WGU D002 2024 EXAM QUESTIONS WITH ALL CORRECT ANSWERS

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. Residential Facility (Determining Eligibility) Tommy is a 16 year old has a severe and profound intellectual disability which adversely impacts his adaptive behaviors and cognitive functioning. Tommy is unable to take care of his basic needs and requires intensive support and assistance throughout the day and night. Separate School (Determining Eligibility) Timothy has an emotional and behavioral disorder and often gets aggressive and violent during the day. When he feels overwhelmed or frustrated he exhibits potentially dangerous behaviors which compromises the safety and well-being of himself and others Separate Classrooms (Determining Eligibility) Martha has an intellectual disability and struggles in all academic areas she also has significant delays with expressive and receptive language. Martha receives science and social studies instruction in the general education classroom for 30% of the school day. All other instruction is received in a special education environment. Resource Classroom (Determining Eligibility) Sally has a learning disability and significantly struggles with reading and writing. She spends 70% of the school day in the general education classroom. Sally is pulled out of the general education classroom into a special education setting for 90 minutes each day to work on these academic skills. General Education Setting (Determining Eligibility) Johnny has specific learning disability and spends 90% of the day in the general education classroom with his nondisabled peers. Johnny struggles with oral reading fluency so he is pulled out of the classroom for 20 minutes a day to work on this skill