WGU D096 Fundamentals of Diverse Learners 2023 STUDY BUNDLE (COMPLETE PACKAGE)(Verified Answers)
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D096 OA Study Guide
Student Name: Robert Polk
Course Instructor: Harri
Unit 2, Module 1
- What does the term English learner (EL) mean? What are some other terms used to refer
to these students? (p. 11)
a. The term English learner means is a student whom first language isn’t
English. A student who is limited English proficient. Who is age 3-21.,
Who comes from a environment where a language other than English has
had a significant impact on the individual level of English language
proficiency?
b. ELL, ESOL, ESL, LEP are other terms used for EL students. - Federal law requires that parents be notified their child has been identified as an
English learner within what time period? (p. 12, Essential Reading 1)
a. Parents must be notified that their child has been identified as an English
learner within 30days of the beginning of the school year and within 2 weeks
for students that enroll during any other time during the school year. The
schools are required to provide parents with a host of information regarding
their child’s level of English proficiency and how this was determined, the
type of program that their child is enrolled or recommended too participate
in, the method of instruction, and more - Describe one screening tool commonly used as the first step to identify English learners.
What is it called? Who completes it? What are some of the questions it includes? (p. 12,
Essential Reading 1)
a. Home Language Survey—questions: What language did your child first
understand or speak? What language do you or others use most often
when speaking with your child?
b. Parents-What language does your child use most often when speaking with
other family or other members? - After a student is identified as a potential EL, how are placement or screener tests
used for further evaluation? (p. 12, Essential Reading 2)
a. Once students are identified as potential El students they must be assessed
with a valid and reliable assessment to determine if they are indeed Els.
They test the students in proficient in language domains (speaking, listening,
reading and writing) - What is the purpose of Title III of the Every Student Succeeds Act or ESSA (2015) as
it relates to the education for ELs. (p. 12, Essential Reading 2, Page 35)
a. It deals with Language instruction for English learners and Immigrants
Students. It regulates the main aspects that have to do with EL sessions
that schools provide to students whose first language is not English - If a student is identified as EL and is diagnosed with a disability but the parent
declines disability-related services, what is the school still required to provide? (p. 14,
Essential Reading 1, Page 2)
lOMoARcPSD|10670206
a. If the parents decline disability-related services under IDEA and 504, the
SEA and LEA remain obligated to provide appropriate language assistance
services to Els.
Make it Happen!!
lOMoARcPSD|10670206
- If a student is identified as EL and is diagnosed with a disability but the parent opts out
of the EL programs and services, what is the school still required to provide? (p. 14,
Essential Reading 1, Page 2)
a. The LEA remains obligated to provide such services as required in the IEP or
504 plan, and to conduct ELP monitoring and / provide language assistance
as appropriate. - What are some ways we can overcome the overidentification and under-identification
of ELs in special education? (p. 14, Essential Video)
a. The resources. Available for low-income area are at a shortage-Most school
aren’t culturally responsive for the increase of El student populations. And
it results in under identification of these students. And people are nervous
because they don’t want to put a label on the EL students sinc,e they aren’t
educated on the identifying these EL students - Describe the 6 key principles for teaching ELs. (p. 16, Essential Reading 1)
- Instruction focuses on providing Els with opportunities to engage in disciplinespecific practices, which are designed to build conceptual understanding and
language competence in tandem. Learning is a social process that
requires teachers to intentionally design learning opportunities
that integrate reading, writing, speaking, and listening with the
practices of each discipline. - Instruction leverages ELs’ home language(s), cultural assets, and
prior knowledge. ELs’ home language(s) and culture(s) are
regarded as assets and are used by the teacher in bridging prior
knowledge to new knowledge, and in making content meaningful
and comprehensible. - Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate
and appropriate scaffolds. Instruction that is rigorous and
standards-aligned reflects the key shifts in
the CCSS and NGSS. Such shifts require that teachers provide
students with opportunities to describe their reasoning, share
explanations, make conjectures, justify conclusions, argue from
evidence, and negotiate meaning from complex texts. Students
with developing levels of English proficiency will require
instruction that carefully supports their understanding and use of
emerging language as they participate in these activities. - Instruction moves ELs forward by taking into account their
English proficiency level(s) and prior schooling experiences. ELs
within a single classroom can be heterogeneous in terms of home
language(s) proficiency, proficiency in English, literacy levels in
English and student’s home language(s), previous experiences in
schools, and time in the U.S. Teachers must be attentive to these
differences and design instruction accordingly.
