WGU D005 questions with verified answers
_______________is the dimension that addresses the efficacy of the intervention
in terms of calculated, statistical effect size. Ans✓✓✓ Strenght
6 stages of SRSD Ans✓✓✓ 1. Develop background
2. Discuss it
3. Model it
4. Memorize it
5. Support it
6. Establish independence
A complex lesson plan on human anatomy is being taught by two co-teachers
(general education and special education).
Which element of explicit instruction can both teachers use to ensure all their
students are learning and understanding the lesson plan and that it is meeting the
students' individual needs? Ans✓✓✓ Teachers provide immediate affirmative
and corrective feedback.
Ahmed struggles with basic addition and subtraction equations and the
understanding of fact families. Ans✓✓✓ Focus on mathematics fact fluency,
including fact recall, counting on, and skill/drill practice
Alice and Charlotte are working together today to instruct the class. Alice begins,
and Charlotte interjects, and vice versa. The class enjoys this and views both
educators as important. Ans✓✓✓ Teaming
,Alice is instructing the class on past tense verbs. While she is doing so, Charlotte is
collecting data on how many times a student in the class is off-task. Ans✓✓✓
One teach, one observe
Although she has expressed interest in improving her performance in algebra,
Anika continues to experience difficulties paying attention during class. When
prompted, she returns to the task at hand but inevitably ends up losing focus
again within minutes.
Which strategy would effectively improve Anika's ability to pay attention during
class? Ans✓✓✓ Setting up a self-recording system, such as marking a document,
that prompts Anika to record if she was paying attention.
Baseline data Ans✓✓✓ Evidence of a student's current knowledge and skills
Charlotte is teaching how to solve a multi-step math problem to the whole class.
While she is doing so, Alice circulates among the students, answering any
questions, redirecting attention, and aiding in any way that will allow students to
grasp the concept. Ans✓✓✓ One teach, one assisst
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Data graph including baseline
and goal line Ans✓✓✓ DBI
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Increased duration of
instructional time Ans✓✓✓ Tier 2
,Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Modified program using teacher
expertise as informed by weekly progress monitoring Ans✓✓✓ DBI
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). One-on-one instruction
Ans✓✓✓ DBI
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Reduced group size Ans✓✓✓
Tier 2
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Validated form of weekly
progress monitoring Ans✓✓✓ DBI
Consider the worksheet from the second-grade student.
Which option provides an example of effective feedback? Ans✓✓✓ Quickly
looking the page over when the student hands it in and saying, "What do you
notice about the repeated addition answers and the groups of answers in a, c, and
d? They are all the same. Count the spoons by 4s in b again. Having a different
answer does not fit the pattern."
Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. Allow the paraeducator to develop his or her
own schedule when working with students.. Ans✓✓✓ No
, Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. Define the roles and responsibilities of both
the teacher and the paraeducator. Ans✓✓✓ Yes
Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. Get to know the paraeducator—experience,
background, and interests Ans✓✓✓ Yes
Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. Share your classroom expectations with the
paraeducator. Ans✓✓✓ Yes
Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. When talking with students, always refer to
the paraeducator as the "class helper" to avoid confusion. Ans✓✓✓ No
Determine if the strategy described should be implemented at tier 1, tier 2, or tier
3. Individualized one-on-one instruction Ans✓✓✓ Tier 3
Determine if the strategy described should be implemented at tier 1, tier 2, or tier
3. Problem-solving approaches with the multidisciplinary team Ans✓✓✓ Tier 2
Determine if the strategy described should be implemented at tier 1, tier 2, or tier
3. Scientifically based teaching practices implemented by the general education
teacher in the general education classroom Ans✓✓✓ Tier 1
Determine if the strategy described should be implemented at tier 1, tier 2, or tier
3. Small-group instruction Ans✓✓✓ Tier 2
_______________is the dimension that addresses the efficacy of the intervention
in terms of calculated, statistical effect size. Ans✓✓✓ Strenght
6 stages of SRSD Ans✓✓✓ 1. Develop background
2. Discuss it
3. Model it
4. Memorize it
5. Support it
6. Establish independence
A complex lesson plan on human anatomy is being taught by two co-teachers
(general education and special education).
