The process of assessing students with special needs primarily reflects theinfluence of
ANS a number of disciplines and points of view
2. The results of assessments collected for the determination of eligibility doNOT need to
inform parents
ANS the people who will provide services
3. The resul...
Assessment and Evaluation Procedures in Special Education - WGU D... file:///C:/Users/HP/Desktop/pppppp/Assessment%20and%20Evalua
WGU D230 Assessment and Evaluation Procedures
in Special Education
1. The process of assessing students with special needs primarily reflects theinfluence of
ANS a number of disciplines and points of view
2. The results of assessments collected for the determination of eligibility doNOT need to
inform parents
ANS the people who will provide services
3. The results of assessments collected for the determination of eligibility need to
inform parents
ANS the category under which the student qualifies & if thestudent is eligible for special
education
4. universal screening
ANS Early efforts to identify learners who struggle in school (usually conducted three times per
year).The primary purpose is to identify learnerswho are at risk or those who may be showing
signs of struggling in learning, in orderto provide early and preventative supports. Also assists in
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identifying classrooms and teachers who may require additional supports to best implement
Tier 1 core instruction.
5. progress monitoring
ANS This is a research-based assessment method that is usedto check learner progress toward
benchmarks on a more frequent basis (e.g., monthly, biweekly). It is fundamental to
documenting how a student advances and the extent to which implementation of Tiers 1, 2, or 3
instruction is effective in meeting learner needs.
6. diagnostic assessment
ANS This is an individualized form of assessment that is used to pinpoint individual learner
needs. . It assists school teams to develop appro-priate instructional adjustments for struggling
learners, including the development of individual education plans (IEPs).
7. T/F
ANS Specifically, following due process procedures granted in the Individ-uals with
Disabilities Education Act (IDEA, 2004), the RTI model requires thateducators have the
option to make a referral to special education at any timewithin the multi-tiered
instructional and assessment process. School teams must honor any referral made and
ensure that neither aspects within a mul- ti-tiered model (instructional or assessment)
unrealistically prevent timely andappropriate instruction, especially for students who
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exhibit more significant needs early in the process.
ANS True
8. Mrs. Cole targets four of her sixth-grade students for tier 2 intervention to help them
meet end-of-year math objectives that they have not met with her ongoing tier 1
intervention(s).Which instructional strategy would be thebest framework in which to
conduct these interventions?
ANS small group direct instruction
9. This describes instruction in tier one (1) of the response to intervention (RTI)process?
ANS Differentiated instruction for all learners in a general education setting
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10. Instructional decisions include all of the following 3 things
ANS IEP revisionsprogress monitoring
development of the IEP
11. Progress monitoring during response to intervention should occur
ANS duringtier 1, 2, and 3 interventions
12. The multidisciplinary evaluation team has determined that a student qual-ifies for
special education services. How many days does the IEP team haveto meet to develop an
IEP?
ANS 30 days
13. Once consent is given, how many days do we have to evaluate (test)?
ANS 60days
14. Any Request made from parent to LEA (Local Education Agency) mustrespond
within how many days?
ANS 10 days
15. Inform Parent of meeting- Prior Written Notice how many days before?
ANS -
7-10 days
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