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-Determination/Self-Advocacy Predictor

Operational Definition: Self-Determination is the ability to make choices, solve problems, set goals, evaluate options, take initiative to reach one’s goals, and accept consequences of one's actions.
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Characteristic 1 of 10: Utilize a student driven IEP process to allow students to demonstrate self-awareness, goal setting, problem solving, and self-advocacy.
Click here for more information on the Implementation Scale Ratings. 

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Characteristic 2 of 10: Collaborate with general education teachers to embed choices into the general curriculum and daily lessons and provide opportunities for students to practice self-determination skills.
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Characteristic 3 of 10: Teach students to self-monitor self-determination skills (e.g., accommodations and modifications) and provide opportunities for students to practice the self-monitoring strategy.
**As you work with students, take into consideration the cultural nuances involved in teaching self-determination skills and providing opportunities to develop self-determination to students from CLD backgrounds.
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Characteristic 4 of 10: Ensure all students, including those with significant disabilities, have a functional communication system to engage in choice making, problem-solving, goal setting, taking initiative to reach goals, and accepting consequences for one’s actions.
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Characteristic 5 of 10: Conduct age-appropriate transition assessments in order for students to learn about themselves, set goals, solve problems, use information, make decisions, and to identify long-range goals.
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Characteristic 6 of 10: Provide opportunities for students to develop self-awareness by engaging in honest and respectful discussions with students about their self-determination assessment responses.
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Characteristic 7 of 10: Provide direct instruction in self-determination using a structured curriculum or evidence-based instructional strategy, with guided practice in natural school and community-based settings.
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Characteristic 8 of 10: Foster the development of students’ leadership skills.
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Characteristic 9 of 10: Expect and support students to make many routine choices for themselves through the course of a school day.
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Characteristic 10 of 10: Work collaboratively with students to facilitate achievement of their goals by informing them of their options and the potential consequences of their choices.
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