Which element of explicit instruction can both teachers use to ensure all their
students are learning and understanding the lesson plan and that it is meeting the
students' individual needs? Ans✓✓✓ Teachers provide immediate affirmative
and corrective feedback.
Ahmed struggles with basic addition and subtraction equations and the
understanding of fact families. Ans✓✓✓ Focus on mathematics fact fluency,
including fact recall, counting on, and skill/drill practice
Alice and Charlotte are working together today to instruct the class. Alice begins,
and Charlotte interjects, and vice versa. The class enjoys this and views both
educators as important. Ans✓✓✓ Teaming
,Alice is instructing the class on past tense verbs. While she is doing so, Charlotte is
collecting data on how many times a student in the class is off-task. Ans✓✓✓
One teach, one observe
Although she has expressed interest in improving her performance in algebra,
Anika continues to experience difficulties paying attention during class. When
prompted, she returns to the task at hand but inevitably ends up losing focus
again within minutes.
Which strategy would effectively improve Anika's ability to pay attention during
class? Ans✓✓✓ Setting up a self-recording system, such as marking a document,
that prompts Anika to record if she was paying attention.
Baseline data Ans✓✓✓ Evidence of a student's current knowledge and skills
Charlotte is teaching how to solve a multi-step math problem to the whole class.
While she is doing so, Alice circulates among the students, answering any
questions, redirecting attention, and aiding in any way that will allow students to
grasp the concept. Ans✓✓✓ One teach, one assisst
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Data graph including baseline
and goal line Ans✓✓✓ DBI
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Increased duration of
instructional time Ans✓✓✓ Tier 2
,Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Modified program using teacher
expertise as informed by weekly progress monitoring Ans✓✓✓ DBI
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). One-on-one instruction
Ans✓✓✓ DBI
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Reduced group size Ans✓✓✓
Tier 2
Classify the given intensive intervention strategies as either intensified tier 2
instruction or data-based individualization (DBI). Validated form of weekly
progress monitoring Ans✓✓✓ DBI
Consider the worksheet from the second-grade student.
Which option provides an example of effective feedback? Ans✓✓✓ Quickly
looking the page over when the student hands it in and saying, "What do you
notice about the repeated addition answers and the groups of answers in a, c, and
d? They are all the same. Count the spoons by 4s in b again. Having a different
answer does not fit the pattern."
Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. Allow the paraeducator to develop his or her
own schedule when working with students.. Ans✓✓✓ No
, Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. Define the roles and responsibilities of both
the teacher and the paraeducator. Ans✓✓✓ Yes
Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. Get to know the paraeducator—experience,
background, and interests Ans✓✓✓ Yes
Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. Share your classroom expectations with the
paraeducator. Ans✓✓✓ Yes
Describe whether the strategy would promote effective collaboration between
Ms. Williams and her paraeducator. When talking with students, always refer to
the paraeducator as the "class helper" to avoid confusion. Ans✓✓✓ No
Determine if the strategy described should be implemented at tier 1, tier 2, or tier
3. Individualized one-on-one instruction Ans✓✓✓ Tier 3
Determine if the strategy described should be implemented at tier 1, tier 2, or tier
3. Problem-solving approaches with the multidisciplinary team Ans✓✓✓ Tier 2
Determine if the strategy described should be implemented at tier 1, tier 2, or tier
3. Scientifically based teaching practices implemented by the general education
teacher in the general education classroom Ans✓✓✓ Tier 1
Determine if the strategy described should be implemented at tier 1, tier 2, or tier
3. Small-group instruction Ans✓✓✓ Tier 2