Make it Happen!!
lOMoARcPSD|10670206
- Instruction fosters ELs’ autonomy by equipping them with the
strategies necessary to comprehend and
use language in a variety of academic settings. ELs must learn to
use a broad repertoire of strategies to construct meaning from
academic talk and complex text, to participate in academic
discussions, and to express themselves in writing across a variety
of academic situations. Tasks must be designed to ultimately
foster student independence. - 6. Diagnostic tools and formative assessment practices are
employed to measure students’ content knowledge,
academic language competence, and participation in
disciplinary practices. These assessment practices allow teachers
to monitor students’ learning so that they may adjust instruction,
accordingly, provide students with timely and useful feedback, and
encourage students to reflect on their own thinking and learning.
Unit 2, Module 2 - List the important components of the Individuals with Disabilities Education Act
(IDEA). (p. 18, Essential Reading 1)
a. It’s a education law that requires public school to meet the unique needs
of eligible K-12 students with disabilities.
i. Legal rights for people with disabilities
ii. An Individualized Education program (IEP) for eligible K-12 students
iii. Special education and related services to meet a students’ unique needs
iv. Accommodation (audiobooks or extra time) for K-12 students
v. A requirement that public schools find and evaluate-at no cost to familieskids who may have a disability
vi. Education funding for schools
vii. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
viii. Procedural safeguards that protect families’ rights (like access to school
records)
ix. Due process (or partial hearing) for resolving disputes between
families and schools - List the important components of Section 504 of the Rehabilitation Act. (p. 18,
Essential Reading 1)
a. 504 Plan-is a civil rights law prohibits disability discrimination at schools that
get federal funding. (School help by removing barriers)
i. Legal rights for people with disabilities
ii. 504 plans for eligible K-12 students
iii. Accommodations (audiobooks or extra time) for K-12 students
iv. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
v. Procedural safeguards that protect families right (like access to school
records)
Make it Happen!!
1 / 5
WGU DO96 PRE-ASSESSMENT: ESSENTIAL PRACTICES
FOR SUPPORTING Diverse Learners
1.Title III addresses English learners (ELs), including what other status
of students ANS Migrant children and youth
2.What is one function of the Home Language Survey for English language
(EL) students ANS Determines the potential need for a language
assistance program
3.An EL student was placed in a special education program. It was
deter- mined later that this student was incorrectly placed in the
program. What may be the reason for this ANS The student was
identified as having a learning disorder before being assessed as a
second language learner.
4.A special education team has determined that a student with a learning
disability learns best in a regular classroom for most of the day and in a
special education classroom for two hours a day. Which component of the
Individuals with Disabilities Education Act (IDEA) is being addressed ANS
2 / 5
Least Restrictive Environment (LRE)
5.What is true about the nature of decisions regarding Individualized
Ed- ucation Program (IEP) goals ANS Decisions can change to reflect
the student’s progress relative to English learner (EL) program
goals.
6.Who must give input in the Individuals with Disabilities Education
Act (IDEA) placement process ANS Parents
7.Which of the thirteen IDEA categories includes dyslexia ANS Specific
Learning Disabilities
8.A student performs well on mathematics tasks but often struggles with
reading assignments. Which inference can be made ANS The student
may have a learning disability.
9.What is one difference between an Individualized Education Program
(IEP) and a 504 plan ANS An IEP is governed by the Department of
Education and a 504 plan is governed by the U.S. Office of Civil Rights.
