high-quality |instruction |to |
the |whole |class |and |closely |monitor |progress |for |the |struggling |students |to |see |if |they |are |
responding |to |the |high-quality |instruction.
What |happens |in |a |Tier |1 |classroom? |- |CORRECT |ANSWER✔✔-Uses |evidence-based, |
scientifically |researched |core |curriculum |materials |- |Aligns |to |state |standards. |- |Teachers |
trained |in |how |to |deliver |the |curriculum. |- |Student |progress |is |monitored |regularly. |- |About |
75-80% |of |students |reach |competency |in |Tier |1.
What |are |some |things |that |might |spark |an |initial |concern |about |a |student? |- |CORRECT |
ANSWER✔✔-Falling |grades |- |Difficulty |comprehending |what |is |read |- |Motivation |decreases |- |
Behaviors |(e.g., |acting |out |or |withdrawn) |- |Non-compliance |- |Executive |functioning |concerns |
(e.g., |lack |of |organization, |task |initiation, |impulse |control) |- |Social-emotional |concerns |(e.g. |
lack |of |confidence, |difficulty |with |change) |- |Trauma |(e.g., |family |death, |divorce, |starting |a |new |
school) |- |Significant |absences
How |does |the |teacher |know |the |student |is |not |meeting |competency |in |Tier |1? |- |CORRECT |
ANSWER✔✔-Data |analysis. |- |Is |the |rate |of |learning |sufficient |for |the |student |to |reach |the |
average |range |with |peers |in |a |reasonable |amount |of |time? |- |Can |the |intensity |of |interventions
|be |maintained |in |the |general |education |classroom |or |is |more |needed? |- |Is |the |student |able |to
|reach |the |average |range |with |accommodations? |: |Remember, |anyone |can |have |an |
accommodation. |We |are |simply |providing |access.
What |happens |to |a |student |who |is |not |meeting |competency |in |Tier |1? |- |CORRECT |
ANSWER✔✔-Begins |additional |small |group |instruction |and |more |intensive |monitoring |- |Tier |2.
, What |happens |in |Tier |2? |- |CORRECT |ANSWER✔✔-This |is |supplemental |to |what |the |student |
continues |to |receive |in |Tier |1. |- |A |small |group |of |students |may |be |pulled |aside |while |Tier |1 |
students |are |completing |some |independent |work |or |working |in |stations. |- |Tier |2 |focuses |on |
specific |skill-building |and |practice. |- |The |teacher |chunks |down |what |was |taught |in |Tier |1 |and |
reteaches |a |smaller |chunk, |using |different |strategies |and |tools. |For |example, |if |the |students |
are |working |on |1:1 |correspondence |for |numerals |1-10; |in |the |Tier |2 |group, |the |students |might
|work |on |numerals |1-5. |- |The |small |group |might |meet |2-3 |times |per |week |to |practice |the |skill.
|- |Skill |progress |is |assessed |more |frequently |than |in |Tier |1. |- |Goal |is |for |student |to |reach |the |
average |range |in |the |skill |and |return |to |success |in |Tier |1.
How |do |we |know |if |the |student |is |making |adequate |progress |in |Tier |2? |- |CORRECT |
ANSWER✔✔-Example |of |a |student |responding |positively |to |the |Intervention |This |fourth |grade |
student |had |9 |weeks |of |small |group |instruction |1 |hour/day, |5 |days/week. |Progress |monitoring |
results |indicated |a |24-point |increase, |At |the |current |Rate |of |Improvement |(ROI), |the |student |
will |"catch |up" |to |the |4th |grade |EOY |benchmark |with |an |additional |3 |weeks |of |instruction
What |is |Tier |3 |intervention |in |RTI? |- |CORRECT |ANSWER✔✔-This |is |supplemental |to |what |the |
student |continues |to |receive |in |Tier |1. |- |An |individual |student |may |be |pulled |aside |while |Tier |1
|students |are |completing |some |independent |work |or |working |in |stations. |-bTier |3 |focuses |on |
more |time, |more |attention |and |special |resources |- |The |small |group |might |meet |4-5 |times |per |
week |to |practice |the |skill. |- |Skill |progress |is |assessed |more |frequently |than |in |Tier |2 |- |Goal |is |
for |student |to |reach |the |average |range |in |the |skill |and |return |to |success |in |Tier |1.
