D759 prepares special education teachers to use progress monitoring and evidence-based instruction with elementary students who have exceptionalities.
WGU's guidebook says the course includes cognitive and metacognitive strategies students can use to learn new content and generalize skills, and asks candidates to adapt elementary mathematics and English language arts lesson plans with intensive instruction and assistive technology.
The plans are built around learner characteristics, performance data and IEP goals. That is where candidates stumble: it is tempting to choose a favorite strategy first, when the course expects you to start from the student and work towards the tool.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Code | D759 (confirm on your degree plan) |
| Level | Undergraduate teacher preparation |
| Size | 3 competency units |
| Learners | Elementary students with mild to moderate exceptionalities |
| Three strands | Mathematics, reading and writing, assistive technology |
What D759 Covers
| Competency (WGU wording, summarized) | What to show |
|---|---|
| Implements mathematics strategies and interventions to measure progress toward IEP goals and adjust instruction | An intervention, a way of measuring it, and a rule for changing it |
| Implements reading and writing strategies and interventions with the same progress-and-adjust cycle | The same cycle for literacy |
| Integrates assistive technology by researching and selecting a tool, demonstrating its use and teaching students to use it | A justified tool choice, a demonstration and a teaching plan |
Key Concepts Explained
Concrete to Abstract in Mathematics
Struggling learners often benefit from moving through concrete objects, pictorial representations and then numbers. Skipping the middle step is a common reason an intervention fails.
Example: For two-digit addition with regrouping, a student first builds the numbers with base-ten blocks, then draws tens and ones, then writes the algorithm. Weekly probes of five regrouping problems show when the student is ready to drop the drawings.
Targeted Literacy Intervention
Match the intervention to the skill gap: phonemic awareness, decoding, fluency, vocabulary or comprehension. A fluency program will not fix a decoding gap.
Example: A second grader misreads vowel teams. The plan uses a short daily lesson on vowel-team patterns, a decodable text, and a weekly one-minute fluency probe with a graphed goal line.
Choosing Assistive Technology
Consider the student, the environment, the tasks and the possible tools. A tool is only helpful if the student can use it where the task happens.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Mathematics intervention plan | Linking IEP goal, strategy and data | Cite the goal, describe sessions, set a monitoring rule |
| Literacy intervention plan | Matching skill gap to instruction | Identify the gap from data before naming the program |
| Assistive technology integration | Research, demonstration, teaching | Justify the tool, show steps of use, plan student training |
Study Approach by Strand
- Mathematics: choose one skill and write a three-stage concrete-to-abstract sequence.
- Reading and writing: write one skill gap, one intervention and one measure for each of reading and writing.
- Assistive technology: compare two tools against student needs and note training steps.
- Adjusting: write the rule that tells you when to change the plan.
Doing the strands in the same order as the competencies keeps your draft aligned with the rubric.
A Worked Plan Skeleton
A compact skeleton keeps a long task manageable. Fill in each row for mathematics, then repeat for literacy.
| Element | Example entry |
|---|---|
| IEP goal | Solve two-digit addition with regrouping with 80 percent accuracy |
| Baseline | 45 percent on a five-problem probe |
| Strategy | Concrete, pictorial, abstract sequence, 15 minutes daily |
| Measure | Weekly probe, graphed against a goal line |
| Adjustment rule | If three points fall below the line, reduce group size and add modeling |
| Technology | Virtual manipulatives for practice at home |
Because every row ties to the next, a grader can follow the logic from goal to decision without hunting.
Matching Interventions to Skill Gaps
A quick lookup helps you choose a literacy intervention that fits the data rather than a habit.
| Observed pattern | Likely gap | Intervention focus |
|---|---|---|
| Sounds out slowly, many errors | Decoding | Explicit phonics with decodable text |
| Accurate but halting | Fluency | Repeated reading with feedback |
| Reads well, cannot retell | Comprehension | Retell and questioning routines |
| Limited word knowledge | Vocabulary | Explicit word teaching with examples |
Where Students Get Stuck
- Strategy before student. Begin with the learner profile and IEP goal.
- No measurement plan. Say what you will measure and how often.
- Technology as decoration. Explain what barrier the tool removes.
- Skipping student training. The third competency includes teaching students to use the tool.
Study Tips for D759
- Keep an IEP goal visible while you write each plan.
- Draft the measurement rule before the activities.
- Test any technology you propose by trying it yourself.
- Check the rubric for each strand separately.
How We Help with D759
Send the instructions, rubric, student profile and your notes. We can explain strategies, prepare custom plans or review your draft. The secondary counterpart is D760.
GradeEssays is independent of Western Governors University. Our work is a study and reference aid: use it to understand the method, then write and submit your own work under WGU's academic integrity policy.
Every order is written from scratch, plagiarism-checked, includes free revisions within the scope of your original request, and is refunded in full if it is late.
Make Your D759 Plan Precise
Share the prompt and your draft. We prepare a custom plan or detailed feedback against the rubric.
Start My D759 HelpFree revisions · Full refund if late · Written from scratch for your order
Frequently Asked Questions
Elementary students with mild to moderate exceptionalities.
D759 is elementary; D760 is the secondary version and adds transition goals toward post-secondary and career preparation.
Mathematics interventions, reading and writing interventions, and integrating assistive technology.
Not necessarily. Your task instructions will say whether a program is required. Justify whichever you choose.
Through regular progress monitoring toward IEP goals, with a rule for adjusting instruction.
No. We tutor and give custom plans and feedback. You submit your own work.