1 / 19
WGU D096 Fundamentals of Diverse Learners Exam 2023 –
2024 Questions and Answers (Verified)
1.What Is progress monitoring used for ANS Monitoring Academic and
Behavior progress
2.What Age is progress monitoring usually used for ANS Elementary
students. But it can be conducted effectively at any age.
3.CBM (Curriculum Based Measurement): Includes instruments or
probes. Has a short sample from the curriculum.
Includes items from across the curriculum to provide a representative
indicator of the students skills.
It provides immediate info about how the student is mastering skills
being taught at the moment.
4.What is the major difference between Tier 2 and 3 of support in MTSS:
Tier 3 provides more instructional time but it also provides smaller
groups.
Targets precise objectives at appropriate levels, systematic
2 / 19
instruction, extensive opportunities for practices, and increased error
correction and feedback opportu- nities.
5.Tier 3 level of support: –Intensive–
The most intensive level of support provided (in addition to tier 1).
This intervention is geared toward skill growth and acquisition much
more narrowly focused.
6.Tier 2 level of support: –Targeted–
Small group intervention provided to students in addition to tier 1
support ( Targeted areas of need)
7.Tier 1 level of support: –Core–
Whole class instruction using evidence-based general educationstrategies
- What is one function of the home language survey for language
students-
: Determines the potential need for a language assistance program
9.Once students are ID’d as potential EL’s what is the process ANS They
must be assessed with a valid and reliable assessment to determine if
they qualify for EL services
10.A teacher observes disruptive behavior among a number of students,
3 / 19
what should she do ANS Reduce long delays between activities to
hold students attention
11.What type of differentiation is address in an IEP where a student need
to sit near the teacher in the first or second row ANS Environment
4 / 19
- What curriculum adjustment will help students who are bored in class?-: Adjust assignments to include student interest
13.What is a student able to do in Early Production ANS Basic
vocab Know up to 1000 words
14.What differentiation method is a teacher using when offering
reading materials at different reading levels to students ANS Content
15.What is a student able to do in the preproduction stage ANS Practice
pro- nouncing words
Basic vocab
Know up to 500 words
16.Stages of Second Language Acquisition: 1. Preproduction
2.Early Production
3.Speech Emergence
4.Intermediate Fluency
5.Advanced Fluency
17.Explicit Instruction: An instructional strategy that emphasizes group
instruc- tion. The instruction offered should include a great deal of
teacher-student interac- tivity.
1 / 9
WGU D096 OBJECTIVE ASSESSMENT Questions and Answers
2023 – 2024 (Verified)
1.What is the least restrictive environment for a second-grade student
with minimal behavior challenges who needs assistance with reading
fluency? ANS – Resource room
2.What is the least restrictive environment for a student who has
multiple disabilities and needs assistance with self-care? ANS Separate
class
- A student who is an English learner has attention deficit hyperactivity
disorder and is falling behind academically. The teacher refers the student
for comprehensive assessment to determine specific learning issues so
that learning can be best tailored to the needs of the student.
Which type of assessment accommodation will allow the student to
perform best during the assessment? ANS Scheduling frequent breaks
during the assess- ment
2 / 9
- A student with a disability struggles to read standard print.
