[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585842-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-585842-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","predictor-implementation-schooldistrict-self-assessment-instructions-and-action-planning-guide","Predictor Implementation School/District Self-Assessment Instructions and Action Planning Guide","","Instructions for completing the Predictor Implementation School/District Self-Assessment (PISA) are organized into four steps: identifying an inclusive team, arranging an accessible meeting location and schedule, preparing members through documentation and evidence collection, and convening the meeting to review the PISA. Guidance emphasizes stakeholder participation, quarterly or more frequent check-ins, distributing materials in advance, and assessing the degree and evidence of implementation across predictors to set program strengths, needs, and priorities.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/predictor-implementation-schooldistrict-self-assessment-instructions-and-action-planning-guide/585842/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/predictor-implementation-schooldistrict-self-assessment-instructions-and-action-planning-guide/585842.png","ImageObject",300,407,{"name":42,"@type":43},"Riley West","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Who should be included on the PISA self-assessment team?","Question",{"text":62,"@type":63},"The team should include administration and general education teachers, special education teachers, school counselors, related service providers, agency partners, family members, students, and other relevant stakeholders. While not every member type is required, the team should reflect a thorough perspective on the program at the school or district level.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What considerations are recommended for choosing a meeting location and time?",{"text":67,"@type":63},"Select a location accessible to all team members and able to support multiple people. Include space and technology such as computers, an LCD projector, and Wi-Fi for gathering evidence, and use chart paper and markers for brainstorming. Teams are recommended to meet quarterly, but may meet monthly to ensure progress toward goals.",{"name":69,"@type":60,"acceptedAnswer":70},"How should teams prepare for the PISA meeting?",{"text":71,"@type":63},"Prepare by collecting and organizing data and evidence to be shared, ensuring all members have materials needed for informed discussion, establishing documentation procedures for where PISA materials and action plans will be stored, and distributing the PISA (or relevant predictor groups) prior to the meeting.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},585842,1792056099,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":143,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Predictor Implementation School/District Self-Assessment Instructions and Action Planning Guide  \nInstructions  \nThis document provides information about the process a school-level team will use to complete the Predictor Implementation School/ District Self-Assessment (PISA) . This process involves four major steps including (a) identifying team members, (b) establishing a location and time for the meeting, (c) preparing for the meeting, and (d) process for conducting the meeting with the school-level team.  \nStep 1: Identifying Team Members  \nThe PISA is best completed collaboratively by administration, general education teachers, special education teachers, school counselors, related service providers, agency partners, family members, students, and other relevant stakeholders. The tool may also be completed regarding practices in a single classroom and then might only include a team of teacher(s), paraprofessional(s), family members, and students. While it is not necessary to have all members as noted, team members should represent a thorough perspective on the program (school or district level) . It is important to consider who the decision makers are and ensure these individuals are included as part of the team. Consider including the follow team members as part of the team:  \no Administrators  \n• Statewide Transition Program Lead (education)  \n• Statewide Transition Program Lead (vocational rehabilitation)  \n• District Special Education Director or Secondary Program Coordinator  \n• Parent Center Director or Transition Content Lead  \n• Leadership from other service provider agencies  \n• School Principal  \n• Assistant Principal  \no Education Personnel  \n• School Special Education Coordinator/Department Chair  \n• Transition Specialist/Coordinator/Facilitator  \n• Curriculum and Instruction Program Coordinator  \n• Career and Technical Education Program Coordinator/Teacher  \n• Special Education Teacher(s)  \n• General Education Teacher(s) (including Career and Technical Education)  \n• Paraprofessional(s)  \n• School Psychologist  \n• School Counselor  \n• School Social Worker  \n• Dropout Prevention Coordinator/ Coach  \n• Related Service Providers  \no Additional Key Individuals  \n• Student(s)  \n• Family Member(s)  \n• Community Partners (business owners, institutions of higher education)  \n• Service Provider Agencies (e.g., developmental disability services, vocational rehabilitation, community rehabilitation providers, juvenile justice, department of human services, centers for independent living, etc. )  \nStep 2: Establishing a Location and Meeting Time  \nThe meeting location should be accessible to all members of the team. Select a location that can accommodate multiple people. Considerations for meeting space include: (a) meeting spaces that have technology to support use of a computer, LCD projector, and screen; (b) access to Wi-Fi for acquiring specific pieces of evidence (e.g., contracts with community partners, meeting notes, assessment data); and (c) chart paper and markers for brainstorming.  \nRegularly scheduled meetings should be scheduled to monitor progress on efforts made to improve the prioritized critical feature(s) and elements, including collecting data on those efforts. It is recommended that teams meet quarterly. However, it may be necessary to meet more frequently (e.g., monthly) to ensure progress is being made towards goals.  \nStep 3: Preparing for the Meeting  \nThis section describes the process teams should use in order to ensure all team members are prepared for the meeting. This includes, but is not limited to, collecting data to be shared at the meeting and ensuring all team members have the materials necessary to actively engage in an informed discussion during the meeting. Preparing for the meeting includes:  \n• Developing the Team: See above.  \n• Establishing Documentation Procedures: Identify who will manage data collected from the PISA, the completed PISA instrument, and action plan. Decide if this i","cbCaiiTw3zIGptVc","https://ap.wps.com/l/cbCaiiTw3zIGptVc","pdf",568191,"English","# Step 1: Identifying Team Members\n# Step 2: Establishing a Location and Meeting Time\n# Step 3: Preparing for the Meeting\n# Step 4: Convening the Meeting","[{\"question\":\"Who should be included on the PISA self-assessment team?\",\"answer\":\"The team should include administration and general education teachers, special education teachers, school counselors, related service providers, agency partners, family members, students, and other relevant stakeholders. While not every member type is required, the team should reflect a thorough perspective on the program at the school or district level.\"},{\"question\":\"What considerations are recommended for choosing a meeting location and time?\",\"answer\":\"Select a location accessible to all team members and able to support multiple people. Include space and technology such as computers, an LCD projector, and Wi-Fi for gathering evidence, and use chart paper and markers for brainstorming. Teams are recommended to meet quarterly, but may meet monthly to ensure progress toward goals.\"},{\"question\":\"How should teams prepare for the PISA meeting?\",\"answer\":\"Prepare by collecting and organizing data and evidence to be shared, ensuring all members have materials needed for informed discussion, establishing documentation procedures for where PISA materials and action plans will be stored, and distributing the PISA (or relevant predictor groups) prior to the meeting.\"}]","Predictor Implementation School/District Self-Assessment Instructions and Action Planning Guide | PDF",25]