WGU D002 OA AND PRE ASSESSMENT EXAM 2024
Identification and referral to Special Education is also called what? - ANSWERPre-
referral
Where does the pre-referral (identification and referral to Special Education) process
take place? - ANSWERIn the general education classroom.
What is the pre-referral process? - ANSWERHelps 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? - ANSWERSomeone 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? -
ANSWEREffective 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? - ANSWERAssessments 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 - ANSWERVision - Hearing -
Reading - Math - Behavior - Social Emotional Skills
What happens with the Universal Screening Data? - ANSWERTeachers 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? - ANSWERUses 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? -
ANSWERFalling 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? -
ANSWERData 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? -
ANSWERBegins additional small group instruction and more intensive monitoring -
Tier 2.
What happens in Tier 2? - ANSWERThis 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? -
ANSWERExample 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? - ANSWERThis 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? - ANSWERNo. Tier 3 is part of general education.
What is the IDEA Special Rule for eligibility determination? - ANSWERUnder 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
, Why is the IDEA Special Rule for eligibility determination important in pre-referral? -
ANSWER• 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.
When is a Tier 3 student referred to special education? - ANSWER• The student is
not making progress
•The general education team is confident that their data meet the standards for
IDEA's Special Rule.
What is Child Find? - ANSWER• Child Find is part of the Zero Reject principle of
IDEA.
• Child Find requires states/districts to identify, locate, and evaluate (if appropriate)
students who need special education.
• Anyone with knowledge about a child can refer the child for special education
evaluation
If a student is referred under Child Find, is the district required to evaluate the
student? - ANSWERNo. The school must consider the request to evaluate. If there is
no reason to think the student has a disability, the school does NOT need to
evaluate.
Which cases are most closely related to the IDEA principles of Zero Reject and Child
Find? - ANSWERPARC and Mills : Prior Written Notice (PWN) and Informed Written
Consent
What is Prior Written Notice? - ANSWER• It is one of the procedural safeguards
provided to parents and students in IDEA.
• Written explanation of an action the school want to take that concerns the student.
• Designed to keep parents up to date on important decisions for their child
What must be included in a Prior Written Notice for eligibility determination? -
ANSWER• An explanation of what the district plans to do. In this case, assess the
child to determine if they are eligible for an IEP.
• A description of other options and why they were rejected. You must be specific
here. The student received extra help general education with reading. His skills
remain significantly below grade level.
• A description of each assessment used in decision making. For eligibility
determination, the assessment plan is attached.
• A reminder that parents have rights to procedural safeguards and due process
rights
• Information about how the parent can get a written copy of their rights
• Contact information to get help in understanding their rights.
What must the district do to ensure parents understand the PWN? - ANSWER• Write
the PWN so anyone in the general public can understand it
Identification and referral to Special Education is also called what? - ANSWERPre-
referral
Where does the pre-referral (identification and referral to Special Education) process
take place? - ANSWERIn the general education classroom.
What is the pre-referral process? - ANSWERHelps 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? - ANSWERSomeone 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? -
ANSWEREffective 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? - ANSWERAssessments 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 - ANSWERVision - Hearing -
Reading - Math - Behavior - Social Emotional Skills
What happens with the Universal Screening Data? - ANSWERTeachers 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? - ANSWERUses 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? -
ANSWERFalling 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? -
ANSWERData 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? -
ANSWERBegins additional small group instruction and more intensive monitoring -
Tier 2.
What happens in Tier 2? - ANSWERThis 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? -
ANSWERExample 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? - ANSWERThis 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? - ANSWERNo. Tier 3 is part of general education.
What is the IDEA Special Rule for eligibility determination? - ANSWERUnder 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
, Why is the IDEA Special Rule for eligibility determination important in pre-referral? -
ANSWER• 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.
When is a Tier 3 student referred to special education? - ANSWER• The student is
not making progress
•The general education team is confident that their data meet the standards for
IDEA's Special Rule.
What is Child Find? - ANSWER• Child Find is part of the Zero Reject principle of
IDEA.
• Child Find requires states/districts to identify, locate, and evaluate (if appropriate)
students who need special education.
• Anyone with knowledge about a child can refer the child for special education
evaluation
If a student is referred under Child Find, is the district required to evaluate the
student? - ANSWERNo. The school must consider the request to evaluate. If there is
no reason to think the student has a disability, the school does NOT need to
evaluate.
Which cases are most closely related to the IDEA principles of Zero Reject and Child
Find? - ANSWERPARC and Mills : Prior Written Notice (PWN) and Informed Written
Consent
What is Prior Written Notice? - ANSWER• It is one of the procedural safeguards
provided to parents and students in IDEA.
• Written explanation of an action the school want to take that concerns the student.
• Designed to keep parents up to date on important decisions for their child
What must be included in a Prior Written Notice for eligibility determination? -
ANSWER• An explanation of what the district plans to do. In this case, assess the
child to determine if they are eligible for an IEP.
• A description of other options and why they were rejected. You must be specific
here. The student received extra help general education with reading. His skills
remain significantly below grade level.
• A description of each assessment used in decision making. For eligibility
determination, the assessment plan is attached.
• A reminder that parents have rights to procedural safeguards and due process
rights
• Information about how the parent can get a written copy of their rights
• Contact information to get help in understanding their rights.
What must the district do to ensure parents understand the PWN? - ANSWER• Write
the PWN so anyone in the general public can understand it