Is |Tier |3 |Special |Education? |- |CORRECT |ANSWER✔✔-No. |Tier |3 |is |part |of |general |education.
What |is |the |IDEA |Special |Rule |for |eligibility |determination? |- |CORRECT |ANSWER✔✔-Under |
Section |300.306 |of |IDEA, |the |Special |Rule |states |that |a |student |cannot |be |found |eligible |for |
special |education |if, |the |main |challenge |for |the |student |is:
o |Lack |of |appropriate |instruction |in |reading
o |Lack |of |appropriate |instruction |in |math
o |Limited |English |proficiency
Correct Answers
Identification |and |referral |to |Special |Education |is |also |called |what? |- |CORRECT |ANSWER✔✔-
Pre-referral
Where |does |the |pre-referral |(identification |and |referral |to |Special |Education) |process |take |
place? |- |CORRECT |ANSWER✔✔-In |the |general |education |classroom.
What |is |the |pre-referral |process? |- |CORRECT |ANSWER✔✔-Helps |general |education |teachers |
develop |effective |strategies |that |improve |success |for |struggling |students. |- |Prevents |over-
representation |of |students |who |are |learning |English |as |a |New |Language |or |students |who |are |
at |risk, |but |do |not |have |a |disability. |- |Encourages |communication |about |how |to |meet |student |
needs. |- |A |preventative |process |that |helps |eliminate |inappropriate |referrals |to |special |
education |Data |collection |that |can |support |eligibility |determination, |especially |for |suspected |
learning |disabilities.
What |is |a |referral? |- |CORRECT |ANSWER✔✔-Someone |asking |the |school |district |to |determine |if
|the |student |is |a |child |with |a |disability |as |defined |under |IDEA.
What |does |a |high-quality |general |education |classroom |look |like? |- |CORRECT |ANSWER✔✔-
Effective |use |of |validated |curriculum |and |evidence-based |instructional |strategies |- |Frequent |
monitoring |of |growth |and |skills |acquisition |- |Ongoing |teacher |training |- |Universal |screening
What |is |Universal |Screening? |- |CORRECT |ANSWER✔✔-Assessments |given |to |all |students. |- |
Purpose: |identify |any |student |who |may |be |struggling |and |begin |early |intervention. |- |Many |
schools |do |universal |screening |at |the |beginning |of |the |year. |Some |do |reading |assessments |
three |times |per |year.
,Areas |that |may |be |included |in |Universal |Screening |- |CORRECT |ANSWER✔✔-Vision |- |Hearing |- |
Reading |- |Math |- |Behavior |- |Social |Emotional |Skills
What |happens |with |the |Universal |Screening |Data? |- |CORRECT |ANSWER✔✔-Teachers |
determine |which |students |need |close |monitoring |during |Tier |One |instruction. |- |Teacher |might |
select |the |lowest |25% |of |the |class |for |close |monitoring |or |use |district |benchmarks |to |select |a |
small |group |of |students |for |monitoring. |- |The |teacher |will |deliver |high-quality |instruction |to |
the |whole |class |and |closely |monitor |progress |for |the |struggling |students |to |see |if |they |are |
responding |to |the |high-quality |instruction.
What |happens |in |a |Tier |1 |classroom? |- |CORRECT |ANSWER✔✔-Uses |evidence-based, |
scientifically |researched |core |curriculum |materials |- |Aligns |to |state |standards. |- |Teachers |
trained |in |how |to |deliver |the |curriculum. |- |Student |progress |is |monitored |regularly. |- |About |
75-80% |of |students |reach |competency |in |Tier |1.
