wgu d002 Questions & Answers(GRADED A+)

Student Involvement in the IEP Process (Meeting Students Needs with an IEP) - ANSWERComplete 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) - ANSWERParent 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) - ANSWERSecondary 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) - ANSWERimplement a strong validated evidence-based secondary intervention program with greater intensity than initially prescribed by the developers. Progress Monitoring (Data Based Individualization) - ANSWERdata is collected and assessed based on a goal to establish if progress has been made. Diagnostic Data (Data Based Individualization) - ANSWERDuring 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) - ANSWERSeveral tools are used to make changes to the intervention Ongoing Progress Monitoring (Data Based Individualization) - ANSWERContinuation of progress monitoring as well as more diagnostic assessing after the students plan has been adjusted. Subskill Mastery Measures (SMMS) (Determining Eligibility) - ANSWERFocus 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) - ANSWERWhile 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) - ANSWERMeasures 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) - ANSWERThe belief that all children with disabilities should be taught exclusively