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).


Parent Involvement Predictor

Operational Definition: Parent Involvement means parents /families/guardian are active and knowledgeable participants in all aspects of transition planning (e.g., decision-making, providing support, attending meetings, and advocating for their child).
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Characteristic 1 of 9: Provide relevant information about transition planning to parents through a variety of means (e.g., written, face-to-face, community-based trainings such as Autism Society) at each stage of the transition planning process such as transition from middle to high school, age of majority, graduation.
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Characteristic 2 of 9: Link parents with support networks (e.g., networking opportunities with other parents, advocacy groups).
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Characteristic 3 of 9: Provide multiple options for involvement (e.g., pre-IEP planning input, flexible IEP meeting times) and alternate ways to obtain input in the transition planning process.
**Consider parents’ perceptions in transition planning that may conflict with mainstream professional ideas. Some parents from CLD backgrounds may not be supportive of transition activities if they feel the plans are contrary to their expectations.
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Characteristic 4 of 9: Establish a welcoming atmosphere in the school by developing a system of ongoing communication and interaction (e.g., e-mail, notes home, home visits, regularly scheduled meetings in addition to IEP meetings).
**Consider the language and cultural needs of parents from CLD backgrounds.
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Characteristic 5 of 9: Provide fairs, brochures, or workshops to educate parents about adult services and post-school supports in the community (e.g., vocational rehabilitation, mental health resources, postsecondary education institutions and supports).
**Consider developing material in languages accessible to target communities.
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Characteristic 6 of 9: Provide staff training on culturally competent transition planning (e.g. recognizing and honoring differences such as ethnic, socioeconomic, and values of the family).
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Characteristic 7 of 9: Actively engage parents in interagency transition councils.
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Characteristic 8 of 9: Collaborate with families to identify how the school and family/guardian can support the student in achieving their desired post-school goals.
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Characteristic 9 of 9: Share transition assessment results with parents so that parents can use the information to provide training for their child in the home and the community and identify natural supports.
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