Which type of assessment accommodation will best support this student?-
ANS Presentation
5.Which instructional service delivery model outside of the regular classroom is considered least restrictive for students with disabilities? ANS
Resource room
6.Where do the majority of students with disabilities receive the majority
of their educational services? ANS Regular classrooms - How frequently must the Individualized Education Program (IEP) be reviewed according to the Individuals with Disabilities Education Act
(IDEA)?-
ANS Every 12 months
8.Which information must be included in an Individual Education Plan
(IEP)? ANS The student’s level of participation in the general
education curriculum
3 / 9
9.What must the Individualized Education Program (IEP) include for all
students with disabilities under the Individuals with Disabilities Education
Act (IDEA)? ANS Where the proposed services will be provided
10.What is a required component for an Individualized Family Service Plan
(IFSP)? ANS Description of the natural environments where services
will be provided
11.What is a required component of an Individualized Family Support Plan
(IFSP)? ANS A statement of specific early intervention services
necessary to meet the unique needs of the child and family
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lOMoARcPSD|10670206
D096 OA study guide – Lecture notes Assessment
Fundamentals of diverse learners
IDEA 13 specific categories:
- Autism spectrum disorder
- Intellectual disability
- Hearing impairment 1%
- Deafness
- Speech or language impairment 19%
- Visual impairment (including blindness) 1%
- Emotional disturbance (including anxiety and depression)
- Orthopedic impairment 1%
- Traumatic brain injury
- Other health impairment (including ADHD) 14%
- Specific learning disability (dyslexia, dysgraphia, auditory processing) 34%
- Deaf-blindness
- Multiple disabilities
5 stages of second language acquisition:
Preproduction: “silent period”, minimal comprehension, draws, points, nods, no verbalizing, know 500 words (0-6
months)
Early Production: limited comprehension, one-two word responses, key words, present-tense verbs, know 1000
words, lots of listening (6 mo-1 year)
Speech Emergence: good comprehension, produce simple sentences, grammar errors, doesn’t understand jokes, context
clues/familiar topics (1-3 years)
Intermediate Fluency: excellent comprehension, few grammatical errors, communicating is fluent, higher-order thinking
skills (3-5 years)
Advanced Fluency: fluent in all contexts, near-native level of speech, comfortable communicating, may still have
accent (5-7 years)
Tier 1: CORE
Whole class instruction using evidence-based general education strategies
Tier 2: TARGETED
Small group intervention provided to students in addition to tier 1
Tier 3: INTENSIVE
Geared toward skill growth and acquisition much more narrowly focused (most intense)
Pullout: student leaving classroom to receive specialized instruction
Scaffolding: building on students experiences and knowledge as they are learning new skills
Krashen’s Theory of Second Language Acquisition (SLA):
Acquisition-Learning: the product of the process children undergo when they acquire their first language
Monitor: explains relationship between acquisition and learning and defines the influences of the latter on the former.
Role of the brains learning system in monitoring/correcting language use.
Input: explain how the learner acquires a second language, how it takes place. Providing comprehensible input or
language just above students current level.
1 / 37
WGU D096 Fundamentals of Diverse Learners
Study Guide Questions and Answers 2023 – 2024
(Verified)
1.What Is progress monitoring used for ANS Monitoring Academic and
Behavior progress
2.What Age is progress monitoring usually used for ANS Elementary
students. But it can be conducted effectively at any age.
3.CBM (Curriculum Based Measurement): Includes instruments or
probes. Has a short sample from the curriculum.
Includes items from across the curriculum to provide a representative
indicator of the students skills.
2 / 37
It provides immediate info about how the student is mastering skills
being taught at the moment.
4.What is the major difference between Tier 2 and 3 of support in MTSS:
Tier 3 provides more instructional time but it also provides smaller
groups.
Targets precise objectives at appropriate levels, systematic
instruction, extensive opportunities for practices, and increased error
correction and feedback opportu- nities.
5.Tier 3 level of support: –Intensive–
The most intensive level of support provided (in addition to tier 1).
This intervention is geared toward skill growth and acquisition much
more narrowly focused.
6.Tier 2 level of support: –Targeted–
Small group intervention provided to students in addition to tier 1
support ( Targeted areas of need)
3 / 37
7.Tier 1 level of support: –Core–
Whole class instruction using evidence-based general educationstrategies
- What is one function of the home language survey for language
students-
: Determines the potential need for a language assistance program
9.Once students are ID’d as potential EL’s what is the process ANS They
must be assessed with a valid and reliable assessment to determine if
they qualify for EL services
10.A teacher observes disruptive behavior among a number of students,
what should she do ANS Reduce long delays between activities to
hold students attention
4 / 37
11.What type of differentiation is address in an IEP where a student need
to sit near the teacher in the first or second row ANS Environment
1 / 13
WGU D096 Fundamentals of Diverse Learners Exam
2023 – 2024 Questions and Answers (Verified)
1.What is Title III of ESSA (Every student succeeds act)? ANS Ensure
English learners attain English proficiency and develop high levels of
academic achieve- ment including migrant children and youth
Requirements
-Consistent methods to determine whether students are eligible of EL
services
-Grater emphasis on parent/family communication
-Options to assess Els in native language
2.What laws are in place to support ELL’s ANS 1. No Child Left Behind
2.Every Student Succeeds Act
3.FERPA
- What are the 4 different program options for ELLs? ANS 1. English as a
second Language
2.Structure English Immersion
3.Transitional Bilingual Education
2 / 13
4.Dual Language (2way immersion)
4.What is English as a second language program? ANS GOAL special
curriculum to teach ELLs about the English language academic vocab,
develop English proficiency in speaking writing, reading listening with
little use of ELL’s primary language.
