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).


Transition Program Predictor

Operational Definition: A transition program prepares students to move from secondary settings (e.g., middle school/high school) to adult-life, utilizing comprehensive transition planning and education that creates individualized opportunities, services, and supports to help students achieve their post-school goals in education/training, employment, and independent living.
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Characteristic 1 of 11: Provide systems level infrastructure (e.g., highly qualified staff and administrators with defined roles and responsibilities, sufficient budget) to monitor and guide students to obtain post-school goals.
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Characteristic 2 of 11: Provide integrated instruction in all areas of independent living (e.g., community living, transportation, recreation leisure, self-advocacy, goal setting, decision making) for all students with disabilities.
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Characteristic 3 of 11: Provide individualized transition focused curriculum and instruction based on students’ postsecondary goals in postsecondary education, employment, and independent living (e.g., self-determination and financial planning).
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Characteristic 4 of 11: Provide instruction and training in natural environments supported by classroom instruction.
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Characteristic 5 of 11: Provide individualized transition services based on students’ postsecondary goals in postsecondary education, employment, and independent living (e.g., self-determination and financial planning).
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Characteristic 6 of 11: Provide opportunities for engagement with non-disabled peers in the school and community.
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Characteristic 7 of 11: Use interagency collaboration with clearly defined roles and responsibilities to provide coordinated transition services (e.g., Vocational Rehabilitation, Mental Health) at multiple levels (i.e., student, school, districts, region, state) to assist students in meeting their postsecondary goals.
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Characteristic 8 of 11: Monitor and assess students’ progress in the domains of academics, daily living, personal and social, and occupational.
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Characteristic 9 of 11: Use multiple strength-based assessments across multiple domains at different points in time to assist student and IEP teams in post-school planning.
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Characteristic 10 of 11: Provide training and resources to families to involve them in transition planning and connect them to adult agencies and support and information networks.
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Characteristic 11 of 11: Conduct program evaluation to assess effectiveness of transition program.
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