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WorksheetsTransition Pre-Test
Total questions: 20
Worksheet time: 20mins
MYTH OR REALITY
1. Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive post-school adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers.
TRUE
FALSE
MYTH OR REALITY
2. Many curricula and programs do not support students with disabilities in developing essential adult life skills.
TRUE
FALSE
MYTH OR REALITY
3. Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration.
TRUE
FALSE
MYTH OR REALITY
4. Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.
TRUE
FALSE
MYTH OR REALITY
5. In the mid-1980s, Federal incentives were offered to states to improve transition planning and services, but there were no specific policies requiring transition planning or services.
TRUE
FALSE
The date of the “Initial” Transition Plan (ITP) must be written during a student’s
6th grade year or 11 years old whichever comes first.
8th grade year or 16 years old whichever comes first.
9th grade at high school whichever comes first.
12th grade year whichever comes first.
A transition plan must be reviewed/updated
during the student’s senior year only.
1 time per year.
the same as other goals and objectives (Every 9 weeks).
never, the goals are on going.
Students are invited and encouraged to attend their IEP meetings
during their senior year
never
only if going to college/post-secondary
always
When outside agencies attend the IEP
parents do not have to give permission
it should be documented on notice or in minutes and parents must give consent
they are not allowed at meetings
Students and Parents must be informed that when the student is _________ years old, his/her rights as an adult are transferred to him/her.
at age 15
at age 21
at age 18
never
The following areas are required to be addressed in the Transition Plan
Community and Related Services
Adult Living & Related Services
Education/Training and Employment
Post-Secondary and extracurricular
Transition goals and activities have to be written so the student can achieve them in
4 years
1 year
2 years
6 months
The Preference, Strengths, Interest area for Intellectually Disabled students must include
name, age, grade
information received from the transition/career assessments
name of two transition/career assessments used
all of the above
The Desired Measurable Post-secondary/Outcome Completion Goals are to be achieved_________graduation.
during the students senior year
after
when the student enters 9th grade
yearly- throughout high school
The Desired Measurable Post-Secondary/Outcome Completion Goal for Independent Living is written
as appropriate
for every student
only for students with Profound Intellectual Disabilities
never
Adult Living Skills & Post School Options or Daily Living Skills Goal(s) are required if an Independent Living Goal is written.
TRUE
FALSE
When writing a Desired Measurable Outcome Completion Goal you are required to put the name of the post-secondary college/school the student will be attending.
TRUE
FALSE
Course of Study is not required for adapted curriculum students.
TRUE
FALSE
Adapted Curriculum students are exempt from having a required transition plan.
TRUE
FALSE
Desired Measurable Post Secondary/Outcome Completion Goals can change and become more refined as the student has more experience and gets closer to graduation.
TRUE
FALSE
