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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.

OBJECTIVE:

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.

METHODS:

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.

RESULTS:

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.

CONCLUSION:

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.

Keywords

Transition employment career coach

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