WGU D002 2024 EXAM QUESTIONS WITH ALL
CORRECT ANSWERS
Student Involvement in the IEP Process
(Meeting Students Needs with an IEP)
Complete a multiple intelligences questionnaire.
Create an outline listing areas of strengths and area of weakness.
The format for IEP's differ from state to state and even district to district within the same
state. Though they may look different all contain the same required areas
Required to be at an IEP
(Meeting Students Needs with an IEP)
Parent or legal guardian
General education Teacher
Special Education teacher
Trained professional to interpret evaluation results
During an IEP meeting the team is required to consider and determine the need for
extended school year services.
If a student is under 14 years old the transition services component does not need to be
completed . This section relates to a student 14 or older and their needs preferences
and interest in post secondary education employment and even where they will live.
Once a student is 16 years old the IEP must include plans for transitioning beyond high
school. However the remaining components must be completed for all students
Data-Based Individualization
( Determining Eligibility)
,Secondary Intervention Program Delivered with Greater Intensity
Progress Monitoring
Diagnostic Data
Intervention Adaption
Ongoing Progress Monitoring
Secondary Intervention Program Delivered with Greater Intensity
(Data Based Individualization)
implement a strong validated evidence-based secondary intervention program with
greater intensity than initially prescribed by the developers.
Progress Monitoring
(Data Based Individualization)
data is collected and assessed based on a goal to establish if progress has been made.
Diagnostic Data
(Data Based Individualization)
During this step the progress-monitoring data is used to decide on the type of change
needed if progress is not being made with the current intervention
Intervention Adaption
(Data Based Individualization)
Several tools are used to make changes to the intervention
Ongoing Progress Monitoring
(Data Based Individualization)
Continuation of progress monitoring as well as more diagnostic assessing after the
students plan has been adjusted.
Subskill Mastery Measures (SMMS)
(Determining Eligibility)
Focus on one specific subskill.
, After Ms. Hill reviewed the results from Andy assessment it was determined that he
struggles with addition facts. He was administered an assessment that contained only
addition facts with and without regrouping.
Skill - based Measures (SBM)
(Determining Eligibility)
While comparable to general outcome measures in terms of long-term goals. SBM
focus on a link between a variety of isolated subskills.
Mr. Jacobs administered a math fluency assessment to Marta. The assessment
consisted of problems that focused on adding and subtracting and multiplying two-digit
by one-digit numbers with and without regroup.
General Outcomes Measures (GMO)
(Determining Eligibility)
Measures the growth of outcomes over an extensive period of time.
Throughout the school year Joseph is administered a CBM that requires him to read a
two minute passage. His score is based on the amount of correct words read per minute
Full Inclusion
(Determining Eligibility)
The belief that all children with disabilities should be taught exclusively with appropriate
supports and accommodations in the general education classroom with their
nondisabled peers.
Main Streaming
(Determining Eligibility)
Emphasizes the Importance of a placement in general education for non-academics and
interactions with peers without disabilities. This delivery model moves away from
isolated special education placement. This is a rarely used term now.
Least Restrictive Environment
(Determining Eligibility)
To the Maximum extent appropriate children with disabilities are educated in the general
education setting with their nondisabled peers.
CORRECT ANSWERS
Student Involvement in the IEP Process
(Meeting Students Needs with an IEP)
Complete a multiple intelligences questionnaire.
Create an outline listing areas of strengths and area of weakness.
The format for IEP's differ from state to state and even district to district within the same
state. Though they may look different all contain the same required areas
Required to be at an IEP
(Meeting Students Needs with an IEP)
Parent or legal guardian
General education Teacher
Special Education teacher
Trained professional to interpret evaluation results
During an IEP meeting the team is required to consider and determine the need for
extended school year services.
If a student is under 14 years old the transition services component does not need to be
completed . This section relates to a student 14 or older and their needs preferences
and interest in post secondary education employment and even where they will live.
Once a student is 16 years old the IEP must include plans for transitioning beyond high
school. However the remaining components must be completed for all students
Data-Based Individualization
( Determining Eligibility)
,Secondary Intervention Program Delivered with Greater Intensity
Progress Monitoring
Diagnostic Data
Intervention Adaption
Ongoing Progress Monitoring
Secondary Intervention Program Delivered with Greater Intensity
(Data Based Individualization)
implement a strong validated evidence-based secondary intervention program with
greater intensity than initially prescribed by the developers.
Progress Monitoring
(Data Based Individualization)
data is collected and assessed based on a goal to establish if progress has been made.
Diagnostic Data
(Data Based Individualization)
During this step the progress-monitoring data is used to decide on the type of change
needed if progress is not being made with the current intervention
Intervention Adaption
(Data Based Individualization)
Several tools are used to make changes to the intervention
Ongoing Progress Monitoring
(Data Based Individualization)
Continuation of progress monitoring as well as more diagnostic assessing after the
students plan has been adjusted.
Subskill Mastery Measures (SMMS)
(Determining Eligibility)
Focus on one specific subskill.
, After Ms. Hill reviewed the results from Andy assessment it was determined that he
struggles with addition facts. He was administered an assessment that contained only
addition facts with and without regrouping.
Skill - based Measures (SBM)
(Determining Eligibility)
While comparable to general outcome measures in terms of long-term goals. SBM
focus on a link between a variety of isolated subskills.
Mr. Jacobs administered a math fluency assessment to Marta. The assessment
consisted of problems that focused on adding and subtracting and multiplying two-digit
by one-digit numbers with and without regroup.
General Outcomes Measures (GMO)
(Determining Eligibility)
Measures the growth of outcomes over an extensive period of time.
Throughout the school year Joseph is administered a CBM that requires him to read a
two minute passage. His score is based on the amount of correct words read per minute
Full Inclusion
(Determining Eligibility)
The belief that all children with disabilities should be taught exclusively with appropriate
supports and accommodations in the general education classroom with their
nondisabled peers.
Main Streaming
(Determining Eligibility)
Emphasizes the Importance of a placement in general education for non-academics and
interactions with peers without disabilities. This delivery model moves away from
isolated special education placement. This is a rarely used term now.
Least Restrictive Environment
(Determining Eligibility)
To the Maximum extent appropriate children with disabilities are educated in the general
education setting with their nondisabled peers.
