Predictor Implementation School/District Self-Assessment

Institution	National Technical Assistance Center on Transition (NTACT)
Titel	Predictor Implementation School/District Self-Assessment
Quelle	(2021), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; School Districts; Self Evaluation (Groups); Check Lists; Predictor Variables; Program Implementation; Transitional Programs; Career Development; Career Awareness; Work Experience; Self Determination; Self Advocacy; Work Study Programs; Daily Living Skills; Independent Living; Decision Making Skills; Parent Participation; Exit Examinations; Inclusion; Individualized Programs; Social Support Groups; Interpersonal Competence; Goal Orientation; Students with Disabilities; Student Empowerment; Self Actualization; Personal Autonomy; Self Management; Technological Literacy; Travel; Employment; Parent Aspiration; Student Development + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Checkliste; Prädiktor; Berufsentwicklung; Karrierebewusstsein; Employment experience; Job experience; Occupational experience; Berufserfahrung; Selbstbestimmung; Selbstbehauptung; Alltagsfertigkeit; Selbstverantwortung; Elternmitwirkung; Final examination; Abschlussprüfung; Inklusion; Individualisierte Ausbildung; Social support; Soziale Unterstützung; Interpersonale Kompetenz; Zielorientierung; Zielvorstellung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Studienberechtigung; Self actualisation; Selbstverwirklichung; Individuelle Autonomie; Selbstmanagement; Technisches Wissen; Travelling; Reisen; Reise; Dienstverhältnis; Elternwille
Abstract	The checklist in this document 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. A 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: (1) Student Skills; (2) Career Development; (3) Collaborative Systems; and (4) Policy. [This document was originally developed by the National Post-School Outcomes Center. For "Predictor Implementation School/District Self-Assessment Instructions and Action Planning Guide," see ED629042.] (ERIC).
Anmerkungen	National Technical Assistance Center on Transition: The Collaborative. Web site: https://transitionta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01