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WGU D169 – Questions updated version verified source, Exams of Advanced Education

Cheyney University of PennsylvaniaAdvanced Education

WGU D169 – Questions updated version verified source

Typology: Exams

2025/2026

Available from 05/18/2026

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WGU
D169
–
Questions updated version verified source
1.
Which
resource
is
provided
by
Section
504?:
ection 504 guarantees students equal
access
and participation, and accommodations are often part of providing such access.
2.
What
is
one
type
of
English
language
instruction
program
or
model
for
ELs?:
Pullout instruction is a type of program model in which an English language teacher works with
ELs in small groups to provide English language instruction, pulling them out of their regular
classroom to do so.
3.
Fatima is an EL student in your general education classroom who is
having difficulty with reading, math, and social interaction. She has been
in pullout English language instruction classes in your school for two years
and has not made significant progress in that time. Your team has tried
interventions and support provided in both English and Fatima's native
language of Farsi, and the team is now considering whether to recommend
that Fatima be evaluated to see whether she has an educational disability.
If Fatima is found to have an
educational disability, which law(s) would apply?:
Fatima will continue to be eligible for EL
services under Title III, and she will also be
protected under IDEA and eligible for special education services.
4.
As
an
EL,
which
accommodation
should
Fatima
receive,
whether
she
is
found
to have an educational disability or not?: ELs are not initially required to take all
the state
proficiency tests that native speakers of English are required to take, and their scores may
not count in the same way that the scores of native English speakers count.
5.
Which right would be guaranteed to Fatima under federal law if she is
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WGU D169 – Questions updated version verified source

  1. Which resource is provided by Section 504?: ection 504 guarantees students equal access and participation, and accommodations are often part of providing such access.
  2. What is one type of English language instruction program or model for ELs?: Pullout instruction is a type of program model in which an English language teacher works with ELs in small groups to provide English language instruction, pulling them out of their regular classroom to do so.
  3. Fatima is an EL student in your general education classroom who is having difficulty with reading, math, and social interaction. She has been in pullout English language instruction classes in your school for two years and has not made significant progress in that time. Your team has tried interventions and support provided in both English and Fatima's native language of Farsi, and the team is now considering whether to recommend that Fatima be evaluated to see whether she has an educational disability. If Fatima is found to have an educational disability, which law(s) would apply?: Fatima will continue to be eligible for EL services under Title III, and she will also be protected under IDEA and eligible for special education services.
  4. As an EL, which accommodation should Fatima receive, whether she is found to have an educational disability or not?: ELs are not initially required to take all the state proficiency tests that native speakers of English are required to take, and their scores may not count in the same way that the scores of native English speakers count.
  5. Which right would be guaranteed to Fatima under federal law if she is

2 / 17 found to have a disability?: FAPE is one of the foundational pillars of IDEA and applies to all students eligible for special education services.

  1. You are the teacher for a student with a disability who receives services under IDEA and starts a fight after repeated other behavior violations. The school is considering expulsion, which would result in removal of the student to an alternative school. Why does IDEA require the school to hold a manifes-tation determination hearing first?: It is unfair to punish a student with a disability for behavior that may be caused by the disability, and a hearing will determine whether this is the case. Expulsion is not appropriate if the behavior in question is a manifestation of the student's disability; this would amount to punishing the student for his or her disability.
  2. Does having a medical diagnoses automatically qualify for special education services under one of the 13 categories of disability listed in IDEA?: No. Having a medical diagnosis is ditterent than having an educational disability. Students who qualify for special education services under one of the categories of disability listed in IDEA may or may not have a medical diagnosis. However, all students who experience an educational disability struggle to access the general curriculum without appropriate supports and services.
  3. PBIS is an example of which type of school-wide support framework?: It is an example of MTSS (multitiered systems of supports).
  4. What is the most common educational disability under IDEA and is char- acterized by difficulty reading, writing, listening, speaking, and reasoning?:
  • Specific learning disability (SLD) is the most common disability type under IDEA and includes dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and nonverbal learning disability. This

4 / 17 her counterpart's lecture clarity and student behavior. Which model of co-teaching are these two teachers using?: The one teach, one observe co-teaching model strives to obtain data and feedback for the co- teachers about the ettectiveness of their lesson in general, as well as the response students have to the instruction in terms of understanding and behaviors.

  1. A general educator and special educator are co-teaching in a first- grade classroom. Each morning, they begin the day by breaking the students into small groups of mixed ability. The teachers each sit at different tables, while other spaces are created for independent work. Students rotate around the room to each location with their small group. Each teacher focuses on a review concept from the previous day. Which model of co-teaching are these two teachers using?: Station teaching allows co- teachers to divide students into smaller groups and provide more targeted instruction or review of concepts while they rotate from station to station.
  2. Are the majority of English learners in the United States are immigrants.: No. Approximately 85 percent of prekindergarten to fifth-grade EL students and 62 percent of sixth- to twelfth-grade EL students are born in the United States (Zong and Batalova, 2015).
  3. Whar are appropriate measures used to test for giftedness?: Achievement tests determine knowledge the student holds and where they stand in relation to their peers. These tests can be academic or standard and allow students to show how advanced their knowledge is, as there should be no ceiling. Ability tests, such as those testing intelligence and cognitive abilities, are often used to test intellectual ability. These tests do not speak to specific behavior but are able to identify intellectually gifted students.Behavior observations from parents and teachers are critical to determining whether other characteristics of students who are gifted and talented are present. Achievement and ability tests are

5 / 17 geared more to intellect, while behavior observations provide data on characteristics related to emotions, creativity, leadership skills, and more.

