WGU D002 unit 5 questions and answers graded A

WGU D002 unit 5 questions and answers graded A 1st step of the child find process ✔✔Referral submitted by parent, educator. 2nd step of the child find process ✔✔Evaluation 3rd step of the child find process ✔✔Eligble ...

WGU D002 unit 5 questions and answers graded A 1st step of the child find process ✔✔Referral submitted by parent, educator. 2nd step of the child find process ✔✔Evaluation 3rd step of the child find process ✔✔Eligble for services- Yes or No? 4th step of the child find process ✔✔Reevaluation What law is child find found under? ✔✔IDEA A prereferral intervention is required by IDEA. ✔✔False. A prereferral is not mandated by IDEA, however, it is often mandated by individual states. A prereferral is considered to be extremely helpful in the evaluation process by determining if individualized interventions will benefit a student rather than special education services prior to the more formal referral process. What is the best definition of a referral for special education services? ✔✔A referral is a document requesting an evaluation to determine if a student qualifies for an education disability under IDEA. A referral can be requested by a parent, school staff member, or related service personnel. What is MTSS (Multitiered systems of support)? ✔✔it's a school-wide, data-driven, and prevention-focused framework that includes multiple supports and strategies that aim to address all student learning outcomes. MTSS is not applied solely toward students with emotional and behavioral challenges. What is RTI (response to intervention)? ✔✔a multi-tiered approach to the early identification and support of students with academic and behavior needs. What is PBIS? (Positive Behavior Intervention & Support) ✔✔evidence-based and data-driven approaches that focus on preventing regression of academic performance and increased behavioral problems. They are not legal mandates, but they hold significant weight for schools to address learning outcomes quickly and appropriately. What is MTSS tier 1? ✔✔The high-quality classroom instruction that all students receive. This tier encompasses best practices and differentiated instruction. What is MTSS tier 2? ✔✔The evidence-based supports provided to students who are identified as struggling. Tier 2 interventions are typically implemented in small group settings, based on a similar need identified through assessment and for the sake of systematic efficiency. What is MTSS tier 3? ✔✔The supports implemented for students not responding to Tier 2 supports. Tier 3 supports provide more frequent, intense, and individualized interventions. Usually, districts expect to see 1-5% of students in Tier 3. What mtss tier is core instruction? ✔✔Tier 1 What mtss tier is individualized focus? ✔✔Tier 3 What mtss tier is 1:1 support? ✔✔Tier 3 What mtss support small group tutoring? ✔✔Tier 2 PBIS is a framework that has been conceptualized as a how-to system of implementing ✔✔prevention and intervention PBIS is often MISUNDERSTOOD to function as a ✔✔Behavior intervention PBIS guides school professionals on how to select and implement positive ✔✔behavior-focused programs Sarah's first-grade teacher is concerned about her lack of participation in class and her refusal to take part in group projects. Her parents and other teachers have shared this concern. Which strategy or type of data should be used to evaluate Sarah's social and behavioral functioning? ✔✔Checklists and questionnaires completed by teachers and parents Which assessment is used to evaluate a student's academic ability? ✔✔Woodcock-Johnson assessment Johnny has a specific learning disability and spends 90 percent of the school 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 each day to work on this skill with a special education teacher. ✔✔General Education Setting Sally has a learning disability and significantly struggles with reading and writing. She spends 70 percent 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. ✔✔Resource Classroom 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 percent of the school day. All other instruction is received in a special education environment. ✔✔Separate Classroom Timothy has an emotional and behavioral disorder (EBD) 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 Shool Tommy is 16 years old and 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. ✔✔Residential facility Once a placement option is decided by the IEP team, the student is required to stay in this educational setting for three years, which is the length of the eligibility terms. True ✔✔False This term 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. It is a rarely used term now. ✔✔Mainstreaming To the maximum extent appropriate, children with disabilities are educated in the general education setting with their nondisabled peers. ✔✔Least Restrictive Environment What is a CBM? ✔✔Curriculum Based Measurement Mr. Jacobs administered a math fluency assessment to Marta. The assessment consisted of problems that focused on adding, subtracting, and multiplying two-digit by one-digit numbers with and without regrouping. Marta's score was based on the number of digits written accurately in five minutes. ✔✔Skill-Based Measures (SBMs) After Ms. Hill reviewed the results from Andy's assessment, it was determined that he struggles with addition facts. He was administered an assessment that contained only addition facts with and without regrouping. ✔✔Sub-skill Mastery measures (SMMs) Throughout the school year, Joseph is administered a CBM that requires him to read a twominute passage. His score is based on the amount of correct words read per minute. ✔✔General outcome measures (GOMs) What does SBMs focus on? ✔✔It focuses on a link between a variety of isolated subskills. What does a GOMs focus on? ✔✔it focuses on the growth of outcomes over an extensive period of time. What is the focus of SMMs? ✔✔it focuses on a specific subskill. What is DBI? ✔✔Data Based individualization. Bailey, a sixth-grade student, struggles with math computation and math fluency. She collaborated with her teacher, Ms. Anderson, to set a four-week math goal. Ms. Anderson monitored her progress weekly by administering a comprehensive math assessment. This assessment indicated that Bailey had only made adequate progress over a four-week period. After reviewing the results, Ms. Anderson determined that Bailey needed a more intense intervention. Which step of DBI does this scenario represent? ✔✔Step 2: Progress Monitoring After reviewing Damian's daily checklists, discipline records, and teachers' anecdotal notes, the team concluded that Damian's behaviors had improved significantly over eight weeks. His checklist showed consistent pattern responses from teachers, his discipline record had only two minor offenses, and all teachers reported positively. Based on the results of the meeting, the team determined that the appropriate next step would be to continue monitoring the plan and collecting data. Which step of DBI does this scenario represent? ✔✔Step 5: Ongoing Progress Monitoring What is the first step of DBI? ✔✔Validated Intervention Program What is the second step of DBI? ✔✔Progress Monitoring What is the third step of DBI? ✔✔Diagnostic Data What is the fourth step of DBI? ✔✔Intervention Adaptation What is the fifth step of DBI? ✔✔Ongoing Progress Monitoring There are some parts of an IEP that do not need to be completed for all students. ✔✔True. 