WGU D002 EXAMS ACTUAL SCRIPT QUESTIONS
AND ANSWERS SURE A+
✔✔True or False
Even if the school feels that Ethan's behavior can endanger other students, they must
allow him to return after no more than 10 days to the school since his parents believe
that his behavior is a manifestation of his disability - ✔✔False.
If a student is considered dangerous, school personnel may request a hearing officer to
bring the student to an interim alternative educational setting (IAES) for up to 45 days.
Parents can appeal either decision, but the child will remain in the alternative setting
while the appeal is conducted.
✔✔Initial Practice-Based Professional Preparation for Special Educators: Standard 1 -
✔✔Engaging in Professional Learning and Practice with Ethical Guidelines
1.1 Practice within ethical guidelines and legal procedures
1.2 Advocate for improvement for exceptional individuals and families while addressing
needs of diverse social, cultural, and linguistic backgrounds
1.3 Design and implement learning activities based on ongoing analysis student
learning, self-reflection, and professional standards, research, and contemporary
practices
, ✔✔Initial Practice-Based Professional Preparation for Special Educators: Standard 2 -
✔✔Understanding and addressing each individual's developmental and learning needs
2.1 Apply understanding of growth and development to create developmentally
appropriate and meaningful learning experiences that address the individualized
strengths and needs of students with exceptionalities
2.2 Use knowledge and understanding of diverse factors that influence development
and learning (including differences related to families, language, culture, community,
individual differences, exceptionalities) to plan learning experiences and environments.
✔✔Initial Practice-Based Professional Preparation for Special Educators: Standard 3 -
✔✔Demonstrating Subject Matter Content and Specialized Curricular Knowledge
3.1 Apply understanding of academic subject matter content of general curriculum to
inform their programmatic and instructional decisions for students with exceptionalities
3.2 Augment general education curriculum to address skill and strategies needed to
access core curriculum and function successfully within a variety of contexts as well as
a continuum of placement options to ensure specially designed instruction to achieve
mastery of curricular standards and individualized goals and objectives.
✔✔Initial Practice-Based Professional Preparation for Special Educators: Standard 4 -
✔✔Using Assessment to Understand the Learner and the Learning Environment for
Data-based Decision Making
4.1 Collaboratively develop, select, administer, analyze, and interpret multiple measures
of student learning, behavior, and the classroom environment to evaluate and support
classroom and school based systems of support.
4.2 Develop, select, administer, analyze, interpret multiple formal and informal, culturally
and linguistically appropriate measures and procedures that are valid and reliable to
contribute to eligibility determination for special education services
4.3 Assess, collaboratively analyze, interpret, and communicate students' progress
toward measurable outcomes using technology as appropriate, to inform both short-and
long-term planning, and make ongoing adjustments to instruction.
✔✔Initial Practice-Based Professional Preparation for Special-Educators: Standard 5 -
✔✔Supporting Learning Using Effective Instruction
5.1 Use findings from multiple assessments, including student self-assessment, that are
responsive to cultural and linguistic diversity and specialized as needed, to identify what
students know and are able to do. Then interpret the assessment data to appropriately
plan and guide instruction to meet rigorous academic and non-academic content and
goals for each individual.
5.2 Use effective strategies to promote active student engagement, increase, student
motivation, increase opportunities to respond, and enhance self-regulation of student
learning.
5.3 Use explicit, systematic instruction to teach content, strategies, and skills to make
clear what a learner needs to do or think about while learning.
5.4 Use flexible grouping to support the use of instruction that is adapted to meet the
needs of each individual and group.
AND ANSWERS SURE A+
✔✔True or False
Even if the school feels that Ethan's behavior can endanger other students, they must
allow him to return after no more than 10 days to the school since his parents believe
that his behavior is a manifestation of his disability - ✔✔False.
If a student is considered dangerous, school personnel may request a hearing officer to
bring the student to an interim alternative educational setting (IAES) for up to 45 days.
Parents can appeal either decision, but the child will remain in the alternative setting
while the appeal is conducted.
✔✔Initial Practice-Based Professional Preparation for Special Educators: Standard 1 -
✔✔Engaging in Professional Learning and Practice with Ethical Guidelines
1.1 Practice within ethical guidelines and legal procedures
1.2 Advocate for improvement for exceptional individuals and families while addressing
needs of diverse social, cultural, and linguistic backgrounds
1.3 Design and implement learning activities based on ongoing analysis student
learning, self-reflection, and professional standards, research, and contemporary
practices
, ✔✔Initial Practice-Based Professional Preparation for Special Educators: Standard 2 -
✔✔Understanding and addressing each individual's developmental and learning needs
2.1 Apply understanding of growth and development to create developmentally
appropriate and meaningful learning experiences that address the individualized
strengths and needs of students with exceptionalities
2.2 Use knowledge and understanding of diverse factors that influence development
and learning (including differences related to families, language, culture, community,
individual differences, exceptionalities) to plan learning experiences and environments.
✔✔Initial Practice-Based Professional Preparation for Special Educators: Standard 3 -
✔✔Demonstrating Subject Matter Content and Specialized Curricular Knowledge
3.1 Apply understanding of academic subject matter content of general curriculum to
inform their programmatic and instructional decisions for students with exceptionalities
3.2 Augment general education curriculum to address skill and strategies needed to
access core curriculum and function successfully within a variety of contexts as well as
a continuum of placement options to ensure specially designed instruction to achieve
mastery of curricular standards and individualized goals and objectives.
✔✔Initial Practice-Based Professional Preparation for Special Educators: Standard 4 -
✔✔Using Assessment to Understand the Learner and the Learning Environment for
Data-based Decision Making
4.1 Collaboratively develop, select, administer, analyze, and interpret multiple measures
of student learning, behavior, and the classroom environment to evaluate and support
classroom and school based systems of support.
4.2 Develop, select, administer, analyze, interpret multiple formal and informal, culturally
and linguistically appropriate measures and procedures that are valid and reliable to
contribute to eligibility determination for special education services
4.3 Assess, collaboratively analyze, interpret, and communicate students' progress
toward measurable outcomes using technology as appropriate, to inform both short-and
long-term planning, and make ongoing adjustments to instruction.
✔✔Initial Practice-Based Professional Preparation for Special-Educators: Standard 5 -
✔✔Supporting Learning Using Effective Instruction
5.1 Use findings from multiple assessments, including student self-assessment, that are
responsive to cultural and linguistic diversity and specialized as needed, to identify what
students know and are able to do. Then interpret the assessment data to appropriately
plan and guide instruction to meet rigorous academic and non-academic content and
goals for each individual.
5.2 Use effective strategies to promote active student engagement, increase, student
motivation, increase opportunities to respond, and enhance self-regulation of student
learning.
5.3 Use explicit, systematic instruction to teach content, strategies, and skills to make
clear what a learner needs to do or think about while learning.
5.4 Use flexible grouping to support the use of instruction that is adapted to meet the
needs of each individual and group.