  1. What are common characteristics of gifted and talented students?: Above average leadership capabilities are a common characteristic among students who are gifted and talented. High levels of language development and verbal abilities are common characteristics among students who are gifted and talented. Heightened sense of self-awareness is a common attective characteristic among students who are gifted and talented.
  2. Why is explicit instruction particularly useful for students with learning disabilities?: Explicit instruction makes content clear and allows students to continue working on a skill with teacher guidance.
  3. You are working with a student who has a learning disability and does not structure paragraphs correctly in writing assignments. When asked, the student says he does not know what a good paragraph is supposed to look like. Which element of explicit instruction is likely to be helpful for the student?: Models, examples, and non-examples. This element of explicit instruction can assist the student in understanding what a strong paragraph should look like.
  4. You are the teacher of a student with an autism spectrum disorder who struggles to remain engaged, adjust to new ideas, and generalize skills. Which aspect of explicit instruction might be most helpful for your student and why?: Opportunities for practice, because the student will be able to adjust to performing the new skill and frequent teacher feedback can help her stay engaged. Repeated practice in a low-stress environment, along with frequent feedback, can help the student stay

7 / 17 assessment allows more accurate measurement of what students know, although it can also provide valuable information about learning profiles and preferences.

  1. Is alternative assessment appropriate for measuring lesson or unit learning but not appropriate for universal screening of gifted students?: No. While typical curriculum-based measures should always be considered, and may be used as baseline data, students with gifts and talents, particularly those who are twice exceptional, can also be assessed with alternative instruments for purposes of determining whether intervention or enrichment is needed.
  2. What is a whole-class strategy or instructional approach that ensures your students clearly understand the steps to complete a skill and then can apply that learning in practicing a skill?: Explicit instruction is a whole-class approach that focuses on systematically modeling and steps to complete a skill and includes multiple opportunities for students to practice the skill and receive teacher feedback.
  3. In planning your lesson, you will need to apply either universal design for learning (UDL) or differentiated instruction; can you use both in the same lesson?: Yes. UDL and ditterentiated instruction are compatible and are ettective ways to meet the needs of varied learners within one class. When using UDL, classroom instruction and the environment are evaluated prior to the lesson and in the beginning of the lesson. With ditterentiated instruction, teachers evaluate student progress and make instructional adjustments throughout the lesson.
  4. Should students with disabilities be provided alternative assessments in order to receive accommodations in your lesson?: No. Accommodations allow students with disabilities to access the same assessment that students without disabilities complete. Alternative

8 / 17 assessments are ottered to those students whose disabilities are significant or who are gifted and are completing ditterent curriculum and activities. An accommodation, for example, might entail providing extra time or large print on the same assessment other students complete, while an alternative assessment would involve entirely ditterent questions and content.

  1. How can you design classroom assessments that ensure each student is engaged and challenged?: UDL can be applied to design assessments that are appropriate for each individual learner in your class.
  2. Your students who are gifted and talented are working on an accelerated curriculum. What activities is most appropriate for these students?: Continue working on an advanced project aligned with higher grade-level standards, but participate in opening and closing circles to share what they have learned. Students are accelerated to the next grade level but still maintain a social and conceptual connection to their class by sharing and debriefing with the group.
  3. At the end of the lesson, you collect an exit ticket and notice that only 40 percent of your students have met the objective. What is an appropriate way to begin the next day's lesson?: Begin with a brief reteaching of the content in question, and then allow students time for individual practice in areas where they most need it. Reteaching is appropriate, and individualized practice allows students to work on the skills most needed or to move ahead if appropriate.
  4. What is the difference between culture and cultural identity?: Culture is a set of values, beliefs, and behaviors. Cultural identity is a unique way a person combines various cultures to which they belong to create their own identity. The main ditterence between the two is that culture belongs

10 / 17 second language acquisition?: Early Production

  1. A student's native language is English and the student is in the Preproduc-tion stage of learning to speak Spanish. What is an activity this student can complete?: Practice pronouncing words
  2. A student is learning to speak English as a second language. This student can speak simple sentences but still relies heavily on context clues. What is this stage of second language acquisition?: Speech Emergence
  3. In the U.S., which ethnic group do the majority of second language learners represent?: Hispanic and Latino
  4. What is a characteristic of English learners?: "
  5. YOUR:
  6. They progress through developmental stages of second language acqui-sition. English learners learn best in collaborative and cooperative classes where they can practice using American Standard English.":
  7. What is a characteristic of students who are learning a second language?- : Students who practice the second language in academic settings learn academic language faster.
  8. Which of the thirteen IDEA categories includes dyslexia?: Specific Learning Disabil- ities
  9. A student performs well on mathematics tasks but often struggles with reading assignments. Which inference can be made?: The student may have a learning disability.

