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).


Self-Care/Independent Living Skills Predictor

Operational Definition: Self-care/independent living skills are skills necessary for management of one’s personal self-care and daily independent living, including the personal management skills needed to interact with others, daily living skills, financial management skills, and the self-management of healthcare/wellness needs.
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Characteristic 1 of 8: Provide instruction, as needed based on assessment data, in (1) financial planning, (2) self-help, (3) cooking, (4) housekeeping, (5) home maintenance, (6) using transportation, (7) clothing care, (8) accessing community services, (9) time/ organizational management, (10) self-determination, (11) social roles/ citizenship, (12) community/peer relationships, or (10) critical thinking and problem solving.
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Characteristic 2 of 8: Embed self-care/independent living skills instruction into academic coursework to help students connect academic skills to post-school goals.
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Characteristic 3 of 8: Provide instruction in self-care independent living skills in multiple settings including general education, special education, and community.
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Characteristic 4 of 8: Provide individual, small group, or whole class instruction in independent living and self-care skills, as appropriate.
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Characteristic 5 of 8: Provide students multiple opportunities to practice independent living skills throughout the school day in real-life situations using real-life materials and equipment.
**Independent living skills may include skills for functioning in an environment that requires interaction with people from different CLD backgrounds.
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Characteristic 6 of 8: Provide transition services (e.g., completing housing application, obtaining Social Security Disability) for students to accomplish postsecondary independent living goals.
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Characteristic 7 of 8: Conduct ongoing assessment of self-care/independent living skills to identify and evaluate levels of skill attainment, maintenance, and generalized use of skills in other settings where use of skills are required.
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Characteristic 8 of 8: Teach home and community recreation skills that can be done alone or with others in both organized and informal settings.
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