Affiliations: [a] Indiana Institute on Disability and Community, Indiana University, Bloomington, IN, USA
| [b] Utah State University, Logan, UT, USA
Correspondence:
[*]
Address for correspondence: Teresa Grossi, Indiana Institute on Disability and Community, Indiana University, 1905 N. Range Road, Bloomington, IN 47408, USA. E-mail: tgrossi@indiana.edu.
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.
