WGU D488 OA UPDATED SCRIPT 2026
PRACTICE SOLUTIONS GRADED A+
● Qualitative Data. Answer: Descriptive or observational data that
provides context and explains why numbers look the way they do (e.g.,
teacher notes, interviews)
● Integrated Data Use. Answer: Combining quantitative and qualitative
data to get a full picture; best practice for referrals (e.g., score drop +
illness note)
● Formal Assessments. Answer: Standardized tests that are reliable and
comparable but may miss context (e.g., state reading exam)
● Informal Assessments. Answer: Flexible, non-standardized measures;
less reliable but provide context (e.g., exit tickets, anecdotal notes)
● Formative Assessments. Answer: Ongoing checks that give
immediate feedback and guide instruction (e.g., weekly math quick-
check)
● Summative Assessments. Answer: End-of-unit or year assessments
measuring mastery; provide only a snapshot (e.g., unit test, final project)
, ● Purpose of Progress Monitoring. Answer: Track student growth and
adjust instruction; required for RTI/MTSS
● 4-Point Method. Answer: Decision rule comparing 4 data points to
goal line; if 3 of 4 points fall below, adjust instruction
● Trend Line Analysis. Answer: Analyzes slope of progress over time;
increasing slope indicates effective intervention
● Pre-Referral Interventions. Answer: Supports provided before special
education evaluation; cannot delay evaluation under IDEA
● Functional Behavioral Assessment (FBA). Answer: Identifies the
function of behavior (e.g., escape-maintained behavior)
● Behavioral Checklists and Observations. Answer: Track behavior
patterns over time (e.g., ABC chart documenting triggers)
● Universal Screening. Answer: School-wide screening to identify
concerns early; typically done 3 times per year
● Child Find (IDEA). Answer: Legal requirement that schools identify
and evaluate students with suspected disabilities; RTI cannot delay
evaluation
PRACTICE SOLUTIONS GRADED A+
● Qualitative Data. Answer: Descriptive or observational data that
provides context and explains why numbers look the way they do (e.g.,
teacher notes, interviews)
● Integrated Data Use. Answer: Combining quantitative and qualitative
data to get a full picture; best practice for referrals (e.g., score drop +
illness note)
● Formal Assessments. Answer: Standardized tests that are reliable and
comparable but may miss context (e.g., state reading exam)
● Informal Assessments. Answer: Flexible, non-standardized measures;
less reliable but provide context (e.g., exit tickets, anecdotal notes)
● Formative Assessments. Answer: Ongoing checks that give
immediate feedback and guide instruction (e.g., weekly math quick-
check)
● Summative Assessments. Answer: End-of-unit or year assessments
measuring mastery; provide only a snapshot (e.g., unit test, final project)
, ● Purpose of Progress Monitoring. Answer: Track student growth and
adjust instruction; required for RTI/MTSS
● 4-Point Method. Answer: Decision rule comparing 4 data points to
goal line; if 3 of 4 points fall below, adjust instruction
● Trend Line Analysis. Answer: Analyzes slope of progress over time;
increasing slope indicates effective intervention
● Pre-Referral Interventions. Answer: Supports provided before special
education evaluation; cannot delay evaluation under IDEA
● Functional Behavioral Assessment (FBA). Answer: Identifies the
function of behavior (e.g., escape-maintained behavior)
● Behavioral Checklists and Observations. Answer: Track behavior
patterns over time (e.g., ABC chart documenting triggers)
● Universal Screening. Answer: School-wide screening to identify
concerns early; typically done 3 times per year
● Child Find (IDEA). Answer: Legal requirement that schools identify
and evaluate students with suspected disabilities; RTI cannot delay
evaluation
