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Assessment
Transition-Focused
Assessment for Transition-Focused Secondary Education for All Students
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
The broad perspective of transition includes:
A.
Compliance with IDEA
B.
Primary focus of enhancing the lives of youth with disabilities
C.
A lifelong process
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*
)
D.
All of the above
Correct
2.
Transition is included in the IEP because
A.
Students with disabilities stay in school longer than their nondisabled peers.
(
*
)
B.
Students with disabilities are not keeping up with their peers in the achievement of postschool outcomes.
Correct
C.
Dropouts are less likely to end up in the criminal justice system.
D.
The first generation of special education students were exiting high school and being successful.
3.
Services and supports needed by a student with disabilities in order to make a successful move from school to adult life are called:
A.
Action statements
B.
IEP goals
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C.
Transition services
Correct
D.
IDEA
4.
Who is the most important person in the transition process?
A.
Student
B.
Parents
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)
C.
Community agencies
Answer is A.
D.
Special education teacher
5.
Which of the following is not necessary to have in an IEP for a fourteen-year-old?
A.
Student involvement in the development of IEP goals
B.
Statement of needed transition services
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)
C.
Identification of transition service needs
Answer is B.
D.
Determination of possible postschool outcomes
6.
Who is responsible for ensuring that the student receives the needed transition services?
A.
The school district
B.
The agency who agreed to provide services
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*
)
C.
The person who signed the IEP stating they would provide services
Answer is A.
D.
The parents
7.
What is a recommended method to effectively plan for transition IEPs?
A.
Tell the student he or she must attend the IEP meeting.
B.
Person-Centered planning.
C.
Invite as many community agencies as possible.
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*
)
D.
Fill out the entire IEP at the meeting.
Answer is B.
8.
What should be done if a student´s parents cannot attend a transition IEP meeting?
A.
Have a follow-up meeting
B.
Use a conference telephone call
C.
Reschedule the meeting for a time that will work for the parents
(
*
)
D.
All of the above
Correct
9.
Who is involved in the person-centered planning process?
(
*
)
A.
Anyone the student and parents would like
Correct
B.
The transition IEP team
C.
Anyone the special education teacher invites
D.
Only friends and family member of the student
10.
Which of the following does NOT help to ensure that students and families are involved in transition planning?
A.
Consider cultural factors that could potentially impact transition planning
B.
Provide an interpreter at the meeting if the family has limited English conversational skills
(
*
)
C.
Talk to the families about transition at the IEP meeting only
Correct
D.
Provide families and students with information regarding transition planning
11.
Must community agencies be invited to all transition IEP meeting?
A.
Yes, so that it can be documented in the IEP
B.
Yes, because all students with disabilities ages 14 and over receive services from community agencies
C.
No, only students nearing graduation need to be linked to community agencies
(
*
)
D.
No, some younger students receive services only from the school and do not yet require community linkages
Correct
12.
Which of the following is NOT a step in involving outside agencies in the transition IEP?
(
*
)
A.
Invite any agency you think the parents might want involved to the meeting
Correct
B.
Collect information about community agencies
C.
Discuss possible services with the student and family
D.
Obtain consent for release of information from the parents and/or student
13.
What must be done if an agency or individual fails to provide an agreed upon service?
A.
Delete the goal
(
*
)
B.
As a team, determine another way to meet the student´s need
Correct
C.
Add a new goal that´s easier to meet
D.
Make the agency or person provide the service
