Article Details

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