Transitions are addressed across educational levels (preschool - high school) and relevant systems (e.g., mental health, vocational rehabilitation)

Program options are flexible to meet individual student needs

Programs are outcome-oriented and reflect high expectations for all students

Programs rely on a tiered philosophy, viewing general and special education as a unified system offering increasingly intensive support, as needed

Programs reflect the community’s cultural, linguistic, and ethnic diversity

Students with diverse needs have access to all educational opportunities (academic, college-prep, work-based, extracurricular, etc.)

Graduation requirements are clearly defined

Parents are given graduation requirements and exit options with future implications prior to 9th grade

Multiple pathways provided for satisfying standard graduation requirements

Every opportunity provided to students to receive a standard diploma until age 21

Evaluation is part of an ongoing cycle of program development and improvement

Clear vision is established for systemwide evaluation and data use

Data-driven culture supported at all levels

Data systems are used to monitor and to assess progress toward graduation including:

• dropout risk

• attendance

• behavior

• course completion

• course performance

• social performance

CTE enrollment and completion patterns

• office referrals, suspension, expulsion

• truancy

• retentions

• support needs

Student-level data are reviewed to identify students at risk of dropping out before key grade-level transitions

Student withdrawal data are collected and reviewed

Post-school data are collected and used for program planning

Students and families participate in program evaluation

Strategic planning is conducted on a regular basis includes multiple stakeholders from relevant education, agency, and community partners is driven by evidenced-based and promising practices for transition education and services uses needs assessments to provide the basis for secondary-level education and postschool community programs and services includes evaluation planning

Strategic planning document is evaluated for technical soundness (measureable goals, sufficient tasks, tangible outputs, anticipated outcomes, sound evaluation, etc.)

Academic and social performance are monitored

Policies and procedures provide the structure and process for systemic and ongoing program improvement regarding transition education and services

Policies and procedures are aligned with those of other providers as much as possible to address gaps and reduce duplication of transition services

Employee relations services are provided to ensure continuing quality of the workforce and the workplace (e.g., appointment status, benefits, and other transactions for all employees)

Personnel development is provided for:

• knowledge and skill development

• culturally responsive planning with families

• creating a welcoming school climate

Multiple measures are used when building and implementing administrator and teacher evaluation performance index formulas

Programs implemented to improve students’ classroom behavior and social skills

Students are provided a personalized learning environment and instructional process

School climate is welcoming to students, families, staff, and other stakeholders

School climate provides a safe and nurturing environment for students and adults to feel connected to the school (safe from physical or emotional harm, respect for diversity, fair and supportive practices)

Environment is culturally responsive to students, families, staff, and other stakeholders

Students’ sense of engagement and belonging in school is monitored

Staff and students interact outside the classroom

Adult advocates are assigned to students identified as at risk of dropping out

OCALI | Effective Practices and Effective Predictors for Adult Success