Name: _________________________
Date: ________________________
Transition to Preschool or Other Community Services
Self Study Exam
*Please note that before completing the self-study, you should review
OCDEL Announcement EI-09 #10: Transition of Toddlers to Preschool or Other Community Services
1) Children transition from the Infant Toddler Early Intervention program to the Preschool Early
Intervention program or other community programs at age ____________.
2) The applicable statue and regulations for children transitioning in early intervention are:
a)
b)
c)
d)
e)
Disabilities Education Improvement Act of 2004 (IDEA), Parts B (619) and C
Pennsylvania Act 212 (Early Intervention Services System Act)
Pennsylvania EI Services, Chapter 4226
Pennsylvania EI Services, Chapter 14, Special Education and Programs
All of the above
3) There are established steps for children to exit the Infant Toddler EI program when the child no
longer meets the eligibility criteria for EI services. True False
4) In order that families are fully informed regarding EI services and that services may change over
time in order to best serve their child’s age and needs,
a) Transition should be viewed as a process rather than a specific event.
b) The process should begin early so that families are provided with a “seamless system of
early intervention.”
c) Transition planning should be embedded into the Individual Family Service Plan (IFSP)
d) Families should be included from the beginning and encouraged to participate
e) All of the above
5) Including the family from the beginning and encouraging their participation as part of
the team throughout their Early Intervention experience will not enhance the family’s capacity to
support the growth and development of their child.
True
False
6) A transition meeting for a child who will be exiting Infant-Toddler Services and who may be eligible
for Preschool Early Intervention services must be held
a)
b)
c)
d)
e)
The day that the child turns three
At least 90 days before the child’s becomes eligible
Not more than 9 months before the child becomes eligible
Both (b) and (c)
None of the above
7) At minimum, a transition meeting must include,
a)
b)
c)
d)
e)
The family
A representative of the Infant/Toddler Early Intervention Program
A representative of the Preschool Early Intervention Program
None of the above
All of the above
8) Children who are eligible to receive Early Intervention Services should not participate in early
childhood education programs with their same age peers.
True
False
9) Transition planning should include strategies for assuring that services change because
a)
b)
c)
d)
The developmental needs of the child change
The funding streams change
Both of the above
Neither of the above
10) All children who were receiving Infant/Toddler Early Intervention Services are automatically
eligible to receive Preschool Early Intervention Services.
True
False
11) The following should be included in the discussion at the transition meeting:
a) All aspects of the toddler's current EI services, including: location of services, providers of
services, and frequency and duration of services
b) Future service options
c) Activities and strategies to prepare the child to adjust to and function in a new setting
d) Steps (with parental consent) to share evaluation and assessment information and copies
of the child’s IFSP, with the Preschool early Intervention Program
e) All of the above
12) If the initial transition meeting occurs ___________________ months prior to the toddler’s third
birthday, the transition plan shall be updated at least quarterly from the time of the transition meeting.
13) Infant/Toddler and Preschool EI personnel who work directly with at-risk children and children
with disabilities shall receive the necessary training on the coordination of transition services
a)
b)
c)
d)
Only once
Every six months
Never-they do not need the information
Annually
14) If young children who have received Early Intervention Infant/Toddler services have reached
developmental milestones and/or have successfully completed their IFSP goals prior to transition at age
three,
a) They must remain in Infant Toddler Early Intervention until their third birthday
b) Steps should be taken to exit the infant or toddler from the
Infant/Toddler EI Program
c) A planning meeting should be scheduled no later than fifteen calendar days after the
determination has been made that the child is no longer eligible for EI services
d) Nothing happens
e) Both (b) and (c)
15) If a parent disagrees with the eligibility determination all appropriate ____________ ____________
shall be reviewed, discussed with, and made available to the family upon request.
16) If a family disagrees with the determination and requests a due process hearing, an independent
evaluation can be conducted at no cost to the family to assist in the resolution of the disagreement.
True
False
17) If a child who is potentially eligible for Early Intervention Services is within 90 days of his/her third
birthday, the family is referred to (Preschool EI) (Infant/Toddler EI) [circle correct answer] for
evaluation.
18) When a child who is found eligible for Early Intervention Services is within 90 days of his/her third
birthday, either Preschool EI or Infant/Toddler EI will provide the services as determined in the local
interagency agreement in accordance with Part C timelines, however, Infant/Toddler EI is responsible
for funding the services until the child’s third birthday.
True
False
19) A child receiving Infant/Toddler services
a) Can always be seen by a 0-3 team member on his/her third birthday
b) Can never be seen by a 0-3 team member on his/her third birthday
c) Can only be seen by a 0-3 team member on or after the third birthday only when a
pre-approved IU request has been agreed upon and communicated to the 0-3 team
member(s) by the BARC Program Supervisor
d) None of the above
20) If requested by the family, a 0-3 team member may accompany the family to their child’s IEP
meeting
a) To make recommendations for services
b) To comment on the proposed IEP
c) To simply respond to questions that are asked by the IEP team regarding present levels,
progress, skill development and recommended strategies.
d) To advocate for the child/family
e) All of the above
21) The identified member of the Infant/Toddler team must complete and deliver their exit data to the
BARC Program Supervisor
a)
b)
c)
d)
e)
On the child’s third birthday
At least two weeks before the child’s third birthday
Within 2 months prior to the child’s third birthday
After the child begins Preschool Services
Both (b) and (c)
22) Transition support means good communication that includes:
a)
b)
c)
d)
e)
Timely planning as a child approaches age three
Multiple conversations with the family and sending team members
Making sure each team member understands the steps in the process
All of the above
None of the above
A BARC Early Intervention Department Director or Supervisor will review this
document. I understand that in order to receive a credit of one hour towards the
State Mandated 0-3 annual professional development requirement, this self-study
examination must be complete and accurate.
________________________________ ___________________________________
(Signature)
(Date)
-----------------------------------------------------------------------------------------------------For Office Use Only
Reviewed by: ________________________________________________________
Title: _______________________________________________________________
Date: _______________________________________________________________