Predictor Implementation School/District Self-Assessment

DIRECTIONS: For each characteristic of the predictor below rate the
Degree of Implementation and the Evidence of Implementation.

The Predictor Implementation School/ District Self-Assessment (PISA) is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. The predictor categories listed have been extracted from high quality correlational research including students with disabilities. The operational definitions and essential program characteristics were derived from experts in the field through a Delphi study (Rowe et al., 2014).


Work Study Predictor

Operational Definition: A work study program is a specified sequence of work skills instruction and experiences designed to develop students’ work attitudes and general work behaviors by providing students with mutually supportive and integrated academic and vocational instruction.
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Characteristic 1 of 13: Provide options for paid and nonpaid work experiences both on and off-campus with options for gaining high school credit for completing program requirements in all 16 occupational clusters.
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Characteristic 2 of 13: Develop a plan for earning academic credit on the job through an integrated curriculum focused on work-related skills with school personnel, the student, and his/her parents.
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Characteristic 3 of 13: Provide supervision and guidance during the development of work behaviors and skills to address problems, concerns, insights, and learning.
**Consider culturally responsive behaviors and skills that address cultural concerns of culturally and linguistically diverse (CLD) students.
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Characteristic 4 of 13: Develop business/school partnerships, by educating employers about the resources of potential employees, to set up training sites.
**Provide businesses with culturally responsive strategies to understand the cultural needs, behaviors, and practices of students from CLD backgrounds.
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Characteristic 5 of 13: Develop policies to address liability, including student insurance, and other Department of Labor issues/concerns.
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Characteristic 6 of 13: Develop a process to match student interests with available sites both on and off campus.
**Increase the number of available sites by recruiting site partners that reflect the cultural backgrounds of students.
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Characteristic 7 of 13: Provide experiences in applied real-work settings supported by instruction.
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Characteristic 8 of 13: Place students in work settings that match their preferences, interests, needs, and skills.
**Consider partnerships with businesses owned by CLD communities.
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Characteristic 9 of 13: Provide transportation to vocational training sites.
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Characteristic 10 of 13: Provide, or partner with adult services to provide, qualified trained staff to job coach as needed.
**Staff qualification should include some cultural competencies or training.
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Characteristic 11 of 13: Provide self-evaluation and monitoring instruction to students.
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Characteristic 12 of 13: Provide students school-based opportunities to reflect, discuss, and share their work placement experiences.
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Characteristic 13 of 13: Have school personnel and site employees assess and monitor students’ progress by using job duty forms and task analysis for various sites.
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