11 / 17

  1. What is one difference between an Individualized Education Program (IEP) and a 504 plan?: An IEP is governed by the Department of Education and a 504 plan is governed by the U.S. Oflce of Civil Rights.
  2. ":
  3. A teacher observes disruptive behavior among a number of students in a classroom. Which change can the teacher make to attempt to prevent disruptive behavior?": Reduce long delays between activities to hold students' attention
  4. Which curriculum adjustment will hlp students who are bored in class?: - Adjust assignments to include student interests
  5. A teacher wants to create a test-taking routine for students. Which step should the teacher take to create a routine for taking tests?: Remind students to read the directions before each test begins.
  6. Who is responsible for creating assessments in a co-teaching classroom?: - Both co-teachers
  7. Which task must both co-teachers undertake in co-teaching every day?: Plan-ning instruction
  8. A teacher allows students to choose between taking an exam and com-pleting a project. Why is this an example of a teacher using the action and expression aspect of Universal Design for Learning (UDL) in the classroom? ": The action gives students more than one way to interact with the material.
  9. A teacher uses preassessments to determine where each student's instruc-tion should begin and then matches students with

13 / 17 accommodations change in education?: Modifications change what a student learns, and accommodations change how a student learns.

  1. Which student is exhibiting a talent?: A student practices every day and is the best musician in the school.
  2. Why is it difficult to assess giftedness and talent?: Students can be gifted and talented in many areas and ways.
  3. What is a fundamental cultural purpose of language outside of communi-cation?: Identity
  4. A student sees a teacher holding a large pile of papers and bags about to open the door. The student opens the door to help the teacher. Which element of culture most influences the student's behavior?": Norms
  5. What is equity pedagogy?: Using ditterent teaching styles to meet the diverse needs of students
  6. Which attitude toward mistakes helps students develop self- efficacy?": Mis- takes are opportunities for a student to learn.
  7. A teacher has a classroom of students who mostly share the same main-stream culture. The teacher has a different background and culture than many of the students in the class. Should the teacher consider using culturally responsive teaching in the classroom?": Yes, because all students can benefit from these teaching strategies.
  8. A teacher allows students to complete work together during study time, but he also keeps a quiet part of the room where students can do

14 / 17 their work individually if they prefer. Is the teacher using culturally responsive teaching methods?: Yes, because the teacher is allowing students to choose a style of learning that best aligns with their individual style.

  1. Which example shows a student mastering Cognitive Academic Language Proficiency (CALP)?: Understanding a story that uses figurative language
  2. Maximum language acquisition happens when learners read or hear lan-guage that is a bit beyond their current level of understanding. Which hypoth-

16 / 17 the words

  1. A teacher is asking English learners (ELs) to relate to a vocabulary word by sharing their personal experiences, thoughts, and ideas with it. Which scaf-folding strategy best describes what the teacher is using?: Tap into prior knowledge
  2. Students want to convey the meaning of a vocabulary word with a hands-on demonstration. Which demonstration is the best example of that?: Acting with pantomime in a group
  3. A student will be receiving an Individualized Education Program (IEP) for the upcoming school year. Which person or group should be part of the planning team to make it successful? ": The student's parents
  4. Two teachers are part of a Sheltered Instruction model. One teacher tends to shout instructions at the students as well as the co- teacher. Why is it important for this teacher to use an appropriate tone with the students and co-teacher?": People are more encouraged by and respond better to communication that is open, positive, and pleasant.
  5. A teacher asks prescreened and authorized community members to be-come mentors to students in the classroom. Is the teacher using an effective method for building community and school partnerships?: Yes, because involving members of the community will increase knowledge about and investment in the school.
  6. A teacher wants more parents to attend parent-teacher meetings. Which strategy should the teacher use to encourage participation?:

17 / 17 Acknowledge the hard work it takes to attend and encourage future participation

  1. Who is responsible for organizing the IEP meetings?: The special education teacher to set the date and time for the IEP meeting and ensure everyone knows when and where the meeting will be held.
  2. Who provides information on how the student is performing on a day-to-day basis?: The classroom teacher is required to provide information on the student's progress and how the student is performing in class.
  3. Who receives the expectations for the classroom and students and works closely with the students, implementing the given strategies and providing support?: The expectations are communicated to the paraeducator by the teacher, and the paraeducator works closely with the student by providing support.
  4. Who communicates what is on the IEP to those who work directly with the students?: The special education teacher is responsible for ensuring that those who work with the student are aware of what the IEP entails. He or she is also responsible for monitoring the IEP, the accommodations, and the modifications.
  5. Who is responsible for ensuring that all IEP team members understand their role in an IEP meeting as it relates to the law?: It is the role of the school principal to ensure that everyone involved in the process understands their role and the importance of their attendance.
  6. What are the 4 expectations of teachers regarding 504 plans?: They should participate in the 504 meetings, supply data and documentation related to the student, implement accommodations that are identified in the 504, and participate in the review process.
  7. What are the three key components to a successful relationship between a teacher and paraeducator: Mutual respect, teamwork, and common goals