WGU D002 CERTIFICATION EVALUATION
2026 QUESTIONS AND SOLUTIONS FULL
SCORE A+
●● Where does the pre-referral (identification and referral to Special
Education) process take place?.
Answer: In the general education classroom.
●● What is the pre-referral process?.
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?.
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?.
,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?.
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.
Answer: Vision - Hearing - Reading - Math - Behavior - Social
Emotional Skills
●● What happens with the Universal Screening Data?.
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?.
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?.
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?.
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?.
Answer: Begins additional small group instruction and more intensive
monitoring - Tier 2.
, ●● What happens in Tier 2?.
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?.
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?.
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
2026 QUESTIONS AND SOLUTIONS FULL
SCORE A+
●● Where does the pre-referral (identification and referral to Special
Education) process take place?.
Answer: In the general education classroom.
●● What is the pre-referral process?.
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?.
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?.
,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?.
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.
Answer: Vision - Hearing - Reading - Math - Behavior - Social
Emotional Skills
●● What happens with the Universal Screening Data?.
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?.
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?.
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?.
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?.
Answer: Begins additional small group instruction and more intensive
monitoring - Tier 2.
, ●● What happens in Tier 2?.
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?.
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?.
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
