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).


Inclusion in General Education Predictor

Operational Definition: Inclusion in general education requires students with disabilities to have access to general education curriculum and be engaged in regular education classes with peers without disabilities.
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Characteristic 1 of 8: Provide administrative support (e.g., professional development for teachers and paraprofessionals, common planning, providing paraprofessionals) to teachers for students with disabilities included in general education classrooms.
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Characteristic 2 of 8: Provide specific instruction to support students with disabilities who are included in general education (e.g., differentiated instruction, learning strategies, study skills, organizational skills, personal management skills).
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Characteristic 3 of 8: Evaluate the effectiveness of inclusive programming by using formative assessment to identify when adjustments are needed to accommodate all students’ learning differences (e.g., pace, communication skills).
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Characteristic 4 of 8: Develop a receptive school atmosphere for including students with disabilities in general education by educating administrators, teachers, other staff, and students about person-first language and disability rights.
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Characteristic 5 of 8: Observe and assess integrated environment to identify and provide interventions for needed academic, social, behavior, and communication skills to ensure a conducive learning environment for all students.
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Characteristic 6 of 8: Use diverse instructional strategies to meet the learning needs of all students including universal design for learning, technology, and linking instruction to student interests.
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Characteristic 7 of 8: Provide professional development for secondary personnel to ensure personnel are qualified to use universal design for learning and evidence-based instructional strategies.
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Characteristic 8 of 8: Engage students as active participants in general education instructional processes utilizing multiple models of inclusive learning.
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