| Background: |
A seamless system of transition requires linkages and collaboration between schools and adult service agencies. A shared vision for change is needed including a common understanding of the issues and a joint approach to developing solutions. |
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Purpose:
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The Indiana School-to-Work Collaborative developed a multi-component intervention package as a collective impact approach. The School-to-Work Collaborative interagency transition model was designed by using authentic stakeholder engagement throughout the process. |
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Data collection and analysis:
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This study compares the effects of a school-to-work collaborative transition model to improve employment outcomes and agency connections for transition-age youth with disabilities where a community provider employment specialist (e.g., Career Coach) was embedded in the schools. |
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Findings:
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Embedding a Career Coach from an adult employment provider in schools resulted in more work-based learning experiences, better employment outcomes, and more connections to adult service providers compared to schools without a Career Coach. Implementing policy changes from the federal and state levels without preparation time had an impact at the local level that ultimately impacted students and families. |
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Conclusions:
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Strong, effective interagency collaboration can result in a collective impact. Bringing together key stakeholders to design, monitor, and evaluate the model, as well as intended and unintended consequences, can result in policy and procedural changes. |