What |are |some |things |that |might |spark |an |initial |concern |about |a |student? |- |CORRECT |
ANSWER✔✔-Falling |grades |- |Difficulty |comprehending |what |is |read |- |Motivation |decreases |- |
Behaviors |(e.g., |acting |out |or |withdrawn) |- |Non-compliance |- |Executive |functioning |concerns |
(e.g., |lack |of |organization, |task |initiation, |impulse |control) |- |Social-emotional |concerns |(e.g. |
lack |of |confidence, |difficulty |with |change) |- |Trauma |(e.g., |family |death, |divorce, |starting |a |new |
school) |- |Significant |absences
How |does |the |teacher |know |the |student |is |not |meeting |competency |in |Tier |1? |- |CORRECT |
ANSWER✔✔-Data |analysis. |- |Is |the |rate |of |learning |sufficient |for |the |student |to |reach |the |
average |range |with |peers |in |a |reasonable |amount |of |time? |- |Can |the |intensity |of |interventions
|be |maintained |in |the |general |education |classroom |or |is |more |needed? |- |Is |the |student |able |to
|reach |the |average |range |with |accommodations? |: |Remember, |anyone |can |have |an |
accommodation. |We |are |simply |providing |access.
What |happens |to |a |student |who |is |not |meeting |competency |in |Tier |1? |- |CORRECT |
ANSWER✔✔-Begins |additional |small |group |instruction |and |more |intensive |monitoring |- |Tier |2.
, What |happens |in |Tier |2? |- |CORRECT |ANSWER✔✔-This |is |supplemental |to |what |the |student |
continues |to |receive |in |Tier |1. |- |A |small |group |of |students |may |be |pulled |aside |while |Tier |1 |
students |are |completing |some |independent |work |or |working |in |stations. |- |Tier |2 |focuses |on |
specific |skill-building |and |practice. |- |The |teacher |chunks |down |what |was |taught |in |Tier |1 |and |
reteaches |a |smaller |chunk, |using |different |strategies |and |tools. |For |example, |if |the |students |
are |working |on |1:1 |correspondence |for |numerals |1-10; |in |the |Tier |2 |group, |the |students |might
|work |on |numerals |1-5. |- |The |small |group |might |meet |2-3 |times |per |week |to |practice |the |skill.
|- |Skill |progress |is |assessed |more |frequently |than |in |Tier |1. |- |Goal |is |for |student |to |reach |the |
average |range |in |the |skill |and |return |to |success |in |Tier |1.
How |do |we |know |if |the |student |is |making |adequate |progress |in |Tier |2? |- |CORRECT |
ANSWER✔✔-Example |of |a |student |responding |positively |to |the |Intervention |This |fourth |grade |
student |had |9 |weeks |of |small |group |instruction |1 |hour/day, |5 |days/week. |Progress |monitoring |
results |indicated |a |24-point |increase, |At |the |current |Rate |of |Improvement |(ROI), |the |student |
will |"catch |up" |to |the |4th |grade |EOY |benchmark |with |an |additional |3 |weeks |of |instruction
What |is |Tier |3 |intervention |in |RTI? |- |CORRECT |ANSWER✔✔-This |is |supplemental |to |what |the |
student |continues |to |receive |in |Tier |1. |- |An |individual |student |may |be |pulled |aside |while |Tier |1
|students |are |completing |some |independent |work |or |working |in |stations. |-bTier |3 |focuses |on |
more |time, |more |attention |and |special |resources |- |The |small |group |might |meet |4-5 |times |per |
week |to |practice |the |skill. |- |Skill |progress |is |assessed |more |frequently |than |in |Tier |2 |- |Goal |is |
for |student |to |reach |the |average |range |in |the |skill |and |return |to |success |in |Tier |1.
Is |Tier |3 |Special |Education? |- |CORRECT |ANSWER✔✔-No. |Tier |3 |is |part |of |general |education.
What |is |the |IDEA |Special |Rule |for |eligibility |determination? |- |CORRECT |ANSWER✔✔-Under |
Section |300.306 |of |IDEA, |the |Special |Rule |states |that |a |student |cannot |be |found |eligible |for |
special |education |if, |the |main |challenge |for |the |student |is:
o |Lack |of |appropriate |instruction |in |reading
o |Lack |of |appropriate |instruction |in |math
o |Limited |English |proficiency
