D096 WGU ACTUAL EXAM TEST || MOST RECENT
EXAM 2026-2027 ACTUAL COMPLETE REAL EXAM
QUESTIONS AND CORRECT ANSWERS (VERIFIED
ANSWERS) ALREADY GRADED A+ | GUARANTEED
SUCCESS!! | NEWEST EXAM | JUST RELEASED!!
During an English class where two co-teachers were engaged
in the one teach, one assist model, one teacher was lecturing
about the importance of annotation while reading. What could
the co-teacher who is not lecturing do at that time to support
students in the classroom? - ANSWER -Model note taking.
Answer questions.
Circulate around the room.
Manage behavior.
Repeat or clarify concepts.
What are the key elements of an MTSS framework? - ANSWER -
Universal screening, progress monitoring, data-based decision-
making, school-wide support, and family involvement
True or False
,There are three tiers of support in MTSS. Tier 1 refers to the
general instruction
all students receive in the general education environment. Tiers
2 and 3 provide
additional supports to
students.
The major difference between tier 2 and tier 3 is the amount of
instructional time
provided. - ANSWER -
False
True or False
If a special education student's schedule does not allow time to
access his or her related services, by default it is appropriate to
place the student in a general education classroom co-taught
with a special education teacher. - ANSWER False
Explain at least two ways to keep students engaged,
attentive, and on track
during instruction - ANSWER -Any two of the following answers
are appropriate:
Give clear directions so students know what is required of
them.
Provide checklists and other visual cues to remind
students of classroom
routines.
, Use a timer to motivate students.
Ask students what works for them.
Why would a teacher use visual cues, timers, and checklists for
students with ADHD and students who are easily frustrated or
distracted? - ANSWER -The teacher knows that some student
behaviors are due to a disability or boredom in the classroom.
What should teachers focus on while using visual cues, timers,
and checklists in order to avoid negating the benefits by
triggering anxiety and too much stress? -
ANSWER -Body
language
Turn the following "negative phrasing" into "positive
phrasing" in an effort to
shed light on positive results for
positive behavior:
If you do not finish your lunch, you will lose your afternoon
computer time. - ANSWER -If you finish your lunch, you will
have some time to use the computer this afternoon.
True or False
Calling students out on their negative behavior in front of
their peers is an
effective strategy for managing negative behavior. -
ANSWER –False
EXAM 2026-2027 ACTUAL COMPLETE REAL EXAM
QUESTIONS AND CORRECT ANSWERS (VERIFIED
ANSWERS) ALREADY GRADED A+ | GUARANTEED
SUCCESS!! | NEWEST EXAM | JUST RELEASED!!
During an English class where two co-teachers were engaged
in the one teach, one assist model, one teacher was lecturing
about the importance of annotation while reading. What could
the co-teacher who is not lecturing do at that time to support
students in the classroom? - ANSWER -Model note taking.
Answer questions.
Circulate around the room.
Manage behavior.
Repeat or clarify concepts.
What are the key elements of an MTSS framework? - ANSWER -
Universal screening, progress monitoring, data-based decision-
making, school-wide support, and family involvement
True or False
,There are three tiers of support in MTSS. Tier 1 refers to the
general instruction
all students receive in the general education environment. Tiers
2 and 3 provide
additional supports to
students.
The major difference between tier 2 and tier 3 is the amount of
instructional time
provided. - ANSWER -
False
True or False
If a special education student's schedule does not allow time to
access his or her related services, by default it is appropriate to
place the student in a general education classroom co-taught
with a special education teacher. - ANSWER False
Explain at least two ways to keep students engaged,
attentive, and on track
during instruction - ANSWER -Any two of the following answers
are appropriate:
Give clear directions so students know what is required of
them.
Provide checklists and other visual cues to remind
students of classroom
routines.
, Use a timer to motivate students.
Ask students what works for them.
Why would a teacher use visual cues, timers, and checklists for
students with ADHD and students who are easily frustrated or
distracted? - ANSWER -The teacher knows that some student
behaviors are due to a disability or boredom in the classroom.
What should teachers focus on while using visual cues, timers,
and checklists in order to avoid negating the benefits by
triggering anxiety and too much stress? -
ANSWER -Body
language
Turn the following "negative phrasing" into "positive
phrasing" in an effort to
shed light on positive results for
positive behavior:
If you do not finish your lunch, you will lose your afternoon
computer time. - ANSWER -If you finish your lunch, you will
have some time to use the computer this afternoon.
True or False
Calling students out on their negative behavior in front of
their peers is an
effective strategy for managing negative behavior. -
ANSWER –False