5.What is structure English immersion (SEI) program? ANS Implemented
to ELL can transition and succeed in an English-only mainstream
classroom with little use of ELL primary language.
6.What is Transitional Bilingual Education (TBE) program? ANS Program
that maintains and develops skills in primary language while
introducing, maintaining and developing skills in English. The goal is to
transition into English instruction as skills build up.
7.What is a dual language or two-way immersion program? ANS A
bilingual pro- gram where the goal is for the student to develop
proficiencies in two languages. Normally classroom is 1/2 English and
1/2 other languages.
8.What is WIDA (World-class Instructional Design and Assessment)?
3 / 13
ANS A group of state depts. of education to the design and
implementation of high standards and equitable educational
opportunities for ELL
- What are 5 steps to ensure instruction and assessments are aligned
to state or national English language development standards ANS 1.
Instruction focuses on providing ELL’s with opportunities to engage in
discipline-specific
lOMoARcPSD|10670206
lOMoARcPSD|10670206
D096 OA Study Guide
Student Name: Robert Polk
Course Instructor: Harri
Unit 2, Module 1
- What does the term English learner (EL) mean? What are some other terms used to refer
to these students? (p. 11)
a. The term English learner means is a student whom first language isn’t
English. A student who is limited English proficient. Who is age 3-21.,
Who comes from a environment where a language other than English has
had a significant impact on the individual level of English language
proficiency?
b. ELL, ESOL, ESL, LEP are other terms used for EL students. - Federal law requires that parents be notified their child has been identified as an
English learner within what time period? (p. 12, Essential Reading 1)
a. Parents must be notified that their child has been identified as an English
learner within 30days of the beginning of the school year and within 2 weeks
for students that enroll during any other time during the school year. The
schools are required to provide parents with a host of information regarding
their child’s level of English proficiency and how this was determined, the
type of program that their child is enrolled or recommended too participate
in, the method of instruction, and more - Describe one screening tool commonly used as the first step to identify English learners.
What is it called? Who completes it? What are some of the questions it includes? (p. 12,
Essential Reading 1)
a. Home Language Survey—questions: What language did your child first
understand or speak? What language do you or others use most often
when speaking with your child?
b. Parents-What language does your child use most often when speaking with
other family or other members? - After a student is identified as a potential EL, how are placement or screener tests
used for further evaluation? (p. 12, Essential Reading 2)
a. Once students are identified as potential El students they must be assessed
with a valid and reliable assessment to determine if they are indeed Els.
They test the students in proficient in language domains (speaking, listening,
reading and writing) - What is the purpose of Title III of the Every Student Succeeds Act or ESSA (2015) as
it relates to the education for ELs. (p. 12, Essential Reading 2, Page 35)
a. It deals with Language instruction for English learners and Immigrants
Students. It regulates the main aspects that have to do with EL sessions
that schools provide to students whose first language is not English - If a student is identified as EL and is diagnosed with a disability but the parent
declines disability-related services, what is the school still required to provide? (p. 14,
Essential Reading 1, Page 2)
lOMoARcPSD|10670206
a. If the parents decline disability-related services under IDEA and 504, the
SEA and LEA remain obligated to provide appropriate language assistance
services to Els.
