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).


Interagency Collaboration Predictor

Operational Definition: Interagency Collaboration is a clear, purposeful, and carefully designed process that promotes cross agency, cross program, and cross disciplinary collaborative efforts leading to tangible transition outcomes for youth.
Invalid email address.

Invalid Input

Please select your district from the list.

Characteristic 1 of 13: Develop wide reaching state interagency teams that include disability related and non-disability related agencies (e.g., Developmental Disabilities, Vocational Rehabilitation, Department of Labor, Social Security Administration) with a common interest in transition service delivery.
Click here for more information on the Implementation Scale Ratings. 

Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 2 of 13: Develop and implement formal and informal agreements between agencies responsible for the delivery of transition services.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 3 of 13: Develop an agreed upon vision and mission of transition services and programs.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 4 of 13: Develop an organizational structure that includes a process for identifying membership (e.g., criteria for membership), terms of services, procedures for replacing members, orientation for new members, and web-based and print membership directories.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 5 of 13: Coordinate the development of policies and procedures for service delivery and sharing of resources by both school and community agencies.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 6 of 13: Implement a state-wide plan that (1) addresses gaps, (2) includes strategies for blending and braiding funding of other resources, (3) streamlines the transition process, and (4) eradicates duplication of service delivery.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 7 of 13: Conduct asset/resource mapping to identify all community agencies that support youth with disabilities in the area as well as gaps in service delivery.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 8 of 13: Clearly define roles and responsibilities of each organization as part of the interagency agreement.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 9 of 13: Schedule regular times for planning, developing, and measuring the progress and effectiveness of implementing a shared transition service delivery system at all levels (e.g., individual student, school, local, region, state, and nation).
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 10 of 13: Develop procedures for shared problem-solving to address needs of students with disabilities and the barriers they may face during transition process.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 11 of 13: Develop procedures for school staff to have a systematic way to include students, families, community members, and agencies at different levels of the transition process (e.g., when to invite to IEP meetings, when to refer families to meet with agency, when to provide information sheet to family).
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 12 of 13: Establish multiple methods of communication and information sharing across agencies.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input

Characteristic 13 of 13: Provide cross-discipline professional development opportunities for all members of interagency council to ensure members are knowledgeable about services and eligibility criteria.
Invalid Input

Invalid Input

(see link above for more info)

Invalid Input