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 interests in postsecondary 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. A high school English teacher is concerned that one of her sophomore students is not doing well in her class during the first nine weeks of the school year. She is not sure what the issue is, but she suspects the student may have a learning disability. The student is new to the school district this year. The English teacher approaches the special education teacher about getting special education services for the student. How should the special education teacher work with the teacher to support the student as well as be compliant with the requirements in IDEA? ✔✔The special education teacher should work with the English teacher to follow proper procedures for making a referral as outlined by the school and IDEA. This includes meeting with the parents about concerns and trying some prereferral strategies and interventions to see if the student makes some academic progress and if a formal evaluation is necessary. Wilson is a high school freshman. His IEP developed a goal for him to reduce the number of times he verbally interrupts math class from six times per class period to one time per class period on four out of five days. The IEP team wants Wilson to be more independent and use selfassessment to determine progress toward his goal. What is the best way to monitor progress using self-assessment? ✔✔Wilson could tally each interruption during math class in a behavior log. Sue is a fourth-grade student who has been referred from the child study team (CST) to the multidisciplinary team (MDT) for a suspected disability. She is reading two years below grade level, struggles to write legibly, appears to fall more frequently than her peers, and is often noncompliant when it is time to transition between activities. Her parents are very concerned. Who should be part of the MDT that will assess Sue? ✔✔School psychologist, classroom teacher, physical therapist, occupational therapist, behavioral consultant, special education teacher, parents Samantha has an intellectual disability and receives special education services through her local school district. She recently turned 15, and the IEP team is discussing transition services. What is required of a transition plan? ✔✔An IEP must include measurable post-secondary goals once a transition plan is created. Differentiated instruction provides teachers with tools and techniques to meet students' individual real-time needs to effectively access the curriculum. What is an appropriate next action when a student does not respond to these techniques? ✔✔The teacher should consider strategies for a more individualized focus for a tier 2 instructional approach. She should begin collecting data for the student. Special education teacher Mrs. Salle is writing her first IEP for a fourth-grade student. She is making sure she includes components required by IDEA. Which five items must be included in the IEP for this fourth-grade student? ✔✔1.Present levels of educational performance 2.Special education and related services to be provided 3.Annual goals 4.Projected dates for the beginning and end of services 5. Extent to which the child will not participate with nondisabled children in the regular class Kyle is a fifth-grade student who has exhibited negative verbal and physical contact with his peers when the class transitions for lunch time. Other than these transitions, Kyle is generally appropriate and socially positive. According to PBIS guidelines for managing problem behaviors, what intervention would support Kyle during transition time? ✔✔The teacher can implement a behavior reward system for Kyle that allows him to earn points for something he enjoys. Kyle's behavior should decrease over time if this strategy is successful. At Elizabeth's initial IEP meeting, her parents experienced difficulty understanding the results of the Woodcock-Johnson achievement test that was administered. Mr. Haymond administered all assessments to Elizabeth over a four-day period. He clarified the results by providing a step-bystep explanation of each subtest and an analysis of the scores. What was Mr. Haymond's role during this process? ✔✔School psychologist Brissa is a native Spanish speaker, but she has spoken English since age 5. She is being evaluated for special education in the eighth grade due to concerns of her teachers that she is falling further behind. Her mother is very apprehensive about the referral and does not want her misidentified. Her mother believes that even though Brissa receives language support through ESOL services, Brissa's deficiencies lie in the lack of English, not in a learning disability. How can Brissa's multidisciplinary team ensure that Brissa is truly learning disabled and not struggling with her lack of English when conducting the initial evaluation? ✔✔The team should ensure that all assessments are given in the child's native language. Ann Marie was administered an assessment that only contained multiplication facts that included multiplying two-digit by one-digit numbers with and without regrouping. Which type of curriculum-based measurement was used? ✔✔Subskill mastery measures (SMMs) Thomas has a specific learning disability and struggles with math calculation and abstract reasoning. Specifically, he has difficulties with multistep word problems. Thomas receives instruction in the general education classroom for 75 percent of the school day, and 25 percent of instruction is delivered via a special education placement. What is the appropriate continuum of placement option being implemented? ✔✔Resource classroom Jackson is a fifth-grade student who struggles with reading fluency. His reading teacher, Dr. Franks, notices that progress is not being made with the current program being used. Dr. Franks administers an oral reading fluency assessment in order to receive specifics regarding Jackson's progress before meeting with the team to discuss intervention changes. Which step in the data-based individualization process does this scenario represent? ✔✔Step 3: Diagnostic data Tonya is an eighth-grade student with an educational diagnosis of autism. She receives 20 minutes of extra learning time (ELT) each day with the special education teacher to assist with work completion and organization. She receives 95 percent of her daily instruction in the general education classroom and 5 percent of instruction and services in a special education setting. What is the appropriate continuum of placement option for Tonya? ✔✔General education classroom