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Quality Indicators of Exemplary Transition Programs (QI-2)

Email address: adiamond@ku.edu


Date: 2017-04-02 20:34:28
State: MO
District: Jackson R-II
Role: Special Ed. Teacher

ExplanationofScores

Thescoreforeachdomainisanaverage(mean)ofyourtotalresponsestoeachqualityindicatorstatementinthatdomain.The
highestaverageforeachdomainis4andthelowestis1.
Thehighertheoveralldomainscore,themorequalityindicatorsyou'veachievedinthatdomain.
Thelowdomainscoresarethedomainsyoumaywanttotargetforchange.
Thedomainaveragecanhelpyouidentifywhichareaoftransitionmightbethemostcriticalforyou,yourdistrict,orstateto
beginplanningaroundormakingchanges.

YoucantrackyourQI2SurveyresultsunderMyPortfolio>MySurveys.Thissectionkeepstrackofeachtimeyouvetakenthe
QI2,yourscoreseachtimeyoutakeit,andgivesyouaccesstoprintoremailyourQI2scores.

Domain SCORE

TransitionPlanningDomainScore: 2.13

1.Transitionplanningbeginsearlyinastudent'seducationalexperience(butnolaterthan16yearsold). 3

2.Progresstowardastudent'spostsecondarygoalsarereviewedonanongoingbasis. 2

3.Transitionplanningincorporatesstudentcenteredapproaches(e.g.,MAPS,PersonalFuturesPlanning 2

4.Postsecondarygoalsarebaseduponstudentstrengths,interests,andpreferences. 2

5.Postsecondarygoalstargetpostsecondaryeducation/training,employment,andwhenappropriateindependent
2
living.

6.Transitionservicesandacourseofstudyareidentifiedtoassistthestudenttoreachpostsecondarygoals. 2

7.AnnualIEPgoalsaddressingbothacademicsandtransitionneedsareidentified. 2

8.Approachesareusedduringtransitionplanningtoidentifyoutcomessupportingstudentandfamilycultures. 2

TransitionAssessmentDomainScore: 1.67

9.Awidevarietyofformalandinformaltransitionassessmentsareavailabletousewithstudents. 2

10.Assessmentsforeachstudentevaluatespecifictransitionneeds,strengths,preferences,andinterests. 2

11.Thetransitionassessmentprocessisongoingthroughouttheyear. 1

12.Transitionassessmentresultsaresharedwithstudents,familiesandstaffinameaningfulway. 1

13.Studentpostsecondarygoalsarebasedontransitionassessmentresults. 2

14.Asummaryofperformancewithrecommendationsformeetingpostsecondarygoalsisdevelopedwhenstudent
2
exitshighschool

FamilyInvolvementDomainScore: 1.67

15.Familymembers(includingextendedfamily,friends,orlegalguardians)regularlyparticipateintransitionplanning
3
andIEPmeetings.

16.Thefamily'sneedsandsupportsaretakenintoconsiderationduringtransitionplanning. 2

17.Informationandtrainingareprovidedtofamiliesabouttransition. 2

18.Preplanningactivitiesareinplacesofamiliescanprovideinputpriortotransitionmeetings. 1

19.Familymembersareactivelyinvolvedthroughoutthetransitionplanningprocess. 1
20.Supportsareinplacetoinvolvefamilymembersintransitionplanningmeetings(e.g.,flexibletimeandlocation, 1
languageinterpreter).

StudentInvolvementDomainScore: 1.86

21.Decisionmakingskillsaretaughtusingevidencebasedcurriculumand/orstrategies. 2

22.Opportunitiestomakereallife,meaningfulchoicesareprovidedtostudents. 2

23.Goalsettingskillsusingevidencebasedcurriculumand/orstrategiesaretaught. 2

24.Opportunitiesforstudentstolearnaboutspecificpostschooloptions(e.g.,postsecondaryeducationandtraining,
3
employment,independentliving)areprovided.

25.Evidencebasedcurriculumand/orstrategiesareusedtoteachstudentstodevelopandleadtheirtransition
1
planningprocess.

26.StudentshavetheopportunitytoleadtheirIEPandtransitionplanningprocess. 2

27.Parentsareprovidedwithinformationandtrainingtosupportstudentselfdeterminationandselfadvocacy. 1

TransitionFocusedCurriculumandInstructionDomainScore: 2.71

28.Programsareinplacetoteachacademicstrategies(e.g.,mnemonics,graphicdisplays,learningstrategies,self
3
management).

29.Accommodationsareidentifiedandimplementedinthegeneralcurriculum. 3

30.Effectiveinstructionalmethodsareinplacetoteachacademiccontent(e.g.,universaldesignforlearning,
3
cooperativegroups).

31.Schoolbasedprogramsareinplacetoteachcareerdevelopment. 3

32.Workbasedprogramsareinplaceforcommunityemploymentandcareerexperiences. 3

33.Programsareinplacetoteachindependentlivingskills. 2

34.Programsareinplacetoteachsocial/interpersonalskills. 2

InteragencyCollaborationandCommunityServicesDomainScore: 2.60

35.Schoolbusinesspartnershipsexisttosupportcareerdevelopmentactivities. 3

36.Aprocessisinplaceforschoolsandagenciestodeterminetheanticipatedserviceneedsofstudentswhoare
3
movingfromschooltocommunityservices.

37.Referralstooutsideagenciesarecompletedbeforestudentsexitschool. 3

38.Accurateinformationabouttherangeofcommunityservicesisprovidedtostudentsandfamilies. 2

39.Interagencyagreementsidentifyrolesandresponsibilitiesregardingexchanginginformation,sharingresources,
2
andcoordinatingservices.

SystemsLevelInfrastructureDomainScore: 2.50

40.Acomprehensivedatacollectionsystemisinplacethatincludesacademic,behavioral,transition,and
2
postsecondaryoutcomesdata.

41.Comprehensivedatasystemsareusedtoevaluatesecondaryprogramsandtransitionservices. 3

42.Theschooldistricthasatleastoneprofessionalresponsibleforcoordinatingtransitionservicesandworkingwith
1
outsideagencies.

43.Dropoutpreventionprogramsareinplacetosupportstudentstoengageinschool. 3

44.Transitionpoliciesandproceduresarecommunicatedtoallschoolpersonnelinvolvedintransitionplanning. 2

45.Proceduresareinplaceforfacilitatingtheinclusionofstudentswithdisabilitiesintogeneraleducationprograms,
4
activities,andextracurricularevents.

46.Teachersincoreacademicandvocationalcoursesareprovidedwithassistancetoadaptinstructiontomeetthe
3
diverseneedsofstudents.

47.Professionaldevelopmentrelatedtotransitionisregularlyprovidedtoschoolpersonnelinvolvedintransition 2
planning.

Morningstar, M.E. Erickson, A.G., Lattin, D.L. & Lee, H. (Revised June, 2012). Quality indicators of exemplary transition

programs needs assessment summary [Assessment tool]. Lawrence, KS. University of Kansas, Department of Special

Education. Retrieved from www.transitioncoalition.org

Copyright 2012