Research Database: Article Details
| Citation: | Grossi, T.; Thomas, F.; & Held, M. (2019). Making a collective impact: A School-to-Work Collaborative model. Journal of Vocational Rehabilitation,, 51 (3), 395-407. |
| Title: | Making a collective impact: A School-to-Work Collaborative model |
| Authors: | Grossi, T.; Thomas, F.; & Held, M. |
| Year: | 2019 |
| Journal/Publication: | Journal of Vocational Rehabilitation, |
| Publisher: | IOS Press |
| DOI: | https://doi.org/10.3233/JVR-191054 |
| Full text: | https://content.iospress.com/articles/journal-of-vocational-rehabil... | PDF |
| Peer-reviewed? | Yes |
| NIDILRR-funded? | Yes |
Structured abstract:
| 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. |
| Purpose: | 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. |
| Data collection and analysis: | 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. |
| Findings: | 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. |
| Conclusions: | 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. |
| Disabilities served: |
Autism / ASD Cerebral palsy Cognitive / intellectual impairment Developmental disabilities Learning disabilities Multiple sclerosis Muscular dystrophy Spinal cord injury (SCI) Traumatic brain injury (TBI) Severe physical disability Multiple disabilities |
| Populations served: |
Transition-age youth (14 - 24) Adjudicated adults and youth Youth in foster care Adolescents Transition-age students (14 - 22) |
| Interventions: |
Supported employment Vocational rehabilitation Coaching Transition services |
| Outcomes: |
Employment acquisition Full-time employment Part-time employment |