Make it Happen!!
lOMoARcPSD|10670206
- If a student is identified as EL and is diagnosed with a disability but the parent opts out
of the EL programs and services, what is the school still required to provide? (p. 14,
Essential Reading 1, Page 2)
a. The LEA remains obligated to provide such services as required in the IEP or
504 plan, and to conduct ELP monitoring and / provide language assistance
as appropriate. - What are some ways we can overcome the overidentification and under-identification
of ELs in special education? (p. 14, Essential Video)
a. The resources. Available for low-income area are at a shortage-Most school
aren’t culturally responsive for the increase of El student populations. And
it results in under identification of these students. And people are nervous
because they don’t want to put a label on the EL students sinc,e they aren’t
educated on the identifying these EL students - Describe the 6 key principles for teaching ELs. (p. 16, Essential Reading 1)
- Instruction focuses on providing Els with opportunities to engage in disciplinespecific practices, which are designed to build conceptual understanding and
language competence in tandem. Learning is a social process that
requires teachers to intentionally design learning opportunities
that integrate reading, writing, speaking, and listening with the
practices of each discipline. - Instruction leverages ELs’ home language(s), cultural assets, and
prior knowledge. ELs’ home language(s) and culture(s) are
regarded as assets and are used by the teacher in bridging prior
knowledge to new knowledge, and in making content meaningful
and comprehensible. - Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate
and appropriate scaffolds. Instruction that is rigorous and
standards-aligned reflects the key shifts in
the CCSS and NGSS. Such shifts require that teachers provide
students with opportunities to describe their reasoning, share
explanations, make conjectures, justify conclusions, argue from
evidence, and negotiate meaning from complex texts. Students
with developing levels of English proficiency will require
instruction that carefully supports their understanding and use of
emerging language as they participate in these activities. - Instruction moves ELs forward by taking into account their
English proficiency level(s) and prior schooling experiences. ELs
within a single classroom can be heterogeneous in terms of home
language(s) proficiency, proficiency in English, literacy levels in
English and student’s home language(s), previous experiences in
schools, and time in the U.S. Teachers must be attentive to these
differences and design instruction accordingly.
Make it Happen!!
lOMoARcPSD|10670206
- Instruction fosters ELs’ autonomy by equipping them with the
strategies necessary to comprehend and
use language in a variety of academic settings. ELs must learn to
use a broad repertoire of strategies to construct meaning from
academic talk and complex text, to participate in academic
discussions, and to express themselves in writing across a variety
of academic situations. Tasks must be designed to ultimately
foster student independence. - 6. Diagnostic tools and formative assessment practices are
employed to measure students’ content knowledge,
academic language competence, and participation in
disciplinary practices. These assessment practices allow teachers
to monitor students’ learning so that they may adjust instruction,
accordingly, provide students with timely and useful feedback, and
encourage students to reflect on their own thinking and learning.
Unit 2, Module 2 - List the important components of the Individuals with Disabilities Education Act
(IDEA). (p. 18, Essential Reading 1)
a. It’s a education law that requires public school to meet the unique needs
of eligible K-12 students with disabilities.
i. Legal rights for people with disabilities
ii. An Individualized Education program (IEP) for eligible K-12 students
iii. Special education and related services to meet a students’ unique needs
iv. Accommodation (audiobooks or extra time) for K-12 students
v. A requirement that public schools find and evaluate-at no cost to familieskids who may have a disability
vi. Education funding for schools
vii. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
viii. Procedural safeguards that protect families’ rights (like access to school
records)
ix. Due process (or partial hearing) for resolving disputes between
families and schools - List the important components of Section 504 of the Rehabilitation Act. (p. 18,
Essential Reading 1)
a. 504 Plan-is a civil rights law prohibits disability discrimination at schools that
get federal funding. (School help by removing barriers)
i. Legal rights for people with disabilities
ii. 504 plans for eligible K-12 students
iii. Accommodations (audiobooks or extra time) for K-12 students
iv. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
v. Procedural safeguards that protect families right (like access to school
records)
Make it Happen!!