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The authors report the measure’s six critical features: adolescent engagement, district capacity, school capacity, community engagement, family engagement, and professional capacity. Stakeholder input guided revisions, alongside an instruction manual and action planning guide, with recommendations for research, policy, and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/conceptualizing-and-developing-the-secondary-transition-fidelity-assessment-to-support-transition-programming-and-practice/598417/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/conceptualizing-and-developing-the-secondary-transition-fidelity-assessment-to-support-transition-programming-and-practice/598417.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Secondary Transition Fidelity Assessment (STFA) designed to do?","Question",{"text":112,"@type":113},"STFA is a measure intended for high school leadership teams to examine secondary programs and practices that research links to meaningful outcomes for secondary students with and without disabilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which six critical features does the STFA include?",{"text":117,"@type":113},"The STFA includes adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the authors support implementation and self-evaluation using the STFA?",{"text":121,"@type":113},"Based on stakeholder feedback, the authors revised the STFA and developed an instruction manual and action planning guide to support self-evaluation of secondary programs and practices using STFA data.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598417,1792210910,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice  \nCareer Development and Transition for Exceptional Individuals  \n2024, Vol. 47(2) 106–118  \n© Hammill Institute on Disabilities 2023  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434231163498](DOI: 10.1177/21651434231163498)[ ](DOI: 10.1177/21651434231163498)[cdtei.sagepub.com](cdtei.sagepub.com)  \nValerie L. Mazzotti, PhD 1, Mary E. Morningstar, PhD2,  \nAllison Lombardi, PhD3, Sheida K. Raley, PhD4, Dawn A. Rowe, PhD5, Marcus Poppen, PhD6, Kyle Reardon, PhD7, Sarah R. Carlson, PhD4,8, Deanne Unruh, PhD7, Jessica Monahan, PhD9, Jessica G. Rousey, MAT 1, Janie N. Vicchio, MAT 1, and David W. Test, PhD 1  \nAbstract  \nIn this article, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided.  \nKeywords  \nsecondary transition, implementation fidelity, secondary programming, high school, multitiered system of supports  \nThe transition from high school to adult life is an important time for all youth. There is a pressing need to provide effective secondary supports and services with fidelity to ensure students achieve positive and valued adult outcomes (e.g., employment, postsecondary education, community participation, quality of life) . Multitiered systems of supports (MTSS) has evolved in secondary schools with considerations given to academic, behavioral, and transition outcomes for all students, inclusive of youth with and without disabilities (Bohanon et al., 2016; Morningstar et al., 2018) . However, the broader education field has historically associated “secondary transition” strategies as specific to youth with disabilities; when in actuality, secondary transition is reflected in the work of college and career readiness for all youth (Lombardi et al., 2018; Trainor et al., 2020) . Parallel tracks of secondary school reform result in a dichotomy among educators, with college and career readiness efforts typically deemed only for youth without disabilities, while secondary transition services are often designated for students with disabilities (Morningstar et al., 2018) . In response, secondary transition researchers have emphasized the importance of focusing interventions for youth with and  \nwithout disabilities by merging secondary transition and college and career readiness through frameworks associated with academic, behavioral, and transition skills (Lombardi et al., 2018, 2020; Morningstar et al., 2017) .  \nTo further emphasize this point, the Individuals with Disabilities Education Improvement Act (2004) mandated transition services and supports for youth with disabilities to help ensure these students experience positive in-school and postschool outcomes. Eleven years later, the Every Student  \n1 The University of North Carolina-Charlotte, USA 2Portland State University-Portland, USA 3University of Connecticut-Storrs, USA  \n4The University of Kansas-Lawrence, USA  \n5East Tennessee State University-Johnson City, USA 6Washington State University-Pullman, USA 7University of Oregon-Eugene, USA  \n8The Un","cbCaimrzMod3Rmu4","https://ap.wps.com/l/cbCaimrzMod3Rmu4","pdf",566693,13,"English","# Abstract\n## Secondary transition and fidelity\n## STFA conceptualization and development\n## Measure features and support tools\n## Recommendations for research, policy, and practice","[{\"question\":\"What is the Secondary Transition Fidelity Assessment (STFA) designed to do?\",\"answer\":\"STFA is a measure intended for high school leadership teams to examine secondary programs and practices that research links to meaningful outcomes for secondary students with and without disabilities.\"},{\"question\":\"Which six critical features does the STFA include?\",\"answer\":\"The STFA includes adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity.\"},{\"question\":\"How do the authors support implementation and self-evaluation using the STFA?\",\"answer\":\"Based on stakeholder feedback, the authors revised the STFA and developed an instruction manual and action planning guide to support self-evaluation of secondary programs and practices using STFA data.\"}]","Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice | PDF",1792086892,33]