[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585841-105":59,"doc-detail-585841-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","predictor-implementation-schooldistrict-self-assessment","Predictor Implementation - School/District Self-Assessment","","Predictor Implementation - School/District Self-Assessment provides a structured framework for secondary transition teams to evaluate how strongly their programs implement evidence-based practices linked to more positive post-school outcomes for students with disabilities. The document explains that predictor categories are drawn from high-quality correlational research and aligned to components of The Taxonomy for Transition Programming. It describes how teams use predictor definitions, program characteristics, and rating scales for Degree of Implementation and Evidence of Implementation to identify strengths, needs, and priorities for change.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/predictor-implementation-schooldistrict-self-assessment/585841/",{"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/predictor-implementation-schooldistrict-self-assessment/585841.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Predictor Implementation School/District Self-Assessment checklist?","Question",{"text":112,"@type":113},"It helps schools, districts, or stakeholders determine the extent to which their secondary transition program implements practices likely to support positive post-school outcomes for students with disabilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where do the predictor categories and program characteristics come from?",{"text":117,"@type":113},"The checklist states that predictor categories are extracted from high-quality correlational research and that operational definitions and essential characteristics were derived from experts through a Delphi study.",{"name":119,"@type":110,"acceptedAnswer":120},"How should teams use the checklist when completing self-assessment?",{"text":121,"@type":113},"Teams should review each predictor definition and program characteristic, then consider the Degree of Implementation and Evidence of Implementation scales to guide decisions about strengths, needs, and priorities for improvement.","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},585841,1792056099,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"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":129,"read_time":144,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","1  \nPredictor Implementation  \nSchool/ District Self-Assessment  \nNational Technical Assistance Center on Transition: the Collaborative [www.transitionta.org](www.transitionta.org)  \nAugust 2021   \nThis document has been updated by the National Technical Assistance Center on Transition: the Collaborative (NTACT:C), Charlotte, NC, funded by Cooperative Agreement Number (H326E200003) with the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) . Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education.  \nThis document has been updated by the National Technical Assistance Center on Transition (NTACT), Charlotte, NC, funded by Cooperative Agreement Number H326E140004 with the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) . Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officer: Dr. Selete Avoke. RSA Project Officer: Kristen Rhinehart-Fernandez.  \nThis document was originally developed by the National Post-School Outcomes Center, Eugene, Oregon, (funded by Cooperative Agreement Number H326U090001) with the U.S. Department of Education, Office of Special Education and Rehabilitative Services, and The National Secondary Transition Technical Assistance Center, Charlotte, NC (funded by Cooperative Agreement Number Grant \\# H326J11001) with the U.S. Department of Education. This document has been reviewed and approved by the Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officers: Dr. Selete Avoke and Marlene Simon-Burroughs  \nUpdated for dissemination by the National Technical Assistance Center on Transition: the Collaborative (2021)  \nUpdated for dissemination by the National Technical Assistance Center on Transition (2015; 2019)  \nNational Secondary Transition Technical Assistance Center (2013)  \nNational Post-school Outcomes Center (2013)  \n2  \nPredictor Implementation School/ District Self-Assessment  \nThe checklist below 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) . The areas of The Taxonomy for Transition Programming (Kohler, 1996) corresponding to each predictor are listed under the name of each predictor.  \nA team should consider the definition of the predictor and each individual program characteristic, as well as the Degree of Implementation and the Evidence of Implementation scales, to guide decisions regarding program strengths, needs, and priorities for change. Teams may find it helpful to consider the predictors in clusters. The following clusters are suggestions for grouping the predictors by similar topics or themes to facilitate discussion. Our suggested predictor clusters are:  \n• Student Skills: Community Experiences, Self-Determination/Self-Advocacy, Goal-Setting, Youth Autonomy/Decision Making, Social Skills, Self-Care/Independent Living, Travel Skills, Psychological Empowerment, Self-Realization Technology Skil","cbCaidwjeoMsmp1I","https://ap.wps.com/l/cbCaidwjeoMsmp1I","pdf",463340,23,"English","# Predictor Implementation\n## School/District Self-Assessment\n## Predictor Clusters\n## Degree of Implementation Scale\n## Implementation Ratings","[{\"question\":\"What is the purpose of the Predictor Implementation School/District Self-Assessment checklist?\",\"answer\":\"It helps schools, districts, or stakeholders determine the extent to which their secondary transition program implements practices likely to support positive post-school outcomes for students with disabilities.\"},{\"question\":\"Where do the predictor categories and program characteristics come from?\",\"answer\":\"The checklist states that predictor categories are extracted from high-quality correlational research and that operational definitions and essential characteristics were derived from experts through a Delphi study.\"},{\"question\":\"How should teams use the checklist when completing self-assessment?\",\"answer\":\"Teams should review each predictor definition and program characteristic, then consider the Degree of Implementation and Evidence of Implementation scales to guide decisions about strengths, needs, and priorities for improvement.\"}]","Predictor Implementation - School/District Self-Assessment | PDF",58]